More Examples of Teachers Abusing Students: Why no National Outrage?

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Robert Stacy McCain has been covering the seemingly unprecedented rise in public school teachers being arrested for having sexual relationships with students.  Here is an excerpt from his latest collection of stories…

Megan Garland molested two teenage boys.

MILWAUKEE, WISCONSIN:

A former teacher at Messmer High School was sentenced [Jan. 3] to four years in prison for having sexual contact with two students.
Megan Garland, 29, of Waukesha pleaded no contest in October to charges of child enticement and sexual assault by school staff, both felonies. She had been set for trial on two counts of second-degree sexual assault, involving boys ages 14 and 15. She will spend six years under supervision after her release from prison.
Her father and attorney said Garland has long suffered from depression and anxiety, and has been in treatment and on medication since the arrest that ended her teaching career in its first year. . . .
Milwaukee County Circuit Judge Jeffrey Wagner adopted the high end of the sentencing range recommended by Assistant District Attorney Erin Karshen, who said Garland groomed her victims with rides, snacks, flirting and sexualized banter . . .
Karshen said Garland was also jealous and vindictive, once touching one of the boys in a hallway to interrupt his conversation with a girl. Another time, when the boys were resisting or ignoring her, Garland lied to a basketball coach about the boys’ behavior to get them suspended from the team, Karshen said.
In a lengthy prepared statement to Wagner, the older boy’s mother . . . said Garland “meticulously planned” the acts to “indulge her sick fantasy.”
Garland was arrested after she was caught performing a sex act on a 14-year-old male student May 23 in the parking lot of Destiny Church and School in Milwaukee. Prosecutors later added a second charge, that she groped a 15-year-old male Messmer student while giving him a ride in her car earlier that month and had him touch her sexually.

Obviously, these mentally disturbed freaks are in need of therapy. Perhaps the school psychologist could help them?

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Megan Snipes is accused of sex with a 16-year-old boy.

BEAUFORT, SOUTH CAROLINA:

A high school psychologist is accused of engaging in sexual acts with a 16-year-old pupil.
Authorities in South Carolina charged Megan Michelle Snipes, 29, with sexual battery of a student, according to WCBD.
Police say that Snipes, who works as psychologist for the Beaufort County School District, was discovered to have shared lewd text messages with a male student under her treatment. . . .
Investigators say that after interviewing the suspect and alleged victim, they found that that Snipes allegedly engaged in a sexual act with the victim on Oct. 18.
Police arrested Snipes [Dec. 20].
Snipes has been placed on administrative leave pending a full investigation, according to the Beaufort Gazette.

So, get over to The Other McCain to read more.  There are a total of seven examples in his post.

What jumps out for me is that all of these perps are women.  It leads me to question their emotional maturity.  Why do 20 or 30-something teachers, with  secure careers decide to throw it all away on relationship(s) with teenaged boys?  Think about that for a moment.  We all were teens once, and have encountered many since.  How many of you wanted any kind of romantic relationship or such with one?  If you are well adjusted, the answer would be “never.”  There has to be something damaged with these women.  Either abuse, or some other factor has stunted their emotional or social development to the point that they desired teen boys.  And then, they decided to become teachers.

Also, I must ask, where is the “moral” outrage from the left?  When the crimes of Catholic Priests were being revealed, it was a national story.  That was a drop in the bucket compared to the public school story, but there’s not outrage? I’m going to theorize that the public schools are a function of the left, so they gain some protection from the media on those grounds.  I’m also going go a bit further and say that since there are no Christians involved, there isn’t a whole lot of motivation to cover it.

Another, more chilling aspect is that these people are only the ones that have been caught.  How many more are out there and getting away with it?

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Manhattan Infidel Presents the Democratic Party’s Declaration on Education (Part I)

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We must indoctrinate our youth to the glory of the state

We must indoctrinate our youth to the glory of the state

Being an insatiable alcoholic reader I often find myself sleeping until 2 pm and then vomiting browsing the web looking for documents relevant to this blog.  Accordingly it gives me great pleasure to present to my readers a document I found on the Democratic National Committee’s website entitled “Declaration on Democratic Education.”

Preface

The Sacred Democratic Party has given careful consideration to the paramount importance of education.  In fact the education of youth and the continuing education of adults is rendered more necessary by the existence of Fox News and conservative bloggers.

For her part Holy Mother Democratic Party in order to fulfill the mandate she received from her founders to announce the mystery of statism is under an obligation to promote the welfare state.

Accordingly the Sacred Democratic Party hereby promulgates some fundamental principles concerning indoctrination of Democratic youth.

  1. All men, woman and transgendered  of whatever race, condition or age, unless they are white men of northern European origin who don’t work in Hollywood and aren’t millionaires have an inalienable right to Democratic indoctrination. True eductation is directed towards the formation of the human person and of that society to which he belongs.  Democratic tradition calls this the social contract.
  2. As they grow older they should receive a positive education in matters relating to sex.  Particularly questions like:
  • Is ten years old too early to masturbate
  • I’m 12 and I think I’m gay.  Can I have sex with an older man just to try it out?
  • I heard prostitution is empowering. 
  • I want to grow breasts and become a transsexual.  Why won’t Republicans let insurance companies cover this?
  • How do I start a career in porn?
  • My teacher wants me to touch his thing.
  • Oral sex not dodge ball for gym class!
  • My 14 year old girlfriend is pregnant and my parents won’t drive us to the abortion clinic.  What are my options?
  • They didn’t tell me in health class if swallowing is good for me.  Do you have any documentation on this?
  • I play trombone in the band.  Should I switch to a rusty trombone?
  • Is bestiality an option?
  • Is giving blow jobs for milk money an example of the social contract?

Accordingly  the Sacred Democratic Party affirms that children and teenagers have the right to be stimulated in the classroom by their teachers. We earnestly request that all those in charge of education ensure that young people are never deprived of the opportunity to express themselves sexually.

Such an education ensures that teens are introduced to their sexual organs and the sexual organs of their friends and teachers.  They will also benefit by being exposed at an early age on how to best achieve orgasm.

Moreover conscious of their sexuality they should learn to give witness to Democratic values and contribute to the growth of the Democratic Body.

End of Part I

Original Post: Manhattan Infidel

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Teachers, Communists, and Refusing to Talk to Media

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What happens when the unions and communists march as one?  Well, it appears that to prevent them from saying anything stupid on camera, they don’t talk to anyone on camera.  The Right Scoop has the video…

Mind you, these people are teaching children lies about a system that featured…

1.  Failed economics that resulted in medocrity at best, and often mass starvation.

2.  Gulags, informants, and people being “disappeared.”

3.  Over 100,000,000 dead in the last century.

4.  A system that had to build wall-to keep their own people in.

Of course, the children are being taught that these things either didn’t happen, or were someone else’s fault.  In other words, they’re talking like Democrats (or do I repeat  myself?).

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What do Chicago Teachers do in Their Spare Time? Attend the Midwest Marxism Conference!

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Over the years, we’ve shown the relationship, or the uniformity, between unions and the Communist Party.  Legal Insurrection has the story of how the Midwest Marxism Conference we chock full of teachers.

Chicago Teachers Union Vice President Jesse Sharkey, who spoke at one of the breakout sessions, was just one of the hundreds of attendees, many of them teachers, there to strategize about the next phases of the partnership between Chicago Socialists and the Chicago Teachers Union.

Of course, all recording was strictly verboten unless you had been preapproved by the Chicago Socialists.

The event kicked off with Becca Barnes’s keynote speech. Barnes, a Chicago teacher, spoke about the new era of Marxism in America stemming from the Chicago Socialists’ recent successes in running the show during the Chicago Teachers Strike. Said Barnes, who referred to everyday American capitalists as “capitalist vampires,” “the struggle here in the United States has entered a new phase. Nowhere have we pointed the way forward more clearly than here in Chicago with the teachers union strike.” From her talk and other succeeding events throughout the day, it was clear that the Teachers Union and Marxists were one and the same.

