The U.N., ESEA, and School Mental Health Clinics
By Carole Hornsby Haynes, Ph.D. | September 5, 2015 Education Views
As the U.S. Congress returns to Washington from summer recess, it will resolve the differences in their two radical bills to arrive at a final package for reauthorizing the unconstitutional Elementary and Secondary Education Act of 1965 (ESEA). This is Washington’s primary mechanism to steal control of education from parents and local communities. This law opened a tsunami of federal funding to schools, initiating the federalization of schools. ESEA was amended in 2002 with the widely reviled No Child Left Behind Act, imposing a radical program of high stakes testing and federalizing the curriculum in schools.
The public is outraged over the far reaching legislation of the two ESEA bills. A major concern is the Senate bill – S.1177 – which includes an amendment, SA2195 that expands school-based mental health services and the collection of mental health data.
Why is the federal government funding mental health clinics instead of focusing on academics?
Why has it been so keenly interested in testing students for attitudes, beliefs, and mindsets – non-academic traits – and spent hundreds of millions of taxpayer money to set up mental health screening in local schools?
Schools have become mental health clinics with psychologists, mental health clinicians, case managers, behavioral interventionists, social workers and others to analyze student behavior and provide treatment.
Not wanting to let a crisis go to waste after the shooting spree at a Sandy Hook, Connecticut school, President Obama placed Vice President Joe Biden in charge of a task force on gun violence. Two of the goals of the task force were to create “safer schools” by hiring new mental health counselors and providing student mental health treatment.
The Obama administration allocated more than $150 million in grants to schools to test K-12 students for mental health issues. This created public outrage because personal data would be obtained and then logged into databases which follow the student throughout his academic career and beyond.
There has been a deliberate effort to shift the focus of public education from academic knowledge to the new purpose of changing student values, beliefs, behavior, and attitudes. This is linked to the U.N. Agenda 21 “education reform” movement to instill radical new values in children to turn them into global citizens with anti-Christian views.
The idea of eliminating national sovereignty and erasing a country’s borders has been around for many decades.
In the mid-1800s idealists dreamed of a socialist world government with a grand vision of global peace. Tragically for civilization, some had bigger dreams -- a totalitarian world government.
This grandiose world government scheme became deeply entangled throughout British and American major institutions.
In 1891 Cecil Rhodes, fulfilling his dream of the British empire ruling the entire world, founded the Society of the Elect, thus planting the seed for world governance. His Rhodes Trust and Rhodes Scholarship Fund have provided funding for thousands to attend Oxford University where they are indoctrinated in socialism and world government. These Rhodes scholars have gone on to work at international banks, Supreme Court, media, government, corporate boards, universities, and the Council on Foreign Relations. High profile Rhodes scholars include Presidents Bill Clinton and John F. Kennedy, General Wesley Clark, George Stephanopoulus, Rachel Maddow, David Coleman, and Susan Rice.
The rich and famous have also bought into the idea of world government: Andrew Carnegie, John D. Rockefeller, David Rockefeller, Bernard Baruch, J.P. Morgan, Woodrow Wilson, Franklin D. Roosevelt, John Foster Dulles, Robert McNamara, Henry Kissinger, George H. Bush, and George W. Bush.
In 1945 the world government movement by idealists culminated in the formation of the United Nations. Alger Hiss, a Communist spy, co-authored the U.N. charter and became the first secretary-general. For decades Communist leaders held the U.N.’s highest military post.
Tyrants have always understood that controlling education and the minds of children is the key to power. Thus in 1945 UNESCO (United Nations Educational, Scientific, and Cultural Organization) was established as the educational arm of the U.N. The UNESCO website defines its international education nanny’s role, “The Organization is committed to a holistic and humanistic vision of quality education worldwide….”
Julian Huxley, the first secretary-general, actively promoted using education to achieve a political unification of world government.
In 1948 the U.N. agency, World Health Organization (WHO) was established. Its first director-general, Dr. Brock Chisholm, theorized that the reason for wars and conflict was perversions instilled by parents and Sunday and day school teachers in their teaching of morality.
In 1949 a UNESCO textbook stated,“As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results.” UNESCO believes the family infects the child with extreme nationalism so schools must find ways to overcome family attitudes and values.
For decades globalists at UNESCO and other U.N. agencies have been openly trying to impose the “World Core Curriculum,” on all of humanity. The architect of this scheme was former U.N. assistant secretary-general Robert Muller.
WHO, working within the United Nations system, has become the “directing and coordinating authority on international health.” WHO assists nations in changing and monitoring how their citizens think, believe, and act and in the evaluation and implementation of their mental health policies.
Why should WHO and the U.N. have any voice in the public policies of a sovereign nation? What about the will of their citizens?
Knowing there would be resistance to abolishing national sovereignty and replacing it with a world government, idealists adopted a program of gradual change with the monitoring of progress toward the ultimate goal.
International mental health policies have been established to force citizens to change, adapt, and conform to the planned society to avoid any conflicting beliefs – meaning there is no freedom of thought or speech or religion. Students are being assessed to determine if they meet the new mental standards of the new world government.
Herein lies the reason why our U.S. government is funding school-based mental health clinics.
Cooperative learning -- group think/collectivism -- is an effective way to pressure students into changing their beliefs, values, and behavior. Students must be monitored and assessed to determine their progress of shifting away from their Christian beliefs and traditional thinking.
Monitoring the progress of their mental health is crucial to the implementation of one-world government. Non-compliance is identified, reported, and remediated before it becomes entrenched. Those who refuse to conform will be dealt with harshly. Key to the ultimate implementation of a one-world order is that dissidents be silenced.
In public schools, monitoring is done through cooperative (project based) learning and through frequent testing to measure student progress in becoming a compliant global thinker.
Another tool for molding global citizens is “personalized learning.” Rather than receiving personalized academic content as the name implies, students are subjected to extraordinarily sophisticated software that analyzes how their minds work -- monitoring mental progress in accepting new values and beliefs.
The community school, long the dream of Education Czar Arne Duncan, is funded in the ESEA reauthorization. Senate bill SA2100 provides federal grants for year round school programs and longer school days. The purpose is to foster reliance on government schools and to limit the amount of time that the child is at home under parental influence.
The community schools will provide mental health counseling services which will gather personal data to be logged into federal databases.
The federal government has no Constitutional role in education but has stolen it since the 1960s. Members of Congress have taken an oath to uphold the Constitution. They can obey their oath of office and cease all funding for federal education bureaucracies and their programs.
ESEA must be first on their list. No bill to repeal is needed. Congress can simply defund this massive draconian program.
Copyright @2015 Carole Hornsby Haynes, Ph.D. All rights reserved.