What education “reformers” really think
April 18, 2010
What they really think!
Yes, they really said this stuff!
“Every child who believes in God is mentally ill.”
Paul Brandwein, Leading U.S. child psychologist
Source: Bill Clinton: Friend or Foe? by Ann Wilson, 1993, 1994, page 175. Also: Midnight Messenger, May-June 2001, page 1. Hardcopy- page 175 from Wilson’s book. The Social Sciences: Concepts and Values, 1970, page 10.
“There is no such thing as other people´s children.”
A favorite saying of Hillary Rodham Clinton , Newsweek magazine, Jan. 15, 1995, p. 3
In his A Taxonomy of Educational Objectives, p. 185, Benjamin Bloom (OBE guru) indicates that a student attains OBE´s “higher order thinking” when he no longer believes in right or wrong. ” A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …Also a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.” —Benjamin Bloom, psychologist and educational theorist, in “A Taxonomy of Educational Objectives”
“Every child of America entering school at the age of five is mentally ill, because he comes to school with certain allegiances toward his founding fathers, towards his elected officials, towards his parents, toward a belief in a supernatural being, towards the sovereignty of his nation as a separate entity. It´s up to you teachers to make all these children well, by creating international children of the future.” Chester Pierce, Dept. of Educational Psychology, Harvard University, as reported in “Christian Awareness Newsletter, Summer/Fall, 1991, p. 10. He was speaking to a gathering of teachers in Denver.
“How dare you believe you have the right to raise your children by yourself. Raising children is a complex responsibility. We all have to work together.” Dr. Chu Chu Saunders, Philadelphia´s deputy health commissioner, at the 15th annual Children´s Defense Fund Convention in Seattle, March 1995. Dr. Saunders was explaining the meaning of the African proverb “It takes a whole village to raise a child.”
“I believe that school is primarily a social institution.” –– John Dewey, Father of Progressive Education, Honorary President of the NEA (1932), co-author of “The Humanist Manifesto”
Also “The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to me a perversion.” –John Dewey, in his essay “The Primary Education Fetish”; -Dewey was an early 20th century socialist and is an icon of American education theory in teachers´ colleges
“[I]t is best not to tell the truth about the substance on an educational program until after the fact (the fait accompli), when the profound results supposedly will render its merits obvious.” –Ronald G. Havelock, The Change Agent´s Guide to Innovation in Education, (Englewood Cliffs, NJ: Educational Technology Publications, 1973), pp.123-124
“We have to let the students know that there are no right answers…” —William Glasser, OBE-style Education Reformer, in “Schools Without Failure”
“One high school principal… even refused to agree that every graduate should know something about the Depression, the Holocaust and World War II. He suggested, rather, that any definition of cultural landmarks was arbitrary and, therefore, presumptuous.” —Vincent Carroll, “In Littleton, Colo., Voters Expel Education Faddists”, The Wall Street Journal, November 18, 1993
The Teacher Union on Reform
“Although they [children] appear to behave appropriately and seem normal by most cultural standards, they may actually be in need of mental health care in order to help them change, adapt, and conform to the planned society where there will be no conflict of attitudes or beliefs.” National Education Association, National Training Laboratory Manual, p. 47
“In the struggle to establish an adequate world government, the teacher has many parts to play. …He can do much to prepare the hearts and minds of children for global understanding and cooperation. … At the very top of all agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.” —Joy Elmer Morgan, editor of the NEA Journal, editorial, Jan. 1946
“The NEA will become a political power second to no other special interest group. The NEA will have more to say about how a teacher is educated, whether he should be admitted to the profession, and whether he should stay in the profession.” — Sam Lambert, Executive Secretary of the NEA, 1967
“[T]he teacher will be the conveyor of values. …Teachers no longer will be victims of change; we will be agents of change.” — Katherine Barret, former NEA president, in “NEA, Education for a Global Community,” Freemen Digest, p. 29
“[T]here is no such thing as a fundamental parental right.” —Michael Simpson, National Education Association Assistant General Council, at a religious liberties conference sponsored by the Rutherford Institute
“It´s time to admit that public education operates like a planned economy, a bureaucratic system in which everybody´s role is spelled out in advance and there are few incentives for innovation and productivity. It´s no surprise that our school system doesn’t improve: Its more resembles the communist economy than our own market economy.” —Albert Shanker, President of the American Federation of Teachers (rival to the NEA), as quoted in “Separating Schools and State”, by Sheldon Richman, 1994, P.11
“Children …are not owned by their parents. … the Christian fundamentalists who want the freedom to indoctrinate their children with religious education do not understand [that] the law prevents them from legally teaching their kids prevents someone else from abusing theirs.” —Kathy Collins, former legal counsel to the Iowa Department of Education
“If the parents are going to have influence — not rights, but influence — in the educational system, these kinds of discussions need to be taking place. … [T]he Washington State PTA will vigorously oppose HB1172 [The Parents´ Bill of Rights]” — Marsha Holland, Parent Involvement Director of the Washington State PTA, in testimony before the Washington State Legislature, House Education Committee, February, 1995. The bill dealt with parents´ rights over their children´s education when dealing with the schools.
