The shocking video of uniformed youngsters marching and chanting about Obama we blogged yesterday turns out to have been organized during school hours by a middle school teacher at a (taxpayer funded) charter school in Kansas City. The teacher in question, whose name has not been disclosed, has been suspended and may face legal charges.
I find it disturbing that the superintendent knew about the political indoctrination underway and only objected to it being made public on the internet. Now, she claims to be disturbed by the politicization of school activities. The fact that her charges have been indoctrinated to chant that "because of Obama" they will accomplish marvelous things in life is far worse than making it public.
Now consider this appalling reality that exists at our schools. Yoko Ono and John Lennon are the key historical figure that 8th graders want to study??
John Hinderaker goes on to lament in the post:
My youngest daughter started middle school this year. After around a month of classes, as far as I can tell the curriculum consists largely of propaganda about recycling. My high school age daughter told me tonight that in Spanish class she has been taught to say "global warming," "acid rain" and "greenhouse effect" in Spanish. I don't think they've gotten around to translating "hoax" yet.
This coincides perfectly with my own experience with middle school and high school curricula that my own daughter has been exposed to. In fact, on any given day children in our K-12 schools are regularly being indoctrinated into key elements of leftist dogma.
Sometime back, Siggy posted an astonishing series of quotes relevant to the issue of k-12 educational indoctrination. These quotes are from people considered among our "finest" educators and psychiatrists over the last 50 years. If you can make it though to the last quote, then you will begin to realize why K-12 education has evolved into K-12 indoctrination--indoctrination into the leftist mindset.
Here are just three examples:
“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong“. “A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.” - Benjamin Bloom, psychologist and educational theorist, in “Major Categories in the Taxonomy of Educational Objectives”, p. 185, 1956
“This is the idea where we drop subject matter and we drop Carnegie Unites (grading from A-F) and we just let students find their way, keeping them in school until they manifest the politically correct attitudes. You see, one of the effects of self-esteem (Values Clarification) programs is that you are no longer obliged to tell the truth if you don’t feel like it. You don’t have to tell the truth because if the truth you have to tell is about your own failure then your self-esteem will go down and that is unthinkable.”- Dr. William Coulson, explaining Outcome Based Education (OBE)-1964
“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future”- Dr. Chester M. Pierce, address to the Childhood International Education Seminar, 1973
Or, how about this one, from the source of the quotes cited by Siggy:
"Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished ... The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at: first, that influences of the home are 'obstructive' and verses set to music and repeatedly intoned are very effective ... It is for the future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen."
Bertrand Russell quoting Johann Gottlieb Fichte, the head of philosophy & psychology who influenced Hegel and others – Prussian University in Berlin, 1810
Fichte was instrumental in creating the "climate of collectivism" in philosophy (as Stephen Hicks has referred to it) that prevailed in Germany during the late 18th and throughout the 19th century. In this counter-enlightenment climate, the state was worshipped as the source of all reality and that which brought meaning to life. Hegel, building on Kant, Rosseau and Fichte, would go on to write, "It must be further understood that all the worth which the human being possesses--all the spiritual reality, he possesses only through the State."
Hegel's heirs went on to divide into left- and right-wing camps. The charge of the left was led by leftists like Karl Marx, who transformed Hegel's "dialectic of Spirit" into an economic and social system that depended on the 'godless' dialectic of "oppressors vs oppressed." The right-wing Hegelians tended to stress the omnipotence of the state and were less willing to abandon a deity. For more than a 100 years, the two camps have been battling it out, each trying to impose their utopian vision onto the human species. And the most recent battleground has been the K-12 curricula of American schools.
Both Hegelian offshoots summarily dispensed with free will and human freedom; and between them, they brought forth the philosophical abomination that we now call "postmodernism".
The 20th century was larger battleground where the two totalitarian branches of the collectivist philosophers vied for spiritual and physical control over humanity. The amount of death, destruction and misery they ushered in is perhaps unprecedented in human history.
Thus we see how that 18th century philosophical climate of collectivism is still playing itself out several hundred years later. But the battleground has shifted in this new century, and it is now on in the classrooms and playgrounds of our elementary, middle and high schools. These locales represent the battlefield of the mind, where strenuous efforts are being made by the remnants of bothstrains of collectivism to claim the minds of the next generation.
Even 5-year olds and younger children are not too young for collectivist propaganda to be inculcated. Destroy free will; inoculate them with political correctness; treat the "insanity" of their attachment to parents, the Judeo-Christian tradition; or their country--i.e., all traditional Western values that brought civilization, individual freedom and economic progress; achieve a "higher order" of thought by showing them there is no right or wrong; good or evil.
After that, what will be left? Only the tyranny of the Collective; or the State.