Thankfully, after hours of enduring non-discussion and hate speech against Americans (and being amongst those celebrating a philosophy of mass murderers), I was “outed” as not a communist, told I was “not in solidarity” and surrounded by members of the Chicago Socialists who told me to leave the Northwestern School of Journalism premises. Also “spotted” as not in solidarity was Rebel Pundit, who had a more interesting exit than I:

Also, there is video of Rebel Pundit being ejected from the conference…

As you can see, the Communists are very tolerant and democratic.  Until, that is, someone is not “in solidarity” with them.

That, and current advocates of the political system responsible for 100,000,000 deaths in the last century are teaching children their murderous philosophy.  But, we’ll just pretend that this ism’t happening, right?

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If Teachers Were Paid Minimum Wage to Babysit Students They Would Make $189K/year?

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Some people claim that teachers’ are overpaid- they argue that teachers’ only work 9 or 10 months a year and basically most teachers simply babysit kids today. And for that they should be paid a minimum wage.

That’s right- people claim that we should pay teachers $7.50 (roughly the minimum wage in most states) an hour and only pay them for the hours they worked (not any of that silly planning time or any time they spend before or after school). That would be $48.75 a day (7:45 to 3:00 PM with 45 min. off for lunch and plan– that equals 6 1/2 hours).

So, in summary each parent should pay $48.75 a day for these teachers to baby-sit their children. Teachers only work about 180 days a year, so that works out to $8775 each year in childcare (per kid) to have teachers babysit your children. That’s a little high for daycare, but is pretty darn close to what some of us pay for our own kids for childcare.

But hold on- let’s look at this from the teacher’s perspective. The average classroom size in America is 23 students. So that means to babysit these students each day the teacher brings in $48.75 x 23 = $1052 a day. If the teacher brings in $1052/day and works 180 days a year, this teacher brings in $189,360.

The average teacher’s salary is about $55,000 though. That’s about $134K less than expected.

Many in the public sector and many union people would argue that the failure here is that people are not paying enough for education- they want higher taxes, more money sent into education, more government control over the process, and more centralized control over education in general coming from Washington DC. They suggest that taxes should be levied on businesses, individuals, homes, and goods that we buy to increase the amount of money that is churned into the education establishment and that if this happened than teachers would be paid more. Probably a bit of the wealth that is extracted from free citizens would in fact find its way to teachers- but this whole argument is missing an important idea- why is so much of parents’ money not finding its way into the classroom now?

The problem is not that government isn’t involved enough here- the problem is that government is too involved in education today. Teachers are being robbed of the wealth that should flow to them for the services that they provide- $134K per year per teacher is being sucked away by non-classroom teachers such as union employees, government bureaucrats, and other useless waste on the system. Oh, some of that money obviously goes to cover administration, those children who free-load because their parents can’t afford to pay, the building costs, bus drivers, and the cost of technology and textbooks- but I doubt that those costs would eat away all of that $134 per teacher per year.

The problem is that education is the government is interfering with the market for supply and demand for education and is running horribly inefficiently. To solve these problems, we need to strengthen the connection between parents paying for education (through local property taxes or direct payments to schools) and the connection between teachers being paid for providing education to these children (without having that money cycle through government bureaucrats all around the United States).

I’m sure my math on this subject is far off, and of course teachers provide much greater service than babysitting, but maybe I’m on to something here- maybe government is not the solution to the problem in education, maybe government is the problem?

Original Post:  A Conservative Teacher

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School Voice Mail Greeting Bashes Entitled Parents

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If you’re a regular reader here, you know that I bash the public school indoctrination system.  And, it is rotten-right to the core.  However, there is another angle to consider; that there are many entitled parents and students, that think the rules, and reality, do not apply to them.  I would imagine that we all know entitled people, and if we work with them, we also know that it can be a nightmare.

The following video is purported to be from an actual school in Australia, which is allegedly being sued by parents for poor grades given to children.  I found it over at Freedom by the way…

Of course, this is the internet, and this could be a complete fabrication, and chances are, it is.  But either way, it’s hilarious.

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Communists and Unions Living Together…

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If you’re seeing this blog for the first time, let me say that we’ve repeatedly discussed the fact that there is a strong affiliation between organized labor and Communism.  We’re often ridiculed for making that claim, but once again, there is evidence to support our claims.  So, if you are a new reader, take a look at the following information, provided by Ringo’s Pictures, via Zombie

Note the complete lack of Communists…

Note that both Lenin and Che were mass murderers.

Purple SEIU shirt, Red Flag.  They go together, apparently.

The star and fist are Communist symbols, and they stand with the unions in Wisconsin.

Here’s a video of the SEIU and the Communists chanting for revolution…

Here we have some folks that believe in the “Reconquista,” the takeover of the SW US.

Don’t believe me?

Would you believe them? And where in history have we seen people wearing paramilitary uniforms demanding that territory be handed over?

Also, here are two videos of Teachers


Remember folks, these people are teaching children.

The more we see, the more the reality of the situation becomes clear.  They are saying and doing it themselves, and we just have to show it to the people.

Let’s take a brief history lesson…

Rank Country

1

People’s Republic of China
Body Count: 73,237,000

1949-Present (57+ years and counting) 

R.J. Rummel originally estimated China’s body count between between the years of 1949-1987 to be 35,236,000 (Rummel 1994). This excluded 38,000,000 million that died of famine during the Great Leap Forward. After the release of Mao: The Unknown Story, Rummel became convinced that the Chinese government was directly responsible for the famine, thus increasing his original estimate by 38,000,000 (Rummel 2005). 1,000 was added for Tienanmen Square in 1989 (Courtois 1999).

2

USSR Flag Union of Soviet Socialist Republics
Body Count: 58,627,000

1922-1991 (69 years) 

The body count only covers the years 1923-1987 (Rummel 1996).

3

Russia Flag Russian Soviet Federated Socialist Republic
Body Count: 3,284,000

1918-1922 (4 years) 

This body count does not include the 6,210,000 killed in the civil war (Rummel 1996).

4

North Korea Flag Democratic People’s Republic of Korea
Body Count: 3,163,000

1948-Present (58+ years and counting) 

1,663,000 is attributed between 1948-1987 excluding the Korean War (Rummel 1994). 2,500,000 is the mid-estimate for those who starved to death between 1995-1998 (U.S. Committee for Human Rights in North Korea 2006).

5

Cambodia Flag Cambodia
Body Count: 2,627,000

1975-1987 (12 years) 

The body count estimate is complete (Rummel 1994). The offical country name was Democratic Kampuchea during Pol Pot’s reign and then known as People’s Republic of Kampuchea afterwards.

6

Afghanistan Flag Democratic Republic of Afghanistan
Body Count: 1,750,000

1978-1992 (14 years) 

The body count estimate is complete (Courtois 1999).

7

Vietnam Flag Vietnam
Body Count: 1,670,000

1975-Present (30+ years and counting) 

The body count covers the years 1945-1987 for Vietnam/North Vietnam and excludes 1,062,000 from the Vietnam War (Rummel 1994).

8

Ethiopia Flag People’s Democratic Republic of Ethiopia
Body Count: 1,343,610

1974-1991 (17 years) 

The body count includes 10,000 political assasinations during 1977-1978, 1,000 children killed in 1977, 110 massacred in an Orthodox church in 1975, 80,000 during the civil war between 1978-1980, 250,000 that died in 1982 through Transit Camps, and 2,500 killed in a bombing raid (Courtois 1999). Another 1,000,000 is added for the famine during 1984-1985 (BBC News 2000).

9

Yugoslavia Flag Socialist Federal Republic of Yugoslavia
Body Count: 1,072,000

1945-1992 (47 years) 

The body count only covers the years 1945-1992 excluding 100,000 from the Tito Partisans between 1941-1944 (Rummel 1994).

10

Chinese Soviet Republic Flag Chinese Soviet Republic
Body Count: 700,000

1931-1934 (3 years) 

The body count only includes the Jiangxi and Fujian provinces (Chang 2005). Although Mozambique has 700,000 to its name, the Chinese Soviet Republic produced more bodies in a shorter time period and the estimate is low.

