Public Schools Change Young Evangelicals' Values

Why did 18-to-29-year-old evangelicals vote for Barack Obama despite his apostasy on the fundamental moral issues of abortion and same-sex unions? They voted 32 percent for Obama, twice the percentage of that demographic group who voted for John Kerry in 2004.

Many of these young people identify "social justice" as the reason that led them to relegate the prime moral issues of life and marriage to the back burner. But the term "social justice" does not define a moral cause -- it is left-wing jargon to overturn those who have economic and political power.

What caused young evangelicals, the children of the so-called "religious right," to change their moral imperatives so dramatically? Most likely it's the attitudes and decision-making they learned in the public schools, which 89 percent of U.S. students attend.

The public schools took a major left turn in the 1960s, when humanist John Dewey and the instructors he trained at Columbia Teachers College began their put-down of objective truth and authoritative notions of good and evil. In the 1970s, Sidney Simon's best-seller "Values Clarification" taught students to cast off their parents' values and make their own choices, often aided by Kinsey-trained sexperts determined to change our sexual mores.

By the 1980s, many radical antiwar activists of the 1960s had become tenured college professors, so teachers colleges and public schools opened their doors to "social justice" instruction. Among these '60s radicals was Weather Undergrounder William Ayers, who escaped prosecution only because of government misconduct in collecting evidence against him and then emerged as a professor of education at the University of Illinois at Chicago.

Ayers developed quite a following as he taught resentment against America. In 2008, he was elected by his peers as vice president for curriculum studies of the American Education Research Association, the nation's largest organization of education professors and researchers.

In 1983, Humanist Magazine featured an article that boasted, "The battle for mankind's future must be waged and won in the public school classroom." Ayers put it this way: "Education is the motor-force of revolution."

Ayers became a leading advocate of "social justice" teaching -- i.e., getting students to believe that they are victims of an unjust, oppressive and racist America. Community organizers can then use these young people to vote and otherwise carry out Ayers' "revolution."

Ayers has been on a decades-long mission to transform education into anti-American indoctrination and to get young people to demand government control of the economy, politics and culture. We see the result in the 2008 post-election surveys: Seven out of every 10 voters between the ages of 18 and 29 now favor expanding the role of government and agree that the government should do more to solve the nation's problems. It's obvious which party and which candidates will get their vote.

Ayers worked closely with Barack Obama in the 1990s when Obama headed the Chicago Annenberg Challenge, which gave $160 million in grants to so-called school-reform projects. Ayers and Obama guided some of this Annenberg money to community organizers such as ACORN.

The National Association of Scholars reports that use of the term "social justice" is today understood to mean "the advocacy of more egalitarian access to income through state-sponsored redistribution." That is academic verbiage for Barack Obama's assertion that he wants to "spread the wealth around."

"Rethinking Schools" is a Milwaukee-based organization that publishes instructional materials to assist teachers how to "weave social justice issues throughout the curriculum." Lessons include "Rethinking Mathematics: Teaching Social Justice by the Numbers" and "Reading, Writing and Rising Up: Teaching About Social Justice and the Power of the Written Word."

Howard Zinn, author of the anti-American "People's History of the United States," urges educators to prioritize "social justice" education over political neutrality. In a 1998 interview, he said "quiet revolution" to move us toward "democratic socialism" was his goal in writing "People's History."

The thinking of teachers is further molded at expensive conferences, financed by billing the taxpayers. The National Association for Multicultural Education (NAME) sponsors seminars with titles such as "Our Work as Social Justice Educators," "Teaching for Social Justice in Elementary Schools," "Dismantling White Privilege and Supporting Anti-Racist Education in Our Classrooms and Schools" and "Creating Change Agents Who Teach for Social Justice."

This "social justice" curriculum results in a heavy cost in time not spent on the basics. Young Americans who are exposed to Ayers' radical left-wing ideas generally have little background information to help them evaluate bias and errors.

Barack Obama's selection for secretary of education is his crony Arne Duncan, who most recently made news by recommending the creation of a Chicago Social Justice High School-Pride Campus, where half the students would be homosexuals and the other half straight. Somehow that school was canceled just about the time that Obama announced Duncan's appointment.

