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Education Reform for the New World Order
by Albert James Dager

The following is an extract from the excellent Media Spotlight Special Report, March 1993 (second printing)
Education Reform for the New World Order
Reproduced with permission

To order the complete Report please write to:
Media Spotlight, P.O. Box 290, Redmond, WA 98073-0290, USA
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The educational system in the United States [likewise in the UK and in Europe] is a well-known problem.  In spite of the government throwing billions of dollars at it, every year sees a decline in student achievements in academics.  Previous reforms are responsible for this condition.  And it doesn't matter that those reforms have been detrimental; the education establishment refuses to return to the proven learning methods of fifty years ago.  They ridicule the back-to-basics movement as hopelessly naive and antiquated.  Instead of returning to basics they want to completely restructure education.  The goal is nothing less than scrapping the entire system and replacing it with an entirely new system predicated upon a completely different philosophy. ... 

Few people deny that education reform is needed.  The problem is the type of reform being implemented.  [The new] reform is designed to instill certain values contrary to traditional ... values, and to the Christian faith in particular.  While we are concerned with academic achievement, that isn't our major concern.  Of far greater importance is the belief system upon which the new educational process is based.

Reinventing the Classroom

The traditional classroom where the teacher dispensed information to students who were expected to learn certain facts and truths is being done away.  In its place is a new, unstructured “teaching environment” in which the teacher will no longer teach, but “facilitate” the learning process.  Children will initiate their own course of study according to their interests.

"Curriculum will be based on an ongoing program of student-initiated projects that engage students in rigorous investigations of issues with local, national or global interest, and result in a visible product" [1].

The 'product' represents the sum of the students' work for a given time.  They will be assessed (not graded) according to their involvement in producing the product on a cooperative basis with other students from different age and former grade levels.  In the process of developing the product (which may or may not be tangible; it may consist of arriving at a conclusion or opinion based on investigation), students will incorporate the disciplines of language, mathematics, social studies and other elements which were formerly academic subjects in their own right. … these disciplines will be taught within the framework of what is called a “project-based,” or “outcome-based” curriculum. …  

"Curriculum will focus on essential questions that have the power to incite students' and teachers' imaginations and that flow from universal questions, such as 'Where did I come from?' or 'Why does the world look and behave as it does?'" [2].

The answers to these 'universal questions' do not reside within God's Word.  Since Scripture has been banned as a source of teaching in the public schools, what answers might the students come up with?  Much will depend on the beliefs of the 'facilitator'.  But regardless of those beliefs, the answer cannot fall outside the scope of global citizenship and evolution. ...

The Roots

At the heart of education restructuring in the United States is an international curriculum.  It is, in fact, identical to the United Nation's Global Education Project. 

The Global Education Project

On October 11, 1989, Carlos Jose Gutierrez, the United Nations Ambassador from Costa Rica, issued a letter to the General Assembly:

"I have the honour to transmit to you, ... the text of the Declaration of Human Responsibilities for Peace and Sustainable Development, ... [It] contains four chapters or essentials for attaining its goals.  These are, 'Unity of the World', 'Unity of the Human Family', 'The Alternatives Facing Mankind and Universal Responsibility', and 'Reorientation Towards Peace and Sustainable Development'" [3].

These four chapters affirm the belief that all mankind must strive for complete unity with nature.  No form of life is to be considered above any other form:

"Every manifestation of life on Earth is unique and essential and must therefore be respected and protected without regard to its apparent value to human beings" [4].

Such a statement carries deep meaning in light of current trends in ecological correctness.  Humanity is being shuttled toward global interdependency based on the evolutionary belief that all life forms are of equal value - human life is really of no greater value than that of animal or plant life.  We are being bombarded with legislation enacted in fear of well-financed environmental groups whose purpose is to protect Mother Earth from the ravages of her only scourge, mankind.

I am not suggesting that there are no genuine ecological concerns.  But at the heart of this Declaration and of the education restructuring movement lies nature worship. ...

The University for Peace

The University for Peace is a model for global education and a source for teacher training and curriculum development for every nation.  It was created by the United Nations General Assembly on December 5, 1980, and formulated the Global Education project.  The University for Peace authorized a Project Design Team to "proceed with the development of a Global Education Program for Peace and Universal Responsibility" [5] ...

