Why Our Children Don’t Think There Are Moral Facts

What would you say if you found out that our public schools were teaching children that it is not true that it’s wrong to kill people for fun or cheat on tests? Would you be surprised?

I was. As a philosopher, I already knew that many college-aged students don’t believe in moral facts. While there are no national surveys quantifying this phenomenon, philosophy professors with whom I have spoken suggest that the overwhelming majority of college freshmen in their classrooms view moral claims as mere opinions that are not true or are true only relative to a culture.

A misleading distinction between fact and opinion is embedded in the Common Core.

What I didn’t know was where this attitude came from. Given the presence of moral relativism in some academic circles, some people might naturally assume that philosophers themselves are to blame. But they aren’t. There are historical examples of philosophers who endorse a kind of moral relativism, dating back at least to Protagoras who declared that “man is the measure of all things,” and several who deny that there are any moral facts whatsoever. But such creatures are rare. Besides, if students are already showing up to college with this view of morality, it’s very unlikely that it’s the result of what professional philosophers are teaching. So where is the view coming from?

A few weeks ago, I learned that students are exposed to this sort of thinking well before crossing the threshold of higher education. When I went to visit my son’s second grade open house, I found a troubling pair of signs hanging over the bulletin board. They read:

Fact: Something that is true about a subject and can be tested or proven.

Opinion: What someone thinks, feels, or believes.

Hoping that this set of definitions was a one-off mistake, I went home and Googled “fact vs. opinion.” The definitions I found online were substantially the same as the one in my son’s classroom. As it turns out, the Common Core standards used by a majority of K-12 programs in the country require that students be able to “distinguish among fact, opinion, and reasoned judgment in a text.” And the Common Core institute provides a helpful page full of links to definitions, lesson plans and quizzes to ensure that students can tell the difference between facts and opinions.

So what’s wrong with this distinction and how does it undermine the view that there are objective moral facts?

First, the definition of a fact waffles between truth and proof — two obviously different features. Things can be true even if no one can prove them. For example, it could be true that there is life elsewhere in the universe even though no one can prove it. Conversely, many of the things we once “proved” turned out to be false. For example, many people once thought that the earth was flat. It’s a mistake to confuse truth (a feature of the world) with proof (a feature of our mental lives). Furthermore, if proof is required for facts, then facts become person-relative. Something might be a fact for me if I can prove it but not a fact for you if you can’t. In that case, E=MC2 is a fact for a physicist but not for me.

But second, and worse, students are taught that claims are either facts or opinions. They are given quizzes in which they must sort claims into one camp or the other but not both. But if a fact is something that is true and an opinion is something that is believed, then many claims will obviously be both. For example, I asked my son about this distinction after his open house. He confidently explained that facts were things that were true whereas opinions are things that are believed. We then had this conversation….

By Justin P. McBrayer – New York Times –

Common Core’s Communist Core

“Common Core” is a standardized US national curriculum which leaves no doubt that the country has been subverted by a Cabalist satanic cult, i.e. Communism. The goal is to brainwash, dumb down and enslave the young generation.

The New American’s assessment of the proposed history standards describes the ideological bias of the proposed history curriculum this way:

Instead of focusing on actual U.S. history, for example, critics say the radical new Advanced Placement (AP) history curriculum represents hard-core Marxist indoctrination…the new scheme hypes and exaggerates real or imagined wrongs while presenting everything in a collectivist mold. Meanwhile, it downplays and ignores virtues and goodness in America’s historical development and its experiments with liberty and self-government.”

Language and math lessons propagandize environmental and political agendas that vested interests would like young minds to absorb. Think re-education in the best tradition of Mao.

The primary creators of the curriculum refer to the Common Core competencies as “cognitive and psychological aptitudes”. We’ve finally turned our educational system over to the psychologists lock, stock and barrel.

Parental rights are covertly pre-empted in ways such as eliciting descriptions of family roles and behavior from kindergartners, and teaching fifth graders that they should “Define sexual orientation as the romantic attraction of an individual to someone of the same gender or of a different gender. “The sexual education agenda would more appropriately be classified as pornography 101. One critic noted that there is no longer any “abnormal” sex… Every type of sexual activity is taught to be normal and acceptable, even pornography. By the eighth grade, youth should be taught about all forms of birth control, including the “morning after pill.”

