Monday, September 05, 2005
These Lying Times....Education or Indoctrination?
by Carl G Loy
9/5/05
Education was once thought to consist of the basic needs of the child to learn to read and write, and how to add and substract, multiply and divide. They learned how to form sentences, properly. Remember diagramming sentences? As grades advanced they were exposed to an increased amount of geography and history and literature, including the 'Classics.' Children learned how to deal with the abstract, and an attempt was made to respond to individual needs and abilities. Each child supposedly was encouraged to achieve to the best of his abilities. Opportunity awaited. Not any more.
Today, education is not about assisting any child learning to the best of his or her abilities. It is about testing to see that the child has learned the politically correct responses. In other words, has their brainwashing been effective? What are the tests supposed to show? Well, they don't show how skilled the child has become, but rather how well they have accepted an ideology. That ideology is intent on restructuring America.
For what? For global governance. Children are supposed to become equal as workers in an international community.
While neither the Constitution, nor the Declaration of Independence mention diversity or multiculturalism, the federal curriculum is filled with it. Environmentalism is used to transcend national boundaries and national sovereignty and to undermine basic Christian values. Environmentalism has nothing to do with conservation. It does have to do with changing how children perceive government, society, and nature. Environmentalism is a major part of the effort to prepare the children to accept an international government and a one world religion. Yes, environmentalism also teaches an identifiable religion. The end result is intended to make acceptable that all religions worship the same god, but the final goal is to make that god to be nature and man as equally important and the 'whole' more important than the individual.
The federal curriculum addresses the Bill of Rights insignificantly. For instance, in a middle school textbook, it only mentions that we have a Bill of Rights consisting of: freedom of religion; freedom of the press; freedom of speech; right to assembly; and right to a speedy trial. That's it! The implication is that these are the extent of our rights. What about the 2nd Amendment; the 9th and 10th Amendments? The federal curriculum ignores natural rights and natural laws, which were very important to our Founders. What is taught must coincide with the Humanist Manifesto, and the Earth Charter, and the United Nations Universal Declaration of Human Rights. One might as well add, that in doing so, we are more like the soviet curriculum than we are anything resembling America.
The federal curriculum consists of texts, authors, and required readings based upon political correctness, not academic value or literary merit. Check your school's library; follow up on the reading assignments; check out the authors. Some parents would be shocked at what is found. Parents are too busy to pay attention. They are busy working to pay for their wants and with their children's sports activities provided by these schools. A day at their childs school? Impossible, they think, but they will take a day for some other interest. Does anyone understand how recreation could take priority over learning what is really going on in government schools that drastically affect their child and the future of a nation? Parents need to study what their child is studying and to do so with an eye for what is insinuated and what is left out.
The federal curriculum encompasses Marxist ideology throughout. Is that important to parents, or not? If our schools were not socialist and if we had to take out of our pockets to pay, as it should be, we would be more particular. We might investigate the background of various schools before we paid out money to 'educate' our children. Would we select a school system that was founded on a Marxist ideology; one that embraced communist doctrines; one that denied individual excellence for the better good of the total group by lowered standards; one that taught false history, false science, and a false religion? Would
we allow our child in a school to which we shelled out several thousand dollars a year that taught homosexuality was not only okay, but it was 'normal;' that provided sexually explicit examples of 'approved behavior;' that had to have police protection due to all the drugs available on campus; that employed 'facillators' belonging to a leftist feminist gay-promoting association like NEA that we call teachers? Would we send our children to a school that had as its' objective the elimination of national sovereignty? Would we elect to send them to a school that undermined the parents authority and placed the control of their child in the hands of the state? If you are sending your child to a public school in America today, the above is exactly what you have chosen for your child and we are all made to pay for that type of education. But....it is not education; it is indoctrination, pure and simple.
The above and the preceeding writings are not intended as comprehensive analysis of the federal curriculum, but only to touch upon some of the things that might encourage the concerned reader to search for themselves to learn the truth about what is going on in today's government schools. Not my school, some will say, but I beg to differ. The federal curriculum is intended to mislead the casual observer. Just as practically no one would send their child to the school described above, neither would most send their children to any government school in any state in America, if they really knew that the above actually described their child's school. Unfortunately, the above does not even begin to describe today's schools. What we perceive as 'failing schools' always in need of more funding, are actually schools accomplishing their purpose. They are affecting social change and restructuring society to reinvent how we perceive government so that a global worldview will be one that accepts a world government as best for all peoples. Schools are about ideological change, not education. Schools are centers for the indoctrination of children, tomorrows adults, tomorrows global citizen. No child is immune.
