A U. N. company’s definition of “peace” and “violence” will do the same of its mission of promoting global cooperation through , training,  , technology, and , culture. The United States joined the United Nations Educational, Scientific, and Cultural Organization ( UNESCO ) in 2023 after President Donald Trump announced his withdrawal from office in 2018, but UNESCO has instead found an unfalsifiable way to undermine Western values and culture by promoting transgenderism, climate change alarmism, and other misguided beliefs on American students through the implementation of its most recent Peace Education report.
The United States agrees to take steps ( legislative or otherwise ) to bring the recommendations in the report, which are actually political agendas disguised, and are intended to affect the moral standards of impressionable American youth and those who eventually enter the country’s cultural-producing sectors. They will be critical of the founding principles of the United States, which support individuality and ensure our nation’s sovereignty, because of it. They will also be conditioned on a totalitarian mentality that believes appointed systems like the UN and radical progressive guidelines like a world Green New Deal are the means of peace.
What is harmony? There is no such thing as military conflict or battle, according to many people. According to UNESCO, by that description, “only 17 % of states were engaged in armed conflict in 2019″. To instill all of education with their Maoist hypnosis system under the pretense of” building lasting peace,” UNESCO would like to reinvent and broaden the definition of what serenity and global security actually entail.
The Redefining of” Peace” and” Violence”
In UNESCO’s report,” Peace Education in the 21st Century: An important strategy for building lasting peacefulness”, peace is said to be” not just the absence of war and direct assault (” bad serenity” ). Additionally, it involves finding solutions to conflict’s root causes, which can lead to war and violence ( positive peace ). However, the conditions for both negative and positive peace have been defined by UNESCO to suggest that they are all-encompassing and include what they call” unconventional” threats to peace, such as” climate change, large scale human migration, social injustice, the scarcity of resources ( food, water, biodiversity, oil, gas, etc. ) and epidemics.”
UNESCO wants students to view” innovative risks” such as climate change as dangerous to peace” on line with nuclear development. ” Peace, according to UNESCO, furthermore requires the” appearance of factors that make culture less violent, cruel and unfair. This broadened definition of “peace education” will allow for interventions and topics that go beyond the realm of preventing and dealing with actual armed conflicts to contain topics like critical race, gay, and economic theories.
The concept of what UNESCO considers” crime “has even been expanded. It includes” hidden” and more” direct types” of structural and institutional forms of violence encoded into” norms, customs and laws” of specific systems that perpetuate inequities, leading to poverty, fight, and conflict. For instance, students may be taught by peace education that the free business economic system of capitalism ( because of its uneven outcomes ) and the unjust societal gender norms that men who identify as transgender uphold are both obstacles to peace.
In this context, the real goal of peace education is to help students understand how certain social structures are constructed to benefit some and disadvantage others ( root causes ), to know their position within them ( oppressor or oppressed ), and to help them understand their role ( i .e. becoming an ally/activist ) in destroying those social structures through which people are dominated and oppressed. According to the report,” Indirect forms of violence ( or structural violence ) prevent people from obtaining resources in an equitable manner” ( p. 2 ).
Indoctrination through Peace Education
In” New Understandings of Education’s Contributions to Peace,” one of the three technical notes used to create the Peace Education report by UNESCO, it is stated that putting in place a holistic ( Whole Child ) learning model and some transformative educational frameworks will encourage the “educational knowledge, skills, attitudes, values, and behaviors required to change from the personal to the ecological.
In other words, individuals will need to be taught in a way that fosters a global perspective that will enable them to become advocates for the UN Sustainable Development Goal ( SDG) 2030 Agenda, which UNESCO believes will aid in creating the circumstances for peace. However, while many of the goals good noble (zero appetite, no poverty, quality education, clear water, etc. In the name of international collateral, it might be argued that some are being pursued as a result of modernization and dominance over all other civilizations.
The global equity that’s touted as a condition for peace, though, would require a global redistribution of wealth and resources ( i. e. global communism ) through a global system of governance ( e. g. by the United Nations, or artificial intelligence ) to make that a reality. Through peace education, students will need to be persuaded that this form of government is preferable to nation states that have their own sovereignty and make local decisions about how to govern themselves and their resources, and that solutions that promote global solidarity and a shared responsibility ( accountability ) to sustainable development are the best ways to foster peace.
