This Substack previously covered the shocking WHO / UNESCO led sex education guidance for children as young as four years old.

It then seemed prudent to add a new ‘Education’ section to Creed Speech substack:

Please be patient with the cited aforementioned goals of this new Education section in also highlighting open source education resources and homeschooling ideas - the initial focus here is to deconstruct what we are up against, on a globally infiltrated level of grassroots-educational-United-Nations-driven-policy; aimed at making children into ‘change agents’ for Agenda 2030.

This new section of the Substack will soon be allocated time and energy into providing solutions-orientated alternatives to the UN-led indoctrination programs. Solutions based on open source education tools and homeschooling are key.

Rethinking Learning A Review Of Social And Emotional Learning For Education System

48.1MB ∙ PDF file

Download

Before we wade through the latest 2024 publications on UNESCO’s educational guidelines manifestos - let us first begin with this document on Rethinking Learning - published in 2020 by the Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

This 308 page document shall be summarised as circumspectly as possible here - and if this summary is too daunting in itself for the reader, the ‘TLDR’ is:

• 
  

  The “social and learning development” (SEL) education framework seems designed to hijack a child’s innate need for social connection - by inducing that connection to be inextricably linked to social justice causes - namely, sustainable development goals (SDGs) for the UN’s Agenda 2030.

  
  


• 
  

  The SEL framework encourages teachers and students to prioritise the collective over the individual, or the needs of others over the needs of the self.

  
  


• 
  

  Other recurring buzzwords include ‘prosocial’ - a mindset around voluntary actions that benefit others, and ‘human flourishing’ - a conceptual framing that economic growth and materialism should be secondary (or replaced entirely) with a focus on building social and emotional skills - analogous to the infamous WEF mantra “It’s 2030, you’ll own nothing and be happy”.

  
  


• 
  

  A series of bizarre online games are promoted and linked to in the resources page, such as the (child) players colonising an alien planet and imagining how to set up a utopian version of Agenda 2030.

  
  
  

  The warm and fuzzy language is laid on thick in the first few sections, before pouring on the stronger medicine with full on SDG indoctrination.

  
  
  
  

  
  

  
  
  

  
  
  

  
  
  
  
  

Citing lots of fluffy ‘key messages’ masks the undertones of cognitively programming the child to be receptive to end goals that are stated more clearly towards the final chapters of the report. Examples of key messages (emphasis added in bold):

Key Message 1: The key components of an SEL framework should include critical inquiry, focus attention, regulate emotion and cultivate compassionate action to produce a balance of intrapersonal, interpersonal and cognitive competencies while always ensuring that these frameworks are grounded in empirical evidence. For instance, SEL focuses on the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices.

Key Message 2: Humans are born with an innate capacity for forming social connections. Humans need social and emotional connections for learning and higher order cognition. Learning is facilitated or hindered by the social and emotional experiences of the learner. Therefore, an individual’s emotional and social development is as important as the individual’s cognitive and biological development. Education systems must be able to address and contribute to this aspect of human experience.

These key messages thus far sound innocuous enough. The desired shaping of the child’s perceived blank canvas mind is then hinted at with malleability and human flourishing.

The authors’ writing style in the report appears to be cautious in not pushing the SDGs too fast, too soon - with most of the more overtly stated education 2030 aims inserted in the latter sections of the document.

We can surmise that “build self-skepticism and intellectual resilience” really means instilling in the child an ability to believe the science™ dogma no matter what, and condition them to resist any opposing viewpoints. [This shall become more apparent in a later section we shall reference]. Within the above graphic’s ‘compassion’ tab, “be an agent for change” becomes self-evident as the activism and social justice rooted goal to indoctrinate the child as both true believers and contributors to Agenda 2030.

The propaganda ramps up by dissecting abstract graphs that serve as an opportunity to list neurolinguistic buzzwords to invoke certain connotations and drive ‘versus’ agendas:

• 
  

  Political ideology

  
  


• 
  

  Moral Contagion

  
  


• 
  

  Blue and Red (states)

  
  

It was interesting yet unsurprising to note the omnipresent tentacles of the Rockefellers cropping up:

According to the CIA’s wikipedia:

Eileen Rockefeller (born February 26, 1952) is an American philanthropist. She is the youngest daughter of David Rockefeller and Margaret "Peggy" McGrath. Eileen is a member of the fourth generation of the Rockefeller family widely known as "the Cousins".