Bolshevism where the “equality” utopia will reign supreme except for the elites who will continue to live their debauched and obscene lives
“If I had a world of my own, everything would be nonsense. Nothing would be what it is, because everything would be what it isn’t. And contrary wise, what is, it wouldn’t be. And what it wouldn’t be, it would. You see?” ~ Mad Hatter, character in Lewis Carroll’s Alice’s Adventures in Wonderland
If you wondered about the deplorable state of American mis-education, all you have to do is look at the historical revisionist indoctrination in the textbooks, the classroom-forced Islamization of students, the Common Core standards that are dumbing down students across the board, and the Bolshevik-style cultural purge of Civil War monuments and heroes that are taking place around the country with the full approval and instigation from academia, the MSM, politicians, the current administration, and American citizens. Continue reading
The Four ‘R’s?
(Photo TOBIAS SCHWARZ/AFP/Getty Images)
The National Science Foundation is spending over $130,000 on a study that asks four-year-olds about their “internal sense of gender identity.”
A grant for a two-year study was awarded to the University of Washington this summer. The project will interview 250 children aged four to six, and their parents, asking a series of questions about “gendered behavior.”
“Prominent theories of gender development have discussed the degree to which gender identity results from an internal sense of gender and socialization processes,” according to the grant. “However, tests of these theories have been limited because, for most children, internal gender identity and environmental socialization substantially overlap, rendering it impossible to distinguish the relative impact of each factor on gender development.” Continue reading
Why does the government controlled education system keep trying to reinvent the knowledge wheel? The more they manipulate, the more distorted & unwieldy it becomes.
For Pete’s sake, some of the most esteemed educators in the history of the world taught in the 300’s B.C. Socrates set up a basis for learning by the use of hypothesis & questioning until a non-contradictory answer could be reached…a method used in science & law studies for centuries. Then there was Plato and his student Aristotle (the father of Reason & individuality) and his Lyceum (place of lectures & learning). How many students can even tell you who they were?
These efforts/achievements finally led to the Age of Enlightenment (e.g. John Locke), hence advancement in every field of endeavor, through the Industrial Revolution which lifted the standard of living for the masses within its sphere. Continue reading
Brainwashing of Academia, Hollywood, Communist foreign infiltrators, and the mainstream media
As a parent who struggles to pay the tuition for their child at the average university in America, or goes into debt borrowing the money, consider what your child must face in order to finish a four years of college education, which may or may not help them get a job.
The American campus is no longer the place of learning, to discuss and exchange ideas, it has become a place of indoctrination, of fear, a place where your children are further indoctrinated, and are not prepared to deal with or function in real life and in the job world. Continue reading
It’s two lose, Lautrec! ~ (pun intended)
Your Tax Dollars at Work
Yes, of course, it’s the former. Millions of Americans can’t tell, thanks to the public schools and their waste of your money.
So here’s where we end up. Many allegedly educated Americans cannot avoid the simplest grammatical and spelling mistakes. Clearly, they have never been taught right from wrong, linguistically speaking.
Here are the most common examples now disfiguring blogs and comments by the billions: it’s or its? Who’s or whose? Know or no? Your or you’re? Too, to, or two? Their, there, or they’re? Loose or lose? Continue reading
When in doubt, cry racism. It’s the left’s go-to weapon when the facts are against them. School choice advocates, then, should be heartened: Progressives lately have had to stoop low, get dirty, and hurl mudballs in our direction, because that’s all they’ve got.
This month progressives let fly three separate volleys, hoping the “racist” argument would somehow find its mark. The New York Times, the Center for American Progress, and the American Federation of Teachers all argued that educational choice is “racist,” rooted in “slavery,” and a cover for “segregation.” (One commentator also blames “anti-Catholic sentiment and a particular form of Christian fundamentalism.”) Worse, they declare authoritatively, “choice” will spell the end of democracy, as we know it. Continue reading
One of the hallmarks of modern America is the tendency toward prolonged childhood. While it used to be the norm to enter the adult working world by one’s mid-to-late teens, students now extend their preparation for career well into their twenties (and sometimes beyond), enabled by parents who act as their caretakers, education experts who insist that they get as much classroom education as possible, and a government that encourages them to stay on the family health plan until age 26. Continue reading
To many Americans, high school seems like a normal part of life. To not attend is unheard of; to fail to graduate is a death sentence for one’s future.
