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Education

Why you need to be paying more attention to what your child is being taught in school!

There has been much debate from the academic and parent views about Common Core. Honestly, I have so much to cover that in this post I am going to focus on Health/Sex Ed. It was brought to my attention last fall that the Department of Health and Human Services had a website and guides devoted to sexuality that might end up becoming the curriculum for schools. This deeply concerned me as a parent because what might be valid and good in one area of the country may not be in another. In Utah, the majority of the state has a similar if not same view on these types of topics and how they ought to be dealt with in education.

I began researching what the Federal Dept of HHS had to say about sexuality. What I found was that there was a great deal if not all of the information that was devoted to the research of Alfred Kinsey.

Dr. Judith Reisman, a visiting law professor at Liberty University School of Law, has focused on pornography as a pandemic, addicting men, women and children and upon exposing Dr. Alfred C. Kinsey’s fraudulent sex science research and education. Dr. Reisman has served as scientific consultant to four U.S. Department of Justice administrations, the U.S. Department of Education and the U.S. Department of Health and Human Services (HHS). She is a world renowned expert on the discredited research of bug doctor turned “sexologist,” Alfred Kinsey.

Although Kinsey is married to a woman who took part in his many filmed “scientific” orgies, Kinsey was a promiscuous homosexual and sadomasochist. He managed to completely upend and twist the world’s perception of human sexuality in the 1950s and 1960s with his world famous “Kinsey Reports.”

It is unbelievable that even today, most people are completely unaware that during his tenure at Indiana University, Kinsey facilitated, with stopwatches and ledgers, the systematic sexual abuse of hundreds, if not thousands, of children and infants – all in the name of science.

Among so many other things, Kinsey asserted that children are “sexual from birth.” He further concluded, based upon experiments he directed and documented in his infamous Table 34, that adult-child sex is harmless, even beneficial…I will leave it at that as it becomes more detailed and horrifying to read. You are welcome to read the article at GodFatherPolitics to see the light version which is still disgusting.

It’s little wonder that Dr. Reisman identifies Kinsey as a “sexual psychopath.” These children were as young as 2 months old.

Disturbing though that may be, what’s equally disturbing is that nearly all of today’s liberal “comprehensive sex education” curricula – such as that pushed by groups like the National Education Association (NEA), Planned Parenthood and the Gay Lesbian and Straight Education Network (GLSEN) – is derived entirely from the criminally fraudulent research of Alfred Kinsey.

But even more troubling is a recent discovery by Dr. Reisman. She found that the Obama administration, which fully embraces the debunked Kinsey sex-education model, has begun pushing a curriculum that, in many ways, eerily mirrors the “FBI Molester Grooming Paradigm.”

In short, she found that both Obama’s HHS and many public sex-education programs are doing to children, constructively, what pedophiles do to “groom” them for sex:

According to the FBI, child molesters:

  • Demonstrate sex acts to children. Offenders commonly use pornography to teach or give instructions to naïve children about how to masturbate, perform oral sex and/or engage in sexual intercourse.
  • Lower the sexual inhibitions of children. Some children naturally fear sexual activities. Some offenders show pictures of other children engaging in sexual activities to overcome these fears, indicating to their intended victims that it is all right to have sex with an adult because lots of other boys and girls do the same thing.
  • Desensitize children to sex. Offenders commonly show child pornography to their intended victims to expose them to sexual acts before they are naturally curious about such activities.
  • Sexually arouse children. Offenders commonly use pornographic images of other children to arouse victims, particularly those in adolescence.

 

During her lecture, Dr. Reisman shocked the 50-plus in attendance by illustrating that today’s Kinseyan-based sex education – as promoted by Obama’s HHS – does much of what the FBI describes above.

Graphic sexual images and explicit “values neutral” talk of sex and sexuality are rampant throughout classrooms across America, effectively desensitizing children and numbing their natural inhibitions. These inhibitions help protect children from potential predators.

According to Dr. Reisman, “the brain data fully support [the] finding” that such “sex education” literally changes the neural pathways of a child’s brain.” There is mounting scientific evidence to support this hypothesis.

Whatever its motive, the Obama administration is guilty of employing these grooming techniques on children.

Consider, for instance, that just last year, the Department of Health and Human Services’ “Questions and Answers About Sex” website provided a “Quick Guide to Healthy Living” section which, like Kinsey, outrageously claimed that “Children are human beings and therefore sexual beings … which is healthy and normal.”

