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Globalization and the plan for New Word Order => Mind Control => Topic started by: Geolibertarian on January 23, 2009, 01:55:00 pm

Title: Education Reform!
Post by: Geolibertarian on January 23, 2009, 01:55:00 pm
As anyone who follows electoral politics knows, for many decades candidates from both major parties have been parroting the same old empty rhetoric about how determined they are to "improve" or "reform" our so-called "education" system. Yet, whether from ignorance or willful complicity, they never tell people that the compulsory government school system is producing precisely the pathetic results (http://www.serendipity.li/more/american_kids.htm) it was designed to produce (which is why throwing more tax money at it has never worked, nor ever will work):

-----------------------------------------

http://web.archive.org/web/20110807193530/http://www.johntaylorgatto.com/hp/frames.htm (http://web.archive.org/web/20110807193530/http://www.johntaylorgatto.com/hp/frames.htm)

[Alexander] Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column (http://ask.yahoo.com/20000110.html) into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.
  
Inglis breaks down the purpose -- the actual purpose -- of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:
  
1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
  
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
  
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
  
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits -- and not one step further. So much for making kids their personal best.

5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit -- with poor grades, remedial placement, and other punishments -- clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
 
That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.

[Continued... (http://web.archive.org/web/20110807193530/http://www.johntaylorgatto.com/hp/frames.htm)]


http://www.youtube.com/watch?v=fsDuL4jTkz0 (http://www.youtube.com/watch?v=fsDuL4jTkz0)

George Carlin on education and the "real owners" of America

But if you talk to one of them about this -- if you isolate them, sit 'em down, rationally, and you talk to 'em about the low IQs and the dumb behavior and the bad decisions -- right away they start talking about education. That's the big answer to everything: education. They say we need more money for education. We need more books, more teachers, more classrooms, more schools; we need more testing for the kids.

And you say to them, "Well, you know we've tried all of that, and the kids still can't pass the tests." And they say, "Ah, don't you worry about that, because we're going to lower the passing grades." And that's what they do in a lot of these schools, now, they lower the passing grades so more kids can pass -- more kids pass, the school looks good, everybody's happy, the IQ of the country slips another 2 or 3 points, and pretty soon all you'll need to get into college is a f**kin' pencil. Got a pencil? Get the f**k in there, it's physics.

Then everyone wonders why 17 other countries graduate more scientists than we do. "Education" -- politicians know that word, they use it on you. Politicians have traditionally hidden behind 3 things: the flag, the bible, and children -- "no child left behind; no child left behind." Oh, really? It wasn't too long ago you were talking about giving children a "head start." Head start? Left behind? Someone's losing f**king ground here.

But there's a reason...There's a reason for this. There's a reason education sucks, and it's the same reason it will never, ever, ever be fixed. It's never gonna get any better, don't look for it, be happy with whatcha got.

Because the owners of this country don't want that. I'm talkin about the real owners now: the big wealthy business interests that control things and make all the important decisions. Forget the politicians; they're irrelevant. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land (http://www.whoownstheworld.com/). They own and control the corporations (http://www.gangsofamerica.com/index.html). They've long since bought and paid for the Senate, the Congress, the statehouses, the city halls; they've got the judges in their back pockets; and they own all the big media companies (http://www.corporations.org/media/), so they control just about all of the news and information you get to hear. They've got you by the balls. They spend billions of dollars every year lobbying...to get what they want. Well we know what they want: they want more for themselves and less for everybody else.
  
But I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well-informed, well-educated people capable of critical thinking. They're not interested in that. That doesn't help them. That's against their interests. That's right. You know something? They don't want people who are smart enough to sit around the kitchen table and figure out how badly they're getting f**ked by a system that threw them overboard 30 f**kin' years ago. They don't want that.
  
You know what they want? They want obedient workers, obedient workers -- people who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly sh*ttier jobs with the lower pay, the longer hours (http://www.epi.org/publications/entry/briefingpapers_bp120/), the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it. And now, they're comin' for your Social Security (http://globalresearch.ca/index.php?context=va&aid=17770) money. They want your f**kin' retirement money. They want it back, so they can give it to their criminal friends on Wall Street. And you know somethin'? They'll get it. They'll get it all from ya sooner or later, because they own this f**kin' place. It's a big club, and you ain't in it. You and I are not in the big club.

[Continued... (http://www.youtube.com/watch?v=fsDuL4jTkz0)]

-----------------------------------------

"Well that sucks!" I can hear some people saying, "What should we do to solve this?"

IMHO, we should do the following six things.

First and foremost, end federal involvement, and pass the savings onto the bottom 90% of income earners:

       http://www.deliberatedumbingdown.com (http://www.deliberatedumbingdown.com)
       http://www.hslda.org/docs/nche/000000/00000063.asp (http://www.hslda.org/docs/nche/000000/00000063.asp)
       http://www.youtube.com/watch?v=hNFOGiHEw8Q (http://www.youtube.com/watch?v=hNFOGiHEw8Q) (Peg Luksik: Who Controls Our Children?)
       http://www.cato.org/research/federal-education-policy (http://www.cato.org/research/federal-education-policy)

Second, repeal compulsory attendance laws (and thereby make government schools "public" in the same sense that libraries are "public"):

       http://fff.org/explore-freedom/article/compulsory-school-attendance-laws-part-1/ (http://fff.org/explore-freedom/article/compulsory-school-attendance-laws-part-1/)

Third, repeal teacher certification laws:

       http://www.hslda.org/docs/nche/000002/00000214.asp (http://www.hslda.org/docs/nche/000002/00000214.asp)

Fourth, as long as there's any sort of income tax at any level of government, grant dollar-for-dollar tax credits to parents who choose to send their kids to private school:

       http://www.lewrockwell.com/dieteman/dieteman86.html (http://www.lewrockwell.com/dieteman/dieteman86.html)

Fifth, reform the property tax (which practically goes hand-in-hand with the issue of public schooling) so that houses, buildings and other improvements are all exempt, thus making it a land value tax (http://forum.prisonplanet.com/index.php?topic=160421.0). The success of the "split-rate" property tax proves this can be done:

       http://www.earthrights.net/docs/success.html (http://www.earthrights.net/docs/success.html)
       http://savingcommunities.org/issues/race.html (http://savingcommunities.org/issues/race.html)

Sixth, to alleviate fear as to how children from poor households will be educated, pass a law that maintains the tax dollar-per-student ratio at its current level, but which prohibits it from increasing.

Thus, as working families' discretionary income rises due to the 1st, 4th and 5th reforms, thereby increasing their ability to afford private education; and as price-lowering competition among private educators rises due to the 2nd and 3rd reforms -- thereby increasing affordability even further -- the percentage of parents who send their kids to government schools will come down gracefully own its own, and with it the amount of tax money needed to fund these schools (due to the aforementioned freeze on the tax dollar-per-student ratio).
Title: Re: Education Reform!
Post by: JonTheSavage on January 23, 2009, 02:00:54 pm
The ONLY way for kids to get a proper education is being home schooled, or a private school that doesn't teach government propaganda.
Title: Re: Education Reform!
Post by: Geolibertarian on January 23, 2009, 02:07:18 pm
The ONLY way for kids to get a proper education is being home schooled, or a private school that doesn't teach government propaganda.

Agreed, the question is how do we get from here to there. Hence the reform measures and supportive links I listed in my last post.

On a side note, since homeschooling is "private" by definition, I use "private education" as an all-encompassing term for both homeschooling and private schooling.
Title: Re: Education Reform!
Post by: snafu on January 23, 2009, 06:20:34 pm
how about we reform and educate those who make the education policies by hanging them by their necks from trees?
Title: Re: Education Reform!
Post by: scoffer on January 24, 2009, 04:56:50 pm
They failed miserably, 0/6, on me.


1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
 
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
 
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
 
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits -- and not one step further. So much for making kids their personal best.

5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit -- with poor grades, remedial placement, and other punishments -- clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor
Title: Re: Education Reform!
Post by: heavyhebrew on January 24, 2009, 05:02:30 pm
Great post Geolibertarian!

And it would work naturally. Those areas that slack on education do not thrive, those that do do. So we would figure out rather quickly, what works and what doesn't.
And the tax saving plan would really benefit homeschooling families the most.
Title: Re: Education Reform!
Post by: iamc on January 24, 2009, 06:00:21 pm
The public school system was set in motion by Dewey the NWO clone...

"Train up a child in the way he [she] should go: and when he [she] is old, he [she] will not depart from it." Proverbs 22:6

It does not matter if you believe in the Bible or not...what counts is HOW THE PARENT RAISES THE CHILD....

( i happen to believe in the Bible and i home schooled both my Son and my Daughter)

America has become illiterate by design....

Young children need LOVE first...then the lessons.. ;)
Title: Re: Education Reform!
Post by: kadar on January 24, 2009, 06:31:19 pm
Peg Luksik Saw the light in 92
http://www.youtube.com/view_play_list?p=F736434B2A69194B

Title: The Seven-Lesson Schoolteacher
Post by: Geolibertarian on June 22, 2010, 10:02:20 am
The Seven-Lesson Schoolteacher

by John Taylor Gatto - 1991 New York State Teacher of the Year


Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do at the time, I tried my hand at schoolteaching. The license I hold certifies that I am an instructor of English language and English literature, but that isn't what I do at all. I don't teach English, I teach school -- and I win awards doing it.

Teaching means different things in different places, but seven lessons are universally taught from Harlem to Hollywood Hills. They constitute a national curriculum you pay for in more ways than you can imagine, so you might as well know what it is. You are at liberty, of course, to regard these lessons any way you like, but believe me when I say I intend no irony in this presentation. These are the things I teach, these are the things you pay me to teach. Make of them what you will.

1. CONFUSION

A lady named Kathy wrote this to me from Dubois, Indiana the other day:


Kathy has it wrong. The first lesson I teach is confusion. Everything I teach is out of context. I teach the un-relating of everything. I teach disconnections. I teach too much: the orbiting of planets, the law of large numbers, slavery, adjectives, architectural drawing, dance, gymnasium, choral singing, assemblies, surprise guests, fire drills, computer languages, parents' nights, staff-development days, pull-out programs, guidance with strangers my students may never see again, standardized tests, age-segregation unlike anything seen in the outside world....What do any of these things have to do with each other?

Even in the best schools a close examination of curriculum and its sequences turns up a lack of coherence, full of internal contradictions. Fortunately the children have no words to define the panic and anger they feel at constant violations of natural order and sequence fobbed off on them as quality in education. The logic of the school-mind is that it is better to leave school with a tool kit of superficial jargon derived from economics, sociology, natural science and so on than to leave with one genuine enthusiasm. But quality in education entails learning about something in depth. Confusion is thrust upon kids by too many strange adults, each working alone with only the thinnest relationship with each other, pretending for the most part, to an expertise they do not possess.

Meaning, not disconnected facts, is what sane human beings seek, and education is a set of codes for processing raw facts into meaning. Behind the patchwork quilt of school sequences and the school obsession with facts and theories, the age-old human search lies well concealed. This is harder to see in elementary school where the hierarchy of school experience seems to make better sense because the good-natured simple relationship of "let's do this" and "let's do that" is just assumed to mean something and the clientele has not yet consciously discerned how little substance is behind the play and pretense.

Think of the great natural sequences like learning to walk and learning to talk; following the progression of light from sunrise to sunset; witnessing the ancient procedures of a farmer, a smithy, or a shoemaker; watching your mother prepare a Thanksgiving feast -- all of the parts are in perfect harmony with each other, each action justifies itself and illuminates the past and the future. School sequences aren't like that, not inside a single class and not among the total menu of daily classes. School sequences are crazy. There is no particular reason for any of them, nothing that bears close scrutiny. Few teachers would dare to teach the tools whereby dogmas of a school or a teacher could be criticized since everything must be accepted. School subjects are learned, if they can be learned, like children learn the catechism or memorize the Thirty-nine Articles of Anglicanism.

I teach the un-relating of everything, an infinite fragmentation the opposite of cohesion; what I do is more related to television programming than to making a scheme of order. In a world where home is only a ghost, because both parents work, or because too many moves or too many job changes or too much ambition, or because something else has left everybody too confused to maintain a family relation, I teach you how to accept confusion as your destiny. That's the first lesson I teach.

2. CLASS POSITION

The second lesson I teach is class position. I teach that students must stay in the class where they belong. I don't know who decides my kids belong there but that's not my business. The children are numbered so that if any get away they can be returned to the right class. Over the years the variety of ways children are numbered by schools has increased dramatically, until it is hard to see the human beings plainly under the weight of numbers they carry. Numbering children is a big and very profitable undertaking, though what the strategy is designed to accomplish is elusive. I don't even know why parents would, without a fight, allow it to be done to their kids.

In any case, again, that's not my business. My job is to make them like it, being locked in together with children who bear numbers like their own. Or at the least to endure it like good sports. If I do my job well, the kids can't even imagine themselves somewhere else, because I've shown them how to envy and fear the better classes and how to have contempt for the dumb classes. Under this efficient discipline the class mostly polices itself into good marching order. That's the real lesson of any rigged competition like school. You come to know your place.

In spite of the overall class blueprint, which assumes that ninety-nine percent of the kids are in their class to stay, I nevertheless make a public effort to exhort children to higher levels of test success, hinting at eventual transfer from the lower class as a reward. I frequently insinuate that the day will come when an employer will hire them on the basis of test scores and grades, even though my own experience is that employers are rightly indifferent to such things. I never lie outright, but I've come to see that truth and schoolteaching are, at bottom, incompatible, just as Socrates said they were thousands of years ago. The lesson of numbered classes is that everyone has a proper place in the pyramid and that there is no way out of your class except by number magic. Failing that, you must stay where you are put.

3. INDIFFERENCE

The third lesson I teach kids is indifference. I teach children not to care about anything too much, even though they want to make it appear that they do. How I do this is very subtle. I do it by demanding that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. It's heartwarming when they do that; it impresses everyone, even me. When I'm at my best I plan lessons very carefully in order to produce this show of enthusiasm. But when the bell rings I insist that they stop whatever it is that we've been working on and proceed quickly to the next work station. They must turn on and off like a light switch. Nothing important is ever finished in my class, nor in any other class I know of. Students never have a complete experience except on the installment plan.

Indeed, the lesson of the bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of schooltime; their logic is inexorable. Bells destroy the past and future, converting every interval into a sameness, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference.

4. EMOTIONAL DEPENDENCY

The fourth lesson I teach is emotional dependency. By stars and red checks, smiles and frowns, prizes, honors and disgraces I teach kids to surrender their will to the predestined chain of command. Rights may be granted or withheld by any authority without appeal, because rights do not exist inside a school -- not even the right of free speech, as the Supreme Court has ruled -- unless school authorities say they do. As a schoolteacher, I intervene in many personal decisions, issuing a pass for those I deem legitimate, or initiating a disciplinary confrontation for behavior that threatens my control. Individuality is constantly trying to assert itself among children and teenagers, so my judgments come thick and fast. Individuality is a contradiction of class theory, a curse to all systems of classification.

Here are some common ways it shows up: children sneak away for a private moment in the toilet on the pretext of moving their bowels, or they steal a private instant in the hallway on the grounds they need water. I know they don't, but I allow them to deceive me because this conditions them to depend on my favors. Sometimes free will appears right in front of me in children angry, depressed or happy about things outside my ken; rights in such matters cannot be recognized by schoolteachers, only privileges that can be withdrawn, hostages to good behavior.

5. INTELLECTUAL DEPENDENCY

The fifth lesson I teach is intellectual dependency. Good people wait for a teacher to tell them what to do. It is the most important lesson, that we must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices; only I, the teacher, can determine what you must study, or rather, only the people who pay me can make those decisions which I then enforce. If I'm told that evolution is a fact instead of a theory, I transmit that as ordered, punishing deviants who resist what I have been told to tell them to think. This power to control what children will think lets me separate successful students from failures very easily.

Successful children do the thinking I appoint them with a minimum of resistance and a decent show of enthusiasm. Of the millions of things of value to study, I decide what few we have time for, or actually it is decided by my faceless employers. The choices are theirs, why should I argue? Curiosity has no important place in my work, only conformity.

Bad kids fight this, of course, even though they lack the concepts to know what they are fighting, struggling to make decisions for themselves about what they will learn and when they will learn it. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist; it is more difficult, naturally, if the kid has respectable parents who come to his aid, but that happens less and less in spite of the bad reputation of schools. No middle-class parents I have ever met actually believe that their kid's school is one of the bad ones. Not one single parent in twenty-six years of teaching. That's amazing and probably the best testimony to what happens to families when mother and father have been well-schooled themselves, learning the seven lessons.

Good people wait for an expert to tell them what to do. It is hardly an exaggeration to say that our entire economy depends upon this lesson being learned. Think of what would fall apart if kids weren't trained to be dependent: the social-service businesses could hardly survive; they would vanish, I think, into the recent historical limbo out of which they arose. Counselors and therapists would look on in horror as the supply of psychic invalids vanished. Commercial entertainment of all sorts, including television, would wither as people learned again how to make their own fun. Restaurants, prepared-food and a whole host of other assorted food services would be drastically down-sized if people returned to making their own meals rather than depending on strangers to plant, pick, chop, and cook for them. Much of modern law, medicine, and engineering would go too, the clothing business and schoolteaching as well, unless a guaranteed supply of helpless people continued to pour out of our schools each year.

Don't be too quick to vote for radical school reform if you want to continue getting a paycheck. We've built a way of life that depends on people doing what they are told because they don't know how to tell themselves what to do. It's one of the biggest lessons I teach.

6. PROVISIONAL SELF-ESTEEM

The sixth lesson I teach is provisional self-esteem. If you've ever tried to wrestle a kid into line whose parents have convinced him to believe they'll love him in spite of anything, you know how impossible it is to make self-confident spirits conform. Our world wouldn't survive a flood of confident people very long, so I teach that your self-respect should depend on expert opinion. My kids are constantly evaluated and judged.

A monthly report, impressive in its provision, is sent into students' homes to signal approval or to mark exactly, down to a single percentage point, how dissatisfied with their children parents should be. The ecology of "good" schooling depends upon perpetuating dissatisfaction just as much as the commercial economy depends on the same fertilizer. Although some people might be surprised how little time or reflection goes into making up these mathematical records, the cumulative weight of the objective-seeming documents establishes a profile that compels children to arrive at certain decisions about themselves and their futures based on the casual judgment of strangers. Self-evaluation, the staple of every major philosophical system that ever appeared on the planet, is never considered a factor. The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth.

7. ONE CAN'T HIDE

The seventh lesson I teach is that one can't hide. I teach children they are always watched, that each is under constant surveillance by myself and my colleagues. There are no private spaces for children, there is no private time. Class change lasts three hundred seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other or even to tattle on their own parents. Of course, I encourage parents to file their own child's waywardness too. A family trained to snitch on itself isn't likely to conceal any dangerous secrets.

I assign a type of extended schooling called "homework," so that the effect of surveillance, if not that surveillance itself, travels into private households, where students might otherwise use free time to learn something unauthorized from a father or mother, by exploration, or by apprenticing to some wise person in the neighborhood. Disloyalty to the idea of schooling is a Devil always ready to find work for idle hands.

The meaning of constant surveillance and denial of privacy is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient imperative, espoused by certain influential thinkers, a central prescription set down in The Republic, in The City of God, in the Institutes of the Christian Religion, in New Atlantis, in Leviathan, and in a host of other places. All these childless men who wrote these books discovered the same thing: children must be closely watched if you want to keep a society under tight central control. Children will follow a private drummer if you can't get them into a uniformed marching band.

II

It is the great triumph of compulsory government monopoly mass-schooling that among even the best of my fellow teachers, and among the best of my students' parents, only a small number can imagine a different way to do things. "The kids have to know how to read and write, don't they?"  "They have to know how to add and subtract, don't they?"  "They have to learn to follow orders if they ever expect to keep a job."

Only a few lifetimes ago things were very different in the United States. Originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social-class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do much for themselves independently, and to think for themselves. We were something special, we Americans, all by ourselves, without government sticking its nose into our lives, without institutions and social agencies telling us how to think and feel. We were something special, as individuals, as Americans.

But we've had a society essentially under central control in the United States since just before the Civil War, and such a society requires compulsory schooling, government monopoly schooling, to maintain itself. Before this development schooling wasn't very important anywhere. We had it, but not too much of it, and only as much as an individual wanted. People learned to read, write, and do arithmetic just fine anyway; there are some studies that suggest literacy at the time of the American Revolution, at least for non-slaves on the Eastern seaboard, was close to total. Thomas Paine's Common Sense sold 600,000 copies to a population of 3,000,000, twenty percent of whom were slaves, and fifty percent indentured servants.

Were the colonists geniuses? No, the truth is that reading, writing, and arithmetic only take about one hundred hours to transmit as long as the audience is eager and willing to learn. The trick is to wait until someone asks and then move fast while the mood is on. Millions of people teach themselves these things, it really isn't very hard. Pick up a fifth-grade math or rhetoric textbook from 1850 and you'll see that the texts were pitched then on what would today be considered college level. The continuing cry for "basic skills" practice is a smoke screen behind which schools preempt the time of children for twelve years and teach them the seven lessons I've just described to you.

The society that has become increasingly under central control since just before the Civil War shows itself in the lives we lead, the clothes we wear, the food we eat, and the green highway signs we drive by from coast to coast, all of which are the products of this control. So, too, I think, are the epidemics of drugs, suicide, divorce, violence, cruelty, and the hardening of class into caste in the United States products of the dehumanization of our lives, the lessening of individual, family, and community importance, a diminishment that proceeds from central control. The character of large compulsory institutions is inevitable; they want more and more until there isn't any more to give. School takes our children away from any possibility of an active role in community life -- in fact it destroys communities by relegating the training of children to the hands of certified experts -- and by doing so it ensures our children cannot grow up fully human. Aristotle taught that without a fully active role in community life one could not hope to become a healthy human being. Surely he was right. Look around you the next time you are near a school or an old people's reservation if you wish a demonstration.

