EDUCATION TERMS YOU SHOULD KNOW
Some of what you will read below comes from a 2010 article from a Chicago magazine. That is appropriate because those education leaders in Chicago included Bill Ayers and his colleague Barach Obama as well as Arne Duncan then Superintendent of Schools in Chicago who became the Secretary of Education for the United States.
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But, Reading was not the goal of these "educators" in Chicago Public Schools (CPS)--obviously.
Mastery Learning and Outcome Based Education came from Chicago. Common Core came from Chicago through David Coleman, known as the architect of Common Core. He is the son of the former president of Bennington College, Liz Coleman, graduate of the University of Chicago, a big proponent of big government and Marxist ideology.
Coleman and Zimba, co-founders of the New York based GROW network, came to Chicago to produce data studies for the Chicago Annenberg Challenge (CAC) at the time Obama was on the CAC Board, brought on board by Bill Ayers and Chicago’s Superintendent of Schools, Arne Duncan--later U.S. Secretary of Education. CAC paid $2.2 million for the services of Coleman and Zimba in data studies.
“These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality.”
Coleman has no background as a teacher. He is now president of the College Board (yearly salary $550,000 total compensation $750,000) and will make changes to the SAT to make it more socially just. (This should set up red alert warning flags for Home and Christian schooled children who will need to pass these tests to get into college.)
See also: Eagle Forum Article on Chicago links
Much of what came before has been repackaged, renamed, a bait and switch to continue the long march toward the revolution these Marxists hope to ignite. Through our children.
HUMAN POTENTIAL MOVEMENT AND SELF-ACTUALIZATION (SELF-ESTEEM) ABRAHAM MASLOW--
After a lecture at Sacred Heart in 1962, Abraham Maslow noted in a diary entry that the talk had been 'successful,' and that 'They shouldn't applaud me. They should attack me. If they were fully aware of what I was doing, they would attack.'" The Journals of A. H. Maslow, p. 157; Nuns and Midshipmen by Dr. Gerald L. Atkinson 4 July 2001; The Frankfurt School: Conspiracy to corrupt, By Timothy Matthews, Issue: March 2009, http://catholicinsight.com
What's strange about the HPM is that one of the tenets of faith is questioning authority, but one would never question the authority which demands that authority be questioned. The problem is not questioning authority. If that were truly a trait of the HPM, the membership would see through the fraud of the system. The problem is that what passes as questioning authority is not a legitimate act of rebellion or resistance. The style of questioning authority endemic to the HPM consists mainly of whining and bitching to parental figures for no logical reason other than to express one's own infantile wishes, and to throw mud in the faces of the maligned parents.
― The rebellion against leaders in encounter groups doesn't usually accomplish anything significant other than perpetuating an atmosphere of antagonism and immaturity. Thus, not only is the movement itself stuck in the sixties of the encounter movement, but the participants also get stuck in their own maturational retardation. Confrontation becomes a promiscuous barrage of insult to the nearest, undeserving targets of undisciplined infantilism. Rather than confronting the introjected harsh parents within one's own soul, the HPM whiner falls into the sadistic trap of lashing out his vitriol to random recipients of abuse. The victims of this abuse too often tolerate the "encounter" or reward the infantilism through praise of "self expression". It works like a dysfunctional family, perpetually acting out their anger and pathology onto one another, never growing beyond their pathological needs to insult and inflict pain.
THE FAILURE OF THE HUMAN POTENTIAL MOVEMENT: FROM SELF-ACTUALIZATION TO EXPERIENTIALISM by Geoffrey Hill (c) 1998 by Geoffrey Hill
COGNITIVE DISSONANCE--The term cognitive dissonance is used to describe the mental discomfort that results from holding two conflicting beliefs, values, or attitudes. People tend to seek consistency in their attitudes and perceptions, so this conflict causes feelings of unease or discomfort.
This inconsistency between what people believe and how they behave motivates people to engage in actions that will help minimize feelings of discomfort. People attempt to relieve this tension in different ways, such as by rejecting, explaining away, or avoiding new information. Example: the morality taught by a student's parents in conflict with the sex education curriculum causes cognitive dissonance.