Some Advised reading for all parents:
"FedEd" by Allen Quist c2002
"America's Schools" by Allen Quist c2005
"The Deliberate Dumbing Down of America" by Charlotte Iserbyt c1999
"Brave New Schools" by Berit Kjos c1995
"Let My Children Go" by E. Ray Moore c2002
"The Dawning of a Brave New World" by Donna Hearne c1995
"Paychecks & Power" by Donna Hearne c1995
"Sex, School, & Politics" by Donna Hearne c1997
"Power Grab" by G. Gregory Moo, PhD c1999
There are many others and many videos and tapes are available from those who have done the research. There is absolutely no reason for any parent to be ill-informed. It just requires taking the time. Take the time. Your child's future depends upon it. Our nation's future depends upon it.
................................................................................................................................
THIS JUST IN.................
DEAR FRIENDS OF EXODUS MANDATE:
Here is another reason to exit the government schools as fast as possible.
There is a danger, however, in some of these same testing instruments
like NAEP becoming standard in some of our private or Christian schools.
This report from the MN-based conservative education think-tank
EdWatch.org proves the need to fully implement Christian worldview
instruction in our Christian and home schools. This report also shows the
growing radical trends and statism of public education. It is inevitable
that they will try to impose this same agenda upon the private,
Christian and home schools too. Be on the ALERT. (E.Ray Moore, Jr,
Chaplain (Lt.Col.) USAR Ret at www.Exodusmandate.org )
EdWatch
105 Peavey Road, Suite 116
Chaska, MN 55318
952-361-4931
http://www.edwatch.org
September 2, 2005
A Civics Trojan Horse - S. 860
The newest federal civics bill (S 860) was introduced by Sen. Lamar Alexander
(R-TN).
Alexander's S 860 is the next step in the federal takeover of education and would
further extend the
power of a special interest group, the Center for Civic Education (CCE), over
schools and their
civics curricula.
As in previous legislation, S 860 is being promoted under the banner of
preserving our history
and founding principles of freedom, and many well-meaning people have been misled
into believing it will do just that. Instead, just as in Alexander's 2004
legislation to set up federal history
and civics "academies," S 860 will undermine the teaching of our founding
principles and extend the
CCE's already substantial power over what schools must teach.
Ted Kennedy (D-MA) is co-sponsoring Alexander's bill. Does anyone believe that
Ted Kennedy is
an ally in defending the teaching of America's founding principles?
The Center for Civic Education
The CCE is the special interest group (or NGO) that produces and sells the
left-leaning
curriculum We The People: The Citizen and the Constitution which redefines and
undermines America's founding principles of freedom. (See EdWatch's Textbook Review
of We The People .) For example, in the CCE curriculum the principles of
inalienable rights, self-evident truth, natural law, national sovereignty, the 2nd
amendment, and the 10th amendment are either missing, minimized, or redefined.
Lamar Alexander and Ted Kennedy's S 860 would expand the role of the CCE and
federal bureaucrats over school curriculum by mandating that states
administer the federal test (National Assessment of Educational Progress -
NAEP) in civics and U.S. history, beginning with ten selected states. At the
NAEP's inception by Congress in 1969, however, state participation in the
NAEP was sold to lawmakers on the basis of being voluntary. In 2002 federal
law under No Child Left Behind for the first time mandated that all states
administer the math, reading, and science NAEP. The Alexander bill would now
extend the de facto federal curriculum to civics and U.S. history.
Will the U.S. History and Civics NAEP encourage our schools to teach "the
liberties and rights of the oldest living constitution in the world," as Nat
Hentoff hopes (Washington Times, August 29, 2005)? Or does the federal
curriculum rather redefine our basic principles?
A little known but highly relevant fact is that the NAEP's Civics Framework was
also conveniently written by the CCE, specifically by CCE Associate Director
Margaret Branson, under contract with federal agencies. Here we have a special
interest group the CCE with the non-competitive federal contract authorized and
funded first to write Congressionally un-reviewed federal civics standards,
then to write and distribute a curriculum (We The People) based on those
standards, and then to write federal assessments of those standards (the NAEP).
The nature of the CCE's civics curriculum can be seen in the CCE's publication,
"Teaching Democracy Globally, Internationally, and Comparatively: The 21st
Century Civic Mission of School," which states that the most important goal of
civic education is to teach democracy globally and internationally. Education
for democracy in a sovereign state, such as the United States, says the CCE, is
a thing of the past that involved "mind-numbing inculcation of uncontested
political loyalty to the state and society."