11

Mozambique Flag People’s Republic of Mozambique
Body Count: 700,000

1975-1990 (15 years) 

100,000 civilians murdered between 1986 and mid-1988 (Young 1991) and 600,000 starved to death between 1975-1985 (Courtois 1999).

12

Romania Flag Socialist Republic of Romania
Body Count: 435,000

1947-1989 (42 years) 

The body count only covers the years 1947-1987 (Rummel 1997).

13

Bulgaria Flag People’s Republic of Bulgaria
Body Count: 222,000

1946-1990 (44 years) 

The body count only covers the years 1948-1987 (Rummel 1997).

14

Angola Flag People’s Republic of Angola
Body Count: 125,000

1975-1992 (17 years) 

The body count only covers the years 1975-1987 (Rummel 1997).

15

Mongolia Flag Mongolian People’s Republic
Body Count: 100,000

1924-1992 (68 years) 

The body count only covers the years 1924-1987 (Rummel 1997).

16

Albania Flag People’s Socialist Republic of Albania
Body Count: 100,000

1946-1991 (45 years) 

The body count only covers the years 1944-1987 (Rummel 1997).

17

Cuba Flag Republic of Cuba
Body Count: 73,000

1961-Present (45+ years and counting) 

The body count only covers the years 1959-1987 (Rummel 1997).

18

East Germany Flag German Democratic Republic
Body Count: 70,000

1949-1990 (41 years) 

The body count only covers the years 1948-1987 (Rummel 1997).

19

Czechoslovakia Flag Socialist Republic of Czechoslovakia
Body Count: 65,000

1948-1990 (42 years) 

The body count only covers the years 1948-1968 (Rummel 1997).

20

Laos Flag Lao People’s Democratic Republic
Body Count: 56,000

1975-Present (31+ years and counting) 

The body count only covers the years 1975-1987 excluding 47,000 war dead (Rummel 1997).

21

Hungary Flag Hungarian People’s Republic
Body Count: 27,000

1949-1989 (40 years) 

The body count only covers the years 1948-1987 (Rummel 1997).

22

Poland Flag People’s Republic of Poland
Body Count: 22,000

1948-1989 (41 years) 

The body count only covers the years 1948-1987 (Rummel 1997). Excludes 1,585,000 from ethnic cleansing between 1945-1950 (Rummel 1994).

23

Yemen Flag People’s Democratic Republic of Yemen
Body Count: 1,000

1969-1990 (21 years) 

The body count only covers the years 1969-1987 (Rummel 1997).

 

The people that are publicly supporting Communism are advocating for a  system that killed over 100,000,000 people in the last century.  In the most basic sense, Communism is a system that requires complete and total control of all aspects of human life.  To gain the “justice” they crave, a central authority must be formed to control jobs, income, housing, transportation, medical care, education, information, and a massive internal security apparatus to enforce it all. To achieve and maintain that level of power, draconian measures are required. Dissent cannot be tolerated.  Information must be controlled.  Those that disagree must be brutally punished.  The level of terror must be maintained. Death camps, assassinations, and flat out murder are required to maintain power and control over the people.  All of these are well documented, and it has occurred wherever Communists have ruled.  It is truly an evil system, and as I like to put it, the chief product of Communism is death.

And these folks want to do it here too.

Just let me ask you this, does this represent America?  Does this represent what our country stands for?  Is this what you want your children taught?  Is this how you would like to live (or be killed)?

Remember that the next time that the unions are trying to make their case.

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Who Indoctrinates the Indoctrinators? Teachers Required to Think Socialist to Get Degrees

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In light of the renewed focus on public education, courtesy of the current public union mess, I thought it might be a good idea to take another look at how teachers are trained.  Here is a post from December of 2009.

The People’s Republic of China generally makes no distinction between education and propaganda or indoctrination. All three share the common task of changing man. The agencies of education, indoctrination, and propaganda are legion—newspapers, posters, and propaganda leaflets, neighbourhood gatherings for the study of current events, as well as political rallies, parades, and many forms of “mass campaigns” under careful direction. It is evident that the schools constitute only a small part of the educational program.

When the Communists came to power in 1949, they took up three educational tasks of major importance: (1) teaching many illiterate people to read and write, (2) training the personnel needed to carry on the work of political organization, agricultural and industrial production, and economic reform, and (3) remolding the behaviour, emotions, attitudes, and outlook of the people.

Why start with this?  Undoubtedly, many of you already know from simply reading the preceding section.  As we observe the educational establishment in this country, we start to see some interesting parallels between education in communist countries, and what is happening here in the US.

Next, let’s take a look at this from FIRE.

All signs are that the University of Minnesota-Twin Cities is planning to enforce a political litmus test for future teachers. The university’s College of Education and Human Development intends to mandate certain beliefs and values—”dispositions”—for future teachers. Yet that is not enough. It even intends to redesign its admissions process so that it screens out people with the wrong beliefs and values-those who it judges will not be able to be brought around to the correct beliefs and values of “cultural competence” even after remedial training.

Here are the key excerpts regarding how the group describes the “obligatory,” “indispensable” features of “cultural competence” on the level of “Self”:

Our future teachers will be able to discuss their own histories and current thinking drawing on notions of white privilege, hegemonic masculinity, heteronormativity, and internalized oppression.

Future teachers will understand that they are privileged & marginalized depending on context … It is about the development of cultural empathy, if you will. Teachers first have to discover their own privilege, oppression, or marginalization and also are able to describe their cultural identity.

Future teachers will recognize & demonstrate understanding of white privilege[.]

Future teachers will understand the importance of cultural identity and develop a positive sense of racial/cultural identity[.]

On the level of “Self & Others,” future teachers must take the Intercultural Development Inventory, “which measures five of the six major stages of the Developmental Model of Intercultural Sensitivity.” Their “Cultural Intelligence” also will be assessed. They must reveal a “pervasive stereotype” they personally held about an identity group, and presumably argue in their paper that this view has now been “challenged” on the basis of their experiences with that group. They also will be assessed regarding “the extent to which they find intrinsic satisfaction” in being in “culturally diverse situations.”

So, the prospective teacher MUST have certain attitudes and beliefs to gain an educational degree?  Where is this coming from?  To answer that, let’s go back to our original source.

Class and class struggle were related concepts that occupied a central place in the ideology, and a specific aim of education was to develop class consciousness so that all citizens, young and old, would become valiant fighters in the class struggle. School regulations stipulated that 10 percent of the curriculum should be set aside for ideological and political study, but, in practice, ideology and politics were taught and studied in many other subjects, such as language, arithmetic, and history. Ideology and politics permeated the entire curriculum and school life, completely dominating extracurricular activities.

Seeing the comparisons?  Ideology is being pushed as curricula, and the teachers are being required to advocate it in order to either be admitted to an educational program, or to graduate!

Also, take note of the fact that students must reveal a “pervasive stereotype” that they had.  This is also a communist indoctrination tool.  Citizens, particularly in China, where I believe the technique originated, are “persuaded” to “confess” their “sins” (failing, at some point, to be a good communist).  There is a great deal of pressure involved.  This has the effect of weakening the individual, and appealing to the larger group for forgiveness. It successfully uses peer pressure and guilt to bring about a “conversion” to communism.  Note also that the prospective teacher must then state how they enjoy the alternative (communist) views, and should extol its virtues.  The Chinese have found this to be quite useful as an indoctrination technique.

Here is some more from FIRE.

Future teachers create & fight for social justice ...”

Finally, in the area of “Self & Society,”

Future teachers will understand that despite an ideal about what is considered common culture in the United States [“the American Dream”], that many groups are typically not included within this celebrated cultural identity and more often than not, many students with multi-generational histories in the United States are routinely perceived to be new immigrants or foreign. That such exclusion is frequently a result of dissimilarities in power and influence.

One of the sources for this critique is to be the concept of the “myth of meritocracy in the United States.”