Adopting beliefs or ideas to help justify or explain away the conflict between their beliefs or behaviors could be a coping mechanism. This can sometimes involve blaming other people or outside factors.
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Cognitive Dissonance is an important term. Why would any school environment want to create cognitive dissonance?
"The educational pedagogy and curriculum design that best meets our needs as a community of learners will be rooted in Constructivism. The basic tenet of Constructivism is that learners, simply put, construct learning through a variety of experiences. Learners construct knowledge rather than simply sit and take in information. As people experience problems and situations they reflect on what they experience and they create or build their own representations and incorporate new information into their pre-existing knowledge (schemas).
The essential components in constructivist theory are to elicit prior knowledge, create cognitive dissonance (They do what?), and apply the knowledge with feedback and reflection on learning. These components are best utilized in project-based, cooperative, learning activities that reflect elements with meaning to, or are relevant to the students’ lives and community.
https://www.researchgate.net/publication/232903723_Essential_Criteria_to_Characterize_Constructivist_Teaching_Derived_from_a_Review_of_the_Literature_and_Applied_to_Five_Constructivist-Teaching_Method_Articles
https://www.verywellmind.com/what-is-cognitive-dissonance-2795012
Now, what agenda might need for little children to suffer from cognitive dissonance?
Taxonomy of Educational Objectives Book 1 Cognitive Domain and Taxonomy of Educational Objectives Book 2 Affective Domain are more commonly referred to as Bloom's Taxonomies, despite David R. Krathwohl being the leading editor of Book 2. Despite the rot that John Dewey and his progressive religion has brought to education these books have had more to do with the erosion of morals and ethics in America than any other books. Couched in the language of "academia" they are actually the work of Transformational Marxists, using the language of social psychology, i.e. psychotherapy (Marx and Freud, both dialectic in mind) to communicate to their agents an agenda to destroy the sovereignty of this nation for a dream of a one world order.
The bottom line of these works is to remove the protestant work ethic and true Christian belief and action from the face of the world. For most readers this already sounds like a conspiracy agenda. They are right. But to refuse to understand a plot against this nation would either mean you do not care what happens to you and your loved ones or you would rather stay ignorant, with the hope that the ignorant win.
Dean Gotcher
https://www.authorityresearch.com/Articles/Blooms%20Taxonomies%20and%20Karl%20Marx.html
SYSTEMIC PROGRESSIVISM--the domination of progressive ideas through their monopolistic control of teaching colleges, accrediting agencies, teachers unions, and the federal Department of Education.
PROGRESSIVE VALUES--a series of pseudo-virtues (tolerance, equity, multiculturalism, environmentalism) that they call values. What is the difference? “Values are just ‘things we believe.’ They’re like answers on a memorization test, and they’re self-defined.
MEDIA LITERACY--(called for in Action Civics) These programs ostensibly warn students away from dangerous conspiracy theories. In practice, however, they discourage students from looking at conservative sources and hold up mainstream media fact-checkers (largely left-biased) as sources of ultimate authority. Essentially, “media literacy” programs favored by advocates of the new civics inculcate the Democratic Party’s position on “fake news.”
CULTURALLY RESPONSIVE TEACHING AND LEADING STANDARDS --Critical Race Theory-based force teachers to call America systemically racist, affirm the “fluidity” of gender, “mitigate” their Euro-centrism and whiteness, and substitute activism for achievement when grading students. Finding creative ways to present traditional civics to minorities is one thing. Teaching radical activism is quite another.
CRITICAL RACE THEORY--“experiential” advocacy projects designed to appeal to minority students. We are talking about Black Lives Matter protests outside of police stations for course credit. And the grants will be disbursed by President Biden’s Education Department, sure to be staffed by left-leaning bureaucrats who believe — as does the president — that our country is “systemically racist.” Put together the priority criteria and a Democrat-controlled Department of Education and you will see a tremendous number of grants going to Critical Race Theory-based political advocacy programs, all under the label of “civics.”
Critical Race Theory, of course, is antithetical to the classically liberal principles upon which our constitutional republic rests. Teaching it is actually a form of anti-civics. Yet that is what hundreds of millions of dollars disbursed by the “Civics Secures Democracy Act” is going to be used for.
