UNESCO Wants YOUR Children To Be America Hating Global Citizens

“The world is in the process of becoming one and UNESCO must help in the speedy realization of this process.” (Julian Huxley, UNESCO founder)

Dec 14, 2024

Lisa Logan’s recent article for The Federalist titled UN Redefines ‘Peace’ to Revolutionize Classrooms1 exposes the United Nations Educational, Scientific and Cultural Organization's (UNESCO) recent Peace Education report. The plan aims to redefine the concepts of "peace" and "violence” in order to transform education systems in the United States (and globally) to align with dystopian progressive ideologies (think Communism with a capitalist veneer) such as:

Climate Change Alarmism
Critical Theory
Comprehensive Sexuality Education (CSE)

Logan reports and supports the fact that these changes are designed to:

Undermine Western values
Promote collectivist mindsets
Prepare students to embrace global governance to solve the world’s problems

Julian Huxley's morally unrestrained vision for UNESCO, which continues to this day, prioritizes the detachment of all children from a healthy cultural and moral heritage of family values and national identity to be re-educated into a homogenized worldview driven by technocratic ideals.

UNESCO (the United Nations Educational, Scientific and Cultural Organization) is a specialized agency of the United Nations that focuses on promoting international collaboration in education, science, culture, and communication.

Areas of involvement include:

Education: Quality education for all, global citizenship, “lifelong learning”
Science: Research to address climate change and sustainable development
Culture: Protect/promote cultural heritage, diversity, and dialogue
Communication: Freedom of expression, digital literacy, access to information
Global Standards: Influence policymaking worldwide

UNESCO’s stated aims are “to build peace, eradicate poverty, and promote sustainable development.” What is beyond debate is that UNESCO is a crucial arm of the globalist technocratic agenda for full spectrum dominance over the minds, lives, and movements of every living soul, as well as every plant, mineral, and natural resource on the planet and beyond.

Evolution is a cover for the revolution and UNESCO is the tentacle of that Beast transforming your children into faithful global citizens. Like their father Lucifer, they aim to dominate and they require worship.

Trump Was Right To Drop UNESCO

UNESCO has a long history of corruption and mismanagement. Audits show “Cronyism seems all but endemic, with about 40% of the organization’s appointments and promotions failing to meet UNESCO’s own criteria for fair competition.” Also, “it has promoted so many managers to senior posts and taken on so many consultants that, despite a two-yearly budget of $544m (£340m), it cannot afford the properly qualified staff it needs to run its programmes effectively.”

By Helen Raleigh | The Federalist | October 23, 2017

Timeline of notable recent events:

October 2017: President Trump withdrew the U.S. from UNESCO citing the need for fundamental reform and anti-Israel bias.
Dec. 31, 2018: U.S. official withdrawal from UNESCO
June 2023: The Biden Regime rejoined the U.S. with UNESCO

What You Need To Know:

Four Key Takeaways from Lisa Logan’s Exposé

1. “Peace Education” Redefining Peace and Violence

Peace is no longer merely the absence of armed conflict but encompasses "positive peace," which includes resolving root causes of social issues like climate change, inequality, and resource scarcity.

Violence now includes "structural" or "indirect" forms, such as norms and systems perpetuating inequality, framing capitalism and traditional gender norms as violent structures.

The United States is already committed to the peace education recommendations which are less about enriching children and more about inculcating a specific moral framework of values, attitudes, and beliefs set against “the founding ideals of the United States that guarantee our national sovereignty and promote individuality.”¹

The goal: create a collectivist mindset through fear and shame so that the child becomes a true believer who can see no other solution to peace and alleviating that discomfort than the prescriptions of their benevolent despots, extremist policies like the Green New Deal.

UNESCO promotes a holistic “Whole Child” learning model to implant within students, “knowledge, skills, attitudes, values, and behaviors required to change from the personal to the ecological.”¹

Ultimately, students will be trained, or programmed, to believe in, advocate, and work for fulfillment of the 17 Sustainable Development Goals, AKA: SDGs, Agenda 21, Agenda 2030, etc. Which, as Logan affirms, seems like a good thing, but in reality are a framework for the “globalization and domination of all systems of civilization in the name of global equity.”¹

2. Educational Tools and Goals (SEL, CSE, and ESD)

Perhaps the most important section of Logan’s article comes under the heading: Indoctrination through Peace Education, where she specifically highlights one of the many “holistic educational agendas and pedagogies” that can be used “in the development of the whole person” in the pursuit of peace.

“New Understandings of Education’s Contributions to Peace,” describes Social emotional learning (SEL). Listed by UNESCO as one of many necessary tools to achieve the SDGs, Logan writes,

“[SEL] is an educational intervention that plays on students’ innate desire to show empathy and take other people’s perspectives to manipulate them into a global worldview. That’s because SEL uses a highly criticized psychological method called sensitivity training to coerce students into thinking that the common good of all should be prioritized over the welfare of the individual by promoting socialist policies.”

