Category Archives: Education

The Common Core of Education Failure: The Language and Literacy Disaster, by Linda Schrock Taylor

How do we think? With words, mostly. If you don’t understand words, if you don’t understand how they’re structured, can you think anything but the most simple thoughts? The American educational system is destroying the ability to think. From Linda Schrock Taylor at lewrockwell.com:

Literacy failures continue to compound with each generation as mis-educators focus on everything except the core problem:  The Devastation of Language and Literacy.

The vast majority of Americans no longer Hear, Speak, Spell, Read, or Write English with competency, let alone with skill. The destruction of Americans’ ability to precisely understand and use their own language is at the root of every problem that faces our nation: school failure;  dearth of general knowledge; limited horizons; shallow, inaccurate thought processes; poor communication skills; unemployability; criminality; and the development of this shallow, polarized society in which we live.  Still teachers are wasting precious educational time, and damaging young brains, with flashcards and sight word memorization.

We have no reason to expect any noticeable change, whether a Hobby Educator, or a Degreed Educator, is at the helm of the money wasting, regulation imposing, U.S. Department of Education.  The True Educators have mostly died off or been spiritually beaten into silence.  Thus far, no one in power has been willing to 1) accurately identify the Core Problem and its breadth,  2) agree to fund only proven traditional methods, and 3) demand absolute use of successful teaching methods.  Only by doing these three things can America solve the Core Problem at each level and thus RESET the learning and intellectual abilities of all Americans:  Preschool; Elementary; 6-12th  Grades, and Adult.

The Goal should be Life Learning Until America Is Re-Educated!

Most modern teachers in America have never taught any child to be a great reader.  My very wise educator mother always maintained that, “Children, who do learn to read in today’s schools, learn in spite of the instruction.”  I have to agree with her.  My own son, by the school’s own testing, was reading at the 11th grade level in Second Grade BUT he was forced to use First Grade basal readers in the classroom because that was the level of the lowest child.  He was not allowed to check out chapter books from the school library because the school rule was that children could not check out chapter books until Third Grade, no matter their reading level.  It is not politically correct to be a very intelligent child in today’s public schools.

To continue reading: The Common Core of Education Failure: The Language and Literacy Disaster

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Strip Mining the World, by Robert Gore

The richest vein in the history of predatory mining is just about played out.

A gigantic mine engages in every conceivable destructive practice—strip mining, heap leaching, tailings dams and ponds and so on. It pays such low wages its workers only make ends meet by borrowing from the company at usurious rates. The mine has befouled the air and poisoned the water. Many workers are chronically sick and their children are afflicted with birth defects. The mine’s absentee owners know that the mine is played out and the tailings dam is structurally unsound. They close the mine, count their profits, and move on. A month later the dam gives way. A deluge of noxious sludge inundates the town below the dam, sparing no one and rendering the area uninhabitable.

The government is a strip mining operation, plundering the dwindling residual value of a once wealthy America. Forget ostensible justifications, policy is crafted to allow those who control the government to maximize their take and put the costs on their victims, leaving devastation in their wake.

Wars are no longer about defending the country or even making the world safe for democracy. They are about appropriations, not to be won, but profitably prolonged. The Middle East and Northern Africa have been a mother lode. You would think their sixteen-year war in backward and impoverished Afghanistan would be a shameful disgrace for the military and the intelligence agencies. It’s not. They’ve milked that conflict for all its worth, and now brazenly talk about a “generational war”: many more years of more of the same.

We can also look forward to generational wars in Iraq, Syria, Libya, and Yemen. The strip miners are agitating for an Iranian foray. That’s got Into The 22nd Century written all over it, a rich, multi-generational vein, perhaps America’s first 100-year war.

The only rival for richest mother lode is medicine. Health care is around 28 percent of the federal budget, defense 21 percent. Medical spending no longer cures the sick; it’s the take for insurance, pharmaceutical, and hospital rackets. The US spends more per capita on health care than any other nation (36 percent more than second-place Switzerland) but quality of care ranks well down the list.

