Archive for the ‘communism’ Tag
AP tests are aligning to Common Core. So, explain this, Common Core proponents: the reason to change college-credit AP tests to Common Core is to make sure that they were actually college-ready?
Um, that makes no sense.
This video is a must-see. Start at about 1:05 when the College Board representative says that Common Core doesn’t include Calculus.
By definition a college-credit test should be testing college-ready information. So, the only reason to change the AP tests is to hide the Common Core’s decline for true college-readiness.
That does make sense, since Common Core is a concession to national, agreed-upon, defined middle ground (mediocrity). While some states have risen to the new Common Core, other states have dropped their standards to adopt Common Core. That’s what collectivism does, folks. It erases excellence and success because it values sameness above soaring.
It makes sense, then, that college entrance exams and AP exams that are Common Core-aligned, will be dropping their standards, too.
Now that AP, SAT, and ACT tests are changing to be Common Core aligned, we can’t compare pre-Common Core to post-Common Core and will not be able to prove the massive failure that would most likely have been discovered in the near future.
This College Board representative in the video doesn’t come out directly and say that Common Core only prepares students for a nonselective two year college, but he might has well have said it.
Jason Zimba, a lead Common Core writer, did say it. So did Professor William McCallum of the University of Arizona, one of the three writers of the math Common Core standards:
“While acknowledging the concerns about front-loading demands in early grades, [McCallum] said that the overall standards would not be too high, certainly not in comparison [with] other nations, including East Asia, where math education excels.”
With all your free time this summer, here’s something fun. Study the reports of the global monitoring group at the U.N.’s International Bureau of Education, and see how much of what they say aligns with, or has inspired, Common Core.
No? Okay, fine. I’ll do it.
Here’s just a peek into the International Bureau of Education and the Global Monitoring Report. These sound like something from a horror movie or a chapter in Orwell’s 1984, I know. But they are actually real.
“Education for All” is a United Nations project that uses the same catch phrases used by Common Core proponents in the United States. For instance, the stated goals of the Global Monitoring Report (GMR) –which of course, sound good on the surface– mirror recent U.S. education reforms: Emphasizing equity. Emphasizing measurability. Emphasizing finance.
Click here: GMR Proposed post-2015 education goals: emphasizing equity, measurability and finance.
But what do those three concepts mean for U.S. citizens?
Equity – Education For All promotes the redistribution of world wealth so that ultimately, no locality or individual has ownership over his/her own earnings, and global government owns all, so that global government can ensure fair distribution to all. This is not voluntary sharing; this is punishable, forced redistribution– it is legalized stealing of local taxes, by governments abroad.
Measurability – this means increased surveillance and testing of all teachers and students so that all can be compared and controlled by the global governance.
Finance – In the powerpoint presentation that was given at a Brussels, Belgium meeting last month, ‘Education post-2015: Equity, measurability and finance’, you can see that it is the United States that is being told to “donate” to make this global educational governance possible. Annually, the U.S. should “donate” 53 billion, the powerpoint presentation states.
http://www.youtube.com/watch?v=L6O8_EjUkaU (GMR “Education for All” video link)
So when you watch this Global Monitoring Report video, you’ll hear the presenter describing the sad facts of poverty in foreign countries as if she were leading a fundraising effort for a charity.
But that’s not what it is. It is a justification for global communism, which religious leaders have been warning us about for many, many years; communism is, frankly, a captivating tool of evil. And many are falling for its lure because it beckons to the envious as well as the charitable. It asks both to give away self reliance, self respect and freedom– in favor of forced redistribution.
My point today is that a Common Core of cookie-cutter education is not just an American phenomenon. Globalists want it, too. And they don’t care if some people lose academically or financially, so long as everyone ends up the same. The very same.
One particular character who reveals the Common Core / Global Core same-same connection is British globalist Sir Michael Barber, CEA of the world’s largest educational sales company, Pearson.
