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WELCOME TO THE CONTINUING COLLAPSE!
Exposing Government Schools: The Youth Ministry of the State Church of Secular Humanism
August, Anno Domini 2010
"Politics is the art of looking for trouble, finding it, misdiagnosing it, and then misapplying the wrong remedies."
(Groucho Marx) "If a politician found he had cannibals among his constituents, he would promise them missionaries for dinner." H.L. Mencken
"Surrender is essentially an operation by means of which we set out explaining instead of acting." Charles Peguy "He who does not bellow the truth when he knows the truth makes himself the accomplice of liars and forgers." Charles Peguy
Having been paroled for the summer, the vast majority of Christian children are again about to be returned to Caesar's medium security institutions, and their parents will again place themselves under Caesar's supervision.
There is still time, however, for you to make an effort to persuade your friends, relatives, and neighbors not to institutionalize their families in government schools. It has never been more apparent how corrupt and destructive the system is, and with a little encouragement you might rescue a family or two. It's worth a try.
Now, on to the business of reporting on the travails of our highly trained education professionals....
WHAT DOES THE 4TH OF JULY CELEBRATE? Because it's the end of summer, a little video is in order. We begin with something light.
Below is a segment in which Jay Leno asks passersby some "really difficult" questions about the 4th of July. As you will see, only "Grandpa" had the answer at the tip of his tongue.
The point? The video illustrates the multigenerational imbecility that government schools have manufactured. The next time a highly trained education professional tries to blame parents for the poor performance of government schools, you might remind him that a prior generation of highly trained education professionals made those parents what they are. http://www.humanevents.com/article.php?id=37922&s=rcmp
IF "VOUCHERS" ARE THE ANSWER, YOU ASKED THE WRONG QUESTION.
Here we have Molotov Mitchell showing us that he has figured out that education by government is the problem. Good.... Now someone needs to help him understand the solution (Here's a hint: It isn't vouchers). http://www.wnd.com/?fa=PAGE.view&pageId=104165&EmbedC=984dac0a-a990-45f1-87d8-9b166449906c
ALINSKY'S LAST STAND
Now we jump into TCC's time machine to take you to a Canadian Indian Reservation to observe an encounter between Saul Alinsky and a group of Canadian Indians. As you will see, the Indians aren't buying into "community organizing".
While the 60's silliness of the discussion and Alinski's frustration are entertaining, there are some interesting lessons here. We need to remember, for example, that evil gains its power from appearing attractive. To a casual observer Alinsky is in some ways an attractive character - rather like someone's well-meaning, but cranky, uncle.
If you listen carefully, however, you can see the way in which he attempts to incite covetousness and encourages people to manufacture rationalizations and manipulate language for satisfying their covetousness. Later in the documentary he attempts to seduce the Indians with an age-old lie: people deserve what they want.
Here we have a direct appeal to man's sinful nature worthy of someone who would dedicate a book to Lucifer. http://newzeal.blogspot.com/2010/08/alinxsky-in-action-rama-indian.html
DEUTSCHLAND AKBAR!
The primary lie the German government uses to attempt to justify its persecution of homeschoolers is that Germany must force all children into government schools to prevent "parallel societies" based on different worlviews from developing within Germany.
As has been pointed out in the past, this is at its core a totalitarian demand that all Germans must adhere to whatever worldview the German government decides to impose through government education.
But, as you will see in this video, the German government's schools are already divided between the de facto established state religion of secular humanism and Mohammedanism. The alleged unity that is supposed to justify the persecution of Christian homeschool families doesn't exist.
Moreover, in the competition between worldviews in German schools it is quite clear that the worldview of the German state and education establishment is the "98 lb. weakling" having sand kicked in its face by a robust Mohammedan bullying culture (readers who have seen the old Charles Atlas ads in comic books will understand the reference).
As you watch you will see the cohesion of the Mohammedans, but notice that, for all of their thugishness, they are not entirely unsympathetic.
Notice, too, that the "official" secular humanist culture of the school establishment is not attractive. It does, for example, as the Mohammedans charge, encourage sluttishness among the girls.
Indeed, one of the girls in the video converted to Islam and. her Mohammedan boyfriend notwithstanding, it is difficult to avoid the conclusion that she was largely motivated by a desire to escape the expectations of the sexually promiscuous "official" culture of her school.
The video also makes plain that it has rendered German boys virtual geldings - passive participants in an utterly feminized environment.
The problem, however, is not merely a German problem. It is here, too. The secular humanist/New Age multiculturalism that infects American government schools is doing the very same things to our children. The difference is that Mohammedans have not yet reached critical mass here. But if the time comes when they do, neither the degenerate culture of our government schools nor our "happy-clappy", insipid evangelicalism will be able to resist them.
By the way, do you wonder why the German government persecutes the "heretic" Christian homeschool families who dissent from the defacto state religion of secular humanism while failing to take equally strong measures against the Mohammedans?
