Archive for the ‘freedom’ Tag

Will Utah Quash Families’ Opt-Out Rights?   4 comments

Many tens of thousands of public school students, whose parents regularly opt out of Common Core testing, may lose the right to do so.

When federal ESSA passed in 2015, it claimed veto power for the federal education department– over every state’s educational plan.  Utah humbly asked the feds for a waiver, so that Utah would remain free to opt out of federally promoted tests. (Until this time, Utahns were unquestionably protected by state law that claims primary authority for parents, with schools/state in a supporting role.) The federal department said no to Utah’s waiver request.

So, state school board and legislators are in a pickle:  will they honor state law and protect parental rights, or honor federal ESSA’s unconstitutional veto power, and force all parents to force all children to take Common Core tests?

The state school board is divided on this question.  –That’s interesting, since the Utah board was not even permitted by the state superintendent to vote on our new plan –which the federal government has now vetoed.

 

Michelle Boulter, Utah State School Board

 

Michelle Boulter of the state board says:

“…In short, the public was not given the chance to weigh in on the ESSA plan because those who were elected to represent them were never given the chance to see or to vote on the new plan. Instead, administration and a single board member presented a plan to the federal DOE that puts it in direct conflict with Utah State lawa state law which prohibits the violation of natural parental rights. In the end, after being denied repeatedly, Utah became fully compliant with Federal dictates, setting aside the promise of the state’s ability to forge their own educational path.

And now, thanks to further ESSA provisions, Utah must submit to federal “auditing” – an invasive probe to determine why so many parents are opting out of assessments, and thereby placing non-compliant schools in a status of “failure” or “remediation”, to be put under the purview of federal overseers.

… exactly what is the paltry amount of funding Utah receives from the federal government? Unfortunately, the answer will shock and anger you: a whopping 6% of our entire educational budget for the 2017-2018 school year. Of that, the amount Utah stands to lose if it stops playing this ridiculous game of “Mother May I” is significantly less (around 2% of Utah’s educational budget).

Utah parents, we are literally selling our birthright as the natural guardians of our children for a mess of pottage – and a pathetically meager mess of pottage at that. And why is the amount so small? Because any dollar that is sent to Washington naturally shrinks as it goes through its laundered process of paying the salaries, benefits, and pensions of unelected, unaccountable bureaucrats. That dollar shrinks to practically nothing before it ever comes back to the states…

…This isn’t about opting out of a test; this is about where we believe our rights come from. Either our rights come from God or man. It should be unacceptable to all Utah parents that we must ask permission of the federal government concerning our children. I urge parents to contact their state legislators requiring them to come up with that 6% – by spending less somewhere else – so we can take back our children’s education. Please contact your State Board members [ Board@schools.utah.gov  ] and let them know that you expect them to defend your parental rights. This is an election year and we the people hold the power.”

After reading state school board member Michelle Boulter’s letter and local Alpine District board member Wendy Hart’s comments on the subject, I wrote to the state board. Kathleen Riebe wrote back. Here is that exchange.  –And here is the email if you want to write, too: Board@schools.utah.gov

 

 

Letter one: 

Dear Board,
ESSA is pressuring Utah to subvert our state laws and parental rights. Please don’t do it.
I agree with state school board member Michelle Boulter, who wrote:
https://electmichelleboulter.com/2018/08/08/the-state-of-utah-is-negotiating-away-parental-rights
Similarly, ASD school board Wendy Hart said to the state board:
http://wendy4asd.blogspot.com/2018/08/essa-opt-out-denial-from-feds-my.html

Wendy Hart, Alpine District School Board

It’s a terrible idea to pit teachers against parents who opt out of Common core tests.  Caving to federal demands that the state quash testing opt outs does that.
The problem isn’t the parents opting kids out of Common Core testing, nor can we blame teachers/schools who, fearing mislabeling due to low scores resulting from opt outs, might pressure parents to opt in.
The problem is office of education bureaucrats who mindlessly swallow unconstitutional suggestions made by the federal DOE, and who misadvise state school board members, without respect for principles of local control, telling them to nod and sign.
Listen to the wisdom of elected officials who have spoken clearly on the ESSA situation: Michelle Boulter and Wendy Hart. They point out that we can and must protect the state’s liberties as well as relationships between parents and teachers.
As an opting-out parent  of children in public schools, and as a certified Utah teacher, thank you.
Christel Swasey
Pleasant Grove
Response one:

Thank you for your concern.

As a parent, teacher and a taxpayer, I appreciate that my students have an opportunity to display their knowledge and that they were taught the content required. About 90% of our families share my feelings.

Transparency and accountability are major concerns of my constituents.

