:: Saturday, March 08, 2014 ::
Teaching for Indoctrination
Posted by Edward Cline at 7:43 PM
is a blogsite called "Discover
the Networks: A Guide to the Political Left," which is a treasure
trove of well-written, well-thought out, and thoroughly documented essays on
various topics which anyone concerned with contemporary political and cultural
trends should read. One of the latest entries is an excellent précis on the
life of Yassir
Arafat as the godfather of modern Islamic terrorism. Another eye-opening
column is The
Islamist Infiltration of the Obama Administration, which exposes a roll
call of activist Muslims hand-picked by Barack Obama and his cronies. Throughout
each article are links to the writer's "backup documentation" and
cited information. I highly recommend "Discover the Networks" as a
source of information and as an educational tool.
of the pieces are updated versions of articles that appeared elsewhere. The
site is under the aegis of Freedom Center's Neo-Conservative David Horowitz,
with whom I disagree on many subjects, not least of which was his disgraceful and
unapologetic treatment of Diana West and her book, American
Betrayal: The Secret Assault on Our Nation's Character last year (reviewed here),
and the attendant smear campaign against her, which he orchestrated and oversaw.
Because Neo-Cons are against socialism, communism, and other totalitarian
"isms," but are for nothing but a vague status quo, I certainly
cannot endorse Horowitz and his colleagues, and this column should not be
interpreted as an unqualified endorsement of Horowitz et al. But Discover the Networks, insofar as it provides factual
ammunition about what the Left and Islamist activism have been up to for over a
generation, Discover the Networks (DTN) has an intrinsic value for anyone
wishing to grasp current political and cultural trends.
being said, another article captured my attention, dated February 26th,
for Change"" (TFC), which presents the history of an organization
committed to "transforming" America by "transforming" the
way Americans from kindergarten up through high school and college are taught
American history from a Marxist perspective, and of the methods and purposes of
socialist indoctrination in America's schools. (Unfortunately, the links in the
DTN article have expired; the reader is directed to TFC's new and revamped
Founded in 1990, Teaching for
Change (TFC) is an organization that seeks to turn K-12 schools into “centers
of justice where students learn to read, write, and change the world.”
Moreover, it aims to transform America into a more “equitable, multicultural
society” populated with “active global citizens.”
Toward these ends, TFC's Early
Childhood Equity Initiative (ECEI) sponsors professional seminars designed “to
develop leaders in early childhood education,” both in metro DC and nationwide.
Proceeding from the premise that the United States is a country rife with
racism and discrimination against nonwhite minorities, this Initiative "embrace[s]“
an anti-racism/anti-oppression approach” that promotes “curricula,
environments, programs, policies and standards that are equitable,
culturally-responsive and linguistically consistent with the diverse communities
served by our profession.”
is a reverse parallel to be observed between Nazi educational ends and American
Leftist educational ends. The Nazis educated children to be unquestioning,
loyal, docile manqués who would believe anything the Party said and follow the
Party wherever they were led. Developing intellectual or critical skills was
either frowned upon or suppressed. All this was to ensure the "racial
purity" of the German race.
There were three major aims of
the youth training program developed for the Hitler Youth: character building ,
physical training, and training in the National Socialist world-view.
Educational training for the first 5 years, 10-14, focused on the first two
objectives: character building and physical training . At the age of 15
physical training and training in the National Socialist world-view were emphasized
(Childs, 1938, p. xix). Each of the disciplines taught were given a
Nazi slant especially History and Biology. “History was based on the
glory of Germany… Biology became a study of the different races to ‘prove’ that
the Nazi belief in racial superiority was a sound belief…” (Trueman, 2000,
There was also a “service or
community learning” component, the purpose of which was both practical, in that
it provided a source of cheap labor, and also ideological because it reinforced
socialist ideals. By being forced to mix with the less privileged sections of
the community, students would be reminded that they were all [national
comrades] together. “Service in the Hitler Youth is honorary service to the
German people… the true, great, practical school is... in the labor camp, for
here instruction and words cease and action begins” (Groban, 1990).