In education there is the same gap between per capita spending (the US ranks at or near the top) and value received, in this instance as measured by student performance. What’s paid is out of all proportion to what’s received, especially at a time when computer and communications technology should be driving down the costs of education across the board.

Indoctrination factories formerly known as schools, colleges, and universities dispense approved propaganda. For students, higher education is now on the government-sponsored installment plan. There’s a litany of excuses why Johnny, Joan, Juan, Juanita, Jamal and Jasmine can’t read, compute, or think, but lack of funding and student loans don’t wash. Education dollars fund teachers’ unions, their pensions, administrators, and edifice complexes; learning is an afterthought. This vein will play out as the pensions funds, and the governments that have swapped promises to fund them for educators’ votes, go bankrupt. Probably around the same time as the student loan bubble pops.

Money itself has become a faith-based construct, a strip mining operation jointly owned by the government, the central bank, and the banking cartel it supports. Replacing gold with paper promises, monetizing debt, interest rate suppression, inflation of the money supply and the central bank’s balance sheet, macroeconomic meddling, maintenance of a bankers’ cartel, and insider dealing within the cartel have immeasurably increased the wealth and power of the entire banking complex.

Twenty trillion dollars in debt, two-hundred-plus trillion in unfunded liabilities, and an economy that has barely cruised above stall speed for eight years are core samples indicating the mine is exhausted. The tailings dam has sprung visible leaks. However, the townspeople below the dam remain willfully oblivious to the danger.

Recognizing realty and doing something about it are hallmarks of mental toughness, once considered a virtue. Now, in various tangible and virtual sanctuaries against facts and logic, the demand is made for reality to conform to the delusions of those who refuse to confront it. In the safe space between their ears, the only danger is someone warning of danger.

Lower even than the level of mental fortitude is physical toughness. When the dam breaks, the obese, opiated, otiose endomorphs resting their girths on couches across America will have no chance of escaping the sludge, even with their motorized carts. President Kennedy christened the President’s Council on Physical Fitness to address what he saw as a soft and flabby America. Fifty years later, America is exponentially softer and flabbier—physically, intellectually, and spiritually. Most Americans are in no condition to handle the emotional and physical stresses crises will bring.

It’s viciously ironic that many of them will look to the strip miners for salvation. A captive government that has turned America into a field of rackets, its string-pullers extracting power and wealth while ordinary people have seen their incomes stagnate, their meager savings dwindle, and opportunities shrink, is somehow going to make financial and economic catastrophe all better.

In one sense Hillary Clinton’s use of the term “deplorable” was unfortunate, in that it implies that the strip miners care enough about the townspeople to deprecate them. They don’t. The townspeople have had their uses, but they’re expendable once the mine is played out. Let someone else worry about pulling them from the sludge, or just leave them buried. The strip miners chose America first because it had the richest vein, now exhausted. The strip miners will move on to other, albeit less lucrative, lodes. That is what is meant by globalization.

WHO’S EXPENDABLE?

AMAZON

KINDLE

Professor Rages “My University Treated Me Like A Criminal Over A Joke”, by Trent Bertrand

Three snowflakes got upset over a professor’s joke, which was not particularly funny or particularly offensive. The professor was suspended and may lose his job, without anything resembling due process. From Trent Bertrand at jamesgmartin.center:

For the past six years, I have taught an undergraduate course on international economics at Johns Hopkins University. Most of my students thought it was a very good course. So I was shocked when, on December 6, 2016, I was met at the door of my classroom by Johns Hopkins security personnel and barred from entering.

The next day, I received a letter from my dean suspending me from my teaching duties—just three classes before the end of the semester.

What had I done to cause such a reaction by the administration? I had told a joke when discussing off-shoring, the practice of firms shifting work abroad, often in search of lower wages. Here it is:

An American loses his job due to his work being off-shored. He is very depressed and calls a mental health hot line. He gets a call center in Pakistan where the call center employee asks, “What seems to be the problem?” The American responds that he has lost his job due to the work being sent overseas and states, “I am really depressed and actually suicidal.” The call center employee says, “Great. Can you drive a truck?”