School as it was built is an essential support system for a vision of social engineering that condemns most people to be subordinate stones in a pyramid that narrows as it ascends to a terminal of control. School is an artifice which makes such a pyramidical social order seem inevitable, although such a premise is a fundamental betrayal of the American Revolution. From colonial days through the period of the Republic we had no schools to speak of -- read Benjamin Franklin's Autobiography for an example of a man who had no time to waste in school -- and yet the promise of Democracy was beginning to be realized. We turned our backs on this promise by bringing to life the ancient pharaonic dream of Egypt: compulsory subordination for all. That was the secret Plato reluctantly transmitted in The Republic when Glaucon and Adeimantus exhorted from Socrates the plan for total state control of human life, a plan necessary to maintain a society where some people take more than their share. "I will show you," says Socrates, "how to bring about such a feverish city, but you will not like what I am going to say."  And so the blueprint of the seven-lesson school was first sketched.

The current debate about whether we should have a national curriculum is phony. We already have a national curriculum locked up in the seven lessons I have just outlined. Such a curriculum produces physical, moral, and intellectual paralysis, and no curriculum of content will be sufficient to reverse its hideous effects. What is currently under discussion in our national school hysteria about failing academic performance misses the point. Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.

III

None of this is inevitable. None of it is impossible to overthrow. We do have choices in how we bring up young people; there is no one right way. If we broke through the power of the pyramidical illusion we would see that. There is no life-and-death international competition threatening our national existence, difficult as that idea is even to think about, let alone believe, in the face of a continual media barrage of myth to the contrary. In every important material respect our nation is self-sufficient, including in energy. I realize that idea runs counter to the most fashionable thinking of political economists, but the "profound transformation" of our economy these people talk about is neither inevitable nor irreversible. Global economics does not speak to the public need for meaningful work, affordable housing, fulfilling education, adequate medical care, a clean environment, honest and accountable government, social and cultural renewal, or simple justice. All global ambitions are based on a definition of productivity and the good life so alienated from common human reality I am convinced it is wrong and that most people would agree with me if they could perceive an alternative. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found -- in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built -- then we would be so self-sufficient we would not even need the material "sufficiency" which our global "experts" are so insistent we be concerned about.

How did these awful places, these "schools", come about? Well, casual schooling has always been with us in a variety of forms, a mildly useful adjunct to growing up. But "modern schooling" as we know it is a by-product of the two "Red Scares" of 1848 and 1919, when powerful interests feared a revolution among our own industrial poor. Partly, too, total schooling came about because old-line American families were appauled by the native cultures of Celtic, Slavic, and Latin immigrants of the 1840s and felt repugnance towards the Catholic religion they brought with them. Certainly a third contributing factor in creating a jail for children called school must have been the consternation with which these same "Americans" regarded the movement of African-Americans through the society in the wake of the Civil War.

Look again at the seven lessons of schoolteaching: confusion, class position, indifference, emotional and intellectual dependency, conditional self-esteem, surveillance -- all of these things are prime training for permanent underclasses, people deprived forever of finding the center of their own special genius. And over time this training has shaken loose from its own original logic: to regulate the poor. For since the 1920s the growth of the school bureaucracy, and the less visible growth of a horde of industries that profit from schooling exactly as it is, has enlarged this institution's original grasp to the point that it now seizes the sons and daughters of the middle classes as well.

Is it any wonder Socrates was outraged at the accusation that he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, preempting the teaching function, which belongs to everyone in a healthy community.  

With lessons like the ones I teach day after day it should be little wonder we have a real national crisis, the nature of which is very different from that proclaimed by the national media. Young people are indifferent to the adult world and to the future, indifferent to almost everything except the diversion of toys and violence. Rich or poor, schoolchildren who face the twenty-first century cannot concentrate on anything for very long; they have a poor sense of time past and time to come. They are mistrustful of intimacy like the children of divorce they really are (for we have divorced them from significant parental attention); they hate solitude, are cruel, materialistic, dependent, passive, violent, timid in the face of the unexpected, addicted to distraction.

All the peripheral tendencies of childhood are nourished and magnified to a grotesque extent by schooling, which, through its hidden curriculum, prevents effective personality development. Indeed, without exploiting the fearfulness, selfishness, and inexperience of children, our schools could not survive at all, nor could I as a certified schoolteacher. No common school that actually dared to teach the use of critical thinking tools -- like the dialectic, the heuristic, or other devices that free minds should employ -- would last very long before being torn to pieces. School has become the replacement for church in our secular society, and like church it requires that its teachings must be taken on faith.

It is time that we squarely face the fact that institutional schoolteaching is destructive to children. Nobody survives the seven-lesson curriculum completely unscathed, not even the instructors. The method is deeply and profoundly anti-educational. No tinkering will fix it. In one of the great ironies of human affairs, the massive rethinking the schools require would cost so much less than we are spending now that powerful interests cannot afford to let it happen. You must understand that first and foremost the business I am in is a jobs project and an agency for letting contracts. We cannot afford to save money by reducing the scope of our operation or by diversifying the product we offer, even to help children grow up right. That is the iron law of institutional schooling -- it is a business, subject neither to normal accounting procedures nor to the rational scalpel of competition.

Some form of free-market system in public schooling is the likeliest place to look for answers, a free market where family schools and small entrepreneurial schools and religious schools and crafts schools and farm schools exist in profusion to compete with government education. I'm trying to describe a free market in schooling just exactly like the one the country had until the Civil War, one in which students volunteer for the kind of education that suits them, even if that means self-education; it didn't hurt Benjamin Franklin that I can see. These options exist now in miniature, wonderful survivals of a strong and vigorous past, but they are available only to the resourceful, the courageous, the lucky, or the rich. The near impossibility of one of these better roads opening for the shattered families of the poor or for the bewildered host camped on the fringes of the urban middle class suggests that the disaster of seven-lesson schools is going to grow unless we do something bold and decisive with the mess of government monopoly schooling.

After an adult lifetime spent teaching school, I believe the method of mass-schooling is its only real content. Don't be fooled into thinking that good curriculum or good equipment or good teachers are the critical determinants of your son's or daughter's education. All the pathologies we've considered come about in large measure because the lessons of school prevent children from keeping important appointments with themselves and with their families to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity, and love -- and lessons in service to others, too, which are among the key lessons of home and community life.

Thirty years ago [in the early 60s] these things could still be learned in the time left after school. But television has eaten up most of that time (http://forum.prisonplanet.com/index.php?topic=133217.msg814540#msg814540), and a combination of television and the stresses peculiar to two-income or single-parent families have swallowed up most of what used to be family time as well. Our kids have no time left to grow up fully human and only thin-soil wastelands to do it in.

A future is rushing down upon our culture which will insist all of us learn the wisdom of non-material experience; a future which will demand as the price of survival that we follow a path of natural life economical in material cost. These lessons cannot be learned in schools as they are. School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.

(http://upload.wikimedia.org/wikipedia/en/thumb/6/67/DumbingUsDown_Gatto.jpg/210px-DumbingUsDown_Gatto.jpg) (http://www.amazon.com/gp/product/0865714487/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=486539851&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=086571231X&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=0P9508R5QPAXY5RNA1J4)

---------------------------------

[All emphasis Gatto's]
Title: Re: Education Reform!
Post by: Awoken on July 25, 2010, 07:31:19 pm
Thank you for posting that excerpt along with the book cover Geolibertarian. I will definitely add it to my reading list. In a few years my wife and I will have to school my 2 children, and we have been trying to determine whether we should send them to public school or home-school.
Title: Re: Education Reform!
Post by: Geolibertarian on August 12, 2010, 09:13:36 am
http://www.prisonplanet.com/valedictorian-speaks-out-against-schooling-in-graduation-speech.html (http://www.prisonplanet.com/valedictorian-speaks-out-against-schooling-in-graduation-speech.html)

Valedictorian Speaks Out Against Schooling in Graduation Speech

Youtube
Aug 12, 2010

http://www.youtube.com/watch?v=9M4tdMsg3ts (http://www.youtube.com/watch?v=9M4tdMsg3ts)

The following speech was delivered by top of the class student Erica Goldson during the graduation ceremony at Coxsackie-Athens High School on June 25, 2010

Here I stand

There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, “If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, “Ten years.” The student then said, “But what if I work very, very hard and really apply myself to learn fast – How long then?” Replied the Master, “Well, twenty years.” “But, if I really, really work at it, how long then?” asked the student. “Thirty years,” replied the Master. “But, I do not understand,” said the disappointed student. “At each time that I say I will work harder, you say it will take me longer. Why do you say that?” Replied the Master, “When you have one eye on the goal, you only have one eye on the path.”

This is the dilemma I’ve faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.

Some of you may be thinking, “Well, if you pass a test, or become valedictorian, didn’t you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.

I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system.

Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contend that I am a human being, a thinker, an adventurer – not a worker.

A worker is someone who is trapped within repetition – a slave (http://forum.prisonplanet.com/index.php?topic=160459.msg1003699#msg1003699) of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it.

So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I’m scared.

John Taylor Gatto (http://johntaylorgatto.com), a retired school teacher and activist critical of compulsory schooling, asserts, “We could encourage the best qualities of youthfulness – curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don’t do that.” Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt.

H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not “to fill the young of the species with knowledge and awaken their intelligence. … Nothing could be further from the truth. The aim … is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States.”

To illustrate this idea, doesn’t it perturb you to learn about the idea of “critical thinking?” Is there really such a thing as “uncritically thinking?” To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth?

This was happening to me, and if it wasn’t for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is.

And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us.

We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren’t we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still.

The saddest part is that the majority of students don’t have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can’t run away to another country with an education system meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be – but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation.

For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, “You have to learn this for the test” is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades.

For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake.

For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth.

So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn’t have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians.

I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a “see you later” when we are all working together to rear a pedagogic movement. But first, let’s go get those pieces of paper that tell us that we’re smart enough to do so!
Title: Charlotte Iserbyt on the Alex Jones show (December 6, 2010)
Post by: Geolibertarian on December 07, 2010, 02:23:49 pm
Charlotte Iserbyt: Federalizing and Corporatizing All The Schools:

       http://www.youtube.com/watch?v=amOQOG3o9DA (http://www.youtube.com/watch?v=amOQOG3o9DA) (part 1 of 3)
       http://www.youtube.com/watch?v=-a7E8bqaIxA (http://www.youtube.com/watch?v=-a7E8bqaIxA) (part 2 of 3)
       http://www.youtube.com/watch?v=f6I_yTTafCA (http://www.youtube.com/watch?v=f6I_yTTafCA) (part 3 of 3)

(http://www.infowarsshop.com/thumbnail.asp?file=assets/images/delib_dumbing.jpg&maxx=300&maxy=0) (http://deliberatedumbingdown.com)
           [Image clickable]
Title: Re: Charlotte Iserbyt on the Alex Jones show (December 6, 2010)
Post by: Freeski on December 09, 2010, 09:17:01 pm
Charlotte Iserbyt: Federalizing and Corporatizing All The Schools:

       http://www.youtube.com/watch?v=amOQOG3o9DA (http://www.youtube.com/watch?v=amOQOG3o9DA) (part 1 of 3)
       http://www.youtube.com/watch?v=-a7E8bqaIxA (http://www.youtube.com/watch?v=-a7E8bqaIxA) (part 2 of 3)
       http://www.youtube.com/watch?v=f6I_yTTafCA (http://www.youtube.com/watch?v=f6I_yTTafCA) (part 3 of 3)

(http://www.infowarsshop.com/thumbnail.asp?file=assets/images/delib_dumbing.jpg&maxx=300&maxy=0) (http://deliberatedumbingdown.com)
           [Image clickable]

Took a while to refind this so bump! Thanks for posting.

I downloaded a big AVI from MonkeyPuppet about Iserbyt and look forward to see what she has to say. Control and manipulation of education is arguably THE most important problem we face.
Title: The Death of Free Will
Post by: Geolibertarian on December 13, 2010, 01:32:39 pm
http://www.infowars.com/the-death-of-free-will/ (http://www.infowars.com/the-death-of-free-will/)

The Death of Free Will

Charlotte Thomson Iserbyt
Infowars.com
December 8, 2010

THE LAST NAIL OF SO-CALLED SCHOOL REFORM is being struck in the coffin of traditional American education which made our nation the envy of the Free World and which produced famous scientists, engineers, mathematicians, writers, artists, musicians, doctors, etc.

(http://prisonplanet.tv/images/october2008/101008top.jpg)
Charlotte Iserbyt served as Senior Policy Advisor in the Office of
Educational Research and Improvement, U.S. Department of
Education, during the first Reagan Administration, where she first
blew the whistle on a major technology initiative which would control
curriculum in America’s classrooms.


The reform is not new. It started in the early 1900s when John D. Rockefeller, Jr.’s Director of Charity for the Rockefeller Foundation, Frederick T. Gates, set up the Southern Education Board. In 1913 the organization was incorporated into the General Education Board. These boards set in motion “the deliberate dumbing down of America”. In Frederick T. Gates’ “The Country School of Tomorrow” Occasional Papers No. 1 (General Education Board, New York, 1913) was a section entitled “A Vision of the Remedy” in which he wrote:


The above quote sounds like something from one of the public/private school-to-work/tax-exempt foundation partnerships involved in the Reinventing Schools Coalition agenda, as well as other innocuous sounding current-day initiatives that are being implemented across the nation.

Read a revised version of this article as a PDF (http://static.infowars.com/2010/12/i/media/Death%20of%20FreeWill_12_11_10r.pdf)
Title: Over Two Million Children Are Now Homeschooled
Post by: Geolibertarian on January 08, 2011, 10:33:37 am
http://www.prisonplanet.com/over-two-million-children-are-now-homeschooled.html (http://www.prisonplanet.com/over-two-million-children-are-now-homeschooled.html)

Over Two Million Children Are Now Homeschooled

Home School Legal Defense Association (http://www.hslda.org/docs/media/2011/201101140.asp)
Friday, January 7, 2011

Purcellville, VA—In a new study released today the National Home Education Research Institute (NHERI) estimates there were over 2 million children being homeschooled in the United States in 2010. “The growth of the modern homeschool movement has been remarkable,” said Michael Smith, president of HSLDA. “Just 30 years ago there were only an estimated 20,000 homeschooled children,” he added.

According to the U.S. Census Bureau (2008) there were an estimated 54 million K–12 children in the U.S. in spring 2010, which means homeschoolers account for nearly 4% of the school-aged population, or 1 in 25 children.

Today, homeschoolers can be found in all walks of life and with a wide variety of curriculum options, and a proven record of academic as well as social success, homeschooling is rapidly becoming a mainstream education alternative.

The NHERI study used data from both government and private sources in order to arrive at the 2 million figure.

Title: Re: Education Reform!
Post by: Geolibertarian on January 15, 2011, 10:47:44 am
The following two clips from the documentary, "Wake Up Call," address the education issue. A must-see:

       http://www.youtube.com/watch?v=hI55Z_O3Oxg (http://www.youtube.com/watch?v=hI55Z_O3Oxg) (Wake Up Call - 13 of 16)
       http://www.youtube.com/watch?v=1FnOxWTt1ZE (http://www.youtube.com/watch?v=1FnOxWTt1ZE) (Wake Up Call - 14 of 16)
Title: Corruption of the education system
Post by: Albert_Pike on March 20, 2011, 07:42:51 pm
http://www.prisonplanet.com/preview-charlotte-iserbyt-%E2%80%93-the-miseducation-of-america.html

(http://tobefree.files.wordpress.com/2008/07/dumb_dees.jpg)

Today's education system has been subverted. Millions of children and adolescents are intentionally being dumbed-down, wrongfully medicated by the big pharma cartel, being morally and intellectually corrupted by stupid and meaningless media and pop culture like Twilight, Lady Gaga, Justin Bieber, and so forth.

http://psychcentral.com/news/2008/02/15/herd-mentality-explained/1922.html

A large percentage of high school graduates are functionally illiterate, and cannot even point out the United States of America on a globe (I'M NOT KIDDING!) Colleges in the US and elsewhere are also being subverted in the same ways as the public education system.

The next generation of sheeple will be completely unable to think for themselves, they will be totally reliant on the government and will believe anything that they are told.

I pray for the future...
Title: Re: Education Reform!
Post by: Geolibertarian on March 28, 2011, 11:37:32 am
(http://rense.com/1.imagesH/school_dees.jpg)
Title: Re: Education Reform!
Post by: Seroquel XR on March 28, 2011, 11:14:08 pm
I posted this in another section, I think it fits good here too.

Obama says too much testing makes education boring

President Barack Obama said Monday that students should take fewer standardized tests and school performance should be measured in other ways than just exam results. Too much testing makes education boring for kids, he said.

"Too often what we have been doing is using these tests to punish students or to, in some cases, punish schools," the president told students and parents at a town hall hosted by the Univision Spanish-language television network at Bell Multicultural High School in Washington, D.C.

Obama, who is pushing a rewrite of the nation's education law that would ease some of its rigid measurement tools, said policymakers should find a test that "everybody agrees makes sense" and administer it in less pressure-packed atmospheres, potentially every few years instead of annually.

At the same time, Obama said, schools should be judged on criteria other than student test performance, including attendance rate.

You found your way to school! Here's a diploma!

MORE HERE (http://www.optimum.net/News/AP/Article?fmId=52020979)




Title: Re: Education Reform!
Post by: Ambriel on April 04, 2011, 11:40:06 am
Home school, home school, HOME SCHOOL!!!
Title: 18 Signs That Life In US Public Schools Is Now Equivalent To Life In US Prisons
Post by: Geolibertarian on June 01, 2011, 12:25:23 pm
http://www.prisonplanet.com/18-signs-that-life-in-u-s-public-schools-is-now-essentially-equivalent-to-life-in-u-s-prisons.html (http://www.prisonplanet.com/18-signs-that-life-in-u-s-public-schools-is-now-essentially-equivalent-to-life-in-u-s-prisons.html)

18 Signs That Life In U.S. Public Schools Is Now Essentially Equivalent To Life In U.S. Prisons

The American Dream
June 1, 2011

In the United States today, our public schools are not very good at educating our students, but they sure are great training grounds for learning how to live in a Big Brother police state control grid.  Sadly, life in many U.S. public schools is now essentially equivalent to life in U.S. prisons.  Most parents don’t realize this, but our students have very few rights when they are in school.  Our public school students are being watched, tracked, recorded, searched and controlled like never before.  Back when I was in high school, it was unheard of for a police officer to come to school, but today our public school students are being handcuffed and arrested in staggering numbers.  When I was young we would joke that going to school was like going to prison, but today that is actually true.

The following are 18 signs that life in our public schools is now very similar to life in our prisons….

[Continued... (http://www.prisonplanet.com/18-signs-that-life-in-u-s-public-schools-is-now-essentially-equivalent-to-life-in-u-s-prisons.html)]
Title: School surveillance: how big brother spies on pupils
Post by: Geolibertarian on June 10, 2011, 02:19:55 pm
http://www.prisonplanet.com/school-surveillance-how-big-brother-spies-on-pupils.html (http://www.prisonplanet.com/school-surveillance-how-big-brother-spies-on-pupils.html)

School surveillance: how big brother spies on pupils

John Harris
London Guardian (http://www.guardian.co.uk/uk/2011/jun/09/schools-surveillance-spying-on-pupils)
June 10, 2011

‘Every day in communities across the United States, children and adolescents spend the majority of their waking hours in schools that increasingly have come to resemble places of detention more than places of learning. From metal detectors to drug tests, from increased policing to all-seeing electronic surveillance, the schools of the 21st century reflect a society that has become fixated on crime, security and violence.”

So reads a passage from the opening pages of Lockdown High (http://www.versobooks.com/books/555-lockdown-high), a new book by the San Francisco-based journalist Annette Fuentes. Subtitled “When the schoolhouse becomes the jailhouse”, it tells a story that decisively began with the Columbine shootings of 1999, and from across the US, the text cites cases that are mind-boggling: a high-flying student from Arizona strip-searched because ibuprofen was not allowed under her school rules; the school in Texas where teachers can carry concealed handguns; and, most amazingly of all, the Philadelphia school that gave its pupils laptops equipped with a secret feature allowing them to be spied on outside classroom hours.

Just about all the schools Fuentes writes about are united by a belief in that most pernicious of principles, “zero tolerance”. Their scanners, cameras and computer applications are supplied by a US security industry that seems to grow bigger and more insatiable every year. And as she sees it, their neurotic emphasis on security has plenty of negative results: it renders the atmosphere in schools tense and fragile, and in coming down hard on young people for the smallest of transgressions, threatens to define their life chances at an early age – because, as she puts it, “suspensions and academic failure are strong predictors of entry into the criminal justice system”. There is also, of course, the small matter of personal privacy.

Full article here (http://www.guardian.co.uk/uk/2011/jun/09/schools-surveillance-spying-on-pupils)
Title: Re: Education Reform!
Post by: freedom_commonsense on June 14, 2011, 08:24:12 am
That's amusing - I suppose the Guardian will also report on similar things happening in British schools? No?

Then again this is the same paper (along with the Independent) that was sold for $1.60 because it's so heavily in debt...
Title: Re: Education Reform!
Post by: Rebelitarian on June 15, 2011, 07:15:07 pm
It's like the Rothchilds said we want workers not thinkers.
Title: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Optimus on July 07, 2011, 12:39:49 pm
Typing Beats Scribbling: Indiana Schools Can Stop Teaching Cursive
By: Kayla Webley (24 hours ago)

(http://timenewsfeed.files.wordpress.com/2011/07/cursive.jpg)

Who still writes in cursive?

That age-old writing method you might never have used since fourth grade will no longer be taught in Indiana schools come fall, thanks to a memo from school officials. Instead, students will be expected to become proficient in keyboard use.

Seems like a smart move as being able to type efficiently is a vital skill in today's world, as opposed to knowing how to write cursive, which — like being able to churn butter and knowing how to hitch a horse to a wagon — is no longer needed.

But it might not mean the end of cursive entirely in the state. The directive from the state's Department of Education allows schools to decide for themselves whether to continue teaching cursive or disband the archaic practice altogether.

NewsFeed has just one question: How will Indiana's students know how to sign their name?

