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April 13, 2006
Skittering Within the Walls of K-12 Education
Posted by Dave Blount at April 13, 2006 9:03 PM
It would be nice to think that deranged misfits like Jay Bennish and Steve White, who use their K-12 teaching positions to force obnoxious moonbattery down the throats of their captive and highly impressionable audiences, are freak exceptions to the rule. If only it were true.
Sol Stern at Frontpage Magazine argues that moonbattery is an even greater threat to the future in K-12 than it is in universities, because in the world of higher education, authorities will at least pay lip service to the ideal of teaching unbiased reality, as opposed to engaging in ideological indoctrination. At least in theory, their own hypocrisy can be used to shame them into responsible behavior.
In K-12 there is less hypocrisy, and still less responsible behavior. The education establishment is dominated by immature moonbats who are drawn to the field by the opportunity to infect developing minds with their pernicious ideology.
William Ayers personifies the degeneration of our educational system. During the flower power days, Ayers was a left-wing terrorist involved in acts like planting a bomb in the Pentagon. Then he found a more effective means of undermining American civilization. He took a doctorate in early childhood education from Columbia University's prestigious Teachers College. Now he is a Distinguished Professor of Early Childhood Education at the University of Illinois at Chicago. His objective is to infuse the K-12 curriculum with the depraved dogma liberals bizarrely call "social justice" — a race-based ideology in which merit and individual accomplishment count for nothing, and in which an all-powerful government divvies up wealth and opportunity based on "victim" status.
Ayers has managed to convince Teachers College Press to launch a book series on social justice curriculums. They do not limit their propaganda to soft subjects like sociology. Their goal is to completely replace education with indoctrination. Here's the Teachers College approach to teaching science:
Science education for social justice is transformative for all participants. Science pedagogy framed around social justice concerns can become a medium to transform individuals, schools, communities, the environment, and science itself, in ways that promote equity and social justice. Creating a science education that is transformative implies not only how science is a political activity, but also the ways in which students might see and use science and science education in ways transformative of the institutional and interpersonal power structures that play a role in their lives.
One of the authors of this wacky gobbledygook is Maria S. Rivera Maulucci of the New York City Department of Education. She supervises science instruction for over 100 schools.
When considering the horror of cockroaches like Bennish and White left to shape the outlook of developing minds, it's best not to forget that the same rule applies to them as to their six-legged soul mates: for every one you see, there are a thousand more inside the walls.