Barber praises and promotes nationalized educational systems in many countries, lumping Common Core in with the rest. Watch and listen to his Council on Foreign Relations video and audio interviews. Watch his speeches on YouTube. He specifically mentions irreversible global reforms, global data collection, and the American Common Core. He says education should be borderless. He defines all education as needing to be “ethically underpinned” by the environmental movement. He says that all children in all places should be learning the exact same things. He promotes global databases to compare all people in global educational. He has written a book (“Deliverology”) dedicated to American education reformers, telling them how to force “irreversible reform”.
He also likes the terms “sustainable reform” and “revolution” and uses these in his Twitter-tweets, (along with rantings about the need for gun control in the U.S.) Oh, and his company, Pearson, has aligned all its textbooks, teacher trainings, early childhood education products and other merchandising, to Common Core. Of course.
Sir Michael Barber is highly praised and quoted by our U.S. Secretary Arne Duncan– openly, lavishly, in public speeches.
Sir Michael Barber. The man who bridges Common Core to Global Core.
Don’t let him out of your sight.
The Department of Education is increasingly creepy.
There’s no other word for it. It’s as bad as any Orwellian-styled fiction. I say this without being in the least speculative– proof is published openly in the actual source documents coming out of the current Department of Education.
I invite you to scan over the Department of Education’s document entitled “Promoting Grit, Tenacity and Perserverance.”
This 126-page report was published four months ago by the Office of Educational Technology and the U.S. Department of Education.
The whole document is about student data mining– but not just the type of data mining we’ve talked about before, where math and English and a student’s personal name and address are the issues.
Here, the issue is having schools/governments collect data about a student’s will, character, beliefs and attitudes using multiple measures that go beyond standardized testing to physical control and measurement of the child, by eye tracking and nerve sensory devices.
On page 44, see exhibit 11. It shows how affective sensors are used in some areas to measure student “engagement”. You’ll see facial expression cameras, posture analysis seats, a pressure mouse, and a wireless skin conductance sensor.
These are supposed to be good things?!
We see clearly that it is not enough for the “education reformers” to nationally control, via common standards and testing, the math and English teaching; they also desire to test, analyze and control, noncognitive individual attitudes.
How is freedom of thought, freedom of belief/attitude/religion, or freedom of expression, upheld by these “reforms” in any way?
The document also says:
“There is a growing movement to explore the potential of the “noncognitive” factors— attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability…”
I re-read Orwell’s 1984 recently. Do you remember it? The main character lives in a world completely controlled by the government, which watches all citizens through virtually omnipresent screens and makes all citizens daily chant, with the same expressions on their faces– or else.
“Of course he chanted with the rest: it was impossible to do otherwise. To dissemble your feelings, to control your face, to do what everyone else was doing, was an instinctive reaction.”
In Promoting Grit, Tenacity and Perserverance, as in other documents and speeches promoted by the current administration, you will also see the marginalization of parents. Parents are not seen as the primary instructor and authority figure over the child. Parents are seen as just the supporting cast. They can play a role. They can support. They can be educated about governmental “best practices” to practice at home. Think I’m kidding?
From page xiv: “Conclusion 6: Parents and guardians can also play a direct and important role in promoting
their children’s grit, tenacity, and perseverance… Recommendation 6a: Parents may employ some of the research-based best practices at home as they work with their children around academic goals… Parents can also support children in structuring their home work
environments to support effortful control…
Recommendation 6b: Educators… should consider outreach to parents and guardians as an important support for
students… parents may need to be educated about best practices.
This goes right along with Obama’s Lean Forward campaign, where the video spokeswoman, Melissa Harris-Perry said, (see below) “We haven’t had a collective notion of ‘these are our children.’ We have to break through this kind of private idea that kids belong to their parents.”
Last I heard, our Utah State Office of Education was claiming that Utah’s Common Core tests (A.I.R.) will only test math and English, and will not test behavioral indicators, attitudes, grit or tenacity.
Do you believe it?
I wish I could.
But while the Department of Education is pushing behavioral indicator measurement, and while the testing company Utah has chosen to create its Common Core tests –American Institutes for Research– has a mission statement “to conduct and apply the best behavioral and social science research and evaluation,” and while the Utah legislature has passed HB15, a bill that requires “behavior indicators” in school testing, and when Bill Gates, the main funder of all things Common Core, is promoting the merger of technology, games, education and biometric-psychometric control– when these forces combine, how can anyone still believe that all is well?
