PAOLO FREIRE-- Liberation Theology became Liberation Pedagogy in the US when Paolo Freire was introduced to Henry Giroux by a network of liberation theologists in Boston. Alongside Paulo Freire, Henry A. Giroux is widely considered to be the founding father of critical pedagogy. Critical is one of those words co-opted by the Left to make one think it is a higher level thinking process when it is actually the Marxist infusion into different areas of our culture, such as "critical" race theory, etc.
Freire, in Pedagogy of the Oppressed in 1968, called for education that raised people’s awareness about the reality of their economic and social condition and inspired them to take the steps needed for their empowerment.Freire is the third most cited behind the Bible and Shakespeare. Author of Pedagogy of the Oppressed.
HENRY GIROUX --For thirty years Henry Giroux has been theorizing pedagogy as a political, moral and cultural practice, drawing upon critical discourses that extend from John Dewey and Zygmunt Bauman to Paulo Freire. Two followers of Marxism, Paulo Freire, and Henry Giroux, were two of the leading contributors to critical theory, and as a result, it’s heavily influenced by Marxist theory.
Giroux, seeing education as a leading proponent of politics, analyzed the educational institutions and resisted dominant ideology to create a more equalitarian democratic society and education.
JOHN DEWEY
Through the years, Dewey was a member of many Marxist organizations and a totalitarian socialist who wanted government to take over all education via government schools. Dewey rejected traditional religion and moral absolutes and is considered the epitome of liberalism by many historians, sometimes even portrayed as “dangerously radical.”
As part of his agenda, John Dewey co-authored and signed the Humanist Manifesto in 1933. Humanism is a worldview that focuses on human values and concerns, attaching prime importance to people rather than on a divine or supernatural being.
LINDA DARLING-HAMMOND--Working behind the scenes, implementing policies and writing the standards for Common Core were associates from President Obama’s community organizing days. In de facto control of the education component is Linda Darling-Hammond, a radical left-wing educator and close colleague of William “Bill” Ayers, the former leader of the communist terrorist Weather Underground who became a professor of education and friend of Obama’s. While Governor Ron DeSantis is taking Florida away from Common Core, California Governor Gavin Newsom is bitterly clinging to the failed standards and pushing that state farther into the fuzzy, unscientific, invasive social-emotional learning (SEL) as well. Newsom appointed radical Stanford professor emerita Linda Darling-Hammond to lead the California State Board of Education.
Hammond was terrorist and close Obama friend, Professor Bill Ayers’, choice for secretary of education during the first Obama administration. Hammond served as an education adviser and transition team leader in 2008. When Arne Duncan was chosen instead and took on the role of bribing/coercing 45 cash-strapped states to accept the Common Core standards during the Great Recession, Hammond got to work developing and implementing the Smarter Balance Assessment Consortium (SBAC) national Common Core assessment.
SBAC started out with 24 states plus the U.S. Virgin Islands and has now decreased to 13 states plus the U.S.V.I. However, some of the states formerly in SBAC like Utah and West Virginia have gone on to adopt the American Institutes for Research (AIR) test, which admits in it contract with Florida that it also develops the computer adaptive testing platform for SBAC, so it is likely that the two tests are quite similar, at least in format. AIR admits on its website that it “delivered online tests for 19 states and had contracts with 22 states in 2015-16” but does not list which states use their tests. It is also important to note that AIR describes itself as “one of the world’s largest behavioral and social science research and evaluation organizations.”
The reason it is important to understand the connections between Common Core, AIR, SBAC and Linda Darling-Hammond is that she also is an extremely strong proponent of non-academic issues like “equity”and SEL. She believes that the U.S. has “one of the most unequal educational systems in the industrialized world.” Hammond serves on the board of the Collaborative for Academic, Social, and Emotional Learning (CASEL), the godfather of SEL in the U.S. and co-chaired the Aspen Institute’s National Commission on Social, Emotional and Academic Learning that just completed their final report that is loaded with problems and contradictions.