If the goal of education prior to
Hitler was to enrich the student personally, the goal after his rise to power
changed to one which focused on the preparation of the student for service to
the state. Education was used as a form of social selection by which only the
best racial participants would rise up and serve as the next generation of
German leaders. The child was something to be molded and was no longer a person
but rather an object whose purpose was to without question or hesitation accept
American Left's educational ends are also to produce unquestioning, loyal,
docile manqués of every conceivable race but white or Caucasian (including
Jews), who must take a backseat to all other races and ethnicities (as
punishment for being "dominant"). The emphasis on race is clear and
Rejecting the notion that
foreign-born immigrants should subordinate their own cultural practices and
mores to those of the U.S., ECEI “promote[s] the principle of pluralism” which
“embrace[s] the uniqueness and value of all cultures” and “incorporate[s]” each
participant’s “native/home language into [the] curriculum.” The Initiative also
places emphasis on environmental concerns, urging “the use of recycled
materials” as one of numerous avenues toward the promotion of “social equity.”
aspect of Nazi educational philosophy was to glorify German history and
culture, and to imbue German students with the will to defend and even die to
uphold German cultural and racial "superiority." Teaching for Change,
however, reflects the Left's nihilist, deconstructionist ends. The DTN paper
TFC also co-sponsors (with
Rethinking Schools) the Zinn Education
Project, which incorporates into classroom curricula the writings of the
late historian Howard Zinn—especially his best-selling book A People's History of the United States.
This Marxist tract describes America as a predatory and repressive capitalist
state that serves only the interests of wealthy white men who exploit workers,
American Indians, slaves, women, blacks, and populists.
the TFC site:
The goal is to introduce students
to a more accurate, complex, and engaging understanding of United States
history than is found in traditional textbooks and curricula. The empowering
potential of studying U.S. history is often lost in a textbook-driven trivial
pursuit of names and dates.
Zinn’s A People’s History of the United States emphasizes
the role of working people, women, people of color, and organized social
movements in shaping history. Students learn that history is made not by a few
heroic individuals, but instead by people’s choices and actions and therefore
students’ own choices and actions also matter."
Nazi educational policy was to "unify" history by making Germany the fountainhead
of all Western progress, and by demoting other nations, such as Britain and
France, to subsidiary, dependent, almost parasitic roles. The American Left's educational
policy is to disintegrate any kind of thematic impetus behind Western progress,
characterizing such progress as the fruits of oppression of ethnic, religious,
and other "minority" groups. For
example, there is this interesting page on the TFC site, written by "Alison Kysia," about "Challenging
Privilege in Children's Books":
As an educator and a parent, I need children’s
books that represent the diversity of my children, students, and our community.
This is easier said than done. Data collected by the Cooperative Children’s Book Center
indicates that from 2008-2012 only 10% of children’s books published were
about people of color despite the fact that 37% of the U.S. population are
people of color. That means that 90% of all children’s book published in the
United States feature white characters or animals. This has to change.
Nazi educational philosophy was to stress German history and culture, and to instill
in German students a sense of German "superiority" in all matters. The
American Left's educational philosophy, through such programs as "Common
Core," is to denigrate American history and culture, rewrite it, revise
it, adulterate it, with the conscious purpose of turning American students
against their own country.
Murray highlighted the Nazi educational policy in an article on Suite101:
To Hitler, intellectualism was
correlated with a lack of patriotism, racial mixing and, most ominously, Jewry.
Thus, the role of education would be not to encourage creative inquiry, which
leads to unpredictable results, but to mold the mind to unquestionably accept
the core tenets of Nazism as articles of faith.