USBE has worked hard to find a solution with the federal government.  The board will follow the laws and work with the legislature to seek new funding to ensure the best opportunities for all our students.

Kathleen Riebe M.Ed.

State School Board Member

District 10

801-599-5753

Letter two:

Dear Kathleen,
Thank you for responding.
There are over 650,000 enrolled public school students in the state of Utah. If about 90 percent are opting to participate in Common Core testing, that leaves about 65,000 students, and 130,000 parents, who are opting out. That’s no small potatoes.
Does it feel right to you to eliminate the authority and conscience of 195,000  Utahns, especially considering the fact that Utah law places primary authority to parents, with the state/schools in a secondary, supporting role.
They’re opting out for a plethora of very valid, very important reasons. Some kids become anxious and depressed to the point of suicidal behaviors due to high-pressure testing. Some parents don’t approve of the secretive nature of the tests, and of the tests’ never having been tested or validated independently. Some parents oppose psychometric evaluation embedded in academic tests. Some parents recognize that these tests pressure schools and teachers, even against their school charters and their professional judgment, to redefine their curriculum and teaching traditions.
I implore you to support the rights of these people and the Utah law that puts parental / family authority first in education.
Sincerely,
Christel Swasey
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If Many Agree to Participate in Stealing, is it Still Stealing? Stop #FEPA in the Senate: S.2046   5 comments

Knowing that the history of liberty is “the history of the limitation of government power,” I ask you to take action to stop the bills known as FEPA (HR4174/S.2046) and CTA (S.1121).  This post will focus on the first bill, which is already teetering on the edge of passing into law.

FEPA is a pompous euphemism that stands for Foundations for Evidence-Based Policymaking.  But “evidence based policymaking” means that they’ll redefine data theft and stalking by calling it “evidence-based research”.  Because if agencies and organizations on the state and federal level  participate in the data-looting act together, it doesn’t feel quite like looting or stealing, as it would if just one well-intentioned, evidence-collecting creep stole data by himself.

All the fancy commissions and all the big-data infatuations in the world cannot change a wrong principle into a good one.  I’d love to ask the CEP leaders face to face whether big data is so important that freedom basics should be made obsolete.  Do we no longer worry about having our personal personal power limited– in consequence of personal data being taken?  No big deal?

I used to think that while all Democrats pushed for increased government, all Republicans sought limited government.  Not now:  Republicans Orrin Hatch, Paul Ryan, and even Trey Gowdy are supersizing government to empower big-data goals in their current bills– without any informed consent from the individuals whose data will be confiscated.

Representative Paul Ryan’s baby, the 2017 Commmission on Evidence-Based Policy, birthed this uglier baby,  Foundations of Evidence-Based Policymaking (FEPA HR4174)  that passed the U.S. House of Representatives without debate or a roll call vote, this month.

Unless the Senate ditches it next week, which is extremely unlikely, it will become national law.  But do you know what’s emerging in the bill?  Does your senator know?

The news media haven’t covered it, and Congress hasn’t debated it.  In fact, the House of Representatives suspended its rules to pass the House version super quickly, without a normal roll call vote: because it was supposedly so uncontroversial that there was no reason to have a real debate nor a recorded vote.

Yet it is highly controversial to those Americans who are passionate about a thing called human freedom.  We watched and listened to the CEP’s year-long hearings and submitted public comment and read the CEP’s final report.

Unpaid moms at Missouri Education Watchdog and expert lawyers at American Principles Project each recently published important warnings about the FEPA bill.   But proponents of FEPA rebutted those moms and lawyers.  What followed were brilliant, unarguable rebuttals to that rebuttal.  If truth and liberty were prime concerns to Congress, then FEPA would, following the study of these rebuttals, surely be gone.  But no.

 

 

You see, a lot of people are  counting on this particular set of claims to make them wealthy or powerful.

I am having what I wish was only deja vu.

Do you remember another Thanksgiving week, with freedom-harming bills slimeing their secretive way through Congress without debate, while most of us were too busy eating cranberries and turkey to pay attention?  Remember, after the ESSA bill passed, that then-Secretary Duncan boasted about the secretive nature of passing the ESSA bill into law.

He said, “We were intentionally quiet on the bill – they asked us specifically not to praise it – and to let it get through. And so we went into radio silence and then talked about it after the fact. . . . Our goal was to get this bill passed. . . [W]e were very strategically quiet on good stuff”.

Now it’s 2017.

Not surprisingly, proponents of FEPA (HR4174/S2046)  say that FEPA is so harmless and uncontroversial as to require zero debate– but in the same week, proponents released a myths-vs-facts sheet to Congressmen, rebutting the controversies outlined by the American Principles Project and by the Missouri Education Watchdog.   Hmm.

