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INTERNATIONAL BACCALAUREATE (IB)
INTERNATIONAL BACCALAUREATE ORGANIZATION (IBO)

IB Mission
"... The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world...Three programs for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills ...

• "To live, learn and work in a rapidly globalizing world."
• "To develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world through intercultural understanding and respect."
• [To] "encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

Foreign Beginnings and Influences
United Nations
Although DENIED by IB supporters at the local level, IB is STRONGLY connected to the UN.

- UN is involved with input and approval of teaching material about global issues.
- UN holds the copyrights.
- UN essentially develops the IB movement:

• 1924 - International School of Geneva

• 1947 - United Nations International School (UNIS) founded in NY
• 1948 - United Nations Educational Scientific and Cultural Organization (UNESCO) handbook by Marie Therese Maurette (then director of the IB school in Geneva) “Is there a way of teaching peace?”... teachers to play down whole concept of nationality as a source of pride or pity, introduce a new geography where their students have contact with the world before they ever see a map of their own country, not teach history BEFORE the age of 12; teach 2 languages - 2 modes of thought.

• 1949 - UNESCO convenes the Conference of Internationally-minded schools (CIS)

• 1968 - IBO registered in Geneva, Switzerland

United Nations Educational Scientific Organization (UNESCO)       
“IB has been recognized as an NGO (Non Governmental Organization) of UNESCO since 1970. IB representatives participate regularly in UNESCO meetings and consult."

• IB is promoted and funded by the UN and the Federal Government.
• UNESCO develops the international benchmarks.

• UNESCO plays a tremendous role in the writing, maintenance, and implementation of the IB curriculum.

• On July 24 2009, our President’s department of education announced that he would make sure that all of our education standards in America were tied to International benchmarks.

IB at a Glance   

• Home base in Geneva, Switzerland.
• New IB global center opened in 9/2010 in the Hague, Netherlands and Maryland, USA.
• There are 1095 IB World Schools in the US (93% in public schools).
• There are 14 schools in WISCONSIN.
  

      o   Wisconsin's Action Kit: IB North America Action Kit for Legislative Officials
      o  Country Information for the United States (find the schools contracted with IB)
      o   IB Schools in Wisconsin

• K -12 program

       o   PYP (Primary years program 3-11) - ALL children - mandatory participation
       o   MYP (Middle years program 11-15) - ALL children
       o   DP (Diploma program 16-19)

• International Baccalaureate® Career-related Certificate (IBCC) is vocational training "to extend the access of an IB education to a greater number of students" (pilot program in process completion expected Sept ‘ 11). There are "three strands to its core:

       o   "A community and service programme – this emphasizes partnership and the principles of service learning
       o   An approaches to learning course – this emphasizes the development of transferable skills
       o   A reflective project - based on exploring the ethical dimensions associated with an issue related to the student’s career-related
          studies" (emphasis added)

IB Cautions
Red Flag Philosophy
IB programs focus on OUTCOMES; use theories and practices from the PROGRESSIVE/HUMANISTIC ideology. Now called CONSTRUCTIVISM, with increased outside meddling in local and state education.

• IB philosophy is about intercultural understanding and respect (i.e., multiculturalism-all cultures are equal with denigration and criticism of fundamental Western worldviews).
•  IB philosophy is anti-American.
•  IB philosophy is anti-God.
• IB philosophy is anti-capitalist.
• IB philosophy is about global citizenship.
•  IB philosophy is about social justice.
• IB philosophy is about tolerance - outcomes based on feelings, attitudes, values, beliefs.
• IB philosophy is about group consensus/ cooperative learning (i.e., group learning, suppression of personal convictions and values in order for all to agree; age of collectivism- socialism-not individualism).

• IB is about a "curriculum" that embeds one world propaganda.

 
Red Flag Control

• IB results in ultimate elimination of the HONORS and AP programs in smaller schools.
• IB programs may superficially appear to be a remedy for academic decline, BUT it focuses on AFFECTIVE goals, such as values, attitudes.
• IBO claims intellectual property rights to student work to be used by IBO for any purpose it deems appropriate.
• No local control - control over CONTENT and PURPOSE of education is TRANSFERRED TO Geneva, Switzerland.
• Loss of neighborhood school choice.
• RULES AND REGULATIONS are under SWISS JURISDICTION.
• DISPUTES - settled in Geneva, Switzerland via an “arbitrator” in accordance with the SWISS RULES OF INTERNATIONAL ARBITRATION.

The High Cost of IB
Most instigated without general public knowledge or taxpayer approval.

• High cost - (school pays per school, per program, per student annual fee, teacher trainings and mandated conferences, including travel and expenses at exotic locations, program evaluation fees every 4-5 years, annual student fee per exam, special IB coordinators/supervisors).

• The average expense is approx $200,000 per year, per school, with fees on the rise.
• Initial seed money usually from federal funds.
• Communities see increasing tax levies to pay these exponentially rising fees, with no opt out.

Questions Worth Asking
Why is the UN funding and promoting this curriculum?
Why would Americans be willing to adopt this and have their children indoctrinated in this way?

