INDOCTRINATION is not EDUCATION.

The Progressive Rape of the Schools

“Who do we hate? Donald Trump!”

by Sara Dogan

Public school children as young as five-years-old were recorded on video shouting anti-Trump slogans and exhortations to “tear it [the border wall] down” after being led to participate in a “Close the Camps: Free the Children” protest during school hours in San Francisco on September 16.

A video made by conservative filmmaker and producer Margaret Vandenberg, who also uses the screen name “Fog City Midge,” reveals children from public schools in San Francisco displaying signs and placards depicting President Trump with devil horns and chanting slogans including “Who do we hate? Donald Trump!” and “Brick by brick, wall by wall, the border wall will fall!”



“Four San Francisco public schools took kids as young as 5 out of class to march in a ‘Close The Camps’ leftist protest,” Vandenberg explained on her YouTube channel page. “Kids were told @realDonaldTrump is an evil racist that hates immigrants, had prepared protest signs at school & had scripts of anti-Trump chants. The event clearly pushed false leftist talking points regarding ‘Concentration Camps’ at the US-Mexico Border and had objectives that included abolishing ICE, granting amnesty to illegal immigrants, decriminalizing border crossings and boycotting any company that does business with Border Patrol.”

“The left is using kids to push their political agenda,” she added. “This is indoctrination and exploitation. Shameful.”

Vandenberg also uncovered a permission slip sent to parents by one of the participating schools, Buena Vista Horace Mann school. The notice explains that “as a school, we at BVHM have decided to participate in the September 16th march to defend immigrant rights.” It was accompanied by an explanation of the protest from the event organizers and their list of demands which include “Full amnesty NOW!,” “Boycott companies providing services to Custom Border Patrol (CBP),” and “Close the camps NOW! – Eliminate all contracts with private prison operators.” A note adds, “We support all actions to close ICE offices across the country, permanently!”

“It’s unbelievable to me that we have this radical leftist agenda and these activist teachers in San Francisco public schools who see it as their job not to educate students but to indoctrinate them,” Vandenberg commented to Todd Starnes on Fox News Radio.

During the rally, Vandenberg attempted to interview students and their teachers on camera but was told, in the midst of a public protest, “you need to leave” by a teacher. Another teacher threatened to call the police and claimed that she was harassing them by calmly asking interview questions.

A mother interviewed by Vandenberg acknowledged that teachers had explained the purpose of the protests in class and helped students to make their posters. “I’m supportive of my daughter and this is what she learned in school,” the mother added.

Radio host Starnes later reached out to school leaders for their perspective on the protest but they did not return his calls.

“Can you imagine the outrage if this had been a conservative event, if this had been a Trump rally or an NRA event or a March for Life,” Vandenberg added. “The outrage would’ve been unbelievable, but these people seem to see no issue with what they’ve done.”

Watch Vandenberg's disturbing full-length video exposing this indoctrination. Other videos exposing classroom indoctrination may be found at StopK12Indoctrination.org. Please consider forwarding this important message to family and friends.

https://www.frontpagemag.com/f...teachers-sara-dogan/

I don’t know what to say, low and disgusting is putting it nicely.

If you can't be trusted with a firearm, your opinion doesn't count.

Simple: no federal education money for school districts that engage in political indoctrination.

I would be curious to know the standardized test scores for the schools that were involved in this. Obviously, they must be stellar if they can afford to burn a day at a socialist rally...

quote:

Simple: no federal education money for school districts that engage in political indoctrination.

The federal education money is a large part of the problem. Control over public education has been slowly moved away from local school districts to Washington DC.

How did we get here?
Without Horace Mann, we wouldn't have accepted the theories of John Dewey.

This is kind of long, but worthwhile.

A Brief History of "Progressive" Education

By James Bascom

Introduction

In their drive to “fundamentally transform” America, liberals have accomplished much since 2008. Yet one of the Left’s biggest victories was, until recently, unknown by most Americans: the Common Core State Standards.

