For the past several decades the political left here in the United States has been waging a guerilla style war on individualism. That side of the political spectrum believes in collectivism, which is a belief system where individual humans have no true value. Collectivism is the defining issue of the political left.
Individual identity, individual rights, and individual liberty have all been the very bedrock the United States was built upon. Ever since the 1960s, the Democrat party has veered further and further to the left. Most Democrats today embrace collectivism, rather that individualism.
Unfortunately, the most rabid collectivists infected American colleges and Universities back in the 1960s, turning them into centers of indoctrination, rather than centers of learning. From these indoctrination centers, collectivism has spread like a cancer across the United States.
Collectivists here in the United States worked particularly hard to infect the education departments of colleges and Universities, turning them into mills that produce collectivist high school and grade school teachers. Particular emphasis was placed on creating collectivist school administrators and principles. Teacher unions also became institutions of collectivist indoctrination.
Collectivist educators worked tirelessly to create clever sounding collectivist indoctrination schemes in order to stealthily indoctrinate American children, right under the noses of their parents. Two of the most common schemes are Critical Race Theory and Social and Emotional Learning.
Until I read this article, UN Program Teaching Kids ‘SEL’ Really Seeks To Kill Individualism (thefederalist.com), I was unaware that one of these schemes originated with the United Nations.
School districts around the world are racing to implement Social and Emotional Learning (SEL) programs in the name of improving their students’ social and emotional skills. In fact, according to the global purveyor of SEL standards, 27 states so far have adopted K-12 SEL competencies, and all 50 states have adopted SEL competencies for pre-K students. But where is this massive push for SEL coming from, and what are the motives behind it?
The answer to this question is becoming clear: The United Nations Educational, Scientific, and Cultural Organization (UNESCO) is a primary force behind the SEL movement worldwide. A major way UNESCO advocates for SEL is through UNESCO’S Mahatma Gandhi Institute of Education for Peace and Sustainable Development. The Gandhi Institute produces an online publication called The Blue Dot, which features articles from SEL experts and others around the globe that highlight “the relationship between education, peace, sustainable development and global citizenship.” Invoking Gandhi’s name in the title of this United Nations entity is meant to pull at the heartstrings of anyone who hears it. But should our heartstrings be pulled?
But why? What is it UNESCO wants to instill in children? UNESCO’s materials make it clear that SEL is intended to foster not only kindness between students, but cooperation with a global agenda rooted in the doctrine of collectivism. Nandini Chatterjee Singh, a program specialist for the Gandhi Institute, says “SEL skills are powerful competencies” that have been shown to “instill pluralistic thinking.” The institute’s website further says it is seeking to teach children to “exhibit prosocial behavior for … a peaceful and sustainable planet.”
In short, proponents of the sustainable development goals and SEL want to instill “pluralistic thinking” in your child in the name of global peace. They want children to be taught to value the “collective good” over individual liberties, rights, and property despite the fact that the freest, most prosperous nations in the world are founded on individual liberties, rights, and property.
The United Nations has long been an international institution devoted transforming the globe into a Socialist one world government. As you can see from the following quotes from the United Nations Educational, Scientific, and Cultural Organization website, Social and Emotional Learning is a key to making this collectivist hell happen.
At UNESCO MGIEP, we recognize the urgent need for Social Emotional Learning (SEL) to be mainstreamed into education systems to transform education and shape a future that is geared towards providing peace and human flourishing. SEL can be described as learning that allows all learners to identify and navigate emotions, practice mindful engagement and exhibit prosocial behaviour for human flourishing towards a peaceful and sustainable planet
Central to envisioning and shaping a more sustainable and peaceful future is youth. The mass mobilisation of youth towards sustainable development requires empowering youth with information and involving them in policy’s development, promotion and implementation. At UNESCO MGIEP, we work with youth organisations and young people worldwide by supporting their initiatives and curating youth action towards kindness and transforming education.
UNESCO MGIEP’s efforts in prevention of violent extremism include the development of an entirely youth led guide that puts forth youth-centred actionable recommendations for a wide range of stakeholders as well as capacity building for youth in SEL.
UNESCO MGIEP aims to mobilize the world’s youth to achieve the 17 SDGs through transformative acts of kindness. This campaign attempts to create a positive culture of kindness, in which every young person’s selfless act matters!
The Global Collective for SEL and Digital Learning is a multi-stakeholder alliance mobilized to promote Social and Emotional Learning (SEL) and digital learning as critical new dimensions in achieving the Sustainable Development
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