Get the implication? And what do “sexual beings” do? Well, they have sex, of course. “It’s hard for parents to acknowledge this,” admitted the page.

You think?

The HHS link then suggested that youth “may also experiment with sexual experiences, including those with members of the same sex, during the years they are exploring their own sexuality.”

Sound familiar? Remember, the FBI indicates that pedophiles will “teach or give instructions to naïve children about how to masturbate, perform oral sex and/or engage in sexual intercourse.”

Who needs pedophiles when we have today’s “comprehensive sex education”? It does all that and more.

 In light of this information, what are Utah Schools teaching? We have heard all kinds of things lately, but do you really know what is being taught? Have you ever wondered what the waivers are that you sign each year about “core curriculum”? Did you know that the schools do not have to inform you of what or when they teach core curriculum? There is no requirement for an optin or optout paper to go home with your child. You do have the right by state law to review all curriculum, however, if you do not ask, you likely won’t be told.

The Utah Health Core Curriculum states that students: Understand, appreciate, and accept individual differences in people.

In light of a talk given by Boyd K. Packer on April 7, 2013, warning about the slippery slope of tolerance, it’s interesting to see this example, “The Utah Health Core Curriculum states that students: Understand, appreciate, and accept individual differences in people” in Utah’s Sex Ed curriculum.

This phrase is focusing not on respecting people, but “differences,” and requiring that students actually go from understanding, to “appreciation”, to full-on acceptance.

“Respect the sexuality of others.” Not “respect others,” [i.e., people] but respect their sexuality [i.e., specific behaviors].

Does it matter? Or is appreciating and accepting people the same thing as appreciating and accepting their behaviors?

Fielding Elementary in Box Elder County had announced their Sex Ed curriculum for Kindergartners this fall. The secretary at the school confirmed it but had no info. The secretary said the principal was out, and that she did not know much about it, but that this was a statewide program that was just passed. The secretary said that parents can come and review the curriculum from the teacher before it is presented. However, at the time they did not have information about it or what would be taught. I was able to get ahold of the principal and made notes about what was said, you can read more by clicking on What Is Being Taught to Your Children?

 

Has anyone else noticed this is curriculum passed down by the state? Do we NOT have local control over curriculum? Isn’t the State only supposed to give us standards? While the curriculum linked here is from 2009 (and is Utah’s curriculum), while likely still relevant, I’m sure a much newer version (if this isn’t the newest) will have even more information for much younger children, especially with the state and feds trying to bring in more preschool programs. Again, President Obama has already made the statement that sex education should start in kindergarten.

 

The U.S. Department of Health and Human Services (HHS) is offering advice to parents and teens about sex education, including assurances that teens may “experiment” with homosexuality as part of “exploring their own sexuality,” and that masturbation should be of concern only “if a child seems preoccupied with it to the exclusion of other activities.”

The information, located on a “Questions and Answers About Sex” link on the “Quick Guide to Healthy Living” portion of the HHS Web site, also describes children and infants as “sexual beings.”

Under the question “When Do Kids Start Becoming Curious About Sex?” the answer notes that infants have curiosity about their bodies.

“Children are human beings and therefore sexual beings,” the Q&A Web page says. “It’s hard for parents to acknowledge this, just as it’s hard for kids to think of their parents as sexually active. But even infants have curiosity about their own bodies, which is healthy and normal.”

To read more about the groups that are trying to influence our children please read about how Planned Parenthood and UNESCO plan to teach your child from as early as birth about sex.

I have been getting many concerned mothers ask about sex ed curriculum here in the state, and mostly for the K-8th graders. Because of a few remarks that have been made locally and nationally, I decided to check into what is happening with Sex Ed or Health as some like to call it. I spoke to o different individuals in two different school districts who are in two different counties in Utah. I spoke with Ms. Sievertsen at TIS (an intermediate school counselor) and with Principal Mr. Hunsaker at Fielding Elementary. In discussing concerns and asking some questions of these two individuals the district nor school is required to send out an optin or optout form to parents.

Wasatch School District policy states that Peace House comes in for K, 2nd, 4th, 6th, & 8th grade. TIS has put a note in their online version (parents are emailed a link at the beginning of the month) stating that during April they will have the presentation for 6th graders. Ms. Sievertsen said that I was welcome to come see the presentation that will be given to the other classes, they run throughout the month of April. Betsy Ricks through Peace House gives the presentation which is state curriculum from Child Abuse Utah. I have gone to Peace House and Child Abuse Utah’s sites, and am not impressed with the donors, but, haven’t found anything glaringly wrong. The curriculum is supposed to be approved Core material via USOE.

