It
seems that parents, across the United States, are upset and angry about
Common Core.
Ummmm, folks, I really have to ask – where you'all been all these
years?
Systems education is called by lot of different names –
Outcome-based Education; Proficiency-Based Education; Performance-Based
Education, Competency-Based Education, Standards-Based Education …
It's called "education reform" by your local teachers and
administrators who were around back in the early 1990's. In the realm
of education transformation, there are probably teachers and administrators
from back then remaining; they've been drummed out as they realized
the ultimate goal of systems education was not education for
intelligence and objected. Parents, today, undoubtedly think education,
as now conceived, is as it has always been. Nothing could be further
from the truth. There was a day when education was for the purpose of
producing a child who could access a broad spectrum of knowledge, and
utilize that knowledge to formulate a reasoned conclusion as an individual.
That concept is foreign to systems education, the focus of
which, under the paradigm shift, is the exact opposite –
the dumbed-down child, easily led, easily manipulated, easily used.
Full
implementation if systems education, as opposed to the piece-meal programs
tested and perfected in various schools and classrooms around the country,
started with the tome, A
Nation at Risk, under President Ronald Reagan in April 1983; full
implementation continued under President George H.W. Bush (America 2000),
President William J. Clinton (Goals 2000 and School to Work), President
George H. Bush, and now Obama (who is not our legal president; therefore,
I refuse to address him as such).
Democrat
or Republican, the education transformation agenda has moved
along just as planned. The ESEA
(Elementary and Secondary Education Act), reauthorized every five years,
became the funding mechanism for the strategic plans, moving education
reform from where we are now to where we want to be
in five years; the aforesaid "we" being the planners and those
people who ignorantly buy in to the agenda as stakeholders
through the facilitated process known as the Delphi
Technique. The purpose of the stakeholder is so public
buy-in and support can be claimed, nothing more; such then claimed to
represent the people when nothing could be further from the
truth. As has been shown, too many times, the stakeholder has
no clue what he/she just agreed to, represents no one, and certainly
not the public, at large. Most times, stakeholders are carefully
chosen to participate because of their ignorance of the
process of facilitating a group to a predetermined outcome.
Under
Clinton, the strategic plan was known as the Improving America's
Schools Act; under Bush II, the No Child Left Behind Act;
under Obama, The Race to the Top – all exactly the same
thing for the exact same purpose – furthering the systemic entrenching
of systems education.
But
education reform, education transformation, ie, systems education,
is even older than the Reagan administration. In reality, it finds basis
in the works of Karl Marx and Friedrich Engels, and a whole host
of disciples of Marxism, including John Dewey, a self-avowed Marxist
who saw education as the means of advancing Marxist ideology through
the children. Books written by disciples of Dewey's doctrine are replete
with the concept of education as the means of changing belief systems,
of changing the way the child views the world, of changing the child's
world view, of a paradigm shift from the Christian
world view on which our nation was founded to the Marxist world view
which also has a history in the former U.S.S.R. and China (communist),
in Germany under Hitler (national socialism or Nazism), in Italy under
Mussolini (fascist) – the three faces of Marxism; the three heads
of the same evil, vile, oppressive snake body!
Barack
Obama is a Marxist. He really and truly believes that you, the individual,
isn't smart enough to run your own life; that you will be much better
off when the federal government runs every aspect of your life in the
name of the common good, the collective.
Of
course, this is the same government that …
•
has spent millions of taxpayer dollars building a healthcare website
that doesn't work (Obamacare);
•
has bankrupted Social Security;
•
has bankrupted Medicare;
•
can't balance a budget and is $17.1 trillion in debt;
•
can't run the postal service in the black;
•
runs the TriCare healthcare system for the military; a system riddled
with corruption, fraud, and inefficiency;
•
has spent trillions on the War on Poverty, yet poverty continues to
grow, encompassing more and more people;
•
has spent trillions on the War on Drugs, yet drugs are more prevalent
and a bigger problem in our society than when the program originated;
•
has spent trillions on the War on Terror, yet terrorism continues and
increases.
Beyond
this, anyone with even an ounce of discernment knows that Barack Obama
has done more to destroy America; to destroy the middle class; to destroy
the economy; to destroy freedom, liberty and justice, than any legal
president before him.
In
A Nation At Risk it is stated,
If
an unfriendly foreign power had attempted to impose on America the mediocre
educational performance that exists today, we might well have viewed
it as an act of war.