BILL AYERS--. As a terrorist, he and his wife, Bernardine Dohrn, had dedicated their Prairie Fire Manifesto to Sirhan Sirhan, the convicted assassin of Robert F. Kennedy. It was for this reason that Kennedy’s son, Christopher Kennedy, chairman of the University of Illinois board of trustees, voted against bestowing “professor emeritus” status on Ayers after he retired. “I intend to vote against conferring the honorific title of our university whose body of work includes a book dedicated in part to the man who murdered my father, Robert F. Kennedy,” he said.
Back then, the former bomber and co-founder of the communist terrorist Weather Underground organization was Distinguished Professor of Education at the University of Illinois at Chicago. The two had worked together closely from the year Ayers hosted a political launch party for Obama, in 1995, to 2002. At the Chicago Annenberg Challenge, “the brainchild of Bill Ayers,” they funneled more that $100 million to radical groups like ACORN and Gamaliel, which used the funds to promote radical education.[i] This initiative was also promoted by Arne Duncan, now Secretary of Education. Also as board members of the Woods Fund, Ayers and Obama channeled money to ACORN and the Midwest Academy.[ii]
WILLARD DAGGETT--Founder of both the Successful Practices Network and the International Center for Leadership in Education (ICLE). Co-chairing a National Commission named “Learning 2025: National Commission on Student-centered, Equity-focused Education” with AASA (School Superintendents Association) , in cooperation with several other national organizations. The National Commission was charged with identifying and documenting the cognitive and non-cognitive skills, knowledge, behaviors, and dispositions that high school graduates will need to master to prepare for the digital age workplace as citizens of a global community. They then set in motion a national search for the most successful practices at developing these skills, knowledge, behaviors, and dispositions in all students. Dr. Daggett will share the evidence-based practices that the Commission identified to be most effective and provide suggestions on how school districts can implement these practices from classroom to boardroom. Equity, social justice, Social-Emotional Learning, mental health, and a rigorous and relevant instructional program for all students are recent but critical issues that schools today are required to address.
Over the years, Daggett was very active in Alabama though he was from New York State.
BAIT AND SWITCH. One should ask just how successful have those "successful practices" been when actually measuring reading, math, and science skills and not attitudes or Marxist infusion? Sharman and Betty
W. GARY MARTIN AND MARILYN STRUTCHENS--Auburn College of Education professors Gary Martin and Marilyn Strutchens have been awarded nearly $600,000 to establish professional learning communities in mathematics. In addition to this grant, Strutchens was also recently elected to the board of directors of the National Council of Teachers of Mathematics.
Impressed? Look at what the National Council of Teachers of Mathematics really is: 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.” Here 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.
Martin and Strutchens have been on nearly every state math committee in Alabama; in fact, Dr. Strutchens chaired the committee in 2019.
See also: https://www.lewrockwell.com/2003/11/linda-schrock-taylor/well-shut-my-mouth/
Can you now see why Alabama is 52nd in the US, behind Washington DC and Puerto Rico? Betty and Sharman
A PLUS -- from their website:
Policy: A+ provides research-based (?) information and briefs to state leaders that address critical areas for improvement like testing, accountability, and teacher/principal development and evaluation. We also established a coalition of some four dozen organizations known as Alabama GRIT (Graduate Ready. Impact Tomorrow.) to build broader support for holding Alabama students to high standards that will prepare them for real life.
Practice: The Alabama Best Practices Center manages networks of superintendents, district leaders, principals and teachers (?) who collaborate to successfully implement proven, effective ideas (?) for improving schools. Educators from more than 50 school systems across the state are learning from and inspiring each other. Participants rate this support as essential for helping students meet higher expectations.