Fielding Elementary (Box Elder District) only informs parents in a letter at the beginning of the year that a Safe Touch Program will be given in K, 2nd, 4th, & 6th grade, but they do not tell parents at any other time. Principal Hunsaker said that they purposely do not tell parents because, and I quote: “we don’t like parents to come, because some parents will keep their kids home, especially abused kids will be kept home. There have been cases of abuse found through this program.” This is a semi loose quote, but darn close to the exact wording. Principal Hunsaker said that the New Hope Crisis Center in Brigham City is who does the presentation (Mrs. Allen I believe is the presenter), and that it is a random thing throughout the year. No optin or optout form will be given to parents. The safe touch program is basically where it is appropriate to touch and where it is not appropriate to touch. Basically wherever the swim suit area is or covers is private, safe and unsafe touching is discussed as well as boundaries and bugging touch which is apparently poking or obnoxious touching, and then outside touch.

This is what I got from talking to these two individuals. What I would like to know is exactly what the curriculum says, who vets these organizations, who vets the presenters, and why are parents not informed the same way in every district?

I will be adding more information about Sex Education in schools, check back for more info.

My friend Christel wrote about a local school district meeting that several moms attended and her experience. I back up Christel 100% on what happened.

 

I was completely ticked when I saw Jane’s reply. At every turn parents are being marginalized. I will no longer stand for it!

 

Jane,

I wanted to email you about a comment that you made on Facebook and about actions at the Monday SAGE meeting. I saw your comments today on Facebook from a post about the SAGE meeting. I was at that meeting as well, as you know. Your comment on fb is misleading to those who were not in attendance.

This “other side” that you mention in your comment shows that there is a divide between parents and schools and also tells us parents that we should just trust the admin and not question. Christel Swasey’s questions and comments were perfectly right for the conversation that evening. If you have read the legislation from the state of Utah and from the federal government you would understand why the questions asked are completely valid. I know, because I have studied these and with a special needs child I understand it even better because of the risks it poses for my children.

I agree the technology that is available is great, and will be helpful, but what administrators fail to see or care about is the big picture. As a mother I want ALL the questions that were asked to be answered. If you understood what Common Core involves and how everything is entangled, you would understand why it is so important to so many parents. Parents want proof!

I was very disappointed at how some of the women who were there were treated. I also was very disappointed with our administrators and teachers who were vocally unkind any time a question was asked. I was also highly disappointed with the very back row when questions were asked. I feel very strongly that parents here in the district are being discredited more and more if their thoughts are not in line with the administrations. I lost a great deal of respect for several people on Monday night.

As public servants, which all teachers and admin are, it is your duty to carefully teach and lead. We still have a voice as local taxpayers and residents, and until we lose that control the taxpayers have the right to question what is being done with our tax dollars. I expect more from this district and the people who are supposed to be examples and teachers to my children.

Planned Parenthood’s intention to dominate the national sex education agenda has begun.

Planned Parenthood announced their intent to launch a nationwide “social change initiative” to end the “stigma and shame about sex” in American culture.

The project aims to teach parents and caregivers how to educate children about sex — from birth.

The “Real Life. Real Talk” initiative began as a pilot program in communities in Maine, New York, Connecticut, and Arizona between 2004 and 2008. “Real Life. Real Talk” is based on the belief that reducing the shame and stigma attached to sex also reduces a barrier to sexual and reproductive health services, eventually reducing the rates of sexually transmitted infections, HIV/AIDS, and unintended pregnancies.

The initiative is geared to parents and caregivers of children. The “Real Life. Real Talk” guide, offered in English and Spanish, is tailored to specific groups of parents and caregivers, including grandparents raising their grandchildren, “queer parents,” and parents of children in elementary school.”

A “Parent Tips” section of the “Real Life. Real Talk” Web site says children are never too young to learn about sex. It  states, in part:

“A child’s sexuality, sexual feelings, and sexual attitudes develop from the moment of Birth — even before a child can speak. In fact, children start learning about sexuality through observation of family interaction and surroundings. When you don’t talk with your children about sexuality, you may give them the message that there is something wrong with sexuality and that it is not a topic you’re willing to discuss.”

This same belief is the one that the United States Department of Health & Human Services is promoting. Both the U.S. Dept of HHS and Planned Parenthood share and teach the same ideas that Alfred Kinsey, a sadomasochistic, bi/homosexual masturbation and pornography addict, a psychopath who employed pedophiles to sodomize hundreds of little boys, taught for so many years.