The Global Education Project is based on former UN Assistant Secretary-General Robert Muller's World Core Curriculum:

"In his present post as Chancellor of the University for Peace, Dr. Muller has reiterated his dream of a global education program. ... 'We need a new world education.  Global education, namely the education of the children into our global home and into the human family is making good progress.  But we have to go beyond.  We need the cosmic education foreseen by the religious and by people like Maria Montessori.  We need a holistic education, teaching the holism of the universe and of the planet'" [6].

The philosophy of [the new education reform] is essentially the same as that of the Robert Muller School.  Both are predicated upon the global approach to education, stressing thinking skills rather than academics.  Both are designed to instill non-competitive group consciousness, critical thinking, and global citizenship, and are virtually the same in every respect. ... The World Core Curriculum Manual states:

"The goals set up to guide this learning process were as follows:

(1) ... 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'

(2) Providing experiences which give the child new values ...

(4) To aid the child in developing and maintaining a balance between his spiritual, mental, emotional, physical and academic development, ... [7].

The functioning of the teacher in this process was:...

(3) To help the child observe and understand his own inner values [8].

[A]n essential element of the new educational process in the United States [also in Britain and Europe] is values clarification. … in order to mold the child into a world citizen, his values must be divorced from those of the “old order”, that is, his parents:

"...the global education must transcend material, scientific and intellectual achievements and reach deliberately into the moral and spiritual spheres. ...

[Man] must perceive his right, miraculous place in the splendour of God's creation. ... Global education must prepare our children for the coming of [a] ... happy planetary age as has been heralded by all the great prophets. ..." [9].

When Muller and his followers speak of God, they are not speaking of the Christian God of the Bible.  The "planetary age" is the Age of Aquarius, and the "great prophets" are the adepts of the world's religions.  Muller is an evolutionist who believes man is about to take the quantum leap toward becoming an entirely new species, thus transforming the earth into "the planet of God":

"Once again, but this time on a universal scale, humankind is seeking no less than its reunion with the 'divine', its transcendence into ever higher forms of life.  Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine.  This ancient truth is slowly dawning again upon humanity.  Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God" [10].

Muller, then, perceives that the Hindus are correct in calling the earth God.  This is the foundation upon which today's radical environmental movement rests.  Ecological awareness is a "main thrust" of the new education [11]. ... The ecological movement today is not a sensible approach toward management of the earth's resources, but a striving for spiritual "at-one-ment" with nature - a unified world system where the individual is subordinated to the whole.  Education under the direction of the United Nations will lead the way to that realization:

"Education is really the key to our future.  Former Secretary-General U Thant, who was a teacher, often said to me: 'Robert, we are too old to bring about the necessary changes in the world.  Only the younger generation can do it.  And, for that, education is the key'." [12]. ...

While secularism has held sway for a number of years in our education system, secularism was meant for one purpose: to do away with the old forms of spiritual values in order to make way for the new. It created a vacuum which will be filled with a new spirituality based on a pantheistic view of nature, and upon self as God. ... In the process of bringing children into their self-realisation as God, the World Core Curriculum promotes eastern meditation techniques, including “guided fantasies into space.” This is a description of astral projection or “out-of-body” travel.  

We can see the genesis of the emphasis on ecology and spiritualism in the new education.  Within the scope of spiritualism lie the 'intuitive' gifts or talents.  Thus we also find a strong emphasis on music, art and related disciplines.  The belief is that these intuitive gifts reveal man's higher nature, as opposed to the more objective academic disciplines.  These academic disciplines must be brought within the covering of the spiritual or intuitive:

"... the UN and every nation must integrate the achievements of science and technology within a broader moral and spiritual dimension; ... the religions and the prophets, ... saw it straight with ... an internal vision, with an instinct that went right to the core without getting lost in the convolutions of the mind. ... This is why we must listen attentively with all our minds, hearts and souls to what the great religions and spiritual leaders have to say" [13].

The spiritual leaders are those of the major world religions. ... 

The Influence of Alice A. Bailey and "The Seven Rays" 

Behind the Global Education Project we find, besides Robert Muller, several other persons of like philosophy who comprised the Design Teams. ...  All [the] members of the Design teams for the Global Education Project are strong proponents and activists for globalism and New Age philosophy.  This can be seen in the resume portion of the Global Education Project, "Mission Statement", published by the U.N. University of Peace.  Dorothy J. Maver especially deserves scrutiny. ... She ... serves on the steering committee of the Global Alliance for Transforming Education [14].