Preparation: Alabama does rank #1 in our nation for percent increase in math, science, and English Advanced Placement qualifying scores from 2008-2014 – and that success can be directly attributed to the efforts of our A+ College Ready division. We work relentlessly to train teachers to lead higher-level courses, encourage more students in our state to challenge themselves, and provide the support they need to meet those challenges no matter what their circumstance or zip code.
We first encountered A Plus in the reading wars when they supported Whole Language over Phonics instruction. We truly want to gag when we read this. Look at the harm they have done to our schools and the influence they continue to have! Our schools have never been in worse shape for producing students who read, write and compute well! Why do our legislators listen to them. Would you continue to go to a doctor with the kind of record this group has? They only score A Plus on influence! Parents and the public need to challenge what the real goals are for this group and how they measure their own success! Betty and Sharman
A + is not alone. It is a part of a consortium of southeastern states.
The Columbia Group is a collective of seven organizations located throughout the Southeast, dedicated to communicating the central role that better education plays in the future of their states and recommending and implementing ways to ensure that education in these states is in fact better. It is true that there are a few education advocacy organizations based in other states throughout the country. It is also true that there exist successful education reform efforts rooted in business involvement in community issues, notably the Business Roundtable groups. But nowhere else has a group of state-based education organizations strategically joined forces to create an active network and to begin to forge a regional agenda for education reform.
https://gpee.org/programs/columbiagroup/
CAROLINE NOVAK--Retired President of A + We first heard of A + in the early 1990s when we battled Outcomes Based Education and Goals 2000. She promoted Whole Language, Common Core and any other radical agenda that has come down the Pike. And what are the results?
We have since discovered that this group is mainly a lobbying group for "progressive" education. They even write legislation that lazy legislators then get passed. Alabama is 52nd in the nation behind Washington and Puerto Rico. That ought to tell you something about the research and goals of this organization. She led the way. Betty and Sharman
BILL SMITH-- the founding chair of A+ Education Partnership and chair of Royal Cup Coffee. He is also on the Board of Directors for the Business Council of Alabama.
MARK DIXON--Mark Dixon is uniquely prepared to lead A+. He was instrumental in state efforts to develop or expand major initiatives with lasting impact, including organizing a teacher-led commission focused on improving teaching quality, leading the effort to establish our A+ College Ready program, and establishing Teach for America, Alabama. I am thrilled he is returning to take on a new role that will benefit from his passion and newly acquired skills and experience.”
As long as they call it A + then they can claim excellence. Only the track record does not reveal those successes they claim.
CATHY GASSEINHEIMER—retired leader of A + Best Practices Center.
You would think they would be embarrassed to be the leader of an organization that led Alabama to such abysmal reading and math skills! And the nerve of calling it "Best Practices"! Sharman and Betty
PHILLIP SCHLECHTY--Now deceased, "In 1988 he founded the Center for Leadership in School Reform (CLSR), an organization dedicated to excellence in public schools through student and staff engagement. CLSR became the Schlechty Center in honor of Phil's lifelong work and recognition in the education community."
He was the Columbia Group's provider for teacher training (see above).
See also: Schlepping Down the Education Trail Thanks to the Common Core Diva in North Carolina!
UNESCO? HE WAS WORKING WITH UNESCO? Betty and Sharman
"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? Betty and Sharman), 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
This is a good thing? Betty and Sharman
HORNBECK also served as Maryland Superintendent of Schools.
· National Association of School Psychologists
· Learning First Alliance
· National Education Association
· National Association of Secondary School Principals
· Council for Exceptional Children
· Social Workers Association of America
· American Federation of Teachers
·
· Gay, Lesbian & Straight Education Network, GLSEN, is the leading national education organization. It looks to transform our nation’s K-12 schools into an affirming environment.
https://www.glsen.org/blog/glsens-partners-rise-support-kevin-jennings
K-12? We must sexualize our little children for their agenda? When I graduated from the college of education at the University of Alabama, we were taught that little boys liked little boys because they had more in common with them and little girls liked little girls because they shared more interests -- until puberty. We also learned that sexualizing children early caused cognitive dissonance (a bad thing) and made them more aggressive. Sharman and Betty
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’s prior association with Ayers, Obama and Arne Duncan probably helped his appointment.