Planned Parenthood’s website has a tab entitled “Teen Reality” which includes videos, like the one named “Don’t Dance with Death”. It features a “witch” giving young girls a potion and a condom before they go to a high school dance. One of the girls then gives the condom to the boy with whom she is dancing.

According to its annual report for Fiscal Year 2008-2009, Planned Parenthood’s income from government grants and contracts totaled $363.2 million, up for $349.6 million for the previous fiscal year.

Why is Planned Parenthood so enthralled with Alfred Kinsey? One can only wonder…

After reading more about Kinsey and his time at Indiana University, it won’t be much of a shock as to why America went from a relatively safe and Christian nation to a nation full of selfish and immoral people. Mr. Kinsey’s damage to children is more than extensive, the adults he lured made their choices, but these children and infants had no choice. Planned Parenthood celebrates this disgusting filth and promotes it to our children.

The Planned Parenthood falsehoods are so bizarre that the one must ask how far off the sanity grid can Planned Parenthood (PP) “sex science” mavens fall?

Such outrageous ignorance is pandered as PP “sex science” for adults and kiddies! PP adds that Kinsey got all of his information from “spoken interviews with 18,000 women and men.”
For that nonsense, PP needs to explain how “spoken” interviews produced Table 34 (over 200 children, all under age 12) and similar tables in Kinsey’s Male volume. Pinto’s new documentary The Kinsey Syndrome proves that these were sexual assaults, not chats. PP concludes with the additional (“sex science”) pabulum, boasting that Kinsey, a sexual predator, “sped our way to understanding a core belief that we hold dearly [sic] today.” Pray, what is that “core belief”? Why that sex is part of our “being human.” We learned that from Kinsey?! That sexuality is “lifelong,” meaning that it starts in the womb? That sex should be “celebrated with respect, openness, and mutuality.”

Well, until Kinsey, past generations didn’t know all that, of course! They didn’t feel “respect” for sex? They were closed to sex? There was no “mutuality” for the Greatest Generation that won WWII? They didn’t know that? And now, living according to Kinsey and PP’s “core belief” are women and children, marriage and love, healthier and safer? Do children play alone in our parks in the day? Do women stroll alone our streets at night?

No, Mr. President. Your idea that PP should educate anyone in “sex science,” or that Big Pornography lawyers will protect the equal rights of women and children are misguided in the extreme. Kinsey, Planned Parenthood, and Big Pornography have pulled off America’s Morality Heist. {blue text from Dr. Judith Reisman’s report on the Morality Heist.}

During the 2008 presidential campaign, a then-Sen. Barack Obama spoke about teaching “comprehensive sex education” to kindergartners: “It’s the right thing to do … to provide age-appropriate sex education, science-based sex education in schools,” he said. And by “science-based,” of course, he meant “Kinsey-based.”

So, what is age appropriate, science-based sex education?

United Nations Economic, Social and Cultural Organization (UNESCO) suggests children of all countries and cultures are entitled to sexual and reproductive education beginning at age five.

The report, called International Guidelines on Sexual Education, was released in June in conjunction with the U.N. Population Fund (UNFPA), an organization which works for universal access to “reproductive health care.”

In its rationale for creating the guidelines, the UNESCO report said it is “essential to recognize the need and entitlement of all young people to sexuality education.” An appendix backed that claim by pointing to a 2008 report from the International Planned Parenthood Federation that argued governments “are obligated to guarantee sexual rights,” and that “sexuality education is an integral component to human rights.”

The guidelines are designed, according to the report, to be “age-appropriate” and break down the suggested curriculum into four age groups: 5- to 8-year-olds, 9- to 12-year-olds, 12- to 15-year-olds and 15- to 18-year-olds.

SIECUS and Sex Ed

The authors of the report consulted the Sexuality Information and Education Council of the United States (SIECUS) in building their curriculum framework. One of the two authors, Nanette Ecker, is a former SIECUS employee.

Like the UNFPA, SIECUS advocates for ensuring that “every person has the right and access to sexual and reproductive health, so that humanity and the natural environment can exist in balance and fewer people live in poverty,” according to the organization Web site. Their stated concern is the “depletion of natural resources” – which is reduced through access to abortions. (This SCREAMS Agenda 21!!!)

The founding director of SIECUS, Mary S. Calderone, was a director of Planned Parenthood. SIECUS currently belongs to the National Coalition to Support Sexuality Education, alongside groups like NARAL (The National Abortion and Reproductive Rights Action League) and The Human Rights Campaign.