Additionally, although the majority of the public commenters who wrote to the CEP said that they were opposed to the data-sharing of student records without consent, FEPA does direct agencies to ignore their concerns.

FEPA says that agencies must report “statutory restrictions to accessing relevant data”–in other words, muggle bureaucrats must find ways to overcome people’s privacy rights.

FEPA gives no provisions for data security, while encouraging and enabling unlimited data swapping between government agencies.

FEPA  creates a “National Secure Data Service” with such extensive data sharing that creation of one central housing agency would be completely redundant.

There is much more.  You can read the bill.

The American Principles Project produced a rebuttal to the rebuttal of FEPA.  I am reposting just a piece of it.

 

RESPONSE TO HOUSE MAJORITY STAFF’S ARGUMENTS IN FAVOR OF FEPA

EXECUTIVE SUMMARY

 

Claim: FEPA doesn’t create a centralized data repository.

Rebuttal: FEPA moves toward the recommendation of the Commission on Evidence-Based Policymaking (Commission) to create a “National Secure Data Service” by 1) requiring each agency to create an evidence- building plan; 2) requiring the OMB Director to unify those plans across the entire federal government; 3) creating a “federal data catalog” and a “national data inventory”; and 4) requiring various councils to recommend how to vastly increase data linking and sharing among federal agencies, with states, and with public and private research entities.

Claim: FEPA doesn’t authorize any new data collection or data analysis.

Rebuttal: Regardless of whether FEPA expressly authorizes new data collection, it 1) incentivizes agency heads to expand, not maintain or minimize, data collection; 2) creates new sources of data for agencies by allowing unfettered access to other agencies’ data; 3) creates a process whereby public and private organizations can access non-public government data; 4) allows the OMB Director to expand the universe of statistical agencies and units; and 5) allows one person, the OMB director, to decide via post-enactment “guidance” what if any data will be exempt from sharing as too private or confidential.

Claim: FEPA “does not overturn an existing student unit record ban, which prohibits the establishment of a database with data on all students,” so parents need not worry about their children’s personally identifiable information (PII).

Rebuttal: FEPA doesn’t overturn this ban – that will almost certainly come later. But its extensive data-linking and data-sharing mandates create a de facto national database, whereby the data stays “housed” within the collecting agency but can be accessed by all. Title III specifically authorizes data “accessed” by federal agencies to be shared. This will threaten the security of not only the student data already maintained by the U.S. Department of Education (USED), but also the data in the states’ longitudinal data systems.

Claim: FEPA doesn’t repeal CIPSEA but rather strengthens it.

Rebuttal: FEPA strengthens nothing. It merely reiterates the same penalties (fine and jail term) in existence since 2002 that have rarely or never been enforced. Worse, FEPA increases threats to privacy and data security by mandating increased access to confidential data and metadata and encouraging unlimited data-swapping with no provisions for data security.

Claim: FEPA “does not respond to the Commission’s recommendations to repeal any ban on the collection or consolidation of data.”

Rebuttal: FEPA directs agency heads to identify and report “any statutory or other restrictions to accessing relevant data . . . ” Because the entire thrust of the bill is to use more and more data for “evidence-building,” the inevitable next step will be to implement the Commission’s recommendation of repealing these pesky statutory obstacles to acquiring “relevant” data.

Claim:  FEPA will make better use of existing data.

Rebuttal:  The federal government has reams of data showing the uselessness or harm of existing programs. When the government continues to fund those programs despite this data (see Head Start and manifestly ineffective programs under ESEA), there’s no reason -none- to assume it will change its behavior with even more data.

 

The following list of contact information is supplied by Missouri Education Watchdog Cheri Kiesecker.  Please don’t just share this on social media; actually call, yourself.  Actually tweet, yourself.  Others may not be doing their part.  Please, do yours and a few extra calls, if you can.

The Senate version of the bill (S2046) has been read twice and was referred to the Senate Committee on Homeland Security and Governmental Affairs.

Here is the list of the committee members.

The message is: vote no.  We don’t want information about private citizens shared at the national level, without any individual consent.

NO on  S.2046   NO on the Foundations for Evidence-Based Policymaking Act of 2017 (FEPA).

(And, coming up soon:  No on S.1121 – College Transparency Act – for the same reason: student privacy.)

Thank you.

Happy Thanksgiving.

 

Trump’s Common Core Pick: Betsy DeVos   14 comments

 

Betsy DeVos, America’s newly appointed Secretary of Education, is quite adorable.  She interviews like America’s Sweetheart, her name sounds like Betsy Ross, and she says she’s opposed to the Common Core.