In addition, the CCE defines its civics education as teaching "globally
accepted and internationally transcendent principles." (pp. 1-2) Is the U.S.
Bill of Rights "globally accepted"? Ask Fidel Castro if he supports our Bill
of Rights. He does, however, agree with the principles of the Universal
Declaration of Human Rights. At least the CCE is consistent when its We the
People curriculum promotes the UN Declaration of Human Rights over the U.S.
Bill of Rights. (For more on the CCE and WTP, see the classic book FedEd : The
New Federal Curriculum and How It's Enforced, and the Textbook Review of We
The People.)
In 2004 Alexander's "Federal Academies" were authorized and funded by Congress to
teach the brightest students in the country about civics and U.S. history. How can
we possibly believe that students will be taught anything other than the
controversial CCE national standards and curriculum that the NAEP tests? This new
legislation (S 860) would now require states to administer the CCE-written NAEP
test to assess students' progress toward that globalist curriculum.
What is tested will be taught. Since the NAEP defines success in the public
eye, and since the NAEP is used by the federal government as a check on what
the states test, schools will understandably teach to the NAEP test. As senior
editor of The American School Board Journal, Kevin Bushweller ("Teaching to
the Test") noted, "Increasingly, schools are finding it just makes sense to
align curriculum and assessment."
Who is Lamar Alexander?
Lamar Alexander has been an early advocate of the federal takeover of
education. As President Bush, Sr.'s Secretary of Education, Alexander directed
"America 2000," the precursor to the 1994 Goals 2000. In spite of Goals 2000
being supposedly "sunsetted" in 2002 (in name only, in most respects),
Alexander's new legislation follows its road map establishing federal
oversight over school curriculum in every major area of study: English, math,
science, foreign languages, civics and government, economics, arts, history,
and geography. [Goals 2000: Title I, Section 102]. In S 860, Alexander and
Kennedy would expand the federal oversight to the CCE's civics and history.
In a 1991 U.S. Department of Education publication, "America 2000: An
Education Strategy," Education Secretary Alexander stated, "Substantial, even
radical changes, will have to be made." The words "radical" or "revolution"
were used approvingly nine times in that short publication. The CCE's approach
to civics is radical. Forcing states to administer the CCE test to measure
"progress" essentially forces this radically anti-American curriculum on all
the states.
Julie M. Quist
EdWatch Board of Directors
9/5/05
Education was once thought to consist of the basic needs of the child to learn to read and write, and how to add and substract, multiply and divide. They learned how to form sentences, properly. Remember diagramming sentences? As grades advanced they were exposed to an increased amount of geography and history and literature, including the 'Classics.' Children learned how to deal with the abstract, and an attempt was made to respond to individual needs and abilities. Each child supposedly was encouraged to achieve to the best of his abilities. Opportunity awaited. Not any more.
Today, education is not about assisting any child learning to the best of his or her abilities. It is about testing to see that the child has learned the politically correct responses. In other words, has their brainwashing been effective? What are the tests supposed to show? Well, they don't show how skilled the child has become, but rather how well they have accepted an ideology. That ideology is intent on restructuring America.
For what? For global governance. Children are supposed to become equal as workers in an international community.
While neither the Constitution, nor the Declaration of Independence mention diversity or multiculturalism, the federal curriculum is filled with it. Environmentalism is used to transcend national boundaries and national sovereignty and to undermine basic Christian values. Environmentalism has nothing to do with conservation. It does have to do with changing how children perceive government, society, and nature. Environmentalism is a major part of the effort to prepare the children to accept an international government and a one world religion. Yes, environmentalism also teaches an identifiable religion. The end result is intended to make acceptable that all religions worship the same god, but the final goal is to make that god to be nature and man as equally important and the 'whole' more important than the individual.
The federal curriculum addresses the Bill of Rights insignificantly. For instance, in a middle school textbook, it only mentions that we have a Bill of Rights consisting of: freedom of religion; freedom of the press; freedom of speech; right to assembly; and right to a speedy trial. That's it! The implication is that these are the extent of our rights. What about the 2nd Amendment; the 9th and 10th Amendments? The federal curriculum ignores natural rights and natural laws, which were very important to our Founders. What is taught must coincide with the Humanist Manifesto, and the Earth Charter, and the United Nations Universal Declaration of Human Rights. One might as well add, that in doing so, we are more like the soviet curriculum than we are anything resembling America.