Read more: http://newsfeed.time.com/2011/07/06/typing-beats-scribbling-indiana-schools-can-stop-teaching-cursive/#ixzz1RRT8giKh
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Optimus on July 07, 2011, 12:40:32 pm
Just like schools don't require students to show their work on how they solved math problems, thanks to the calculator. :(
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Optimus on July 07, 2011, 12:51:17 pm
We have a similar thing going on here in Illinois.


ISAT writing portion eliminated for High School Juniors
Posted: Jul 06, 2011 5:33 PM

QUINCY, Ill. (WGEM) -- Illinois is down to just reading and arithmetic. In an effort to save money, writing skills will no longer be tested during the ISAT exams for high school juniors.

Since the writing portion of the tests have to be individually scored, the state says this move will save the state about two point four million dollars.

Quincy school officials says even though the state won't be testing for it, teachers will continue to stress the importance of writing in the classroom.

"The state of Illinois tomorrow could say no more writing assessment, we're not focusing on writing and we know better here in this district. We know that writing is critical and so we will always teach it and it will always be important," said Trish Viniard, Quincy's Assistant Superintendent of Curriculum. "

Last year, the state of Illinois dropped the writing portion on ISAT tests for elementary and middle school students in an effort to save money as well.

Video: http://www.wgem.com/story/15036917/isat-writing-portion-eliminated-for-high-school-juniors
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Ninjaman on July 07, 2011, 12:53:59 pm
It really sucks to not even know how to write in cursive except your name.

Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: pac522 on July 07, 2011, 01:01:39 pm
They are already doing it in Louisiana. If it wasn't for some really good teachers in my daughter's school teaching it to the kids outside of the required curriculum they wouldn't know how to write cursive.

I finally bit the bullet and refinanced my house so that I can send my kids to a private school that's family owned with 12-14 kids per classroom.

Every time I go to school for conferences I take the opportunity to strike up conversations with my kids teachers about the state of affairs the public school system is in and the over reaching federal government and they are all well informed about whats going on. The thing now is, when are we the people going to start doing something about it.
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Rebelitarian on July 07, 2011, 01:04:04 pm
Of course if people can't write over time and there's no key-board, then finger prints will have to be used for identification.

It's Orwellian conditioning in the early stages.
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: chris jones on July 07, 2011, 01:15:50 pm
 Yup, it suks all the way around.
 Take away the calculators and keyboards, go ahead and watch the FK results.
  A dependence is being created of the artificial intell, high tech methodry, eliminating the basics.
  Parents need to get involved or forget about it. I know its no walk in the park for the working man to breaks his arse on the job, and most likey the Mom is working also to make ends meet. The last thing on their agenda after coming home is sitting down with their kids and spending time teaching them to write and do simple math with papaer and pencil. I got it, but the deal is simple, 1/2 hour a day and an 1/2 hour given of homework. Thats all.
 Sure machines, high tech is nice, but we can not let the kids be dependent on them. I've seen cashiers use calculators to do a sums that should be instnat, one was a 1.45$ item paid 2.00$, whats the change..A calculator, No shiiite.
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Ninjaman on July 07, 2011, 01:16:41 pm
Of course if people can't write over time and there's no key-board, then finger prints will have to be used for identification.

It's Orwellian conditioning in the early stages.

Fingerprints are probably too easy. chipping is the next stage I bet.
Title: Re: Dumbing Down America's Kids: Indiana Schools to Stop Teaching Hand Writing
Post by: Rebelitarian on July 07, 2011, 01:17:38 pm
Watch the original Time Machine movie by H G Wells.

That's the Globalist's plan for us.  Vain, dumb and ripe for plucking.
Title: Re: Education Reform!
Post by: donnay on July 07, 2011, 01:38:20 pm
I am glad I home school my children...they must have a neat penmanship that I can clearly understand.  To me, it is a sign of laziness not to be able to write legibly.  It also allows the student to express their own creativeness, i.e.; style.

(http://donnayoung.org/f11/penmanship-f/c-ani-1/of-low.gif)

http://donnayoung.org/penmanship/
Title: Re: Education Reform!
Post by: Letsbereal on July 07, 2011, 02:24:55 pm
Dumb Americans http://www.youtube.com/watch?v=3WBtyG2OJvw
Title: Re: Education Reform!
Post by: chris jones on July 08, 2011, 07:20:46 pm
I am glad I home school my children...they must have a neat penmanship that I can clearly understand.  To me, it is a sign of laziness not to be able to write legibly.  It also allows the student to express their own creativeness, i.e.; style.

(http://donnayoung.org/f11/penmanship-f/c-ani-1/of-low.gif)

http://donnayoung.org/penmanship/
  Donnay, good on ya...
Title: Re: Education Reform!
Post by: zacherydtaylor on November 04, 2011, 11:03:49 am
As long as the current people in power continue to control the education system I agree that "throwing more tax money at it has never worked, nor ever will work;" however choking the funds out of it won't work either. If we can get the proper reform through and encourage more people to participate based on informed decisions and present the most credible material on any given subject then we could go a long way to improving the system. this will require appropriate funding to all schools not just the rich ones and the corporate ideologues shouldn't be allowed to continue controlling the curriculum with little or no scrutiny.

One of the most important things we should do is find state wide or national funding of them so the best education won't be reserved for the richest. Also, perhaps even more important copyright laws should be reformed so that those in power can't use government regulations to give the few monopolies on educational "intellectual property" which they use to drive the cost of education through the roof.

I'll have to get back to this topic and read more on it here; I'm sure I can come up with more to say although I don't know if everyone will agree.
Title: Re: Education Reform!
Post by: egypt on November 04, 2011, 12:32:12 pm
Just like the FDA, what good is our Education Department?  I say scrap it entirely.  We need to teach our children how to read/write, arithmatic, art, history and how to think critically.  I don't see how this couldn't be accomplished without government interference.  oh, and WITH school supplies being readily available at the school like when I was a kid attending.  This includes truthful textbooks that don't change every single year.

Love, e
Title: Re: Education Reform!
Post by: pac522 on November 04, 2011, 02:25:20 pm

I am gobsmacked that penmenship would be excluded in state schools.
It teaches eye-hand coordination,
visual recognition,
visual and tactile memory,
pattern recognition
and so many other skills.
*******************************************************

I reviewed the above curriculum
and found it quite exciting !
Your children are very lucky.

; )
 

I told you guys that they weren't teaching my children cursive but I forgot to tell you that when they taught them to print everything was ass backwards. If the line was supposed to start at the top, they were taught to start it on the bottom, if you're supposed to draw a line first and then a circle, say in the letter P, they did the circle first and then the line. I had such a hard time reteaching my kids the right way to write because they were so afraid that the teachers were going to get mad at them for doing it wrong.
Title: 28 Signs That US Schools Are Turning Into Indoctrination Centers & Prison Camps
Post by: Geolibertarian on December 30, 2011, 06:56:33 pm
http://www.prisonplanet.com/28-signs-that-u-s-public-schools-are-rapidly-being-turned-into-indoctrination-centers-and-prison-camps.html (http://www.prisonplanet.com/28-signs-that-u-s-public-schools-are-rapidly-being-turned-into-indoctrination-centers-and-prison-camps.html)

28 Signs That US Public Schools Are Rapidly Being Turned Into Indoctrination Centers And Prison Camps

The American Dream
December 30, 2011

It has been said that children are our future, and right now the vast majority of our children are being “educated” in public schools that are rapidly being turned into indoctrination centers and prison camps.  Our children desperately need to focus on the basics such as reading, writing and math, but instead a whole host of politicians, “education officials” and teachers are constantly injecting as much propaganda as they possibly can into classroom instruction.  Instead of learning how to think, our children are continually being told what to think.  Not only that, our children are also being trained how to live as subservient slaves in a Big Brother police state.  Today, nearly everything that children do in public schools is watched, monitored, recorded and tracked.  Independent thought and free expression are greatly discouraged and are often cracked down upon harshly.  If students get “out of line”, instead of being sent to see the principal they are often handcuffed, arrested and taken to the police station.  In addition, law enforcement authorities are using weapons such as pepper spray and tasers against young students in our public schools more than ever before.  Children in U.S. public schools are not learning how to live as strong individuals in the “land of the free and the home of the brave”.  Rather, they are being trained how to serve a Big Brother (http://endoftheamericandream.com/archives/category/big-brother) police state where control freaks run their entire lives.  If we continue to allow all of the liberty and freedom to be systematically drained out of our school children, then there is not going to be much hope for the future of this nation.

The following are 28 signs that U.S public schools are being turned into indoctrination centers and prison camps….

[Continued... (http://www.prisonplanet.com/28-signs-that-u-s-public-schools-are-rapidly-being-turned-into-indoctrination-centers-and-prison-camps.html)]
Title: Re: Education Reform!
Post by: decemberfellow on December 30, 2011, 07:52:35 pm
Guilty of number18
Title: Elementary School Accused Of Making Children Sing Pro-Occupy Song
Post by: oyashango on January 05, 2012, 09:18:40 am
Elementary School Accused Of Making Children Sing Pro-Occupy Song

January 4, 2012

CHARLOTTESVILLE, Va. (CBS Washington) – A Charlottesville-area elementary school has been accused of making students sing a pro-Occupy Wall Street movement song.

Written and performed in October as part of the Kid Pan Alley group at Albemarle County schools, “Part of the 99” has resulted in a backlash from parents nationwide, and has given the foundation reason to train its facilitators to steer students away from controversial subject matter in their songs.

As part of the regular Kid Pan Alley activities, children are asked about the topics of songs they want to write and sing about. In October, one of the children participating in the activities at Woodbrook Elementary School mentioned that he wanted to write about “having it all and losing it all,”Albemarle County schools spokesman Phil Giaramita told CBS Washington.

“The words ‘Occupy’ or ‘Wall Street’ were not mentioned in the classroom,” Giaramita said.

In the past couple of days, the song from the October performance has been resurrected, with parents from Tennessee, Texas, and California accusing the third-graders of not being capable to come up with an idea so closely related to the Occupy Wall Street movement. There haven’t been any complaints from the parents of the children involved in the performance, Giaramita said.

Blogs such as Big Government have criticized the song as being “Marxist rhetoric.”

“The simplistic left wing economic nonsense of this ditty boggles the mind. But to an impressionistic third grader, it plants poisonous seeds at odds with long egalitarian American traditions that disdain class hatred,” the blog states.

Officials with Kid Pan Alley, a foundation that works with elementary school children through songwriting workshops, has emphasized that the group has restated its guidelines concerning the lyrical content of the songs.

“Kid Pan Alley does not promote nor condone any personal or political agenda. As a result, our programming over the years has consistently received high praise and commendation from children, parents and schools,” the statement said. “Our sole mission has been and continues to be to inspire and empower children to work together to become creators of their own music and to rekindle creativity as a core value in education.”

Giaramita said that a Kid Pan Alley official told him that in the 1,800-plus songs that Kid Pan Alley has produced and performed, none of them have come across the issue like this one with its alleged Occupy link. He added that the song itself came in October when the movement was first starting up and maybe meant something different in October than it does now.

“There’s been a lot of sensitivity raised over this in the last couple days,” Giaramita said, adding that greater oversight will be put into the lyrical content of the songs before they are performed. “If you’re writing about pets or a holiday, those kinds of things are very enjoyable and not controversial. If you’re writing about an issue such as a family that has it all and loses it, we need to be very sensitive about the circumstances around it.”

http://washington.cbslocal.com/2012/01/04/virginia-elementary-students-accused-of-performing-pro-occupy-song/ (http://washington.cbslocal.com/2012/01/04/virginia-elementary-students-accused-of-performing-pro-occupy-song/)
Title: Dumb As A Rock: You'll Be Amazed At The Things High School Students Don't Know
Post by: Geolibertarian on January 11, 2012, 01:31:38 pm
http://www.prisonplanet.com/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know.html (http://www.prisonplanet.com/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know.html)

Dumb As A Rock: You Will Be Absolutely Amazed At The Things That U.S. High School Students Do Not Know

The American Dream
January 11, 2012

Are we raising the stupidest generation in American history?  The statistics that you are about to read below are incredibly shocking.  They indicate that U.S. high school students are basically as dumb as a rock.  As you read the rest of this article, you will be absolutely amazed at the things that U.S. high school students do not know.  At this point, it is really hard to argue that the U.S. education system is a success.  Our children are spoiled and lazy, our schools do not challenge them and students in Europe and in Asia routinely outperform our students very badly on standardized tests.  In particular, schools in America do an incredibly poor job of teaching our students subjects such as history, economics and geography that are necessary for understanding the things that are taking place in our world today.  For example, according to a survey conducted by the National Geographic Society, only 37 percent (http://www.gse.harvard.edu/news_events/ed/2007/winter/features/geography.html) of Americans between the ages of 18 and 24 can find Iraq on a map of the world.  According to that same survey, 50 percent (http://www.gse.harvard.edu/news_events/ed/2007/winter/features/geography.html) of Americans between the ages of 18 and 24 can’t even find the state of New York on a map.  If our students cannot even find Iraq and New York on a map, what hope is there that they will be able to think critically about the important world events of our day?

Sadly, almost every survey or study about high school students that gets done shows that most of our students are not even receiving a basic education.

For example, the following comes from an article posted on MSNBC (http://www.msnbc.msn.com/id/43397386/ns/us_news-life/t/report-students-dont-know-much-about-us-history/#.TwzLFflXk3w)….


So only 13 percent of our high school seniors are proficient in history?

That doesn’t sound good.

So what does that mean exactly?

Well, there have been some other surveys and studies that have quizzed U.S. high school students about specific historical facts.

The following are some of the absolutely amazing results (http://www.examiner.com/parenting-teens-in-fort-lauderdale/shocking-things-many-u-s-high-schoolers-don-t-know) of a study conducted a few years ago by Common Core….

[Continued... (http://www.prisonplanet.com/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know.html)]
Title: Re: Dumb As A Rock: You'll Be Amazed At The Things High School Students Don't Know
Post by: TahoeBlue on January 11, 2012, 02:25:20 pm
http://www.prisonplanet.com/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know.html (http://www.prisonplanet.com/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know.html)

Who the first President was: When Oklahoma high school students were given the same citizenship test that immigrants are given, they fared way worse.

In fact, three-fourths of students couldn’t name the first President of the United States.

How is that possible? Have they not seen a one dollar bill? Can they read?
Title: Re: Dumb As A Rock: You'll Be Amazed At The Things High School Students Don't Know
Post by: Geolibertarian on February 01, 2012, 05:06:00 am
How is that possible? Have they not seen a one dollar bill? Can they read?

I'm sure they "can," but in case you haven't noticed, they're usually too busy fondling their cell phones.

(http://farm5.static.flickr.com/4115/4888370567_b77e21448a.jpg)

(http://farm6.static.flickr.com/5042/5245995828_40d3368a06.jpg)

Health: Teens & Text Addiction

by Stephanie Stahl
CBS Philly
Aug 24, 2010

PHILADELPHIA (CBS 3) ― Teenagers are becoming addicted to texting, according to a new study. In fact experts are saying being hooked on texting can be like being addicted to drugs.

Walking, sitting, it doesn't matter where it happens, teenagers seem to need to text. Statistics show 80 percent of all 15 to 18-year-olds own a cell phone. And the rate of texting has sky rocketed 600 percent in three years. The average teen sends 3,000 texts a month.

"I think that it's just like a drug, once you get hooked on to it, you can't let go. It's like whenever I open my eyes the first thing I look at is my phone," said Hermine Vardanian, a texter.

"It clearly fits the criteria of an addiction," said Dr. Gary Small, a Psychiatrist.

Neuroimaging studies show the same brain areas are stimulated with both texting and using heroin.

"In a very primitive part of the brain, the dopamine system gets triggered. That's the general reward system in our brain," said Dr. Small.

Some texting addiction warning signs include losing track of time because of excessive texting, neglecting eating and sleeping, having a constant need for more, and suffering negative repercussions, like ignoring others or lying because of texting.

Chronic texters actually say they feel bad when they don't get a text. All the more reason to text even more people.

[Continued... (http://replay.waybackmachine.org/20100827141712/http://cbs3.com/health/Health.Alert.Stephanie.2.1877150.html)]
Title: 19 Crazy Things That School Children Are Being Arrested For In America
Post by: Geolibertarian on February 01, 2012, 05:12:47 am
http://www.prisonplanet.com/19-crazy-things-that-school-children-are-being-arrested-for-in-america.html (http://www.prisonplanet.com/19-crazy-things-that-school-children-are-being-arrested-for-in-america.html)

19 Crazy Things That School Children Are Being Arrested For In America

The American Dream
February 1, 2012

With each passing year, the difference between America’s prisons and America’s public schools becomes smaller and smaller.  As you read the rest of this article, you will be absolutely amazed at some of the crazy things that school children in America are being arrested for.  When I was growing up, I don’t remember a single police officer ever coming to my school.  Discipline was always handled by the teachers and by the principals.  But today, there are schools all over the country that have police officers permanently stationed in the halls.  Many other schools will call out police officers at the drop of a hat.  In the classrooms of America today, if you burp in class, if you spray yourself with perfume or if you doodle on your desk, there is a chance that you will be arrested by the police and hauled out of your school in handcuffs.  Unfortunately, we live in a country where paranoia has become standard operating procedure.  The American people have become convinced that the only way that we can all be “safe” is for this country to be run like a militarized totalitarian police state.  So our public schools are run like prisons and our public school students are treated like prisoners.  The United States has the highest incarceration rate in the world (http://en.wikipedia.org/wiki/Incarceration_in_the_United_States) by far, and our schools are preparing the next generation to either “do time” in the prison system or to live as good little slaves in the Big Brother prison grid that is being constructed all around us.  But what our schools are not doing is giving these children the critical thinking skills that they need to live as free citizens in a nation that used to be “the land of the free and the home of the brave”.

Of course very few people would deny that the character of American schoolchildren has changed dramatically over the decades.  Back in the 1950s, some of the biggest school discipline problems were gum chewing and hair pulling.  Today, kids bring knives, guns and drugs with them to school.  Gang activity is rampant in many of our schools and in some schools kids are even having sex in the school bathrooms (http://abcnews.go.com/2020/story?id=123789&page=1#.TyilCflXk3w).

So there is definitely a discipline problem in our schools.

But what is going on in many areas of the country is absolutely ridiculous.  For example, in 2010 alone police down in Texas issued an astounding 300,000 (http://www.guardian.co.uk/world/2012/jan/09/texas-police-schools) tickets to school children.

Yes, if a kid pulls a knife on someone the police should get involved, but teachers and administrators should be able to use some common sense and handle the vast majority of discipline problems that happen themselves.

What you are about to read is absolutely going to amaze you.  The following are 19 really crazy things that school children are being arrested for in America….

[Continued... (http://www.prisonplanet.com/19-crazy-things-that-school-children-are-being-arrested-for-in-america.html)]
Title: Food Police Reject Homemade Lunch; Force Preschooler to Eat Cafeteria Nuggets
Post by: Geolibertarian on February 15, 2012, 02:56:24 am
http://www.prisonplanet.com/food-police-reject-homemade-lunch-force-preschooler-to-eat-cafeteria-nuggets.html (http://www.prisonplanet.com/food-police-reject-homemade-lunch-force-preschooler-to-eat-cafeteria-nuggets.html)

Food Police Reject Homemade Lunch; Force Preschooler to Eat Cafeteria Nuggets

Ryan Sullivan
MyFox8.com (http://myfox8.com/2012/02/14/nc-preschooler-fed-nuggets-because-packed-lunch-wasnt-healthy/)
Tuesday, February 14, 2012

RAEFORD, N.C. — A Hoke County preschooler was fed chicken nuggets for lunch because a state worker felt that her homemade lunch did not have enough nutritional value, according to a report by the Carolina Journal.

The West Hoke Elementary School student was in her More at Four classroom when a U.S. Department of Agriculture agent who was inspecting lunch boxes decided that her packed lunch — which consisted of a turkey and cheese sandwich, a banana, apple juice and potato chips — “did not meet USDA guidelines,” the Journal reports.

The decision was made under consideration of a regulation put in place by the the Division of Child Development and Early Education at the Department of Health and Human Services, which requires all lunches served in pre-kindergarten programs to meet USDA guidelines.

“When home-packed lunches do not include all of the required items, child care providers must supplement them with the missing ones,” the Journal reports.

Full story here. (http://myfox8.com/2012/02/14/nc-preschooler-fed-nuggets-because-packed-lunch-wasnt-healthy/)
Title: The compulsory school system has done its job all too well -- here's the proof!
Post by: Geolibertarian on February 23, 2012, 01:25:08 pm
http://www.globalresearch.ca/americans-abandon-international-law-70-approve-guantanamo/29460 (http://www.globalresearch.ca/americans-abandon-international-law-70-approve-guantanamo/29460)

Americans Abandon International Law: 70% Approve Guantanamo

by Nat Parry

(http://www.globalresearch.ca/wp-content/uploads/2012/02/129460.jpg)

Global Research, February 23, 2012
Consortiumnews - 2012-02-22

After a decade of “war on terror” rhetoric – and President Obama’s failure to reverse many of George W. Bush’s extrajudicial policies – the U.S. public has come to accept that American “exceptionalism” puts the nation beyond the reach of international law, as Nat Parry explains.

Whether they realize it or not, Americans are increasingly embracing policies that undermine the international rule of law, with self-identified liberals, in particular, seemingly reversing their positions on matters such as the Guantanamo prison camp, extrajudicial assassinations and arbitrary detention.
 
While just six years ago (http://www.worldpublicopinion.org/pipa/pdf/may06/Tribunals_May06_rpt.pdf) [.pdf] the U.S. public ranked among the world’s most enthusiastic supporters of international law (falling just behind the Germans and the Chinese in global surveys), it now appears that vast majorities of Americans reject the applicability of international law when it comes to the actions of the U.S. government in the “global war on terror.”

(http://consortiumnews.com/wp-content/uploads/2012/02/obama-binladen-300x200.jpg)
President Barack Obama and his national security
team [allegedly] monitor the Special Operations raid
into Pakistan that killed Osama bin Laden. (White
House photo by Pete Souza)


A recent Washington Post-ABC News poll, for example, found that 70 percent of the American public approves of the U.S. government’s decision to indefinitely keep the Guantanamo prison open, despite widespread international condemnation of this policy (http://compliancecampaign.wordpress.com/2012/01/).
 
