Categorized | commentary, editorial

International Baccalaureate: Fruit of the Poisoned Tree

by Bill Korach

“It is clear to me that the IB program reflects a broader shift in the public school curriculum of many regions of this country, a shift towards a more relativistic, globalist and humanist world view. In my IB classes that I’ve taken, I’ve noticed a clear slant toward naturalism, socialism, radical environmentalism, pantheism, Buddhism, gay marriage, abortion rights and other topics that could be grossly categorized as progressive or leftist…”   Tyler Smotherman, 2010 Coeur d’Alene High School student council president, Coeur d’Alene Press April 65. 2010

If the International Baccalaureate (IB) is offered to your schools or is already there, be afraid, be very afraid. IB was founded in 1968 in Switzerland to teach middle and high school level students about globalism. IB has expanded its reach and influence in American public schools by offering a curriculum to fulfill Agenda 21 mandates from the United States Department of Education (DOE). The idea is that schools get DOE funds if they conform to UN mandates, so schools are motivated to adapt IB an additional cost of 5-10% per student per year. The additional costs of IB programs are extravagant, but the cost is not the issue. The real issue is the radical ideas contained within the bland IB curriculum description. George Soros’ globalist Open Society authored the globalist, anti-free enterprise Earth Charter that has been endorsed by IB:

We, the undersigned, endorse the Earth Charter. We embrace the spirit and aims of the document. We pledge to join the global partnership for a just, sustainable, and peaceful world and to work for the realization of the values and principles of the Earth Charter. We pledge to join the Global Partnership in Support of the Earth Charter Initiative for a sustainable way of life AND urge all governments to endorse the Earth Charter.

“Sustainable development” and Earth Charter translated to real English mean stifling bureaucratic control over every phase of American life. In short, it means $10 gas and $25.00 lightbulbs.

The IB program may have been founded with good intentions but it has surely been co-opted by educators and politicians with a socialist, pro United Nations agenda. Students who are educated using the IB curriculum will learn anti-Americanism, anti-capitalist, and socialist values. Put another way, students will not learn about the Constitution, America’s history of individual freedom, and American exceptionalism.  The students will not learn about caring for the environment, they will learn about bringing business under global government and they will learn the joys of redistribution of wealth. The current President of the IB board of governors is Carol Bellamy, a radical feminist politician best known for sponsoring legislation. private men’s clubs in New York to accept women. Bellamy was evidently too radical even for New York, loosing her campaigns for the Office of Mayor of New York and State Comptroller of New York. She later became an employee of Unesco.

Duncan Koler an attorney in Coeur d’Alene, Idaho removed his three children from public school after he learned the extent of the radical thinking being taught the students. Koler was able to obtain some of the children’s homework that illustrate some breathtaking examples of their understanding of IB lessons. Here are a few selections:

“I would make people ride their books or walk. I would get rid of factories or spaceships because they pollute the air.”

“I would have people ride their bikes all the time. I would get rid of cars.”

“ I would stop loggers from cutting down trees.”

“I would save all of the animals in the world by taking away some buildings to make more animal reserves.”

“I would give everyone the money they need.”

“I would change the world by putting a stop to global warming because soon it will feel like Hawaii in Antarctica.”

The Report Card would sooner put a stop to IB, and stop the pollution of our children’s minds.

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George Soros and International Baccalaureate



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7 Responses to “International Baccalaureate: Fruit of the Poisoned Tree”

  1. Teacher says:

    When I read this part “IB has expanded its reach and influence in American public schools by offering a curriculum to fulfill Agenda 21 mandates from the United States Department of Education (DOE).”

    This is why I saw the “UN” in my school long before anything IB came along.

  2. kydad says:

    Why would somebody characterize Buddhism as “progressive or leftist,” even it is only a “gross” categorization? Buddhism is a religion, not a political party, and it has as wide a variety of branches and attitudes as other religions. Mr. Smotherman and the author of this article might be surprised to know, for example, that many Buddhists oppose abortion on principle.

    • Nurten says:

      My son was put on an IEP (FINALLY!) at the end of last year. He goes to resource in the monnrig for small group language comprehension instruction. There is an aide in the class to help/support him and keep him on task/organized. Other than the language comprehension work, and speech to reinforce the resource lessons, he’s in regular curriculum all day. My daughter’s situation is a little different. She has autism and could not function in a typical classroom. Her has always been on a regular school campus. She has always had lunch/recess/pe with regular ed students. She started mainstreaming in 2nd grade, going to resource math with 3rd graders, and continues to mainstream in typical grade level math now with great success. Her math curriculum is exactly that of 5th graders. She may have modifications, like the number of problems to finish, but nothing that really affects the curriculum. She gets concepts quickly, and repeating problems to reinforce the lesson just serves to frustrate and overwhelm her. Her other curriculum is modified to her ability levels and her education is in the special day class. It’s a smaller group with a teacher and two aides. I’m very pleased with the education my daughter is receiving. I’m still trying to work out the kinks with my son’s IEP, keeping the IEP team focused and on track following the IEP.

  3. kydad says:

    Oops — sorry for the typo. It should read, “even if it is only a ‘gross’ categorization,” not ‘even it is….”

    • Mirella says:

      All three of these languages are very imtpnoart in their own way. It really depends on the person as to which is the most useful. Spanish is very useful for anyone living in the US especially in places like Texas. Being able to speak Spanish often will even increase your salary as a doctor or businessman. Also, with immigration policy becoming a major issue in the US, being able to speak Spanish might be useful. Arabic is useful, because of our current situation in the middle east. Whether you want to become a translator, a politician or go into the oil industry, being able to speak Arabic is useful. Chinese is also a great language considering that China has become a major place for business and trade. Although there are many Chinese people who can speak English fluently, sadly we cannot say the same. So any of these languages would be good to teach in a high school. However, I personally would recommend Spanish, because it is the easiest of the three by far. How many high school students are willing to spend countless hours studying Chinese characters? Also, Spanish speaking people are everywhere in the US giving students an opportunity to practice it in real life.

  4. Anthony says:

    Parent should be afraid, see this blog post for personal experiences

  5. Michelle says:

    The implementation is not the issue, why do people keep saying this, many parents are smart enough to see through the psychological propaganda in IB, but obviously well qualified academics aren’t. If you look through the scraps of syllabus that IB gives to parents you will quickly work it out. Please don’t treat grown adults as idiots. Many astute parents are correct in their observations of the IB program, why are we trying to interpret those observations as something different and distance them from IB when they are a core part of the IB philosophy? Open your eyes.


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