Tag Archives: William Ayers

BEGIN LIMITING LOCAL CONTROL OF SCHOOLS TO ADVANCE GLOBAL INTERDEPENDENCE

by Karen Schroeder of Advocates for Academic Freedom

Leaders of educational policy have found that local control of schools hinders their ability to convince students that America’s success and well-being is interdependent with other nations. Before interdependence can gain acceptance, American citizens must abandon their present life style.

The Aspen Institute prepared a succinct document called A New Civic Literacy; American Education and Global Interdependence which shows that educational and political leaders believed that local control of education had been slowing public acceptance of interdependence. Never-the-less, Dr. Ward Morehouse, who developed educational programs for world citizenship for the New York State Department of Education, explained that interdependence may impose burdens that must be widely shared. “We the people are ready to make major adjustments in our life styles and work-ways if (a) someone with credibility tells us that it is in the public interest and (b) the distribution of the burden is obviously fair.”

Does this position sound familiar?

Dr. Morehouse assumes that interdependence is a goal of the American people and that its implementation simply needs the guidance of a leader with credibility. He warns that the American educational system is “caught in a bind” created by state and local control of schools. He joins a myriad of educational theorists who explain that only the federal government can handle the major issues involving energy, food, population, global environment, oceans, communications, trade, investment, and money.

Believing the federal government should control money and salaries, the American public allowed political leaders to create the Federal Reserve and pass the 16th and 17th Amendments to the Constitution. Simultaneously, educational and political leadership assumed that Americans had been well prepared to accept interdependence and all of the educational and political implications involved.

Therefore, increasing federal funding and creating policies which place the federal government in greater control of educational policy have been essential steps toward assuring the success of this agenda. Justification is based on the premise that interdependence issues are “perceived as national concerns”.

The American public has been conditioned to believe that perceptions must be respected as truth. This manipulation of language discourages discussion of interdependence, a relationship in which the individual owns and controls nothing because everything he accomplishes depends upon the generosity and talents of collective world nations. He must surrender private property and freedom. Our founding fathers would be appalled that our citizenry would surrender so much.

Those imposing social or political agendas upon the classroom are not held accountable for the impact their policies have on the academic success of students. One example is Cooperative grouping of children. That is a method of instruction which encourages children to surrender their individual dreams and academic goals for the collective. College professors continue to recommend cooperative grouping of students as an essential method of instruction although academic achievement suffers in the process. The First Days of School by Harry and Rosemary Wong and Handbook of Social Justice in Education by William Ayers and others are examples of works which advocate cooperative grouping as a technique for new teachers. Both books are also required reading during professional seminars.

Most important to these educational experts are the social and political changes being developed in American society. Many Americans have been conditioned to accept a President who says:

If you’ve got a business, you didn’t build that. If you’ve been successful, you didn’t get there on

your own. I’m always struck by people who think, well, it must be because I was just so smart.

If you were successful, somebody along the line gave you some help.

When the American public cheers a President who advocates these collectivistic values, the policy wonks at the Aspen Institute have good reason to smile for they have successfully changed American values, standards, and expectations. This they accomplished without spilling a drop of blood or taking a life.

They destroyed the dreams of many Americans, and they used the educational system to do it. Taxpayers who want to stop the destruction of America’s Republic must demand that federal mandates be removed from the educational system and the funds be re-allocated to the states.

Please consider financially supporting Advocates for Academic Freedom! Your donations are used to contribute conservative current-events materials to school libraries and to provide informational materials to parents, educators, and taxpayers about social and political policies which impact the educational system. AAF works with grassroots groups to address educational issues at the federal, state, and local level. Donations can be made online via PayPal or checks can be made payable to: AAF and mailed to: 331 South Main Street; Suite 307, Rice Lake, WI 54868

http://advocatesforacademicfreedom.org/

http://www.facebook.com/pages/Advocates-for-Academic-Freedom-Corp/192295727462155?v=wall

Advertisements

5 Comments

Filed under Educational Articles

Who are the educational experts and theorists?

By Karen Schroeder, President of Advocates for Academic Freedom

Although college professor Noel Ignatieve has issued a call to abolish the white race, he is one of many anti-American professors who prepare college students to become teachers. In 1950, William Buckley, Jr. published God and Man at Yale to warn the public about philosophical agendas that would change the purpose of our educational system. Who are these people who influence teachers and students?

Despite organizing Marxist discussion groups, being arrested for throwing paint bombs, and lacking credentials, Noel Ignatieve was accepted by Harvard into the Graduate School of Education. He became a Harvard faculty member, joined the Communist Party USA, formed the Provisional Organizing Committee to Reconstitute the Marxist-Leninist Communist Party (POC), and became involved in Students for a Democratic Society. He became part of the Maoist New Communist Movement before becoming a professor at the Massachusetts College of Art. He is the co-founder and co-editor of the journal Race Traitor which displays the motto, “treason to whiteness is loyalty to humanity.”

Another is Howard Zinn (August 24, 1922-January 27, 2010), a progressive American historian and social activist. During his tenure as a political science professor at Boston University, he wrote A People’s History of the United States to depict the struggles of Native Americans and African Americans against their oppressors, the American colonists. His goal is to “rewrite history books to eliminate the oppressors and to honor the champions of equality and justice.” The book takes a stand against European and US conquests and expansion, capitalists, and capitalism.

These ideologies are shared by a significant number of professors including William Ayers and Cathy Wilkerson who were Weather Underground members and by Marxist professors Eric Gutstein, David Michael Smith, and Jeanne Lorentzen. Mara Sapon-Shevin, professor of inclusion education at Syracuse University, refused to place her daughter in a gifted education program because “I would never have wanted to raise a child who thought that she was better or smarter than other people.” Is there any wonder that our students are not excelling academically?