This is significant.  Cultural Marxism is a direct attack on western culture, which has, as one of its tenants, an individual’s ability to achieve.  When individuals have the ability to succeed, or even the perception that they can achieve, many will seek to do so, and will achieve success.  Those serve as an example to others, who then think, “If they can do it, I can do it too.”  If this permeates a culture, the people will rely upon themselves to meet their needs, therefore lessening the need for, and the power of, government.   Innovation, free enterprise, and success will follow, providing the most prosperity to the most people.

Conversely, in the socialist state, dependence and hopelessness are vital tools to keep people under government control.  If the government provides for your every need, you are in de-facto slavery to said government.  After all, if the government controls where you live, your medical care, your personal funds, your access to food, and your means of transportation, the settings on your thermostat, the media you  can view, read, or listen to, or even work, do they not effectively control you?  To achieve this level of hopelessness, it is then necessary to convince (indoctrinate) people that they cannot succeed…that dark forces (capitalism, racism, freedom, and so on) are preventing them from having a good life, and that the people’s only salvation can come from the state.

Through thinly veiled ideas of redistribution, like “social justice,” the government will promise these “hopeless” individuals a piece of someone else’s labor.  Of course, all they ask for in return is the grantee’s  freedom.  Once successful, the victims will no longer try to succeed-it will not even be a thought that crosses their minds.  Being taught that it is impossible anyway, they will gladly submit to government control of every aspect of their lives.  In this scenario, government will have succeeded in psychologically neutering their subjects, creating a pliable mass of sheeple that will be dependent and mostly complaint.

For more on this idea, look at the definition of “learned helplessness.”

Learned helplessness, as a technical term in animal psychology and related human psychology, means a condition of a human being or an animal in which it has learned to behave helplessly, even when the opportunity is restored for it to help itself by avoiding an unpleasant or harmful circumstance to which it has been subjected.

It is useful to note the shift in emphasis in Marxism from class to culture.  Marxism in the US follows the “Frankfort School” model of Cultural Marxism, which emphasizes cultural differences rather than class.  For more information on Cultural Marxism, kindly look here.

Yet another aspect of this attack is that we are being separated by our differences rather than being united on our shared values.  We are being pigeon holed into “hyphenated Americans”, rather than simply Americans.  I’ve always seen this as a means to create discord, or fan the flames of old grievances.  When the left does this, they move in to exploit the discord, enhancing their own power at our expense.  Of course, separating us and creating conflicts distracts us all from our real enemy…Marxism (progressivism, liberalism socialism, fascism-it seems our left has taken on flavors of all of them).

So where do these teachers enter into the equation?  Well, if the children have to be indoctrinated at ever-younger ages, there must be teachers trained to do just that.  To make sure that all students are indoctrinated, the left must also insure that all teachers are indoctrinated.  We have to keep in mind that socialism is not a system that cannot tolerate dissent very well.  In fact, socialist states often collapse once the people are able to hear and express ideas openly.  To prevent this from occurring, Marxists must attempt to achieve a monopoly on education.  Think of this when the elites disparage home schooling.  Consider it when they attack private schools and universities.  Ponder it when they want “universal pre-school.”

This level of control over the educational system has nothing to do with the effectiveness of the education, as on those criteria, the public system loses at every turn.  It is the control of the system for all that the left desires.  Once under complete socialist control, the education will continue to be more about indoctrination than knowledge, and there will be no recourse or alternative.

Think of it this way; imagine that people are trapped under socialism.  All they hear, see, read, and are told, extols the virtues of the state, yet they are in poverty, dealing with high levels of crime, corruption, scarcity, and substandard conditions.  Everyone is, with the exception of the ruling class.  If a person in that environment hears that there is a better way, one in which they might be able to gain more from their labor, or be able to speak and live freely…would they be interested?  It sure seemed to work against the former Soviet Bloc.  Had it not, they would not have had to build walls to keep their own people in!

This would also explain why the Soviet Union jammed Radio Free Europe, why the Chinese censor the Internet, why the Iranian regime was severely challenged by protestors using Twitter, why Hugo Chavez is shutting down any media outlet that disagrees with him, and why the Cubans even covered an electronic billboard that we put up on our embassy.  They don’t want their people hearing alternative points of view, or that freedom is a better option than slavery.  Ideas are infectious, and the socialist seeks to stop them from spreading.  It’s also why education is concentrated in the hands of the socialist state.  If the state can thoroughly indoctrinate everyone, starting from the earliest age possible, they can mold the thinking and behavior of a generation; making it less likely that people will have independent thoughts in the future.

Come to think of it, this might also explain why people in our own government are now proposing the complete control education, the airwaves, and the Internet.

Thankfully, FIRE, and other groups out there will fight against these schemes.   We should support this resistance in any way we can.  People must be free in their own thoughts and beliefs.  By resisting the leftist takeover, we delay the drive to the socialist state.  It is useful to remember that a truly free society can tolerate dissent and real diversity of thought…socialist societies cannot.  We don’t have to “convert” anyone to maintain our freedom, but the left must indoctrinate EVERYONE, to achieve total power.  For that reason, we can delay them (at least at this point), but if we’re able to get Conservatives into power, we can start dismantling the liberal power structure in DC.  This will free the states and local communities to fight liberalism at home, which is where that fight begins… and where it can be won.

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Support Local Teachers Unions, Question State Teachers Unions, Oppose National Teachers Unions

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All around the state of Michigan, when teachers aren’t talking about their NCAA brackets, the conversation is the coming teacher’s strike. These conversations are getting tougher and tougher on me, because I have a unique position among government employees- whereas most teachers support ‘their union’, I make a distinction- I defend and support my local union and its actions, but disagree with the actions of my state union, and attack the actions of my national union. You see, there are important differences between local, state, and national teachers unions- differences in who is in them, what they do, and what they are fighting for- and those differences are important enough that my position on each level is clearly different (as should yours, if I make the argument successfully).

My local union is composed of the teachers in my district. These people are my colleagues; I know them, they know me, and more importantly, we both know what the reality of the situation is. We know what funds the district at the local level- whether we have a rural town, a big city, a shopping mall, an important factory, etc- and we know where that money is going- what buildings have to maintained, transportation costs, new stadiums, fancy administration buildings, teacher salaries, etc. At the local level, my union serves a vital and important service- collectively organizing and bargaining on behalf of all the teachers for salaries, benefits, and working conditions in the district with the local administration and school board. They bargain tough and fair, we bargain tough and fair, and society is the winner. We represent the community and are part of the community, and so we don’t try to take advantage of the community and they don’t try to take advantage of us (or if that does happen, it gets real ugly and everyone is a loser).

My state union (MEA) is composed of people who derive their salaries and pay and benefits on the backs of the teachers who are working hard to teach children. These people work in the state capitol mostly, although there are mysterious field offices too scattered about the state, employing people who do something or other. They have intermittent contact with the districts that they serve, meeting with teachers every now and then or walking through a building, but they do not know the districts or the teachers, and so don’t know where the money is coming from or where the money is going. Oh, they know they want more money- they hammer away at funds and balances trying to move numbers around, but the numbers mean nothing to them since they don’t actually represent anything. And they really don’t know why they want more money- they know more money is good because more money means more union dues and so they get a higher salary and more benefits- but they don’t actually know where the more money they fight for actually goes- whether it is to repay a furlough day, to reinstate a step increase, to create a longevity bonus, to cover some sort of health benefit, to pay disability pay for a sick colleague, or anything else. They just know it is more money, and so they fight for it. The state union has little incentive to maintain the communities that they do not know, and the state government has little incentive to maintain the union that they do not know, and so the two fight ugly and dirty and society is less so because of this.