But the parents who began Stop Common Core in Michigan say DeVos used her Michigan big-funding machine to block, rather than to assist, the Stop Common Core parents’ nearly successful legislation that would have repealed the Common Core.

DeVos’ Greater Lakes Education Project (GLEP) sounds like the Michigan version of Utah’s Education First / Prosperity 2020.  Organizations like Michigan’s GLEP or Utah’s Education First are wealthy Common Core-promoters that give ear candy to, and then fund, any candidate who is willing to take their ear candy and campaign cash. Then they’re obliged to vote as the Common Core machine calls the shots.

DeVos, like Bill Gates, is on board with Jeb Bush’s Foundation for Educational Excellence (another huge Common Core promo tank.)  DeVos, like Gates, also wrote checks to the Clinton Foundation.

So where are Betsy DeVos’s loyalties?

As Jane Robbins recently noted, “It simply doesn’t make sense that DeVos would contribute boatloads of money to – and even lead — organizations that actively push a policy with which she disagrees. Would a pro-life philanthropist write checks to Planned Parenthood because the abortion mill provides the occasional Pap test?”

A true liberty lover would only do this if she, like so many Americans, doesn’t fully understand what the Common Core machine is doing. I’m giving her the benefit of the doubt.  I know a lot of good people who have only the vaguest idea what the Common Core machine is doing or will do.

So let’s clarify.

The Common Core machine loves money, not children. It clearly steals from children. It really is that simple.

I’d like to see DeVos speak out about the following:

The initiative has stolen academic freedom and privacy.  It is stealing social-emotional data without parental consent.  It is stealing what we used to call classical education.  It is stealing the local ability to make decisions about what will be on the test –and, by extension, what will be in the book and on the essay. It is stealing student dollars that could go elsewhere (to teachers, buses, field trips, desks, basketballs, glue sticks, pencils) and is diverting it to tech coffers: Pearson, Microsoft, etc.  No profit left behind.

Money, money, money –and comforting ear candy– make the machine’s operators feel great about being it’s operators.

ear

Ever since Bill Gates openly courted American legislators in 2009 and identified as a “large, uniform base of customers” the sitting ducks (schools) waiting to be bankrolled, schools and legislative ed committees have become the hot market for businesses and philanthropic activists.  This power grab, away from parents and local school boards, toward the corporate-governmental partnerships, has been monumental.

Core pushers’ “ear candy” sells well.  They make it sound as if the machine’s primarily about ed tech progress –bringing new, good things to kids– but it’s primarily about adults who love money.

How many ed tech salesmen, governors, senators or representatives have really stopped to consider consequences –intentional or unintentional– of the standardizing of everything in education and in education governance?

They’ve pushed data mining without informed parental consent, pushed common, national ed data systems, pushed unvalidated tests and curriculum –on an entire nation of student guinea pigs.

It has been, and continues to be, a mad dash toward Gates’ vision of schools as the shiny, shiny, “uniform customer base”:

If you’ve seen the latest Disney movie: remember how the creepy bling-crab looks at Moana?  That’s how I picture Mr. Bill “Uniform Customer Base” Gates, the ed tech corporations, the government data miners, and the business-model charter pushers, looking at schools.

School dollars are so shiny!  It’s the money, not what’s best for children, that they see.

shiny-moana

 

But as I watched DeVos’ interview in which she explained her vision of the school choice movement, I thought: she’s sincere in her belief.  She really buys the school choice line.

But has she (or most Americans) really thought it all the way through?

It’s as if we were buying a house.  We love the curb appeal and the front door of the School Choice idea. We take a step inside and shout, “Sold!”  But…  what about the rotted attic that no one checked?  What about the weird, moldy basement?  Is there a kitchen?  Are there enough bedrooms?

Why aren’t more people asking SERIOUS questions about School Choice and about the Common Core machine?  Because the words on the surface just sound good?  Because the entryway of the house looks fantastic?  (Who would be opposed to allowing disadvantaged kids in to better schools? Who wouldn’t like choice? That’s sweet ear candy, right?)

The notion of school choice is a false choice, because where government dollars are, government mandates are.

It’s like the old Ford ad:

black

Think about it.

Vouchers for school choice are not reimbursed cash; they’re government subsidies, and anything that the government subsidizes, it regulates.

The beauty of private schools has always been freedom.  Parents can pay the nuns to teach their Catholic children right out of the Bible.  What happens when a disadvantaged child from a Catholic family takes a government voucher to pay for private religious school tuition?

That particular money can destroy that particular school.