This figure includes 53 percent of self-identified liberal Democrats and 67 percent of moderate or conservative Democrats, “even though it emerged as a symbol of the post-Sept. 11 national security policies of President George W. Bush, which many liberals bitterly opposed,” noted the Washington Post (http://www.washingtonpost.com/politics/poll-finds-broad-support-for-obamas-counterterrorism-policies/2012/02/07/gIQAFrSEyQ_story.html?hpid=z3).
 
In fact, the Post-ABC findings indicate an almost complete reversal of American attitudes on this subject across the political spectrum since the years of the Bush administration. The most pronounced difference has become noticeable in just the past couple years.
 
In a 2006 poll (http://www.worldpublicopinion.org/pipa/articles/home_page/194.php?nid=&id=&pnt=194&lb=hmpg1), for example, 63 percent of respondents said the United States should follow international conventions regarding Guantanamo Bay, while just 30 percent said the U.S. should not be bound by these obligations. The survey also found that Americans generally support giving international courts broad authority to judge U.S. compliance with treaties, with 70 percent rejecting the idea that the United States should receive exceptional treatment under such treaties.
 
A 2009 survey reconfirmed (http://www.americanprogress.org/issues/2009/11/opinion110609.html) the strong public support in the U.S. for these principles, finding that 69 percent of Americans agreed with the statement: “Our nation should consistently follow international laws. It is wrong to violate international laws, just as it is wrong to violate laws within a country.” Only 29 percent chose the converse position, “If our government thinks it is not in our nation’s interest, it should not feel obliged to abide by international laws.”
 
Yet, this is precisely what the U.S. has been doing for over a decade at Guantanamo Bay. On last month’s ten-year anniversary of the prison camp opening, there was a flurry of renewed criticism (http://compliancecampaign.wordpress.com/2012/01/11/criticism-of-u-s-human-rights-violations-renewed-on-guantanamos-ten-year-anniversary/) over the continuing violations of international law by the United States.
 
On the eve of the anniversary, Human Rights Watch (http://www.hrw.org/news/2012/01/06/guantanamo-ten-years) reminded the U.S. of its international obligations: “The practice [of indefinite detention] violates US obligations under international law. Human Rights Watch has strongly urged the US government to either promptly prosecute the remaining Guantanamo detainees according to international fair trial standards, or safely repatriate them to home or third countries.


Arbitrary detention, however, isn’t the only area in which Americans are increasingly willing to disregard principles of international law. Regarding torture, a survey (http://www.redcross.org/www-files/Documents/pdf/international/IHL/IHLSurvey.pdf) conducted last year by the American Red Cross found that 59 percent of American teenagers and 51 percent of adults believe that it is acceptable to torture enemy fighters in order to attain important military information.
 
Further, 37 percent of youth support “Depriving civilians in combat areas of food, medicine, or water in order to weaken the enemy,” a war crime that is also supported by 29 percent of adults. A whopping 71 percent of youth and 55 percent of adults support “Refusing to allow prisoners to be visited by a representative from a neutral organization to confirm that they are being treated well.”
 
Extrajudicial assassinations are supported by an even broader majority, with the new Washington Post-ABC News poll finding that 83 percent of Americans approve of the use of unmanned aerial drones to carry out targeted killings of terrorist suspects without due process.

[Continued... (http://www.globalresearch.ca/americans-abandon-international-law-70-approve-guantanamo/29460)]
Title: Public Schools conditioning 7yo children with Nazi torture "Scream Rooms"
Post by: Catalina on February 24, 2012, 12:29:00 pm
PHOENIX (CBS5) -

It's a punishment with many names: cool down rooms, time out rooms, even scream rooms.

You'll find them in many Valley schools and chances are you don't even know they exist.

They're essentially boxes where rowdy kids are sent to calm down.

But do they even work?

And is this a punishment that some schools are using a little too much?

"They never really told me why or when they put him in there, just that he was, quote, 'out of control,'" said mother Leslie Noyes.

Leslie and Eric Noyes are the proud parents of a 7-year-old boy.

"He's just a great kid, you know?" Eric Noyes said.

The second-grader has some special needs, so he was placed in the special education class at Desert Sage Elementary School in the Deer Valley Unified School District.

One day he came home with a disturbing story.

"He has been complaining about being restrained -- he uses that word, restrained. And being put into cool down," Leslie Noyes said.

"I was thinking there's probably some bean bag chairs, maybe some books and just a room to get away from his general class. I had no idea it was literally almost a padded cell," Eric Noyes said.

Leslie went to school armed with a camera and took pictures as proof.

They show a 5-foot by 5-foot padded box placed inside an empty classroom.

"My son has said he's been there anywhere from a few minutes to almost all day," Leslie Noyes said.

CBS 5 News went to Deer Valley with the accusations that a young boy saying he wasn't even let out to use the bathroom, and that he had to eat lunch in there.

They refused to speak with us on camera, but released a statement that reads in part, "If a child requires the use of seclusion/physical intervention, parents are notified as soon as possible within the same school day.  Two adults always accompany the child when secluded.  This is the last method of behavior management schools use with a student."

Deer Valley's spokesperson also said Eric and Leslie's son has been in the room 17 times since October, but they deny he was left there any longer than 15 minutes at a time.

Eric doesn't buy it.

"I think it probably happens quite a bit, and I think it's happening more often than it's being reported and recorded," he said.

"The state board of education and the Legislature have recommended some guidelines for school districts," said State Department of Education spokesman Andrew LeFevre.

CBS 5 News went straight to the state to find out what rules school districts have to play by when it comes to restraining our kids or sticking them in these cool down rooms.

It turns out Arizona is one of just six states that doesn't have any laws regulating seclusion and restraint.

Why isn't there a state law?

"I think that's just part of Arizona history and the way they want to do it," LeFevre said.

Lefevre said Arizona chooses to let school districts decide what they'd like to do.

CBS 5 News went to a psychologist to find out what schools should be doing.

"You know, we call it putting more fuel on the fire," said Dr. Joseph Gentry

Gentry doesn't believe in seclusion, period.

"I mean, imagine how it would feel for us," he questioned.

Gentry said positive reinforcement should be used rather than scare tactics to teach students.

"Instead of reacting to and punishing a child for doing something wrong we catch them doing something good or teach them what they should be doing and reinforce them," Gentry said.

One method Arizona does have is a task force that was made to come up with some suggestions for school districts about seclusion and restraint.

The No. 1 recommendation was to create a positive school climate to help change disruptive behavior.

Again that's just a recommendation, schools in our state aren't required to do anything at all.

Video here: http://www.kpho.com/story/17007347/so-called-scream-rooms-used-in-valley-schools
Title: Re: Public Schools conditioning 7yo children with Nazi torture "Scream Rooms"
Post by: chris jones on February 24, 2012, 03:57:25 pm
 Parents must get involved, PTA's etc. its never been a walk in the park raising kids especialy for moms and dads that are working their arses off paying the bills and keeping food on the table, I get it..
The kids go off to school in the care of Public School systems, tell me what choice do parents have that are sweating to keep the bills paid, home schooling is great if available,but not everyone has this opportunity. Now what, mom and dad have to march off to the school and register complaints and raise hell, they need to become active in their kids education and treatment received.
 Tell me, is there a division in the treatment of children, the haves and have nots. I beleive so, does anyone think that the child of some high powered muker is about to be locked in a box,- doubtfull to say the muken least.
 
Title: 11 Reasons To Get Your Kids Out Of The Government Schools
Post by: Geolibertarian on February 28, 2012, 02:46:45 pm
http://www.prisonplanet.com/11-reasons-to-get-your-kids-out-of-the-government-schools.html (http://www.prisonplanet.com/11-reasons-to-get-your-kids-out-of-the-government-schools.html)

11 Reasons To Get Your Kids Out Of The Government Schools

The American Dream
Tuesday, February 28, 2012

It should be painfully obvious to everyone by now that it is time to get all of our kids out of the government schools.  The public school system in the United States has been dramatically declining for a long time, and in most areas of the country the public schools are open sewers at this point.  Yes, there are some U.S. public schools that are still very good and that do a decent job of preparing our young people for their adult lives.  But those good schools are the exception to the rule.  Hopefully the school shooting that just happened in Ohio (http://www.newsnet5.com/dpp/news/local_news/oh_geauga/report-geauga-county-sheriffs-department-and-oshp-heading-to-chardon-high-school?hpt=hp_t1) will be a wake up call to millions of parents out there.  Drugs, sex and violence are rampant in American public schools today.  The “teachers” are endlessly pushing specific political and social agendas down the throats of our kids, and the skills that our children really need such as reading, writing and mathematics are often badly neglected.  Hopefully we can get more parents educated about what is really going on in these schools.  After all, why would any parents want to send their children into an environment that is going to be highly destructive for them for six to eight hours a day?

Sadly, “destructive” is not too hard a word to use for the environment in these public schools.  I went to public schools all my life, and they were absolutely horrible.  Unfortunately, they have gotten even worse since the time that I left them.

The following are 11 reasons to get your kids out of the government schools....

[Continued... (http://www.prisonplanet.com/11-reasons-to-get-your-kids-out-of-the-government-schools.html)]
Title: The High Cost of Dumbing Us Down
Post by: Geolibertarian on March 08, 2012, 01:29:59 pm
http://www.prisonplanet.com/the-high-cost-of-dumbing-us-down.html (http://www.prisonplanet.com/the-high-cost-of-dumbing-us-down.html)

The High Cost of Dumbing Us Down

The New American
Thursday, March 8, 2012

It now costs over $10,000 a year to “educate,” or brainwash, a child in a public school, whereas it costs about $550 to $1,000 a year to homeschool a child. The taxpayer pays nothing for the education of a child at home. Yet, the homeschooling parent must continue to pay the taxes for the public schools. This is just one of the minor injustices that exist in our society in the interest of education.

And the reason why it now costs so much to educate a child in the public schools is that the dumbing-down process is not cheap. It requires costly programs that need frequent upgrading and revision, and it also requires specially trained teachers who are constantly attending expensive conferences and seminars in order to learn how better to dumb down the children.

Let’s just take the subject of teaching a child to read. Back in the old days, before the introduction of the Dick and Jane program, teaching reading was not all that expensive. Teachers taught the alphabet and the letter sounds mainly by using a chalk board, much in the way it was done in the 19th century with Noah Webster’s blue-backed spelling books. Student readers were cheap, and cursive writing helped a child learn to read. But when the progressives created the new look-say, whole-word Dick and Jane books, with their many colorful pictures of Dick, Jane, Sally, and Spot, the new dumbed-down version of reading instruction became expensive. In the old, traditional way, pictures played a very minor part, but with the new look-say method, pictures were indispensable in teaching children how to guess the words by looking at the pictures on the page.

Indeed, when the new Dick and Jane program was introduced in the schools in 1933, during the Great Depression, many schools could not afford it. That was the case in New York City, where the traditional alphabetic-phonics method was used until World War II when the economy revived and the schools now had the resources needed to pay for the new look-say books.

But the new method of teaching reading was just the start of the dumbing-down process. The entire K-12 curriculum had to be revised at enormous cost. And that is why the progressive educators were anxious to get the federal government to pay for all of this. The Elementary and Secondary Education Act of 1965, enacted under President Johnson, provided the billions of dollars the progressives needed. And when the U.S. Department of Education was created in 1979 by President Carter, with its enhanced power to makes grants for everything the educators wanted, the dumbing-down process became one of the richest government gravy trains in American history.

It took Charlotte Iserbyt, a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the Department of Education during the first Reagan administration to blow the whistle on the whole dumbing-down process being financed by grants from the federal government. Before being fired from the department, she was able to fill a U-Haul with documents copied from the department’s files, which she then used in compiling her mammoth book, The Deliberate Dumbing Down of America: A Chronological Paper Trail, first published in 1999.

Iserbyt writes in her Preface that the United States is engaged in a war: not the traditional kind of war, but a new kind that is using psychological methods. This war — about which the average American hasn’t the foggiest idea — has been waged for over a hundred years. She writes:

[Continued... (http://www.prisonplanet.com/the-high-cost-of-dumbing-us-down.html)]
Title: School Choice is Cover for Communist Indoctrination: Charlotte Iserbyt Reports
Post by: Geolibertarian on April 27, 2012, 03:03:18 pm
http://www.prisonplanet.com/school-choice-is-cover-for-communist-indoctrination-charlotte-iserbyt-reports.html (http://www.prisonplanet.com/school-choice-is-cover-for-communist-indoctrination-charlotte-iserbyt-reports.html)

School Choice is Cover for Communist Indoctrination: Charlotte Iserbyt Reports

PrisonPlanet.com
Friday, April 27, 2012

http://www.youtube.com/watch?v=hytw17m2KV8 (http://www.youtube.com/watch?v=hytw17m2KV8)

Charlotte Iserbyt exposes the dumbing down of American schoolchildren.
Title: Public "Education" has become indoctrination and distraction
Post by: Captain Reject on June 03, 2012, 05:45:14 am
http://www.youtube.com/watch?v=6jZHNjc4Xk0&feature=related
Title: Re: Education Reform!
Post by: The_Chiropractor on July 12, 2012, 12:37:47 am
Hey everyone, and thank you for this great thread.

One suggestion that I think is critical for any education system involves two things: uncertainty and failure.

A very bad education system emphasizes a paradigm of trying to force a sense of 'absolute truth' in what has been taught, and when students of any class grow up to think that they what they have taught is 'absolute', then it means that they end up becoming brainwashed.

Students need to be told that they like everyone else lives under uncertainty. It doesn't mean that they can just say 'well under uncertainty anything can happen, so what's the point', but more-so to always leave the opening to question what they know and even to question themselves which is what many of us are trying to do in this info-war.

The failure part is something that is the most critical point of learning IMO because the failure gives people a real reference point for acquiring knowledge and it also encourages people to actually 'do things' to learn instead of just taking everybodies word for something, which is what a lot of the textbook based learning currently does right now.

Both the uncertainty and the failure are things that are left out of many educational paradigms, and it's not too surprising to see why when some desire a population devoid of critical thinking, wanting to always not look stupid (as a social mechanism to keep everyone keep everyone else in line), and to actually discover what is out there that would otherwise create a society that thrived on the acquisition of knowledge from experience and using sound analysis (like what is done in mathematics).
Title: Gallup: Americans Rate Public Schools the Worst Place to Educate Children
Post by: Geolibertarian on August 30, 2012, 09:55:56 am
http://www.prisonplanet.com/gallup-americans-rate-public-schools-the-worst-place-to-educate-children.html (http://www.prisonplanet.com/gallup-americans-rate-public-schools-the-worst-place-to-educate-children.html)

Gallup: Americans Rate Public Schools the Worst Place to Educate Children

Terence P. Jeffrey
CNS News (http://cnsnews.com/news/article/gallup-americans-rate-public-schools-worst-place-educate-children)
Aug 30, 2012

A new Gallup poll (http://cnsnews.com/sites/default/files/documents/GALLUP-SCHOOL%20POLL.pdf) released today indicates that Americans rate public schools the worst place to educate children.

In the national survey (http://www.gallup.com/poll/156974/private-schools-top-marks-educating-children.aspx) conducted Aug. 9-12, private independent schools, parochial and church-related schools, charter schools and home-schooling all rated higher than public schools.

Gallup interviewers asked respondents: “I’m going to read a list of ways in which children are educated in the U.S. today. As I read each one, please indicate–based on what you know or have read and heard–how good an education each provides children–excellent, good, only fair, or poor. How about: public schools, parochial or church-related schools, independent private schools, charter schools, or home-schooling?”

Only 5 percent said they believe public schools give children an excellent eduction.

Another 32 percent said they believe public schools give children a good education. But this combined 37 percent who said public schools give children an excellent or good education was the lowest among the different types of schools Gallup included in its survey.

Full article here (http://cnsnews.com/news/article/gallup-americans-rate-public-schools-worst-place-educate-children)
Title: Facing the Hardest Truth on Public Education
Post by: Geolibertarian on April 03, 2013, 02:39:52 pm
http://www.prisonplanet.com/facing-the-hardest-truth-on-public-education.html (http://www.prisonplanet.com/facing-the-hardest-truth-on-public-education.html)

Facing the Hardest Truth on Public Education

Daren Jonescu
American Thinker
April 3, 2013

There are several major obstacles to overcome if there is to be any hope of saving civilization from the grip of the authoritarian pre-education camps we call “public schools.”  The most stubborn obstacle of all, however, is perhaps the one embedded in our own hearts, namely the all too human instinct to comfort ourselves with the thought that the soul-deforming corruptions of public education began in earnest only after our own school days, and hence that we ourselves escaped the harm we so easily recognize in others.

This instinct forms the rationale for the many objections I get to my calls for the complete abolition of public schooling, from people who claim that if the schools just got back to the methods of the good old days, all would be well.  In other words, these people are unwilling to see the problem as anything deeper than the superimposition of some bad textbooks or teaching methods on an essentially noble system, because to admit that the problem is more fundamental than this is to admit that one’s own education was harmful, which is to concede that one was indeed harmed — that you are less than you might have been.

A few days ago, preparing a class of Korean undergraduates for a reading of Plato’s Apology, I asked them to think back over all their years of schooling, and to tell me what percentage of their teachers did not deserve their pay.  At first, the students just smiled — Korea’s Confucian heritage demands unreflective respect for all teachers.  Finally, one young woman bravely volunteered that perhaps thirty percent of her teachers had not deserved their pay — a much higher number than I had expected from a Korean student.  This opened the floodgates: almost all the students in the room subsequently condemned a significant portion of their educators — one as high as sixty percent — as unworthy of being paid given what they had actually provided for their students.

Next, I asked them whether their own education had been worth all the money that had been spent on it over the years.  With only one exception, everyone said unequivocally that his or her own schooling had been worth every penny (or won, in this case).  When I noted that this question was, in a sense, just a variation on my previous question about the teachers, a few students grinned sheepishly, and then a few more, as they gradually got the point: they were perfectly willing to declare that much of their education had been ineffectual or counterproductive — but unwilling to accept the logical result of this, namely that their own development had been slowed or stunted.

These were students currently in school, which is why the contradiction in their answers was so apparent, and pitiable.  For those of us who have long since finished our formal education, this natural tendency to self-protection is greatly exacerbated.  We easily see the damage done to today’s young people, but draw the line at admitting that we too are damaged goods.  To defend our egos, we must deny that our own education was compromised.  And this is the major obstacle of which I spoke, for this denial implicitly detaches the current evils of public education from the institution itself.  We hesitate to condemn the institution outright, because this would mean questioning the conditions and success of our own intellectual and moral development.  We thereby vindicate the most powerful means to permanent tyranny, in order to protect our tender pride.

[Continued... (http://www.prisonplanet.com/facing-the-hardest-truth-on-public-education.html)]
Title: Experiencing an erection of collectivism lasting 4 hours? Stop watching MSNBC
Post by: Geolibertarian on April 08, 2013, 10:41:31 am
http://www.prisonplanet.com/experiencing-an-erection-of-collectivism-lasting-4-hours-stop-watching-msnbc.html (http://www.prisonplanet.com/experiencing-an-erection-of-collectivism-lasting-4-hours-stop-watching-msnbc.html)

Experiencing an erection of collectivism lasting 4 hours? Stop watching MSNBC

Jon Rappoport
Prison Planet.com
April 8, 2013

Bye-bye daddy, bye-bye mommy: MSNBC discovers who children really belong to. Finally. This burning question has been answered. What a relief.

Melissa Harris-Perry, a university professor and weekend host at MSNBC shares the wisdom:

“We have never invested as much in public education as we should have, because we’ve always had a kind of private notion of children—’your kid is yours and totally your responsibility.’ We haven’t had a very collective notion of ‘these are our children.’ So part of it is we have to break through our kind of private idea that kids belong to their parents or kids belong to their families and recognize that kids belong to whole communities. Once it’s everybody’s responsibility and not just the household’s, then we start making better investments.”

How many ways to take this hogwash apart?

A “kind of private notion of children.” Yes, how primitive. I mean, only bitter clingers would ascribe to this ancient concept, right? Such parents need re-education, they need to move into the modern age and embrace many mothers and fathers, including I suppose, Melissa Harris-Perry herself, although I’m sure her schedule is already overcrowded. But perhaps she’s good for a nod and a wink between violin practice and soccer games where nobody wins.

Then, precisely what community should own your kids? Your block, neighborhood, town, city, nation? People you know? People you don’t know and never will? A coalition? Perhaps…the government? Ah yes, that would would be it, wouldn’t it?

Because, as any good collectivist knows, the government is the ultimate “expression” of the people. The government creates, manages, and sustains the collective. The government decides, the people comply. The government knows best.

Therefore, all you whacko parents out there; stop thinking your children belong to you. You’re wrong.

Hillary Clinton knew this. That’s why she wrote It Takes a Village, another collectivist manifesto (http://jonrappoport.wordpress.com/2012/04/21/it-takes-a-village-to-ruin-everything/). Except her community happens to be nannies, the Secret Service, the State Department, the Senate, and the White House.

Since Melissa Harris-Perry is discussing public education, you can be sure the collective solution to your kids will involve more vaccines, more psychiatric appointments, more diagnoses of fictitious mental disorders, and more doling out of highly toxic and violence-inducing drugs.

More sex-ed at age five and six, since you parents don’t have a clue about sex and shouldn’t be allowed to approach it. More instruction about “sharing” as the basis of all knowledge.

Essentially, a collective is a group of people teaching others about the primacy of the group. It’s a madhouse from start to finish. It takes the principle of the inviolate individual and burns it to the ground.

It attacks the family precisely because the family resists the collective in any society where a few shreds of freedom remain. The family is a potentially dangerous source of decentralized power.

Harris-Perry is really advocating the sacrifice of your children to the “wider problem of all children.” Don’t raise your kids according to your own best principles. No. Give them over to “the wiser ones.” Let’s all do that.

Her solution also, of course, involves an enormous shift of responsibility. Parents can unload that burden. The “community” will shoulder it. I can’t wait.

