"The IB got the best of him...he fought so valiantly" says speaker 2
"He shall not be forgotten. May he rest in peace, and let the IB be eradicated before more perish" says speaker 3.
They add the word ''Diploma'' to make it sound more prestigious, where in actual fact it is roughly the same as 3-4 A-levels, this can be seen as a form of psycological bribary (fooling someone in to something that isnt as good as it sounds).
Other bull**** in the ib include the 4000 word essay, CAS (this isnt as bad though) and a truck load of oral commentaries.
Any one who has been involved in/with the ib for more than a week will usually result to finding loop holes out of the tasks assigned and find something more useful to do (something not related to the ib), in a frequent scenario students result to plagiarism and paying large deals of money for someone else to do the work for you.
If you have a choice DONT'T DO THE ib
I'm in the ib, therefore only half my work is genuine
The ib is bull****
ib is an excuse for smart people to say that they are doing something harder and more challenging than A levels (the difference is very slim, its just there is heavier work load in the ib)
It's a good way to avoid skills and schmooze about politics with kids to make them think socialism across the world is a good thing.
But to understand IB, one must understand the UN....
Since its beginning, the United Nations Education, Science and Cultural Organization has been trying to impose an international curriculum to prepare students for world government. More than 500 U.S. schools are now using the International Baccalaureate program, and the Department of Education has just awarded a $1.2 million grant to expand the program in middle schools in Arizona, Massachusetts and New York.
In one of its first efforts in 1949, the UNESCO textbook, titled "Toward World Understanding," used to teach teachers what to teach, said:
"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."
In the 1960s, Dr. Robert Muller, U.N. deputy secretary-general, prepared a "World Core Curriculum." Its first goal:
"Assisting the child in becoming an integrated individual who can deal with personal experience while seeing himself as a part of 'the greater whole.' In other words, promote growth of the group idea, so that group good, group understanding, group interrelations and group goodwill replace all limited, self-centered objectives, leading to group consciousness."
The U.N.'s global education program took a major step in 1968, when UNESCO provided the funding to create the International Baccalaureate Organization, a non-government organization, in Geneva, Switzerland. The IBO is now providing the curriculum for 33,000 teachers in nearly 1,500 schools around the world, 55 of which are middle schools in the Washington D.C. area.
UNESCO says the IB curriculum promotes human rights, social justice, sustainable development, population, health, environmental and immigration concerns.
"We're living on a planet that is becoming exhausted," says George Walker, IB's director-general in Geneva. "The program remains committed to changing children's values so they think globally, rather than in parochial national terms from their own country's viewpoint."
Jeanne Geiger, an outspoken critic of the program in Reston, Va., wrote to a local newspaper: "Administrators do not tell you that the current IB program for ages 3 through grade 12 promotes socialism, disarmament, radical environmentalism and moral relativism, while attempting to undermine Christian religious values and national sovereignty."
The IB program was dropped at Woodson High School in Fairfax, Va., when critical parents told local school officials that the best universities in Virginia did not give full credit for the IB program.
The goals and methods of the IB program reach much further than the 502 U.S. schools now officially enrolled. The Center for Civic Education, which, by law, writes the curriculum for civics education in the United States, says:
"In the past century, the civic mission of schools was education for democracy in a sovereign state. In this century, by contrast, education will become everywhere more global. And we ought to improve our curricular frameworks and standards for a world transformed by globally accepted and internationally transcendent principles."
This global influence can be clearly seen in the new mission for the National Curriculum Standards for Social Studies:
"The United States and its democracy are constantly evolving and in continuous need of citizens who can adapt to meet the changing circumstances. Meeting that need is the mission of social studies. Students should be helped to construct a pluralist perspective based on diversity and should be helped to construct a global perspective."
A critical review of "We the People; the Citizen and the Constitution," a civics textbook written by the Center for Civics Education, reveals that the teaching of historical facts is replaced with teaching attitudes and values about multi-culturalism and world-mindedness. A review of science, and even math texts, reveals that sustainable development, environmental protection and social justice dominate the material children are taught.
No longer are American children learning about the structure of a federal republic compared to a parliamentary democracy. No longer are children learning the difference between capitalism and socialism. No longer are children being taught why the United States became the most powerful economic engine the world has ever known.
Instead, they are being taught that with less than 5 percent of the world's population, the U.S. uses 25 percent of the world's resources and produces 25 percent of the world's pollution. They are being taught that the U.S. is the No. 1 terrorist nation. They are being taught that the rest of the world is mired in poverty because of the greedy capitalists in the United States.
The effectiveness of generations of this U.N. globalist curriculum is evidenced by many of the talking heads interviewed on the nightly news, and even by some of the presidential hopefuls.
Don't believe me, just look at their website. I am a 35 year teacher.
World Citizenship implies that people would accept governence by some world organization, hence a world government. You can teach a rigorous course of academics and languages WITHOUT committing to 'world government' or the very fearsome goals of the UN, which is what teachers and students are being asked to do.
What's worse, school officials are being told an absolute and COMPLETE LIE - that the program is not connected to the UN.
Please look at one of IBO's own websites to see that they were created and are run by the UN's UNESCO group:
And you will also see the common themes of 'transformation' that the UN hopes to make in the students:
The UN is all about total global taxation and redistribution of the wealth, personal and unilateral disarmament, secular humanism, and the deconstruction of the nation states.
The UN has never hidden its agenda, and all one needs to do is look at their website.
So any school program connected to them is bound to be guided by these goals and themes.
If you have an objection to the UN setting itself up as a government AS WE ALL SHOULD, then you would object to your kids being taught by them, and their tests being sent around the world to be graded!