By putting vouchers into private schools, we turn those private schools into government-regulated schools (aka public schools) and those private schools will not longer be free to teach –things like religion or morality.  Nor will those private schools be free to continue to protect data privacy of teachers or students; human data is always one of the items that federal monies trade schools for, in exchange for cash.  Read that paragraph again.

“He who pays the piper calls the tune” means that if the feds pay then the private schools, as pipers, have to play what they’ve been paid to play.  And that’s the music of the Common March.

The beauty of (some) charter schools has been the illusion that parents had more say in what went on (almost like a private school).  But under Common Core, that’s changing.  Many charter schools now have businesses running them, not elected board members running them. Where’s the local control in that? This gets rid of voters’ voices, parents’ voices.  With the Great Commonizing, even legitimate, good differences between public schools and charter schools seem very temporary.

Under the Common Core machine– with its federally approved schoolrooms,  nationalized “truths” that trump local academic freedom, federally urged data mining, disregard for parental consent to data mine, disregard for teaching autonomy –what’s any real, lasting difference between what a child in a charter will experience and what a child in a public school or (eventually) even a private school would ultimately experience?  The Common march means there will be no real differences permitted at length.

I am guessing that DeVos doesn’t know that the Common Core machine is building a socialistic, factory model of education according to the vision of the Tucker-Clinton conspiracy.  I’m guessing, too, that she hasn’t heard (or dismisses) what whistleblower Charlotte Iserbyt has been saying for years:

“The goal of school choice… is the takeover of the public and private school sectors through partnerships with the corporate sector in order to implement socialist work force training… Carnegie Corporation, in its little blue book entitled “Conclusions and Recommendations for the Social Studies” 1934, called for using the schools to change our nation’s free market economy to a planned economy.”  Hmm– a planned, centralized economy– that means, no local control.  I don’t believe that’s what DeVos really hopes to build.  I don’t think she, or Heritage Foundation, or FreedomWorks, have really thought this all the way through while wearing their Constitution-framed glasses.

In her Florida interview, DeVos said (minute 7:40-8:09) that she wanted people to rethink the public school “system that was brought to us 200 years ago by the Prussians, very much an industrial, factory model of education… Technology has brought so many new opportunities… we need to allow people who are innovative and creative to come and help us think differently about how we can do education”.

I don’t think she understands that the factory model’s exactly where the school choice movement eventually leads:  First, it leads there because vouchers can strip private schools of religious, moral and academic freedom, and second, because if we move away from the elected-board-run public schools to business-owned, no-elected-board charter models, we have erased our own voices and votes even in public education.

 

krisanne-hall

While you’re folding laundry or jogging later today, listen to Constitution-defending lawyer KrisAnne Hall as she explains the trouble with DeVoss, vouchers and school choice in this podcast.

https://podomatic.com/embed/html5/episode/8273838?autoplay=false

Hall notes that Americans are confused about their desire for limited government and local control versus their desire for big socialist programs: “Amongst our conservative circles… we want limited government –unless we want government to define marriage.  We want limited government –unless we want government to control our consumption of plants.  We want limited government –unless it has to do with education.”

She also notes that while Trump wants to give $20 billion in federal grants to poor children— not to all children.  The middle and upper classes are not invited to the school choice party.

Have the Heritage Foundation and FreedomWorks considered that?

Trump said:

As president, I will establish the national goal of providing school choice to every American child living in poverty.  If we can put a man on the moon… we can provide school choice to every disadvantaged child in America…”

If you remember nothing else from this blog post, remember this:

  1. School choice and vouchers are not for all American children; they are for those whom the federal government will designate as recipients.  It’s favoritism and it’s socialism and it’s legal  plunder:  A pays for B to go to the school of B’s choice.  If A doesn’t pay, A goes to jail.
  2. Whether B goes to this school or that one is only a partial liberty because all the schools receiving money from government school vouchers must abide by federal regulations:  data mining kids, removing religious and academic liberty from private schools, and controlling teachers.

 

 


cropped-stealth-assessment-baby.jpg

A Related P.S.

WANNA TESTIFY?

On January 5, 2017, there will be a new public hearing in Chicago, where unit record identifiers and Public Law 114-140 will be discussed. The federal Commission on Evidence-based Policymaking (CEP)’s boiled-down purpose seems to be to cater to the federal/corporate desire for  more student “evidence,” in the form of school-gleaned personal data, minus student/parental rights of privacy/ informed consent; but, to do it with the “public input” box checked off.  So let’s comment.  If you can go to Chicago, go.  If not, submit written comment to CEP.

To learn about the last such hearing, click here and here.