Many are concerned that anti-American philosophy occurs in the new standards for social studies curricula and in textbooks used across the US. Policies that were touted as essential to promote tolerance now infiltrate colleges with anti-American staff and agendas to silence opposing views. Ward Connolly, Carol Swain, and Mason Weaver are conservative blacks who have been shouted down and robbed of their first amendment rights by college students who did not believe tolerance should be granted to conservative views.

Either Americans continue surrendering their children and tax dollars to the perpetuation of anti-American educational programs that destroy their republic and their freedoms, or Americans will demand that the federal government get out of education and return funding to local governments. Citizens must insist that pro-American standards are supported by all professors and curricula, that college professors provide full resumes, and that lists of required reading materials be supplied for each course so that students, alumni and contributors know exactly what their contributions are supporting.

Karen Schroeder is the President of Advocates for Academic Freedom (AAF) which is a proponent for a return to fact-based curricula, accountability, and academic excellent in public education. Karen was appointed to the Governor’s Educational Communications Board on May 1, 2012.  She provides seminars designed to inform and motivate citizens to reclaim their responsibility to become involved in the decisions made at the local and state levels of the educational system. Karen is regularly interviewed by Wisconsin radio personalities. 

With a BA degree in education and a Master’s Degree in Special Education, Ms. Schroeder has taught in suburban public schools for thirty-six years. During her teaching career, she became a free-lance writer to provide citizens with information revealing the impact of social and political policies on the educational system. Her works are published in the Eau Claire Journal and numerous other newspapers across Wisconsin.

As an education consultant, Ms. Schroeder provides seminars and campaign training programs to political candidates. 

Among other projects, AAF donates conservative current-events materials to libraries of public schools. 

Karen can be reached by responding to this submission or by calling 715-234-5072.

Leave a comment

Filed under College Education, Radicals

The Injustices of Social Justice Curriculum

This submission comes to us from Advocates For Academic Freedom. You can follow them on Facebook.

Historians study the impact that each social and political policy has had on any given society. Citizens and professionals live their lives day-to-day relying on the ethics and intellectual integrity of the experts in their professions. Even casual educational historians realize that the field of education has experienced an effluent change in focus which, if studied seriously, most teachers would find shocking. As stewards of our profession, teachers must become educational historians and objectively analyze the impact social and political policies are having on their classrooms. Social justice ideology is an educational directive that should be scrutinized by those whose effectiveness will be influenced by it.

Social justice curricula were developed by college professors and self-proclaimed theorists who believed that American’s focus on individualism created injustices in public education and society. They openly declared war on the traditional role of education which has been to maintain Christian traditions and perpetuate social order. Their modern-day followers need Americans to accept the destruction of traditional American values before their idea of social justice can occur. The result has been social INJUSTICE, the destruction of public education, and the systematic dismantling of our American republic, the most moral and productive form of government ever developed.

The destruction began in the1900s when John Dewey, a progressive philosopher and educator; and George Counts, an outspoken socialist and Reconstructionist, challenged teachers to replace the development of each student’s individual talents with a focus on social justice. Even the HADBOOK OF SOCIAL JUSTICE IN EDUCATION, a text edited by William Ayers and others and used in colleges to prepare teachers, states that “Counts argued that society would not become a socially just entity until students were taught to counter the conservative school order with a more radical education that promoted social change.” Thus began the decline of the educational system where the study of academics was replaced with the study of social issues. Educators removed conservative resource materials from school libraries, implemented the destructionist form of history instruction, participated in the institutionally accepted bullying of anyone advocating conservative principles, and witnessed and rationalized an increase in behavioral problems accompanied by the rapid decline of academic excellence.

The decline of the middle class and the destruction of the educational system are direct results of this educational philosophy. No longer was the educator expected to help each student develop the skills he would need to become a contributing member of society. No longer were students taught respect for our republican form of government or pride in our country. These values were replaced with a focus on identifying the flaws of our society and unjustly blaming those flaws on the American form of government and the Judeo-Christian foundations of that government. Acceptance of this ideology was needed before a group of pseudo-intellectual social misfits could destroy the most successful form of government ever created.

Instead of holding this group accountable for the resulting destruction, citizens have been slowly manipulated to adopt policies of tolerance. The problem is that too many cannot find the line between tolerance and acceptance. Succumbing to “politically correct” approaches has allowed progressives to destroy our educational system with impunity.

Alex de Tocqueville, author of Democracy in America, visited the United States in 1831 and described America as he found it then. “Every citizen receives the elementary notion of human knowledge; he is taught, moreover, the doctrines and the evidences of his religion, the history of his country, and the leading features of its Constitution. …it is extremely rare to find a [person] imperfectly acquainted with all these things.” The “elementary notion of human knowledge” includes the study of grammar and literature which resulted in the beautifully written letters by Civil War soldiers. Could anyone honestly make similar statements about current graduates of public education?

During the 1800s, the American middle class was the largest and wealthiest of any developed country. Present political and educational policies of social justice have played a major role in the destruction of the middle class.

Educators must demand accountability from the educational experts whose ideologies are imposed upon the profession. Teachers must demand to be respected as professionals. They must demand that accountability policies afford them the professional courtesy of selecting the teaching ideologies that are to be implemented in their classrooms and which determine results. Accountability without self-determination is a most punitive form of injustice.

1 Comment

Filed under Educational Articles