Several other examples of these “necessary tools” of indoctrination to radicalize students against America, Western values, and their own best interest are:

Comprehensive Sexuality Education (CSE) teaches students to understand the “patriarchal institutions that threaten the lives of women, children and the LGBTQ+ community.”
CSE will also teach children (as young as age 5) about sexual stimulation and pleasure. UNESCO says this perversion will prevent pregnancies that cause conditions of poverty that lead to violence and war.
Education for Sustainable Development (ESD) teaches students to see climate change as a threat to peace so they will accept catastrophically dangerous “net zero” policies favorably.
(Action) Civics Education will teach the rejection of America’s constitutional republic as a way to promote peace and will incite students to join radical activist groups—for peace, of course.
Education for Health and Well-Being touted by the Centers for Disease Control’s (CDC) WSCC (Whole School, Whole Community, Whole Child) model and the Whole Child Design Principles will turn schools into mini hospitals called “Community Schools” where medical services and interventions for children and adolescents will include “gender-transformative comprehensive sexuality education” that deals with their Sexual and Reproductive Health (SRH).

Logan writes, “The argument will be made that the school ensuring the basic needs of the student are met (socialist state-style) promotes learning and prevents conditions for violence…already happening in school-based health clinics in California and Minnesota,” UNESCO claims “it is the student’s “right” to access those services (e.g. vaccines, puberty blockers, morning after pills, etc.) without the consent of their parents.”

Link to view UN’s Inner Development Goals: https://innerdevelopmentgoals.org

Programs such as Social Emotional Learning (SEL), Comprehensive Sexuality Education (CSE), and Education for Sustainable Development (ESD) are designed to remove a child’s allegiance to family and nation. However, the globalist mindset is not yet complete until faith in God has been trained out of the child and replaced with faith in the all-seeing global-techno state—enter the UN’s Inner Development Goals.

Students are encouraged to embrace activism for global equity, sustainability, and progressive causes, prioritizing global solidarity over individual or national sovereignty.

Broader Implications

UNESCO’s initiatives aim to shift education towards aligning with the UN’s Sustainable Development Goals (SDGs), including redistribution of wealth and resources.

The report advocates for using non-state actors and whole-community approaches to implement its agenda, requiring even non-educational entities to conform to these principles.

Major Concern: Ideological Subversion

Logan demonstrates UNESCO's underhanded imposition of Marxist ideology under the guise of "peace education," subverting American values of individualism, free enterprise, and national sovereignty.

Now is the time for lawmakers, parents, and communities to be vigilant and active in stopping these totalitarian agendas from becoming embedded in U.S. educational policies.

Why UNESCO’s Plans Are Unethical and Immoral

UNESCO's subversive collectivist agenda and redefinition of fundamental language distorts the very meaning of peace and takes advantage of a child's natural urges in order to shape the hearts and minds of children with ideologies that directly contradict biblical principles of truth, justice, and the sanctity of God's created order.

1. The Biblical Definition of Peace (Shalom)

In Scripture, peace (shalom) represents harmony with God, oneself, others, and creation, rooted in righteousness and truth,

“And the work of righteousness will be peace, And the service of righteousness, quietness and security forever.” (Isaiah 32:17) LSB.

True peace cannot exist apart from the redemptive work of Christ, who reconciles sinners to God,

“For He Himself is our peace and our bond of unity. He who made both groups—[Jews and Gentiles]—into one body and broke down the barrier, the dividing wall [of spiritual antagonism between us],” (Ephesians 2:14-16). Amplified Bible

UNESCO’s vision of peace, however, divorces itself from divine truth, grounding its definition in secular ideologies like critical theory and environmentalism, which are antithetical to the gospel, antihuman, producing only death.

2. Structural Violence and Biblical Justice

The concept of "structural violence," as framed by UNESCO, accuses societal norms and systems (e.g., capitalism, and traditional family structures) of perpetuating injustice. Aligning perfectly with Marxism's ideological commitment to the theory namen abstract absolute transcendent dialectical force of conflict between oppressors and the oppressed as the unmoved mover of historical progress. Which stands in stark contradiction to the concept of biblical justice in God's perfect design.

Scripture teaches that justice is impartial and grounded in God's law,

“[T]he LORD has told you what is good, and this is what he requires of you: to do what is right, to love mercy, and to walk humbly with your God.” (Micah 6:8) NLT
“[...]You shall not be partial to the poor or defer to the great, but in righteousness shall you judge your neighbor.” (Leviticus 19:15).

Our God, The Lord of Glory, and King of Kings shows no partiality.2

“For God does not show favoritism.” (Romans 2:11)

UNESCO’s framework promotes partiality by categorizing individuals as either privileged oppressors or marginalized victims based on identity politics.

“But as for the highly esteemed—whatever they were makes no difference to me; God does not show favoritism—those leaders added nothing to me.” (Galatians 2:6)

In its proper context, the revealed and perfect word of God, clearly teaches God shows no regard for the external circumstances, birth and race of a person. God is only co concerned with our internal condition. (Cf. Acts 10:34; Galatians 2:6; Ephesians 6:9; Colossians 3:25; James 2:1; James 2:9.)

