In the IB philosophy, national sovereignty must yield to the imperative of solving global problems. IB schools recently concluded a three-year "community theme" adapted from High Noon: 20 Global Problems, 20 Years to Solve Them. There, Luxembourgian economist J.F. Rischard proposed a "global regulatory approach" and multinational governance to address global problems such as poverty, environmental destruction, and conflict. In an interview in IB World magazine, Rischard praised IB for converting students from "national citizens" to "global citizens" and opined that IB is "showing the way" in facilitating "massive, systemic change" to address issues such as global warming.
But how do IB students compare academically? There is no empirical evidence that they outperform those who complete the more universally accepted AP curriculum.
With so many IB schools, how is it possible that the United States has become an established base for an education program that undermines our founding? At issue is whether we believe in the Declaration of Independence as a statement of our founding principles, or whether we hold that document as merely a rhetorical tool for sparking revolution. It's time to re-affirm our founding and end the use of taxpayer funds for the IB program.
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