Here is an uncomfortable, but true, statement: “The United Nations’ (UN) ‘Agenda 21’ has undermined U.S. schools for two generations.”
Most people would scoff at that, and many would call it a ‘conspiracy theory.’ They would be wrong. Agenda 21 was a real document. It laid the foundation for the UN’s current plan, Agenda 2030, and its “Sustainable Development Goal 4” on education. But Agenda 21’s origins, mired in Eastern spiritualism, married with occultism, have long been obscure and confusing.
As noted on the United Nations’ website, Agenda 21 was actually one of three documents “adopted by more than 178 governments at the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro, Brazil” in June of 1992 (the “Earth Summit”).
Much controversy has surrounded Agenda 21 since its adoption. Some say it was meant to be a scheme to “form a socialistic one-world government,” while others claim it was just “a non-binding statement of intent aimed at dealing with sustainability on an increasingly crowded planet.”
The clue to what Agenda 21 really was lies in its actual origin, which came years before the 1992 Rio Conference, and contained goals that extended far beyond pushing (certain) member states to protect the environment. It included a joint plan to completely restructure education in all countries so that it would no longer be geared primarily towards academics. Instead, its mission would be to brainwash students into an “all-is-one” panentheistic worldview recognizing the interconnectedness and interdependence of humans with the Earth so future generations could be influenced to think and behave “sustainably.”
Where the Name “Agenda 21” Came From
At the General Assembly in October 1989, the government of Costa Rica sought endorsement and approval of a document that came out of a conference it had in June of that year, called Seeking the True Meaning of Peace. The text drafted at that June conference – the Declaration of Human Responsibilities for Peace and Sustainable Development – was circulated as official document A/44/626 of the UN session under Agenda Item 21 (Figure 1)
Figure 1: Letter from the Representative from Costa Rica to the United Nations General Assembly in October 1989 requesting the Declaration of Human Responsibilities for Peace and Sustainable Development to be submitted as an official document under “agenda item 21.”
Several member states objected to the adoption of the document, as it came from a non-official UN conference and was created in conjunction with non-member-state entities. When its attempt to have the Assembly simply “take note [of the Declaration] with appreciation” was even met with strong opposition, Costa Rica used a parliamentary procedure that essentially tabled the Declaration for the session, but not permanently, so it could be brought back and reconsidered at a later time. That time came three years later, in 1992 at the Rio Earth Summit, when the Declaration was adopted as a part of what is known today as “Agenda 21.”
The Seeking the True Meaning of Peace Conference
Many great researchers like Henry Lamb and Rosa Koire have already exposed the concerning land use planning, and resource management policies promoted by the United Nations (e.g. The Wildlands Project) to implement Agenda 21 as adopted at the Earth Summit. These environmental policies – for the very first time – put the protection of ecosystems on the same priority level as the protection of human health, and defined human beings as just another biological resource to be “managed” along with the others (a view still prevalent today in the World Health Organization’s One Health agenda and its pandemic treaty). What these Agenda 21 whistleblowers didn’t know at the time, was that the underpinnings of these environmental policies– the assertion of the inherent “one-ness”, and therefore equal “important-ness” of all living things – was cult/religious in nature and came directly from the Seeking the True Meaning of Peace conference three years prior.
In fact, that conference was originally assembled as a seminar on the Tibetan Buddhist approach to peace and even featured the Dalai Lama as its keynote speaker. Sustainable development – or “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” – was cited as a main condition for peace. Article 7 of the resulting Declaration stated that all living creatures, (especially conscious human beings) should develop “a sense of universal responsibility towards the world as an integral whole, toward the protection of nature and the promotion of the highest potential for change, with a view to creating those conditions which will enable them to achieve the highest level of spiritual and material well-being.”
Two Competing Worldviews
It is important to note that Buddhism has two major schools: Theravada and Mahayana. Theravada is a personal journey to nirvana, while Mahayana is a collective effort to help all beings reach nirvana; a view which requires the participation of all of society.
The collectivist view underpins the Declaration. Dr. Abelardo Brenes-Castro, the conference organizer, admits that “this articulation of universal responsibility derives from Mahayana Buddhism’s assumption of universal compassion as a prime motivating value for human development.”
It was this Eastern/non-dualistic religious idea of universal compassion and responsibility, coupled with the worldview of the interdependence of all phenomena – a view incompatible with the Christian/dualistic, individualist worldview of the West – which became the cornerstone of the global education model launched from that conference.
A New World Education for America
“…given that wars begin in the minds of human beings and the threats to the environment and development come from human behavior… [the Declaration’s] main use, therefore, is to serve as a framework for an educational policy.” (pp. 26-27, Conference Proceedings)
Though the Declaration was not formally approved during the October 1989 U.N. General Assembly (and wouldn’t be until the 1992 Rio Earth Summit), groundwork was already being laid in the United States to do what it called for – that “human activity should be reoriented toward the goals of sustainable development” – by “reorienting” U.S. Education.