Common Core is perhaps the most radical transformation of K-12 education in American history. It replaces what little remains of traditional education in the public school system with post-modern nonsense that will severely harm an already ailing education system. It injects a socialistic worldview and philosophy of education into the classroom, one that ridicules traditional Western literature and completely rewrites that way math has been taught in the West for centuries.

Moreover, Common Core effectively destroys the teacher-parent-student relationship. It strips parents, teachers, school districts, and state boards of education of control over curriculum, imposes an onerous, bureaucratic regime of standardized testing, creates a massive data collection scheme that tracks both students and teachers, and ultimately transforms the teacher into little more than a functionary of a de facto national education system.

Common Core is not an isolated phenomenon, but rather the latest step in the long march of the so-called “progressive education” movement. This movement's origin goes back many decades, even centuries. Despite its high-sounding slogans and goals, it is not really a movement to perfect true education or even raise test scores. Rather, it is a movement primarily concerned about social and political “change.”

The Left has always placed great importance on using the schools to attain its ends. Socialist governments almost always take control of education away from Churches and religious orders. In communist countries it was banned entirely. Control over the formation and education of youth, and therefore their spiritual and philosophical worldview, is the single most important factor in bringing about the triumph of socialism.

As part of the broader socialist movement, progressive education “reformers” see education as a useful means to build a socialist society, making it more egalitarian, atheistic, and centrally controlled. They see the influence of Christianity – as well as the family, tradition, and Christian culture – as the greatest obstacles to this end. According to the Left, education should serve to inoculate a child from these supposedly destructive influences, freeing him to embrace his true role, that of a cog, a worker, and a faceless member of the masses -- or, as the Common Core architects would say, a member of the “twenty-first century global economy.”
From the Enlightenment to the French Revolution: The Roots of Progressive Education

Common Core is the offspring of a long line of Revolutionary education “reformers.” Its roots can be found in the Enlightenment, the philosophical movement that spread throughout Europe in the 18th Century. Although it covered a vast range of topics and contained differing and often contradictory schools of thought (and degrees of radicalism) its philosophers generally advocated the following ideas:

Make society secular by removing the influence and control of the Church in every field of public life, including education;

Maximize the power and control of the State at the expense of the Church and other intermediary organizations;

Replace the Church with a new man-centered, naturalistic religion. This new religion was to be egalitarian and materialistic.

After the French Revolution in 1789, these ideas continued to develop well into the 19th century. As Fr. W. Kane, S.J. explains in his book, A History of Education:

“Liberty! Equality! Fraternity! was the cry introducing a new heaven upon earth; new political governments, purged of privilege and selfishness, purely ordered ‘of the people, by the people, for the people’; new social alignments, in which the State, which was now to be the people themselves, would absorb the individual; a new morality, discarding divine authority, self-contained, having its rules and its sanctions in the individual human being and in the mass of humanity. To bring this to pass, all that was needed was enough schools, of the right sort, the common property of all, freed of the superstitious churches, ‘democratic’ as the State itself was to be. Man was to be redeemed anew, not by Jesus Christ, but by himself through the schools. Education was to make him the perfect social being, altruistic, lost in devotion to the common good, yet somehow acquisitive enough to secure for himself a full share of wealth and pleasure and fame and power without preventing his neighbor from attaining the same success.”

Notable Education “Reformers”

Johann Heinrich Pestalozzi (1746-1827) of Switzerland gave great impetus to “democratic” education reform. He is considered the father of modern education. Some of his main ideas include:

-- Universal State education for every child;

-- Education should be built upon manual labor and above all prepare students to be workers. He wrote that students “should be devoted to their true destiny, learning to do manual work. Reading, writing, reckoning should not be begun until they are several years older;”

-- Education is a means to level social classes.

Modern pedagogy should reject objective authority (i.e. religion, and especially the Catholic Church) and be based on subjective introspection.