The U.N. justifies their guidelines by stating in their report that “supporting traditional values on marriage and sex are faulty”.

“Abstinence is only one of a range of choices available to young people,” the authors wrote, describing abstinence-only programs as “fear-based” and “designed to control young people’s sexual behavior by instilling fear, shame, and guilt.”

It is not justifiable to entitle children to sex education starting from a young age and labeling abortion as a human “right.”

Is UNESCO has a bias against traditional marriage and sexual values? Read the caveat on page 60 of the report: “It should be noted that abstinence is often taught as one option for safer sex as part of a comprehensive sexuality education programmes.”

UNFPA is widely known as “one of the original population-control groups, so most of the things they do stem from that lens.” UNESCO has 193 member nations around the world, including the United States.

I’d expect such “educational” grooming tactics and opinions from Alfred Kinsey but not from public educators – not from the U.S. government.

1. Loss of Local Control: The Common Core Standards siphon power away from families and local schools and give it to the government and business leaders. Keeping the power at the federal level will result in our schools changing their standards each time a new administration steps into office. The authority for our schools should stay with us, the taxpayers, not in Washington DC.

2. Reform that Relies on Standardized Tests: The Department of Education has committed 300 million dollars to the creation of these new tests, developed by two consortia (PARCC and SBAC). High stakes testing will ensure that there will be little effort to teach skills that are not tested.

3. Loss of Great Literature: The Common Core Standards recommends that older students spend 15% of their time in literature and 85% of their time reading informational text. Instead of reading the classics our children will be reading the riveting tome, “The Evolution of the Grocery Bag.”

4. Can We Afford All This Change?: The state checkbook is struggling with money during these difficult economic times. How can we afford all the new text books, all the testing, the training, the new resources, etc. The ongoing costs of Common Core assessments are projected at $177.2 million per year. Three guesses where all the money will come from!

5. Data Collecting: Records of physical and mental health, inappropriate behavior, disciplinary actions, test scores, personal information, etc. will follow your child starting in pre-school to age 20. The information will be shared among government agencies and other private agencies. This distribution of information will be done without your consent or knowledge.

JOIN THE FIGHT & STAY INFORMED

This current administration has its eyes set on making teachers teach to standards that will eventually make them all fail unless they submit to dumbing down their students. Common Core is not about helping students or teachers, its about control.

I wonder if you look at the children in your classroom and ever think, “These children will determine my outcome in the near and far future?” Have you ever turned and looked at the administrators or Unions and thought, “These individuals will determine my outcome in the near and far future?” It has finally come through to me that you, as teachers, are being set up to fail, as part of the break down of the public education system. Under this new system, you are meant to fail. Your job is going to become a revolving career choice, with thousands of applicants that are ready to take your place. The noble “calling” of “teacher” – the unique individual with the gift to guide young minds to countless “aha” moments and deeper understanding of the world around them – is to be replaced with the ordinary job of education facilitator, a worker bee that serves its short time delivering the state’s curriculum, rapidly burns out, and is replaced by another worker bee. To this new system, you are expendable.

“More and more teachers that I have come across are confused and scared about how the futures of their careers are being tied to the children they teach. They need to know about how Common Core will be used against them, and they will need support to fight it, if we are to save the noble profession of “teacher” from being downgraded to “facilitator of corporatist education”. by Professor Lois Weiner from New Jersey City University.

What do you need to know? This is about collapsing the system, top down, inside out, and teachers are just the worker bees to do it! All in the name of helping children, too busy to fully investigate, while teaching from the provided resources that devalue the individual. Meanwhile the children are the victims and will end up being the working slaves of corporations and the government.

 

Sources: Lisa Cummins, Political Cummins & Goings. Please click on the name of her blog and learn more about what is facing teachers.

Parents your children are in immediate danger! Stranger danger is prevalent! Local, State, and Federal agencies are coming after your children, sighting “experts” and “studies,” to demoralize the role of a parent in a child’s life.

When you child comes home and talks about his or her day and shares what they have learned and you try to correct their thinking, and they essentially tell you that you don’t know anything, yet you know you are right, have you ever wondered to yourself who would teach your child such a thing? Why does my child think I am dumb or that I don’t know what I am talking about? Have you then passed it off as an age thing or that all kids think that?