3. Indoctrination of Children

The Bible affirms parents as the primary educators of their children, responsible for teaching them in the fear of the Lord,

“Train up a child in the way he should go; even when he is old he will not depart from it.” (Proverbs 22:6) ESV

UNESCO's agenda undermines parental authority, promoting controversial topics like comprehensive sexuality education and climate alarmism without parental consent.

“And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.” (Deuteronomy 6:6-7) ESV

Jesus issued a stern warning against leading children astray:

"Whoever causes one of these little ones who believe in Me to sin, it would be better for him if a millstone were hung around his neck" (Matthew 18:6). ESV

UNESCO’s peace education initiatives can only corrupt the moral and spiritual development of young minds.

4. The Collectivist Agenda vs. Biblical Individual Responsibility

UNESCO’s collectivist emphasis on global equity and redistribution contradicts the biblical principle of personal responsibility,

“Even while we were with you, we gave you this command: “Those unwilling to work will not get to eat.” (2 Thessalonians 3:10). NLT

While Scripture encourages generosity and care for the poor, it does so through voluntary acts of love rather than coerced redistribution by centralized authorities.

Global governance, as proposed by UNESCO, elevates human institutions above God’s ordained order of nations and local governance, threatening to erode national sovereignty and personal freedoms.

“And He has made from one blood every nation of men to dwell on all the face of the earth, and has determined their preappointed times and the boundaries of their dwellings…” (Acts 17:26) NKJV

5. Moral and Spiritual Relativism

The incorporation of critical race, gender, and environmental theories into education promotes moral relativism, denying absolute truth.3 Scripture warns against such ideologies:

"See to it that no one takes you captive through philosophy and empty deceit, according to human tradition" (Colossians 2:8).

By redefining morality and peace apart from God, UNESCO propagates a false gospel that elevates human wisdom over divine revelation.

Read the words of UNESCO’s founder and inaugural head Julien Huxley: In the 1948 in, UNESCO: Its Purpose and Philosophy, Huxley wrote:

“The world today is in the process of becoming one, and … UNESCO must help in the speedy and satisfactory realization of this process….”

Huxley defined the body’s governing philosophy as,

“a scientific world humanism, global in extent and evolutionary in background. Political unification in world government will be necessary for the next stage in human evolutionary progress.”

Huxley declared, UNESCO would assist in the process of “values clarification” on a global level.

“It will be one of the major tasks of the philosophy division of UNESCO to stimulate …A RESTATEMENT OF MORALITY THAT SHALL BE IN HARMONY WITH MODERN KNOWLEDGE AND ADAPTED TO THE FRESH FUNCTIONS IMPOSED ON ETHICS BY THE WORLD OF TODAY.”

This Huxleyan vision of a UNESCO-stimulated “morality” gained new momentum during the 1990s with the help of radical theologian Hans Küng and former Soviet dictator Mikhail Gorbachev.

This vision is being realized via the UNESCO-commissioned “Declaration of a Global Ethic,” the Earth Charter, and a mushrooming assortment of UN-related education initiatives.

The UNESCO programs and curricula are leading the way for the world’s children to accept (and campaign for) global government.

A 10-part series for teachers, published in 1949 under the title Toward World Understanding, asserted that

“one of the chief aims of education today should be to prepare boys and girls to take an active part in the creation of a world society….”

They said we must stamp out love of country and the family must be viewed as the enemy:

“As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism.”

Consequently, in the intervening decades, leadership at the UN & UNESCO has learned to be more subtle, or simply to lie and deny their purpose to a world government on totalitarian principles.

Instead of “world government,” UNESCO now speaks of “global governance,” “global sustainability,” “global initiatives,” “collective world action,” “international law,” and “global norms and ethics.”

Conclusion: Standing Against UNESCO’s Agenda

UNESCO’s peace education agenda represents a subtle yet profound shift toward secular humanism, collectivism, globalism, or therapeutic/soft-totalitarianism. Its redefinition of peace and violence undermines biblical truth, national sovereignty, and individual freedoms. As Christians, we are called to stand against such false ideologies and proclaim the gospel of true peace found only in Christ.

“Peace I leave with you; My [perfect] peace I give to you; not as the world gives do I give to you. Do not let your heart be troubled, nor let it be afraid. [Let My perfect peace calm you in every circumstance and give you courage and strength for every challenge.]” (John 14:27) Amplified Bible

Call to Action

Parents, educators, and legislators must remain vigilant against attempts to indoctrinate children with anti-Christian worldviews.

Christian communities must advocate for educational reforms grounded in biblical principles, ensuring that the next generation is equipped to discern truth and live as faithful witnesses to Christ.

In this world you will have trouble, but take heed, be of good cheer, “I have overcome the world.”

– Jesus Christ, King of Kings