CRITICAL PEDAGOGY AND Bill Ayers (domestic terrorist and Obama's boss at the Chicago Anenburg Project). Ayers’s spectacular second act began when he enrolled at Columbia University’s Teachers College in 1984. Then 40, he planned to stay just to get a teaching credential. (He had taught in a “Freedom School” during his pre-underground student radical days.) But he experienced an epiphany in a course taught by Maxine Greene, a leading light of the “critical pedagogy” movement. As Ayers wrote later, he took fire from Greene’s lectures on how the “oppressive hegemony” of the capitalist social order “reproduces” itself through the traditional practice of public schooling—critical pedagogy’s fancy way of saying that the evil corporations exercise thought control through the schools.
Critical pedagogy theorists nurse a rancorous view of an America in which it is always two minutes to midnight and a knock on the door by the thought police is imminent. The education professors feel themselves anointed to use the nation’s K–12 classrooms to resist this oppressive system. Thus Maxine Greene urged teachers not to mince words with children about the evils of the existing social order. They should portray “homelessness as a consequence of the private dealings of landlords, an arms buildup as a consequence of corporate decisions, racial exclusion as a consequence of a private property-holder’s choice.” In other words, they should turn the little ones into young socialists and critical theorists.
The reading list for his urban education course includes the bible of the critical pedagogy movement, Brazilian Marxist Paolo Freire’s Pedagogy of the Oppressed; two books by Ayers himself; another by bell hooks, a radical black feminist writer and critical race theorist; and a “Freedom School” curriculum. That’s the entire spectrum of debate.
National Council on the Accreditation of Teacher Education, the main accreditor of education schools, now monitors how well the schools comply with their own social justice requirements.
American Education Research Association (AERA) 25,000-member AERA is the umbrella organization of the ed-school professoriate, and over the past two decades it has moved steadily left, becoming more multicultural, postmodernist, feminist, and enamored of critical race theory and queer theory.
And now the organization has just hired its first national Director of Social Justice. In fact, Ladson-Billings and Tate have coedited their own volume of essays on educational research and social justice, wherein they argue for a critical race theory approach, based on the idea that institutionalized “white supremacy” remains pervasive in American public education. Left unexplained is how these two particular critical race theorists, both black, could have been elected by their overwhelmingly white peers to preside over the education establishment’s premier organization. https://www.city-journal.org/html/ed-schools’-latest—and-worst—humbug-12948.html
National Council of Teachers of Mathematics encourage the move away from the traditional emphasis on computational skills like multiplication tables and algorithms—a teaching method that university mathematicians still favor but that many K–12 math teachers dismiss as “drill and kill.” Teachers (particularly liberal and left-leaning teachers) who instead use a “constructivist” or “discovery-based” pedagogy, sometimes called “fuzzy math,” in which students learn mathematical concepts by trying to solve real-life problems, will see Gutstein’s social justice lessons on how military budgets for the war in Iraq deny poor Americans their fair share of resources as an advance beyond problems about baseball statistics, shopping, or building.
Teaching Science for Social Justice--“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.” If you still can’t appreciate why it’s necessary for your child’s chemistry teacher to teach for social justice, you are probably hopelessly wedded to reason, empiricism, individual merit, and other capitalist and post-colonialist deformities.
Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice by Eric Gutstein, a Marxist colleague of Ayers’s at the University of Illinois and also a full-time Chicago public school math teacher--Like Ayers, Gutstein reveres Paolo Freire. He approvingly quotes Freire’s dictum that “there neither is, nor has ever been, an educational practice in zero space-time—neutral in the sense of being committed only to preponderantly abstract, intangible ideas.” Gutstein takes this to mean that since all education is political, leftist math teachers who care about the oppressed have a right, indeed a duty, to use a pedagogy that, in Freire’s words, “does not conceal—in fact, which proclaims—its own political character.”