Here is the answer: They persecute Christians because they can; but, they fear the Mohammedans. http://vladtepesblog.com/?p=24482
TCC NOW RETURNS YOU TO THE STATES AND TH E COLORFUL ANTICS OF OUR HIGHLY TRAINED EDUCATION PROFESIONALS
It is no secret that the teachers' unions celebrate the sodomite lifestyle, feminism, environmentalism, socialism, and just about every other belief system that is pathologically evil.
Now, however, we discover that the NEA, at least, also venerates the greatest mass murderer in the history of the world.
What does diversity mean to you? Same-sex marriage? Building a mosque on the 9/11 spot in New York? Elena Kagan on the Supreme Court?
To the largest teachers union, the National Education Association (NEA), diversity means celebrating the anniversary of the Communist takeover of China by Mao Zedong. The NEA posted this on its Web site calendar as a diversity event for Oct. 1...
Having introduced Obamalini worship in the government schools through the "Barack Obama, mmm, mmm, mmm" chant and other measures, can Mao worship be far behind?
Perhaps sometime in the future, American government school children will be given time away from the rigors of learning about white privilege and feminist science to watch "Extermination Camp Bob" on their 108" classroom flatscreen monitor, who will lead them in a song about kindly old Mao:
(to the tune of the Mickey Mouse Club Song)
"Who's the leader of the band that's made for you and me? M-A-O, T-S-E, T-U-N-N-G. Mao Tse Tung, Mao Tse Tung, forever let us hold his banner high! High! High! High! Come along and join our throng and join our jamboree. M-A-O, T-S-E, T-U-N-N-G."
If you are wondering about the double "N" in "Tung" above, TCC needed it to make the meter come out right, or maybe it's just "invented spelling".
YET ANOTHER REASON BOND LEVIES MUST BE DEFEATED EVERYWHERE
Behold the magnificent financial incontinence of our highly trained education professionals.
That's right. Don't spend the government's money, and you will be fired. No wonder we're facing a $13 trillion deficit. No wonder Nevada has nearly tripled inflation-adjusted, per-pupil education spending in the last 50 years without improving student achievement. No wonder there's no correlation between spending and student achievement. http://www.writeonnevada.com/2010/08/can-you-be-fired-for-not-spending-your.html
Not convinced yet? Even though California is bankrupt and taxpayers are being taxed into poverty, California's highly trained education professionals have built a monment to their collective insanity: a $578 million government school in LAUSD.
LOS ANGELES (AP) -- Next month's opening of the Robert F. Kennedy Community Schools will be auspicious for a reason other than its both storied and infamous history as the former Ambassador Hotel, where the Democratic presidential contender was assassinated in 1968. With an eye-popping price tag of $578 million, it will mark the inauguration of the nation's most expensive public school ever.
The K-12 complex to house 4,200 students has raised eyebrows across the country as the creme de la creme of "Taj Mahal" schools, $100 million-plus campuses boasting both architectural panache and deluxe amenities....
At RFK, the features include fine art murals and a marble memorial depicting the complex's namesake, a manicured public park, a state-of-the-art swimming pool and preservation of pieces of the original hotel.
Partly by circumstance and partly by design, the Los Angeles Unified School District has emerged as the mogul of Taj Mahals. The RFK complex follows on the heels of two other LA schools among the nation's costliest - the $377 million Edward R. Roybal Learning Center, which opened in 2008, and the $232 million Visual and Performing Arts High School that debuted in 2009. http://hosted.ap.org/dynamic/stories/U/US_TAJ_MAHAL_SCHOOLS?SITE=AP&SECTION=HOME&TEMPLATE=DEFAULT
Why should anyone be surprised? This is what happens when you give large sums of money to corrupt, education special interest groups.
ALL BOND LEVIES MUST BE KILLED. (Call Paul-the-Bond-Slayer)
YOUR SCHOOLS ARE DIFFERENT?
DEAR LEADER NOW EFFECTIVELY HAS THE POWER TO CONTROL ALL CURRICULUM
Using the well known expedient of taking taxpayers' money and giving it back to them with "strings" the Obama administration is now in a position to force a curriculum of its choosing on virtually everyone.
Using "Race To The Top" funding as an incentive, the Department of Education has gotten state after state to adopt national K-12 academic standards.
The count is now at 30 (29 at the time the article was written). Texas is a holdout, but it doesn't matter. Under a decentralized system, Texas size relative to other states made a difference. Through unification of curricular standard across 30 states, including the largest market, California, Texas will no longer have the clout it has enjoyed in the "textbook wars".
http://www.sacbee.com/2010/08/02/2931281/california-approves-national-education.html
It will take a while for the Feds to consolidate and implement their control over curriculum, but it will happen. Indeed, even with a change in administration it will happen because our "conservative" school reformers generally want national curricular standards.
