Archive for the ‘progressivism’ Tag

Agency-Based Education   Leave a comment

Agency Based Education (ABE) is an important organization started by Oak Norton, the same man who is the webmaster for Utahns Against Common Core.

ABE holds yearly conferences attended by parents, teachers and legislators who want educational freedom.  (Agency here means free agency— not a government agency.)  It teaches the average person what should be widely known, but isn’t, about individual agency in education.

ABE’s site states:

Mission Statement

Our mission is to provide an opportunity for the parents and children of the state of Utah to choose an Agency-Based Education.

Principles of an Agency-Based Education

  1. Must be based in choice and not compulsion
  2. Helps develop an internal moral compass as one fosters a recognition and love of truth
  3. Recognizes that truth best inspires when sought from original source materials
  4. Should be individualized to allow children to identify and develop their gifts and talents and discover their life’s missions
  5. Must recognize that parents have the sovereign stewardship to guide their children’s educational journey

Our Organization’s Purpose

This is an educational organization that teaches parents:

  • Their natural rights
  • Principles of a higher quality education
  • Current laws on education (Utah)
  • What is wrong with compulsory education and why we want change
  • What education options are currently available and what they could be in the future
  • How to get involved with us

 

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HELPING AGENCY BASED EDUCATION

ABE’s asking friends of the cause for help.   I am a friend of ABE and I signed up.  It cost me nothing and it helps ABE.  You can help, too.

Rather than holding a traditional fundraiser, ABE is asking people to simply sign up for a free account here, so that ABE can receive points (and money) from the retailers who have agreed to pay ABE for the referral.  For details on how it works, just click here.

For more information about why ABE’s educational mission is so important, click here.

Here’s a portion of and ABE article that defines the term “agency based education.”

 

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Defining “Agency-Based” Education

By Rebecca Bocchino

What is “agency-based” education as opposed to constructivism and behaviorism, and is there any scientific research supporting these methods?  Addressing these questions requires that we consider the various underlying assumptions of the nature of man, upon which are based the intellectual, moral, and cultural foundations for our differing views of the nature and purpose of education.  It might also help to put the issue of “scientific research”, with its emphasis on measurable, quantifiable, observable, and replicable behaviors, into a more Judeo-Christian perspective.

Behaviorism, as articulated by John Watson and B. F. Skinner, sees man as an object that is only capable of responding to external stimuli.  It claims that man acquired sense organs through evolution, not Divine design, and these sensory organs receive and transfer the environmental stimuli which then act upon the human “object”, causing a response.  Thus, choice and action are determined by the process of controlling and manipulating stimuli, which can be reduced to a science in a laboratory.

In his book, Beyond Freedom and Dignity, B. F. Skinner dismisses any belief in the free will or agency of man, claiming instead that

man does not act upon the world, the world acts upon him. … Freedom and dignity…are the possessions of the autonomous man of traditional theory, and they are essential to practices in which a person is held responsible for his conduct and given credit for his achievements.  A SCIENTIFIC ANALYSIS [BEHAVIORISM] SHIFTS BOTH THE RESPONSIBILITY AND THE ACHIEVEMENT TO THE ENVIRONMENT. (emphasis added)

It is upon this humanist moral foundation that behavioral methods using operant conditioning are based.

Constructivism or progressivism takes the concept of free will to the other extreme by operating on the assumption that man is not only a “self”, but that he possesses within himself all the wisdom and individual determination needed to progress.  InSummerhill, the British educator A. S. Neill counters the behaviorist assumption by suggesting that…

we should allow children to be themselves…renounce all discipline, all direction, all suggestion, all moral training, all religious instruction…a child is innately wise and realistic.  If left to himself, he will develop as far as he is capable of developing.

From this extreme springs methods such as “whole language” and “fuzzy math”.

Many are united in their rejection of constructivism and progressivism as one extreme, but controversy still exists between the humanist underpinnings of behaviorism and the Judeo-Christian belief in redemption and the nature of man.  Differences arise in how we define the capacity and nature of man:  whether he is a moral agent accountable to a higher, divine law, or a non-redemptive organism to be manipulated, controlled, shaped, and used by an external environment….

Read the rest here.

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A 2012 Reading of Orwell’s 1984   Leave a comment

I borrowed 1984 and read it cover to cover this week.

It’s a well-written, totally alarming book.  A screamingly important book.

It’s a powerful warning against socialism. It’s also a graphic, atheistic, violent book that doesn’t offer any ray of hope.  So don’t read it if you haven’t.  I’ll give you the summary.

Then I’ll share the quotes that remind me of Common Core education, and quotes that point to the new data collection by our state and federal government using our schools.

Summary:

Winston Smith lives in a society that has “progressed” past individual privacy and freedom.  His job is to rewrite history regardless of what is actually true.  There are no laws in this world; there is only the will of “Big Brother,” the all-knowing, all-powerful government.

In this world, “Big Brother” screens transmit and receive information in every room and alley, everywhere, 24/7. Screens cannot be shut off.  Even unhappy facial expressions on someone’s face are cause for the “Thought Police” to come and delete an individual in the night.  Children are encouraged to view public hangings and violent films, and to turn in their parents to “Big Brother” for unorthodox statements or actions parents might commit.