The lecture on off-shoring took place several weeks earlier. The stated reason for my suspension was that three students (out of 68) complained that my joke had created a “hostile learning environment” in the class. That’s a charge most college administrators now take with the utmost seriousness.

At the time of my suspension, the investigation into those complaints by Johns Hopkins’ Office of Institutional Equity (OIE) had not even started, but still the administration somehow concluded that my teaching had to be terminated immediately.

To continue reading: Professor Rages “My University Treated Me Like A Criminal Over A Joke”

He Said That? 7/18/17

From Aldous Huxley ( 1894-1963), British author, “Knowledge and Understanding” in Collected Essays (1958):

Ours is an industrial civilization, in which no society can prosper unless it possesses an elite of highly trained scientists and a considerable army of engineers and technicians. The possession and wide dissemination of a great deal of correct, specialized knowledge has become a prime condition of national survival. In the United States, during the last twenty or thirty years, this fact seems to have been forgotten. Professional educationists have taken John Dewey’s theories of ‘learning through doing’ and of ‘education as life adjustment,’ and have applied them in such a way that, in many American schools, there is now doing without learning, along with courses in adjustment to everything except the basic twentieth-century fact that we live in a world where ignorance of science and its methods is the surest, shortest road to national disaster. During the past half century every other nation has made great efforts to impart more knowledge to more young people. In the United States professional educationists have chosen the opposite course.

3 Examples That Show How Common Core Is Destroying Math Education In America, by Michael Snyder

In area after area, the government has moved in a replaced that which worked with that which doesn’t. Education and medical care are the two prime examples. From Michael Snyder at theeconomiccollapseblog.com:

Whenever you let federal bureaucrats get their hands on anything they are probably going to ruin it.  During the Obama administration, the Department of Education spearheaded a transformation of American education that was absolutely breathtaking.  Over a period of about five years, Common Core standards were implemented in almost every state in the entire nation.  Unfortunately, this has resulted in a huge step backward for public education in this country.  Common Core has been called “state-sponsored child abuse”, and it is a big reason why U.S. students are scoring so poorly on standardized tests compared to much of the rest of the world.

According to Wikipedia, at one point 46 states had adopted Common Core, but now some states are having second thoughts…

46 states initially adopted the Common Core State Standards, although implementation has not been uniform. At least 12 states have introduced legislation to repeal the standards outright,[1] and Indiana has since withdrawn from the standards.

Sadly, many parents don’t even understand how dramatically our system of education has been tampered with.  In her book entitled The Education Invasion: How Common Core Fights Parents for Control of American Kids, Joy Pullmann exposes how the Gates Foundation has been one of the key players in the effort to get Common Core introduced into classrooms all over America…

Organized in seven chapters, her book describes how the Gates Foundation promoted and continues to promote one extremely wealthy couple’s uninformed, unsupported, and unsupportable ideas on education for other people’s children while their own children are enrolled in a non-Common Cored private school. It explains how (but not exactly why) the Gates Foundation helped to centralize control of public education in the U.S. Department of Education. It also explains why parents, teachers, local school boards, and state legislators were the last to learn how the public schools their local and state taxes supported had been nationalized without Congressional knowledge or permission; and why they were expected to believe that their local public schools were now accountable for what and how they teach … not to the local and state taxpayers who fund them or to locally-elected school boards that by law are still supposed to set education policies not already determined by their state legislature … but to a distant bureaucracy in exchange for money to their state department of education to close “achievement gaps” between unspecified groups.