Pestalozzi’s influence was far reaching both in Europe and the United States. Schools modeled on his ideas were founded in Indiana, Kentucky, Ohio, and Pennsylvania.

Johann Friedrich Herbart (1776-1841) was born in the northern German city of Oldenburg. His influential theories made education more materialistic and mechanistic.

He affirmed a materialistic conception of the human mind and soul. He taught that the mind was nothing more than the accumulation of experiences that coalesce into a type of mass which we call the human mind. For him, children’s minds were like little machines, just as people today consider the brain to be a type of highly developed computer.

He taught that education should be merely a mechanical transmission of knowledge rather than the formation and education of a unique, spiritual soul.
Because of his materialism, he taught that education is a science, and can therefore be reduced to rules and laws like physics, mathematics or chemistry.

Friedrich Fröbel (1782-1852) was born in Oberweissbach in what is now Germany and went on to study under Pestalozzi. He made several troublesome contributions to modern pedagogy: As a Pantheist, he adopted the Enlightenment theories of Jean Jacques Rousseau – which deny the Catholic concept of Original Sin and make man out to be naturally “good” and “divine.” He defined education as “the unfolding of the divine essence of man.”

He claimed that the problem with education was that man’s original “goodness” was “marred” because of tradition, customs, and religion passed on by the family. The solution, therefore, was to begin the education of children as early as possible.

His is credited with inventing the concept of kindergarten, which he set up to prevent such “marring” and by withdrawing examples and influences which might set up any strains in children’s “original wholeness.”

He was hostile to the idea of a reward in the afterlife and in teaching any type of dogmatic religion, and believed that education would make “men as gods,” not in heaven, but right here on this “democratic earth.”

Herbert Spencer (1820-1903) was probably the most important and influential education reformer of the 19th century. Born into a Protestant family in England, he quickly grew hostile to all religion and authority in general.

He taught that the only thing for which education should prepare a person is material happiness on this earth.

He believed that “science” is the most important subject, and literature, history, and philosophy should have little or no place in school. According to him, the teaching of ancient languages such as Greek and Latin was a useless diversion.

He was a materialist, affirming that all the functions of the mind can be reduced to physical and chemical processes of the brain.

Spencer’s ideas spread in Europe and especially the United States, where they were more popular than in his native Britain. Even Japan, which had recently opened up to the West, completely revamped its education methods to coincide with Spencer’s theories.

Horace Mann (1796-1859) is widely considered the “father” of the American Public School system. A Massachusetts lawyer and politician, he became the most prominent American activist for State-funded public schools which he called “common schools.”

He believed that religion, particularly Christianity, was harmful to education. He fought to create a system of secular public schools that would be administered, staffed, and funded exclusively by the state. He believed in compulsory public school education. Above all, he saw that public schools were not just a public good, but the most effective means of establishing an egalitarian, democratic utopia here on earth.

Education reformers commonly see themselves as “messiahs” that will save humanity through education. Horace Mann was no exception for he believed that public schools would solve all social and moral evils:

“The common [public] school is the greatest discovery ever made by man… Let the common school be expanded to its capabilities, let it be worked with efficiency of which it is susceptible, and nine-tenths of the crimes in the penal code would become obsolete; the long catalogue of human ills would be abridged; man would walk more safely by day; every pillow would be more inviolate by night; property, life, and character held by a stronger tenure; all rational hopes regarding the future brightened.”

John Dewey [1859-1951] is truly a giant in the history and philosophy of modern education, not only in the United States but the world. It is difficult to exaggerate his enduring influence on America, and he is rightly considered the father of "progressive" education. His philosophy had more influence on American teachers, superintendents, and education methods than any other man before or since.