The federal curriculum consists of texts, authors, and required readings based upon political correctness, not academic value or literary merit. Check your school's library; follow up on the reading assignments; check out the authors. Some parents would be shocked at what is found. Parents are too busy to pay attention. They are busy working to pay for their wants and with their children's sports activities provided by these schools. A day at their childs school? Impossible, they think, but they will take a day for some other interest. Does anyone understand how recreation could take priority over learning what is really going on in government schools that drastically affect their child and the future of a nation? Parents need to study what their child is studying and to do so with an eye for what is insinuated and what is left out.
The federal curriculum encompasses Marxist ideology throughout. Is that important to parents, or not? If our schools were not socialist and if we had to take out of our pockets to pay, as it should be, we would be more particular. We might investigate the background of various schools before we paid out money to 'educate' our children. Would we select a school system that was founded on a Marxist ideology; one that embraced communist doctrines; one that denied individual excellence for the better good of the total group by lowered standards; one that taught false history, false science, and a false religion? Would
we allow our child in a school to which we shelled out several thousand dollars a year that taught homosexuality was not only okay, but it was 'normal;' that provided sexually explicit examples of 'approved behavior;' that had to have police protection due to all the drugs available on campus; that employed 'facillators' belonging to a leftist feminist gay-promoting association like NEA that we call teachers? Would we send our children to a school that had as its' objective the elimination of national sovereignty? Would we elect to send them to a school that undermined the parents authority and placed the control of their child in the hands of the state? If you are sending your child to a public school in America today, the above is exactly what you have chosen for your child and we are all made to pay for that type of education. But....it is not education; it is indoctrination, pure and simple.
The above and the preceeding writings are not intended as comprehensive analysis of the federal curriculum, but only to touch upon some of the things that might encourage the concerned reader to search for themselves to learn the truth about what is going on in today's government schools. Not my school, some will say, but I beg to differ. The federal curriculum is intended to mislead the casual observer. Just as practically no one would send their child to the school described above, neither would most send their children to any government school in any state in America, if they really knew that the above actually described their child's school. Unfortunately, the above does not even begin to describe today's schools. What we perceive as 'failing schools' always in need of more funding, are actually schools accomplishing their purpose. They are affecting social change and restructuring society to reinvent how we perceive government so that a global worldview will be one that accepts a world government as best for all peoples. Schools are about ideological change, not education. Schools are centers for the indoctrination of children, tomorrows adults, tomorrows global citizen. No child is immune.
Some Advised reading for all parents:
"FedEd" by Allen Quist c2002
"America's Schools" by Allen Quist c2005
"The Deliberate Dumbing Down of America" by Charlotte Iserbyt c1999
"Brave New Schools" by Berit Kjos c1995
"Let My Children Go" by E. Ray Moore c2002
"The Dawning of a Brave New World" by Donna Hearne c1995
"Paychecks & Power" by Donna Hearne c1995
"Sex, School, & Politics" by Donna Hearne c1997
"Power Grab" by G. Gregory Moo, PhD c1999
There are many others and many videos and tapes are available from those who have done the research. There is absolutely no reason for any parent to be ill-informed. It just requires taking the time. Take the time. Your child's future depends upon it. Our nation's future depends upon it.
................................................................................................................................
THIS JUST IN.................
DEAR FRIENDS OF EXODUS MANDATE:
Here is another reason to exit the government schools as fast as possible.
There is a danger, however, in some of these same testing instruments
like NAEP becoming standard in some of our private or Christian schools.
This report from the MN-based conservative education think-tank
EdWatch.org proves the need to fully implement Christian worldview
instruction in our Christian and home schools. This report also shows the
growing radical trends and statism of public education. It is inevitable
that they will try to impose this same agenda upon the private,
Christian and home schools too. Be on the ALERT. (E.Ray Moore, Jr,
Chaplain (Lt.Col.) USAR Ret at www.Exodusmandate.org )
EdWatch
105 Peavey Road, Suite 116
Chaska, MN 55318
952-361-4931
http://www.edwatch.org
September 2, 2005
A Civics Trojan Horse - S. 860
The newest federal civics bill (S 860) was introduced by Sen. Lamar Alexander
(R-TN).
Alexander's S 860 is the next step in the federal takeover of education and would
further extend the
power of a special interest group, the Center for Civic Education (CCE), over
schools and their
civics curricula.
As in previous legislation, S 860 is being promoted under the banner of
preserving our history
and founding principles of freedom, and many well-meaning people have been misled
into believing it will do just that. Instead, just as in Alexander's 2004
legislation to set up federal history
and civics "academies," S 860 will undermine the teaching of our founding
principles and extend the
CCE's already substantial power over what schools must teach.