Accordingly, Gutstein has relentlessly politicized his math classes for years, claiming that this approach has improved his students’ math skills while making them more aware of the injustices built in to capitalist society. One lesson, for example, presents charts showing the U.S. income distribution, aiming to get the students to understand the concept of percentages and fractions, while simultaneously showing them how much wealth is concentrated at the top in an economic system that mainly benefits the superrich. After the class does the mathematical calculations, Gutstein asks: “How does all this make you feel?” He triumphantly reports that 19 of 21 students described wealth distribution in America as “bad,” “unfair,” or “shocking,” and he proudly quotes the comments of a child named Rosa: “Well I see that all the wealth in the United States is mostly the wealth of a couple people not the whole nation.” (https://www.city-journal.org/html/ed-schools’-latest—and-worst—humbug-12948.html)
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS--call for teachers to move away from the traditional emphasis on computational skills like multiplication tables and algorithms—a teaching method that university mathematicians still favor but that many K–12 math teachers dismiss as “drill and kill.” Teachers (particularly liberal and left-leaning teachers) who instead use a “constructivist” or “discovery-based” pedagogy, sometimes called “fuzzy math,” in which students learn mathematical concepts by trying to solve real-life problems, will see Gutstein’s social justice lessons on how military budgets for the war in Iraq deny poor Americans their fair share of resources as an advance beyond problems about baseball statistics, shopping, or building. (https://www.city-journal.org/html/ed-schools’-latest—and-worst—humbug-12948.html)
FOUNDATIONS IN EDUCATION--Though no one has as yet surveyed how far social justice teaching has pervaded America’s 1,500 ed schools, education researchers David Steiner (now Hunter College ed-school dean) and Susan Rozen did a study two years ago on the syllabi of the basic “foundations of education” and “methods” courses in 16 of the nation’s most prestigious ed schools. The mainstays of the foundations courses were works by Paolo Freire, Henry Giroux (a leading critical pedagogy theorist), and the radical education writer Jonathan Kozol (“America’s Most Influential—and Wrongest—School Reformer,” Winter 2000). For the methods courses, Bill Ayers’s To Teach: The Journey of a Teacher tops the bestseller list. Neither list included advocates of a knowledge-based and politically neutral curriculum, such as E. D. Hirsch Jr. or Diane Ravitch.
An ed-school system that bars math teachers like Steve Head, who want to teach without bringing politics into the classroom, while celebrating Eric Gutstein’s Marxist indoctrination of future math teachers, is fundamentally corrupt. And this travesty is now reaching beyond the ed schools to local school boards and district superintendents, who are setting up entire schools dedicated to social justice. Not only do these schools infuse social justice throughout the curriculum, but they also often require students to engage in “community activism” outside of school hours. (https://www.city-journal.org/html/ed-schools’-latest—and-worst—humbug-12948.htm)
LIBERATION PEDAGOGY (ACTUALLY EDUCATION MALPRACTICE?)
Paolo Freire developed his liberation pedagogy out of his experiences teaching illiterate peasants in northeastern Brazil, whom he saw, understandably, as victims of an oppressive, semifeudal society. The traditional “banking” approach to education, as he called it, in which the teacher “deposits” socially approved knowledge into the minds of the oppressed but passive students, is the mechanism that “reproduces” that oppression. In response, Freire proposed instead a liberatory pedagogy, in which the poor students become democratic participants with their teachers as they learn a critical literacy that enables them to analyze the causes of their own oppression.
Whatever might be said about this theory in the context of rural Brazil in the 1950s, it is educational malpractice to apply it to the problem of educating minority children in New York City schools in the twenty-first century. Throughout most of the twentieth century, the bad and oppressive “banking” approach that the city’s public schools used somehow managed to lift millions of children out of poverty—something the social justice schools of today seem unlikely to do.
It cannot be repeated often enough: ideas have consequences, and bad ideas have bad consequences. The Freirian theories that carry over to social justice teaching are incapable of “liberating” the children of America’s so-called oppressed. As E. D. Hirsch has exhaustively shown, the scientific evidence about which classroom methods produce the best results for poor children point conclusively to the very methods that the critical pedagogy and social justice theorists denounce as oppressive and racist. By contrast, not one shred of hard evidence suggests that the pedagogy behind teaching for social justice works to lift the academic achievement of poor and minority students.
Social justice teaching is a frivolous waste of precious school hours, grievously harmful to poor children, who start out with a disadvantage. School is the only place where they are likely to obtain the academic knowledge that could make up for the educational deprivation they suffer in their homes. The last thing they need is a wild-eyed experiment in education through social action.