Robert Muller, former Assistant Secretary General of the U.N. and creator of the World Core Curriculum, helped organize the Seeking the True Meaning of Peace conference. Philip Snow Gang, a Montessori teacher from Atlanta, was inspired by Muller ‘s speech at the conference when he said:
“We need a new world education…We need the cosmic education foreseen by the religions and by people like Maria Montessori. We need a holistic education, teaching the holism of the universe and of the planet.” -Conference Proceedings, page 118 (Figure 2)
Figure 2: The front and back cover of the published Conference Proceedings of Seeking the True Meaning of Peace.
One year after the conference, in 1990, Gang brought together 80 change makers from various strands of alternative education for a Holistic Education Conference in Chicago, out of which came the Chicago Statement on Education. That statement was further expanded into a collaborative vision for holistic education,Education 2000: A Holistic Perspective, that used the Declaration as a framework for its educational objectives and included an action plan for the development of a new global education model. Gang also formed the Global Alliance for Transforming Education (G.A.T.E.) coalition to link up other like-minded holistic educators and use the network they would create to promote this unified vision of what holistic education should entail around the globe.
As Muller suggested, Education 2000 called for teaching all subjects and lessons through the religious (without calling it that) lens of holism – that the earth and everything in it is interconnected and interdependent. Once students adopted the mindset that everything is cosmically intertwined, the hope was that they would then feel obligated (manipulated) by a sense of personal responsibility to make sustainable decisions that considered the needs and wants of the Earth, its resources, and even of future generations before their own (or their nations’).
If implemented, the religious worldview inculcated by Education 2000 could be a useful brainwashing tool to get U.S. students to become advocates for socialism, redistribution of wealth (as Western countries would be required to do the lions’ share of cutting back on their consumption of resources so that developing countries’ didn’t have to), and global governance (e.g. by the United Nations) as necessary solutions for planetary and human survival.
And it was.
Education 2000 -> America 2000 -> Goals 2000 -> ”Whole Child” Education
To be able to introduce these seemingly spiritual (read: religious) matters into the public school classrooms of a country like America that believes in the separation of church and state meant that meeting “basic education needs” would have to be redefined to mean more than just teaching academic subjects like reading, writing, and arithmetic. A coordinated effort ensued to expand the nations’ educational expectations to encompass the needs of the “whole child.”
According to Education 2000, G.A.T.E. worked with various branches of UNESCO (the United Nations Educational Scientific and Cultural Organization) to develop a series of World Conferences on Education to “create a global reform movement with a ten year action plan” to do just that.
Their first 1990 World Conference on Education for All held in Jomtien, Thailand brought official delegations from 156 countries to launch a Declaration and action plan for nations to meet “basic learning needs,” which wouldn’t be so basic anymore. “Learning needs” would now also have to include the physical, social, emotional, and spiritual aspects of the student, and this required huge reforms!
The United States Coalition for Education for All (USCEFA) – a group of policymakers, teachers, community activists, health professionals, broadcasters and private sector representatives – was assembled immediately after the Jomtien conference to figure out how to meet the expanded education goals set out in its Declaration. It was chaired by then First Lady Barbara Bush and bolstered by President H.W. Bush’s initiative America 2000, which was to set national education goals for the year 2000 in conjunction with these new UNESCO global education standards (which were essentially G.A.T.E.’s/Education 2000’s). Met with stark criticism from both Republicans and Democrats, America 2000 failed to pass in Congress during Bush’s presidency. With some slight changes, where states would now receive grant funding to realign their local systems for teaching and learning to achieve the new national standards, President Clinton (who had helped Bush birth America 2000 at the National Governors Association) was able to run it under its new name, the Goals 2000: Educate America Act, and finally get it passed.
Education 2000’s controversial goals have been making their way into American education ever since. It went somewhat under the radar of parents, until 2020, when they had a front row seat to what their children were learning remotely in school. What became clear was that education was being used to impart a completely new value system to students; a value system that for many parents contradicted the one that they had instilled in their homes.
A value system that stemmed from the occult.
More Than Buddhism and Socialism: The Occultist Underpinnings of Education 2000 and Agenda 21
The Seed Advisory Committee of the Global Education Program for Peace and Universal Responsibility (G.E.P.P.U.R) at the U.N.’s University for Peace was created as an outgrowth of the 1990 Holistic Education conference “to develop a holistic educational program which can express the integral vision of peace that was created at the Seeking the True Meaning of Peace conference.” Several members of the G.A.T.E. Steering Committee behind Education 2000 also served on the GEPPUR committee. One prominent member of both bodies was Dorothy Maver, a practitioner of the occult.