Today's political left likes to think they are so different from those Hegelian "fascists" of the 20th century. They appear to have a serious mental block, particularly when they speak so disparagingly of the National Socialist Party (better known as the "Nazis") who were simply one faction of Hegelians (socialists) who happened to be ascendent over the other faction (communists) vying for power at the time. Clearly they are victims of their own educational nihilism; and by lobotomizing themselves they have failed to recognize that there is no essential philosophical difference between the collectivist left and the collectivist right. Both are vying for absolute power as they preach the gospel of moral relativism and postmodernism.
In "The Dictatorship of the Do-Gooders and Soul Murder" I commented about a post of Betsy Newmark's that links to an article demonstrating how the "social justice" advocates of today's collectivists have taken over our K-12 education system and are determinedly undermining American values with their politically correct, multicultural and anti-capitalist curriculum. I wrote:
Make no mistake about it, what those teachers are doing is indoctrinating their students minds into an unquestioning obedience to the collective.
While our popular culture refrains sensitively from prtraying Islamofascists as villians in movies out of political correctness (yet another aspect of socialism's quest for "social justice"); it does not hesitate to make businessmen evil and malignant oppressors of the innocent. Individualism, the pursuit of profit, and private property is always bad and everyone must bow to the will of the collective. Islam (the name even means "submit"), even in all its terrorist varieties, does very well by this perverted moral standard.
One very harmful result of this sorry educational situation is that there are few people--even among those who stalwartly defend the free market, who understand and appreciate the essential morality of capitalism. Certainly our children, taught by ideological purists like the ones above who are leftover from the 20th century debacle of socialist/communist tyranny--never even have a chance to rationally consider any ideas not approved by their aggressively collectivist teachers, so intent at quashing those aspects of human nature they don't like.
This is child abuse, pure and simple. It is indoctrination. It is the willful manipulation of young minds which cannot never be allowed to develop even the capability of thinking for themselves. And these perverts call it "social justice."
Do you think it is just a coincidence that the Obama's connection with unrepentant terrorist and avowed leftist William Ayers had to do with an educational project in Chicago's schools? What do you imagine that project's real goals were, when the author of the grant that underwrote it was William Ayers, bomber, terrorist, and now university professor? Ayers was the one who wrote the grant in 1993, and hired Obama to administer it. This was Obama's only serious executive experience in his entire life, and it was a total disaster. But, we continue to observe the unrestrained incorporation of postmodern, leftist, PC, multicultural, and environmentalist ideas into the curriculum even as early as kindergarden.
Regarding the Chicago Annenberg Challenge-Ayers-Obama connection, Sol Stern writes in a City Journal article, "The Bomber as School Reformer":
Ayers wrote the grant proposal[to the CAC] that secured seed money for the schools and ran the implementation arm of the project; Obama became chairman of the board that distributed the grants. Not only did the Times exonerate the Democratic presidential candidate of having anything like a “close” relationship with Ayers—their paths merely “crossed” while working on the Challenge, the paper said—but it also bestowed the honorific of “school reformer” on the ex-bomber. “Mr. Ayers has been a professor of education at the University of Illinois at Chicago, the author or editor of 15 books, and an advocate of school reform,” the article maintained. On Meet the Press Sunday morning, Tom Brokaw—who will be moderating tomorrow’s debate between the presidential candidates—picked up this now conventional wisdom and described Ayers as “a school reformer.”
Calling Bill Ayers a school reformer is a bit like calling Joseph Stalin an agricultural reformer. (If you find the metaphor strained, consider that Walter Duranty, the infamous New York Times reporter covering the Soviet Union in the 1930s, did, in fact, depict Stalin as a great land reformer who created happy, productive collective farms.) For instance, at a November 2006 education forum in Caracas, Venezuela, with President Hugo Chávez at his side, Ayers proclaimed his support for “the profound educational reforms under way here in Venezuela under the leadership of President Chávez. We share the belief that education is the motor-force of revolution. . . . I look forward to seeing how you continue to overcome the failings of capitalist education as you seek to create something truly new and deeply humane.” Ayers concluded his speech by declaring that “Venezuela is poised to offer the world a new model of education—a humanizing and revolutionary model whose twin missions are enlightenment and liberation,” and then, as in days of old, raised his fist and chanted: “Viva Presidente Chávez! Viva la Revolucion Bolivariana! Hasta la Victoria Siempre!”
Obama's children's choir and the militaristic teens chanting for Obama in the video at American Thinker are just outgrowths of the collectivist ideology that motivates the Ayers and Obamas--and the Hugo Chavez'--of the world. (That last link shows clearly Chavez' and Ayer's vision for your children; in fact, the youtube video of the Obamajugend would fit nicely in such a society).
Doesn't it concern you just a tad that Ayer's protege is inching closer and closer to being the leader of the [still] free world?