Ted Kennedy (D-MA) is co-sponsoring Alexander's bill. Does anyone believe that
Ted Kennedy is
an ally in defending the teaching of America's founding principles?
The Center for Civic Education
The CCE is the special interest group (or NGO) that produces and sells the
left-leaning
curriculum We The People: The Citizen and the Constitution which redefines and
undermines America's founding principles of freedom. (See EdWatch's Textbook Review
of We The People .) For example, in the CCE curriculum the principles of
inalienable rights, self-evident truth, natural law, national sovereignty, the 2nd
amendment, and the 10th amendment are either missing, minimized, or redefined.
Lamar Alexander and Ted Kennedy's S 860 would expand the role of the CCE and
federal bureaucrats over school curriculum by mandating that states
administer the federal test (National Assessment of Educational Progress -
NAEP) in civics and U.S. history, beginning with ten selected states. At the
NAEP's inception by Congress in 1969, however, state participation in the
NAEP was sold to lawmakers on the basis of being voluntary. In 2002 federal
law under No Child Left Behind for the first time mandated that all states
administer the math, reading, and science NAEP. The Alexander bill would now
extend the de facto federal curriculum to civics and U.S. history.
Will the U.S. History and Civics NAEP encourage our schools to teach "the
liberties and rights of the oldest living constitution in the world," as Nat
Hentoff hopes (Washington Times, August 29, 2005)? Or does the federal
curriculum rather redefine our basic principles?
A little known but highly relevant fact is that the NAEP's Civics Framework was
also conveniently written by the CCE, specifically by CCE Associate Director
Margaret Branson, under contract with federal agencies. Here we have a special
interest group the CCE with the non-competitive federal contract authorized and
funded first to write Congressionally un-reviewed federal civics standards,
then to write and distribute a curriculum (We The People) based on those
standards, and then to write federal assessments of those standards (the NAEP).
The nature of the CCE's civics curriculum can be seen in the CCE's publication,
"Teaching Democracy Globally, Internationally, and Comparatively: The 21st
Century Civic Mission of School," which states that the most important goal of
civic education is to teach democracy globally and internationally. Education
for democracy in a sovereign state, such as the United States, says the CCE, is
a thing of the past that involved "mind-numbing inculcation of uncontested
political loyalty to the state and society."
In addition, the CCE defines its civics education as teaching "globally
accepted and internationally transcendent principles." (pp. 1-2) Is the U.S.
Bill of Rights "globally accepted"? Ask Fidel Castro if he supports our Bill
of Rights. He does, however, agree with the principles of the Universal
Declaration of Human Rights. At least the CCE is consistent when its We the
People curriculum promotes the UN Declaration of Human Rights over the U.S.
Bill of Rights. (For more on the CCE and WTP, see the classic book FedEd : The
New Federal Curriculum and How It's Enforced, and the Textbook Review of We
The People.)
In 2004 Alexander's "Federal Academies" were authorized and funded by Congress to
teach the brightest students in the country about civics and U.S. history. How can
we possibly believe that students will be taught anything other than the
controversial CCE national standards and curriculum that the NAEP tests? This new
legislation (S 860) would now require states to administer the CCE-written NAEP
test to assess students' progress toward that globalist curriculum.
What is tested will be taught. Since the NAEP defines success in the public
eye, and since the NAEP is used by the federal government as a check on what
the states test, schools will understandably teach to the NAEP test. As senior
editor of The American School Board Journal, Kevin Bushweller ("Teaching to
the Test") noted, "Increasingly, schools are finding it just makes sense to
align curriculum and assessment."
Who is Lamar Alexander?
Lamar Alexander has been an early advocate of the federal takeover of
education. As President Bush, Sr.'s Secretary of Education, Alexander directed
"America 2000," the precursor to the 1994 Goals 2000. In spite of Goals 2000
being supposedly "sunsetted" in 2002 (in name only, in most respects),
Alexander's new legislation follows its road map establishing federal
oversight over school curriculum in every major area of study: English, math,
science, foreign languages, civics and government, economics, arts, history,
and geography. [Goals 2000: Title I, Section 102]. In S 860, Alexander and
Kennedy would expand the federal oversight to the CCE's civics and history.
In a 1991 U.S. Department of Education publication, "America 2000: An
Education Strategy," Education Secretary Alexander stated, "Substantial, even
radical changes, will have to be made." The words "radical" or "revolution"
were used approvingly nine times in that short publication. The CCE's approach
to civics is radical. Forcing states to administer the CCE test to measure
"progress" essentially forces this radically anti-American curriculum on all
the states.
Julie M. Quist
EdWatch Board of Directors