Or it could be his philosophy: “These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality.” He has no background as a teacher. He is also 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.)
Coleman’s childhood friend, Jason Zimba, teaches mathematical physics at Bennington College and like Coleman attended Oxford as a Rhodes Scholar. He admitted that his creation, the Common Core math standards, would only prepare students for a minimum junior college level--not STEM (Science, Technology, Engineering and Math).
With Common Core accepted by school systems THROUGHOUT THE COUNTRY there is NO LIBERTY TO ESTABLISH A CURRICULUM THAT WORKS. They are BOUND TO the philosophy of Coleman, Ayers, Zimba, Duncan and Obama. 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.
BILL GATES--
In a 2003 interview with PBS' Bill Moyers, Bill Gates admitted that his father used to be the head of Planned Parenthood, which was founded on the concept that most human beings are just "reckless breeders" and "human weeds" in need of culling.
Gates also admitted during the interview that his family's involvement in reproductive issues throughout the years has been extensive, referencing his own prior adherence to the beliefs of eugenicist Thomas Robert Malthus, who believed that populations of the world need to be controlled through reproductive restrictions.
Bill Gates is the prime pusher of COMMON CORE a nationalized curriculum that supposedly set standards for all states that impact ALL OF OUR CHILDREN. He made big donations to the Chamber of Commerce that then took the videos promoting Common Core to the chapters throughout the country. They then promoted Common Core.
Bill Gates is a good guy, right? And he is VERY rich because he is a master marketer. And now, he is tight with the United Nations to bolster his good guy reputation so that he can sell more stuff and through the data collection have more information available to sell. But that's not a part of the promotion for this agenda.
BENJAMIN BLOOM--"In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." David Krathwohl, Benjamin Bloom, etc. Taxonomy of Educational Objective Book 2 Affective Domain page 54. (Looks like Social Emotional Learning SEL) BLOOM was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning. He is particularly noted for leading educational psychologists to develop the comprehensive system of describing and assessing educational outcomes in the mid-1950s.[1] He has influenced the practices and philosophies of educators around the world from the latter part of the twentieth century.
FRANKFURT INSTITUTE--The Frankfurt School, known more appropriately as Critical Theory, is a philosophical and sociological movement spread across many universities around the world. It was originally located at the Institute for Social Research (Institut für Sozialforschung), an attached institute at the Goethe University in Frankfurt, Germany. The Institute was founded in 1923 thanks to a donation by Felix Weil with the aim of developing Marxist studies in Germany. After 1933, the Nazis forced its closure, and the Institute was moved to the United States where it found hospitality at Columbia University in New York City.
The academic influence of the critical method is far reaching. Some of the key issues and philosophical preoccupations of the School involve the critique of modernity and capitalist society, the definition of social emancipation, as well as the detection of the pathologies of society. Critical Theory provides a specific interpretation of Marxist philosophy with regards to some of its central economic and political notions like commodification, reification, fetishization and critique of mass culture.
https://iep.utm.edu/critical-theory-frankfurt-school/
KLAUS SCHWAB-- founder and director of the World Economic Forum and proponent of THE GREAT RESET. Schwab considers Dom Helder Camara a spiritual father. Dom Helder Camara introduced Klaus Schwab and Paolo Freire, another liberation theologian. When Boston Marxist liberation theologians introduced Paolo Freire to American Marxist Henry Giroux, Giroux discovered the way to spread his Marxists beliefs through Paolo Freire's concept of infiltrating education to promote the Marxist agenda.
Howard Zinn-- (author of the popular anti-American textbook, 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-Tison, 18 January 2022. https://www.marxist.com/a-marxist-appraisal-of-howard-zinn-s-a-people-s-history-of-the-united-states.htm
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