“A nation that destroys its systems of education, degrades its public information, guts its public libraries and turns its airwaves into vehicles for cheap, mindless amusement becomes deaf, dumb and blind. It prizes test scores above critical thinking and literacy. It celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs.” Chris Hedges
Standardized tests show Americans are getting dumber and dumber with each passing year. And polls now consistently show that more than half of young Americans today prefer socialism over freedom. This is obviously not sustainable—at least if the United States is going to survive as a free society. It’s also not an accident.
Educators are pushing dangerous leftist views that depict the Western nations, and especially white 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. By implanting these politicized social concepts at an early age, they are creating tomorrow’s activists and radicals.
York City Mayor’s task force has decided that wrong answers and poor grades are not the student’s fault but are a signal of systemic racism and in response they want to eliminate the gifted school programs. The Compton Unified School District in L.A. is suing the University of California because it requires applicants to take standardized tests that violates not only a student’s civil rights but illegally discriminates against students who are disabled, low-income, multilingual or of color.
If the Washington State school system gets their way, students will be learning under a new “ethnic studies framework” that teaches Western defined mathematics disenfranchises people and communities of color while erasing the historical contribution of non-Western peoples. Instead of learning to do math, students will be taught what the state’s Superintendent of Public Instruction considers “essential” questions: How important is it to be right? What is right? Where does power and oppression show up in our math experiences? Etc.
Corwin, a California for-profit education company developed Deep Equity, a curriculum already being used in several school districts across the country. Deep Equity teaches that America exists as a hierarch of oppression. Students learn to categorize white people into “white identity orientations.” For instance, “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 a systemic power shift. In essence they are taught that if you are a “good” white person, you must follow the steps of the “White Allies Action Agenda” that includes acknowledging the reality of white racial privilege and then using that privilege to work for racial and social justice. Students are also instructed to “explicitly reject and resist” any attempt by the community, or parents who speak out against this racial doctrine.
In Portland, Oregon, rather than teaching the celebration of Thanksgiving, students read “A Young People’s History of the United States” that portrayed all Native Americans as generous and saintly and all English settlers as greedy and violent. They teach our children that Columbus’s discovery was the “start of the history of conquest, slavery and death;” that Cortes and Pizarro destroyed the Artecs of Mexico and the Incas of South America; that English settlers, after reaching Virginia and Massachusetts, did the same thing to the Indians they met.
Since 2016 a Portland Public Schools resolution forced all schools to develop and implement curriculum promoting climate change and climate just. They teach students that entire economies must be redefined, that the fossil fuel era must end, and that they must see themselves as activists and leaders for social justice and environmental justice.
Little wonder, then, that a 2018 Gallup poll showed that a majority of 18-to-29-year-olds have a positive view of socialism vs. capitalism, 55% to 45% This 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, airbrushing demons and demonizing Western civilization. Such ignorance is a tragedy.
As Will Durant notes in The Story of Civilization, it is easily subject to destruction by forces external and internal: natural disaster, disease epidemic, financial exhaustion, mental decay, moral decay, leadership decay, decline in family, class wars, revolutions. These are some of the ways in which a civilization may die, he writes: “For civilization is not something inborn or imperishable; it must be acquired anew by every generation, and any serious interruption in its financing or its transmission may bring it to an end.”
That is what education is, the passing on of knowledge from one generation to the next. The evils shoehorned into our education system will destroy civilization in a single generation. They are creating a generation with no grounding in reality, no moral compass, no understanding of right and wrong, no history, no memory. And civilization is in peril!
Source: What Is Your Child Learning at Public School?, the Trumpet; The Genesis of Public Schools: Collectivism and Failure by Alex Newman, The Epoch Times