All is not well.
Parents, teachers and legislators must stand up, speak out, and not be quiet until we stop this erosion of individual rights.
If we don’t, who will?
John Merrow’s Investigation of Michelle Rhee.
I’m posting this link to Diane Ravitch’s blog.
Yesterday, a Utah State School Board Member told me that Michelle Rhee is telling legislators to “reframe the debate” about Common Core– so that instead of it being about local control and the VOICE of the GOVERNED, it’s about being more and more like CHINA.
The school board member seemed to think this was a good idea.
Dismissive of the constitutional rights of Americans, yes.
Revealing of the fact that Rhee and her group care only about making money off Common Core, yes.
As you read the post from Diane Ravitch’s blog on the subject of John Merrow’s investigation of Michelle Rhee, please notice that she mentions the RIGHT supporting common core. And we all know Obama supports common core.
This is not a left v. right or a Democrat v. Republican issue.
This is about saving America for every last one of us.
Please pay attention.
Common Core ends local control in MULTIPLE WAYS:
It’s in the financial monopoly over educational materials held by the marriage of Pearson and Gates and the copycat alignment of 99% of all textbooks nationwide.
It’s in the political takeover of unelected boards that do not answer to the voters, groups that have copyrighted the standards and have left no amendment process for states.
It’s in the common core tests, which are federally reviewed and micromanaged and from which student data is given to the federal portal called the Edfacts Exchange for anyone– even researchers and vendors– to peruse.
It’s in the academic standards themselves, which are educational malpractice— unproven, unpiloted, unvetted, and relying on nutty theories like slashing classic literature and delaying the time math algorithms,get taught— standards which were passionately rejected by key members of the core validation committee, James Milgram and Sandra Stotsky.
It’s in the lack of any state cost analysis, with states throwing out perfectly good, actually vetted, curriculum, and bearing the burden of paying for all this implementation, teacher training, textbook purchasing, technology sales of Common Core aligned structures.
We must get out.
They really think they (the government) owns the children.
Education reform has redefined itself as the communist takeover of children by the government. You have to see this video to believe it.
This diminishing of parental authority is re-emphasized by the fact that in the common core tests, (the Linda Darling-Hammond- led CSCOPE and Common Core tests) parents cannot view the tests.
Why have our school systems have done this? When will a majority of parents and teachers join this fight for the children and fight to repeal the Common Core?
Please write or call our governor and school board. firstname.lastname@example.org
Tell them that you are opposed to Common Core which makes student data mining –without parental consent– possible. Tell them that you are opposed to the Common Core tests which are not viewable by parents, except for (in Utah) for a panel of 15 governmentally-appointed parents.
Tell them you want local control, especially parental control, back. Now.
What is Common Core?
Watch these Common Core 101 videos by the American Principles Project and Concerned Women of Georgia. Then, please share links with others.
Chapter 1 Origins of the Common Core
Chapter 2 Testing Mandates
Chapter 3 Education Without Representation
Chapter 4 Sub-Standard Standards
Chapter 5 Intrusive Data Tracking
Chapter 6 High Price Tag
Chapter 7 National Standards Do More Harm Than Good
Chapter 8 Future Effect of Common Core
Internationally Imposed Education In Schools
By Susie Schell
Common Core needs to be considered a means to an end, not the end. The end is International Education. We don’t have to speculate any more. We have new information:
The US Dept of Education website speaks of education for the “Global Public Good”.
Here are some titles: “Broadening the Spirit of Respect and Cooperation for the Global Public Good”
and “Strengthening Education as a Global Public Good”.
The emphasis now is on International Education. Common Core is not the ends. It is only the means to get us there.
Another phrase for “International Education” is “World Class Education”. Traditionalists, like you and me, would define this term as excellent education, the best in the world, so we don’t see any red flags when it is used. I believe the new progressive definition of “World Class Education” is a ‘one-size-fits-all international Agenda 21 equity in education’.
