Parts 1-5 of this 9-part series revealed the Social Emotional Learning PreK-Adult obedience training being instilled through the education system and beyond, many who are involved, and just how far along this psychological agenda is. Part 6 explains the human capital aspect, and shows the private sector funding that has been pumped into this agenda to train the obedient future workforce. This global agenda is already operating in 110 countries and billions are pouring into it.
READ:
Part 1: Introduction
Part 2: The Programming
Part 3: Spirituality in Education Programming
Part 4: WEF Vision for Global Education System
Part 5: U.S. Department of Education & Multiple Agencies Involved
Human Capital
“An emerging understanding of brain development has revealed a remarkable period of elasticity during adolescence — nearly a second infancy, and a second chance to capitalize on rapid change to build the habits of mind that support a thriving adulthood.” – call to action by Carnegie Corporation of New York
Everything the globalists pour money into is self-serving, despite their efforts to manipulate people into believing they do everything for the good of mankind. This particular agenda is no different. They are “investing” in “changing” the minds of children (and parents) to control all aspects of their characteristics and behavior, thinking, emotions, and beliefs so they can mold them to be their future workforce in a digital world where everyone’s moves, access, behavior, words, and spending is all tracked through blockchain and a social scoring system they’ve long been building.
According to researchers at Columbia University, in 2015 they determined that SEL programs have a strong return on investment (ROI) over long periods of time, stating that the programs generated an average return of $11 per $1 invested. Here is the full study which was funded by the NoVo Foundation, a foundation that is controlled by Peter Buffet with the initial donation from his father Warren of 350,000 shares (valued at $1 million) of Berkshire Hathaway.
Those involved in furthering this agenda, insist that “character” is what is most important when it comes to school, career, and life success, and under the guise of the need to change ones “character” they advocate for policy change to promote social and economic change. Whereas ones “character” certainly plays an important role in life, these folks want to bend it to their benefit.
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