CEP information:

Submit your request to participate to Input@cep.gov no later than Sunday, December 18, 2016

Include in your request the following information:

  • Name and Professional Affiliation (if applicable)
  • 2-3 Sentence Abstract
  • Written Statement (preferably in .pdf format)

Commission staff will inform you of your assigned speaking time and logistical details no later than December 23, 2016.

Visit CEP.gov closer to the event date for webcast and caption details.

Additional Upcoming Meetings & Hearings:

  • December 12, 2016, Washington, DC (National Press Club) – Federal Models for Evidence – Building
  • January 13, 2017, Washington, DC (National Academy of Sciences) – State and International Models for Evidence- Building
  • February 9, 2017, San Francisco, CA – Public Hearing

I would absolutely love to see Betsey DeVos at that CEP Chicago hearing next month.  I would love to see her fight for students’ data privacy rights against the federal Commission on Evidence-based Policymaking (CEP).  I want to see her true colors.

I so hope that I’ve read her completely wrong;  I so hope she’s truly opposed to what the Common Core Initiative has wrought.

Three Anti-Common Core State School Board Members Elected in Utah Last Night   3 comments

 

happy dance dog

Miracles do happen.

Utah’s liberty-loving, anti-common core community did a lot of happy dancing last night when candidates Alisa Ellis, Michelle Boulter and Lisa Cummins won three seats on the state school board. This election showed what can happen when people actually get to vote, instead of having the governor appoint board members, as had happened for so many years in the past.

Utah’s board finally has vibrant voices and votes for parent-and-teacher directed, not federal-corporate directed control of curriculum, testing, and student data.

lisa cumminsboulteralisa vote

 

 

 

 

lee-thompson-cummins

Although the Utah anti-common core community was saddened that the heroic Dr. Gary Thompson (pictured above with Senator Mike Lee and Lisa Cummins) did not win his bid for a seat on the state school board, his campaign had an undeniable impact in raising awareness about student mental health, student data privacy, and the supremacy of family /parental rights.  How often Dr. Thompson repeated this truth: “Parents are, and always must be, the resident experts of their children”.

The spirit of what Dr. Thompson’s all about thrives in Alisa, Michelle and Lisa.

The news of three of our strongest freedom-fighter parents taking three seats on the state school board is nothing short of miraculous.

Celebrate!

crayons

LDS Church to Independently Teach Both Religious and Secular Education Classes   148 comments

ces

 

This is very good, very big news.

Even though the fight for freedom in education is fought by freedom-loving people of many different religions, I share this great news, which comes from The Church of Jesus Christ of Latter-day Saints, hoping it will inspire other people and other churches as it has inspired me.

In February 2016, in an all-employee meeting at Brigham Young University’s Idaho campus, the Commissioner of Education of the Church of Jesus Christ of Latter-day Saints, Elder Kim B. Clark, gave an address, “CES: The Lord’s Educational System for His Church”.

The 54-minute talk can be viewed here.

Elder Clark announced that the church is launching a new initiative in fall 2016 that will eventually offer secular and religious education courses, from Master’s degrees down to high school, to people wherever the church is organized.

Elder Clark began by saying, “Whatever level of spirituality we now enjoy in our lives, whatever degree of faith in Jesus Christ we have, whatever strength of commitment or consecration we have, whatever degree of obedience or hope or charity is ours, whatever level of professional skill or ability we may have obtained, it will not be sufficient for the work that lies ahead.  Brothers and sisters, you and I need to be much better than we are now, in every aspect of our lives.  The scriptures teach us that the world is now, and will be, in commotion and we can see it all around us. Wickedness and darkness will increase.  It seems hard to imagine, but it will.  Yet in that darkening world, there’ll be increased light, divine light.  The Lord Jesus Christ has a great work for us to do with the rising generation.  It’s a greater work than we’ve ever done before…  The Lord is working in power to strengthen teaching and learning in his true and living church.  He’s hastening his work.”  (minute 2-3)

He said that last October, the presidents of the Church’s universities counseled together and then proposed a new initiative that was soon approved by the church leaders. (minute 13-14)

It is this: “The Church Educational System (CES) will seek to provide opportunities for education to the members of the church wherever the church is organized.

The church has long operated universities, seminaries, institutes, education weeks, high school classes through its universities and through its churches.  But now, the Church will be rolling out a new program that will use all its resources to increasingly provide both secular and religious education to all its members, wherever the church exists.   Elder Clark speaks of Master’s degrees down through high school classes being offered, both online and inside church buildings; I hope, and guess, that in the future, junior high and elementary classes will also be offered.

At minute 16:37, we learn that the first principle for the church’s new initiative is:

“Education is a spiritual experience”.  It explains, “Education– the struggle for perfection– is a spiritual experience and is essential for building the Kingdom of God and establishing Zion. Religious instruction, gathering experiences and a spiritual focus to online learning will be essential.”