EVIDENCE BASED PRACTICES--essentially the menu of troubling teaching techniques favored by the movement for Action Civics (Bill Page 5, Line 16-Page 6, Line 5). They include: 1) directing teachers to discuss current social and political controversies in class; 2) out-of-class political protests and lobbying (nearly always for leftist causes) for course credit (in the bill, called “projects” and “experiential learning”) and 3) internships with (invariably leftist) lobbying and advocacy organizations for course credit (in the bill, called “service learning”). NOTICE THE BAIT AND SWITCH USING THE WORD "EVIDENCE"
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)--The National Assessment of Educational Progress (NAEP), famous as “the nation’s report card,” is the national test that allows us to tell how well the states are doing at teaching basic knowledge and skills. NAEP allows us to see that, whereas America’s reading and math scores had once been headed up, Common Core has brought them down. Yet NAEP was never intended to create a national curriculum. On the contrary, NAEP was deliberately designed to make it difficult or impossible to link its results to state or local curricula. If anything, by revealing the failure of Common Core, NAEP has already discredited the very idea of a de facto national curriculum.
EDUCATING FOR American Democracy (EAD)--(aptly described as a “Trojan Horse for Woke Education”). The leftist leaders of EAD, who just happen to be the chief public backers of the Civics Secures Democracy Act of 2021, issued a draft report on implementation that I have seen, but that seems not to have been released to the public in final form. That draft report calls for NAEP to be redesigned to align with EAD. This would be an inexcusable national power-grab and an affront to the proper purpose of NAEP. It’s clear, however, that this is exactly what the bogus leftist “civics” coalition wants. (For a new report by the Heritage Foundation critical of EAD and its national ambitions, go here. For more critiques of EAD, go here and here.)
READING INSTRUCTION
STRUCTURED LITERACY--
Structured literacy (SL) approaches emphasize highly explicit and systematic teaching of all important components of literacy. These components include both foundational skills (e.g., decoding, spelling) and higher-level literacy skills (e.g., reading comprehension, written expression). SL also emphasizes oral language abilities essential to literacy development, including phonemic awareness, sensitivity to speech sounds in oral language, and the ability to manipulate those sounds.
Explicit teaching means that teachers clearly explain and model key skills; they do not expect children to infer these skills only from exposure. Systematic means that there is a well-organized sequence of instruction, with important prerequisite skills taught before more advanced skills. For instance, children master decoding and spelling simpler consonant-vowel-consonant words (e.g., tap) with short vowel sounds before learning more complex short-vowel words (e.g., stamp or tapped) with consonant blends or affixes.
Explicit, systematic teaching requires teacher-led instruction. Teacher-led instruction also enables educators to provide prompt, targeted feedback in response to children’s mistakes, another characteristic of SL. (International Dyslexia Society)
Whole Language and whole word approaches offer two things that structured literacy doesn't, and this accounts for their widespread usage.
1. Ease: Teachers do not have to have a great deal of expertise to use these approaches, since they are based on children 'discovering how written language works FOR THEMSELVES.
2. Absolution: Children who make no or low progress in reading and writing are labelled within these approaches as having deviated beyond the teacher's control, such as a language disorder or a social disadvantage.
SIDE PHONICS-Systematic, Intensive, Direct and Early -- method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system.
DRILL--impugned by Whole Language teachers as "drill and kill"
REPETITION--The deepest "aha's" spring from an encounter and then a return. Repeating the encounter fuses it into one's awareness. One of the biggest mistakes a teacher can make is to forego the return or repetition. The learning process is one of slow engagement with ideas; gradually the engagement builds to a critical mass when the student actually acquires the idea. Repetition matters because it can hasten and deepen the engagement process. If one cares about quality of learning, one should consciously design repetitive engagement into courses and daily teaching. To do this well is harder than it seems. This column summarizes some subtle issues around repetition and offers suggestions for how to proceed. (Robert S. Bruner, "Repetition is the First Principle of all Learning")
MEMORIZATION--Memorization is a foundational skill that can be used to build understanding and then application and creation.
