As If Common Core Wasn’t Horrible Enough


By Grumpy Elder and Sara Noble

How about global Common Core?

Our next president has to be a strong leader who will fight for our sovereignty or we will end up irreparably tied to the statists in the UN. The globalists want to control every pillar of society.

The climate change agreement that Barack Obama will sign includes an education document and extends into the entire sustainable development agenda. Included is a plan to end all poverty in 15 years. It’s an absurd notion and who is going to pay for it?

The devil will be in the details of the international educational goals we might never see or will have to search high and low to find.

Congress will be irrelevant.

This new UN education plan is a redo of the last 15 year plan by the UN which partially succeeded in that we have Common Core.

The plan will cost $3.5 trillion to $5 trillion a year. Who will pay for that, do you think?

Before I proceed with the lofty and vague description of the UN goals, it’s important you know who is behind the agreement. Obviously, the UN is. That includes countries like China and North Korea who don’t have a clue as to what a Republic or a Democracy actually is.

The word “sustainable” is used to give these documents a sense of critical importance. It also has a finality to it.

Sustainable Development was always meant to be the catch-all phrase for the globalists.

As Grumpy Elder said, “remember ‘sustainable’ is a code word justification for any mandate the UN wants to impose on the world. Kinda like the 14th Amendment these days”.

It is also important to know who has influenced the thinking behind these documents.


The Father of Global Common Core and the grandfather of Common Core, Pierre Teilhard de Chardin, was pantheistic  – we are all one with the earth and God is of the earth.

His influential teachings include the Omega Point and the universal Jesus.

He wrote this:

“Although the form is not yet discernible, mankind tomorrow will awaken to a ‘pan-organized’ world.

The outcome of the world, the gates of the future, the entry into the super-human—

They will open only to an advance of all together, in a direction in which all together can join and find completion in a spiritual renovation of the earth (emphasis in original).

…we human beings are already forming but one single body…our thoughts are tending more and more to function like the cells of one and the same brain.”

This type of worldwide amalgamation is being proposed in the United Nations. The danger begins when anyone tries to oppose the one-world government or one-world religion. Those who refuse to comply will be trampled by those racing towards a ‘pan-organized’ society.

Robert Muller

Robert Muller, former Assistant Secretary General of the United Nations and father of global education, wrote the ‘World Core Curriculum’. He is a strong believer in Teilhard’s theories and has been and is very influential in what is happening with the UN. He spent forty years preaching these theories in the UN.

Notice his comments:

“We must move as quickly as possible to a one-world government; a one-world religion; under a one-world leader.
Teilhard had always viewed the United Nations as the progressive institutional embodiment of his philosophy.

…Teilhard de Chardin influenced his companion [Father de Breuvery], who inspired his colleagues, who started a rich process of global and long-term thinking in the UN, which affected many nations and people around the world. I have myself been deeply influenced by Teilhard (emphasis added).

Muller explains here how Teilhard’s views could have the deep influence they do on the United Nations. Teilhard simply had to convince a few of the right, influential people in the intellectual world. Soon, scholars started discussing his ideas, and the United Nations began to take them to heart. We must remember that Teilhard was a Jesuit and had the power of that society behind him, along with the responsibility to bolster global unity.

Here is the plan:




The education goal(s) in the post-2015 development framework must ensure equitable access to, and completion of early childhood, primary, lower and upper secondary education, and recognize the importance of scaling up efforts to expand post-secondary education.

The inalienable right to education can only be fully safeguarded where inequalities do not undermine the full achievement of this right.

The post-2015 education agenda must include concrete steps to overcome all forms of discrimination, including those based on gender, disability, ethnic and/or social origin.

Quality education contributes to human development. It provides people with the critical knowledge, abilities and skills that are needed to question, conceptualise and solve problems that occur both locally and globally, and actively contribute to the sustainable and democratic development of society.

Hence, quality education is fundamental to the achievement of all other development goals, including gender equality, health, nutrition and environmental sustainability.

The new agenda for education must place students and teachers at the centre of efforts to ensure equity and quality in education. Every student must be taught by a qualified and well-supported teacher, and learn in safe educational institutions with adequate infrastructure, facilities and resources.

As we draw lessons from the Millennium Development Goals (MDGs), it becomes clear that the global development agenda will not be achieved unless there is political will and commitment to ensure sufficient funding and resources. to implement the agreed international goals. If the global community is serious about achieving real progress, national governments must take concrete actions to ensure the right to free quality education for all. [emphasis mine]


  • TARGET 1 By 2030, every child completes a full cycle of continuous, free quality early childhood, primary, lower and upper secondary education, which enables them to achieve their potential as human beings and to contribute positively as active members of society.
  • TARGET 2 By 2030, all young people and adults have equitable access to quality post-secondary education and lifelong learning, enabling them to acquire knowledge, skills and competences to achieve their full potential and participate positively in society and in the world of work.


Percentage of children and young people who participate and complete early childhood, primary, lower and upper secondary education to the appropriate national standards, disaggregated by socio-economic status, location, gender, special needs, age and social group, among others;

Percentage of educational institutions that are publicly financed, do not charge fees and are not for profit;

Percentage of children and young people taught by qualified teachers with a reasonable student to qualified teacher ratio;

Percentage of educational institutions that have adequate professional and student support, including teaching assistance, medical and psychological services;

Percentage of educational institutions that have safe and adequate infrastructure, facilities, resources and learning materials for all students according to national norms;

Breadth of curriculum, including an assessment of its contribution to active citizenship, life skills, sustainable development, health, employment etc.