In her written submission to the Exposing the Global Road to Ruin Through Education conference, Billy Lyon exposes how Maver was a co-founder of the occultist Seven Ray Institute and the University of the Seven Rays that was allied with the Esoteric Sciences and Creative Education Foundation (ESCEF). Lyon writes:
From a tape and transcript of Maver’s talk at this [October 1990 ESCEF] conference we learn that educators from 9 countries “gathered in Chicago, Illinois [the meeting that Gang organized]…and discussed the potential for Global Holistic Education, not just for the United States, but a contextual framework, applicable around the world…with spirituality as a keynote.” We learn, too, that Gloria Crook, director of the Robert Muller School in Arlington, Texas, is on the faculty of the University of the Seven Rays, and that the Robert Muller School will be used as a model school, along with others, to pilot the UN Global Education Project.
This is alarming, considering Robert Muller’s school in Arlington, Texas taught his World Core Curriculum, which was based upon the esoteric Theosophical movement of Helena Blavatsky; a movement closely linked to the occult due its focus on hidden spiritual truths and a mystical worldview. The preface of the World Core Curriculum manual reads: “The underlying philosophy upon which The Robert Muller School is based will be found in the teachings set forth in the books of [Blavatsky disciple] Alice A. Bailey by the Tibetan teacher [whom she used to channel her books], Djwhal Khul (published by Lucis Publishing Company, 113 University Place, 11th floor, New York, N.Y. USA 10083) and the teachings of M. Morya.”
Many believe that Muller’s World Core Curriculum was the impetus behind the Common Core Curriculum State Standards that were launched in 2009, initiated by the same National Governor’s Association that created America 2000 and Goals 2000.
Agenda 21 Changed Education as We Know It
The remainder of Maver’s speech from Lyon’s submission confirms yet again that the Education 2000 document (a.k.a. the Declaration of Human Responsibilities for Peace and Sustainable Development a.k.a. Agenda 21 a.k.a. Goals 2000), indeed went on to be adopted as a parallel project at the 1992 Rio Earth Summit.
“The goal-”, Maver says, “[is] to present a contextual framework in June 1992 at the ecological and environmental conference in Brazil, where it is being recommended by the United Nations that a parallel theme be Global Education.”
Lyon adds, “Maver believes that this potentially represents ‘an esoteric connection’ in Global Education. Targeted at mainstream… It is not an alternative, it is mainstream.”
It did become mainstream and it still is. Agenda 21 continues today in United Nations Agenda 2030 and its SDG 4: Quality and Inclusive Education for All.
Education that teaches “holism” starting in the early 90s has transformed classrooms into today’s woke indoctrination camps. “Holism” is the lens that uses “Climate Literacy” to turn students into anxious, guilt-ridden activists against “climate change.” “Holism” (also called systems thinking) underpins Critical Race Theory that turns youth into warriors against “systemic [unprovable] racism.” Occultism gave birth to Social Emotional Learning (SEL) through the Fetzer Institute and its newest form, Compassionate Systems Awareness, uses holism/systems thinking to psychologically manipulate 1st graders into feeling responsible for making choices that will “end world hunger.“ (Figure 3)
🧵🚨NEW K12 BRAINWASHING TECHNIQUE‼️
— Lisa Logan (@iamlisalogan) February 21, 2024
"Compassionate Systems Awareness" combines social emotional learning mindfulness techniques, physical deprivation and psychological manipulation to get children to become activists for leftist political causes.
Is this school or a POW camp? pic.twitter.com/ACUlA7rixx
Figure 3: The Compassionate Systems Awareness Framework teaches lessons with Agenda 21/Agenda 2030’s “holistic”/systems lens.
“Holistic” education is also behind the push for the ASCD and CDC’s Whole School, Whole Community, Whole Child (WSCC) model that seeks to create community schools where the needs of the student (including their spirituality) are met at school, letting the state and child decide what these needs are without parental involvement.
They’ve literally bypassed our Constitution and taken America without firing a shot.
At least three decades of U.S. education has been dedicated to poisoning youth against the systems, institutions and ideals of America, producing an entire generation willing to prioritize the needs and wants of “the collective” above their own individual rights. The country is seeing the results of this play out in real time on news feeds, watching in horror as college-aged students rally in support for issues like forced vaccination, climate justice and carbon credits.
The question now becomes…How do we reverse course before more are lost? How do we extricate ourselves from this web of education polices embedded from the federal down to the local level built on the premise of manipulating the minds of youth to shift our culture and crush our nation? Withdrawing from UNESCO is a good first step, as is dismantling the Department of Education, but America must do much more than that before it’s too late.
Lisa Logan is host of the YouTube Channel Parents of Patriots and author of the Substack Education Manifesto. You can find her on X at @iamlisalogan.
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