SKILLS BASED--The skills-based approach focuses on teacher-directed lessons and sequentially introduced skills. The various components of literacy instruction are compartmentalized and taught in isolated units (spelling, vocabulary, grammar, phonics, reading and writing). Skills-based instructors plan and introduce the designated learning models and evaluate student advancement within the established framework. Specific skills are introduced through directed reading and writing activities. Additionally, preferred outcomes of reading and writing exercises focus on meticulousness and mastery. The most widely utilized instructional tools include systematized programs which comprise basal readers, workbooks and worksheets. With the ultimate focus on reading and writing proficiency, students are expected to become competent and active users of the acquired skills, as well as involved participants in their learning environment.
SEQUENTIAL LEARNING (aka EXPLICIT LEARNING) --Skills are taught according to a particular scope and sequence. The teacher follows the established order with adjustments to meet individual needs. Skills are taught on the basis of what has been previously taught, the child’s previous knowledge, repeated structured spiraling review, and aiming for mastery.
Before Goals 2000 Sequential learning was a part of school board policy. Then with Goals 2000 a new school board paid for a specialist (David Hornbeck) to rewrite their bylaws. I wonder how much that cost and look at the consequences. "Sage on the Stage"
DIRECT INSTRUCTION--Successful literacy instruction and interventions provide highly explicit, systematic teaching of foundational decoding and spelling skills as well as explicit teaching of other important components of literacy, such as vocabulary, comprehension, and writing. (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction.
PROJECT FOLLOW THROUGH--
Project Follow Through was the most extensive educational experiment ever conducted. Beginning in 1968 under the sponsorship of the federal government, it was charged with determining the best way of teaching at-risk children from kindergarten through grade 3. Over 200,000 children in 178 communities were included in the study, and 22 different models of instruction were compared. The communities that implemented the different approaches spanned the full range of demographic variables (geographic distribution and community size), ethnic composition (white, black, Hispanic, Native American) and poverty level (economically disadvantaged and economically advantaged). Parent groups in participating communities selected one approach that they wanted to have implemented, and each school district agreed to implement the approach the parent group selected.
Project Follow Through had strong safeguards to assure that the participating districts implemented the approach it adopted. The government provided stipends to supplement local budgets and support the implementations and also provided comprehensive health services, including a nutritional component, plus medical-dental care.
Evaluation of the project occurred in 1977, nine years after the project began. The results were strong and clear. Students who received Direct Instruction had significantly higher academic achievement than students in any of the other programs. They also had higher self-esteem and self-confidence. No other program had results that approached the positive impact of Direct Instruction. Subsequent research found that the DI students continued to outperform their peers and were more likely to finish high school and pursue higher education.
Although the evaluation clearly favored the Direct Instruction Model, the results of the evaluation were suppressed by the U.S. Office of Education.
Ask yourself why this program that was most effective academically for "at risk" students was ignored by the education establishment. This was the most expensive education research project done. Look at what else has come down the pike making guinea pigs of our children and what is the result?
WHOLE WORD--Whenever you see a list of words sent home on flashcards, in a book or on a worksheet in the absence of any instruction on how they might be learned, you are seeing whole word teaching in action. (Lyn Stone, Reading for Life: High Quality Reading Instruction for all)
WHOLE LANGUAGE (WL) --“The whole language perspective is based on the idea that written language is learned primarily in meaning-centered and functional ways and reading, and writing are learned from whole to part by engagement in the process themselves.” (Edelsky, 1991; Goodman, 1986). "Guide on the Side"
(From the Whole Language Catalog) "The potential for equalizing and democratizing the schools leads to the issue of how whole language changes the power base of traditional schools as well as society. Paolo Freire (1970) points out that traditional approaches to learning and literacy create a group of passive objects in which knowledge is deposited, instead of a group of active subjects capable of grandstanding and transforming their sociopolitical reality. In a skill approach the learners, especially low income and minority students are treated as passive objects who aren’t expected to act on their environment.""
"WL carries this debate over the formal teaching of reading to a new extreme by insisting that no such systematic and direct instruction in reading is necessary, and especially that for the recognition of individual words. It therefore is obvious that WL promotes the most radical form of reading instruction conceived of so far. Illiterate children in WL classes simply are "immersed" in reading material, that is, they "follow along" in texts from which the WL teacher reads aloud. From this experience, WL hypothesizes, each pupil will discover at his or her own peculiar pace, what is needed to learn to read. No specified sequence of reading skills nor time schedules are set since it is held that each child employs a unique learning style when acquiring reading ability.