Heidegger, the Nazis' foremost intellectual proponent, was explicit about the
means and ends of education in the Nazi state:
The mentality of Nazi academia
can also be captured in the rector address of legendary philosopher (as well as
Nazi Party member) Martin Heidegger at the University of Freiburg, where he
lays out the students’ three obligations, both as members of the university and
as citizens of the Third Reich. “The first obligation is to the community of
the people,” he said, with the second obligation “to the honor and fate of the
nation in the midst of other peoples,” which primarily encompasses military
The third obligation, which
Heidegger defined as “the spiritual mission of the German nation,” is the most
telling to where he placed the priorities of Nazi German academia. The causes
he listed for this obligation tend to reflect a thoroughly Nazi view of
Germany’s place in the world, with particular emphasis on the metaphysical
national “spirit” : “Our nation realizes its own fate by risking its history in
the arena of world power in which all human existence is affected and by
continually fighting for its own spiritual world.” Knowledge is essential to
fulfill this mission, but Heideggar explains that the servicing of knowledge by
the state is vital.“The professions create and administer that highest and most
essential knowledge of the nation concerned with its total existence,”
explained Heidegger. “But to us this knowledge is not a merely quietistic
cognizance of spirit and values itself, but an awareness of that greatest
danger for our own existence, posed by the superior powers of being.”
American Left's program is similarly anti-mind, and anti-knowledge. It wishes
to bring about a "multicultural society" in which no culture is esteemed
more than another, that all cultures are equal, and all individuals, no matter
their intellectual abilities, are products of their "natural"
with the Left's agenda, it was so with the Nazis. Murray writes:
This attitude [an animus towards
the individual] was common amongst German conservatives even before the rise of
the Third Reich, with former Freikorps member Ernst Von Salomon making a
similar argument in 1930: “The intellectual speaks and writes ‘I.’ He feels no
connectedness,” claimed Salomon. “He causes disintegration, the disintegration
of the mass of individual beings into the particularized individual beings, who
henceforth stands not under and not over the people, but at their side.”
Whereas individual intellects
were shunned, individual racial characteristics took the former’s place as the
predominant factor to be considered. For example, the 1941 admission
regulations to the Friedrich-Wilhelm University of Berlin contained extensive
racial requirements and national service requirements for prospective students,
but there is little mention of expected academic standards.This is primarily
because the Nazis converted the Nietzscheanübermenschfrom an intellectual idol
into a racial idol, and this was reflected in the schooling system.
no mistake about it: squirming beneath the "multicultural" mask of
TCF is a racist agenda. It leaches like poisoned ground water up through cracks
in the cement. It manifests itself no matter how prettily the "social
justice" and "victimhood" tunes are played.
In 2004, education researchers
David Steiner and Susan Rozen conducted a study on the syllabi of the basic
“foundations of education” and “methods” courses in 16 of the nation’s most
prestigious teacher-education schools. The mainstays of the foundations classes
were works by Paolo Freire, the Brazilian education theorist who is considered
the “father” of the "teaching for social justice" movement, and the
radical education writer Jonathan Kozol. For the methods courses, the leading
text was To Teach: The Journey of a Teacher, authored by the former
Weather Underground terrorist and lifelong Marxist, Bill Ayers, Professor of
Education at the University of Illinois and perhaps the most influential
promoter of "social justice" education in American schools today.
When Ayers himself was a student at Columbia University’s Teachers College in
the 1980s, after coming up from the underground, he was deeply influenced by
Professor Maxine Greene, a leading light of the “critical pedagogy” movement.
Greene told Ayers and his fellow classmates that they could help change this
bleak landscape by developing a “transformative” vision of social justice and
democracy in their classrooms. Greene urged teachers not to mince words with
children about the evils of the existing social order. She said they should
portray homelessness, for instance, “as a consequence of the private dealings
of landlords, an arms buildup as a consequence of corporate decisions, [and]
racial exclusion as a consequence of a private property-holder’s choice.”
This message resonated strongly with Ayers, who had already failed in his
effort to transform America through violent revolution. He went on to earn a
Ph.D. in education and became a Distinguished Professor of Education and a
Senior University Scholar at the University of Illinois at Chicago.
federal government is now embedded not only in the nation's public schools, but
sets the standards for what its bureaucrats and fellow-travelers in the
education field wish to impose on the whole country. This is most notably
represented by "Common Core."
The federal government bribed many states to adopt Common Core, according to
the New York Times, in a contest to see which state would best implement the
program and get a piece of that $4 billion in school improvement funds. In its July
21st, 2010 article, "Many States
Adopt National Standards for their Schools," Tamar Lewin wrote:
Less than two months after the
nation’s governors and state school chiefs released their final recommendations
for national education standards, 27 states have adopted them and about a dozen
more are expected to do so in the next two weeks….