Winston commits the crimes of writing in a diary, of having a love affair, and of seeking to join a group of freedom fighters that he is not sure really exists. For these crimes, he is captured and tortured, rather than killed; the aim of “Big Brother” is not just to kill but rather to convert deviants like Winston. After severe, months-long torture and brainwashing, Big Brother succeeds in the conversion of Winston Smith. The last sentence of the novel is:  “He loved Big Brother.”

Excerpts:

Excerpts that remind me of Common Core:

“Even the humblest Party member is expected to be competent, industrious and even intelligent within narrow limits…” p. 158

“Even the literature of the Party will change. Even the slogans will change. How could you have a slogan like ‘Freedom is Slavery’ when the concept of freedom has been abolished?” -p. 47

“The two aims of the Party are to conquer the whole surface of the earth and to extinguish once and for all the possibility of independent thought.” p. 159

“Newspeak is the only language in the world whose vocabulary gets smaller every year…the whole aim of Newspeak is to narrow the range of thought. In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it. Every concept that can ever be needed will be expressed by exactly one word, with its meaning rigidly defined and all its subsidiary meanings rubbed out and forgotten… Every year fewer and fewer words and the range of consciousness always a little smaller.” p. 46

“Power is tearing human minds to pieces and putting them together again in new shapes of your own choosing.” p. 220

Excerpts that remind me of the alteration of FERPA laws federally to take away parental consent over student data, and of the new free Common Core preschool system:

“Children will be taken from their mothers at birth, as one takes eggs from a hen.” p. 220

“Nothing was illegal since there were no longer any laws.” -p. 9
“There will be no loyalty except loyalty to the party… there will be no wives and no friends… there will be no art, no literature, no science… if you want a picture of the future, imagine a boot stamping on a human face forever” p. 220

“The only secure basis for oligarchy is collectivism…concentration of property in far fewer hands… the new owners were a group rather than… individuals… Everything– had been taken away from them and since these things were no longer private property, it followed that they must be public property… economic inequality has been made permanent.” p. 170

Excerpts that remind me of data privacy invasion, such as our new, federally granted, “State Longitudinal Database System” and “P-20” implemented by Utah:

“The Party is concerned…how to discover against his will, what another human being in thinking” -p. 159

“The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it; moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard… How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. You had to live– did live, from habit that became instinct– in the assumption that every sound you made was overheard…every movement scrutinized” pp. 6-7.

Excerpts that remind me of the USOE and the State School Board’s turning a deaf ear to teachers and parents who oppose Common Core:

“The Party told you to reject the evidence of your eyes and ears. It was their final, most essential command.” – p. 69

“Doublethink means the power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them… Doublethink lies at the very heart of Ingsoc, since the essential act of the Party is to use conscious deception while retaining the firmness of purpose that goes with complete honesty. To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient…” pp. 176-177.

“Researches that could be called scientific are still carried out for the purposes of war, but they are essentially a kind of daydreaming and their failure to show results is not important.” -p. 163

“His heart went out to the lonely, derided heretic on the screen, sole guardian of truth and sanity in a world of lies.” p. 16

Excerpts that remind me of people who are not standing up and fighting against Common Core:

“They were like the ant, which can see small objects but not large ones.” -p. 79

“The Proles, if only they could somehow become conscious of their own strength, would have no need to conspire. They needed only to rise up and shake themselves like a horse shaking off flies.” – p.60

As I read and copied down these excerpts, I thought about the untruths and the trend toward collectivism that has become so popular among educators in D.C. –and I thought about the lies that have been promoted by proponents of Common Core, about its implementation without a vote, about its purposes, its history, its amendability, and its data-gathering on students without parental knowledge or consent.  What do you think? 

Elder Quentin Cook: “That Which Is Sound And Good”   Leave a comment

I got my favorite magazine, the Ensign, in the mail yesterday.  The newest issue features an article entitled, “Restoring Morality and Religious Freedom” by Elder Quentin L. Cook:  http://www.lds.org/ensign/2012/09/restoring-morality-and-religious-freedom?lang=eng

It says, “The Church respects the rule of law and constitutional government in every nation and expects Latter-day Saints to adhere to the law, to use their influence to promote and preserve their God-given rights, and “to make popular that which is sound and good, and unpopular that which is unsound” (Joseph Smith, in History of the Church, 5:286).”

“That which is sound and good” does not include Common Core education.  It diminishes classic literature in English classrooms.  It diminishes math learning, most noticeably for grades six and nine. It equalizes college and career preparation, making 4-year college, 2-year college, and vocational school preparation the very same thing for all.  It stifles innovation.  It concentrates power over education in a small group that includes the federal Dept. of Education, the Council of Chief State School Officers and the National Governor’s Association, rather than leaving power over educational decision-making in the hands of states and school districts. It sets an actual cap of 15% on the amount of learning above Common Core standards that is to be permitted.

And where is the liberty in that?

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