My national union (the NEA) is composed of people who derive their salaries and benefits from dues paid by teachers in the classroom working hard, and they resemble in many ways the state union, except that they are even further removed from teachers and the communities they serve and so care less about them. The nation union blows money sponsoring experts who talk about sexualizing children at earlier ages, recommends books to teachers like Rules for Radicals, and spends its time going to fancy dinners to lobby the national government to transfer more of societies wealth to ‘education’, even though the national union is now so far removed from ‘education’ that it knows not what it speaks about. Conferences sponsored by the NEA are far disconnected from the reality of the situation that teachers experience and focus on topics and subjects that are of only marginal importance to them. Since the national union serves only one purpose- redirect wealth from the national government- and this purpose is rather corrupt, it pretends it is something more, and its pretentiousness shows. Society suffers with the existence of the NEA, and this is yet more reason why the NEA, the Department of Education, and national funding for education all need to be done away with- they are all too disconnected to the local community.

Our lunch room conversations inevitably dissolve into me trying to dance the delicate dance of defending the actions of my local union while calling into question the actions of my state union and harshly criticizing the actions of my national union, and that dance is a tough dance that I shouldn’t have to perform. My local should be the focus- teachers should be the focus, and everything else should support and assist them. But like most government workers, the MEA and NEA is now part of the entitled class, which feels that others exist to serve them, rather than the other way around. Changes need to be made.

Original Post: A Conservative Teacher

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Some Thoughts on the Wisconsin Standoff

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I took some time over the weekend to think a bit more about the union extortion in Wisconsin.  I just wanted to take a systematic look at the situation, so no one, regardless of party, philosophy, or whatnot, could see this for what it is.

First up, the teachers from Wisconsin, Illinois, or from wherever else they are being shipped.

I took some time to look at some statistics regarding the teachers.  In Wisconsin, the average household income is $51,763.  The per-capita income in Wisconsin is $38,763. Then, Michelle Malkin posted the information on Wisconsin teachers salaries.

Wisconsin teacher salary facts:

“Teaching salaries in Wisconsin have increased since 2007. For example, the average teacher salary in Wisconsin in 2009 was $48,743, according to the Bureau of Labor Statistics. This is a 2.91 percent increase from 2008 in which the average teacher salary in Wisconsin was $47,365. The average teacher salary in Wisconsin increased by less than 1% from 2007-2008, but increased nearly 3% from 2008-2009.”

The average Wisconsin teacher salary in 2009-2010 was $52,644. (Emphasis added)

So, not only do average teachers salaries exceed the per capita income, it also exceeds the average household income.  In other words, the average Wisconsin teacher makes more that the average Wisconsin family.

Then, let’s tale a look at the fact that Wisconsin teachers pay nothing, or next to nothing, for pension and health care benefits.  We in the public sector, pay into our own pensions and pay a great deal for health insurance (even more since ObamaCare passed).

OK then, the average Wisconsin teacher makes more than the average Wisconsin family.  On the other hand, the average Wisconsin teacher pays less into his or her benefits than does then average Wisconsin family.  And, the kicker is this:  the average Wisconsin family pays the salary and the benefits for the average Wisconsin teacher.

Does the average Wisconsin teacher think that the average Wisconsin family feels real sympathy when the teachers and their Democratic allies are shutting down the state government in order to keep families paying for salaries and benefits that the families don’t get?  How many families are being forced to scramble for childcare arrangements while the unions help the teachers call in sick and have a tantrum at the state capitol?  How many family arrangements are going to be rescheduled because the teachers can’t find it in themselves to do their job?  Does the average family think it’s great for the teachers to call in “sick” when they would be fired for doing the same thing?  After all, the average teacher makes more than the average family!

In other matters, Gateway Pundit is reporting that the University of Wisconsin Health System will be investigating their doctors for offering fake excuses.

The UW Health System released this statement today saying the charges of fraud are very serious and in response, University of Wisconsin School of Medicine and Public Health and University of Wisconsin Medical Foundation, the UW Health entities that employ the physicians, have immediately launched an investigation of the reported behavior.

While this is an encouraging sign.  We have to remember that this is part of an academic institution, so my initial bet is  this will be swept under the rug.  I hope I’m wrong, but time will tell.

Gateway Pundit also has the video showing that the Governor of Wisconsin may take action against delinquent workers.

Next up, FOX is reporting the Ohio is the next target.

The next focus of demonstrators protesting collective bargaining reforms should be Columbus, Ohio where thousands, if not tens-of-thousands, of protestors are expected to gather Tuesday and shout their views about a controversial bill that puts labor unions in the crosshairs of a determined governor intent on salvaging his state’s financial situation.

The protests should look and sound much like the ones from Madison, Wisconsin that have gripped the nation in the recent days and marries an uncomfortable economic reality with political opportunity.

“It’s to put our children first. It’s to do the things without regard to political considerations and try to serve the public,” Ohio Governor John Kasich told FOX News late Monday afternoon from the same building where demonstrators will rally Tuesday. “And if we get that done; we balance our budget–$8 billion in the hole–without a tax increase and we’ve cut taxes on income taxes, that’s going to send a message to the rest of that country that if they can do it [in Columbus], they can do it in their state and they maybe, guess what, they might actually be able to do something like this in Washington.”

While the broad pictures of Wisconsin and Ohio are similar with declarations of impending economic disaster and cures of pension and collective bargaining reform, a closer look at the proposals in both states reveal a significant difference.

The Wisconsin reforms don’t cover all public employee unions. Firefighters and police officers, for example, aren’t on the hook in the Badger State but all unionized state and municipal employees in Ohio are subject to the reforms proposed in Senate Bill 5, which would strip the collective bargaining rights of all public workers.

This brings me to another thought or two.

1.  We know that the unions are going to show up and shut down schools and legislatures.  LET THEM!  They have chosen poor ground for this battle.  They are only going to alienate people by extorting all of us for the benefits they receive.  These are benefits that we pay for, and do not have access to ourselves.

2.  We sometimes forget that the sea of red that took the House in November also took a large number of  state legislatures and governors.  If there are any Red  State Governors and Legislators reading this, and you are looking at bills similar to Ohio’s or Wisconsin’s, now is the time to act.  You are going to have to look at it eventually.  Not only that, acting now will further stretch the resources of the unions, as well as the OFA and the Soros funded organizations.  Every penny they use now are funds they won’t be using to goon up the next election.  It’s the right thing to do, and a great political strategy as well.  When those two factors coincide, it is not the time to sit on your hands.  ACT!!

3.  If your school is impacted by illegal absences by teachers, show up at the next school board meeting and ask that action be taken.  Don’t be thuggish-that is what the left does.  Try to get on the agenda, be polite, and use facts and evidence to get  your point across.

4.  Support legislators and governors that are doing the right thing.  They are going to hear the other side from the MSM, and almost everywhere else.  Let them know that we have their back.

These are historic times, my friends.  The union bosses have given us a great gift.  They have set themselves up for defeat.  Without the media monopoly that would have helped cover for them, they are exposed for what they are…petulant children that will shut down the democracy that they publicly praise.  They want to keep the excessive benefits that we do not receive, but pay for.  They will do this in spite of excessive debt, and a looming public pension crisis.   We have the opportunity to both expose them, and curtail their influence.  It’s time to move, and go on offense.

They have us exactly where we want them.

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Fascist Friday: Some Thoughts on the Wisconsin Union Protests

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I’ve been watching the Wisconsin story with great interest.  Essentially, the Wisconsin Legislature is working on a bill that will limit union power.  The goal: Have public union workers pay some of their pensions (but still less than the average private sector worker).  But, for the unions, any potential limits on their power demands a rent-a-mob response.  So, shirts were printed, buses were obtained, hotels reserved, teachers called off “sick,” and off they went…just like any other “real” grassroots movement.

The rent-a-mob occupied the Capitol Building.  Others stalked the homes of legislators.  The Democrat delegation fled the state, preventing a vote from being taken.

Here are some brief reactions:

1.  For a bunch of folks that cry all the time about “democracy,” they sure don’t want a single vote to be taken.  So much for “democracy.”

2.  Dragging students to protests?  Of course, exploiting children is a leftist tradition.

3.  Who exactly is the party of “no?”

4.  If I lied about being sick at work, I would be written up.

Yes, the hypocrisy is pretty thick here.  The Democrats and their union friends are engaging in some pretty thuggish behaviors here.  However, we shouldn’t be a bit surprised by that.  This is what they do.  The love the idea of “democracy.”  Until that is, “democracy” goes against them.  And it goes beyond the vote in the legislature.  The people of Wisconsin voted for these legislators, and the governor.  What happened to the “will of the people?”  Apparently, that goes out the window as well, as soon as the people have the gall to oppose their “progressive” masters.