The quick adoption of common
standards for what students should learn in English and math each year from
kindergarten through high school is attributable in part to the Obama
administration’s Race to the Top competition. States that adopt the standards
by Aug. 2 win points in the competition for a share of the $3.4 billion to be
awarded in September.
“I’m ecstatic,” said Arne Duncan, the secretary of
education. “This has been the third rail of education, and the fact that you’re
now seeing half the nation decide that it’s the right thing to do is a
is Arne Duncan? Obama's Secretary of Education. This is the guy who targeted
suburban moms" for opposing Common Core, Duncan's personal project to
bring all American children under the federal government's thumb.
solution to Common Core and the state mandating "standards" of
education is to get the government out of education. We are already saddled
with semi-literate students from K-12, many of the older ones, with stars in
their eyes and echo chambers for minds, old enough to have voted for Obama. Getting
the government out of education will help arrest our progress towards
a dramatization of what such an "education" can do to young people,
see director Thomas Carter's "Swing Kids."
1 Comments ::
:: Wednesday, March 05, 2014 ::
Being Beastly to the Germans
Posted by Edward Cline at 7:43 PM
was going to open this column with remarks on the plight of the German Romeike
family, who in 2008 fled Germany to the U.S. to escape the prohibition there
against homeschooling and the severe penalties, such as harsh financial fines
and the removal of children from their homes, for not obeying the state.
unexpectedly, and for unknown reasons, the Department
of Homeland Security called the organization representing the Romeike
family, the Home School Legal Defense Association, and said the Romeikes had
been granted permanent asylum status and would not be deported back to Germany.
War II has been over nearly seventy years, but apparently Germany still has a
Nazi law on the books that requires German parents to send their children to
state schools. In Germany, your children are not your own, neither to teach nor
to claim. They are the state's. You, the parents, are mere stewards of your children,
and if they are not raised to be good, docile citizens, they will be reclaimed
by the state and removed from your deleterious influence.
other blogs, the Free Republic
reported the astounding and unexpected news:
"Today, a Supervisor with
the Department of Homeland Security called a member of our legal team to inform
us that the Romeike family has been granted “indefinite deferred status”. This
means that the Romeikes can stay in the United States permanently (unless they
are convicted of a crime, etc.) "This is an incredible victory that can
only be credited to our Almighty God.
"We also want to thank those
of who spoke up on this issue–including that long ago White House petition. We
believe that the public outcry made this possible while God delivered the
until yesterday, the issue has been reported in one fundamentally wrong way:
that the Romeikes were escaping from "religious persecution." Todd Starnes
of Fox News, for example, feared the worst for the Romeike family after the
Supreme Court refused to listen to their appeal, which would have resulted in almost
instant deportation of the family back to Germany. On March 3rd, in
his article, "Team Obama wins fight to have Christian home-school family
deported," he wrote:
Uwe and Hannelore Romeike came to
the United States in 2008 seeking political asylum. They fled their German
homeland in the face of religious persecution for homeschooling their children.
They wanted to live in a country
where they could raise their children in accordance with their Christian
The Romeikes were initially given
asylum, but the Obama administration objected – claiming that German laws that
outlaw homeschooling do not constitute persecution.“The goal in Germany is for
an open, pluralistic society,” the Justice Department wrote in a legal brief
last year. “Teaching tolerance to children of all backgrounds helps to develop
the ability to interact as a fully functioning citizen in Germany.”