Language lessons increasingly replace classic literature with short technical articles as students get older. By the senior year in high school, 70% of their reading material will be composed of political or scientific writings, pieces infused with the political agendas of the party in power or opinion pieces. Great literature is devalued and the student may only get to experience excerpts of the works.

Mathematics takes on a bizarre new structure….even parents will have trouble learning this new, unnecessarily complicated method even of doing simple addition. Many children are experiencing high levels of stress as they go through the lessons and the examinations. Manifestations … include vomiting, sobbing, involuntary urination, panic attacks and illness….

By Henry Makow – Henry Makow.com –

Arizona House Votes to Ban Common Core

An Arizona House committee voted yesterday in favor of legislation that would eliminate Common Core school standards, marking the Grand Canyon State’s first serious move toward doing away with the federally-imposed curriculum.

On Wednesday, a House education committee voted 5-2 in favor of House Bill 2190, a bill prohibiting the adoption and implementation of Common Core standards.

“Notwithstanding any other law, the State Board of Education may not adopt and the Department of Education may not implement the Common Core standards, the state’s College and Career Ready Standards, or any other standards or assessments that are aligned with standards or assessments proposed by the Partnership for Assessment of Readiness for College and Careers,” the bill’s text reads. “Any actions that were previously taken to adopt or implement standards or assessments that conflict with this section are void on the effective date of this section.”

The Arizona State Board of Education adopted the Common Core federal standards in 2010, but as in other parts of the nation they’ve proven unpopular with parents and many conservatives who claim the curriculum is too costly and another way for the federal government to wrest control of education from the state.

Arizona State Superintendent Diane Douglas (R) recently ran on an anti-Common Core platform, and won, exemplifying the state’s discontent with the caustic standards.

By Adan Salazar – Prison Planet.com –

“Common Core is the Communist Core I Went Through in China”

Lily Tang Williams, a Chinese immigrant mother shares her thoughts on Common Core and her Chinese education. “I came to this country for freedom and for individual rights and liberty and to be left alone by the government. But now, how can I let my child go through the same thing I once did in China?”

By Lily Tang Williams – Investment Blog Watch –

Schools Don’t Teach Kids to Read

A high school English teacher at Rosemount High School in Minnesota, which was called a “top ranked school” by the Minnesota Department of Education, given the Blue Ribbon School of Excellence Award by the U.S. Department of Education, and named a top school in the nation for 2014 by Newsweek Magazine, just wrote a shocking letter alerting parents and the public that her high school juniors can’t read. Her letter published by the Minnesota Star Tribune on December 4 was eloquent, so I quote it verbatim.

Can’t Read“We are in the midst of one of the greatest literacy crises ever encountered, and we are fighting an uphill battle. Every day I experience firsthand what it means to be illiterate in a high school classroom. Average students with average abilities can fervently text away, but they cannot read.”

She said some of her students just sleep away an assigned unit. Others resort to depression or aggression. She gave them a not very difficult test, but they couldn’t read the test.

When she assigns her students a book to read, they often don’t even try to read it. Ask them why, they say “It’s boring.” She wrote that this translates into “It’s too hard to read.” The teacher appeals to parents and the public, saying, “I need your help.”

Don’t count on the shift to Common Core to teach school kids to read. Common Core will change the assigned stories and books, but it won’t change the fact that elementary school kids are only taught how to memorize a few dozen “sight,” mostly one-syllable, words, but not taught phonics so they can sound out the syllables and then read the bigger words in high school and college assignments.

Students are not assigned or motivated to read whole books. In the name of “close reading,” they are given short so-called “informational” excerpts to read over and over in class, almost until they are memorized. You don’t find the students going to the library to take out and read the classics, and students don’t acquire the vocabulary necessary to do college work.

Limited reading skill means that what the students read is tightly controlled. Common Core has rewritten the history of America’s founding to present James Madison, Thomas Jefferson and other Founders to fit the leftwing narrative of gender, race, class, and ethnicity, and students have neither motivation nor skill to seek out the true history of the Founders.