But what we often forget is that the modern high school is a relatively new concept. As Paul Beston notes in a recent article for City Journal, a hundred years ago America was in the early stages of a high school boom, with 2 million students attending classes. That number rose to 6.6 million by the start of World War II. Today, the number of public high school students measures at 15 million.
But as Beston goes on to explain, the high school as we know it now isn’t the one America knew in its earlier years. That school was far more rigorous. Today’s high schools are the result of several decades of the gradual dumbing down of curriculum.
This dumbing down began in earnest during the Depression years, but as Beston notes, had been encouraged as early as 1912: Continue reading
For generations, each autumn has bestowed the unofficial arrival of adulthood on young people as they head off to college for the first time.
But while the entrance into the Ivy Halls has occurred for years, one part of that ritual seems to have disappeared, namely, the entrance examination.
Oh sure, we have SATs and ACTs which are taken with religious fervor by any student who wants to advance to higher education, but there seems to be quite a different flavor between those and the examinations of the past.
Take, for instance, the 1922 English entrance examination for the University of Illinois. The first section contains five elements with multiple questions. Students were asked to choose two in each group and answer them in written form. This requirement – written, not multiple choice like a majority of today’s SAT-like exams – is the first difference between the two. Continue reading
It’s no secret that the American education system is failing. The evidence is plain as college students extol socialism but then can’t describe what it means. SAT scores are tanking even as high school grades are on the rise thanks to the “everyone gets a trophy” mentality of many teachers.
Of course, critics of higher education culture have known this for years. But how did we get here? Following are three of the largest problems facing the system that is meant to prepare young adults to run the world but is instead turning out intellectual dwarfs.
The world is not a “safe space”, and universities shouldn’t be either. Anyone who is serious about learning history and economics will need to wade through at least one or two books from classical writers such as Adam Smith or Friedrich Hayek. Banning such books from reading lists limits student perspectives to a single point of view, making it hard for them to understand the world at large. Continue reading
“American Schools Must Return To Their Original Design of Providing For The Common Defense!”
Today, there is an urgent need for schools to play their part in providing for the common defense. What the schools do will prove in the long run to be more decisive, than any other factor, in preserving the form of government We The People cherish. Only We The People can help President Trump win this battle!
Education in America is in a most sorry state! In this area, President Trump will have to act fast to Make America Great Again! The urgent process will have to be simultaneous on several fronts! All wars overseas may be won, but unless the epic war on education is won in America, all will still be lost! Continue reading
Hundreds of websites broadcast the same misguided message: children must memorize Sight-Words.
This message is false. Probably the most aggressive falsehood is that such memorization is easy to do.
One popular site proclaims this malarkey: “Because many Sight-Words are phonetically irregular, tend to be abstract, have limited visual correspondence, or even easily understood definitions, students must memorize them to read quickly and fluently.”
The children do not typically know the alphabet, which is considered irrelevant. Children are not pronouncing the letters.
School districts — hard up for cash — are turning to an unlikely source of revenue: cell towers. The multistory metal giants are cropping up on school grounds in Chicago, Milpitas, Calif., Collier County, Fla. and many other places across the country.
The big reason: money. As education budgets dwindle, districts are forming partnerships with telecom companies to allow use of their land in exchange for some of the profits.
Last year, for example, cell towers on seven school sites generated $112,139 in revenue for the schools in Prince George’s County, Md., just outside Washington, D.C. Continue reading
Let’s get down to brass tacks: the American public education system has hit rock-bottom. Exorbitant amounts of money are being funneled into public schools, and yet the students aren’t getting any better. In fact, you could say they’re actually getting worse. America’s public schools are tumbling downwards with little hope of recovery, and if you don’t believe me then consider the following:
When compared with other countries in the Programme for International Student Assessment (PISA), the United States has abysmal scores. This cross-national survey gauges the knowledge and skills of 15-year old students in the country, and going by the most recent results from 2015, they’re lagging behind their foreign counterparts. Out of 71 countries, the U.S. ranked 38th place in math and 24th place in science. Continue reading
One thing that almost everyone can agree upon is that our system of public education is broken. We spend far more money on public education than anyone else in the world, and yet the results are depressing to say the least. Considering how much we are putting into education, we should be producing the best students on the entire planet, but it just isn’t happening. Personally, I attended public schools from kindergarten all the way up through law school, and the quality of education that I received was extremely poor. Even on the collegiate level, most of the courses were so “dumbed down” that even the family dog could have passed them. And of course millions of other people all over the country would say the same sorts of things about their own educations. Many refer to what is happening to our society as “the dumbing down of America”, and if we don’t get things fixed the United States is on course to become a second class nation.