But as is revealed in this discussion, WL leaders view the adoption of these empirically unverified instructional tenets as only a means to a more important end--a political one. They assume that through their training in becoming WL teachers university students will come to endorse the concept of reading instruction as "liberation pedagogy." They thus will accept the desirability of educating their future students to perceive the need to replace the present capitalistic economic system with a socialist one.
Whole language holds, in short, that teachers who hold conservative political views are not only ineffective reading instructors, per se, but also stand as impediments to the attainment of the socialist economy that principal persons of the WL movement envision. Literacy is a dangerous instrument in the hands of anyone but those with left-wing political inclinations, the chief writers about WL proclaim. They therefore have set as their immediate goal the exclusion of teachers who are politically conservative from the ranks of those who are considered to be responsible professionals." (Dr. Patrick Groff, The Leftist Invasion of Reading Instruction."
ECLECTIC-- Eclectic approach is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners. (To traditionalists, it is abdicating the hard work of developing the skills necessary for future success with SIDE systematic, intensive, direct and early phonics instruction.)
DRILL-- to fix something in the mind or habit pattern of by repetitive instruction (contemptuously called "drill and kill" by Whole Language supporters. Yet no one objects to a football coach drilling his team until the moves are second nature to them.
THEMATIC LEARNING--A thematic approach to teaching involves integrating all subject areas together under one theme. It crosses over subject lines. (contrasting with sequential learning required before Goals 2000 and Outcomes Based Education)
GROUP LEARNING--Modeling behavior models attitudes and beliefs. Group is Alpha.
OUTCOMES BASED EDUCATION (EQUITY)
Howard Zinn-- (author of the textbook now popular A People's History of the United States)-
A People’s History of the United States is a 700-page tome that covers the history of America from 1492 to the Iraq War. Zinn seeks to trace the history of “people’s struggles” against the rich and powerful. As he explains:
“We must not accept the memory of states as our own. Nations are not communities and never have been. The history of any country, presented as the history of a family, conceals fierce conflicts of interest (sometimes exploding, most often repressed) between conquerors and conquered, masters and slaves, capitalists and workers, dominators and dominated in race and sex. And in such a world of conflict, a world of victims and executioners, it is the job of thinking people, as Albert Camus suggested, not to be on the side of the executioners.”
From the website Defense of Marxism: A Marxist appraisal of Howard Zinn’s “A People’s History of the United States” by Guthrie Burnett-Tison18 January 2022. https://www.marxist.com/a-marxist-appraisal-of-howard-zinn-s-a-people-s-history-of-the-united-states.htm
ESG--Environmental, Social and Government (ESG)--ESGgo, a new enterprise data platform enabling next-generation ESG data collection, reporting, and analysis, launched worldwide today. The technology company, which provides customizable software solutions to sync data monitoring and optimize reporting on environmental, social, and governance (ESG) factors, also announced $7 million in seed funding, led by Glilot Capital with support from additional prominent Silicon Valley angel investors.
ESGgo is the latest venture by Co-Founders Orly Glick and Ido Green, most recently a Partner at Vintage Investment Partners and a Senior Software Engineering Leader at Facebook, respectively. The startup aims to support companies to measure and analyze their ESG efforts, serving as a central repository for ESG data points from across an organization, unifying the disparate systems and manual workflows through automated data capture, monitoring, gap analysis, and benchmarking. Customizable dashboards allow decision-makers to chart progress on sustainability and social issues material to their market or sector while measuring their performance at a granular level against past data, peers, and industry benchmarks. As product features and adoption grow, ESGgo users will gain access to AI-driven insights and tailored recommendations for enhancing their ESG rankings.
“People want to engage with socially responsible companies,” said ESGgo CEO & Co-Founder Orly Glick, “Yet, simply stating your good intentions is not enough anymore. Consumers, investors, employees, and policymakers want tangible proof. That’s why we’re launching ESGgo, a one-stop-shop platform solution that simplifies and streamlines reporting on the ESG issues relevant to your business. The team and I are building ESGO to make a positive impact, both today and for our children’s generation and beyond.”
This will be coming soon, probably through the Chamber of Commerce or Business Roundtable just like Common Core.
