Letter: Plan to lead us closer to ‘brave new world’
This letter sent to the Star was written by Neville Martin, Castledine Gardens, Sheffield, S9
How alarming to note the University of Sheffield’s eight-page “Survival Plan,” published in The Star, (September 18). They have clearly swallowed hook, line and sinker the United Nations’ action plan for global sustainable development, as set out in its Agenda 21, (developed at the Earth Summit in Rio de Janeiro in 1992). Has it not occurred to them that Agenda 21 is to education what the Liverpool Pathway is to healthcare?
I have for a long time believed that the “dumbing down” of educational standards was an accidental effect of decades of comprehensive education. It wasn’t until I began to examine the strategy behind the heinous Agenda 21 that I realised the “dumbing down” is a deliberate policy. As part of Agenda 21 the ‘Education for Sustainable Development Toolkit’ was developed at the UN Commission on Sustainable Development in 1998. Amongst its observations is this illuminating gem: “Generally, more educated people, who have higher incomes, consume more resources than poorly educated people, who tend to have lower incomes. In this case, more education increases the threat to sustainability.”, (Education for Sustainable Development Toolkit, page 10).
Clearly, it values natural resources more highly than human potential.
Even if the University of Sheffield has so far failed to recognise the fact, the UN’s Agenda 21 policy on education is built on the observation that young people are idealistic and impressionable, making it relatively easy to prey on their impatience and impulsiveness to indoctrinate them with the “global sustainability” mantra, (hence the ease to which they are conscripted into supporting the manmade climate change racket, as their “ten years, three months and a few days” assertion demonstrates).
This entire universal emphasis on “global sustainability” is an insidious element of a hundred-year plan to subjugate an impoverished human race and lead us ever closer to the dystopian ‘brave new world’ of literary infamy. Phase one of this process is to condition young people to a life of poverty, encouraged to study for years to gain a meaningless university degree and emerge with vast debt and little hope of anything other than even more meaningless employment.
The University’s “Survival Plan” may well signify survival for the well-healed academic élite, but utter destruction for its suggestible subjects.