This is the strategy of regression to the lowest common denominator. Since there are truly horrible parents out there who can’t handle family life, let’s all give up the primary job of raising children in order to save those parents who are abject failures.

Behind this is the program to destroy families and elevate the State. Make no mistake about it. It’s an op from the ground up, and always has been.

Just as state and county and city governments have been targets for the federal government, so is the family. The idea is to overwhelm all opposition to federal power. Under the mask, that is the naked face of the collective: everybody organized under central dominion.

Going still further, we enter the Globalist plan. Institute a world collective, in which every citizen is directly beholden to Earth’s princes and their bureaucrats, “for the good of all.”

It’s a stage-magic trick. Erase the individual and all he stands for. He was here—and then, poof, he’s gone. A mere trace of a memory remains.

If Melissa Harris-Perry wanted to talk about family, you’d think she would have stressed the greater responsibility of a mother and father. At home. She would have talked about alcoholic parents, inattention toward kids, the need to take home life very seriously. But instead, she went the other way.

She didn’t even offer a tip of the hat to churches, neighbors, clubs, cousins, uncles, grandparents—those people who do, in fact, form communities. Not grist for her mill. No, because she’s talking about money. Spending more money on public education. And for that, you need myth and fairy tale.

You need the disastrous construct of a public institution that will carry the job of bringing up children.

As if that were possible.

Perry rejects Private in favor of Government, which is her bread and butter. Public policy. Abstractions seeking a New World.

Much in the same way, Obama endlessly mouths, “We’re all in this together.”

The “this” turns to be the surrender of fierce freedom and independence.

I would like to see millions more parents deliver the correct response to Perry. Home schooling. That would solve it. That would deliver a profound message:

Babble on as long as you want to about pie-in-the-sky communities; try to melt the citizenry down into one giant glob of goo; fake your way into legends of better and more expensive schools replacing parents.

It’s for nothing. People know you’re a hyping con artist. People know that families and good education begin with real parents and can’t succeed without them.

The “new collective spirit” is very old. As old as the hills. College kids who know as much history as caterpillars out for a stroll after the rain are buying this lunacy, but when they leave the friendly confines of school, they’ll discover the only place they can find a job is with the government.

And that tells us something about who will swell the ranks of the collective. Those who have been rendered disabled by education. This is the public department Perry wants to improve.

We need more money to brainwash more children. That’s the underlying message.

[Continued... (http://www.prisonplanet.com/experiencing-an-erection-of-collectivism-lasting-4-hours-stop-watching-msnbc.html)]
Title: Most Americans Support Being Spied on by NSA
Post by: Geolibertarian on June 11, 2013, 01:01:21 pm
Yet more proof that the compulsory school system has done its job all too well...

http://www.prisonplanet.com/most-americans-support-being-spied-on-by-nsa.html (http://www.prisonplanet.com/most-americans-support-being-spied-on-by-nsa.html)

Most Americans Support Being Spied on by NSA

“Good German” syndrome runs rampant as government becomes tyrannical

Paul Joseph Watson
Prison Planet.com
June 11, 2013

NSA whistleblower Edward Snowden has sacrificed his freedom, his future, his family, his home and his model girlfriend in order to warn Americans that they are the targets of a monolithic spy agency which is working feverishly to ensure that privacy is demolished – and most Americans simply don’t care.

(http://static.prisonplanet.com/p/images/june2013/110613nsa.jpg)

Revelations that the National Security Agency was collecting records of millions of US customers of Verizon (http://www.guardian.co.uk/world/2013/jun/06/nsa-phone-records-verizon-court-order) under a secret court order issued in April, followed by news that the NSA was also pulling private data “directly from the servers” (http://www.guardian.co.uk/world/2013/jun/06/us-tech-giants-nsa-data) of major US service providers such as Google and Facebook, stoked international condemnation, but not from American citizens, most of whom actually support the idea.

“A majority of Americans – 56% – say the National Security Agency’s (NSA) program tracking the telephone records of millions of Americans is an acceptable way for the government to investigate terrorism,” reports Pew Research Center (http://www.people-press.org/2013/06/10/majority-views-nsa-phone-tracking-as-acceptable-anti-terror-tactic/).

A comparison with a previous poll from January 2006 highlights the fact that more Americans are now likely to support NSA surveillance despite the huge scandal it caused for the Bush administration. Under Bush, 47% found NSA wiretapping of Americans unacceptable whereas just 41% find it unacceptable under Obama.

The poll also finds that whereas 61% of Democrats found blanket NSA surveillance unacceptable under Bush, only 34% oppose it under Obama – underscoring once again how partisanship is used to dismantle American freedoms no matter who is in office.

The survey also reveals that just one on four Americans are following the NSA story “very closely,” whereas the other 73% are presumably more interested in the release of the new XBox and season 17 of Dancing With the Stars.

“Sorry Edward Snowden: you just threw your life away for nothing. The sheep have been properly and thoroughly conditioned and brainwashed, which is why they continue to get precisely the government they so rightfully deserve,” writes Zero Hedge (http://www.zerohedge.com/news/2013-06-10/majority-americans-dont-mind-being-spied-upon-pew-study-finds).

While the NSA sites the necessity to stop “terrorism” as its justification for eviscerating the 4th Amendment, the Obama administration is simultaneously supporting Al-Qaeda terrorists in Syria (http://www.nytimes.com/2012/12/09/world/middleeast/syrian-rebels-tied-to-al-qaeda-play-key-role-in-war.html?pagewanted=all), many of whom have promised to attack the United States once they have finished with Bashar Al-Assad.

The irony of Snowden having to run to Communist China to escape from “the land of the free” is a chilling subtext to the story. Other authoritarian regimes throughout history have also cited security threats as a reason to put the entire population under surveillance.

As Robert Gellately of Florida State University has highlighted (http://www.fsu.edu/profiles/gellately/), Germans under Hitler spied on and denounced their neighbors and friends not because they genuinely believed them to be a security threat, but because they expected to selfishly benefit from doing so, both financially, socially and psychologically via a pavlovian need to be rewarded by their masters for their obedience.

That “Good German” syndrome (http://www.thirdworldtraveler.com/Fascism/Good_German_Syndrome.html) is very much alive and kicking amongst Americans today, most of whom seem to be completely at ease with the fact that their government is becoming tyrannical while willing to make any excuse imaginable to deny that the United States is beginning to resemble a high-tech plutocracy which treats its own citizens as the enemy.
Title: Elementary School Beginning Toy Gun Turn In Program
Post by: Geolibertarian on June 11, 2013, 01:22:05 pm
http://www.prisonplanet.com/elementary-school-beginning-toy-gun-turn-in-program.html (http://www.prisonplanet.com/elementary-school-beginning-toy-gun-turn-in-program.html)

Elementary School Beginning Toy Gun Turn In Program

WILLIAM BIGELOW
Breitbart
June 11, 2013

Strobridge Elementary Principal Charles Hill has a brilliant idea: he’s holding a toy gun exchange next Saturday in which students of the Hayward, CA school can turn in a toy gun to receive a book and a raffle ticket to win one of four bicycles.

Really.

Hill believes that children who play with toy guns may not think real guns are dangerous. “Playing with toy guns, saying ‘I’m going to shoot you,’ desensitizes them, so as they get older, it’s easier for them to use a real gun,” he claims.

Full article here (http://www.breitbart.com/Big-Government/2013/06/10/Elementary-School-Urges-Students-To-Turn-In-Toy-Guns)
Title: 19 Surveys Which Prove A Large Chunk Of Americans Are Totally Clueless Sheeple
Post by: Geolibertarian on June 28, 2013, 01:17:13 pm
http://www.prisonplanet.com/159659.html (http://www.prisonplanet.com/159659.html)

19 Surveys Which Prove That A Large Chunk Of The Population Is Made Up Of Totally Clueless Sheeple

Michael Snyder
The American Dream
June 28, 2013

(http://endoftheamericandream.com/wp-content/uploads/2013/06/Sheeple-Photo-by-Andrew-R-Tester-460x244.jpg)

Are we too stupid to continue as a nation?  That may seem like a harsh question, but I think that it is one that we need to ask.  Even though we have more access to information today than ever before, it seems like the U.S. population just keeps becoming more ignorant.  So at what point does a society become so “dumbed-down” that it can no longer function effectively?  We like to complain about our leaders, but the truth is that we are the ones that elected them.  They are a reflection of who we are as a society.

And when you compare Barack Obama, Harry Reid, Nancy Pelosi and John Boehner to men like George Washington, John Adams, Thomas Jefferson and Andrew Jackson, they don’t fare too well.  Sadly, the truth is that most of our founding fathers would not have a prayer of being elected today.  Instead, they would be labeled as crazy “extremists” for insisting that we follow the U.S. Constitution.  In our entertainment-addicted society, Lady Gaga would have a much greater chance of being elected president today than George Washington would.  That is how far we have fallen.

Perhaps you think that I am being overly pessimistic.

Perhaps you think that I should have more faith in the American people.

Well, just consider the evidence.  The following are 19 surveys which prove that a large chunk of the population is made up of totally clueless sheeple…

[Continued... (http://www.prisonplanet.com/159659.html)]
Title: Re: Education Reform!
Post by: madasheck on June 28, 2013, 01:55:21 pm
Geo, In reference to no. 7 that article, this is an actual exchange I had with my BOSS (the person who has power over me) before the end of the school year
Actual words had to be estimated, but this is close:

Her: "Well, I'll just put store those documents in the cloud."

Me, in a testy mood: "Oh, you mean a server."

Her: No, I mean the cloud

Me: "But the cloud is a server."

Her: But the cloud is special, it's...the cloud!!

Me: "But in essence, it's just another "fancy" name for a server."

Her: "Maybe, but it's the cloud. It's special!"


I am NOT kidding!
Title: Public School Is Brainwashing
Post by: Geolibertarian on June 29, 2013, 09:30:05 am
http://www.prisonplanet.com/public-school-is-brainwashing.html (http://www.prisonplanet.com/public-school-is-brainwashing.html)

Public School Is Brainwashing

PrisonPlanet.com
June 28, 2013

http://www.youtube.com/watch?v=6Tj9ZUOPJCU (http://www.youtube.com/watch?v=6Tj9ZUOPJCU) (Public School Is Brainwashing)

State of Mind (http://www.infowarsshop.com/State-Of-Mind-The-Psychology-Of-Control_p_1011.html) delves into the history of the power elite whose aim it is to turn this world into their own personal slave plantation.

(http://www.infowarsshop.com/thumbnail.asp?file=assets/images/stateofmind_dvd_bluray-with-tad.jpg&maxx=300&maxy=0) (http://www.infowarsshop.com/State-Of-Mind-The-Psychology-Of-Control_p_1011.html)
Title: Re: Education Reform!
Post by: madasheck on June 29, 2013, 04:44:26 pm
Ordered it, I'm not at a public institution. But we're getting there. :-\
Title: Re: Education Reform!
Post by: iamc2 on August 13, 2013, 07:05:44 am
 EDUCATION REFORM = BURNING PUBLIC EDUCATION BOOKS---as these books are full of LIES and LIES and more LIES!
Title: Re: Education Reform!
Post by: iamc2 on October 20, 2013, 11:37:17 pm
 I went to the "Public Nazi Brain Washing Program"--and I mastered the course I invented: Titled: 'Skipping Class 101'--and I received a A---for ALWAYS Skipping Classes!
Title: School Test Teaches Kids: “Commands Of Govt Officials Must Be Obeyed By All"
Post by: Geolibertarian on October 30, 2013, 02:27:38 am
http://www.prisonplanet.com/school-test-teaches-kids-commands-of-government-officials-must-be-obeyed-by-all.html (http://www.prisonplanet.com/school-test-teaches-kids-commands-of-government-officials-must-be-obeyed-by-all.html)

School Test Teaches Kids: “Commands Of Government Officials Must Be Obeyed By All”

Papers produced by global education corporation; Part of ‘No Child Left Behind’ program

Steve Watson
Prisonplanet.com
Oct 29, 2013

A parent of a ten year old was shocked to discover a grammar and writing test paper that their child brought home from school reads more like document from an authoritarian country such as China.

The parent sent a portion of the test paper to Infowars, revealing that it contains sentences such as “The commands of government officials must be obeyed by all.”

The paper uses such sentences and asks school children to replace certain words in order to make the sentence contain a possessive noun.

Others within the paper include:


Here is the portion of the paper Infowars received:

[Continued... (http://www.prisonplanet.com/school-test-teaches-kids-commands-of-government-officials-must-be-obeyed-by-all.html)]
Title: Re: Education Reform!
Post by: jerryweaver on October 30, 2013, 06:24:22 am
My Progeny turned this in on a college essay assignment. It sparked a debate in class and received the highest grade from the instructor.

Free College Education: To Be, or Not To Be
   Free education, or rather anything free and worth your while, is a very idealist thought in today’s society. The amount of involvement and help from the government is currently at a balanced level. While President Obama would like to have reached his goal of a free higher education by 2020, (Obama) it should not be pursued because taxes would be raised, the individual state’s debt would increase drastically, and government involvement would inhibit academic freedom.
   In 2010, President Obama stated, “The single most important thing we can do is to make sure we’ve got a world-class education system for everybody. That is a prerequisite for prosperity.” To start with the first claim in this statement, “make sure we’ve got a world-class education system for everybody”, yes, this is something that can always be improved and it should be available to every United States citizen that is willing to pay for their own personal education. College is a service to the population; every other service is paid for by the serviced person. If you go to a restaurant, the customer pays for the chef to make their food, the time the waiters invest to help them, and the utilities provided. College should not be any different. It is a service that requires time invested to help the student and utilities not provided by the student.  As for the second claim, “That is a prerequisite for prosperity” , this is a very hasty generalization. Many people, such as Mark Zuckerburg and Bill Gates, have not completed a college degree and become extremely wealthy, if that is the meaning of prosperity in this context. Having a diploma does not guarantee you a spot in a high paying job field. Not having a diploma, on the other hand, does not mean you will be unsuccessful. Colleges and universities do not teach all the necessary skills to be the best employee in your field. While there are many great opportunities for learning and it can be very beneficial, it is not “a prerequisite for prosperity” .
If college were free, it would still have to be paid for by someone. Instead of each person being responsible for their own tuition, taxes would be raised for everyone, including the poor. Tax money should be spent in ways that profit the whole of the public, not just individuals. In order for the government to provide this amenity, people who are not benefiting from this opportunity would be being forced to pay for it. Currently, “for the average full-time student, net tuition – which subtracts grants and tax-based aid – is less than half of the published price at private nonprofit four-year schools and less than a third of the published price at the typical public four-year institution” . According to the College Board, the average full-time undergraduate receives about $6,500 annually in grant aid and almost $1,000 in tax-based aid . Only about a third of full-time students pay the stated price for college tuition. And this price may also be significantly reduced by tuition tax credits .
   With the unpaid tuition landing on each individual state’s government, the state debt would fall even faster into greater debt. Currently Arizona is in debt about $45,583,997,500 . With the average college tuition price for a full-time, in-state, public university being about $15,000 per student , having state or even national government be responsible for this fee (times 19 million students), would throw our national debt into a tailspin. If it is that student’s choice to attend college and further their own education, the responsibility, and fees, should be on them. As for the people that can not afford college, there are numerous scholarships that can alleviate the stress of tuition or even make it disappear. There are ways for less fortunate people to go to college without putting the responsibility on the general public.
   In order to have higher education be free, the government would have to be involved since they would be the ones providing the funds. With this involvement would come increased restrictions and limitations and academic freedom would suffer. In the words of The American Association of University Professors; “Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher or the institution as a whole. The common good depends upon the free search for truth and its free exposition” . With the government’s hand so heavily laid into our education, since they are paying for it, there would be lots of restrictions and a very strict enforcement, so that they would make sure to not waste a penny. Teachers' salaries and the budget for class supplies would decrease even further. If college were free, class sizes would overflow without adequate increase in funding from the state. The state would greatly influence who is accepted and the terms on which that decision is made. It would also be able to influence the curriculum. For example, in the case with Ireland, “the government has so much influence over higher education that it altered the governing structures of the major universities in 2000 through legislation and has representation on the boards of each university” . This kind of control is extremely negative and destructive to universities academic independence.
   An alternative to free college that wouldn’t have all these negative effects would be to have programs that help students find scholarships and grants. While there are websites to look up these options some people would benefit more from an advisor walking hand in hand with them and showing them their options. Another option to help relieve stress would be to cut costs to lower tuition. There are many luxuries used in colleges and universities that are not necessary. Tanning beds and gourmet food are surely things that a college does not need to give their students the best education possible. The government should first attempt to lower tuition before jumping to increasing taxes and debt, and restricting academic freedom.





Title: Obama To Spend $75 Billion For Compulsory Preschool
Post by: Optimus on October 30, 2013, 10:57:40 am
Obama To Spend $75 Billion For Compulsory Preschool

Millions of parents with children in the public school system are already worried about the leftist propaganda being promulgated between Kindergarten and 12th grade. Barack Obama, however, wants to put the U.S. even further in debt by forcing students to spend one more year within the walls of a government-controlled educational facility.

During the next fiscal year, Obama has stated his intention of spending $75 billion to make sure all 4-year-olds attend preschool. Those funds are in addition to the $20 billion our federal government already spends on such early learning programs.

According to Heritage Foundation Senior Education Analyst Lindsey Burke, the entire proposal amounts to even more government waste.

“We already have three quarters of four-year-old children enrolled in early education, preschool programs,” she explained, calling “the idea that federal government would spend $75 billion to create a large-scale government preschool program for all four-year-olds … incredibly misguided.”

Read more at http://www.westernjournalism.com/obama-spend-75-billion-compulsory-preschool/#Jk0Z1dLGAF9phpxv.99
Title: Some States Move to Save Cursive in the Classroom
Post by: Optimus on November 14, 2013, 10:06:56 am
Some States Move to Save Cursive in the Classroom

COLUMBUS, Ohio November 14, 2013 (AP)
By JULIE CARR SMYTH Associated Press

The swirling lines from Linden Bateman's pen have been conscripted into a national fight to keep cursive writing in American classrooms.

Cursive. Penmanship. Handwriting.

In years gone by, it helped distinguish the literate from the illiterate.

But now, in the digital age, people are increasingly communicating by computer and smartphone. No handwritten signature necessary.

Call it a sign of the times. When the new Common Core educational standards were crafted, penmanship classes were dropped. But at least seven of the 45 states that adopted the standards are fighting to restore the cursive instruction.

More: http://abcnews.go.com/Politics/wireStory/states-move-save-cursive-classroom-20884654#undefined
Title: Re: Education Reform!
Post by: iamc2 on November 14, 2013, 05:24:34 pm
I went to the "Public Nazi Brain Washing Program"--and I mastered the course I invented: Titled: 'Skipping Class 101'--and I received a A---for ALWAYS Skipping Classes!
In all seriousness anyone that thinks Public Education is anything but Brainwashing! Well---Then they have never taken my class: code named: "Skipping 101."

The only Way To Reform Modern Education is to Dismiss it as the LIE that it is,-Home Schooling is the Best answer! and for those that can't Home School; then, take my course in Skipping 101... ;)

1] Lesson One: when your child tells you: Dad and Mom; That their teacher is teaching things they know are wrong: You better believe what your son or daughter has told you: as It Is Most Likely The Truth!...children do say many things...but they are strangely correct!

2] Lesson Two: You as a Dad and Mom MUST Confront The Administration in PERSON and Not at the PTA Meetings: Go Right into their office and tell them to their face your grievance: You Will Get Results This Way!

How Do I Know: Well I did invent the Skipping 101 Course and I still use it today...even though I graduated a long time ago... ;)

3] Lesson Three: Make Sure they Know that YOU: The Dad and Mom are In Charge, and not them.

 My Son and Daughter have been out of school since 2004---they are well adjusted adults--and they took their dads' class-- ;)
Title: Re: Education Reform!
Post by: madasheck on November 15, 2013, 04:00:17 pm
Quote
How Do I Know: Well I did invent the Skipping 101 Course and I still use it today...even though I graduated a long time ago... Wink

I won the top award medal in your course for the 1973-74 school year. :D
Title: Re: Education Reform!
Post by: iamc2 on November 15, 2013, 10:59:12 pm
I won the top award medal in your course for the 1973-74 school year. :D
Congratulations madasheck for your Top Award Medal in 1973-74  8): Skipping 101 is the best course in Public Brainwashing!  :D
Title: Worst-Ever Homeschool Law Proposed in Ohio
Post by: Optimus on December 20, 2013, 09:10:36 am
Worst-Ever Homeschool Law Proposed in Ohio

December 17, 2013

With the introduction of Senate Bill 248 on December 3, 2013, by Senator Capri Cafaro, Ohio has suddenly become a frontline in the battle over homeschooling freedom.

SB 248 is breathtakingly onerous in its scope. It requires all parents who homeschool to undergo a social services investigation which would ultimately determine if homeschooling would be permitted. Social workers would have to interview parents and children separately, conduct background checks and determine whether homeschooling is recommended or not. If it is not recommended, parents would have to submit to an “intervention” before further consideration of their request to homeschool.

SB 248 was offered by sponsors as a way to respond to the death of 14-year-old Teddy Foltz-Tedesco in January 2013. News reports indicate that Teddy had been abused for years by his mother’s boyfriend, Zaryl Bush. After teachers reported abuse to authorities, Teddy’s mother withdrew him from public school, allegedly to homeschool him. Reports tell a sad story of a broken home where neighbors, friends, family, police, teachers and others knew Teddy was suffering ongoing abuse. Finally, Bush beat Teddy so severely that he later died of his injuries. Both Bush and Teddy’s mother are now in prison. A news report can be found online.

Unfair to Homeschoolers

HSLDA condemns child abuse and is saddened by Teddy’s death. HSLDA supports the prosecution of child abusers like Bush and the improvement of systems that prevent child abuse. However, this proposed law does not actually address the problems that led to Teddy’s death and instead unfairly targets homeschooling.

In recent years HSLDA has observed numerous attempts to severely restrict homeschooling in state legislatures around the country. In response to a growing number of academic critics, Michael Farris wrote “Tolerance and Liberty: Answering the Academic Left’s Challenge to Homeschooling Freedom.” Published in the Peabody Journal of Education and available online, Farris articulates why laws like SB 248 are unnecessary and un-American. His response to these critics who have proposed radical constraints on homeschooling freedom puts this latest attempt in the proper context.