In 1949, Time magazine wrote: “almost every public U.S. school has become Deweyized.”
Dewey was a communist sympathizer. He toured the Soviet Union in the 1920s, writing a series of articles titled “Impressions of Soviet Russia” in which he praised the Bolshevik Revolution and the Communist education system that Lenin and Stalin were building:

“The [Russian Revolution] impressed me...there was a life full of hope, confidence, almost hyperactive...[The Russian government] is one as interested in giving [the people] access to sources of happiness as the only other government [the Tsar] with which they have any acquaintance was to keep them in misery...I can speak glowingly of Russia with any degree of confidence only as the animating purpose and life of that country are reflected in its educational leaders and the work they are attempting.”

Like any good socialist, John Dewey saw the purpose of education not as a means to transmit the deposit of truths accumulate by previous generations, nor the perfection of one’s individual qualities, but merely as a tool to socialize society:

“The moral responsibility of the school and of those who conduct it is to society. [So that] apart from participation in social life, the school has no moral end or aim. [In religious terminology] the moral trinity of the school [is] the demand for social intelligence, social power, and social interests."

Dewey attributed the material progress of the twentieth century as a result of replacing purely “intellectual” education with “practical” and “material” subjects. Modern education, he insisted, must purge itself of the purely intellectual in order to neutralize the bad effects of the subordination of matter to the spirit. In other words, unless a subject has a practical or technical application in the advancement of material progress, it has no value and should be done away with.

For Dewey, this type of education would fulfill the socialist dream of leveling social classes:

"It is fatal for a democracy to permit the formation of fixed classes...For education...the distinction of classes must be definitely done away with. Such is the principle, the law, that dominates the whole social conception of education."

According to Dewey, the idea of God and religion in the life of man is an absurdity that inhibits the development of society and the individual. As a naturalist and Humanist, he flatly rejected the existence of the supernatural. He called Christian belief in divine grace, and its role in supporting man’s weakness, the “suicide of reason.”

Dewey believed that God, religion, moral absolutes, and the supernatural are the greatest enemies of education and society:

“A democratic society repudiates the principle of external authority [and] must find a substitute in voluntary disposition and interest; these can be created only by education."

"Men have never fully used the powers they possess to advance the good in life, because they have waited upon some power external to themselves and to nature to do the work they are responsible for doing. Dependence upon an external power is the counterpart of surrender of human endeavor."

Above all, Dewey hated tradition. Like his spiritual descendants in our own time, he had an absolute preference for new things simply because they were new, and a rejection of the old simply because it was old:

“A chief task of those who call themselves philosophers is to help get rid of the useless lumber that blocks our highways of thought, and strive to make straight and open the paths that lead to the future.”

These beliefs are the basis of the modern, socialist education schemes of the 20th and 21st centuries. Schemes like Common Core are the ideological descendants of the Enlightenment, and the Progressive Theories of John Dewey. They are based on a Revolutionary conception of man and society. What we have seen so far is just the tip of the iceberg of the history of education, but it is necessary to understand that Common Core is the final end of a process that has been developing for centuries.

https://tfpstudentaction.org/b...rogressive-education

“The state must declare the child to be the most precious treasure of the people. As long as the government is perceived as working for the benefit of the children, the people will happily endure almost any curtailment of liberty and almost any deprivation.”

― Adolf Hitler



He alone, who owns the youth, gains the future.

Adolf Hitler

I dont think you can refer to these things as schools anymore. Nothing is being taught.

quote:

“Who do we hate? Donald Trump!”

“Whom do we hate? Our Teachers! Our Teachers!”

"Keep your lies consistent." --Rule #60; The Ferengi Rules Of Acquisition.

"Exploitation begins at home." --Rule #110; The Ferengi Rules Of Acquisition.

"A good lie is easier to believe than the truth." --Rule #212; The Ferengi Rules Of Acquisition.

H&K-Guy

In Howard County MD they plan to bus high performing students to low performing schools (and vice versa) for "equity." What a great idea.

/sarcasm mode off/

https://www.wbaltv.com/article...icting-plan/29256216

Supporters, protesters sound off on Howard County School's redistricting plan

Updated 6:44AM Sep 27, 2019

HOWARD COUNTY, Md. —

The final public hearing on a controversial school redistricting plan in Howard County was held Thursday night.