What
the tome didn't say was that what was being proposed, in the venue of
transforming education, was truly an act of war upon America, the American
people, and the principles and values of our Founding Fathers and founding
documents!
In
the realm of education reform, the names may change, the agenda does
not. Every parent needs to understand this. Education reform is a system
intended to produce a specific outcome; that outcome is the global
citizen – a not too well-educated worker (vs. an
employee) willing to labor for minimal compensation in the greater good
of the collective whole in the sustainable global environment.
In
the last thirty years, companies have moved from having employees
to having human resources. Under the paradigm shift,
people are not more than human capitol, seen only in terms
of their productivity in the workplace, just like a machine! What do
you do when your car becomes a high-miler, is costly to maintain, is
not longer fuel-efficient? Do you keep it or do you trade it in on a
newer, more efficient, more cost-effective model? It is worthy of note,
at this point, that Obamacare (H.R. 3590 or the Affordable Care Act)
will ensure that older people are allowed to die as they are no longer
efficient, are no longer as productive, cost more to maintain –
they are termed useless eaters. The same will be true of the
handicapped, mentally deficient, and disabled! One of those realities
of Marxism that Barack Obama doesn't want you to know about; hopes you
don't realize until it's too late and the grip of tyranny silences dissent.
Hitler did the same thing in Germany!
In
the realm of education transformation, Common Core started out as Educational
Objectives; became exit outcomes (generic term) under
Goals 2000; became Achieve
standards under Achieve, established by the National Governors Association;
became National Education Standards under Education
Testing Service (which controls the National Assessment of Education
Progress or NAEP); now they are known as Common Core. They are not new;
their name has just been changed, multiple times, to protect the guilty
– those who truly believe they know better than you what you should
know and believe, what your children should know and believe!
By
whatever name known, the exit outcomes all align to the eight
national goals of Goals 2000 which are aligned to the SCANS Competencies.
SCANS stands for Secretaries
Commission on Achieving Necessary Skills that was headed by Secretary
of Labor, Elizabeth Dole (wife of Bob Dole), under George Herbert Walker
Bush (otherwise known as Papa Bush) clear back in the early 1990's.
Many of the people who sat on the SCANS board also took part in the
Commission
on the Skills of the American Workforce (CSAW), a commission of
the National Center on
Education and the Economy headed by Marc Tucker, friend of Bill
and Hillary Clinton, and self-avowed Marxist. CSAW wrote and published
America's Choice: high skills or low wages! in which
Hillary Rodham Clinton's name appears, along with several others that
sat on the SCANS board.
From
that particular tome, page 25, this quote,
"But
in a broad survey of employment needs across America, we found little
evidence of a far-reaching desire for a more educated workforce."
Parents
continually hear the term, world-class standards. While such
suggests higher standards, what the term really means is standards based
on the lowest common denominator; in other words, substandard education,
dumbed-down education. Under education transformation, shifting the
paradigm, what parents think the terms mean, and what the terms
really mean, are exact opposites – what was up is now down, and
what was down is now up; what was good is now bad, and what was bad
is now good; what was black is now white, what is white is now black.
But,
you say, the Goals 2000 law sunset long ago. In that you would be absolutely
correct if what was implemented, under Goals 2000, had also
sunset. It did not. Goals 2000 put in place the system on which the
new system of education would operate. That system did not sunset when
Goals 2000 sunset. That system is still very much in place. That system
finds basis in systems
philosophy or systems thinking.
Getting
back to exit outcomes, I have a book, titled Content
Knowledge, put out by McCREL
Labs – one of the ten national education laboratories –
in 1995. I will bet there is not one Common Core standard that isn't
listed in that book. NWREL
– another national education laboratory, residing in Portland,
Oregon – put out a similar tome in 1971.
And
long before Content Knowledge we had Bloom's
Taxonomies of Educational Objectives; a two-volume set covering
the cognitive and affective domains, published in 1956. I will bet there
is not one Common Core standard that doesn't find basis in those books
either, since systems education is what the taxonomies are
all about!
Whether
we call the exit outcomes Common Core, or Essential Academic
Learning Requirements, or by some other new name intended to further
the old agenda but mislead parents into believing they are something
new, they are still exit outcomes; they've been in existence
for a very long time, and they run the show in the classroom under systems
education; they are what every child shall demonstrate mastery of,
which is determined by the assessment, the tool used to determine if
the child is demonstrating the wanted behavior/procedure.