In other words, children in all countries learn exactly the same thing
, mainly, Agenda 21 UN goals of sustainability, working for the common good, climate change mixed with basic academics in order to succeed in a global world. We need to start understanding these new definitions of old terms in order to understand the international goals coming to schools near you. Arne Duncan says he no longer wants the U.S. to compete with other countries. He wants us to work with them, using the same curriculum so there will be equity among all nations. http://www2.ed.gov/about/inits/ed/internationaled/bilateral.html
He thinks the goal for the US Dept of Ed is to create equity across the world and to reach out and teach other nations as well, using our tax money. We are now partnered with the UN to bring these goals to pass.
The author of this blog thanks Susie Schell for her research.
If there is any doubt in any reader’s mind whether the agenda of the U.S. Department of Education’s agenda is precisely following and implementing
the one-world, one-entity, control goals of the United Nations’ Agenda 21, please read this 2010 statement from Secretary of Education Arne Duncan: http://www2.ed.gov/about/inits/ed/internationaled/iew2010-duncan.html
Statement on International Education Week 2010
by U.S. Secretary of Education Arne Duncan
November 15-19, 2010
It is my privilege to invite you to participate in the 11th annual International Education Week, November 15-19, 2010. International Education Week is a joint initiative of the U.S. Department of Education and the U.S. Department of State. It celebrates the importance and benefits of international education in the United States and around the world. This year’s theme is International Education: Striving for a Sustainable Future.
…We are reminded that the challenges we face today are increasingly borderless. Climate change, the environment, and the economy are but some of the issues that affect our daily lives and demand our attention on a global scale. Finding sustainable solutions is imperative and will require an unprecedented level of international cooperation. [NOTICE HOW HE USES 'CLIMATE CHANGE' AS A MATTER OF UNCONTESTED, SETTLED SCIENCE; NOTICE HOW HE NEVER SPEAKS OF LITERACY, MATH, OR LEARNING TRUTH, BUT HE USES THE EXACT TERMINOLOGY OF THE U.N.'S AGENDA 21 WHICH IS TO REORIENT EDUCATION TO BE ABOUT "COLLECTIVITY AND SUSTAINABILITY."]
A complete education in the 21st century must teach our children about their interdependent world, and it must prepare them to be good leaders and good global citizens …as they participate in international education and international exchange, our students can gain the knowledge and experiences to help them contribute to a sustainable future for all. [IF YOU EMPHASIZE BEING A GLOBAL CITIZEN AND BEING INTERDEPENDENT OVER BEING AN INDEPENDENT U.S. OR OTHER CITIZEN, YOU GIVE UP TEACHING NATIONAL PATRIOTISM, THE SAFETY OF NATIONAL LAW, A SENSE OF VALIANT DEFENSE AGAINST ENEMIES, AND THE PROTECTIONS OF THE CONSTITUTION]
…I strongly urge everyone to join the U.S. Department of Education and the U.S. Department of State in celebrating international education…
Have you seen what’s happening over in Bluffdale? The building is called NSA. National Security Agency. (Or, Never Say Anything)
A new KSL article quotes William Binney, a Washington whistleblower, saying Utah’s new NSA is “a serious threat to civil liberties.”
Binney, who worked for the NSA for 32 years and still lives by the secure headquarters near Baltimore, says the NSA can dice billions of emails, phone calls and Internet records, looking for clues to terrorist plots. –But it also can, and does, snoop on citizens.
When Binney worked for NSA, Binney’s team had smartly built into the software some sophisticated protections so that communications by U.S. citizens would be protected from NSA snooping. But the NSA passed over his citizen-protective system, for an unexplained reason.
Binney retired in anger. According to KSL, Binney said:
“It didn’t take but probably a week or so after 9/11 that they decided to start spying on the U.S. domestically, on all U.S. citizens they could get.”
He now suspects the facility in Bluffdale will be used to store communication data so the NSA can sift through it, whether it’s from foreign terrorists or law-abiding U.S. citizens.
So I think this: the NSA, I’m sure, has legitimate duties, like ferreting out terrorist plots against innocent Americans. But I’m also very sure its doing some inappropriate data snooping. Where are the checks and balances? Who’s watching the watchers?
The NSA is very tight-lipped and secretive.