Until now I have merely hinted at the occult roots of education restructuring. ... From this point we will examine Dr. Maver's and Dr. Muller's New Age occultism.  We will find that the true source of education restructuring has nothing to do with education in the academic sense, but education in the philosophical and esoteric religious sense.  Both Dr. Maver's and Dr. Muller's concepts which form the basis for this new education model are taken from the writings of Alice A. Bailey.  In the Preface to The Robert Muller School World Core Curriculum, we read:

"The underlying philosophy upon which The Robert Muller School is based will be found in the teachings set forth in the books of Alice Bailey by the Tibetan teacher, Djwhal Khul ... " [15].

Alice A. Bailey was a disciple of Helena Blavatsky, the main founder of today's Theosophical Society.  Bailey claimed to be a channel for an ascended master named Djwhal Khul, also known as 'The Tibetan'.  Her writings were not her own, but were messages given in the spirit by Djwhal Khul who had chosen her as a vehicle through which he would impart The Plan of "the Hierarchy".  The Hierarchy is allegedly a group of ascended masters - beings who have attained a high degree of evolutionary perfection releasing them from bondage to the material world.  They are said to exist in the spirit realm as guides for man's evolutionary journey.

Thus, we've arrived at the final link in the progression from inception to culmination of educational restructuring.  That final link is a spirit entity known as Djwal Khul ... [and] the new curriculum is based on the Ancient Wisdom of the mystery schools.  While claiming to be scientific and not religious, this philosophy intrudes into every area of the spiritual.

Besides Dr. Muller, Dr. Dorothy J. Maver is perhaps the next most significant person to consider in relation to the philosophy behind restructuring education. ... Her seven rays hypothesis states that each person has more than one intelligence, known as 'rays', that determine their evolutionary destiny.  Says Dr. Maver in Esoteric Psychology:

"This article is the third in a three-part series, addressing Education in the New Age: A Seven Ray Paradigm in the Education Setting.  It is suggested in The Rays and the Initiations (Bailey, 1960, p474) that the new education will emerge ... the Student Identity Profile is offered as a means of evaluating and understanding students based on seven fundamental (rays) ... " [16].

Maver reveals the source of the seven rays concept to be Alice A. Bailey - the same as that of the World Core Curriculum of the Robert Muller School:

"The works of Alice A. Bailey, ... contain the basis for the Student Identity Profile, particularly the information regarding the seven fundamental qualities or rays ..." [17].

The purpose of the new education is to profile every child according to the ray which dominates his intelligence. ... Based on the profile established through psychological testing, the child will be funneled into the job or career classification to which he is best suited.  The seven rays are also known as multiple 'intelligences'. ...

Holistic Education

[T]he basis for all education restructuring is “holistic”, that is, viewing life on the planet as interconnected, with no life form having any greater standing than any other life form.  This, in turn, is based on the evolutionary view of life. … It is cosmic humanism: the belief that all life forms are evolving to higher states of consciousness. Mankind, though representing the highest mental consciousness on earth, is yet deficient in his attainment of perfection. That is to be overcome through the next stage of evolution which will see the emergence of a new species of human being – a true planetary citizen that is psychologically, spiritually and physically superior to present mankind. The hope for that quantum leap to perfection lies in the upcoming generation – the generation that will usher in the New Age on a global scale.  That is why children are to … develop their own values.  It's believed that their inner beings hold the seeds of man's redemption.

Holistic education is not merely how a child studies, but how the child is studied.  It has little to do with academics and everything to do with creating a new species of human being.  We learn this from Alice Bailey (or Djwhal Khul) in the book Education in the New Age:

“The time is coming when all children will be studied in the following directions: (1) Astrologically;  (2) Psychologically, supplementing the best of modern psychology with a knowledge of the Seven Ray types, which colours Eastern psychology;  (3) Medically;  (4) Vocationally;  (5) Spiritually. By this I mean that the apparent age of the soul [i.e. reincarnation] under consideration will be studied, and the place on the ladder of evolution will be approximately noted; mystical … tendencies will be considered and their apparent lack noted. … ONE OF THE MAJOR FUNCTIONS OF THOSE WHO TRAIN THE INFANT MINDS of the race will be to determine, as early as possible in life, which of the seven determining energies are controlling in each case … A child's note and quality will be early determined, and his whole planned training will grow out of this basic recognition [18].