Social emotional learning ( SEL ) is one of the many “holistic educational agendas and pedagogies that can be used” to promote the development of the whole person “in the search for peace. It is an educational intervention that plays on students ‘ innate desire to show empathy and manipulate other people’s perspectives into a global worldview. In order to meet the UN Sustainable Development Goals, SEL has been continuously cited as a necessity. By promoting communist plans, SEL employs a very criticized psychological technique called awareness training to persuade students that the happiness of others should be prioritized over the common good of everyone.
The integration of pedagogical agendas that groups like Moms for Liberty have been urging students to reject America and Western values will be required by a number of other educational practices, learning approaches, and frameworks listed in the report as essential for providing peace education. Topics and methods like these will be included:
- Comprehensive Sexuality Education ( CSE ) will be a key tool for teaching students about the “patriotic institutions that threaten the lives of women, children, and the LGBTQ+ community. CSE will also instruct children as young as five about sexual stimulation and pleasure, with the idea that teaching them about it as early as possible will help them avoid unintended early pregnancy, which UNESCO claims can lead to violence and war.
- As a “global citizen,” not an American citizen, students will be able to understand their responsibility and role to the rest of the world.
- Students are encouraged to view climate change as an existential threat to peace through Education for Sustainable Development ( ESD ), which encourages them to evaluate” net zero” political positions. ESD will encourage change in behavior among individuals and groups ( for example, avoiding eating meat ) to achieve sustainability goals.
- Uncensored speech can be a tool for “indirect violence,” so Digital Citizenship will teach free speech regulations on the internet.
- To promote peace, learning and conflict resolution in schools must be approached through a Critical Race Theory perspective.
- The idea that the United States could enjoy greater peace if it switched from a constitutional republic to a direct democracy ( mob rule/popular vote only ) and abolished the Electoral College will be promoted by Civics Education. As a part of promoting civics through peace education, students will be spurred on to get involved with marches, protests, and advocacy groups that further this agenda.
- Because it addresses adolescents ‘ general physical, mental, and emotional health and well-being needs, education for health and well-being will require the creation of community schools, or mini hospitals. Community schools will provide medical services and interventions to youth — including” gender-transformative , comprehensive sexuality education” that deals with their Sexual and Reproductive Health ( SRH)— via the Centers for Disease Control’s WSCC ( Whole School, Whole Community, Whole Child ) model and the Whole Child Design Principles. The school that meets the student’s fundamental needs ( socialist state-style ) promotes learning and averts hostility. Eventually, it will also be argued — as is already happening in school-based health clinics in states such as California and Minnesota — that it is the student’s” right” to access those services ( e. g. vaccines, puberty blockers, morning after pills, etc. ) without their parents ‘ consent.
Peace Education Will Be a Whole-of-Society Endeavor
Non-state actors are essential for promoting peace education, according to UNESCO’s technical note. Non-governmental actors include, but are not limited to: private schools, research bodies, civil society organizations, networks of schools and associations ( such as the National Education Association ), philanthropic organizations, corporations providing education ( and non-education related ) goods and services, media, faith organizations, museums, libraries, and after and out-of-school time entities. The Whole Child Design Principles, which mandate that the entire community be required to provide students with a learning environment that reinforces this collectivist worldview, will likely be used to accomplish this.
Adults in the community who offer any services connected to education through the Whole School, Whole Community, and Whole Child’s public-private partnerships will need to be re-educated through adult education in order to adopt this mindset.
Because terms such as” peace education “and” whole child” sound inconspicuous, unsuspecting legislators and community council members could easily adopt language that cements this anti-American, Marxist agenda of UNESCO’s into law and policy. Instead, they ought to be wary of any initiatives that redefine peace in this way.  ,
Additionally, in his second term of office, President-elect Trump should once again remove the U. S. from UNESCO to ensure that teaching students the value of upholding national sovereignty plays an essential role in American education.
Lisa Logan is the author of the Substack Education Manifesto and the host of the YouTube channel Parents of Patriots. Find her on X at @iamlisalogan.