Teddy Foltz-Tedesco was killed because those responsible for protecting him did not step in as the law or common sense would have dictated. Why? Although news reports indicate that abuse had been reported for years prior to Teddy’s death, it does not appear that any serious intervention was made by government authorities charged with investigating such allegations. Why was not enough done to protect Teddy from known abuse?

System Failure

Even if, as SB 248 would require, his mother had sought social service’s approval to homeschool and was denied, he still would have been at home subject to abuse after school. Regardless of where he went to school, Teddy was left by authorities in a home where they knew abuse was occurring.

Clearly, SB 248 would not have saved Teddy.

SB 248 turns fundamental American values upside down. Parents have been deemed by the United States Supreme Court in Parham v. JR to act in their children’s best interests. In Pierce v. Society of Sisters, the Court ruled that parents have a fundamental right to direct the education of their children. This law replaces parents with unqualified social workers to make educational decisions for children.

What happened to Teddy Foltz-Tedesco is a tragedy that could have been prevented. If those responsible for investigating child abuse had done their job, Teddy might have been saved. The system needs reform, but Senate Bill 248 will increase the load on social workers by requiring them to investigate all families who want to homeschool rather than focusing resources on parents actually suspected of child abuse.

Misguided

Rather than target tens of thousands of decent Ohioans who homeschool, policymakers like Cafaro should try to discover what prevented police and social workers who knew what was going on from taking action and faithfully enforcing Ohio’s already adequate child protection laws. This bill is misguided and a step in the wrong direction.

HSLDA has requested its Ohio members contact the bill’s sponsors to ask them to withdraw Senate Bill 248. However we encourage all our members to consider intervening. This misguided attack on homeschooling in Ohio may only be a precursor to more general attempts by some to impose similar restrictions on parents. Such attempts have been made in the past in numerous states but thanks to the work of HSLDA and state organizations, homeschooling has so far been protected.

For more information visit HSLDA’s legislative summary of Ohio SB 248.

http://www.hslda.org/hs/state/oh/201312170.asp
Title: Re: Worst-Ever Homeschool Law Proposed in Ohio
Post by: EvadingGrid on December 20, 2013, 09:15:58 am

SB 248 is breathtakingly onerous in its scope. It requires all parents who homeschool to undergo a social services investigation which would ultimately determine if homeschooling would be permitted. Social workers would have to interview parents and children separately, conduct background checks and determine whether homeschooling is recommended or not. If it is not recommended, parents would have to submit to an “intervention” before further consideration of their request to homeschool.


And it will be "policy" to refuse "permission" to home school.

Title: Re: Education Reform!
Post by: Honor18 on December 20, 2013, 09:22:19 am
So they will send a "Social Worker" say like the one just caught handcuffing a child to her porch with a dead chicken around his neck to "check" on your abilities to not only be a parent but to educate your children ..... This country is so screwed !
Title: Re: Education Reform!
Post by: iamc2 on December 20, 2013, 10:02:23 am
 Home is where the Heart is...

 Home Schooling is where Real Lessons are Learned...from GOD; Dad; Mom and Family...

 The NWO Nazis' understand this premise; and desire to STOP IT!

 Home is where the Heart is...and school, should be at Home, also....
Title: Re: Education Reform!
Post by: Honor18 on December 20, 2013, 10:04:02 am
Next we will have to get a Gov. certification to help our children do their homework
Title: Re: Education Reform!
Post by: iamc2 on December 20, 2013, 10:14:56 am
Next we will have to get a Gov. certification to help our children do their homework
Back in the day; as a young city kid: I decided to take my own class, called: 'Skipping 101.'

And at this point in time my class only gets credits for those who know how to pass it! [this class can not be certified by the Nazis'  ::)]

My son and daughter did pass this very elusive class!  ;)
Title: Re: Education Reform!
Post by: EvadingGrid on December 20, 2013, 10:15:55 am
Will the schools have to get certified by the parents in order to operate ?

Seems only fair on Quid Pro Quo
Title: Public Schools Are Preparing America’s Children For Life In A Police State
Post by: Geolibertarian on February 18, 2014, 08:30:39 am
http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html (http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html)

Public Schools Are Preparing America’s Children For Life In A Police State

Michael Snyder
American Dream
February 18, 2014

(http://static.prisonplanet.com/p/images/february2014/180214police.jpg)
Image:Campus Police (Wikimedia Commons).

Our children are the future of America, and our public schools are systematically training them to become accustomed to living in a “Big Brother” police state.  All across the United States today, public schools have essentially become “prison grids” that are run by control freaks that are absolutely obsessed with micromanaging the lives of their students down to the smallest detail.

As you will read about below, students all over the country are now being monitored by RFID microchips, their lunches are being inspected on a daily basis by school administrators, and the social media accounts of students are being constantly monitored even when they are at home.  Of course these sorts of things do not happen everywhere just yet, but on the path that we are on it is just a matter of time.  At this point, many of our public schools very closely resemble “totalitarian dictatorships”, and so if the United States ever slips into totalitarianism the students of today will actually feel very comfortable under that political system.

I went to public schools all my life, so I have experience in this area.  Sadly, things have gone downhill quite a bit since those days.  For example, one thing that was unheard of back when I was in high school was “active shooter drills”.  They are being held in school districts all over the nation today, and they often involve the firing of blanks and the use of fake blood.  The following is from a recent NBC News (http://www.nbcnews.com/news/us-news/fake-blood-blanks-schools-stage-active-shooter-drills-n28481) about these drills…

[Continued... (http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html)]
Title: Re: Public Schools Are Preparing America’s Children For Life In A Police State
Post by: iamc2 on February 20, 2014, 04:44:21 am
http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html (http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html)

Public Schools Are Preparing America’s Children For Life In A Police State

Michael Snyder
American Dream
February 18, 2014

(http://static.prisonplanet.com/p/images/february2014/180214police.jpg)
Image:Campus Police (Wikimedia Commons).

Our children are the future of America, and our public schools are systematically training them to become accustomed to living in a “Big Brother” police state.  All across the United States today, public schools have essentially become “prison grids” that are run by control freaks that are absolutely obsessed with micromanaging the lives of their students down to the smallest detail.

As you will read about below, students all over the country are now being monitored by RFID microchips, their lunches are being inspected on a daily basis by school administrators, and the social media accounts of students are being constantly monitored even when they are at home.  Of course these sorts of things do not happen everywhere just yet, but on the path that we are on it is just a matter of time.  At this point, many of our public schools very closely resemble “totalitarian dictatorships”, and so if the United States ever slips into totalitarianism the students of today will actually feel very comfortable under that political system.

I went to public schools all my life, so I have experience in this area.  Sadly, things have gone downhill quite a bit since those days.  For example, one thing that was unheard of back when I was in high school was “active shooter drills”.  They are being held in school districts all over the nation today, and they often involve the firing of blanks and the use of fake blood.  The following is from a recent NBC News (http://www.nbcnews.com/news/us-news/fake-blood-blanks-schools-stage-active-shooter-drills-n28481) about these drills…

[Continued... (http://www.prisonplanet.com/public-schools-are-preparing-americas-children-for-life-in-a-police-state.html)]
Back in the 80's and 90's when my son and daughter were in the Brainwashing program: the police programing was just getting started and now is in Full Roll out operation!

I pray more young parents start to home school; this may be our Nations last chance to bring Real Education to our youth.

I myself was an avid school skipper back in the day; and I am glad I skipped all the time from their Nazi Brainwashing Prisons.
Title: Sex And The Public Schools
Post by: Geolibertarian on February 25, 2014, 09:19:59 am
http://www.prisonplanet.com/sex-and-the-public-schools.html (http://www.prisonplanet.com/sex-and-the-public-schools.html)

Sex And The Public Schools

Michael Snyder
American Dream
February 25, 2014

(http://static.prisonplanet.com/p/images/february2014/250214school.jpg)

You are going to have a hard time believing some of the stuff that you are about to read.  Children in America are being sexualized at younger and younger ages these days, and our public schools play a major role in that.  As you will see below, even kindergarten students are getting naked and trying to have sex with each other in our schools.

So where in the world are these kids learning to do this?  Well, it certainly does not help that there is more sex on television and in our movies than ever before.  And it certainly does not help that some of the biggest pop stars on the planet such as Miley Cyrus and Katy Perry are blatantly using sex to sell records to their young fans.  But we can’t place all of the blame on entertainment.  Without a doubt, our schools are playing a major role in sexualizing our children, and most parents have very little understanding about what is actually happening.

As I mentioned above, kindergarten students are actually getting naked and are trying to have “sex” with one another.  That sounds absolutely crazy, but it is true.  In fact, a case that made national headlines recently happened in New Jersey (http://www.thesmokinggun.com/documents/teacher-faces-ax-over-kindergarten-sex-674521)…


This is a sign of a very, very sick society.

So where did those poor little children get such a twisted idea?

It could have potentially come from a lot of places, but it certainly does not help that some public school systems are actually teaching kindergarten students about sex.  For example, in Chicago public schools kindergarten teachers are now required to set aside 30 minutes a month (http://www.breitbart.com/Big-Government/2013/08/30/Chicago-Public-Schools-Mandate-Sex-Ed-for-Kindergartners) for sex education.

Does that trouble you?

It should.

When our kids get a little older, there seems to be very little that is off-limits in their sex education classes.  One father in Kansas recently discovered this the hard way (http://fox4kc.com/2014/01/14/father-upset-with-terms-on-schools-sexual-education-poster/)…

[Continued... (http://www.prisonplanet.com/sex-and-the-public-schools.html)]
Title: Re: Education Reform!
Post by: Jacob Law on February 25, 2014, 09:39:43 am
Next we will have to get a Gov. certification to help our children do their homework

Don't give them any ideas!
Title: Re: Sex And The Public Schools
Post by: BlackRoses on February 25, 2014, 07:23:55 pm
http://www.prisonplanet.com/sex-and-the-public-schools.html (http://www.prisonplanet.com/sex-and-the-public-schools.html)

Sex And The Public Schools

Michael Snyder
American Dream
February 25, 2014

(http://static.prisonplanet.com/p/images/february2014/250214school.jpg)

You are going to have a hard time believing some of the stuff that you are about to read.  Children in America are being sexualized at younger and younger ages these days, and our public schools play a major role in that.  As you will see below, even kindergarten students are getting naked and trying to have sex with each other in our schools.

So where in the world are these kids learning to do this?  Well, it certainly does not help that there is more sex on television and in our movies than ever before.  And it certainly does not help that some of the biggest pop stars on the planet such as Miley Cyrus and Katy Perry are blatantly using sex to sell records to their young fans.  But we can’t place all of the blame on entertainment.  Without a doubt, our schools are playing a major role in sexualizing our children, and most parents have very little understanding about what is actually happening.

As I mentioned above, kindergarten students are actually getting naked and are trying to have “sex” with one another.  That sounds absolutely crazy, but it is true.  In fact, a case that made national headlines recently happened in New Jersey (http://www.thesmokinggun.com/documents/teacher-faces-ax-over-kindergarten-sex-674521)…

    Kelly Mascio, 43, is facing termination in connection with the incident late last year at Mullica Township Elementary School in southern New Jersey. Mascio, who has taught for more than 15 years, is suspended with pay while a disciplinary process continues.

    As detailed in a Mullica Township Police Department report, two of Macsio’s students–both five-years-old–went into an in-classroom bathroom and removed their clothes. When Mascio, pictured at right, subsequently discovered the children–a boy and a girl–they told her they were “having sex,” cops noted.

This is a sign of a very, very sick society.

So where did those poor little children get such a twisted idea?

It could have potentially come from a lot of places, but it certainly does not help that some public school systems are actually teaching kindergarten students about sex.  For example, in Chicago public schools kindergarten teachers are now required to set aside 30 minutes a month (http://www.breitbart.com/Big-Government/2013/08/30/Chicago-Public-Schools-Mandate-Sex-Ed-for-Kindergartners) for sex education.

Does that trouble you?

It should.

When our kids get a little older, there seems to be very little that is off-limits in their sex education classes.  One father in Kansas recently discovered this the hard way (http://fox4kc.com/2014/01/14/father-upset-with-terms-on-schools-sexual-education-poster/)…

[Continued... (http://www.prisonplanet.com/sex-and-the-public-schools.html)]

Good grief! Meanwhile my 5 year old self was probably too concerned thinking about Winnie the Pooh or something like that. I might be brainfarting here but I don't remember sex ed in my younger classes. I think that was something that hit when I was in 6th grade. And I honestly want to say it was optional at the time. If your parents didn't want you taking the class, they wouldn't force you to take the class. They'd find you something else to do.

It's hard to separate myself from this stuff. I knew I could watch something or a celebrity and know I didn't have to repeat what they were doing. But a lot of people aren't like that, I suppose. Maybe you'll get something harmless and see people copying the clothing style or hair style from certain celebs, shows, movies. This *hit is coming from somewhere anyway. It's clear a lot of things have changed. Remember the controversy Elvis had with his dancing when he first started out? They wouldn't show him below the waist. Remember the controversy Britney Spears had during a few of her performances? VMA snake, the VMA nude color outfit (still fully clothed and covered up btw), the Madonna kiss...it all seems like nothing compared to what flies in today's times. And I imagine whoever is around in 2020 will probably make what Miley and Katy do seem like nothing as well. Scary, huh?

Edit: Copied from the article that Geo posted: "Students would often have sex on the stairs & throughout the school." Stuff like this makes me feel even more of a goody two shoes than I was/am already.

"Students told us that some kids are having sex in school bathrooms and hallways — even in classrooms." It was a nightmare for me even getting to the bathrooms when I reached high school. Smoking was the big problem at that time period. You'd be lucky to get in a stall because people would be in there smoking instead of doing anything else. All of the bathrooms would be locked while class was in session, you'd have to go to the one bathroom that was open all the time in order to use the toilet. It was just *ucking ridiculous any which way you looked at it. 
Title: Logic and illogic in education
Post by: Geolibertarian on June 09, 2014, 10:08:45 am
http://www.prisonplanet.com/logic-and-illogic-in-education.html (http://www.prisonplanet.com/logic-and-illogic-in-education.html)

Logic and illogic in education

Jon Rappoport
Prison Planet.com
June 9, 2014

In two of my collections, The Matrix Revealed (http://marketplace.mybigcommerce.com/the-matrix-revealed-vol-1-cd-by-jon-rappoport-mega-info/) and Power Outside The Matrix (http://marketplace.mybigcommerce.com/power-outside-the-matrix/), I include training in the art of logic and critical analysis.

The basic fact is: students in schools are rarely taught how to follow a line of reasoning from beginning to end. Nor do they practice analyzing half-formed, specious reasoning.

Who teaches young students, these days, how to distinguish between a polemic and a formal argument?

Teachers spend little or no time discussing hidden premises or assumptions, which color subsequent arguments.

Increasingly, people are “learning” from watching videos. Some videos are well done; many others intentionally omit vital data and make inferences based on “shocking images.”

A focused study of logic can illuminate a range of subjects and disciplines. It can suddenly bring perspective to fields of inquiry that were formerly mysterious and impenetrable.

Logic is the parent of knowledge. It contains the principles and methods common to all investigation.

Being able to spot and understand logical flaws and fallacies embedded in an article, essay, book immediately lifts the intelligence level.

Logic isn’t a prison; one isn’t forced to obey its rules. But the ability to deploy it, versus not understanding what it is, is like the difference between randomly hammering at a keyboard and typing coherent paragraphs. It’s the difference between, “I agree with what he’s writing,” and “I know exactly how he’s making his argument.”

In the West, the tradition of logic was codified by Aristotle. Before him, Plato (http://nomorefakenews.com/logiccourseoutline.html), in the Socratic Dialogues, employed it to confound Socrates’ opponents.

Reading the Dialogues today, one can see, transparently, where Plato’s Socrates made questionable assumptions, which he then successfully foisted on those opponents. It’s quite instructive to go back and chart Socrates’ clever steps. You see logic and illogic at work.

High schools today don’t teach logic for two reasons. The teachers don’t understand the subject, and logic as a separate discipline has been deleted because students, armed with it, would become authentically independent. The goal of education rejects independent minds, despite assurances to the contrary.

Logic and critical analysis should be taught in phases, with each phase encompassing more complex passages of text offered for scrutiny.

Eventually, students would delve into thorny circumstantial arguments, which make up a great deal of modern investigation and research, and which need to be assessed on the basis of degrees of probable validity and truth.

It’s like a climbing a mountain. The lower paths are relatively easy, if the map is clear. At higher elevation, more elements come into play, and a greater degree of skill and experience is required.

My college logic teacher introduced his subject to the class this way: Once you’ve finished this semester, you’ll know when you know, and you’ll know when you don’t know.

The second part of his statement has great value. It enables real research beyond egotistical concerns, beyond self-serving presumptions, beyond secretly assuming what you’re pretending to prove.

We certainly don’t live in an age of reason; far from it. Therefore, the greater need to learn logic. Among other benefits, it centers the thinking process.

In a landscape of controversy, babble, bluster, public relations, covert propaganda, and outright lying, one has a dependable compass.

For instance, understanding the scientific method (hypothesis-prediction) would go a long way toward untangling some of the outrageous claims of science, and separating them from the political agendas they serve.

Beginning in ancient Greece, coming up through the Middle Ages, and into the 19th century, logic was one aspect of education called the Trivium (“the three”): in sequence, a student learned grammar, then logic, then rhetoric.

Except in scattered places, where people have consciously instituted a revival of the Trivium, that integrated method of teaching is gone now.

Instead, in primary and middle schools, we have superficial coasting through many academic subjects, lacking the necessary exercises and drills to ensure that students absorb material. In other words, we have imposed ADHD.

Logic isn’t the end-all and be-all of life. It doesn’t define what life is. It’s a tool. You either have it or you don’t. You can use it or you can’t. When you can, you have more power, and whole new vistas, previously unseen, open up to you.

This post originally appeared at www.nomorefakenews.com (http://www.nomorefakenews.com/)
Title: Re: Education Reform!
Post by: iamc2 on June 09, 2014, 10:53:14 am
When will the young parents stop sending their children into the Nazi Brainwashing system/ Soon I PRAY!

All education in this nation is BRAIN WASHING!
Title: The Dumbing Down of America – By Design
Post by: Geolibertarian on August 19, 2014, 08:17:24 am
http://www.globalresearch.ca/the-dumbing-down-of-america-by-design/5395928 (http://www.globalresearch.ca/the-dumbing-down-of-america-by-design/5395928)

The Dumbing Down of America – By Design

By Joachim Hagopian
Global Research
August 14, 2014

(http://www.globalresearch.ca/wp-content/uploads/2014/08/tv-hypnotizes.jpg)

This presentation focuses on the myriad ways in which the powers-that-be in the United States have been systematically dumbing down Americans as a society for a very long time – all by meticulously calculated design. Originally the term dumbing down was used as a slang expression in 1933 by film screenwriters to mean “revising [the script] so as to appeal to those of lower education or intelligence.”
 
The most obvious example of how Americans have been dumbed down is through this nation’s failed public education system. At one time not that long ago America reigned supreme as a leading model for the rest of the world providing the best quality free public K-12 education system on the planet. But over the last many decades while much of the rest of the world has been passing us by, it seems an insidious federal agenda has been implemented to condition and brainwash a population of mindless, robotic citizenry that simply does what it’s told, and of course the brainwashing commences early in America’s schools.

But prior to delving into the many ways we’ve been duped and dumbed down through the years, a cold hard look at the devastating result seems very much in order here. With doom and gloom warnings of impending collapse, the US economy is floundering still mired in recession, emaciated and cut off from life support, as a consequence of waging too many wars around the world (be they the longest running costly defeats in US history or the fast rising dirty little Special Ops wars secretly raging on every corner of the globe or Obama’s personal favorite, state sponsored terrorism (http://www.globalresearch.ca/us-terrorism-from-the-skies-the-truth-behind-drone-strikes-as-the-presidents-personal-choice-of-warfare/5382279) from drone-filled skies). As a pawn to the military industrial complex, the US government has chosen permanent war over its own people. This treasonous decision has decimated the middle class and created a college educated indentured class struggling in heavy debt to find any means to stay afloat. With an outsourced, now vanished manufacturing base, upward mobility and the American dream have become tragic casualties of modern life, now a sad, nostalgic bygone reminder of the once greatness of America.

With the US the biggest debtor nation on earth, Americans are drowning in debt as hopelessly trapped collateral damage from a rapidly sinking, overextended Empire desperate to remain the sole global superpower even if it means death to the whole human race. At home the hapless American population has become increasingly the victim of its own government’s tyranny and oppression under the constant roving eyeball of criminal surveillance and a brutal militarized security state, leaving its citizens defenseless without any security, liberty, freedom or place to hide. After centuries of carefully orchestrated design, oligarchs of the banking cabal have finally gotten what they’ve been plotting and scheming, globally enforced austerity and impoverishment reducing life in America and around the world to near Third World status, and absolute control. The oligarchs are counting on a dumbed down population too busy addicted to their video games or watching sports or Kim Kardashian’s latest wardrobe malfunction to even notice that a longtime oligarch eugenics plan is already well underway.
 
But this dismal outcome has long been in the making on many fronts. Over numerous decades a grand experiment engaging in social engineering with America’s youth has been steadily working to homogenize a lowest common denominator product of sub par mediocrity, creating generations of young Americans who can neither read nor write, nor think for themselves in any critical manner. According to a study last year (https://snt147.mail.live.com/mail/impending%20collapse) by the US Department of Education, 19% of US high school graduates cannot read, 21% of adults read below 5th grade level and that these alarming rates have not changed in the last ten years.