Does this sound as if your child will be some sort of guinea pig? If you understand that the new education has less to do with academics than it does with New Age evolutionary theory, the answer is yes.

"The true education is consequently the science of linking up the integral parts of man, and also of linking him up in turn with his immediate environment, and then with the greater whole in which he has to play a part" [19].

... The world planners would have us believe that they value individual lives.  Well, they do.  But only within the context of their value to the global community.  Every individual is valuable only in regard to the whole.  Apart from the whole he has no value.  Thus, any individual who does not fit into the New World Order will be considered expendable.  And if he lacks any redeeming qualities that would make him valuable to the whole, he will be liable for termination.

This is not hypothesis; it is rife within the teachings of the New Age.  Christians, especially, are viewed as a hindrance to humanity's achievement of the quantum leap toward a new species.  We are a hindrance because our beliefs do not fit in with the New Age; they had their value in the previous 'Piscean Age', but they have no value for the 'Aquarian Age', into which the earth is now passing. ...

Psychology and 'Thinking Skills'

Djwhal Khul's words were penned by Alice Bailey in 1954.  His (or her) words were prophetic:

"In the future, education will make a far wider use of psychology than heretofore" [20].

Has this not come to pass?  Have we not seen that educational restructuring is predicated upon psychological theories, and wide use of school-based psychological counselling?  Is it not also predicated upon the idea that the old method of learning is obsolete and must be replaced with a curriculum that stresses "thinking skills"?  So, too, is Djwhal Khul's model for education:

"It is perhaps a platitude to say that education should occupy itself necessarily with the development of the reasoning powers of the child and not primarily "as is now the case" with the training of the memory and the parrot-like recording of facts and dates and uncorrelated and ill-digested items of information" [21].

... Inasmuch as both the Robert Muller School and the Seven Rays Institute credit Alice A. Bailey and Djwhal Khul with devising the new education model, it also follows that the progression for the education model for the new age originated in the realm of the occult.  And if Djwhal Khul is for real, he is a deceiving spirit - a demon or fallen angel.  Thus we may find ourselves adopting an educational system spawned in Satan's realm of fallen spirits.


The education system in the United States [similarly in Britain and in Europe] is failing because it abandoned the basics of sound educational practices that were proven for effective for hundreds of years.  A technological society is basically no different from an industrial society regardless of what the new educators tell us.  That’s because the nature of man has remained unchanged since his creation.

While the new education model promises to be more fun for both the students and the teachers, the fact is that, in view of the stronger emphasis on social and thinking skills than on academics, illiteracy will abound even more than it does today. … [And] the values instilled will be of far greater detriment to the students’ spiritual welfare.

As to why major corporations are involved in education restructuring, this can be attributed to several factors:

(1) Naiveté: many corporate decision makers are ignorant of the spiritual implications behind restructuring.  They are fed up with an illiterate workforce.  They want a skilled workforce.

(2) Adherence to New Age philosophy: many corporate leaders are avid believers in New Age techniques ... visualization, meditation, yoga, and related exercises are part of the human potential movement ... propagated through such organizations as The Pacific Institute, one of the leaders in the so-called 'human potential development' for major corporations, government and public utilities.

(3) The desire for power. ... 

An illiterate but nominally skilled populace is easily controlled.  And those who show promise for leadership within the New World Order will be channeled into those areas that will require learning.  The rest of humanity will be treated as robots, regardless of the high-sounding rhetoric from 'higher sources'. ...

Soon no-one will be able to buy or sell unless they are beholden to the New World Order of capitalistic socialism. For the vast majority of humanity, brainwashed from an early age to accept the system, that will be no problem. …  

Is There A Solution? 

[W]hen it comes to subverting the minds and spirits of the next generation to an anti-Christ belief system - and mandating that subversion through the educational process - it becomes imperative that all parents, not only Christians, take whatever steps are necessary to protect their children. ...