If you believe that I am exaggerating, I would like you to consider the following numbers. The following are 14 facts that prove that America’s absolutely pathetic system of education deserves an “F” grade… Continue reading
All across America, preparations are underway for high school graduation. It’s a glorious time, representing both a milestone and a gateway to adulthood.
But missing from this year’s ceremonies are more than one million kids who dropped out and will not be attending graduation day.
The future those high school dropouts face is chilling. They will have a much harder time getting a job and will earn much less than those who did graduate. They’re also more likely to commit a crime and more likely to be the victim of one.
In short, many of them face a life that will be so much more difficult—all because they could not or chose not to finish high school.
The consequences of this crisis are especially evident in my community. Today, more than half of all African-American students in many large U.S. cities don’t graduate from high school. Think about that.
And those kids aren’t just dropping out—they’re escaping.
According to the National Assessment of Educational Progress, schools that serve majority-minority communities have the worst performance, the highest crime rates, and the largest achievement gaps. More than half of all African-American students in many large U.S. cities do not graduate from high school. Continue reading
If a prize were awarded for the worst policy idea, one that would waste billions in some futile quest for the impossible, the indisputable winner would be uplifting the academic bottom by fixing their “bad schools.” It is a seductive idea that never seems to die despite repeated failures; it even seduces free-market conservatives infatuated with school choice remedies. What can possibly explain such stupidity?
Let’s start with the underlying “logic” of this doomed quest—the belief that low-IQ, academically unmotivated youngsters prone to classroom disorder attending schools disinclined to impose discipline can achieve reading and mathematical proficiency by tinkering with school environments. Moreover, that these troubled youngsters already attend well-financed schools with perfectly adequate facilities, small classes, state-certified teachers, ample pedagogical specialists and everything else that physically defines a “good school” is hardly acknowledged. Nor is there any past evidence that this fix-the-environment approach, everything from unscrewing chairs from the floor to cutting-edge technology, has ever moved the academic proficiency needle.
But hope springs eternal and the fantasy’s latest installment was President Obama’s $7 billion dollar failed School Improvement Grants Program whose aim, according to Arne Duncan Obama’s Secretary of Education from 2009 to 2016, was to “turn around” 1000 schools per year over five years (according to the DOE rhetoric, this initiative was to “…implement innovative, effective, ambitious, comprehensive, and locally driven strategies”). Alas, whether calibrated by test scores, graduation rates or college enrollment, nothing helped. And keep in mind that the multi-billion dollar nostrum has been around since the George W. Bush era though the Obama administration significantly increased funding.
The following column by Alan Caruba was originally published by Kettle Moraine Publications on August 29, 2010, however it won’t be long before the end of summer, and the victims of the Fed-ucation Holocaust will be returning to the den once more. Alan’s words are as direct and point-on as they were so many years ago. ~ J.B.
The Blood-Sucking Educator
As the nation’s children return to elementary and secondary schools, it is increasingly essential that their parents and communities coast to coast realize how poorly served they are and how their learning environment is increasingly tainted by a socialist agenda.
Our nation’s schools have long been factories of boredom, centers of academic incompetence. High school graduation rates have been in a fairly steady decline. At its peak in 1969, the rate was 77 percent. By 2007 it was 68.8 percent.
In mid-August, The Wall Street Journal reported that “New data show that fewer than 25% of 2010 graduates who took the ACT college-entrance exam possessed the academic skills necessary to pass entry-level courses, despite modest gains in college-readiness among U.S. high school students in the last few years.”
What caught my eye was a quote from Jack Jennings, president of the Center on Education Policy, a nonpartisan research organization in Washington, who said that “if our kids aren’t dropping out physically, they are dropping out mentally.” Continue reading
If one compiled a list of massive cultural engineering projects, America’s effort to close race-related academic achievement gaps would be the most ambitious. For over a half century we have spent tens of billions, devised scores of remediation schemes, and pursued legal solutions galore, all to no avail. Even conservatives normally hostile to social engineering have joined the quest.
What makes this enterprise remarkable is that every single putative nostrum entails zero effort by the students themselves as if those targeted lacked any agency for academic uplift. To use bizarre phraseology, this is passivity on steroids. This is not to suggest that if math-challenged junior got religion and buckled down he could master stochastic calculus; rather, in places like Baltimore where schools spend an average of $16,000 per student and barely any can meet minimal English and math standards, room exists for improvement . Continue reading