The Education Bus and Community Organizers

Conservatives used to believe in the true liberation of people from the enslavement by big and encroaching governments. You could hardly tell that today judging by the huge national debt they’ve escalated under a Republican president and a Republican Senate. They have been as profligate spenders as the Democrats, yet we still don’t have a wall to stop the invasion of illegals through the southern border.

Liberals are not really interested in liberty as the term implies, but want to conserve in perpetuity a system that oppresses voters, legal and illegal, and citizens, based on a euphemistically defined socialist/Marxist indoctrination by the government as the benevolent provider of everything without which life would cease to exist.

It does not seem to matter who is in power in Congress or the White House, Cultural Marxism is winning and destroying our own culture by leaps and bounds thanks in no small part to the education system which is now run by cultural Marxists.

There are some Republicans, RINOs, and Independents (those who cannot make up their minds that they are truly Democrats) among the sea of Democrats who run education at all levels, but they have no voice or influence to stop the indoctrinating curriculum and the Marxist community organizing instruction of America’s children.

Liberals, who now call themselves “progressives” even though the term “regressive” would be more appropriate, have constantly used the false narrative that the United States is a “democracy”, but the United States is a Constitutional Republic. 

“Progressives” from all walks of life, with a microphone, a camera, a grade book, or a journalistic pen in front of them, have repeated this lie constantly. Democrat low information voters eventually believed the ‘we are a democracy’ lie and echoed it as an indisputable truth.

A recent case in point, the annual conference of the National Education Association (NEA) which met in Houston, Texas, has hosted sessions on any social justice activism and Democrat political topics imaginable to the detriment of curriculum and instruction issues. http://www.aei.org/publication/nea-embraces-the-woke-agenda-but-votes-down-student-learning/

The 6,000 NEA attendees voted down the resolution “to re-dedicate itself to the pursuit of increased student learning in every public school in America.” Instead, the delegates endorsed “the fundamental right to abortion under Roe v. Wade,” urged reparations for slave descendants, pledged their help with the 2020 U.S. Census, pledged support for the violent Black Lives Matter movement, urged the U.S. government to admit that the illegals crisis at the border is the U.S. government’s fault for destabilizing the Central American countries, and last, but not least, supported teaching the bizarre concept of “white fragility” produced by the “white supremacy culture.”

The NEA delegates seem to have relegated student learning to the back seat of the education bus. Racial justice, social justice, abortion, ethnic and minority affairs, illegal immigration, voting, and women’s issues took the front seats.

The community organizing aspect of NEA’s annual convention was further enhanced by the speakers, i.e., Bernie Sanders, Elizabeth Warren, and Bill de Blasio. NEA has 3 million members, but it is alleged that 60 percent of them have self-identified as Republicans and Independents. Did NEA’s socialist political platform represent them or teaching in general?

The most pressing problem that we face today is the indoctrination of our youth into Cultural Marxism. It is essential to redress the socialist direction this nation is driven into with the force of a leftist tidal wave.

But it will take more than 15 years, perhaps 30 to change this dangerous course back to the tenets of our constitutional republic especially when we have to fight our own brethren, Republicans and Democrats, bent on amending the Constitution under the excuse of reigning in out of control politicians. And you know instinctively it is a bad idea as Soros wants to have a Convention of States (COS). It is a red flag – a gut realization that they probably have their own global Constitution ready to go to replace our U.S. Constitution during a runaway COS. Should the COS run smoothly, and the delegates successfully amend our Constitution, since politicians ignore the current Constitution and lord over us with ever more intrusive legislation, an amended one would be equally ignored.

We must however continue to fight the powerful educational system and our own corrupt elected officials at all levels of government. They consider themselves the ultimate arbiters of wisdom to fundamentally transforming America into a global governance.

Common Core Teaches Community Organizing for the Collective

Do we still teach in public schools our common culture, common identity, common true history, or values such as hard work, charity, morals, virtue, and the rule of law? With the exception of home schooling and a few private schools, the answer is no. We do teach secular education, “green” environmentalism, the new religion of Mother Earth, and now Common Core Education.

Few parents actually know what Common Core Education is. Teachers who are finding out do not seem to care, let the state fight it out. For teachers, it is a means to an end; the end translates into keeping their jobs and a paycheck coming in this tough economy which the current administration celebrates as a “recovery” from a self-induced coma.

Although touted as a means to improve education standards, the Brookings Institution said, “The empirical evidence suggests that the Common Core will have little effect on American students’ achievement. The nation will have to look elsewhere for ways to improve its schools.”

The Department of Education paid two Washington, D.C., organizations, the National Governors Association’s Center for Best Practices and The Council of Chief State School Officers, to come up with the Common Core national standards. (Pioneer Institute)

According to Lance Izumi, author of Obama’s Education Takeover, the President “strong-armed the states into adopting these Common Core standards through a number of devices, principally through the Race to the Top competition through federal grants.”

The Race to the Top $4 billion “historic” grant scheme was awarded to states “leading coherent, compelling, and comprehensive education reform.” The grant was authorized under the American Recovery and Reinvestment Act of 2009.

The Department of Education at the federal and state levels had developed many experimental programs that promised to be breakthroughs in education but were discarded later as giant wastes of time and taxpayer dollars while the achievement levels had continuously declined.