“…the current administration believes that children are items, “human capital” if you will, for the benefit of the people. The terms “mother” and “father” are no longer valid, as the lines are being erased for gender identification. And with the eradication of those terms, so is the identity of the family, individual rights, and humanity.” by Political Cummins & Goings

Well Parents! The evidence is mounting and it’s past time that parents stand up as the leading experts and protectors of children!

 

Utahn’s Against Common Core have some great articles that really dig deep to help readers understand what is hapenning in Education Reform. I have been watching over the past few years the issues mostly involved with special needs children, but within the last year or so I have become very involved in education research as it pertains to K-12 as. I wanted to share with my readers the information that I have been researching as it pertains to children. Below is information that every parent ought to read about Linda Darling Hammond.

Last December, Glenn Beck’s site theblaze.com posted a very important article regarding terrorist turned educator Bill Ayers. Ayers spoke at a conference in December and openly talked about using the absolute access the leftists in America have in the school system.

“If we want change to come, we would do well not to look at the sites of power we have no access to; the White House, the Congress, the Pentagon,” Ayers added. “We have absolute access to the community, the school, the neighborhood, the street, the classroom, the workplace, the shop, the farm.” – Bill Ayers

Why did Ayers say this? He knows as well as anyone that the US Department of Education is a socialist factory. Charlotte Iserbyt documented this in her excellent work “The Deliberate Dumbing Down of America.

Ayers also knows people like Linda Darling-Hammond are in positions of power in education. Ayers recommended her to President Obama as a choice for secretary of education.

Ms. Darling-Hammond is a Marxist who wrote the book “Learning to Teach for Social Justice.” She is the senior researcher with the Smarter Balanced Assessment Consortium which Utah signed onto as a governing member as part of our Race to the Top application. Last year we got the state board to vote to exit from SBAC’s assessments on our students.

An informant inside the state office of education told us that the state was writing an RFP for the assessments in such a way that they would only choose a provider using SBAC’s assessments, and sure enough, out of about 13 applications, the state office chose AIR, the official partner of SBAC to deliver our assessments. AIR is an organization with an extreme agenda which you can read about here.

What else has Ms. Darling-Hammond been involved in? CSCOPE, a program forced on Texas for their curriculum. CSCOPE was based on the research and beliefs of Linda Darling-Hammond. This past week Glenn Beck exposed CSCOPE as a subversive curriculum that completely turns American history on its head and straight out indoctrinates our children.

Read more about this here: http://www.utahnsagainstcommoncore.com/full-indoctrination-coming-to-common-core/

Who is Bill Ayers?

William Charles “Bill” Ayers (born December 26, 1944)[1] is an American elementary education theorist and a former leader in the movement that opposed U.S. involvement in the Vietnam War. He is known for his 1960s radical activism as well as his current work in education reform, curriculum, and instruction. In 1969 he co-founded the Weather Underground, a self-described communist revolutionary group[2] that conducted a campaign of bombing public buildings (including police stations, the U.S. Capitol Building, and the Pentagon) during the 1960s and 1970s in response to U.S. involvement in the Vietnam War.

In an interview published in 1995, Ayers characterized his political beliefs at that time and in the 1960s and 1970s: “I am a radical, Leftist, small ‘c’ communist … [Laughs] Maybe I’m the last communist who is willing to admit it. [Laughs] We have always been small ‘c’ communists in the sense that we were never in the Communist party and never Stalinists. The ethics of communism still appeal to me. I don’t like Lenin as much as the early Marx. I also like Henry David Thoreau, Mother Jones and Jane Addams [...]“.[53]

Extreme Leftist Bill Ayers (skip to 2:15) says here that leftists who plan to transform the American way  should forget about the White House and Congress and focus on where they have “absolute access:  schools… classrooms… shops…”

His Education Philosophy:

From a treatise Mr. Ayers wrote for the University Of Illinois at Chicago (a pdf file): Improving Learning Environments