But there are others who aren’t secretive about their data-gathering goals.
Arne Duncan, U.S. Secretary of Education, comes to mind. He’s always making speeches about the importance of increasing data-gathering efforts to have “more robust databases” to “increase accountability” to the federal agency.
John Brandt of Utah comes to mind. He directs the Utah Data Alliance’s mashing of data from six Utah agencies using taxpayer money and Utah State School Board approval
. He’s got a powerpoint that explains how he’ll then share this data from schools to USOE and Utah higher ed and then to the federal Department of Ed. He won’t return emails from me or my friends on the subject of data collection. And he works for the NCES (federal research agency) as well as working as Utah Director of Technology. He’s not going to be making speeches about federalism.
Even David Wiley, BYU Professor, comes to mind.
He told me that he feels it’s “totally appropriate” for researchers and governments to conduct research on students without getting parental consent because the importance of the research and the logistical difficulties of getting parental consent trump the rights of parents.
This scares me.
Who’s protecting our civil liberties, our privacy and our parental rights?
The lack of public outcry concerns me. But I think it’s mostly based on people simply not knowing. Or not considering the ramifications of the path we’re moving down.
Some of my own friends who I’ve brought this matter up with, say, “Who cares if they’re tracking us? I have nothing to hide.”
Maybe not from God. –But from theives, stalkers, hackers, or people who are happy about communism? We must keep private things private.
There are reasons we have locks on our doors and walls others can’t see through. There are reasons for books like “1984” and the other George Orwell and Ayn Rand classics.
Privacy is a sacred freedom. When governments know everything about everyone, people become cattle, prodded and controlled by the all-knowing agencies “who know best”. Hackers and stalkers and thieves can get government jobs and can get access to the private data of citizens, if there aren’t protections in place.
Could Sweden have enforced their anti-homeschooling law if they didn’t have absolute name, number and address tracking on every citizen?
Could China have enforced mandatory abortions under the one-child-only law if they didn’t have absolute knowledge of the medical and family records of every citizen?
Could governments separate children from parents to fulfill the Olympic dreams of that government, if the government was not tracking the physical traits of even tiny children?
There are endless ways people can abuse having access to citizens’ private data.
Surveillance on citizens is a dangerous, slippery slope.
And why won’t even the Utah State Office of Education discuss it? Why is this so under the public radar?
I think I know.
It’s called “spiral of silence” theory.
Elizabeth Noelle-Neumann wrote the “spiral of silence” communications theory to explain how atrocities come to pass in civilized societies.
Elisabeth Noelle-Neumann, the German political scientist, explained how Jews’ status became so widely agreed upon, during World War II under the Nazi control. Hitler dominated the whole society and the minority Jews became silent due to the fear of isolation or separation.
The one view dominated the public scene and others disappeared from the public awareness as it adherents became silent. People feared separation or isolation from those around them, so they kept their attitudes to themselves when they felt they were in the minority. This process is “Spiral of Silence”.
If a teacher doesn’t like the data collection that’s happening on students, or a board member, or even a state-level leader is not satisfied with the decision, the one person does not express the thought publicly. Why?
1. They may feel unsupported by the others on the school, state or federal level. Peer pressure.
2. Fear of isolation or job loss
3. Fear of rejection (adult popularity contests)
4. They may try to save a job by suppressing or avoiding personal statements in public.
Until many of us speak out and speak up, the spiral of silence will grow. The perceived majority belief –that most people somehow agree with all this student and citizen data collection and the new norm of NOT asking for parental consent, and the communist-style common core implementation (without a vote) –will grow if we are quiet. Nobody will stop its implementation, and it will take over as the new norm if we are quiet.
This is why I speak up. This is why I ask you to research for yourself, and then speak up.
I believe more of us are against this (once we understand what it is) than there are those for it. It’s creepy and must be stopped.
Now that Mitt Romney has publically come out against nationalized, collective curriculum, also known as Common Core, let’s figure out why it matters. What’s so bad about nationalized education, or collectivism generally?
Is the issue as simple as: “Mitt’s for liberty” and “Obama’s for forced collectivism”? –Yes.