Now, the teachers are a big part of this protest.  And when Wisconsin teachers were not numerous enough, they imported some from Illinois.

Pic H/T: Michelle Malkin

Speaking of Michelle Malkin, she published a great post about how much money the teachers actually make. Here is an excerpt…

From a 2002 statistical analysis published by M. Scott Wiederjohn at University of Wisconsin at Madison:

Are Wisconsin’s public school teachers in fact underpaid, or is the underpayment argu-ment a product of teacher union propaganda?  An analysis of a U.S. census survey data onwages finds no evidence that Wisconsin’s pub-lic school teachers are underpaid in comparison to their peer groups. In fact, quite the contrary. When public school teacher salaries are adjusted for the number of weeks teachers work each year, it becomes clear that teachers are among some of the most highly compensated employees in the state.

Public school teacher salaries dwarf those of private school teachers. Before adjusting for time worked, moreover, public school teacher salaries are very close to the salaries of other public sector employees. Once the time-worked adjustment is added, teacher salaries are revealed as significantly higher than the salaries of other public employees and even private sector employees. Unionized public school teachers also make significantly more than other unionized state employees. An analysis of public school teacher health insurance benefits reveals another compensation advantage over other Wisconsin employees.

If there is any inequity revealed in this analysis of teacher salaries, it is one related to the effects of collective bargaining. Because collectively bargained teacher salaries are not based on merit, the best teachers make significantly less than the top employees of other labor market sectors, even though the average public school teacher salary remains very high. (emphasis added)

There are some other great posts out there as well.  Here are some links.

The Other McCain has a great aggregation.

When I first saw this story, I wondered where our people were, and what they were doing.  I didn’t have long to wait, as Gateway Pundit has video documenting that the Tea Party folks ran the missing Dem Legislators from their hiding place.

King Shamus skewers the lefties as only he can.

Bob Belvedere, proprietor of TOCOTS, also lambastes the lefties.

The Daley Gator has a great aggregation as well.

I would encourage you to check out these links.  They are all well worth the time.

As I’ve looked into this, I’ve had some ideas in terms of strategery.  Here are my thoughts.

1.  This has to be costing the unions a mountain of cash.  The longer it goes, the more they have to spend.  Every penny spent on this rent-a-mob is money that they cannot spend in 2012.  So, keep it up!

2.  The Wisconsin GOP should not budge.  Not. one. inch.  Any parent will tell you that giving into a tantrum will only encourage more.  Let them win here, and they will do this again and again.  The fact is this, they can’t keep their goons away from work forever, and parents are going to get ticked if their kids are out of school endlessly. The longer this goes on, the more they risk losing the people.

3.  Spellchek points out a potential strategy.

Wisconsin is one of 18 states that have provisions in place for statewide recalls of elected officials. It requires signatures from 25% of the votes cast in the last election. The 14 Democrat Senators need to be held accountable for their actions today.

I think some Tea Party folks will be checking that out.

4.  Locally, I think there ought to be some folks showing up at school boards demanding that some action be taken.  These teachers are lying about being sick.  Of course, their contract may allow that to happen, but I know that if I did that, my bosses would want to have a long talk with me when I came back.

5.  Kudos to the Tea Party for tracking down the fugitive Dems.  Making them move from hotel to hotel keeps the pressure on, and requires them spend more money.

6.  I think that while the unions have launched a huge offensive, they are expending vast resources, and are sticking their necks out there-way out there.  If this is played well by the Wisconsin GOP, they can cause the unions to damage themselves.  The unions can’t let this go-it’s too important to them, so I think the GOP ought to mount a defense, and let the unions bang their heads off of it.   The longer this goes, the worse it is for them.

In other words, they have themselves exactly where we want them.

Comments and suggestions welcome.

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Should I Be Fired for Being a Conservative Teacher?

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Often I hear from fellow teachers that I should be fired since I have conservative beliefs. I get emails from these liberals and they talk about me on their blog, making claims that since I am a conservative, I should not be allowed to be around children, I am clearly intolerant of others, and that everyone should be welcome to be a teacher in this country as long as they are all liberals.

These liberals are afraid that my conservative ideology might find its way into my teaching and that my beliefs in a limited and defined role for the government (since it likely represents the greatest threat to my life, liberty, and property) might get into my lessons, or that my belief in putting as much decision-making at the local level might be heard by students, or that my wacko ideas about having judges who make decisions based on a color-blind law that equally applies to everyone could slip out, or that I might get a student thinking that the best way to achieve peace is through a strong military, or even that my strong family values could corrupt the poor innocent children and turn them away from their liberal path of free love, free drugs, and unhappiness.

So these fellow teachers of mine post in my comments, email me, or comment on their little frustrated blogs about how- in a shining example of how tolerant they really are as liberals- I shouldn’t be allowed to be a teacher. In their minds, there is only one way to teach history, one way to teach government, one way to teach literature, one way to teach music, one way to teach a foreign language, and that way is to fill it with as much liberalism and liberal indoctrination as possible and then force it down students resisting brains. If a conservative teacher doesn’t do this, then they need to be fired, these liberal teachers claim, even if the conservative teacher simply gives forum to both sides and gives students choices on what to believe and plays devils advocate with liberal views and statements to challenge students to think critically about what they are saying and writing and doesn’t in fact push any conservative views.

You see, the liberal teachers know in their hearts that you are a conservative teacher, and that your simple presence in the classroom represents a grave threat to them, because if you teach kids critical thinking and present both sides of the issues, it will break the spell of indoctrination that the frustrated and angry liberal teacher is trying to weave. They know that if you give a conservative and liberal argument equal time, the students will be smart enough to pick the conservative ideas and arguments as the correct ones. If you display all of the faults of both Republicans and Democrats, if you have students read works from both conservative and liberal writers, if you hold up in an equal light the policies and results of both Republican and Democratic Presidents, you give students multiple possible explanations for the cause of the Great Depression and have them choose which is the most persuasive, you have your students watch foreign language films on both conservative and liberal themes, you sing songs both rap and patriotic, etc, then students will laugh at the liberal views and accept the conservative views, since the conservative views are right.

So, in response to all of your liberals emailing and commenting and blogging about me, I want to state for the record that when you suggest or call that I be fired for being a conservative teacher, all your are demonstrating is your intolerance and your desire to push your ideology over teaching students and teaching critical thinking. When you question if I should be in the classroom, you are questioning whether teachers representing the ideology of most of the students should be allowed in the classroom, and that’s a dumb question to ask. Your calls that I be fired demonstrate more than anything that you are unfit to be an educator in this great nation and that you should be fired- not for being a liberal, but for being a judgemental, angry, vindictive, unaccepting, intolerant, close-minded individual whose values might be passed on to their students.

Original Post: A Conservative Teacher

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I Knew I Was Different From Liberal Teachers When…

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I knew I was different than other teachers when during my student teaching, I substituted for a 9th Grade ‘US History’ and 10th Grade ‘Political and Economic Systems’ teacher at nearby High School in a local public school. This event really struck home to me how different I was as a teacher from the majority (50%+) of teachers in public schools, in particular social studies teachers- they were mostly liberal and some were very liberal teachers, and I was a very conservative teacher.

The teacher that I subbed for had so many inappropriate left leaning liberal communist Democrat pieces of propaganda and teaching materials in her room that I was immediately frightened for the students of this teacher. These students were surrounded by slogans and images that assaulted them continuously, especially if they were conservative, Republican, libertarian, or moderate. For example, there was a sticker on her desk that had in large letters “Hey Congress, Don’t let Bush Ruin Social Security.” What purpose does displaying this sticker to a classroom of students have? You put stickers like that where students can view them for the purposes of teaching students that that phrase or thought or idea is acceptable, desired, and to be believed.