Would it be better for parents to remove their children from the public [State - UK] schools and place them in private [independent - UK] schools?  As a temporary measure, that may be a solution.  However, eventually all private schools will be required to conform to the new, performance-based education.  This is because all institutions of higher learning will be mandated to base their entrance requirements on the new education standards.

What about home schooling?  That's the best idea at present.  But, again, even home schoolers will be required to institute the new standards if they want their children to get a higher education. ... Eventually, every parent will be required to submit their child to the new education standards or risk losing them for placing them "at risk".  And it will be determined that home schooling doesn't provide the opportunities for developing social and critical thinking skills.  Parents will naturally tend to instill their own values in their children.  This the education system cannot abide.  That's why critical thinking (also known as values clarification or situation ethics) is a major element in the new education.

It has been proposed by some that parents who wish to protect their children from this occult-based, non-academic brainwashing leave the country - if they can find a haven of escape from the long arm of the Global Education project. ...

Know what your children are learning in school.  Know who their friends are, and who their friends' parents are.  Take control of your children's lives now, before it is too late.  This is a spiritual battle, but it takes discernment and wisdom to wage it successfully.  (See our Special Report, Spiritual Warfare for Parents.) ... make sure you know whom you can trust.  It's time to begin tightening our circle of associations even within the Church.  When the time comes that your friends and associates are threatened with severe reprisals unless they divulge information about you, few will be able to stand.  Many will think it's their duty to inform on you.

Trust in God; trust in those whom you are certain you can trust.  But don't make your affairs known to just anyone.  For those who truly trust the Lord, there need be no reason to fear.  A healthy dose of caution, however, is in order.  And that's the reason for this report.  If it will cause those who need to fear to do so, well and good.  But those who know whence comes their salvation will be guided by the Holy Spirit in what courses of action to take in the face of the impending danger.  At the heart of any course of action is absolute trust in our Heavenly Father.  In spite of the overwhelming specter of totalitarian forces on the horizon, God is still in control. ...

Now, more than ever, Christian fathers must take the lead in their homes. They must begin to teach their children God’s Word and to prepare them for the lies and deceptions that lie ahead of them. ...

Regardless where we find ourselves at the present time, we have the assurance of God's Word that the Lord will one day return to establish His righteousness in the earth.  Yes, we may lose for now; we may even be tested to the point of death.  But the Lord will not lose.  The victory is His.  And those who endure to the end will be saved.

Finally, brethren, as you see these things beginning to come to pass, lift up your heads; for your redemption draws near.  





[1] Press Release, "The Co-NECT School: A Design for Twenty-first Century Schools" (Arlington, VA: NASDC, July 9, 1992), p1.
[2] Press Release, "ATLAS Communities: Communities for Authentic Teaching, Learning and Assessment for all Students," (Arlington, VA: NASDC, July 9, 1992), p1.
[3] United Nations, "Declaration of Human Responsibilities for Peace and Sustainable Development", as presented by Carlos Jose Gutierrez, Ambassador from Costa Rica to the United Nations, 11 October, 1989, pp6-7.
[4] Ibid., p6.
[5] Global Education Project, "An Executive Summary", (Escazu, Costa Rica: University of Peace, 1989), p1.
[6] Ibid., "Context", p3.
[7] The Robert Muller School World Core Curriculum Manual (Arlington, TX: The Robert Muller School, November, 1986), pp1-2.
[8] Ibid., p2.
[9] Ibid., p8.
[10] Robert Muller, New Genesis (Garden City, NY: Doubleday & Company, Inc., 1982), p49
[11] The Robert Muller School World Core Curriculum Manual, p24.
[12] Robert Muller, New Genesis, p22.
[13] Ibid., pp42-43.
[14] Eileen Lynch, Accreditation letter, Southern Association of Colleges and Schools at Brookhaven College, Dallas, TX, "Project Design Team Resumes", last page.
[15] Dr. Robert Muller, The Robert Muller School World Core Curriculum (Arlington, TX: The Robert Muller School, November, 1986), p20.
[16] Dorothy J. Maver, PhD., "Part III: A Seven Ray Typology: The Student Identity Profile", Esoteric Psychology (Winter, 1988), p34.
[17] Ibid., p35.
[18] Alice A. Bailey, Education in the New Age (New York: Lucis trust, 1954, 1982), p25.
[19] Ibid., p6.
[20] Ibid., p84.
[21] Ibid., p85.