Your
school is indoctrinating children to socialism
Educators know
if they can shape the next generation, they can reshape society.
People
are beginning to wake up to what has happened to American education. But they
are waking up a couple generations too late.
For
most of American history, schoolchildren learned reading, writing and
arithmetic. They studied history, especially their own history, for several
hours every week. They obeyed their teachers, and their teacher graded them
based on their performance. They were rewarded for good behavior, punished for
bad behavior, and taught the difference based on a tradition that traced back
to the Bible. They were taught that opportunity included accountability. They
pledged allegiance to the flag.
For
a schoolchild of the 1950s and before, reading this description of American
school life would be about as surprising as a paragraph about the sky being
blue and the grass being green. But in 2020, it sounds like a description of
another world.
School
entrances had no metal detectors; school hallways had no drug-sniffing dogs;
students did not hit teachers; teachers did not get romantically involved with
students. Textbooks did not teach prepubescent children about “alternative”
sexual behaviors. Boys competed against other boys. Girls competed against
other girls. Boys used one bathroom; girls used another.
In
recent generations, American education has drastically changed. At first, it
seemed it had just weakened. Academic performance declined, quality of
instruction declined, behavior declined, the overall quality of high school
graduates declined. Americans reacted with a collective shrug of the shoulders,
a shaking of the head, and a That’s a
shame.
And
it was. More than they knew. Now the decline has become a dive—a dive that is
being propelled downward,
not just by gravity but by an ideological agenda.The Agenda
Jump
from the 1950 classroom to the 2020 classroom: Students whose clothes smell
like marijuana, knives and guns in backpacks, sex under the bleachers, scorn
from students, bruises on teachers, pride for debauchery, hatred for standards,
and so much more. Forget about knowing multiplication tables, who James Madison
was, or how supply and demand work.
Much
of this comes from unrestrained human nature. But even there, you have to ask,
what happened to the restraints? And weren’t some of those restraints good? The authority of the
traditional American school is being replaced by a new authority—with
restraints of its own.
Passé
are virtues like patriotism, responsibility, honesty, courtesy, obedience,
chastity and reverence. The new virtues are environmental consciousness,
multiculturalism, opposition to patriarchy and white privilege,
anti-colonialism, forced economic equality and transgender advocacy.
‘How
Important Is It to Be Right?’
Does
your child go to school in Seattle? If so, he or she is under the authority of
a school system that has partially implemented a new rubric for K-12 teachers
that stuffs as many references to advocacy, agency, appropriation,
disenfranchisement, empowerment, exploitation, feelings, identity, liberation,
oppression, origins, power, resistance, validation and “people of color” as
possible into three pages. What subject does this “ethnic studies framework” govern?
Math.
This
policy compels instructors to teach that “math has been and continues to be
used to oppress and marginalize people and communities of color” and that
“technology and/or science have been and continue to be used to oppress and
marginalize people and communities of color.” Students will “identify the
inherent inequities of the standardized testing system used to oppress and
marginalize people and communities of color.” They will learn “the ways in
which individuals and groups define mathematical knowledge so as to see
‘Western’ mathematics as the only legitimate expression of mathematical
identity and intelligence,” and how white people use this “to disenfranchise
people and communities of color.”
You might think your child is going to math class to learn
fractions, long division, sines, cosines and tangents, but instead he or she
will be asking, “How important is it to be right? What is right? Says who?”
“Who gets to say if an answer is right?” “Where does power and oppression show
up in our math experiences?” “Who holds power in a mathematical classroom?”
“Can I recognize and name oppressive mathematical practices in my experience?”
“Can I advocate against oppressive mathematical practices?”
In
New York City, the nation’s largest school system of 1,800 schools, Mayor Bill
de Blasio’s task force is calling for students to no longer be evaluated by
their attendance, character and knowledge as revealed in auditions, attendance
records, interviews and standardized tests. It is attempting to phase out
gifted-and-talented programs. In Los Angeles, the Compton Unified School
District and others are suing the
University of California because it requires applicants to take standardized
tests (the sat or act). The
plaintiffs say this violates their civil rights and illegally discriminates
against students who are disabled, low-income, multilingual or “of color.”
These
are just a few examples of the radicalization of public-school curricula in
America and many other nations. Educators are teaching the next generation
leftist views that depict the West, especially America, as oppressive,
hate-filled and genocidal. They are exalting wealth redistribution and
socialism while condemning free markets. They are encouraging students to
become environmental activists. They are teaching radical views about
sexuality, normalizing transgenderism, gender fluidity and sexual
experimentation.
These
educators realize something that too many others have taken for granted: The
minds of children are worth fighting for. Leftists are using education to shape
the next generation into tomorrow’s activists and radicals. They recognize that
implanting these politicized social concepts into young minds will reshape society.Teach Children to Hate Thanksgiving
While
the Seattle example has only been partially implemented, “Deep Equity” is a
curriculum already being used in school districts across the country—even
Middle America locales like West Des Moines, Iowa, and Chandler, Arizona. A
California for-profit education company called Corwin developed this
curriculum, which teaches that America exists as a hierarchy of oppressions.
Students are learning to categorize white people into “white identity
orientations.” “Fundamentalist white identity” consists of denial, ignorance
and supremacy; “integrationist white identity” consists of awareness/curiosity,
guilt and paternalism/compliance; and “transformationist white identity”
consists in part of “systemic power shift.” They are learning that if you are a
good white person, you will follow the steps of the “White Allies Action
Agenda,” which include “acknowledge the reality of white racial privilege” and
“use your privilege to work for racial and social justice.”
Corwin-educated
students are instructed to “explicitly reject and resist any attempts by anyone
in our school district or in the larger community”—such as parents—who reject
its racial doctrine.
