Covid, Agenda 2030 and ecologism to the nth degree are increasingly entering public schools.
And it is the textbooks that bear witness to this.
A report on this comes from one of our readers: she confirmed that the volume we are about to talk about was adopted in a fourth grade of an Italian primary school, and is still in use, even in the current school year. It’s part of the project Polite/School jointsfirst edition 2021.
Globalist indoctrination passes not only through TV and social networks but also through educational institutions. And moreover, it always starts earlier: in the case we are talking about here, even in primary school, in fact.
If there were simplified versions adapted for even younger children, it wouldn’t surprise us at this point.
Let’s go into detail. We want to talk about a subsidiary of civic education, addressed as mentioned to the fourth and fifth grades of primary schools: each chapter tells one of the “hot” topics of the moment.
The points of the 2030 Agenda, the pandemic and viruses in general, the UN, national and supranational institutions are discussed.
There are indeed many perplexing passages scattered here and there.
First of all, the fact that we want at all costs to convey the message that the 2030 Agenda is necessarily something positive, the achievement of which will represent a crucial moment in the life of each of us.
One of those milestones that we will all have to remember one day.
In the chapter dedicated to the 2030 Agenda there is in fact, to underline its importance, a section entirely dedicated to the individual child and his personal feelings about it. It is read:
(…) Take 10 minutes to reflect. How old will you be in 2030? Will you be a young adult or young adult? How do you imagine yourself? (…) Have you already heard of Agenda 2030? How does it affect you to know that there is a program to improve the life of the world in which you will live when you grow up?
On the same theme, an in-depth activity is suggested, structured as a sort of game of the goose and created by the artist Yacine Ait Kaci-Yak. It’s called “Go Goals!-Welcome to the Sustainable Development Goals board game for kids” (googling to believe).
The dice are rolled and the pawns are advanced, provided that the theme is clear and has been perfectly introjected.
Obviously whoever answers the most questions wins, but the real goal, as we read, is for everyone to succeed in the end:
(…) No one is excluded from the 2030 Agenda. (…) Try to play at home or, if possible, all together in class. Or create your own game of goose on Agenda 2030 (…). Through the game you will discover that your choices and your actions make a difference to help our planet (…).
And to save the planet, Greta could not be missing.
The girl is described in a caption as a very courageous Swedish girl who even confronted the powerful to force them to do something for the environment.
Another section is entirely dedicated to the Covid pandemic.
In it, concepts and words are specified: what is meant by prevention, which are the authorities who can or cannot express themselves on these issues.
There are even poems dedicated to Sars-Cov2 and fictional stories to read in class.
The child who observes all the rules is presented as a true hero: he is the model, the only one that all children must want to resemble.
Mask always worn, gel, distancing: indisputable diktats that the text passes on to primary school students as absolute and indisputable truths.
Yet, in the light of current scientific findings, the text contains several inaccuracies.
It is not true that the mask unequivocally protects against the virus, just as it is questionable that distancing prevents the patient from infecting.
In particular, distancing in its costs and benefits is not questioned, especially for children: a theme that many psychologists of the developmental age have instead considered decisive.
And instead it is even said in a rhyming poem that one can easily do without kisses, hugs, cuddles:
When you meet people, stay a little distanced: you can be happy without shaking hands. Kisses and hugs? Don’t give them. As long as that bad guy is around, it’s prudent to postpone (…).
Then again we enter the intimate sphere of the child with ad hoc questions:
“(…)Did you find it difficult to follow these rules? Which most of all? Because? What has changed in your life after this experience? Aside from following the necessary rules, have you discovered that you have new habits? Did you understand something new about yourself or about others?
I wonder if anyone in any class has ever answered these questions “wrongly”.
What reaction will it have aroused in the classmates and in the teacher? Will he be reprimanded for this?
What on earth could a child have understood new about himself or about others as a result of new habits?
Maybe only those who follow the rules are good and diligent, while those who don’t follow them are irresponsible because they put the lives of others at risk?
Every photo, every image, every page, every single line of that section always repeats the same thing.
Anyone who doesn’t follow the rules is bad and irresponsible.
Through a web search, we learn that the text examined – a simple subsidiary published by school joints – it is not a single voice in the desert. Far from it.
By now, globalist and ultra-liberal propaganda has become part of full-blown ministerial programs.
The publishing houses have simply adapted.
But who writes the ministerial programs? Who decides what to print on school textbooks? If we don’t want to end up with a real handbook of young globalists, perhaps it really is now that we need to act.