To continue reading: 3 Examples That Show How Common Core Is Destroying Math Education In America

What Might be Missing in the Muslim World? by Denis MacEoin

Religious fanaticism, Islamic or otherwise, does not coexist well with scientific inquiry and innovation. From Denis MacEoin at gatestoneinstitute.org:

  • Recently, Chinese, Japanese and other educators have found that rote learning and endless drills produce high achievers without creativity, originality, or the ability to think for themselves. Western academic standards of rationality and objectivity have been behind most of the West’s achievements.
  • “The campus has three mosques with a fourth one planned, but no bookstore. No Pakistani university, including QAU, allowed Abdus Salam to set foot on its campus, although he had received the Nobel Prize in 1979 for his role in formulating the standard model of particle physics.” — Pervez Amirali Hoodbhoy, commenting on Quaid-i-Azam University in Islamabad, Pakistan, the second-best university among the 57 Muslim states of the Organization of Islamic Cooperation.
  • The very thought that “Islamic science” has to be different from “Western science” suggests the need for a radically different way of thinking. Scientific method is scientific method and rationality is rationality, regardless of the religion practiced by individual scientists.

In April this year, the Grand Mufti of Egypt, Shaykh ‘Ali Gomaa, told an interviewer what he meant as a flat statement of fact: that there are no female heart surgeons, as such work required strength and other capabilities that no woman possesses. He put it this way:

“You may have noticed that there is not a single female heart surgeon in the world… It’s amazing. It’s peculiar. Why do you think that there are none? Because it requires great physical effort — beyond what a woman is capable of. That’s in general. Along comes a woman who challenges this, and she succeeds in becoming a surgeon. But she is one woman among several million male surgeons.”

Now even a child could have carried out a simple Google search and realized that there are countless female surgeons and many female heart surgeons. It would not have taken long to find, for example, the US Association of Women Surgeons, which includes heart surgeons — and that would have settled his hash. But apparently deep-seated, pre-formed judgements about women’s abilities prevented Gomaa from using whatever powers of reasoning and intelligence he may possess.

Sadly, there often seems a profound absence of scientific probing within the Muslim world.

It seems reasonable to assume that levels of intelligence are pretty well the same around the world, regardless of race, gender, or religious affiliation. As human beings, we share the same brainpower, just as we share all other physical functions. Mercifully, earlier views of racial inequality have in most places been replaced by a more fact-based understanding of human characteristics. Today, theories put forward in the last two centuries of a supposed “racial supremacy” of white people have been happily discarded. In democratic societies, white supremacists are universally loathed.

To continue reading: What Might be Missing in the Muslim World?

Edward Snowden: “Knowledge Has To Originate From Somewhere, And That Can’t Be A Classroom.” by Arjun Walia

Modern classrooms don’t produce alert, active, questioning minds; they produce the exact opposite. From Arjun Walia at lewrockwell.com:

In September 2015, Neil deGrasse Tyson interviewed Edward Snowden, the NSA whistleblower who revealed the mass spying program(s) used across the globe by multiple intelligence agencies, private governments, and more. His revelations had broad and immediate consequences for both the elite they exposed and the now-informed public, who, prior to the leaks, considered government surveillance a conspiracy theory. Leaks continue to expose government surveillance and the tools/technology they use via Snowden and other whistleblowers, document platforms like Wikileaks, and the Freedom of Information Act (FOIA). As a result, distrust in our governments is at an-all time high, and on a global scale.

All of these leaks have brought the existence of Special Access Programs (SAPs) and Unacknowledged SAPs into the public consciousness. These are programs run by what’s become known as “The Deep State,” or a government within the government, which has also been discussed by multiple political insiders and academics,.

Here is one out of many examples we’ve used many times:

Political parties exist to secure responsible government and to execute the will of the people.

From these great tasks both of the old parties have turned aside. Instead of instruments to promote the general welfare, they have become the tools of corrupt interests which use them impartially to serve their selfish purposes. Behind the ostensible government sits enthroned an invisible government owing no allegiance and acknowledging no responsibility to the people.

To destroy this invisible government, to dissolve the unholy alliance between corrupt business and corrupt politics is the first task of the statesmanship of the day. (source)

To see more quotes like this, you can check out this article. And to learn more about the Black Budget, you can read this one that goes more in-depth.

To continue reading: Edward Snowden: “Knowledge Has To Originate From Somewhere, And That Can’t Be A Classroom.”