Meanwhile,
last November was “Native American Heritage Month” at Portland Public Schools,
Oregon’s largest school district. Students were taught to attack Thanksgiving
Day and read from A Young
People’s History of the United States, a book that
characterizes all natives as generous and saintly and all settlers from Europe
as greedy and violent. Christopher Columbus, for example, was “hungry for
money,” so “as soon as he arrived in the islands, he seized some Arawaks by
force so that he could get information from them” to answer “Where is the
gold?” This was “the start of the history of the Europeans in the Americas. It
was a history of conquest, slavery and death.” This book aims to tell “the
story of the discovery of America from the point of view of the Arawaks” and
the story of the Constitution “from the point of view of the slaves,” and so
on.
Eighth
graders read, “The tragedy of Columbus and the Arawaks happened over and over
again. Spanish conquerors Herman Cortés and Francisco Pizarro destroyed the
Aztecs of Mexico and the Incas of South America. When English settlers reached
Virginia and Massachusetts, they did the same thing to the Indians they met.”
One resource the school district recommends for celebrating
Native American Heritage Month is a video produced by Teen Vogue in which the
director has arranged six angry-looking Native American teenage girls behind a
table with a traditional Thanksgiving meal. They inform student viewers, “The
true story behind Thanksgiving was, after every killing of a whole village,
these European settlers celebrated it, and called it Thanksgiving.” It says
those who keep Thanksgiving “are actually celebrating the deaths of many
people, and many tribes that were lost.” They end by saying, “Happy
Thanksgiving, America,” and flipping over the Thanksgiving table.
Thousands
of young students went to their family’s Thanksgiving dinner this year after
being instructed that it is a celebration of genocide. I’m sure the people
behind this curriculum would be quite pleased if those young teens ended up
lecturing their parents about genocide, war crimes and cultural appropriation.
They might not be too disappointed if the kids flipped the table.
How
pernicious. Of all the holidays celebrated in America, this is the one that
focuses on a positive virtue, on an important aspect of healthy thinking: thanksgiving—being grateful for
your blessings. What a vivid illustration of the toxicity of the leftist agenda
that it is being twisted into an excuse to hate your country and to view your
God-given blessings as evidence of racist oppression.Teach Children Activism
American
schoolchildren are also learning “climate literacy.” According to a 2016
Portland Public Schools resolution, all schools must “develop and implement
curriculum that addresses climate change and climate justice” and must “abandon
the use of any adopted text material that is found to express doubt about the severity
of the climate crisis or its root in human activities.” It teaches children
that entire economies must be redefined, that the fossil-fuel era must end, and
that they must be activists and leaders for social justice and environmental
justice.
What
is “social justice”? Facing the Future, an education group, defines it as “the
movement towards eliminating oppression and ultimately achieving equality in
the distribution of goods and wealth among all groups in a society.”
If
you think this is just about economics or even race, you are wrong. Activists,
agents of the government, and businesses for profit are teaching young American
students “activism,” “collectivism,” “equality in the distribution of goods and
wealth” and “resistance.” This is how you teach a generation socialism and
communism.
In
many ways, the trend in education leans pro-socialist, anti-free market.
Educators are eliminating competition, awarding trophies for participation
rather than winning, and rejecting letter grades in favor of performance
reviews. Curricula are replacing hard sciences and mathematics with social
studies.
Little
wonder that a 2018 Gallup poll showed that a majority of 18-to-29-year-olds have a positive
view of socialism versus capitalism: 55 percent to 45 percent.
Young American students are taught “activism,” “collectivism,”
“equality in the distribution of goods and wealth” and “resistance.” This is
how you teach a generation socialism.
The
love for socialism is matched by—and depends entirely on—historical illiteracy.
History is taught less and less, and when it is, it is of the “Thanksgiving
celebrates genocide” type, demonizing Western civilization.
A
November 6 Telegraph article
referred to a recent poll of 16-to-24-year-olds in the UK conducted by
Survation. “It found that 28 percent had never heard of Stalin, almost half had
never heard of Lenin, and an astonishing 70 percent had never heard of Mao Tse
Tung, whose regime was responsible for more deaths through murder and famine
than any other in the 20th century.”
Such
ignorance is a tragedy. Those invaluable lessons of history were written at
staggering cost, and we are casting them aside. An uneducated generation is now
rushing to repeat history’s bloodiest errors.Teaching
at Home Vs. at School
A
group in Kentucky called the Nehemiah Institute conducts an annual test of high
school students to identify their beliefs regarding politics, economics,
education, religion and social issues—and whether they agree with the Bible.
This test determines which of four categories students’ worldviews fit:
biblical theism, moderate Christian, secular humanism or socialism. The test in
2015 showed that, in the words of Dayspring Christian Academy, “90 percent of
students from Christian homes attending public schools score in a range that
indicates that their views are firmly grounded in basic tenets of secularism.”
In
other words, the teaching at schools is more powerful than the teaching at
home.
How
critical is the education of our children! These leftist educators are taking it
seriously. Proverbs 22:6 states, “Train up a child in the way he should go: and
when he is old, he will not depart from it.” This is what God tells parents: We
have a duty to train them, while young, in the way they should go to prepare
them for success in life. These educators are applying this principle for perverse ends. They know
that if they can implant radical concepts into young minds, they will retain
them for life and thus refashion society.
If
we are to train our children in the way they should go, we must know that way. Far
too many parents do not, and are thus allowing educators to move in and fill
young minds with error.
Yours in Freedom,
Bruce ‘the PoorMan’
PARTING THOUGHTS, Resources
20
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money.
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