The second principle is: “The initiative will be a collaborative, system-wide effort involving all CES institutions.  We will also partner with Self Reliance Services (SRS) and other Church departments as appropriate and will build as much as possible on resources, courses and programs that already exist”.

The third principle is:  “Instruction will be delivered online and in local gathering activities at Institutes and chapels.  Study at local schools, combined with religious education at an Institute, is an important part of this initiative.”

The fourth principle is:  “Students will access programs through their local Church units, guided by priesthood leaders, supported by CES and Self Reliance Services.”  Elder Clark emphasized the fact that these classes are to be held under the direction of local priesthood leaders; he added:  “We felt really strongly about this.”

Even though Elder Clark said, “We’re talking about a global audience that numbers in the hundreds of thousands,” (minute 44) he felt it was important to make this educational program locally driven by local leaders.

In closing, Elder Clark reminded us that Ephesians 6:12 states:  “We wrestle not against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this world, against spiritual wickedness in high places.”  He asked those in attendance to rise to the challenge, to repent daily, and to meet the great opportunities and responsibilities before us by receiving greater spiritual power from Christ.

He said, “The rising generation in this marvelous worldwide church needs education, including the plain and simple truths of the gospel…. the rising generation will learn deeply and they will rise up.  We know this will happen.”

What a great message.  What great news.

 

 

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Elder Kim B. Clark

 

Michelle Malkin’s #STOPESEA VIDEO   6 comments

michelle malkin

 

Michelle Malkin’s #STOPESEA video is available on her public Facebook page; click here to view.  It was posted 18 hours ago and already has over 120,000 views.  I hope each viewer called D.C. (202-224-3121) or tweeted to Congress @repjohnkline @SpeakerRyan or will do so now.

Michelle Malkin said in the video that even though many have not heard of the hashtag #STOPESEA, it is one of the most important issues on the table in Washington D.C. today.

She called out the media for not covering “bread and butter” education issues like this one and praised “firebreathing moms and dads” from across the political spectrum who “have been ever vigilant on all of the issues involving federal encroachment into education”.

Minute 3:

She noted that “so much of this process is taking place behind closed doors out of view of the public with back door and back room negotiations and no sunlight and no input from the people who are most affected.  That’s you and your kids and your grandkids.”

Minute 4:15

“You’ve got a vote coming up in just a couple of days  on this massive piece of legislation which isn’t accessible to the public yet [wasn’t as of last night; link just added] that many of these politicians on Capitol Hill will, of course, never read, and will have two days for their staffs to digest before they cast votes on it.  It is supposed to be released November 30 with the first vote on December 2nd….Same-o Same-o, business as usual in Washington, D.C., don’t you think?”

Minute 5:

“What good is it to elect new GOP leaders who promise transparency and pay lip service –the same way that Barack Obama did– and then sabotage that very process?  So much for Constitutional Conservatives.”

Not only does the process stink, but as many of these vigilant parents have been warning about, it’s the actual policy itself that stinks, too.”

” One of the few heroes out there who’s been warming about this Senator Mike Lee from Utah, who during a floor speech on November 18th warned that voting for this ESEA/NCLB reauthorization will be tantamount to doubling down or tripling down on all of the awful Common Core concepts that have taken so long for so many so-called Constitutional Conservatives on Capitol Hill to finally acknowledge.  It’s the expansion of the federal role in education and the meddling in the classroom; the cementing of grant money to all sorts of crony educational special interests; along with that of course is the continued federalization of curriculum, the cementing again of contracts and special arrangements between the federal government and a lot of tech companies in the business of leveraging the power and the money that they’re making on these boondoggles on everything from textbooks to testing to technology.  And that data mining aspect, of course, is something that people across the political and ideological spectrum should be objecting to and warning other parents about, and opposing.”

Minute 7:00

Of course, it’s hard to digest all that’s in these hundreds and hundreds of still unseen pages in just a matter of days.  It’s an absolute disgrace. So Monday morning, tomorrow morning, I hope those of you who have been active in any manner in opposing Common Core will see the connection here…call your congress people:  202-224-3121. 

She emphasizes that (see minute 8:47) for those in every type of schooling system, those in “public schools, private schools, private schools, charter schools, home schools, Christian schools, secular schoolsthere is no safe space from fed ed. That’s one of the most important messages I want to get across tonight.”