WHEN "REGULAR" AFFIRMATIVE ACTION ISN'T ENOUGH
Our universities are always coming up with innovations that the rest of us never knew we needed...Things like majors in "Queer Studies" and "White Privilege", for example.
Now it appears that a pioneering medical school has discovered yet something else that we never knew we needed: doctors who haven't taken a serious chemistry or physics course and who never took the Medical College Admission Test.
For generations of pre-med students, three things have been as certain as death and taxes: organic chemistry, physics and the Medical College Admission Test, known by its dread-inducing acronym, the MCAT.
So it came as a total shock to Elizabeth Adler when she discovered, through a singer in her favorite a cappella group at Brown University, that one of the nation’s top medical schools admits a small number of students every year who have skipped all three requirements...
Ms. Adler became one of the lucky few in one of the best kept secrets in the cutthroat world of medical school admissions, the Humanities and Medicine Program at the Mount Sinai medical school on the Upper East Side of Manhattan.
The program promises slots to about 35 undergraduates a year if they study humanities or social sciences instead of the traditional pre-medical school curriculum and maintain a 3.5 grade-point average.
For decades, the medical profession has debated whether pre-med courses and admission tests produce doctors who know their alkyl halides but lack the sense of mission and interpersonal skills to become well-rounded, caring, inquisitive healers...
“There’s no question,” Dr. Kase said. “The default pathway is: Well, how did they do on the MCAT? How did they do on organic chemistry? What was their grade-point average?”
“That excludes a lot of kids,” said Dr. Kase, who founded the Mount Sinai program in 1987 when he was dean of the medical school, and who is now dean emeritus and a professor of obstetrics and gynecology. “But it also diminishes; it makes science into an obstacle rather than something that is an insight into the biology of human disease.”
Whether the study’s findings will inspire other medical schools to change admissions requirements remains to be seen.
Because MCAT scores are used by U.S. News and World Report and others to rank schools, the most competitive ones fear dropping the test, admissions officials said. And at least two recent studies found that MCAT scores were better than grade-point averages at predicting performance in medical school and on the series of licensing exams that medical students and doctors must take.
“You have to have the proper amount of moral courage to say ‘O.K., we’re going to skip over a lot of the huge barriers to a lot of our students,’ ” said Dr. David Battinelli, senior associate dean for education at Hofstra University School of Medicine...
There are a few other schools in the United States and Canada that admit students without MCAT scores, but Mount Sinai appears to have gone furthest in eschewing traditional science preparation, said Dr. Dan Hunt, co-secretary of the Liaison Committee on Medical Education, the medical school accrediting agency.
The students apply in their sophomore or junior years in college and agree to major in humanities or social science, rather than the hard sciences. If they are admitted, they are required to take only basic biology and chemistry, at a level many students accomplish through Advanced Placement courses in high school.
http://www.nytimes.com/2010/07/30/nyregion/30medschools.html?pagewanted=2
Apparently Mount Sinai is leading the way in preparing a new generation of doctors well suited to the demands of Obamacare. (Yes, the operation was a failure and the patient died. But, the doctor has written a beautiful sonnet about the experience.)
YET ANOTHER EXAMPLE OF HOW OUR TAXEATING HIGHLY TRAINED EDUCATION PROFESSIONALS "PLAY" THE PUBLIC
One of the enduring shibboleths of American education is that educational outcomes depend on teacher experience, education, and pay. A corollary to this proposition is that children in less affluent neighborhoods are deprived of a good education because the teachers in their schools typically have less education and experience and are paid less.
A proposition even more vehemently asserted by the education establishment than these is that a teacher's effectiveness depends significantly on the "SES" (Socio-economic status) of the teacher's students.
In a "Man Bites Dog" story, the L.A. Times reported on a study of teaching in LAUSD that the L.A. Times itself performed to assess whether these factors really do determine teacher effectiveness.
In what can only be described as a "bad hair day" for the education establishment, the study expressly found that variation in teacher effectiveness was greater within schools than between schools; that the best teachers were not bunched in the schools serving affluent neighborhoods; and, that the weakest teachers were not concentrated in schools serving poorer neighborhoods.
Further, the effectiveness of teachers did not depend on the race, English proficiency, wealth, or prior level of academic achievement of the students.
...Contrary to popular belief, the best teachers were not concentrated in schools in the most affluent neighborhoods, nor were the weakest instructors bunched in poor areas. Rather, these teachers were scattered throughout the district. The quality of instruction typically varied far more within a school than between schools. http://www.latimes.com/news/local/la-me-teachers-value-20100815,0,2695044.story
Having evaluated all of the elementary school teachers in LAUSD in the course of the study, the L.A. Times is planning to publish its results, including the evaluations of individual teachers to assist parents in evaluating the education their children are receiving.
The teachers' union, however, is outraged that they might be held accountable for their performance, so the union is organizing a boycott of the L.A. Times and urging other unions to join in.
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