The international test results from the 2012 PISA (http://www.usnews.com/news/articles/2013/12/03/american-students-fall-in-international-academic-tests-chinese-lead-the-pack?page=2) indicate American students are lagging behind virtually all developed nations even more than in the past. China topped all 65 nations while US teenagers again scored at or below average in math, reading and science. That is because the current educational system is no longer about learning the basic A-B-C’s but simply cranking out a subclass of work force laborers. This tragic fall from grace of America’s once great educational system has education researcher Cynthia Weatherly (http://beforeitsnews.com/alternative/2014/04/gop-front-runner-endorses-common-core-and-praises-illegal-immigrants-2933552.html) referring to America’s current education system as “limited learning for lifelong labor.”
 
But this planned system of a New World Order (NOW) featuring a planned global economy and a planned global education system has been promoted for well over a century. The Carnegie Foundation outlined its explicit roadmap for absolute oligarch control way back in the 1930’s. Department of Education whistleblower Charlotte Iserbyt (http://deliberatedumbingdown.com) exposes the conspired downfall of America’s educational system in her well documented chronicle The Deliberate Dumbing Down of America.
 
It turns out that America’s “father of modern education” John Dewey, an unabashed admirer of Stalin and his educational system, proclaimed his NWO agenda in 1947:


As the first elected UNESCO Director-General British Professor Julian Huxley (brother of Brave New World’s Aldous), in 1949 had the United Nations Educational, Scientific and Cultural Organization pumping out pamphlets expounding the importance that children be educated devoid of any national allegiance, patriotism or family loyalties identified as the biggest barriers to their demonic ambitions:


Based on my personal experience working with America’s broken child welfare system, several weeks ago I wrote an article (http://www.globalresearch.ca/the-failures-of-americas-foster-care-system/5392130) on the current child welfare system’s assault on the modern American family. That assault is but part of a wider, across-the-boards assault by the entire US government. The federalist fascists in Washington have been busily mounting an assault on the American family through the state run public education system as well. Like the separation of church and state, the Constitution explicitly calls for specific delineation between the federal government to stay out of the business (http://pioneerinstitute.org/education/is-the-us-department-of-education-violating-federal-law-by-directing-standards-tests-and-curricula/) of education, traditionally leaving it within the sovereignty of the states and local communities to govern. However, just as the US Constitution has been under assault, Washington is now unlawfully dictating mandates to the 1600 US school districts that they must comply with in order to avoid the cutoff of federal dollars. Thus, local school districts throughout this nation are presently under a subversive assault from the long arm of our authoritarian totalitarian government.

As with all of America’s most powerful institutions, privatization has reared its ugly head in public education as well. Second only to the Department of Defense in its annual budget, more US taxpayer dollars are funneled into the Department of Education than any other public sector. The discretionary budget for Education as of 2015 is $68.6 billion (http://www2.ed.gov/about/overview/budget/budget15/index.html). And these days most of those dollars are being squandered to bankroll the privatization of an already failed educational system. Through privately run charter schools and federally mandated programs like Common Core, control has been snatched away from parents, teachers and elected local school boards.
 
In the Orwellian double speak deception of “school choice,” public tax funded privatized programs like Common Core (http://www.thenewamerican.com/culture/education/item/16192-common-core-a-scheme-to-rewrite-education) have been sold as answering the need for higher educational standards. Should a school district accept even $1 (http://www.newswithviews.com/iserbyt/iserbyt119.htm) from the federal government, it automatically relinquishes control to the feds, thus providing no choice to the locals. With 43 out of the 50 states (http://www.corestandards.org/standards-in-your-state/) already signed up for Common Core, public education run by local communities and states is clearly under siege. The federal agenda is to abolish local run school boards, abandon the letter grade system of A through F’s and seize control over the curriculum. Concealed in the fine print is the not so thinly veiled Trojan Horse promoting that same New World Order that Dewey and Huxley were driving at nearly seven decades earlier. Like it or not, even the nation’s home schoolers, private schools and students in the seven states not adopting Common Core are being impacted as textbook companies have rushed to align their books according to the dogma of the Common Core standards (http://www.thenewamerican.com/culture/education/item/16192-common-core-a-scheme-to-rewrite-education).

[Continued... (http://www.globalresearch.ca/the-dumbing-down-of-america-by-design/5395928)]
Title: Re: Education Reform!
Post by: iamc2 on August 27, 2014, 05:43:11 pm
 This BS of Public education is Going to continue: Until Young Parents Take their children out of the Nazi Brainwashing Program!

                                                                 THIS IS THE ONLY ANSWER!

                                                         HOME SCHOOL YOUR CHILDREN!
Title: Survey Shows Only A Third Of Americans Can Name All Three Branches Of Government
Post by: Geolibertarian on September 19, 2014, 06:26:12 pm
http://www.prisonplanet.com/survey-shows-only-a-third-of-americans-can-name-all-three-branches-of-government.html (http://www.prisonplanet.com/survey-shows-only-a-third-of-americans-can-name-all-three-branches-of-government.html)

Survey Shows Only A Third Of Americans Can Name All Three Branches Of Government

Never mind, the new iPhone will tell us

Steve Watson
Prisonplanet.com
September 19, 2014

(http://www.infowars.com/wp-content/uploads/2014/06/030614congress.jpg)

A newly released survey reveals that only just over a third of Americans are able to name the three branches of their government, while another third are unable to even name one branch at all.

The survey (http://www.annenbergpublicpolicycenter.org/americans-know-surprisingly-little-about-their-government-survey-finds/), conducted by Annenberg Public Policy Center of the University of Pennsylvania, was released to coincide with Constitution Day this week. Sadly it revealed that relatively few Americans know anything about the separation of powers within government.

Little more than one third of respondents, 36 percent, were able to name all three branches of the U.S. government – the Executive, the Legislative and the Judicial. The same amount of Americans, 35 percent, were incapable of naming a single one.

The results also highlighted the fact that few Americans even know who is in control of their country.

When they were asked which party has the most members in the House of Representatives, only 38 percent correctly said the Republicans currently have the majority. A whopping 17 percent believe that the Democrats currently control the House. Even more depressingly, 44 percent responded that they have no clue as to who is in charge of the House. That figure is up from 27 percent on findings from 2011.

Moving to the Senate, again only 38 percent answered correctly by saying the Democrats currently have a majority. Even more got the answer wrong this time, as 20 percent said they believe the Republicans currently control the Senate. Most Americans, 42 percent do not know who controls the Senate, again up from 27 percent who said they did not know in 2011.

Given that Americans don’t know who is in charge of their government, why should they know or care about the processes of government?

[Continued... (http://www.prisonplanet.com/survey-shows-only-a-third-of-americans-can-name-all-three-branches-of-government.html)]
Title: Re: Education Reform!
Post by: decemberfellow on September 19, 2014, 06:47:57 pm
This BS of Public education is Going to continue: Until Young Parents Take their children out of the Nazi Brainwashing Program!

                                                                 THIS IS THE ONLY ANSWER!

                                                         HOME SCHOOL YOUR CHILDREN!

BINGO    Kruchev (spelling )  said in the early 60's late 50's  "we will bury you"  I heard my dad say" the s o b
 is going to kill this country through the kids schools".
Title: Re: Education Reform!
Post by: jerryweaver on September 19, 2014, 07:43:34 pm
It is just as bad in other countries.  The outrage is that we pay more for the privilege of being certified insane.

(http://www.ncee.org/wp-content/uploads/2013/07/Tertiary-Spending-Chart.png)
Title: Re: Education Reform!
Post by: mallihamalliha on September 25, 2014, 01:34:41 am
 I know it does not mean walking in the park for the working breaking on the job, and most likely the Mom is working also to make ends food. The last thing on their agenda after coming home is sitting down with their kids and spending time teaching them to write and do simple math with paper and pencil..............................
Title: Nebraska Schools Ban Term ‘Boys And Girls’
Post by: Geolibertarian on October 08, 2014, 10:29:39 am
http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html (http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html)

Nebraska Schools Ban Term ‘Boys And Girls’, Train Teachers To Avoid ‘Gendered Expressions’

Weird internal documents promote “metrosexuality” and ‘gender spectrum’; refer to ‘genderbread person’ instead of ‘gingerbread man’

Steve Watson
Prisonplanet.com
October 8, 2014

In what is possibly one of the most unsettling examples of political correctness, schools in Lincoln Nebraska are training teachers to completely disavow gender, and avoid referring to pupils as ‘boys and girls’.

Liberty minded Independent news website Nebraska Watchdog (http://watchdog.org/174768/gender-inclusive/) uncovered the documents. In one handout, entitled “12 easy steps on the way to gender inclusiveness” teachers are advised to “Avoid asking kids to line up as boys or girls or separating them by gender.”

“Instead, use things like ‘odd and even birth date,’ or ‘Which would you choose: skateboards or bikes/milk or juice/dogs or cats/summer or winter/talking or listening.’ … Always ask yourself, ’Will this configuration create a gendered space?’” the material states.

“Don’t use phrases such as ‘boys & girls,’ ‘you guys,’ ‘ladies and gentlemen,’ and similarly gendered expressions to get kids’ attention,” it continues, before providing further utterly ludicrous suggestions such as ‘campers,’ ‘readers,’ athletes’ or even ‘purple penguins’.

The material then gets downright weird, stating “Provide an opportunity for every student to identify a preferred name or pronoun. … When you find it necessary to reference gender, say ‘Boy, girl, both or neither.’”

In wording that wouldn’t look out of place in Aldous Huxley’s fictional dystopia Brave New World, the material even tells teachers how to respond if and when children question why they should avoid terms that identify gender.

“When asked why, use this as a teachable moment. Emphasize to students that your classroom recognizes and celebrates the gender diversity of all students.” the material urges.

The documents use material from a website called itspronouncedmetrosexual.com (http://itspronouncedmetrosexual.com), a self described “comedy show and online resource about snap judgments, identity, and oppression.”

While on the surface it appears to promote gender equality, it doesn’t take much digging to discover that in reality the site promotes ‘gender neutrality’ – a bizarre politically correct concept that asserts there are no differences at all between male and female human beings.

In an info-graphic, produced by the website and used by Lincoln schools, a traditional ‘Gingerbread man’ is replaced with a ‘Genderbread person’.

[Continued... (http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html)]
Title: Re: Nebraska Schools Ban Term ‘Boys And Girls’
Post by: BlackRoses on October 08, 2014, 07:13:11 pm
http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html (http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html)

Nebraska Schools Ban Term ‘Boys And Girls’, Train Teachers To Avoid ‘Gendered Expressions’

Weird internal documents promote “metrosexuality” and ‘gender spectrum’; refer to ‘genderbread person’ instead of ‘gingerbread man’

Steve Watson
Prisonplanet.com
October 8, 2014

In what is possibly one of the most unsettling examples of political correctness, schools in Lincoln Nebraska are training teachers to completely disavow gender, and avoid referring to pupils as ‘boys and girls’.

Liberty minded Independent news website Nebraska Watchdog (http://watchdog.org/174768/gender-inclusive/) uncovered the documents. In one handout, entitled “12 easy steps on the way to gender inclusiveness” teachers are advised to “Avoid asking kids to line up as boys or girls or separating them by gender.”

“Instead, use things like ‘odd and even birth date,’ or ‘Which would you choose: skateboards or bikes/milk or juice/dogs or cats/summer or winter/talking or listening.’ … Always ask yourself, ’Will this configuration create a gendered space?’” the material states.

“Don’t use phrases such as ‘boys & girls,’ ‘you guys,’ ‘ladies and gentlemen,’ and similarly gendered expressions to get kids’ attention,” it continues, before providing further utterly ludicrous suggestions such as ‘campers,’ ‘readers,’ athletes’ or even ‘purple penguins’.

The material then gets downright weird, stating “Provide an opportunity for every student to identify a preferred name or pronoun. … When you find it necessary to reference gender, say ‘Boy, girl, both or neither.’”

In wording that wouldn’t look out of place in Aldous Huxley’s fictional dystopia Brave New World, the material even tells teachers how to respond if and when children question why they should avoid terms that identify gender.

“When asked why, use this as a teachable moment. Emphasize to students that your classroom recognizes and celebrates the gender diversity of all students.” the material urges.

The documents use material from a website called itspronouncedmetrosexual.com (http://itspronouncedmetrosexual.com), a self described “comedy show and online resource about snap judgments, identity, and oppression.”

While on the surface it appears to promote gender equality, it doesn’t take much digging to discover that in reality the site promotes ‘gender neutrality’ – a bizarre politically correct concept that asserts there are no differences at all between male and female human beings.

In an info-graphic, produced by the website and used by Lincoln schools, a traditional ‘Gingerbread man’ is replaced with a ‘Genderbread person’.

[Continued... (http://www.prisonplanet.com/nebraska-schools-ban-term-boys-and-girls-trains-teachers-to-avoid-gendered-expressions.html)]

Oh brother. I'll be honest and say I really do consider myself a tolerant person but some of this *hit is just straight up ridiculous. Goes in the line of the schools that come up with a bunch of other nonsense things to describe your gender. I'm not a he or a she...I'm a Xe.  :o
Title: Re: Education Reform!
Post by: decemberfellow on October 08, 2014, 07:34:49 pm
Quote
Nebraska Schools Ban Term ‘Boys And Girls’, Train Teachers To Avoid ‘Gendered Expressions’

Its time for the parents  to develope some balls (pun intended)  STAND UP now or the kids are screwed. 
Title: Re: Education Reform!
Post by: decemberfellow on October 08, 2014, 08:54:01 pm
^^^^^ teachers should be ashamed if they allow this.^^^^^^^^^^^^^^^^^
Title: Re: Education Reform!
Post by: BlackRoses on October 08, 2014, 09:21:13 pm
^^^^^ teachers should be ashamed if they allow this.^^^^^^^^^^^^^^^^^

Unfortunately I'm afraid the majority will be swayed by money. I need a paycheck so I'll do whatever I'm told. If you tell me to bring a cat to school and dress him up like a ballerina and tell the class this is a dog wearing a pair of pants, I'll do it. And if little Susie wants to be a he on Mondays, a she on Tuesdays, a Xe on Wednesdays, a Xum on Thursdays and a Ut on Fridays, I'll do it and recognize it. Very few will stand up against this or even remove themselves from the system. They got people stuck between a rock and a hard place. jmo
Title: Education programming 101: destroy logic
Post by: Geolibertarian on December 05, 2014, 04:52:58 pm
http://www.prisonplanet.com/education-programming-101-destroy-logic.html (http://www.prisonplanet.com/education-programming-101-destroy-logic.html)

Education programming 101: destroy logic

Jon Rappoport
Prison planet.com
December 4, 2014

Once upon a time, in medieval universities, new students enrolled in the Trivium. It was the foundation curriculum. It was required. Its parts were: grammar, logic, and rhetoric.

Grammar: the interior construction of language.

Logic: the valid and invalid connections in the course of a formal argument; the method of proper reasoning; the deductive links in a chain, at the end of which appears a conclusion.

Rhetoric: oral and written presentation; the use of language to make a case; the capacity to persuade, even in the face of counter-argument.

Today, the subject matter of the Trivium is not only downplayed. It has been shattered.
This article focuses on the death of logic in schools.

When the intensive handling of ideas is seen as a laughable goal for education, indoctrination is plugged in as the only alternative.

The mind of the student shifts from being an active force to being a container.

The destruction of logic perverts rational thought at its core and inserts ideology masked as insight.

The actual meaning of an idea is firmly placed on the back burner. Instead? Praise or attack the people who forward ideas.

This strategy has gained great prominence.

“The revered Founders of the Republic? Shysters, con men, slaveholders, monopolists who saw rebellion from England as the way to win greater power for themselves, at the expense of everyone else living on American soil.”

Therefore, the argument continues, and this is crucial, the Founders’ IDEAS, as expressed in the Declaration and the Constitution, were rotten to the core. The ideas can be dismissed out of hand as coming from “a bad source.”

Ideas no longer need to be judged on their sense, merit, and alignment with basic principles. Nor are they judged by their position in a well-formed argument. All that is out. Now, you only have to “look to the source” and make ALL your decisions based on “who these people really were who expressed the ideas.”

And since that’s the case, learning to think or reason is unnecessary.

In logic, this used to be called the fallacious ad hominem argument. Now it’s not called anything. It’s praised as the insightful way to do intellectual business.

One by one, core ideas fall to the ax, and finally they cease to exist at all.

(To argue that very bad people have taken over an idea, and therefore the idea itself was never good, is like arguing that, since hijackers took over a plane, the plane was a despicable object altogether and probably deserved to be stolen or blown up.)

You might be surprised by the number of people who believe that the value of an idea depends entirely on who expressed the idea. If the wrong person first expressed it, it was never worthy.

Students with a vast sense of self-entitlement and meaningless self-esteem love this strategy. It allows them to parade around and call the shots and decide which ideas are important and which aren’t, without reflection. They have a scorecard of good guys and bad guys and that’s all they need.

In our teaching institutions, you could look in vain to find courses on the individual, his freedom, his power. That’s gone. It’s no accident that serious training in logic is also gone. And by serious, I mean the application of logic to formal arguments on issues that determine our future.

In many cases, instead, education is about: what group do you belong to? What are the needs of that group? Who is oppressing your group? How can you get government to solve the problem?

If you can educate the young to make snap judgments about core ideas, you eliminate their capacity to reason. You own them.

From that point on, they hold a hostile attitude toward anyone who can discuss and analyze ideas. They look at such people as an entitled and privileged class who is speaking a foreign language.

In order to engage in meaningful debate, people have to be able to recognize a train of thought and follow it. If they can’t, because they were educated not to, where are we? We’re in the dark. We’re living by slogans.

[Continued... (http://www.prisonplanet.com/education-programming-101-destroy-logic.html)]
Title: Re: Education Reform!
Post by: One Revelator on December 05, 2014, 06:59:14 pm
Now I know where the herd or mob mentality comes from. It was taught. And if people are taught to think that way, then ad hominem actually works. Slogans work too. That’s why advertising jingles and slogans stay stuck in the mind for years after the fact. The imbedded slogan becomes a “truth” or basis for reason. Kind of scary. But Idiocracy nailed it with the programmed “electrolyte” response.

This was exploited in the 60’s and is why the term “conspiracy” causes brains to instantly switch off.

The Emperor’s New Clothes doesn’t seem to be part of any early curriculum anymore. But it does warn children that the crowd is not always necessarily right.

I’ve also seen this phenomenon exploited through psychological studies. They’ll pick a mark and surround the guy with stooge “participants” that intentionally answer a simple question incorrectly. Amazing how many people will knowingly say the wrong thing just to go along with the crowd.

Last I heard, Japan doesn’t penalize students for cheating off of each other. They see it as encouraging group identity. Individualism is frowned upon over there.

Good thing some people can still homeschool. It’s a terror to the control grid.
Title: The surrender to modern education: brainwashing
Post by: Geolibertarian on January 19, 2015, 06:43:06 pm
http://www.prisonplanet.com/the-surrender-to-modern-education-brainwashing.html (http://www.prisonplanet.com/the-surrender-to-modern-education-brainwashing.html)

The surrender to modern education: brainwashing

“When you pile sloppy sentiment on top of what is already naturally there, you’re selling a child a grotesque counterfeit…”

Jon Rappoport
Prison Planet.com
January 19, 2015

“There is a movement to make children into social animals, but not just that. The objective is to make them good social animals, and better than good—the best and most wonderful, special, special, special social animals… and in the process, to cherish them, to profess great love for them—when love is ALREADY a given. When you pile sloppy sentiment on top of what is already naturally there, you’re selling a child a grotesque counterfeit, and he knows it. He either invents his own false sentiments, in order to have a role in the farce, or he rebels at a deep level. Either way, he’s confused. He doesn’t understand these insane overreaching adults.” (The Underground, Jon Rappoport)

It may be hard for today’s parents to believe, but millions of children in America came through the public education system in the 1940s and 50s, and learned the basics—without a shred of cheery happy rainbow goo-goo decorations and slogans on the walls of classrooms.

Learning as seduction did not exist. Learning as “get the child interested” didn’t exist.

It wasn’t important or necessary to “uplift the child.”

Audio-visual aids were entirely absent.

Nor were teachers concerned with producing little humanitarians. There was no instruction in “getting along” or “relationships.” Or “cooperation.”

No values of any kind were taught. They were learned at home and on the playground, without the presence of teachers.

Children who misbehaved to the point of disrupting the classroom were sent away. Warned, suspended, expelled. Otherwise, behaviorism didn’t exist.

Social agendas? Political agendas? Medical agendas? Psychological agendas? Sex education? Group projects? Expressing feelings? Sharing? Never heard of it.

Teachers taught their subjects. Students learned. That was the beginning and end of school.

Reading, writing, math. No grading on a curve.

There was very little nasty competition. Students wanted to achieve (or they didn’t). They knew how well they were doing by learning the material, and by test grades.

The text books were old-fashioned. Many were used, second-hand. Publishers hadn’t yet invented the scam of peddling new books with “new formulations and methods” every few years.

A text book covered a subject in obvious small increments. New concept introduced; many student exercises, designed to illustrate the concept in action. Then, next new concept, with exercises. And so on.

The teacher would explain each new concept, and show how it worked on the blackboard. The whole class would do some of the relevant exercises from the book.

The remaining exercises would be done as homework. The next day: turn in the homework for grading. Take a quiz on yesterday’s lesson. Go on to a new lesson.

The teachers managed to supervise this process without complaining that it wasn’t creative, without having a nervous breakdown.

Creativity and imagination for the students? This was launched through gaining the rock-solid ability to read a book. A student would read a novel on his own and travel to another world.

Education was simple, straightforward. Yes, it was hard work, and yes, there were deficiencies, particularly in the study of history, and in the absence of instruction in logic, but all in all it worked.

It was understood, in every classroom, that sufficient numbers of drills, exercises, and tests were necessary for learning to take place. There was no way around it.

“We need more money” wasn’t an excuse or a compliant or a justification for failure to teach.

If a student got Fs, he repeated the grade, or went to summer school to catch up. No one was graduated on the basis of mere attendance.

“Self-esteem” didn’t exist. Children weren’t “special.” They certainly weren’t “world citizens.”

Again, no one taught values. That would have been considered meddling. Brainwashing.

By the 1940s, the agenda of the Carnegie and Rockefeller Foundations had certainly taken hold. There was no instruction in the Constitution. There was no instruction in individual citizenship in a Republic. All that had been wiped out. Courses in art and music were pathetic shadows of the real thing.