Professor William Ayers
Phone: 312-996-9689 – w
E-Mail: bayers@uic.edu

What follows is a tiny sample of answers to a simple question I regularly ask graduating education students, those who will soon become classroom teachers themselves: “What have you been told you must never do as a teacher?” I’m not making any of this up—I didn’t have to:
You cannot smile for the first several weeks of school, or until Christmas, or for the entire first year. Don’t eat lunch in the cafeteria. Don’t let them walk all over you. Don’t let them see you sweat.
You can’t be too friendly—don’t get attached to any of them.
You can’t hit the kids, of course, but don’t touch them either—no pats, pokes, taps, jabs. No hugs. Never be alone with a kid, and don’t give anyone a ride home. No home visits. Don’t lend them any money, either. Oh, yes, and don’t ever turn your back on them.
Don’t tolerate any breach of the rules—they’re testing you, or maybe just trying to get your attention. If they’re trying to get your attention, ignore them completely. If they’re testing you, get right in their faces.
Don’t allow any disorder in the hallways. Don’t let them laugh out loud, or voice a strong opinion in class.
Don’t swear, don’t scream. Don’t make threats you can’t keep, but when you know you can deliver on those threats, write everything down, or tape it, or video it. Cover yourself in case of a lawsuit.
You can’t trust anything a student says, they’re just trying to get over on you. You can never trust their parents—what are you crazy?—they’ll lie to your face to defend the little darlings. Remember: parents are the main reason the kids are the way they are, so of course they’ll lie, too.
Don’t give A’s first grading period—where can they go from there?
Don’t expect too much from them—for example, you won’t get completed homework from most. Never mind. Don’t deviate from the assigned curriculum and textbook—someone much smarter than you worked it all out already. Don’t expect any serious work right before lunch or right after lunch, or first thing in the morning or last thing in the afternoon.
Don’t tell your students anything about your personal life. Don’t let them know who you hang out with or where. Avoid places you might see them at night or on the weekends. Give them your phone number?… Are you out of your mind?
Don’t be too hard on yourself—these kids come from tough circumstances, and what could you do? Blame someone else: blame their parents, blame the system or the legislature or the union the mayor. Or blame your own parents—why not? After all, they blamed your grandparents.
Don’t be a teacher—don’t you know you’ll be overworked, underpaid, and unappreciated? What are you, nuts?

Read more here: http://sweetness-light.com/archive/improving-learning-environments-ayers-google-search#.UUotZ1dQrKc

* * *

Inside every student—from kindergarten through graduate school—lurks an implicit question, often unformed and unconscious, rarely spoken. It’s a simple question on its surface, but a question that bubbles with hidden and surprising meanings, always yeasty, unpredictable, potentially volcanic. Who in the world am I? The student looks inward at the self, and simultaneously faces outward, toward the expanding circles of context. Who am I, in the world?
Think of the college freshman, the first year medical student, the thesis writer, the child anxiously looking at her mother on the first morning at day care. Who am I? What place is this? What will become of me here? What larger universe awaits me? What can I make of what I’ve been made?
The aware teacher knows that the question exists, that it perseveres. The wide-awake teacher looks for opportunities to prod the question, to awaken or agitate it, to pursue it across a range of boundaries, known as well as unknown. The challenge to the teacher—massive and dynamic—is to extend a sense in each student of both alternative and opportunity, to answer in an expansive, generous way a corollary question: What in the world are my choices and my chances?
Each of us is better equipped to engage these questions if we work hard to understand the commitments we bring to the project of teaching. Some of these commitments may apply to all teachers and all teaching—a commitment to enlightenment, perhaps, a commitment to empowerment, although even this may be arguable—while others may be specific to this particular person at this unique time in this distinct place.
In this seminar we will wonder together about the commitments each of us brings to the project of teaching. We will search for shared edges, but we will also explore and try to honor different priorities, values, and distinct emphases.
A final note: Your presence is required. You will not receive credit if you are not here. If you are sick, I’ll arrange for you to sleep in my office or at an infirmary nearby. If you want to bring a child because your childcare failed, fine. Is this clear? Is there any room for misinterpretation or ambiguity? Show up or be doomed.

* READINGS *

REQUIRED:

1. Freedom School Curriculum
2. Paulo Freire. Pedagogy of the Oppressed
3. bell hooks. Teaching to Transgress
4. William Ayers. Teaching Toward Freedom
5. John Dewey. Democracy and Education
6. Rick Ayers. The Berkeley High School Slang Dictionary
7. Erin Grunwell. The Freedom Writers Diary
8. Anna Devere Smith. Twilight Los Angeles

NOVEL
(Choose One):

1. Sapphire. Push
2. Ernest Gaines. A Lesson Before Dying
3. Carolyn Chute. The Beans of Egypt, Maine
4. Keri Hulme. The Bone People
5. Anthony Burgess. Clockwork Orange
6. Richard Wright. Native Son
7. James Baldwin. Go Tell It on The Mountain
8. Sandra Cisneros. The House on Mango Street
9. Francine Prose. After
10. David Malouf. Remembering Babylon
11. Gish Jen. Mona in the Promised Land
12. Mark Haddon. The Curious Incident of the Dog in the Night-Time.

