They hail the black commie rabble-rouser as
The One Who Will Bring Us Together and then do the three wise monkeys when the
Second Coming leads to Beat-Whitey Fridays all over the land. What was sold as our salvation has proved
our undoing.
This article by Takuan Seiyo deserves to be read in its entirety at Taki’s Magazine. It discusses the deeds of THEY, or as paranoids know them, the Dreaded League of Them and They. The two statements above are from the article, and they provide clues as to THEIR identity.
Unhindered by inconvenient facts or ethics, the self-anointed
ruling class elite has poisoned the wellspring of our future, education. Teaching critical thinking skills now entails emotional education that indoctrinates children to accept paganism, perversion,
and prevarication. We produce semi-literate
students with Whole Language programs and then try to compensate for their
inability to comprehend word problems with fuzzy math.
Fuzzy math is an unqualified failure. Former math teacher Matthew Clavel describes
his classroom experiences trying to teach non-math thusly. The curriculum’s failure was undeniable: not
one of my students knew his or her times tables, and few had mastered even the
most basic operations; knowledge of multiplication and division was abysmal. Nothing about Fuzzy Math makes much sense
from a teaching standpoint.
Part of the problem with non-math is its reliance on cooperative
education. The belief is that children possess
innate wisdom and can teach each others while…the adult formerly known as a
teacher flutters over them. This harms students least in well-to-do prep schools; however, when applied to undisciplined inner-city kids
from single-mother families who live in violence torn federal housing projects, classrooms quickly become riotous.
Not-math's desired outcome is for children to have
the proper state-mandated values and beliefs. They
are not required to demonstrate that they can perform a calculation and come up
with a right answer. Teachers using fuzzy math do not teach math. Learning basic math
through practice provides the necessary tools to solve more complex problems.
Unfortunately, students in these programs cannot master the fundamentals of math because they are not required to practice them. The hours of logically linked lessons that
old-style math classes spent on practicing operations so that they became
second nature to students just are not there. Devaluing math skills degrades the
curriculum to the lowest level of potential achievement.
Basic math skills are also superfluous in schools that teach
social justice math. In such classrooms,
probability lessons are used to raise awareness of racial profiling by
exploring the probability that a traffic stop should be (and is) a person of
color. Geometry lessons look at how many liquor stores...are within a 1-mile radius or
within 5 blocks of your schools compared to other schools; other geometry
lessons tackle ‘environmental racism’ by having students determine the
density of toxic waste facilities, factories, dumps, etc. in the neighborhood. The agenda is political, not academic.
Perhaps STEM programs offer our best and final hope of resurrecting
the educational tradition of training students to become future generations of
scientists, engineers, researchers, and physicists. What this justice education hustle has produced is
that only 40% of fourth graders and 32% of eighth graders in 2009 tested
proficient or better in math. We are
destroying ourselves from within in the name of giving ersatz self-esteem to
the least intellectually gifted among us.
A certain marsupial once observed that we have met the
enemy, and he is us. THEY are us. May your gods be with you.
No comments:
Post a Comment
Rational civil discourse is encouraged. No vulgarity or ad hominem attacks will be posted.