UN Bases High School CURRICULUM ON:

Creative, Action, Service (CAS) - Each school appoints a CAS supervisor who is responsible for providing a varied choice of activities for students and supervise self-reflection [required 3 hrs/wk]. Programs are monitored by IB regional offices:

Creative activities where students demonstrate creativity in designing and implementing service projects;

Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects;

Service encompasses a host of community and social service activities.

Extended Essay - an independent, self-directed piece of research, culminating in a 4,000-word paper (on the "appropriate research question").

Theory of Knowledge (TOK) -- to reflect critically on diverse ways of knowing and on areas of knowledge -- to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, TOK prompts students to:

• be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• recognize the need to act responsibly in an increasingly interconnected but uncertain world. As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is "How do we know?"  It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected.

TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.

IB Learner Profiles
The IB mission statement translates into a set of learning outcomes for the 21st century, aka IB learner profiles “to serve as a guideline for behavior...The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes... For the IB learner profile to become the central tenet of each IB programme, schools will need to adopt a holistic view of school as well as student development.... In PYP schools teachers are required, on behalf of all students, to assess and report on progress in the development of the attributes of the learner profile. This is done by using the learner profile for self and peer assessment, as the basis for teacher/student/parent conferences and through reporting to parents. The IB learner profile as excerpted from page 5 the booklet:

Inquirers- skills necessary to conduct inquiry and research and show independence in learning

Knowledgeable-explore concepts, ideas and issues that have local and global significance

Thinkers- recognize and approach complex problems, and make reasoned, ethical decisions

Communicators- express ideas and information confidently and creatively in more than one language and in a variety of modes of communication

Principled- act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities

Open minded- understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities

Caring- have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment

Risk takers- approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced- understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others

Reflective- assess and understand their strengths and limitations in order to support their learning and personal development

All IB schools must:

• “Embrace and espouse the importance of developing certain international values in students, especially a strong sense of international awareness, intercultural understanding, tolerance and compassion."
• Follow the UN resolution on tolerance.
• Adhere to the UN resolution on Blasphemy - criminalizing criticism of Islam - including, of course, any honest examination of how jihadists use Islamic texts and teachings to recruit followers. Not only does this herald the death of free speech, but it also leaves us mute and defenseless before the advancing global jihad. (See Jihadwatch.org and UNWatch.org "UN to criminalize defamation of Islam.") UN votes were:
  

      o   A simple majority of 23 members of the 47 nation Human Rights Council in favor of the resolution.
      o   Eleven, mostly western nations, opposed it.
      o   Thirteen abstained (India abstained in protest, because “Islam was the only religion named as deserving of protection”).

IB Exposed

George Walker, then IBO Chairman Director General 3/10/2002

“IBO will continue to work with governments to influence their national curriculum."


US Dept. Education - the US National Education Standards have been based on the UN Standard/international standards since 1995.

 
Dr. Ian Hill, 2001, the then Deputy Director General of the IBO:

“The fundamental framework for implementing sustainable development is the educational system....[IB incorporates]desirable universal values that include

• understanding tolerance of cultural differences and pluralism
• sensitivity to gender equality
• open-mindedness to change and obligation to environmental protection and sustainable development (SD).

      o   per UN Earth Summit in Rio de Janiero, 1992, Agenda 21 the obligation is to the:

       o   End of private property

      o   Radical environmentalism

      o   Abortion on demand

      o   Population control

      o   End of right to bear arms

      o   End of parental authority

• The ultimate goal of SD? GLOBAL GOVERNANCE.
• “We (IBO) are concerned then with forming attitudes and values."
• IB students give much time to world issues…..This is not only due to the general global approach of the curriculum, but above all, to the requirement of ongoing social service among the community which is considered as important for the development of the students as academic studies."

      o   WHY? To indoctrinate our children with a worldview attitude/value/belief/ attitude that is about COLLECTIVISM.

        "In short, it is an education for life, a responsible life, open to the problems of our world and encouraging students to give TIME and
          ENERGY to BRING ABOUT CHANGE."

      o   WHY? IB is presented as prestigious, challenging, rigorous, international standards! Parents have NO CLUE!

        In 2001, Dr. Ian Hill wrote that Article 26, paragraph 2 of the United Nation’s 1948 Universal Declaration of Human Rights “provides
        the philosophical planks of an international education."

        Universal Declaration of Human Rights, Article 26, paragraph 2 :

        “Education shall be directed to the full development of the human personality, and to the strengthening of respect for human rights
        and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups,
        and shall further the activities of the United Nations for the maintenance of peace."

Ernest Voyers, Carnegie Foundation for the Advancement of Teaching (CFAT) President, said a few years ago, in a book he wrote, entitled High School:

• “The goal of service in the schools is to teach values -to help all students understand that to be fully HUMAN one must SERVE."

      o  Who should teach these values?
      o  Shouldn’t these values be consistent with the values of our Founding Fathers/home? (e.g., honesty, respect, hard work,
         ingenuity, perseverance)
      o  IB wants GLOBAL VALUES.