Common Core does, however, find space for stories that many parents find morally objectionable such as “The Bluest Eye” by Toni Morrison.

By Phyllis Schlafly – Eagle Forum –

Manufacturing Satanism: A Personal Memoir

By Lasha Darkmoon – Darkmoon.me –

It has come to this: little children are now being taught Satanism in schools and encouraged to masturbate in the classroom by their teachers. These heavily medicated and dumbed down kids, without their parents’ knowledge or consent, are being systematically turned into the sex perverts and serial killers of the future.

These children don’t know how to add or subtract. They don’t know if the world is flat or round. They don’t know where the Atlantic Ocean is and they can’t find America on a world map. But they know how to use a dildo.

Little girls are being given detailed instructions how to strip and strap on these artificial penises, which they are then told to insert into the vaginas of other little girls— 6th graders aged 11 and upwards who, like themselves, are presumably ready for the raptures of sapphic sex.

Where these beginner lesbians are expected to practice their sex games—for let’s not be killjoys and call their innocent erotic pastimes “perversions”—is not altogether clear.

“Shocking images out of a classroom in Nebraska [we are told in a controversial new article] illustrate how 11-12 year olds in 6th grade are being taught under new federally mandated Common Core educational standards how to use strap-on dildos. The pictures were taken by a student with a cellphone camera. They show a teacher demonstrating how to use a strap-on sex toy in a number of different positions.

In one image, the teacher even shows how to insert the strap-on while her buttocks are in the air and her legs up over her head. In another image, the woman shows the children how to wear a harness to which the strap-on is attached.

Newly implemented Common Core educational standards have been assailed for their attempt to create a lowest common denominator form of teaching which many assert only works to dumb down lessons and prevent smart students from excelling, but these images give a glimpse into an even darker side to the federally mandated rules.

The Secrets of the Fed website also points to a book being given to 4th graders under new Common Core standards entitled It’s Perfectly Normal, which teaches children as young as nine how to masturbate.”

 
Continue Reading

How Obama Instituted Common Core On The Sly

By Keith Koffler – WealthyDebates.com –

It seems like the new Common Core educational standards suddenly appeared out of nowhere, doesn’t it? All of a sudden, every kid was getting a Common Core education. The whole thing just materialized before we got a chance to think about it!

It seems that way, right? Well, that’s because it is that way. By design.

Through a combination of lavish spending by Microsoft’s Bill Gates and swift movement by the Obama administration, the Common Core standards that have now become so controversial were instituted pretty much before anyone knew what was happening. And of course – this is the Obama administration we’re talking about – without the cumbersome, annoying intrusion of democratic processes.

That’s the point of a superb article published recently in the Washington Post. Here’s what happened, according to the Post:

“The Bill and Melinda Gates Foundation didn’t just bankroll the development of what became known as the Common Core State Standards. With more than $200 million, the foundation also built political support across the country, persuading state governments to make systemic and costly changes . . .

Money flowed to policy groups on the right and left, funding research by scholars of varying political persuasions who promoted the idea of common standards . . .”

President Obama seized the opportunity to push something through without congressional input. Gates’ influence permeated the administration.

“While the Gates Foundation created the burst of momentum behind the Common Core, the Obama administration picked up the cause and helped push states to act quickly . . .

Several top players in Obama’s Education Department who shaped the administration’s policies came either straight from the Gates Foundation in 2009 or from organizations that received heavy funding from the foundation.

Before becoming education secretary in 2009, Arne Duncan was chief executive of the Chicago Public Schools, which received $20 million from Gates to break up several large high schools and create smaller versions, a move aimed at stemming the dropout rate.

As secretary, Duncan named as his chief of staff Margot Rogers, a top Gates official he got to know through that grant . . .”

They figured out a scheme that avoided a lot of scrutiny, avoided Congress, and avoided the law.

 
Continue Reading

National Common Core Database to Track Kids From Birth

By Michelle Malkin – RadixNews.com –

Attention, parents: Have your little ones been subjected to “TS Gold” in school yet? If you care about student privacy, data mining and classroom intrusions, you might want to start asking questions and protecting your children now before it’s too late.