DEI. DIVERSITY EQUITY INCLUSION. This is hard to define. So this is from a website to show you what you must do to maintain your DEI approval by the Ruling elite.
https://bloomerang.co/template/diversity-inclusion-and-equity-policy-template/
Upholding the policy
If your organization is committed to creating a policy you need to understand that effort must be put into implementing and upholding it.
Here are some tips on how to do that:
- Include your policy in your hiring, onboarding, and orientation processes for new employees, volunteers, board members, committee members, etc. Posting a salary range with a job description is an easy way to get started. Here’s a post written by Vu Lee, Writer at Nonprofit AF and Executive Director at Rainier Valley Corps, that explains this.
“From my perspective, the statement is just legalese. It’s more important to focus on outreach, eliminate formal education requirement if not necessary, posting the salary range, ensuring you have a diverse hiring panel, and train your hiring team in equitable practices, those are the things that will make a difference.”
- Weave the policy into your organization’s strategic plan.
- Consider implementing a zero tolerance policy for bullying and harassment.
- We can’t stress this enough. Open up a conversation with employees and volunteers about what diversity, inclusion, and equity mean to them. This will help your employees feel heard and included, and their insight will help you judge your policy. Do monthly, quarterly, or annual check-ins with employees to see how they perceive your efforts are faring.
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- Make sure your diversity committee is keeping a pulse on tactics and goals and pivoting when necessary.
THE GREAT RESET--WEF chief executive officer Klaus Schwab described three core components of the Great Reset: the first involves creating conditions for a "stakeholder economy"; the second component includes building in a more "resilient, equitable, and sustainable" way—based on environmental, social, and governance (ESG) metrics which would incorporate more green public infrastructure projects; the third component is to "harness the innovations of the Fourth Industrial Revolution" for public good.[2][3] In her keynote speech opening the dialogues, International Monetary Fund director Kristalina Georgieva listed three key aspects of the sustainable response: green growth, smarter growth, and fairer growth.[4][1]
At the launch event for the Great Reset, Prince Charles listed key areas for action, similar to those listed in his Sustainable Markets Initiative, introduced in January 2020. These included the re-invigoration of science, technology and innovation, a move towards net zero emissions globally, the introduction of carbon pricing, re-inventing longstanding incentive structures, rebalancing investments to include more (though not all) green investments, and encouraging green public infrastructure projects.[1]
In June 2020, the theme of the January 2021 50th World Economic Forum Annual Meeting was announced as "The Great Reset", connecting global leaders both online and in person in Davos, Switzerland, with a network of stakeholders in 400 cities around the world.[5] The Great Reset was also to be the main theme of the WEF's summit in Lucerne in May 2021, which was postponed to 2022.[6][7]
The World Economic Forum generally suggests that a globalized world would be best-managed by a self-selected coalition of multinational corporations, governments and civil society organizations (CSOs).[8][better source needed] It sees periods of global instability – such as the financial crisis and the COVID-19 pandemic – as windows of opportunity to intensify its programmatic efforts.
(WIKIPEDIA
PAIDEIA--Paideia, a Greek word that means both instruction and enculturation, was invented by the ancient Athenians who knew that they could not preserve their democracy without passing down their culture to morally self-regulating citizens who could think logically and act nobly.
WESTERN CHRISTIAN PAIDEIA (WCP)--The Greeks accomplished WCP through an educational system steeped in tradition that shaped its pupils in accordance with universal standards of reason and virtue.
“Paideia, simply defined,” Pete Hegseth explains, “represents the deeply seated affections, thinking, viewpoints, and virtues embedded in children at a young age, or, more simply, the rearing, molding, and education of a child.” On the basis of this paideia, the Western world established a “vision of ‘the good life’ [that] went virtually unchanged and unchallenged for centuries. It was tied to traditional families, church, communities, industriousness, and a virtuous population.” It was that vision, and the WCP on which it was founded and sustained, that the progressives systematically rooted out of American schools. (Battle for the American Mind)
CLASSICAL VIRTUE--Virtue, properly understood, is rooted in the affections of a person as they align to God’s affections.”
NATIONAL REVIEW ONLINE ARTICLE BY STANLEY KURTZ
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