On Monday, the Supreme Court
declined to hear the Romeike’s appeal – paving the way for the Christian family
of eight to be deported.
didn't the Justice Department call with the good news, instead of the DHS? What
was the motive behind the reversal? That remains unknown, but very likely it
was the "negative" publicity of a callous, behemoth government
picking on a single family. The federal government isn't scoring high in the
likeability polls, lately.
issue is not one of mere religious persecution. Certainly the German law
accomplishes that, but isn't it more than just "religious"
persecution? It's more than that. It is the negating of one's convictions,
religious or not, by fiat law backed by government force.
the Romeike family fled to the U.S. to escape ideological persecution. That
their reasons were religious are secondary.
for the Justice Department's reasons, that smacks of what could be called
"legal tourism," that is, respecting an irrational, oppressive law
simply because it is "foreign," and also because the Obama
administration is friendly to all sorts of oppressive foreign law. It has
nothing to say about the "home-schooling" of the children of Muslim
parents to become unassimilated Americans, whose fealty is pledged first to Islamic
religion and ideology, and not to the country they were brought to or born in. And
don’t get me started on the children
of Mexicans who prefer to fly the Mexican flag over the American and harass
anyone in public schools out West caught wearing
an American flag shirt. Our government sides with those invaders, as well. Neither
the Mexicans nor the Muslims face deportation for "home-schooling"
their children. Only European whites.
in his Fox News article noted:
There are nearly 12 million
illegal immigrants living the United States. You'd think the Obama
administration could find a place [for] eight immigrants who want to live here
[Michael] Farris [chairman of the
Home School organization] said the Supreme Court's decision not to hear the
case sends a chilling message to Americans who currently home school their
children. "The administration thinks it's a privilege to home school – not
a right. We'd better buckle down and be ready to fight them every step of the
If the government thinks home-schooling is a
parental privilege, and not a right, then it will work to withdraw that
privilege for the "common good." Here is arch-liberal MSNBC hostess
Melissa Harris-Perry on the government's official position on education, as
reported by the Daily
Caller on April 8th, 2013:
“We have never invested as much
in public education as we should have, because we’ve always had kind of a
private notion of children. Your kid is yours, and totally your responsibility.
We haven’t had a very collective notion of ‘These are our children.’ So part of
it is, we have to break through our kind of private idea that kids belong to
their parents, or kids belong to their families, and recognize that kids belong
to whole communities. Once it’s everybody’s responsibility, and not just the
household’s, then we start making better investments.”
A "kind of private notion of children"? One that needs to be "broken
through"? Calling home-schooling a "privilege" helps to break
down that notion. After all, parents had little to do with having children.
They didn't "build them," the "community" or the government
did by providing roads, jobs, government schools, and beds on which the parents
might conceive children. It's all so simple, you see.
State USA had an interesting account of another German couple who did not have
a chance to flee Germany over the home-schooling issue. Its September 28th
2013 article, "SWAT-style
raid on German homeschool family is a reminder of why the Romeikes deserve
In the early morning hours of
August 29, 2013, a team of at least 20 German state officials, including social
workers, police officers, and special agents descended upon the home of Dirk
and Petra Wunderlich to remove by force their 4 children (ages 7-14) in
The SWAT-style raid was conducted
on the family’s residence because of the Wunderlich’s (pronounced
“VOON-der-lish”) continued homeschooling of their children in violation of the
German ban on the practice of educating one’s own children in accordance with
religious beliefs and beyond the influence of the state-sanctioned curriculum.
The Home School Legal Defense
Association (HSLDA) obtained and translated the court documents that authorized
this use of force to seize the children. They found that the only legal grounds
for removal was the children’s lack of school attendance. The court papers did
not allege abuse or neglect. Nor were the Wunderlichs charged with failing to
provide an adequate education. The law ignores the educational progress of the child;
attendance—and not learning—is the object of the German law. Authorities even
took the children’s passports, making it impossible for the family to escape….
if you're a parent and raise a child to excel in virtually every subject,
surpassing all the poor clods in the state schools, it doesn't matter. You must
obey. We will have discipline! Under the threat of further force and never
seeing their children again, the Wunderlichs caved.
As of September 19, the
Wunderlich children have finally been reunited with their parents after
being stolen from them during the raid on their peaceful village
home. German officials ended the three week separation following a court
hearing in which the Wunderlich parents were compelled to promise that they
would send their children back to a state school.
According to HSLDA Chairman
Michael Farris, “When the parents told the authorities that they would send
their kids back to school during the raid, they were told it was too late. What
we’ve seen today is a reversal in the German courts caused by the mounting
international pressure from human rights advocates.”
interesting to read the stand of the German Federal Constitutional Court's on
private education when it ruled against another home-schooling family in 2003:
general public has a justified interest in counteracting the development of
religiously or philosophically motivated ‘parallel societies’ and in
integrating minorities in this area.”