Tags: Philosophy of Ed"Reform", reform
What they really think!
Yes, they really said this stuff!
“Every child who believes in God is mentally ill.”
Paul Brandwein, Leading U.S. child psychologist
Source: Bill Clinton: Friend or Foe? by Ann Wilson, 1993, 1994, page 175. Also: Midnight Messenger, May-June 2001, page 1. Hardcopy- page 175 from Wilson’s book. The Social Sciences: Concepts and Values, 1970, page 10.
“There is no such thing as other people´s children.”
A favorite saying of Hillary Rodham Clinton , Newsweek magazine, Jan. 15, 1995, p. 3
In his A Taxonomy of Educational Objectives, p. 185, Benjamin Bloom (OBE guru) indicates that a student attains OBE´s “higher order thinking” when he no longer believes in right or wrong. ” A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …Also a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.” —Benjamin Bloom, psychologist and educational theorist, in “A Taxonomy of Educational Objectives”
“Every child of America entering school at the age of five is mentally ill, because he comes to school with certain allegiances toward his founding fathers, towards his elected officials, towards his parents, toward a belief in a supernatural being, towards the sovereignty of his nation as a separate entity. It´s up to you teachers to make all these children well, by creating international children of the future.” Chester Pierce, Dept. of Educational Psychology, Harvard University, as reported in “Christian Awareness Newsletter, Summer/Fall, 1991, p. 10. He was speaking to a gathering of teachers in Denver.
“How dare you believe you have the right to raise your children by yourself. Raising children is a complex responsibility. We all have to work together.” Dr. Chu Chu Saunders, Philadelphia´s deputy health commissioner, at the 15th annual Children´s Defense Fund Convention in Seattle, March 1995. Dr. Saunders was explaining the meaning of the African proverb “It takes a whole village to raise a child.”
“I believe that school is primarily a social institution.” –– John Dewey, Father of Progressive Education, Honorary President of the NEA (1932), co-author of “The Humanist Manifesto”
Also “The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to me a perversion.” –John Dewey, in his essay “The Primary Education Fetish”; -Dewey was an early 20th century socialist and is an icon of American education theory in teachers´ colleges
“[I]t is best not to tell the truth about the substance on an educational program until after the fact (the fait accompli), when the profound results supposedly will render its merits obvious.” –Ronald G. Havelock, The Change Agent´s Guide to Innovation in Education, (Englewood Cliffs, NJ: Educational Technology Publications, 1973), pp.123-124
“We have to let the students know that there are no right answers…” —William Glasser, OBE-style Education Reformer, in “Schools Without Failure”
“One high school principal… even refused to agree that every graduate should know something about the Depression, the Holocaust and World War II. He suggested, rather, that any definition of cultural landmarks was arbitrary and, therefore, presumptuous.” —Vincent Carroll, “In Littleton, Colo., Voters Expel Education Faddists”, The Wall Street Journal, November 18, 1993
The Teacher Union on Reform
“Although they [children] appear to behave appropriately and seem normal by most cultural standards, they may actually be in need of mental health care in order to help them change, adapt, and conform to the planned society where there will be no conflict of attitudes or beliefs.” National Education Association, National Training Laboratory Manual, p. 47
“In the struggle to establish an adequate world government, the teacher has many parts to play. …He can do much to prepare the hearts and minds of children for global understanding and cooperation. … At the very top of all agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.” —Joy Elmer Morgan, editor of the NEA Journal, editorial, Jan. 1946
“The NEA will become a political power second to no other special interest group. The NEA will have more to say about how a teacher is educated, whether he should be admitted to the profession, and whether he should stay in the profession.” — Sam Lambert, Executive Secretary of the NEA, 1967
“[T]he teacher will be the conveyor of values. …Teachers no longer will be victims of change; we will be agents of change.” — Katherine Barret, former NEA president, in “NEA, Education for a Global Community,” Freemen Digest, p. 29
“[T]here is no such thing as a fundamental parental right.” —Michael Simpson, National Education Association Assistant General Council, at a religious liberties conference sponsored by the Rutherford Institute
“It´s time to admit that public education operates like a planned economy, a bureaucratic system in which everybody´s role is spelled out in advance and there are few incentives for innovation and productivity. It´s no surprise that our school system doesn’t improve: Its more resembles the communist economy than our own market economy.” —Albert Shanker, President of the American Federation of Teachers (rival to the NEA), as quoted in “Separating Schools and State”, by Sheldon Richman, 1994, P.11
“Children …are not owned by their parents. … the Christian fundamentalists who want the freedom to indoctrinate their children with religious education do not understand [that] the law prevents them from legally teaching their kids prevents someone else from abusing theirs.” —Kathy Collins, former legal counsel to the Iowa Department of Education
“If the parents are going to have influence — not rights, but influence — in the educational system, these kinds of discussions need to be taking place. … [T]he Washington State PTA will vigorously oppose HB1172 [The Parents´ Bill of Rights]” — Marsha Holland, Parent Involvement Director of the Washington State PTA, in testimony before the Washington State Legislature, House Education Committee, February, 1995. The bill dealt with parents´ rights over their children´s education when dealing with the schools.
Tags: Philosophy of Ed"Reform", reform