Dozens of students testified, and many protested outside the Board of Education building before the meeting.

Many students who testified said moving to another school would impact them negatively because they would have a longer commute and would need to make new friends and create relationships with teachers and staff.

A supporter of the plan said those individual inconveniences pale in comparison to the possible gains that could be made for all students.

Superintendent Michael Matriano's proposal would impact about 7,400 students. He said it will ease overcrowding and balance the poverty rate among students. Protesters disagree.

"The superintendent's plan is not going to address overcrowding, it's not even going to effectively address equity and it poses real harm to our children, and as a pediatrician, I'm really worried about that," Dr. Hemant Sharma, with Families for Education Improvement, said.

"There just seems to be a lot of disconnect between the proposal and what everybody in the county wants and expects out of redistricting. We felt that we should come together and present our case," Steve Puchek, a Howard County Public Schools parent, said.

At the hearing, dozens of students from Region 3 testified. Many said they don't want to go to new schools.

"I know I would make new friends at a new school, but if I couldn't walk or bike to their house. I don't know if they could ever come over," one student said.

"I think that coping with change and coping with change well is an important survival skill. I think our kids, many of our kids, are so much more resilient than their parents are giving them credit for," Tina Horn, a Howard County Public School parent, said.

While Horn said the redistricting plan could be improved, she thinks it's a step in the right direction.

"I support the acknowledgement that we have a problem in Howard County, and I think that I am very glad that the superintendent has acknowledged that, and I'm very glad that the County Council is exhorting the Board of Education through its resolution to do something and saying they will support the Board of Ed's activity in that regard," Horn said.

The board will now begin seven public work sessions. The first one is scheduled for Oct. 10. It's expected to take action Nov. 21.

Get your kids OUT of public schools. They are liberal garbage factories.

Krauts and Commies. Together—or even apart—they have ruined today’s world.
Close all schools of education.
Give credentials to people to teach their subject matter.
Abolish the Department of Education.

quote:

Originally posted by kramden:
Get your kids OUT of public schools. They are liberal garbage factories.

Amen. If I had kids they would home-schooled.

I have a young niece who just started her freshman year of college in Oregon.

She said her Ethics class professor came right out stating that he would ask each student if they were conservative or liberal, and if he found out you were conservative, you’d either become a liberal before the end of the semester, or flunk the class.

This is another example of, not sure how to phrase this, but it’s not power that corrupts, it’s immunity that corrupts. Nothing will happen to this professor because he/she has full backing of the administration, and is doing their bidding.

My young niece is extremely conservative, can’t stand male snowflakes, I pray she will remain this way.

In Oregon?
Good luck. I hope she is strong.

I've always proclaimed that subjugating your children to what's known as "public schools" is a horrible mistake, and that making the sacrifice to put them through a private school is worth the cost, etc.

When Greta Thunberg made her debut last week, I felt nothing but pity for that poor child! Just imagine if you were 16 years old, and there was no doubt in your mind that by the time you're 27, the earth will be uninhabitable! She is a result of every authority figure in her life indoctrinating her to believe that the NEAR future (less than 12 years!) holds nothing but doom and gloom! Her teachers, her parents, main stream media, movies and television have all indoctrinated her. It's the same as the Muslims who teach their children from birth to hate the infidel.

If your child attends a private school that holds and promulgates the same values as you, you stand a much better chance of not having a Greta on your hands when she reaches young adulthood.

This message has been edited. Last edited by: synthplayer,

Those schools are right in the middle the Mission, which is the heart of where the 'new tech rich' and Latin American immigrants have had their points of friction. The families and schools resemble those failed south of the border governments that they seemingly want to recreate. The tech wealth all send their kids to private schools (of course) and interact very little with the 'brown people' in the area.

I don't know what is worse - sending our children off to grade/middle/high school knowing they will be continually bombarded with this leftist indoctrination agenda..........or paying 150K a few years later to get the more of the same?