General Eric Holder, certainly no paragon of freedom of thought, action, or of
anything else, sided with German law and not American law. Notes Police State
Likewise, in the case of Uwe and
Hannelore Romeike, the Obama Justice Department argued to deny asylum based on
the belief that governments may force parents to send their children to state-sanctioned schools. By siding with the
Germany, Attorney General Eric Holder is endorsing the German government’s
policy in defense of compulsory schooling defined in Art. 6 § 2 as follows:
The care and upbringing of
children is the natural right of parents and a duty primarily incumbent upon
them. The State shall watch over them in the performance of this duty.
Art. 7 § 1 adds:
The entire school system shall be
under the supervision of the state.
is home-schooling a natural right, or something like a "free cell
phone" from Obama? Is it a right defended by the 14th
Amendment, or a privilege dispensed by the state? Have individuals the right to
choose what their children will learn, or does the state have a
"right" to decide the curricula to make your children better citizens
and better prepared to serve the state and the community? The catch here is
that the state has no such right – only the power to compel through force.
are the German and American governments so opposed to home-schooling, or any
kind of private education? Why has the Department of Justice, and, indeed, the
Obama administration, taken the side of fascism? It's an easy question to
throughout the past century have fully grasped the importance of indoctrinating
children to ensure their dogma takes root. They have also understood that in
order to do this, they must drive a wedge in the relationship between parent
Adolf Hitler, who instituted the
Hitler Youth in 1926 and made it compulsory for German children a decade later,
explained this strategy: “When an opponent declares, ‘I will not come over to
your side,’ I say calmly, ‘Your child belongs to us already. What are you? You
will pass on. Your descendants, however, now stand in the new camp. In a short
time they will know nothing but this new community’.”
Metzgar adds immediately after that:
However, contemporary German
leaders and liberal American elites ought to be well-aware that robust parental
rights have historically been an invaluable bulwark against totalitarianism.
This is especially true of the parental right to direct the education of one’s
Metzgar overlooks the fact that the American "elite" – in government,
in academia, in kindergarten through graduate school, the whole
liberal/left/Marxist establishment – wants
totalitarianism to govern the country.
Elian Gonzales, the six-year-old Cuban boy who in April 2000 was taken from his
relatives in Florida and handed back to Castro's Communist prison? That
disgraceful event may serve as a concrete symbol of what our government wishes
to do over the long-term to all American children. How else to explain "Common
December 2013 the Daily
Mail reported on what happened to Elian, who is now twenty years old and
'Fidel Castro for me is like a
father,' Gonzalez said in the recent interview. 'I don't profess to have any
religion but if I did my God would be Fidel Castro. He is like a ship that knew
to take his crew on the right path.'
In an interview with the Cuban weekly Girón published on the cubadebate.cu
website, Elian, said his experience in Miami when he was six 'charged me for
life.' Speaking in his native Spanish, he said his basic rights as a child —
'the right to be with my father, the right to maintain my nationality and
remain in my cultural context' — were violated in the United States.
Those days were very sad for me,
which marked me for life', González said Monday. 'It never gave me the chance
to think of my mother, who died at sea as a result of the Cuban Adjustment
Act,' he said, referring to the 1966 U.S. law that allows any Cuban who reaches
the U. S. by any means to be paroled and given residency.
Havana has called the law
'murderous' and blamed it for encouraging Cubans to board rickety boats to
cross the Florida Straits in the hopes of reaching the U.S. González said he
“suffered the consequences of the act.' But he emphasized that “our struggle is
not against the American people; it is against their government.' He said.
'From the moment Americans knew of my case, they took to the streets to call
for me to be sent back to my country.'
That's what our government and the German government wish American and German
children to grow up to be: thoroughly brainwashed ventriloquist dummies
spouting love for the state that reared and educated them.
government was willing to hand Elian over to Castro's tyranny. When will
American parents stop handing their children over to the brainwashers in
American public schools? When will they stop being beastly to their own
1 Comments ::