· I am a product of the government schools (GS). I graduated from high school in 1957 and was exposed to several hundred teachers. Most were dedicated professionals. And I can STILL name the EXCEPTIONAL ones.
Edna Kleinmeyer who didn’t just teach English: She imbued us with a love of language I carry to this day. It was Ms. Kleinmeyer who told me I had a gift for writing;
Charlie Kluckholn, the tough old wrestling coach who taught chemistry and gave me some of the best advice I had received to that time;
Charles Huffman, the homeroom teacher who helped me over a very rough spot in my life;
Franklin Jefferis, a “lowly” shop teacher, whose love of a job well done was wordlessly communicated to his kids in thousands of subtle ways. Mr. Jefferis died soon after I graduated. One October night, I “visited” him – alone — at the funeral home and wept as I thanked him one last time.
But the current GS are radically different from the system through which I passed 50 years ago. Know that my concern and hostility are NOT directed at those who still TEACH — really teach, really want the best EDUCATION for the kids, want to prepare them academically for the future.
Those feelings are reserved for SCHOOL ADMINISTRATORS who have socialist/collectivist agendas or quietly acquiesce to the agendas imposed on them from above. They know that what is going on is wrong, but say nothing lest they jeopardize their careers. Author Thomas Sowell calls these folks “the anointed.” And as the title of his book on the subject, “The Vision of The Anointed,” indicates, they HAVE a vision!
That it is NOT the PARENTS’ vision is of no concern to them.
When my kids were still in the GS, my wife and I were quite active. The Principal of their elementary school chose me to represent the school in something called the LSAC (Local School Advisory Committee) program. I attended several meetings held at the County Board of Education headquarters. I came away from the VERY FIRST of those meetings with these impressions:
1. Those folks DID NOT speak English. Through tight little smirks clearly indicative of the low esteem, indeed, contempt, they had for the uninformed and ignorant gaggle of parents arrayed before them, they spoke in buzz words and technobabble code only they comprehended. At one point — to the visible relief of the other parents — I stopped one woman’s presentation and asked for a translation of what she’d said. She was NOT pleased!
2. They DID NOT want parents involved! Cookie sales and PTA? OK. Serious criticism of a course or textbook? Verboten! Your option was private or parochial school. There very little home schooling then.
3. Most of these people MAY have once been educators. They were now bureaucrats guarding their turf.
4. Many of those administrative folks were making over $50K and, though I looked for signs of it, I saw little evidence of anything resembling “work.” And this was 20 years ago when the average classroom teacher earned less than $25K.
5. There were WAY too many administrators in the GS. It is a perfect opportunity to provide make-work sinecures for “anointed” members of the educational fraternity. Four years as an Air Force instructor taught me how to spot the signs.
Here’s the “bottom line:” Simply hurling more money into the black hole of the GS WILL NOT WORK. Most of that money will NEVER get to the classroom or into the pockets of DESERVING teachers who actually TEACH. And teach what any sensible human being – REGARDLESS of race, faith or ethnicity — instinctively understands to be correct, morally defensible material.
Bush is right about one thing: We need accountability! Perhaps you recall Clinton’s asinine plan to send 100,000 PAID Americorps “volunteers” into the grade schools to TEACH KIDS TO READ. Why hadn’t their PREVIOUS teachers – OR THEIR PARENTS! — taught them to perform that rather basic skill???
Think about what you just read as YOUR local government schools continue to raise YOUR property taxes.
Another encounter with “The System”
In 1978, my wife and I came to know a young woman named Patty. She
was a devoutly religious young mother who’d become more devout when her
husband and father of her two small sons aged 2 and 6 informed her that he
was leaving. In dire economic straits, I offered to let her stay in our
former home in Chamblee — which was not rented at the time – rent-free until she got back on her feet. She had been clandestinely home schooling the 6 year
old for about 2 years using very well done Christian course materials from
an organization in Texas the name of which escapes me. The lad had recently been tested and had placed at least a year ABOVE his chronological age. As required by the government school authorities at the time, she dutifully apprised the authorities of his scores.
For reasons which would become clear in a moment, Patty had been harassed by the DeKalb County school authorities for about 6 months and, by the time she moved into the Chamblee house, had been — unbeknownst to us — ORDERED to put the 6 year old into the nearest government elementary school or suffer the consequences. Because she wanted the boys to be educated Christians, there was no way she was going to do that and she told them so.
At approximately 2 am one morning, a loud knock on the door announced the
arrival of the aforementioned “consequences.”
Dressed only in a nightgown, she was confronted by several burly police officers who thrust an arrest warrant in her face. With the now awakened 6 year old watching and the 2 year old wailing in the other room, she was handcuffed and led out the door to jail. She was tossed into a large cell with a couple of hookers and a junkie who spent much of the rest of that morning vomiting in the corner. The two young boys for whom the educational authorities professed such great concern were just left AT THE HOUSE — ALONE! Patty was later told that the bureaucrats from Children Services who were SUPPOSED to accompany the cops were late and, in their haste to get this dangerous miscreant behind bars, the cops just missed the fact that the Children Services people were, well, missing. The CS folks showed up an hour later to find two terrified kids, one of whom had just seen his mother hauled off in cuffs.
Patty was ultimately brought to trial under the Georgia Truancy Statutes. Her pro-bono attorney tore the school authorities to shreds and hers has been called THE case that opened the floodgates to home schooling in Georgia. Once they had all the facts, the jury didn’t take long to acquit her. I’m proud to have played a small part in that.
At Patty’s trial, a previously overlooked aspect of the government schools was put into sharp focus for those paying attention: The Director of Instruction for DeKalb County testified that the then current 7 hour school day consisted of an average of approximately 3 hours or less of instruction. At that time, Patty was devoting 4 to 5 hours a day to direct instruction.
He also as much as admitted that the REAL reason they wanted ALL these kids in school was the $3,000.00 per kid per year (I’m sure that number is higher in 2001!) they then got from the state and federal government. Empty seats = lost funds. As in most things, follow the money.
Patty home schooled these two boys through high school.
And how did the boys turn out?
One is now a physician and the other a budding journalist.
But that now seems to be the norm for the growing legions of home schooled kids – which most likely explains why the NEA and the government school folks feel so threatened. For what it’s worth, a home schooled kid won the last National Spelling Bee.
Thomas Jefferson believed an EDUCATED PUBLIC to be the cornerstone of the system he and the other Founders TRIED to leave behind. He would NOT, I feel certain, be a big fan of the current government education system. If he returned today, he’d home school just as he did before.
http://www.youtube.com/watch?v=D0lR1KQq2-U

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ANOTHER REASON TO HOMESCHOOL