The
curriculum used to teach the exit outcomes only incorporates
knowledge as it is used and applied in teaching a unit theme or
thematic unit finding basis in the four global goals of systems education
– world economy, world ecology, world security and world population
growth. Knowledge that is not required, in teaching the unit
theme or thematic unit is not taught. The focus of the
unit theme or thematic unit is why parents are finding objectionable
curriculum in their child's classroom; curriculum that promotes (in
no particular order, neither inclusive nor exclusive) …
•
feminism and women's rights while disparaging our Founding Fathers;
•liberation theology – the concept that minorities are
the oppressed, whites the oppressors; that minorities must rise up against
whites, if by violent means, so be it (the ideology of Trayvon Martin
and numerous other blacks and Hispanics)
•
idolization of communist thugs such as Cesar Chavez;
•
individuality, individualism and individual rights are bad and must
be replaced by the collective or common good;
•
freedom of speech should be reserved exclusively to those who promote
Marxist ideology;
•·
Marxist activism;
•
those who promote freedom, liberty and justice are racists;
•
the concept that the Constitution and Bill of Rights are archaic, out-dated,
and irrelevant;
•
government as overseer of the collective or common good;
•
the individual right to keep and bear arms (Second Amendment) is antithetical
to the collective or common good;
•
social justice (ie, communism, communitarianism, Marxism);
•
the concept that parents and grandparents are responsible for the environmental
destruction of the world – the brown earth syndrome that is the
focal point of rabid environmental groups such as Defenders of Wildlife,
the Sierra Club, Earth First, World Wildlife Fund, Conservation Northwest,
Yellowstone to Yukon Conservation Initiative (neither inclusive nor
exclusive);
•
individual wealth and the ability to attain wealth through one's own
endeavor and hard work is bad, redistribution of wealth is good (for
the proletariat or working class) [the bourgeoisie (elitists or ruling
class) are allowed to accumulate and hold wealth and are not spoken
of, ergo, the fact that Obama thinks American wealth should be redistributed
but should not include his, or his comrade's wealth];
•
the concept that every world view is good except Christianity
– the only world view under which freedom, liberty and justice
can reign supreme, the world view upon which our nation was founded.
For
all parents, now upset about Common Core, I suggest you pick up a copy
of Charlotte Isberbyt's very excellent book on the history of systems
education in the United States, the
deliberate dumbing down of america; that you educate yourselves
on the history of what has been going on in your local schools, full
time, since the late 1980's under such nifty names as Schools
for the 21st Century, America 2000, Goals 2000 and School-to-Work.
And don't forget the Workforce Investment Board, under the auspices
of the federal government, that will, utilizing regional economic development
strategies and labor market needs, determine what career paths are available
to the child, also to the unemployed adult who must be retrained.
To
understand what you are looking at, in the realm of systems education,
visit my website.
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In
closing, what I find so ironic, in all of this, is that when those of
us, who had done the research, tried to tell parents, back in the 1990's,
what was coming, we were scoffed at, laughed at, called names, ridiculed,
harassed, and told that we couldn't possibly know – we weren't
"experts". At this point, we would have every right to say,
"I told you so." Unfortunately, that does little to change
the fact that systems education is destroying our children
and our country – just as intended.
Any
parent, who loves his/her child, who does not want to see this country
or the Constitution and Bill or Rights destroyed, who is a true-blue
American patriot, will not send his/her child to be indoctrinated in
the government schools. It's just that simple. Any Christian who sends
his/her child to the government schools is not truly a Christian as
no Christian would sacrifice their child to Satan. And so-called Christian
who tells you that his/her child serves as a witness to others in the
government schools is ignorant of the techniques being used to brainwash
children.
Activist and researcher, Stuter has spent
the last fifteen years researching systems theory and systems philosophy
with a particular emphasis on education as it pertains to achieving
the sustainable global environment. She home schooled two daughters.
She has worked with legislators, both state and federal, on issues pertaining
to systems governance, the sustainable global environment and education
reform. She networks nationwide with other researchers and a growing
body of citizens concerned about the transformation of our nation from
a Constitutional Republic to a participatory democracy. She has traveled
the United States and lived overseas.
Systems
education is called by lot of different
names – Outcome-based Education; Proficiency-Based Education; Performance-Based
Education, Competency-Based Education, Standards-Based Education …
It's called "education reform" by your local teachers and administrators
who were around back in the early 1990's.
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