SOCIAL ENGINEERING, CO-OPERATIVE LEARNING, BRIDGES COLLAPSE AND PLANES FALL FROM THE SKY

Acknowledgements for ON TO ANGOLA DOES THIS APOLOGY LETTER FROM BAY MED...

SOCIAL ENGINEERING, CO-OPERATIVE LEARNING, BRIDGES COLLAPSE AND PLANES FALL FROM THE SKY

Education became social engineering when GOALS 2000 banned SEQUENTIAL learning for CO-OPERATIVE LEARNING. I challenged the University of Alabama College of Engineering then about what would happen when a group did a project and everyone got the same grade, but only one did the work. Yet, those individuals would graduate with a GPA that some might think indicated mastery of scientific principles. What mastery of cognitive knowledge do grades now indicate?

We know Colleges of Education accept students with the lowest ACT and SAT scores and graduate them with the highest GPAs. What does that predict for what they are able to teach their students?

Are we seeing the fruits of SOCIAL ENGINEERING when bridges collapse and planes fall from the sky?

Look at this headline!

And now, according to the NAEP (National Assessment of Educational Progress) Alabama has dropped from 26 to 51st in the nation in Reading and Math.
When we call for a return to Traditional Education do you know what we mean?

We know Progressive Education doesn’t work for academic preparation or we wouldn't keep having so many efforts to "fix it." So what IS the goal?
I thought I would try to explain what has happened with Math. First you have tounderstand that there are competing philosophies of education at work here.
TRADITIONAL versus PROGRESSIVE (WHOLE LANGUAGE)
SMALL TO WHOLE (constructionist) v WHOLE TO PART (deconstructionist)
DIRECT INSTRUCTION versus INFERENTIAL LEARNING (guessing, estimating,risk-taking)

SAGE ON THE STAGE (TEACHER DIRECTED)

versus GUIDE ON THE SIDE (FACILITATOR)
SEQUENTIAL INSTRUCTION

versus THEMATIC INSTRUCTION (taking a themelike the bombing of Nagasaki and Hiroshima

Supposedly going from a Mile Wide and an Inch Deep to an Inch Wide and a Mile Deep. Traditional augument supports acquiring a broad chronological understanding to history, simple to complex understanding in Math, Biology and Science, and foundational understanding of writing and grammar. Progressive method takes a topic and spin off with integrated curriculum (including sex ed).

INTEGRATING subjects like English,History, Science, Mathematics and sex education)

PATRIOTISM/NATIONALISM

verus SOCIALJUSTICE/GLOBALISM

INDIVIDUAL (INDIVIDUALISM) EFFORT

vs. CO-OPERATIVE LEARNING (COMMUNALISM)

You model attitudes and beliefs by modeling behavior.CAPITALISM vs. SOCIALISM What they are now being taught

KNOWLEDGE BASED vs. SKILLS BASED
COGNITIVE (Testing measures empirical data on academic achievement) vs. ATTITUDINAL/AFFECTIVE (How do students feel about it?)
COMPUTER (tool) v COMPUTER (teacher, tester, change agent modifying attitudesand beliefs)
HOMESCHOOL children mostly use traditional materials/methods, as do ABEKA and CLASSICAL schools versus PUBLIC SCHOOLS and many Catholic and private schoolsthat have bought into Common Core with its Progressive Agenda.
PHONICS (sounding out the words, then drill and repetition)

versus Whole Language

Old Math (memorizing addition, subtraction, multiplication and division tables) v.

NEW MATH
 Goals 2000 and Common Core have institutionalized the Progressive methodology and its agenda in our schools.
But, how can Math be converted to Social Justice?

RADICAL MATH

Elitist Harvard graduates like Bill Gates (attended, dropped out to start Microsoft, awarded honorary degree)

... then you have William McCallum, PhD, said to be the lead writer of the Common Core State Standards in mathematics.

Dr. William McCallum, Harvard graduate, mentioned below in Chamber Foundation film, apparently replaced Dr. James Milgram (who refused to sign off on the COMMON CORE STANDARDS).

Seeing the influence of Harvard and Mathematics education along with the Paolo Freire cult, it is not difficult to see the direction McCallum would take in establishing “Standards” for Mathematics.

EDUCATION IS POLITICS! Whole Language Catalog, Ken and Yetta Goodman and Lois Bird, 1991.

Though Freire has passed on, his imprint remains a part of the Harvard legacy. Not only do none of those developing Standards have a concept of what is developmentally appropriate, they have been indoctrinated into what they call deconstructionism or radical math, a part of liberation pedagogy a philosophy developed by defrocked Marxist priest PAOLO FREIRE who once led the Nicaragua liberation theology movement.
Kenneth Goodman, edited the influential Whole Language Catalog chock full of information on Progressive ideology and "heroes" like Freire. He also wrote his definitive work, "Reading a Psycholinguistic Guessing Game," in May of 1967.

Like Harvard, the University of Arizona has been influential in the Progressive Movement.

And now we live with the consequences of the Progressive Movement in our schools.