Stuart Chevalier wrote a book  in 1946 called the World Charter And Road To Peace.

• What is Peace?

       o  “Peace is NOT the absence of war. Peace is the PRESENCE OF JUSTICE."

• What is Social Justice?

      o  Article 29, Section 3 of the UN Universal Declaration of Human Rights states:

        “..rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations."

 
Monique Seefried, , President of the IB Council of Foundation, gave a speech in 2003 entitled, “IBO, a World of Givers." She declared: “At the core of an IB education, starting with our youngest students, is the aim to develop caring young people with a commitment to action and service……This is the most idealistic part of the education our students receive…It is also essential in developing in them the drive to become an agent of social change in our ever evolving societies, where there is still so much to do to reach an ideal of social justice”.

Beverly Eakman is a former educator and retired federal employee, who served as a speechwriter for the heads of three government agencies as well as editor-in-chief of NASA’s newspaper (Johnson Space Center). She is the author of five books. Eakman accurately states that IBO teaches the following values:

• Radical environmentalism
• Pantheism
• Earth worship
• Socialized Medicine
• World government
• Abortion on demand
• Income redistribution among nations and within nations - socialism
• Adoption of gay rights and the right of children to all sexual materials and literature
• Environmental extremist positions, including global warming
• Setting aside biosphere reserves where no human presence is allowed.
• Elimination of any right to bear arms

[SO..they can take your property and declare it a biosphere!]

Eakman continues:

• “Today IB is committed not to a melting pot concept, but to globalism and multiculturalism.”
• "Modern IB students are steeped in fringe science. Even Sudden Infant Death Syndrome is blamed on global warming."
• “Health classes focus on topics like OVERPOPULATION and AIDS, not on the inner workings of the human body. So, solutions to trendy pseudo-problems naturally, revolve around abortion, condoms and sexual awareness, which have no track record of success, even if one were to accept the ethics.”

• “Indeed, humans are viewed as no more than COMPLEX ANIMALS”.

 

Alan Quist, a former Minnesota State Senator, asked the question, “So does IBO allow schools to write their own curriculum?…here is the answer.

• “ IBO schools can write their own curriculum in the same sense that Cubans have freedom of speech …you can say anything you want to say so long as it agrees with the party line. This party line is really all that matters to IBO."

Aldous Huxley, author of Brave New World, stated that… “…use education to bring about global government”.

1.      Re-write history to discredit nationalism and promote globalism.

2.      Teach thinking skills based on feeling and experience, not facts and reason.

3.      Encourage loyalty to peers to teachers, not family and church.

4.      Immerse students in global beliefs and value.

5.      Block opposition to the new global paradigm.

6.      Condition students to serve a “greater whole.”

 
Dr. Shirley McCune, addressing the 1989 Governor’s Conference on Education:

“What’s happening in America today - is a total transformation of our society. We have moved into a new era. I’m not sure we have really begun to comprehend ..the incredible amount of organizational restructuring and human resource development. What we have to do is build a future. The revolution in curriculum is that we no longer are teaching facts to children.”


Useful Websites
IBO's official website http://www.ibo.org/

Website created to debunk IB...based in NY. EXCELLENT source of information - updated almost on a daily basis-invaluable. There would be many, many more IB world schools in the US if it was not for this website http://truthaboutib.com/

Excellent document created by Debra Niwa...who was herself schooled in International schools as a child because of her parents' diplomatic status. She then took it upon herself to research IB...http://www.channelingreality.com/Niwa/IB_unraveled_040610.htm

Quick summary of Debra's document...http://www.worldviewweekend.com/worldview-times/print.php?&ArticleID=6177

Interesting archived articles about IB...http://edwatch.org/

Edwatch website...http://www.ednews.org/articles/the-international-baccalaureate-curriculum.html

Just discovered this website (good source) http://www.parentshaverights.com/

Excellent info on Agenda 21 and the UN influence on US education, esp lecture by Chapman...http://www.freedomadvocates.org/

Recent article on WND (August 10 2010 ) outlining role of Obama, the NEA and Gwen Moore in pushing for IB...http://www.wnd.com/index.php?fa=PAGE.view&pageId=189413

Older article...http://www.wnd.com/index.php?fa=PAGE.view&pageId=22917"http://www.wnd.com/index.php?fa=PAGE.view&pageId=22917

 
IB Grows and Grows | JJacobs
Sounds innocuous. Consider the teacher's ed programs and who teaches this UN/Soros funded curriculum. Teacher comments: "...Perhaps you had good teachers with common sense who refused to sign the ‘world government’ mission statement pact as I did and did not put the political agenda into play and just taught pure skills and facts. I refused to sign a world gov’t pact and lost my job as a result."

THEORY OF KNOWLEDGE
A teacher of IB's "Theory of Knowledge" course explains what he does and provides a website of "resources" he makes available to the kids.
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Internationalist Curriculum Infiltrates U.S. Schools | Catholic Family & Human Rights Institute 11/18/10 | “...IB is the biggest educational scam perpetrated on American schools today...”