For those of us who are new to learning our civic duty, who didn’t notice that Obama’s policies– from medical care to school calorie counting to U.N. sustainability to common core– each push socialism/communism, here are some links you can read (later) showing that Obama is a lifelong socialist-marxist-communist.
So what if Obama’s a socialist or a marxist or a communist?
Well, socialism, Marxism and Communism ask us to give up the Constitution, for forced collectivism.
That’s why the FBI keeps files on communists; communism is opposed to everything the U.S. Constitution is about. It’s about overthrowing the Constitution and the free way of life for a collectivist philosophy that eliminates local control and individual control. One of its main tools is collective education: aka common core.
David O. McKay said, “Communism is not a political party nor a political plan under the Constitution; it is a system of government that is the opposite of our Constitutional government, and it would be necessary to destroy our government before Communism could be set up in the United States. . . .[Communism] even reaches its hand into the sanctity of the family circle itself, disrupting the normal relationship of parent and child, all in a manner unknown and unsanctioned under the Constitutional guarantees…”
For readers who like the Book of Mormon, there’s a chapter in Sterling Allen’s book, “The Vision of All,” that shows how Karl Marx, the father of communism/socialism, is akin to Korihor, the anti-Christ in the Book of Mormon. Full text here: http://www.greaterthings.com/Books/Vision/Temporal/Ch-6_Past_2nd-Gath/Communism_birth.htm
Here are excerpts:
“…One of the things Karl Marx is known for is his closing statement in the Communist Manifesto:
“…Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!”
This is comparable to Korihor’s statement: “I do not teach this people to bind themselves down under the foolish ordinances and performances which are laid down by ancient priests, to usurp power and authority over them, to keep them in ignorance, that they may not lift up their heads….” (Alma 30:23.)
Marx said “the history of all hitherto existing society is the history of class struggles.”(1) He identified essentially two great classes of people that seem always to emerge: the bourgeoisie, or the oppressors, and the proletarians, or the oppressed.(2)
Korihor hinted at a similar grouping when he accused the religious leadership: “…Ye keep [this people] down, even as it were in bondage, that ye may glut yourselves with the labors of their hands….” (Alma 30:27.)
Marx also claimed that the proletariat are deprived of that which they have worked for, and that the capitalists unjustly milk the worker for profit.(3) Compare this with Korihor’s assertion that the supposedly oppressed people “durst not make use of that which is their own lest they should offend their priests, who do yoke them according to their desires.” (Alma 30:28.)
Korihor’s above statements also ring familiar with Marx’s philosophy that religion is merely “the opium of the people.”(4) Marx claimed that religion was merely a man-made tool used for exploitation.(5)
Both Korihor and Karl Marx bluntly renounced belief in Christ, reducing it to “a foolish and a vain hope.” (Alma 30:13.) Bruno Bauer, a close associate of Marx, reflected Marx’s sentiments, calling the Gospels forgeries and saying that Jesus had never existed, and therefore Christianity was a fraud.(6)
Korihor labeled the prophecies “foolish traditions” and said that the people’s religious beliefs were “the effect of a frenzied mind” which lead them “away into a belief of things which are not so.” (Alma 30:14,16.)
Both Korihor and Marx’s reasoning was founded on certain false premises–perhaps because “the things of the Spirit…are foolishness” unto the natural man, for “they are spiritually discerned.” (1 Cor. 2:14.) This is made quite clear in the Nephites’ record. There, Alma asked Korihor, “…Believest thou that we deceive this people [with `oppressive' religion], that causes such joy in their hearts?” (Alma 30:35.)
…Both Korihor and Marx taught that “when a man was dead, that was the end thereof.” (Alma 30:18.)(8) Furthermore, Marx felt that “self-preservation is the supreme instinct in man, and therefore his whole pattern of human conduct must [be] governed by an attempt to wrest the necessities of life from nature.”(9) This resembles Korihor’s philosophy that “every man fared in this life according to the management of the creature; therefore every man prospered according to his genius, and that every man conquered according to his strength.” (Alma 30:17.)