Another sticker (covering up the fire alarm) read “Kerry for President.” You know, that’s okay- a lot of social studies teachers collect stickers and slogans and show them as an example of the types of thought that go through American society- as long as they are historical, meaningful, and balanced, there is nothing wrong with that particular sticker. So, seeking parity or equality in political representation in the room, I looked around the room. I immediately saw another large poster displayed that read “Kerry/Edwards”, but had to keep looking before I eventually found a Bush poster in the room. There it was, a big picture of Bush- and tacked over it were dozens of editorials printed from the teacher’s computer that criticized Bush and attacked him- so many angry attacking editorials were taped over Bush’s picture that it was almost entirely covered.

Also up in her room, tacked to the front board, was a print-out of an article calling Bush a dummy, a poster that advocated car pooling with the slogan on it “collectivism beats individualism!”, and a big poster against peace through strength and against a strong nuclear policy (good thing people like her had no power in government during the Cold War, or we’d all be speaking Russian or dead) (bad thing people like her have power over students education on the Cold War).

Skin still crawling and almost in shock at the liberal leftist overload that this room assaulted students with, I browsed through some of her teaching materials (there were no students yet- I had gotten to school early to prepare myself for the days lessons).

One eternal truth that I now know is that a liberal left teacher does not seek to enlighten and educate students, but rather seeks to indoctrinate and brainwash students. Critical thinking and opposing viewpoints are not welcome in a liberal teacher’s classroom, only affirmations of their beliefs to satisfy a liberals lack of self-worth. Because of this truth, once a liberal left teacher is spotted, their teaching materials will obviously be slanted as well, as they seek to warp students to their viewpoints.

This liberal teacher’s unit on WWII was a good example of the type of liberal indoctrination that goes on too frequently in the public schools of the United States. It was liberally slanted- for example, there were long discussions in the class ‘debating’ whether to drop the atomic bombs- but debate is a weak word, since the discussion prompts were designed to point students toward being against dropping the atomic bombs, and in the teacher’s notes she herself wrote down many more arguments against dropping the bombs than for, so in reality, there was no real ‘debate’ with this issue (and from my later questioning of students, they told me that there was little education behind the debate as well, as this teacher felt that military theory and tactics and strategy was un-politically correct to mention in a classroom).

Another key part of this liberal teacher’s WWII lesson focused on a long talk on the Japanese internment, had several days planned on the Holocaust, there was a lecture on how WWII ended the Great Depression, there was a lesson on how rationing and state control of the economy helped to win the war, and lastly there was an article written by a German that criticized the US for bombing civilians. All of these items were in the “WWII” unit. This was all that was in the unit on WWII (I looked through many folders in this teacher’s closet trying to find more).

Lacking from this liberal teacher’s WWII unit were discussions on opening a second front, war aims of the various countries, strategy and tactics of battle, stories from GI’s of individual courage, sacrifice, or heroism, “Saving Private Ryan” type stuff displaying real qualities of people in the war, or anything at all that was moderate or critical of liberal ways of thinking. A student, after spending a week or two learning about WWII in this teacher’s class, would be ill-prepared for anything but a shockingly liberal and incomplete view of WWII.  This liberal teacher, like many more all over the nation, choose to have a discussion about how price controls helped us win WWII rather than discuss the individual heroism of our ancestors in WWII.

Another example from this one teacher’s files was her lesson on rating the Presidents. As she taught it, the Presidents could be rated as FDR 2, Clinton 20, Reagan 40, Bush 25, etc the list was liberally and Democratic slanted.  Her unit on political cartoons was filled with cartoon after cartoon that ripped into conservatives, libertarians, and Republicans- and had not a single cartoon that ripped Democrats or liberals. This teacher had a book on her desk almost burned my hands- it was called “A Necessary Evil” and here is a quote from it ‘antigovernment sentiment is based on a fundamental misunderstanding of history…’ and the book goes on to defend big statist government. This is the type of material that inspired her and that she passed on tot he students in her classroom.

I sat and thought about the situation I was in a little more, and suddenly it occurred to me- it was no surprise that the district had hired, employed, and supported a teacher such as this to teach “Political and Economic Systems.” This class, mandated by the school district, had a syllabus that should have read “Attacking Capitalism and the American Way of Life.” The whole class and semester of learning was just a series of liberal leftist attacks on conservatives, limited government, freedom, individuality, and libertarianism. From looking through all of her materials, it became apparent that every discussion about economics was focused on obligations the employer owed the voluntarily employed employee, and were heavily pro-union.

This liberal teacher’s Progressive Era test actually had the following as the ‘right’ answer- Rockefeller’s description was ‘wealthy industrialist who ran standard oil, and was asked about his duty to the public, replied ‘public be damned.'” The one thing this teacher wants students to take away about an innovative and brilliant industrialist such as Rockefeller is that he said ‘public be damned,’ thereby creating a whole new batch of people who hate Rockefeller and ‘industrialist’s’. Her ‘Progressive Era’ test and teaching materials were interesting- I assumed she meant the time period, and thus other things that occurred during this time, but instead the unit should have been called “Why Progressive’s were Right”. According to students who studied in her class, from 1870 to 1910, the only thing that occurred were Progressives people saying the right things.

The capstone of this class was for students to watch and discuss Michael Moore’s controversial film “Roger and Me.” Again, it’s not necessarily wrong to show this film, if it will serve as a basis for a critical discussion, bring up contrary arguments, and expose different viewpoints to the students, and is matched by some sort of conservative film. But not in a liberal’s class- in this class, it was shown as fact. There was to be no criticism of his methods, beliefs, or agenda allowed. Oh, students did have to get a permission slip signed for this movie- but not because most parents would not want their child learning about this guy and his sick methods and agenda, but because in the movie there is shown “violence against animals.” Rudeness, violence, foul language, heavily slanted viewpoint- no permission slip needed, but “Violence against animals” needs a permission slip.

Liberal students feel encouraged and safe in an environment such as this, while non liberal students are threatened and made to feel unsafe- emotionally they are belittled and told how evil they are, and intellectually they are attacked daily. And it was after seeing this teacher’s classroom and teaching materials that I knew in my heart that I was different than other teachers, and was a heavily conservative teacher, and would have to struggle against the education system the whole time as such. But I don’t care- if I can do even a little bit to counter what this teacher is doing in her classroom through my conservative teacher philosophy of teaching students critical thinking and individual responsibility and real knowledge, I will have made the world a better place.

Original Post: A Conservative Teacher

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Who Indoctrinates the Indoctrinators? Teachers Required to Think Socialist to Get Degrees

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The People’s Republic of China generally makes no distinction between education and propaganda or indoctrination. All three share the common task of changing man. The agencies of education, indoctrination, and propaganda are legion—newspapers, posters, and propaganda leaflets, neighbourhood gatherings for the study of current events, as well as political rallies, parades, and many forms of “mass campaigns” under careful direction. It is evident that the schools constitute only a small part of the educational program.

When the Communists came to power in 1949, they took up three educational tasks of major importance: (1) teaching many illiterate people to read and write, (2) training the personnel needed to carry on the work of political organization, agricultural and industrial production, and economic reform, and (3) remolding the behaviour, emotions, attitudes, and outlook of the people.

Why start with this?  Undoubtedly, many of you already know from simply reading the preceding section.  As we observe the educational establishment in this country, we start to see some interesting parallels between education in communist countries, and what is happening here in the US.

Next, let’s take a look at this from FIRE.

All signs are that the University of Minnesota-Twin Cities is planning to enforce a political litmus test for future teachers. The university’s College of Education and Human Development intends to mandate certain beliefs and values—”dispositions”—for future teachers. Yet that is not enough. It even intends to redesign its admissions process so that it screens out people with the wrong beliefs and values-those who it judges will not be able to be brought around to the correct beliefs and values of “cultural competence” even after remedial training.

Here are the key excerpts regarding how the group describes the “obligatory,” “indispensable” features of “cultural competence” on the level of “Self”:

Our future teachers will be able to discuss their own histories and current thinking drawing on notions of white privilege, hegemonic masculinity, heteronormativity, and internalized oppression.