Nevertheless, learning took place. Students achieved. They gained confidence. They weren’t viewed as little mind-control objects. Socialization wasn’t a goal.

In my public school, a student could choose to study Latin, beginning in the 7th grade. No one blinked or thought it was strange. It was understood that if you really wanted to understand English, you took Latin.

Then, in the 1960s, a shift occurred. It was planned. Schools (and willing parents) took on the job of teaching children to be good people. That was the prime mission. Learning was a secondary goal. After all, “saving the world” required more good people.

There was just one problem. Children didn’t want to become good people. They wanted to be what they were. They wanted to learn, play, explore, imagine. Children didn’t have a natural social agenda. They hadn’t sprung from the womb with a full-blown ideology. “Greatest good for the greatest number” wasn’t their constant companion.

That devious program (who decides what the greatest good is?) belonged to educators and parents and bureaucrats and foundations and technocrats and Globalists.

Parents were the worst offenders, because they were the closest to their children. They had the greatest impact. If they weren’t really about giving their children freedom and responsibility and power, if they were really interested in creating little living models…they wreaked havoc.

Let’s face it, it’s a dumbshow. Populated by moral tricksters. Opportunists. “How can we intervene and show children how to get along, how to be kind and generous and tolerant and blind to differences between people? How can we educate them to want a better world? How can we blunt their natural curiosity and substitute a perception of vague endless equality? How can we make them into mind-controlled angels? How can we manufacture planetary citizens? Surely, this what children want to be. They just don’t know it. So we’ll bring it out in them.”

[Continued... (http://www.prisonplanet.com/the-surrender-to-modern-education-brainwashing.html)]
Title: Handcuffs, Leg Shackles & Tasers: The New Face of Punishment in Public Schools
Post by: Geolibertarian on January 27, 2015, 05:31:27 pm
http://www.prisonplanet.com/handcuffs-leg-shackles-and-tasers-the-new-face-of-punishment-in-the-public-schools.html (http://www.prisonplanet.com/handcuffs-leg-shackles-and-tasers-the-new-face-of-punishment-in-the-public-schools.html)

Handcuffs, Leg Shackles and Tasers: The New Face of Punishment in the Public Schools

John W. Whitehead
Rutherford Institute
January 27, 2015

“In many parts of the country, teachers are viewed as beyond reproach, much like doctors, police officers, or clergy … and, therefore, are rarely challenged about their classroom conduct. In some cases, this means that actions that would be considered criminal if committed by a parent remain unchallenged by law enforcement if they occur in a school setting.”—Senator Tom Harkin, “Dangerous Use of Seclusion and Restraints in Schools Remains Widespread and Difficult to Remedy: A Review of Ten Cases (http://www.help.senate.gov/imo/media/doc/Seclusion%20and%20Restraints%20Final%20Report.pdf)”

Roughly 1500 kids are tied up or locked down (http://www.propublica.org/article/schools-restraints-seclusions) every day by school officials in the United States.

At least 500 students are locked up in some form of solitary confinement every day (http://www.propublica.org/article/schools-restraints-seclusions), whether it be a padded room, a closet or a duffel bag. In many cases, parents are rarely notified (http://www.help.senate.gov/imo/media/doc/Seclusion%20and%20Restraints%20Final%20Report.pdf) when such methods are used.

On any given day when school is in session, kids who “act up” in class are pinned facedown on the floor, locked in dark closets, tied up with straps, bungee cords and duct tape, handcuffed, leg shackled, tasered or otherwise restrained, immobilized or placed in solitary confinement in order to bring them under “control.”

In almost every case, these undeniably harsh methods are used to punish kids for simply failing to follow directions or throwing tantrums. Very rarely do the kids pose any credible danger to themselves or others.

Unbelievably, these tactics are all legal (http://www.propublica.org/article/schools-restraints-seclusions), at least when employed by school officials or school resource officers (a.k.a. police officers) in the nation’s public schools.

[Continued... (http://www.prisonplanet.com/handcuffs-leg-shackles-and-tasers-the-new-face-of-punishment-in-the-public-schools.html)]
Title: Re: Education Reform!
Post by: decemberfellow on January 27, 2015, 06:11:49 pm
^^^^^^
Quote
Unbelievably, these tactics are all legal, at least when employed by school officials or school resource officers (a.k.a. police officers) in the nation’s public schools

only because limp wristed pussy parents let em get away with it. 
Title: Re: Education Reform!
Post by: iamc2 on January 28, 2015, 03:15:11 am
^^^^^^
only because limp wristed pussy parents let em get away with it.
How true my friend  8); and these same parents give rewards for BAD Behavior  >:(
Title: Re: Education Reform!
Post by: Stevie440 on January 29, 2015, 04:43:42 pm
The ONLY way for kids to get a proper education is being home schooled, or a private school that doesn't teach government propaganda.

Right now that seems like the only option. However we need to look at the long-term perspective. UNESCO is trying the influence what is thaught globally. How can we counter this? And of course  they are being controlled.
Title: Re: Education Reform!
Post by: iamc2 on January 30, 2015, 04:39:49 am
Right now that seems like the only option. However we need to look at the long-term perspective. UNESCO is trying the influence what is thaught globally. How can we counter this? And of course  they are being controlled.
Education in the USA Can Not be Fixed: Because it was created to make children FAIL!

Home Schooling is the best option and for the young parents who can not Home School; Well they had better teach GOD; Morals and Values to their children, before they send them to the Nazi Brainwashing Centers!
Title: School Threatens to Suspend Kids if Parents Skip Meeting on Common Core Testing
Post by: Geolibertarian on March 03, 2015, 12:35:21 am
http://www.prisonplanet.com/school-threatens-to-suspend-kids-if-parents-skip-meeting-on-common-core-testing.html (http://www.prisonplanet.com/school-threatens-to-suspend-kids-if-parents-skip-meeting-on-common-core-testing.html)

School Threatens to Suspend Kids if Parents Skip Meeting on Common Core Testing

“I was like, ‘Wow, is this a joke?’ I really couldn’t believe what I was reading”

Mikael Thalen
Prison Planet.com
March 2, 2015

Students at Detroit’s Coleman A. Young Elementary School were threatened with suspension after their parents failed to attend a “mandatory” meeting on an upcoming Common Core test.

[Video clip omitted - see original article (http://www.prisonplanet.com/school-threatens-to-suspend-kids-if-parents-skip-meeting-on-common-core-testing.html)]

After the parents of multiple students missed the school’s initial meeting, teachers scheduled a follow-up and sent out letters demanding they appear or face the consequences.

Derrick and Latrica Smoak, who spoke with WDIV-TV after receiving the letter, said that they were shocked to see educators making such a threat.

“I was like, ‘Wow, is this a joke?’” Derrick said. “I really couldn’t believe what I was reading.”

The couple argued that they and other parents could not make the weekday meetings given their busy schedules with work.

“I don’t like being threatened in no letter, especially when it comes to my child’s education,” Latrica said. “The way jobs is going these days, you’re not even allowed to take off an hour or two and go up to the school just for a parent meeting.”

District officials denied approving the letters but refused to denounce them, arguing that they merely stressed the importance of the test.

“Neither the meeting nor the comments regarding ‘student suspension’ were made out of ill intent, but rather to express the level of importance of students’ progress as they prepare for the upcoming M-STEP test,” a school representative said.

The Smoaks instead suggested that the school provide parents with options as opposed to blackmail.

“I believe in options,” said Derrick. “Let’s find a date when it can actually work for the parents for the both of them, so they both can be there.”

The newly implemented Common Core Michigan Student Test of Educational Progress (M-STEP) test has already proved to be a controversial topic among parents throughout the state.

Several websites such as “Stop Common Core Michigan” have begun offering opt-out forms that students can use to protest the Common Core Curriculum.

[Continued... (http://www.prisonplanet.com/school-threatens-to-suspend-kids-if-parents-skip-meeting-on-common-core-testing.html)]
Title: Common Core education: the insane bottom line
Post by: Geolibertarian on April 05, 2015, 10:30:57 am
http://www.prisonplanet.com/common-core-education-the-insane-bottom-line.html (http://www.prisonplanet.com/common-core-education-the-insane-bottom-line.html)

Common Core education: the insane bottom line

Jon Rappoport
Prison Planet.com
April 4, 2015

“In a tightly controlled setting, subjecting a young child to cognitive dissonance amounts to mind control.”  (The Underground, Jon Rappoport)

For the sake of my argument here, I’m putting aside the fact that public education belongs under the purview of the states and not the federal government.

This article is about how the federal government decided Common Core would succeed.

I’m not going to recite brain-numbing examples of teaching basic math to very young children, under the Common Core system. Suffice it to say, I can add 9 and 6 and come up with the right answer. And I know why 9 and 6 equals 15. I don’t need Boolean algebra or set theory or a base-10 system to understand why addition works.

The bottom line on Common Core was articulated by Diane Ravitch in her 2013 book, Reign of Error (http://www.amazon.com/Diane-Ravitch-Privatization-Movement-Americas/dp/B00HTJT2ZE/). Ravitch writes:

“…these new [Common Core] standards had never been field-tested anywhere. No one can say with certainty whether the Common Core standards will improve education, whether they will reduce or increase achievement gaps among different groups, or how much it will cost to implement them. Some scholars believe they [Common Core standards] will make no difference, and some critics say they will cost billions to implement; others say they will lead to more testing.”

In short, whatever else Common Core is, it is an experimental hypothesis. It has never been field-tested.

No one knew how well it would work when it was proposed, implemented, and accepted. No one knows now.

But…no problem. Let’s try it out on millions of American school children…and let’s pretend we’re sure, in advance, that it will be a success.

This is like saying, “Better dentistry can be achieved by pulling 14 teeth from every teenager. Let’s implement and fund this program at the federal level and bribe dentists by assuring them they’ll be reimbursed for their efforts. This is the new health-plan for teeth in America. We don’t need to do studies. We don’t need to do clinical trials. Because we desire better dentistry, we know we’ll get it. Our intentions are all the proof we need.”

The extreme irrationality of this approach to education should be taught, in schools, as a prime example of non-logic and non-application of the scientific method.

I would teach it in the eighth grade. I’m quite sure students would catch on right away:

“You mean this is how the government decided our new education would be a good thing? With no proof? Just some weird claims? Wow. How can I get out of the system?”

A group of abstract thinkers got together and decided they knew, from the top of their mountain view, that Common Core would succeed.

Well, that’s part of what “abstract” means, when you’re talking about mass programming.

No reason to test a hypothesis. Common Core is a “self-evident truth.”

How nice. For them.

Nice work if you can get it.

“Your job is to come up with an education plan that will replace the old plan. Explain it and float it on the basis that ‘uniform and across-the-board standards are always better than patchwork standards.’ People respond positively to the term ‘uniform’. Talk about failures of the old plan. You’ll be fine. Sound authoritative.”

That, in a nutshell, is Common Core.

“Well, when you have thousands of police forces in towns and cities across the land, the result is a wide variance in enforcement methods. That’s unacceptable. We need one national police force operating according to one standard plan.”

Surprisingly (or unsurprisingly), many people like that idea. They automatically assume one top-down force is better than many smaller forces. They believe “top-down” equals “fair.”

How quaint. How delightful. How trusting.

Let’s move along to the next phase of Common Core: deciding in 10 or 20 years how well it’s working.

I can’t wait for that.

On what basis will the federal assessment be written? If it’s written at all?

“College readiness” of the student seems to be the official acid test for how well Common Core works.

Which college? Podunk Junior Community College, where every applicant who can breathe on a mirror and produce fog is accepted? Harvard?

Some state college that exists on federal money is going to say, “Common Core is an abject failure and the federal idiots who put it together should be given prison terms”?

With Common Core, we have an experimental hypothesis that was never tested in the field; and later on, we will have an assessment of its success based on standards loose enough to allow any conclusion under the sun—especially a conclusion that supports the program, which by that time will be too big to fail.

Perfect.

Finally, judging from the overwrought abstract methods of math instruction for very young Common Core students (http://www.infowars.com/you-wont-believe-the-method-that-common-core-is-using-to-teach-our-kids-subtraction/), I predict the following:

[Continued... (http://www.prisonplanet.com/common-core-education-the-insane-bottom-line.html)]
Title: Common Core Fraud Exposed
Post by: Geolibertarian on January 16, 2016, 07:57:41 pm
http://www.infowars.com/common-core-fraud-exposed/ (http://www.infowars.com/common-core-fraud-exposed/)

COMMON CORE FRAUD EXPOSED

James O'Keefe once again delivers bombshell undercover video

The Alex Jones Show
January 15, 2016

https://www.youtube.com/watch?v=n3T-8sBEsUo (https://www.youtube.com/watch?v=n3T-8sBEsUo)
Title: Finally! A bill to end the so-called Department of "Education"
Post by: Geolibertarian on February 08, 2017, 09:48:55 pm
http://www.infowars.com/devos-confirmed-as-education-secretary-bill-to-end-education-dept-introduced/ (http://www.infowars.com/devos-confirmed-as-education-secretary-bill-to-end-education-dept-introduced/)

DEVOS CONFIRMED AS EDUCATION SECRETARY; BILL TO END EDUCATION DEPT INTRODUCED

Massie's legislation, HR 899, simply states, "The Department of Education shall terminate on December 31, 2018."

CNS News - FEBRUARY 8, 2017

On the day that Betsy DeVos was confirmed as the Secretary of Education, House Representative Thomas Massie (R-Ky.) introduced a short bill to abolish the Department of Education, which was established under the Carter administration in 1980.

Massie’s legislation, HR 899, simply states, “The Department of Education shall terminate on December 31, 2018.”

In a Feb. 7 statement, Massie said, “Neither Congress nor the President, through his appointees, has the constitutional authority to dictate how and what our children must learn.”

“Unelected bureaucrats in Washington, D.C. should not be in charge of our children’s intellectual and moral development,” he said. “States and local communities are best positioned to shape curricula that meet the needs of their students. Schools should be accountable.”

“Parents have the right to choose the most appropriate educational opportunity for their children, including home school, public school, or private school,” said the congressman, who holds a master’s degree in mechanical engineering from MIT.

Read more (http://www.cnsnews.com/news/article/michael-w-chapman/devos-confirmed-ed-sec-bill-end-ed-dept-introduced)
Title: Re: Finally! A bill to end the so-called Department of "Education"
Post by: Geolibertarian on February 11, 2017, 01:25:04 pm
Massie’s legislation, HR 899, simply states, “The Department of Education shall terminate on December 31, 2018.”

Apparently HR 899 is not the cause for celebration many of us initially thought it was. Not because of what it does, because of what it fails to do:

-----------------------------------------

http://rense.com/general96/weletithappen.htm (http://rense.com/general96/weletithappen.htm)

We Let It Happen

By  Charlotte Iserbyt
2-8-17
 
I am very concerned regarding Trump's appointments.  Having worked in Departments of State and Education,  I think I can say that those two departments are the most important players in implementation of globalism/world govt. through State/UN agenda,   and Soviet lifelong (pre-school workforce training/community education/brainwashing control) that goes with it, through the Dept. of Education/UNESCO/OECD. 

IN MY OPINION ONLY

Approval of SecState Tillerson and SecEd DeVos were all  all Trump needed to bring down our nation at the behest of the academics-destroying, war-mongering, money-grubbing globalists.  The other Cabinet departments will simply go along with the agenda coming out of State and Education Departments.

The Departments of Labor and Health and Human Services, and a federal data collection office will probably become very important tentacles of the present downsized U.S. Dept. of Education, headed up by DeVos whose job will primarily be to oversee the destruction of public education and its replacement by tax and corporate-funded charter schools and vouchers necessary for the global workforce agenda (connected to State Dept. UNESCO, OECD and corporations).

The aforementioned agencies will be the key players since education is no longer "education" but has been redefined to provide primarily brainwashing, workforce training and provision of health and social services at the local level.  A data collection office in control of what goes on at local level will very likely be a separate office in D.C.

Everything is now local.

The fix is in.

Please read the following quotes from two key U.S. Dept. of Education documents provided me by the father (deceased) of someone on my email list.  Her father was a great patriot/career educator in the U.S. Dept. of Education.

The first document was given to me in 1981, "on the sly", while I worked in U.S. Dept. of Education.  He  left it in my in-box, while I was at lunch.

The second document, U. S.Dept. of Education Far West Lab grant to "Mr. Skinnerian Outcomes Based Education",  Dr. William Spady, was sent to me at home in Maine, shortly after I had been relieved of my duties at Ed Dept.

(I never had the opportunity to meet with this gentleman.)

(1)  Taken from the deliberate dumbing down of america,  3D, page 68.

IN 1963 A NATIONAL PROJECT WAS INITIATED WHICH WAS THE FORERUNNER OF THE National Assessment of Educational Progress (NAEP) and became the model for individual state assessments which have created enormous controversy due to their focus on attitudinal and value change.
This study was presented in A Plan for Evaluating the Quality of Educational Programs in Pennsylvania:
Highlights of a Report from Educational Testing Service to the State Board of Education
of the Commonwealth of Pennsylvania (Educational Testing Service: Princeton, N.J., June 30,1965). The combination of the Skinnerian method of training and the assessments’ emphasis on change in attitudes, values and beliefs resulted in what the average parent considered a “lethal concoction,” absolutely guaranteed to create a “robotized citizen for the New Pagan Age.” Although Appendix IV of this book includes verbatim text from the Plan, the following excerpts provide a fairly clear picture of the intent of those involved in this seminal project:

This Committee on Quality Education sought the advice of experts [including Dr. Urie Bronfenbrenner of the Department of Sociology, Cornell University; Dr. David R. Krathwohl of the College of Education, Michigan State University [a co-author with Benjamin Bloom of The Taxonomy of Educational Objectives: Affective Domain]; and Dr. Ralph Tyler, director of the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California.

These experts constituted a Standing Advisory Committee for the project....

It [the Committee] concluded that an educational program is to be regarded as 'adequate' only if it can be shown to contribute to the total development of pupils.... The Committee recognizes that many of the desirable qualities that schools should help pupils acquire are difficult to define and even more difficult to measure. It feels, nevertheless, that any evaluation procedure that leaves these qualities out of account is deficient as a basis for determining whether the program of any school district is educationally 'adequate'…

The first step in judging the quality of educational programs is to decide on the purposes of education. What should children be and do and know [emphasis in original] as a consequence of having gone to school? What are the goals of the schools? These questions have been high on the agenda of the Committee on Quality Education. Its members wanted a set of goals that would reflect the problems society faces in the world of today.... Measures of conventional academic achievement, for instance, are at a more advanced stage of development than measures of attitude and values.

Measures of progress toward the ten goals are unequally developed. Some are more dependable and valid than others. For example, tests of reading comprehension are relatively well developed and reasonably well understood while tests of such qualities as self-understanding and tolerance are less well developed and poorly understood.... Where the available measures are clearly inadequate, intensive research and development should be undertaken immediately to bring them to the point where they can have full effect in the evaluation program.

(2)  Taken from the deliberate dumbing down of america, 3D, page 214:

Dear Secretary Bell:

I am forwarding this letter to accompany the proposal which you recommended Bill Spady and I prepare in connection with Outcome-Based Education. This proposal centers around the detailed process by which we will work together to  implement Outcome-Based Education using research verified programs. This will make it possible to put outcome-based education in place, not only in Utah but in all schools of the nation. For those who desire, we will stand ready for regional and national dissemination of the Outcome-Based Education program.

We are beginning to see positive, preliminary results from some of the isolated schools in Utah which have implemented Outcome-Based Education. These positive indicators are really exciting!

We sincerely urge your support for funding the proposal as presented.
Warmest regards,

G. Leland Burningham
State Superintendent of
Public Instruction

BTW:  the deliberate dumbing down of america, 1999, out of print, is available as a FREE download at deliberatedumbingdown.com. 
 
Patriots Or Manchurian Candidates? (http://abcsofdumbdown.blogspot.com/2016/04/patriots-or-manchurian-candidates.html)

Our good people worry about a Constitutional Convention for good reason, but when one considers the impact of tax-funded charter schools, with no elected school boards, for  Soviet polytech workforce training ,  I personally believe "they" have  accomplished many of the  key  objectives of a Convention of the States (ConCon).   Regionalism (communism), which is rampant across the country, with little opposition from the American people,  also calls for governance by unelected boards.

Will  watch to see how all of this plays out. USA fought   unconstitutional UN "no win" wars to, ostensibly, keep this tragedy from playing out.  How many of our sons and daughters, parents, grandparents, great grandparents gave their lives to keep this shift from freedom to slavery from happening? 

P.S.  I will be on Rense tomorrow, Thursday, February 9,  at 11 p.m. est to discuss the tragedy.

Charlotte Thomson Iserbyt
Former Senior Policy Advisor
U.S. Department of Education

Click on links, with exception of 2 Amazon links,  for FREE downloads:
http://www.deliberatedumbingdown.com
http://www.americandeception.com
http://www.abcsofdumbdown.blogspot.com
Guerilla Media Network Iserbyt Archives link

Exposing The Global Road To Ruin Through Education-Trailer Links
3 Minute Trailer
26 Minute Trailer
Full 8 Disc YouTube Video Links

Amazon 8 Disc Set Order Link
 To order the updated abridged 2011 version of The Deliberate Dumbing Down of America  click this AMAZON ORDER LINK

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Irrespective of whether the DoE is abolished or not, any school -- be it public or private -- that accepts federal tax dollars will be compelled by law to advance the corporate fascist "global workforce agenda" Charlotte Iserbyt writes about in the above article.

It's the federal funding of local schools, therefore, that must be ended.
Title: Re: Education Reform!
Post by: jofortruth on February 11, 2017, 01:44:24 pm
Ron Paul vs Ed Schultz: End the Department of Education and the Department of Agriculture

http://www.ronpaul.com/2009-05-20/ron-paul-vs-ed-schultz-end-the-department-of-education-and-the-department-of-agriculture/


http://thehill.com/video/campaign/188041-ron-paul-calls-thousands-of-government-jobs-nonproductive-

Abolish Public Schools: Ron Paul's Education Proposal
https://newrepublic.com/article/114722/abolish-public-schools-ron-pauls-education-proposal