Latest posts by Nancy Thorner and Bonnie O'Neil (see all)
- Common Core Curriculum Fails to Educate While Incubating Progressivism - June 11, 2018
- Biased, Progressive Media is Uprooting the Nation’s Founding Principles - April 20, 2018
- Social Engineering – Transferring Parental Control of Children to Teachers - January 24, 2018
Children in our public schools are being pummeled with political correctness. Specific assignments and class discussions are designed purposely to promote specific political viewpoints which may seriously oppose that of their parents. This new political correctness is carefully woven through textbooks and classroom assignment starting in Kindergarten and reaches its apex in college.
Guilt plays a huge part in the indoctrination process as emphasis is on the group, not the individual. This is necessary so future generations will be prepared to “work” together in their communities and follow instructions which may oppose those in power. Individual thinking will be carefully controlled. In addition, in many schools today the children are required to fill a certain number of hours of community service so as to qualify for their diploma. In a Sustainable world, proper attitude is at least as important as scholarship.
To understand why social engineering in our public schools is happening, it is necessary to be aware of Agenda 21 and Sustainable Development and how the implementation of these United Nation authored programs is being felt in many areas of our life.
Earth Summit of 1992 and Agenda 21
Sustainable Development was first conceived by the Brundland Comissiion, chaired by Gro Harlem Brundtland, the Vice President of the World Socialist Society. The term was first brought to the Secretary General of the United Nations, Maurice Strong, a staunch supporter of Communist China, but it was the 1992 Earth Summit which resulted in Agenda 21 and a drastic new strategy for sustainable development. It was signed by 178 world leaders including President George H. W. Bush. Agenda 21 proposes an array of actions within the U.N.’s 1,000-page report, and strategy for sustainable development, which are intended to be implemented by every person on Earth, and which calls for specific changes in the activities of all people, especially those in the United States. The proposed changes will be realized by most every American and will be applied to most every aspect of our lives.
The Agenda 21 educational curriculum, to ensure proper citizenship, is known as Common Core and is intended to be “life-long.” Read here to see the U.N Agenda 21 priorities for elementary classroom curriculum. Quite telling is Priority 3, “Foster Global Citizenship,” which is explained as follows:
“The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write and count. Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it.”
Accordingly, an emphasis on Social Justice is being taught in schools to foster the Global goal of Agenda 21. Thus, Social Justice has become an integral part of how children are being taught to think and act as outlined inCommon Core curriculum.
What is Social Justice?
Social justice can be described as the right and opportunity for all people “to benefit equally from the resources afforded us by society and the environment.” But life doesn’t pretend to be fair. If it were there would not be some born with inferior intelligence, financial instability, or with an unappealing physical appearance.Those who are among the most fortunate are those born in America, where all are given equal opportunities and success is based on work ethics and perseverance.
An article by Selwyn Duke in the New America dated Wednesday, December 27, 2017, exposed a Middle school in Wisconsin that was caught brainwashing students with a “Privilege Test.” The article relates how, after reading To Kill a Mockingbird, 150 eighth-graders at West Bend’s Badger Middle School (an area primarily blue collar), were asked to check boxes next to statements that applied to them, such as “I feel comfortable in the gender I was born in,” “I never doubted my parents’ acceptance of my sexuality,” “I have never been called a derogatory term for a homosexual,” “I have never been told that I’m attractive for my race,” and “I have never been called a terrorist.” Although the school has discontinued the survey, it didn’t exactly issue a mea culpa, although it had been using this survey for years.
American Thinker’s Thomas Lipson offered these reflections for the lack of contrition by Badger Middle School Principal Dave Uelman:
“The educrats believe it is their duty to enlighten the vulnerable young minds whose care has been entrusted to them by the state” — and who otherwise would be subject to the guidance of only their yahoo parents.
Lifson continues, “Adolescence is a time of identity formation for adulthood, and is full of insecurity and pain, hard enough without being pushed into thinking of yourself as the guilty victimizer of people you’ve never met.” “Guilt” is the operative word; this school exercise is merely a reflection of “white privilege” theory, which in recent years has swept academia.”
Teacher as purveyors of culture and tolerance?
Michele Hernandez, author of Social Justice Projects in the Classroom | Edutopia, stated in her article the belief that vulnerable young minds should be entrusted to teachers as educators:
“As educators, we’re charged with preparing our students to be successful in life and productive members of society. But with all the focus on standardized tests and core curriculum, we’ve forgotten that the concept of literacy should also include culture and tolerance of diverse people and backgrounds.”
“One of the best ways to develop cultural literacy and help our students understand these goals is through social justice processes and projects, activities that develop a mindset of concern for our society’s inequity in wealth, education, and privilege. These projects empower our students to effect change through awareness, advocacy, activism, and aid.”
Although these statements sound appealing, and it would be wonderful if everyone could experience success, everyone will not do so, because we are not robots that can be programmed for a desired outcome. Also, each of us is uniquely different and that fact must be celebrated, rather than obscured.
Should Schools be Involved in Social Engineering?
Parents must investigate whether social engineering exists in their schools. They can discover this in various ways, without asking directly the teacher or authorities, most of whom are either unwilling or prohibited from answering. The following are suggestions for parents:
- Is the school using Common Core material? If so, there is likely cause for concern.
- Carefully check homework assignments for material you find unusual or different than you experienced.
- Ask your young child if the teacher spends a great deal of time talking about harmony, fairness, and equality.
Common Core curriculum often consists of material that challenges children’s actions and beliefs, without concern if they conflict with their family’s opinions on such matters. The emphasis is on the World rather than our own country, and thus patriotism is not only under emphasized, it is often discouraged. Common Core material emphasis all that is global rather than American. It is a precursor to a one-World-government.
Social-engineering schemes are largely foisted upon our children? Is this really the school’s domain, when they should be teaching children the skills needed to function in society and ultimately be successful in a job. Skills such as reading and writing are not given the same amount of time previous generations enjoyed, as these new concepts are emphasized instead. .
Parents are now asking important questions, previous generations never considered. Why are more students graduating from high school today but not ready for college? Why are many students testing below average in their ability to read and write? Are teachers qualified to teach the difference between right and wrong? Isn’t this more the responsibility of parents, rather than the state that has been seduced into following the dictates of the U.N. in its goal of establishing a “one world government?” It is time for parents and the public to ask these questions with the expectation of receiving honest answers.
Sadly, the one place we thought our children would be safe to grow and prosper may be the very place which demands more careful investigation for usurping the role of parents.
[Originally Published at Illinois Review]