…Today, with all the Communist system’s cosmetic make-overs, many have been inclined to believe that it is not the dangerous beast it used to be. The sheep’s clothing has become so innocent-looking today that few are repulsed by it. The question we might ask ourselves, though, in this day of great paradoxes is how much has the hiding wolf underneath changed?(13) We know that when Karl Marx, the celebrated father of Communism, was asked what his objective in life was, he professed, “To dethrone God…!”(14)
Similarly, when the Nephite account introduced Korihor, it condensed his entire deceitful message into this one statement: “There should be no Christ.” (Alma 30:12.) Perhaps this is what prompted the official Church statement: “The position of this Church on the subject of Communism has never changed! We consider it the greatest satanical threat to peace, prosperity, and the spread of God’s work among men that exists on the face of the earth!”(15)
The Communist philosophy and the so-called improvements upon it are not restricted to Communist countries. Its abundant disciples may be found in many nations. Usually they are not considered Communists. Preferable titles seem to be: Marxist, socialist, leftist, and humanists–to name a few. Some of the most important work done for the Communist cause is accomplished by these non-Communist hands. Apparently, the main reason they cling to the Marxist line or variations thereof is that its teachings, like those of Korihor’s, are “pleasing unto the carnal mind.” (Alma 30:53.) Nephi warned us, “…Wo be unto him that hearkeneth unto the precepts of men, and denieth the power of God….” (2 Ne. 28:26.)
… Korihor, like many who embrace the leftist line, also “verily believed that [his teachings] were true; and for this cause [he] withstood the truth….” (Alma 30:53.)”
–end of excerpt–
People who embrace socialist philosophies often are sincere and passionate in their beliefs, yet they have been fooled; they believe the reforms are good and helpful, but they aren’t.
–How can they be good, when they limit liberty and individual freedom?
HONG KONG BEIJING
http://online.wsj.com/article/SB10000872396390443779404577641371073452032.html -“Friction Fuels Big Turnout” by Te-Ping Chen
The Wall Street Journal (by Te-Ping Chen) reports that tens of thousands of citizens protested Friday night after a week of hunger strikes and demonstrations at Hong Kong’s government offices. Why?
Because Beijing –not Hong Kong, mind you, but Beijing, communist China– was planning to change the local curriculum in schools. Sound familiar at all? Big, (and distant) government usurps local authority to take control over students’ educational standards? Hmmmm.
The article goes on to explain that “public discontent with issues like school curriculum” was one reason for the protests. The government plan would require schools to add ‘moral and national’ education to curricula. (Whose version of morality? Whose version of patriotism? Communist China’s, of course.)
One 63-year-old retired English teacher had fasted for more than 170 hours to defy the administration’s plans to teach what has been dubbed “patriotism” (toward Beijing) in Hong Kong schools..
– – – – – -
Meanwhile, The New American Magazine also reports on the Chinese curriculum push to Hong Kong: http://www.thenewamerican.com/world-news/asia/item/12785-hong-kong-votes-amid-protests-against-beijings-communist-%E2%80%9Cbrainwashing%E2%80%9D
“…Despite the apparent retreat on the brainwashing scheme, many analysts and activists are still not convinced that the education battle is over. “We are also worried about whether the education bureau will funnel lots of funding to encourage the schools to teach the curriculum,” activist Yip Po Lam with the Justice and Peace Commission of the Hong Kong Catholic Diocese was quoted as saying.
The Civil Alliance Against National Education, which strongly opposed the brainwashing scheme, welcomed the decision to drop the mandatory curriculum as well. However, a spokesperson for the organization still expressed numerous concerns about it even after officially becoming “optional.”
- – – – – – – -
This sounds too familiar. U.S. Department of Education, like the Chinese communist “Education Bureau” is funneling lots of funding to encourage schools to teach “the curriculum.”
In fact, the U.S. Dept. of Education has even begun to offer money directly to school districts in its desperation to have everyone implement the Common Core.
(Several Utah School Districts have already applied, allowing the federal government to bypass state legislatures and the state school board.)
–And, like the U.S. Dept. of Education, the communist Chinese are smilingly calling the new curriculum “optional.” But of course.
Wake up, wake up, wake up.