What’s happening here in Colorado with this onerous testing regime is happening everywhere. Informed families and teachers from all parts of the political spectrum agree: It’s a Big Government/Big Business “gold” rush you don’t want to join.

“TS Gold” stands for Teaching Strategies Gold. This “school readiness assessment system” was mandated in our state several years ago. It has already permeated private day-care centers and preschools; pilot testing in publicly funded preschools and kindergartens is currently taking place. More than 42,000 kids in Colorado alone have been subjected to the assessments.

Most parents have no idea the scheme is on track for full implementation by the 2015-2016 school year. The company already plans to expand assessments to cover children from birth through third grade. Competitors include California’s “Desired Results Developmental Profile” system and the “HighScope Child Observation Record.”

TS Gold’s creators describe the testing vehicle as “an early childhood assessment system” that purportedly measures the “whole child.” What that means is that the tests are not only for “literacy, mathematics, science and technology, social studies and the arts,” but also for “developmental domains including social emotional, physical, language and cognitive development.”

Aligned to the federal Common Core standards, which were designed and copyrighted by a small cadre of Beltway educrats, TS Gold received $30 million in federal Race to the Top subsidies in 2012. The assessors have 38 “objectives” arranged under nine topics of academic learning, psychomotor data and social-emotional development. Students are rated and recorded on their ability to do things like “respond to emotional cues,” “interact cooperatively” and “cooperate and share ideas and materials in socially acceptable ways.”

TS Gold directs teachers to document student behaviors with videos, audio files, journals and photos — which are then uploaded to a central database cloud. Already overwhelmed by myriad testing burdens, teachers must undergo intensive training that takes scarce time away from actual instruction. Educators must gather disturbingly intimate and personal data every school day, collate and upload it, and then file lengthy “checkpoint ratings” on each child every 10 to 12 weeks.

Creeped out yet? This is just the tip of the data-mining iceberg….

nbsp;
Continue Reading

Obamanized schools: Illegals take precedence over U.S. students

English competency tests in Spanish, waiver of health & immunization requirements for illegal students

Just when you think you’ve heard it all, comes this report from the New Orleans Times-Picayune, detailing the gutless response to the Obama administration depositing over 1,200 illegal Central American minors in Louisiana. The state has authorized the federally imposed Common Core test for English Language Arts and Literacy to be administered in….Spanish.

State schools Superintendent John White ordered the controversial test —- called the Partnership for Assessment of Readiness for College and Careers (PARCC) to be given in Spanish to newly arrived illegal foreign nationals.

To his credit, Gov. Bobby Jindal tried to block White and the Louisiana Board of Elementary and Secondary Education from purchasing the PARCC test for Louisiana schools this summer, but was unsuccessful.

Judge Todd Hernandez ruled against the governor, saying Jindal had acted inappropriately in blocking the test purchase. Jindal is appealing the ruling…

Apparently, it’s unfair that people who illegally invade our country should be subject to the same rules as ordinary American citizens. And, if your children come down with a mysterious Central American virus, there’s always the fallback of Obamacare.

Since October, approximately 63,000 unaccompanied minors have illegally entered the United States through our southern border. The vast majority are from Central America.

 
Continue Reading

Huge Lawsuit Launched That Could Take Down Common Core

From ConservativeTribune.com –

Gretchen Logue and Anne Gassel, anti-Common Core activists from the Missouri Coalition Against Common Core have joined together with Fred N.Saur, a former Republican candidate to file a lawsuit against Gov. Jay Nixon to stop taxpayer dollars from being used to fund the Smarter Balanced Assessment Consortium.

The SBAC is one of two organizations responsible for creating tests that are aligned with the standards set forth in Common Core. This lawsuit could take it down, and “Common Core” with it, for good.

In the lawsuit, the group alleges that the SBAC is “an unconstitutional interstate compact that was not approved by Congress, in violation of the Compact Clause of the U.S. Constitution, Article I, Section 3, Clause 10.” Logue and Gassel also accuse Gov. Nixon’s support and conduct in committing the state of Missouri to the adoption of Common Core standards of violating many state and federal statutes.

 
Continue Reading