Future teachers will understand that they are privileged & marginalized depending on context … It is about the development of cultural empathy, if you will. Teachers first have to discover their own privilege, oppression, or marginalization and also are able to describe their cultural identity.

Future teachers will recognize & demonstrate understanding of white privilege[.]

Future teachers will understand the importance of cultural identity and develop a positive sense of racial/cultural identity[.]

On the level of “Self & Others,” future teachers must take the Intercultural Development Inventory, “which measures five of the six major stages of the Developmental Model of Intercultural Sensitivity.” Their “Cultural Intelligence” also will be assessed. They must reveal a “pervasive stereotype” they personally held about an identity group, and presumably argue in their paper that this view has now been “challenged” on the basis of their experiences with that group. They also will be assessed regarding “the extent to which they find intrinsic satisfaction” in being in “culturally diverse situations.”

So, the prospective teacher MUST have certain attitudes and beliefs to gain an educational degree?  Where is this coming from?  To answer that, let’s go back to our original source.

Class and class struggle were related concepts that occupied a central place in the ideology, and a specific aim of education was to develop class consciousness so that all citizens, young and old, would become valiant fighters in the class struggle. School regulations stipulated that 10 percent of the curriculum should be set aside for ideological and political study, but, in practice, ideology and politics were taught and studied in many other subjects, such as language, arithmetic, and history. Ideology and politics permeated the entire curriculum and school life, completely dominating extracurricular activities.

Seeing the comparisons?  Ideology is being pushed as curricula, and the teachers are being required to advocate it in order to either be admitted to an educational program, or to graduate!

Also, take note of the fact that students must reveal a “pervasive stereotype” that they had.  This is also a communist indoctrination tool.  Citizens, particularly in China, where I believe the technique originated, are “persuaded” to “confess” their “sins” (failing, at some point, to be a good communist).  There is a great deal of pressure involved.  This has the effect of weakening the individual, and appealing to the larger group for forgiveness. It successfully uses peer pressure and guilt to bring about a “conversion” to communism.  Note also that the prospective teacher must then state how they enjoy the alternative (communist) views, and should extol its virtues.  The Chinese have found this to be quite useful as an indoctrination technique.

Here is some more from FIRE.

Future teachers create & fight for social justice ...”

Finally, in the area of “Self & Society,”

Future teachers will understand that despite an ideal about what is considered common culture in the United States [“the American Dream”], that many groups are typically not included within this celebrated cultural identity and more often than not, many students with multi-generational histories in the United States are routinely perceived to be new immigrants or foreign. That such exclusion is frequently a result of dissimilarities in power and influence.

One of the sources for this critique is to be the concept of the “myth of meritocracy in the United States.”

This is significant.  Cultural Marxism is a direct attack on western culture, which has, as one of its tenants, an individual’s ability to achieve.  When individuals have the ability to succeed, or even the perception that they can achieve, many will seek to do so, and will achieve success.  Those serve as an example to others, who then think, “If they can do it, I can do it too.”  If this permeates a culture, the people will rely upon themselves to meet their needs, therefore lessening the need for, and the power of, government.   Innovation, free enterprise, and success will follow, providing the most prosperity to the most people.

Conversely, in the socialist state, dependence and hopelessness are vital tools to keep people under government control.  If the government provides for your every need, you are in de-facto slavery to said government.  After all, if the government controls where you live, your medical care, your personal funds, your access to food, and your means of transportation, the settings on your thermostat, the media you  can view, read, or listen to, or even work, do they not effectively control you?  To achieve this level of hopelessness, it is then necessary to convince (indoctrinate) people that they cannot succeed…that dark forces (capitalism, racism, freedom, and so on) are preventing them from having a good life, and that the people’s only salvation can come from the state.

Through thinly veiled ideas of redistribution, like “social justice,” the government will promise these “hopeless” individuals a piece of someone else’s labor.  Of course, all they ask for in return is the grantee’s  freedom.  Once successful, the victims will no longer try to succeed-it will not even be a thought that crosses their minds.  Being taught that it is impossible anyway, they will gladly submit to government control of every aspect of their lives.  In this scenario, government will have succeeded in psychologically neutering their subjects, creating a pliable mass of sheeple that will be dependent and mostly complaint.

For more on this idea, look at the definition of “learned helplessness.”

Learned helplessness, as a technical term in animal psychology and related human psychology, means a condition of a human being or an animal in which it has learned to behave helplessly, even when the opportunity is restored for it to help itself by avoiding an unpleasant or harmful circumstance to which it has been subjected.

It is useful to note the shift in emphasis in Marxism from class to culture.  Marxism in the US follows the “Frankfort School” model of Cultural Marxism, which emphasizes cultural differences rather than class.  For more information on Cultural Marxism, kindly look here.

Yet another aspect of this attack is that we are being separated by our differences rather than being united on our shared values.  We are being pigeon holed into “hyphenated Americans”, rather than simply Americans.  I’ve always seen this as a means to create discord, or fan the flames of old grievances.  When the left does this, they move in to exploit the discord, enhancing their own power at our expense.  Of course, separating us and creating conflicts distracts us all from our real enemy…Marxism (progressivism, liberalism socialism, fascism-it seems our left has taken on flavors of all of them).

So where do these teachers enter into the equation?  Well, if the children have to be indoctrinated at ever-younger ages, there must be teachers trained to do just that.  To make sure that all students are indoctrinated, the left must also insure that all teachers are indoctrinated.  We have to keep in mind that socialism is not a system that cannot tolerate dissent very well.  In fact, socialist states often collapse once the people are able to hear and express ideas openly.  To prevent this from occurring, Marxists must attempt to achieve a monopoly on education.  Think of this when the elites disparage home schooling.  Consider it when they attack private schools and universities.  Ponder it when they want “universal pre-school.”

This level of control over the educational system has nothing to do with the effectiveness of the education, as on those criteria, the public system loses at every turn.  It is the control of the system for all that the left desires.  Once under complete socialist control, the education will continue to be more about indoctrination than knowledge, and there will be no recourse or alternative.

Think of it this way; imagine that people are trapped under socialism.  All they hear, see, read, and are told, extols the virtues of the state, yet they are in poverty, dealing with high levels of crime, corruption, scarcity, and substandard conditions.  Everyone is, with the exception of the ruling class.  If a person in that environment hears that there is a better way, one in which they might be able to gain more from their labor, or be able to speak and live freely…would they be interested?  It sure seemed to work against the former Soviet Bloc.  Had it not, they would not have had to build walls to keep their own people in!

This would also explain why the Soviet Union jammed Radio Free Europe, why the Chinese censor the Internet, why the Iranian regime was severely challenged by protestors using Twitter, why Hugo Chavez is shutting down any media outlet that disagrees with him, and why the Cubans even covered an electronic billboard that we put up on our embassy.  They don’t want their people hearing alternative points of view, or that freedom is a better option than slavery.  Ideas are infectious, and the socialist seeks to stop them from spreading.  It’s also why education is concentrated in the hands of the socialist state.  If the state can thoroughly indoctrinate everyone, starting from the earliest age possible, they can mold the thinking and behavior of a generation; making it less likely that people will have independent thoughts in the future.

Come to think of it, this might also explain why people in our own government are now proposing the complete control education, the airwaves, and the Internet.

Thankfully, FIRE, and other groups out there will fight against these schemes.   We should support this resistance in any way we can.  People must be free in their own thoughts and beliefs.  By resisting the leftist takeover, we delay the drive to the socialist state.  It is useful to remember that a truly free society can tolerate dissent and real diversity of thought…socialist societies cannot.  We don’t have to “convert” anyone to maintain our freedom, but the left must indoctrinate EVERYONE, to achieve total power.  For that reason, we can delay them (at least at this point), but if we’re able to get Conservatives into power, we can start dismantling the liberal power structure in DC.  This will free the states and local communities to fight liberalism at home, which is where that fight begins… and where it can be won.

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