Arne Duncan, the Secretary of Education, described Core Standards as an important tool for international competitiveness, access to high quality education, and a way to prepare “all students for college, work and citizenship. These standards are an important foundation for our collective work.” I emphasized “collective” because that is what Common Core is about, indoctrination into the “collective” mindset.

In spite of the fact that we have different brains, IQs, learning styles, and God-given talents, Common Core standards insist that “all children can and should learn to high achievement standards based on a “universal design for learning.” This would be achieved by having different sets of standards based on race, ethnic background, socio-economic background, and disability, a type of “separate and unequal” education. All students will receive the same diploma but for “unequal” work in mathematics and reading and for “unequal” achievement.

Furthermore, a video surfaced that shows that wrong answers in math are acceptable under Common Core standards as long as students can explain how they got the wrong answer and feel good about it. http://www.libertynews.com/2013/07/unbelievable-common-core-shill-says-new-education-does-not-require-students-to-have-right-answers-only-that-they-explain-how-they-got-answer/
 

The states who adopted the Common Core Standards were excused from the detested No Child Left Behind Act which set the standards too high for low achievers and low motivators who are not really interested in education. It is criminal and sad to see semi-literate individuals receive diplomas when they cannot actually read or write, cursive or otherwise, very well and are glorified by the MSM for speaking Ebonics.

“Beginning this fall, Alabama public schools will be under a new state-created academic accountability system that sets different goals for students in math and reading, based on their race, economic status, ability to speak English and disabilities.” (Tuscaloosa News)

The English Arts Curriculum textbooks used in Utah, called “Voices, Literature and Writing,” emphasize the Democracy Plan, preparing students for community organizing. The German poet Goethe, a classical liberal, warned us that democracy is incompatible with liberty. He said, “Legislators and revolutionaries who promise equality and liberty at the same time are psychopaths.” Even Hans Hermann Hoppe of the Ludwig von Mises Institute said, “Political centralization would lead to the destruction of the culture.”

The Utahans Against Common Core has mounted an opposition. A short video shows the first grade textbook, Voices, Literature, and Writing, that teaches nothing about literature or writing.  Instead, “In the Voices of Democracy theme, students use their voices to advocate solutions to social problems that they care deeply about. They are engaged in learning the following theme-related social knowledge and skills: social role models, social advocacy, and respect for each other. They learn to develop a Democracy Plan in which they develop ways to help people in need.” My six-year olds thought about recess and play, reading, writing, and arithmetic. Is this what first graders do now, they think about ways to organize people in their communities to fix social problems? This is community organizing; this is communism, not literature and writing. http://www.utahnsagainstcommoncore.com/usoe-recommends-social-justice-curriculum-materials-for-1st-grade/

In the same series of books, educators are directed to teach first graders about emotional words of anger and fear in order to accomplish their social justice goals. The workbook gives the following example, “My mom_____ (tells) (nags) me to clean my room.”  Students are supposed to choose “nags” because it is an emotional word of anger. If a student chooses “tells,” the answer is incorrect. Students are taught about feelings instead of logical thinking and parents are marginalized as some annoying individuals who nag their children. Would the collectivist village take over the rearing of our children?

Homework activities include practicing being upset and angry because “feelings cause people to act.” Is there any wonder that we have the Occupy Wall Street mobs, angry mobs, flash mobs, and people talking over each other? Liberals are taught to be ruled by feelings and not by logic.

Are these curriculum materials limited to first grade? No, all grades have the same theme, the Democracy Plan. By third grade teachers must “measure attitudes, believes, and dispositions,” making specific notes on the Student Observation Form whether “growth and change in individual students behavior and attitudes is observed. One rubric asks, “Does the student use the plural “we” and “our” to advocate ways to solve social problems?” In other words, I and my, individualism, are frowned upon. Behavior and attitudes are measured in each grade and teacher check marks are made for each student under the rubrics, Beginning, Learning, Proficiency, or Mastery.

I remember receiving pass or fail grades under communism for good or bad behavior at the end of each semester. Parents were called in, humiliated and criticized in front of everybody if their child had a bad grade in behavior. Both parents and child had to undergo an attitude adjustment in line with the communist propaganda.

According to Michelle Malkin, the 2009 stimulus package contained a State Fiscal Stabilization Fund offered to states for a “longitudinal data system (LDS) to collect data on public school students” such as health, family income, religion, and homework. http://www.nationalreview.com/articles/343040/common-core-trojan-horse-michelle-malkin

The Blaze described a 44-page Department of Education report which indicated the possibility of implementing through Common Core monitoring techniques such as “functional MRIs” (scanning and mapping a child’s brain function), “using cameras to judge facial expressions, electronic seats that determine posture, pressure-sensitive computer mouse, and a biometric wrist wrap.” http://theblaze.com/stories/2013/03/27/indoctrination-and-data-mining-in-common-core-heres-why-americas-schools-may-be-in-more-trouble-than-you-think/

Is this what we are trying to do with Common Core standards? Force every student into a government-dictated and enforced mold, dumbing down the curriculum so much that everyone appears equally intelligent, equally capable, equally trained, equally able? The focus will no longer be education, the classics, language, government, mathematics, science, history, chemistry and individual achievement in those fields but social justice, activism, and community organizing for the socialist collective?