She adds, “There are all of these strategists in Washington, D.C., who are always puzzling and pulling their chins on, ‘how do they reach out to nontraditional consitituencies” and you have to watch out because when they start talking out loud you have to watch out… that they are about to pander, pander, pander, pander, pander and move to the left on everything… how do we reach out to nontraditional constituencies?  What it really means is throwing all their conservative principles and conservative constituencies under the bus in some desperate attempt to cow-tow to nontraditional constituencies. What they should be doing is looking at issues where they can find agreement with people across the political spectrum, without compromising their principles …  and yes, that includes Common Core and this massive expansion of the testing racket that has usurped so much of the already limited time that there is in the classroom?  Guess what? It’s not just us right-wing, fire-breathing Mammas and Pappas who care about that.”

Minute 25:

“…Issues include all of the money that is being poured into overtly political organizations that are using our kids as political and ideological and pedagogical guinea pigs.  And I can’t tell you how many parents and educators who span the political spectrum who I’ve talked to over the years since I’ve started learning about this, who tell me, “I don’t agree with practically anything else you say, but you are right on this.”

“It’s finding those issues and actually listening to the people who are affected, that is going to have the most promise for Republicans who are looking to win over people who otherwise wouldn’t vote for them.  Education is one of those issues.”

Thank you, Michelle Malkin!

Note to readers: today, the full ESEA bill was released. It’s well over 1,000 pages long.  The Congressional vote is set for the day after tomorrow.  MAKE SOME NOISE.

 

michelle malkin

C.S. Lewis and the Freedom to Fail   5 comments

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Are you afraid of freedom?  Are you so afraid of the possibility that, with freedom to choose, some people choose to fail, that you would remove all freedom, even the freedom to soar?

A few weeks ago, at the Utah County Republican Convention,  I met a man at our Stop Common Core booth.  He was a sweet faced,  caring man.  He liked the common core agenda of national standards and tests because, he said,  he could not stand to see anyone suffer and fail because he’d seen the worst of the worst in Mississippi.  The fact that Massachusetts had dropped its high academic standards to come down to Common Core’s level didn’t bother him, he said, because lowest-performing states like Mississippi had upped their standards to the Common Core level.  He didn’t want to see anybody fail; so he’d rather see everyone mediocre.

This one sided “philanthropy” struck me as misguided, but it is the trendy philosophy of social justice, the philosophy of Arne Duncan-style redistribution.  It is theft– easily justified because it’s done on a large, impersonal, governmental scale.

Where do you stand?

Would you– alone– steal from one, in order to benefit another?  Then why do you let government do it?  What gives “us” the right to redistribute anything at all– money, education standards, teachers, data?  Would you make this a habit: Alone–  you walk outside, knock on the door,  and then forcibly take money or items from your next door neighbor to then hand to another neighbor?  It’s cruel.  That is, on a smaller scale, what our society is doing on a large scale with its increasingly socialistic answers to almost every aspect of life, with the justification that this theft is a kindness, a social justice.   This type of enforced equality is an impossible absurdity (Read Harrison Bergeron) but people believe it will work.  It’s why we are in this ed reform mess.

The freedom to fail and the freedom to soar are two ends of the same stick.  So much freedom has been sacrificed at the fake altar of “no soul left behind”.   Ironically, as these equality enforcements  come, people still fail.  This fake philanthropy (aka “social justice”) takes away the possibility for those who might soar, to ever soar.  In the 1950s, they used to call this equalizing “communism”.  But today, if you use describe the education reforms taking place in America as socialistic/communistic, you get labeled a believer in Unicorns.  (Thanks, Representative Kraig Powell.)

Truth is truth whether people believe it or not.

Long after I’d left the man that day at the booth, I found this perfect answer to his confused philanthropy.  Thank you, C.S. Lewis.

——————

“God created things which had free will. That means creatures which can go wrong or right. Some people think they can imagine a creature which was free but had no possibility of going wrong, but I can’t.

If a thing is free to be good it’s also free to be bad. And free will is what has made evil possible. Why, then, did God give them free will? Because free will, though it makes evil possible, is also the only thing that makes possible any love or goodness or joy worth having.

A world of automata -of creatures that worked like machines- would hardly be worth creating. The happiness which God designs for His higher creatures is the happiness of being freely, voluntarily united to Him and to each other in an ecstasy of love and delight compared with which the most rapturous love between a man and a woman on this earth is mere milk and water. And for that they’ve got to be free.

Of course God knew what would happen if they used their freedom the wrong way: apparently, He thought it worth the risk.

(…) If God thinks this state of war in the universe a price worth paying for free will -that is, for making a real world in which creatures can do real good or harm and something of real importance can happen, instead of a toy world which only moves when He pulls the strings- then we may take it it is worth paying.”

                                                                                                               – C.S. Lewis

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