Shaping Young Minds
Vol: 25 Issue: 19 Friday, August 19, 2016
Educators often speak of ‘shaping’ the minds of the students the government has placed in their care. But kid’s minds are NOT Playdough. And educators are NOT parents. It is the parents who are tasked with ‘shaping’ the minds of children — educators are supposed to educate. That’s why we call them that.
Over the decades, this idea that schools are responsible for helping to shape a child’s worldview has taken root and flourished.
Bob Chase, as president of the National Educator’s Association (NEA) explained in a column carried in the union paper,
“As teachers, counselors, school bus drivers, librarians, and custodians, NEA members are literally the guardians of the nation’s brain trust. We are more directly involved in shaping the minds and the characters of the nation’s children than anyone besides their families. Therefore, I believe we have a moral imperative to advocate for children’s education from Day One — for public preschooling that begins at age 3 and programs like Head Start, which help at-risk children make the grade. Children, after all, do not have a union. If we do not campaign for their well-being, we are reneging on our responsibility as teachers.” (NEA Magazine, February 16, 1997)
The end result? In most situations, the state’s view of what is an acceptable worldview for a child takes precedence over that of the parents. Between them, the NEA and the American Federation of Teachers (NEA’s ideological twin) represent upward of 85 percent of the nation’s public school teachers.
In terms of shaping the content of public education, the NEA is more powerful than all the school committees and education boards in the land. And the NEA’s platform is indistinguishable from the agendas of the ACLU or People For the American Way. For example, the NEA sent more delegates to the Democratic National Convention in 2000 than did the state of California.
It supported statehood for the District of Columbia, comparable-worth legislation, abortion and “proscriptive” (confiscatory) gun control, but opposed official English and space-based defense.The NEA’s political program translates into indoctrination in the schools.
It supports and mandates that students be taught such concepts as multiculturalism, global education, environmental education and race, gender and sexual-orientation studies.
All of these courses are based on dubious premises and designed to advance a cause. One side of the argument is treated as received wisdom, the other essentially ignored.
In its resolution on environmental education, the NEA pledged to push courses promoting “the concept of interdependence of humanity and nature,” “an awareness of … population growth … on human survival” (but no consideration of the contributions of population increases to productivity), “solutions to such problems as … global warming, ozone depletion” and acid rain (which science has yet to establish as problems) and participation in Earth Day celebrations.
All that’s missing is a demand that Al Gore’s “Earth in the Balance” be adopted as a textbook and a call for teachers to collect contributions for Earth First.
In 1997, the California Federation of Teachers came up with a swell way to introduce grade-schoolers to the Jimmy Hoffa worldview. The federation is an AFT affiliate, but the curriculum it devised (called “Yummy Pizza Company”) has been endorsed by the NEA.
Kids role-play as workers who make pizzas. Management (the teacher) cuts their wages and increases their hours. The children are then encouraged to organize, engage in collective bargaining and go out on strike. Since the NEA is the largest union in America, and its members frequently strike for higher wages, there’s more than a little self-interest at work here.
Students are also given problems to solve. One involves a business called “Kids for Hire,” owned by Mr. Ink, which employs children to cut lawns, wash cars and baby-sit. Ink pays them less than he charges his customers (otherwise known as capitalism – a concept teachers, as government workers, are probably unfamiliar with). The kids think it’s unfair. Mr. Ink tells them to quit if they’re dissatisfied.
But he’s the only employer who’ll hire them, the lesson plan instructs. (Note that the students are NOT taught they can open their own competing business. They are instead totally dependent on their employer)
The lesson plan calls for the teacher to ask the students, “What do you think the employees should do?”
Suggestions from the students have included things like going on strike, slashing Mr. Ink’s tires, vandalizing his property and beating up scab workers.
Lenin said give me a child for the first five years of his life and he’ll be mine thereafter. The NEA has your child for 12 years.
“When an opponent declares, ‘I will not come over to your side,’ I calmly say, “Your child belongs to us already… What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.” – Adolf Hitler
The Tenth Plank of the Communist Manifesto contains the following provisions: Free education for all children in public schools. Abolition of children’s factory labor in its present form. Combination of education with industrial production.
A former NEA leader, William Carr wrote in 1947,
“The psychological foundations for wider loyalties must be laid…. Teach those attitudes which will result ultimately in the creation of a world citizenship and world government… we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible.” (“On the Waging of Peace”, NEA Journal, October 1947; 496.)
The Apostle Paul wrote,
“This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy,Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God; Having a form of godliness, but denying the power thereof . . .” (2 Timothy 3:1-5)
In 1948, the most common discipline problems noted by educators were chewing gum in class and talking. In 1998, it was bringing guns to class and drug abuse. Most teachers in the 1998 survey indicated they are frightened by many of their students.
“For of this sort are they which creep into houses, and lead captive silly women laden with sins, led away with divers lusts, Ever learning, and never able to come to the knowledge of the truth.” (2 Timothy 3:6-7)
“Woe to the inhabiters of the earth and of the sea! for the devil is come down unto you, having great wrath, because he knoweth that he hath but a short time.” (Revelation 12:12)
“He which testifieth these things saith, Surely I come quickly. Amen. Even so, come, Lord Jesus.” (Revelation 22:20)
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