MEMOIR
(Choose one):

1. Greg Michie. Holler If You Hear Me
2. Marv Hoffman. Chasing Hellhounds
3. Sylvia Ashton-Warner. Teacher
4. Geoffrey Canada. Fist, Stick, Knife, Gun
5. Richard Wright. Black Boy
6. Luis Rodriguez. Always Running
7. Claude Brown. Manchild in the Promised Land

ETHNOGRAPHY
(Choose one):

1. Ayers, The Good Preschool Teacher*
2. Ayers, A Kind and Just Parent*
3. Michie, Holler If You Hear Me*
4. Michie, See You When We Get There*
5. Heller, Until We Are Strong Together*
6. Oyler, Making Room for Students*
7. Carger, Of Borders and Dreams*
8. Perry, Walking the Color Line*
9. Blake, She Say, He Say*
10. Lewis, Race in the Schoolyard *
11. Flores-Gonzalez, School Kids/Street Kids*
12. Hagedorn, People and Folks*
13. Richie, Compelled to Crime*
14. Cintron, Angel’s Town*
15. Schaffner, Teenage Runaways*

FILM:
(Choose One)

“Not One Less” – China
“Kids” – US
“Mi Vida Loca” – US
“Do The Right Thing” – US
“Menace II Society” – US
“Rabbit Proof Fence” – Australia
“The Magdalene Sisters” – Ireland
“To Have and To Be” – France
“Elephant” – US

ASSIGNMENT ONE:

We will be reading the Freedom School Curriculum and at least three books in common, and none is a particularly easy read. The first is Freire’s Pedagogy of the Oppressed, a complicated and layered book that will likely take you some time and sustained commitment. If you’ve read Freire, please review it, and then read Dewey. I’d like you to begin this by next week, paying attention to questions like these:
—What’s his big idea?
—What are three or four arguments he develops?
—What is the evidence?
—What are three or four things you find entirely confusing or at least problematic?
—Is there a story or an argument or a quote that is simply dazzling? What page?
—Is there something that is simply idiotic? What page?
—Can you discuss an aspect of your own teaching in light of Freire’s argument?

Also next week please bring to class a physical rendering (diagram, map, photo-collage, model, diorama, architectural scheme, or whatever) of a learning environment. I would prefer this to be of the classroom or school or lab or gym you teach in now, but for those of you not teaching, this representation can be of any environment where some intentional teaching and learning is represented, any place that you’ve known at any time. Make this representation as clear and as durable as possible—other people will want to “read” it, to understand it—and you will want to use it, refer to it, more than once.

FINAL ASSIGNMENT:

1. Write a “Freedom School Curriculum” for a class of contemporary students—any age, any venue, any focus… The important thing is to be true to and to adequately represent your sense of the deep underlying goals and purposes of a Freedom School.

2. Beginning with the learning environment that you have somehow mapped or sketched or in another way depicted, represent an improved learning environment along several dimensions suggested by the readings, the classroom discussions, and your own developing awarenesses. This representation can capture something moving through time or focused on a specific moment, something that embodies a whole or focuses on a particular corner that somehow illuminates the whole. Your representation should draw on a wide range of media and can be expressed in a variety of forms—film, photography, painting, dramatic arts, drawing, dance, pantomime, poetry, music, sculpture, weaving, for example—and you should strive for originality and intellectual depth in its execution.

Yikes! This looks like Ayers is teaching his students to indoctrinate their students with leftist ideology. There are no objective truths here. What happened to reading, ‘riting, and ‘rithmetic?

Mr. Ayers models his philosophy of education on the “Freedom School” philosophy of Paulos Freire.

Ayers is vice president of the curriculum studies division in the 25,000-member American Educational Research Association.

But declining national test scores and widening racial disparities show a failure of Ayers’ “progressive” methods. In spite of upwards of $150 million spent on the Chicago Annenberg Challenge achievement scores were not raised, as Stanley Kurtz has pointed out. As education writer Diane Ravitch, citing parents’ complaints about their children’s low achievement, notes, it is minority children who are usually the most harmed by the education methods promoted by Ayers.

The trajectory of inmate to teacher to bomb thrower to fugitive to graduate student at Columbia Teachers College, and then to “distinguished professor” at a public university that educates future teachers might seem to be a strange one. But Ayers’ influence is felt far and wide. That should make all parents think about the education of their children’s teachers. (source: http://www.usasurvival.org/garbar07.29.09.html)