Dr. Joseph P. Farrell Ph.D.
July 30, 2017
The dog days of August will soon be upon us, and with them, millions of happy, skipping, playing children will soon be off to their local Amairukuhn public edgykayshun screwl where they will listen attentively to their
teachers facilitators who will teach facilitate the transfer of information and critical thinking ability osmotic absorption of sensitivity and higher consciousness and politically correct attitudes, and learn how to spell and read use learn how to invent gender neutral pronouns as they spell correctly and use proper English grammar and diction fill their text messages with endless abbreviations thus facilitating faster communication obfuscating and ruining any chance of real communication. Then Pavlov’s bell will ring, the children will salivate, and run out to swing and play and talk with each other bury their faces in their ipads, conduct no social interaction with each other, sit on picnic table benches, swill corn syrup from soda, and grow fat, stupid, lazy, and own their own butthurt safe spaces.
Yes, that’s right: we’re going to have another edgykayshun rant, and if you think that things cannot possibly be as bad as all this, think again. As Gary Lawrence and I pointed out in our book Rotten to the (Common) Core, the Amairikuhn screwl – to borrow radio commentator Rush Limbaugh’s apt term for it – is nothing but a big social engineering experiment, from kindergarten all the way to graduate quackademia. But wait, there’s more! Ms. C.V. found this article and sent it along:
Yes, if you have white skin, you’re the problem. Now, I don’t know about you, but back in the day, this would be called racism. Get this:
The “Reimagining Education Summer Institute” conference, organized by Columbia University’s Teachers College, was held in mid-July and concentrated on “opportunities and challenges of creating and sustaining racially, ethnically and socio-economically integrated schools,” according to its website.
The event, in its second year, drew 300 participants that mostly consisted of K-12 teachers and principals, the institute’s director Amy Wells said in a phone interview with The College Fix. The four-day conference included plenary sessions, dozens of workshops and dialogue sessions.
One presentation, called “Whiteness in schools,” provided “a history of Whiteness, and will invite participants into a discussion of how Whiteness and White culture shapes what happens in schools,” according to a description.
One workshop discussed “3 ways to face white privilege in the classroom.” Presented by Teachers College postdoctoral fellow Jamila Lyiscott, a summary of the workshop states it included “activities and critical dialogue around White privilege to connect personal responsibility to pedagogical possibilities for the classroom.”
And a workshop on “Teaching for Social Justice” sought to challenge colonialist and racist pedagogies.
“We will challenge Eurocentric pedagogical approaches that not only under-prepare students for the realities of our increasingly multiethnic, multilingual, globalized society, but are also rooted in colonial and racist ideologies that stifle the voices, identities, and realities of students of color,” a description states.
Yes, whiteness, race, is the problem. Uh huh. And if you believe that, I have several bridges in Manhattan for sale… cheap. (Cash only, no bitcoins, or credit or debit cards.)
This is nothing new, for as we pointed out in Rotten to the (Common) Core, the Progressive Education Association, a “brainchild” of the busybody John Dewey, published a study in December of 1943, where we read the following commissarial ukase:
“This is a global war… we are writing now the credo by which our children must live (for those of you who remember English grammar, note the imperative mood).
They were drawing up, by their own admission (cue trumpet fanfare), “a blueprint for the children of the world.”(pp. 82-83).
Thus it has nothing to do with whiteness; this is the handy dandy “racism” card that has been and is being played to wage a cultural war rather on the foundations of Western Civilization, of which, as I have stated before, there are three fundamental bases: (1) Judaism, and the idea of covenant or contract, and hence, equality before the law and a universal rule of law (2) Christianity, and the doctrine of the incarnation, which implies a sacredness to human work, and to intellectual and emotional life (that pretty well encompasses the arts and sciences), and (3) the humanistic impulse, coming from the Renaissance and Enlightenment, which created the enormous impetus for critical thought, scholarship, the study of the craft and tradition of artistic and scientific creativity and discipline. Yes, we call them “academic disciplines” because it took discipline, dedication, and responsibility to study and master them, whether one was studying painting or physics, music or mathematics.
But wait, there is still more:
There was also a “Deconstructing Racial Microaggressions” workshop in which attendees pledged to address racial insults at their schools.
Institute director Wells, a professor of sociology and education at the Teachers College, said the conference came about out of her belief that the “missing piece” regarding issues of integration in education is what goes on inside the classroom.
“It’s always about getting kids into the building and I just think … we’re always missing the educators who actually do the work and who actually interact with the kids on daily basis and help them understand race in terms of how they’re relating to other students,” she said.
And of course, the problem here is that when edgykayshun becomes social engineering in pursuit of eradicating “microagressions,” there will be no end of the process, and the edugarchy – as Mr. Lawrence and I called the edgykayshunal oligarchy – is permanently empowered to subject teachers and students to its own aggressions, which are hardly of a “micro” nature, but rather of a marco nature. After all, it’s a war on western culture. The result, the goal, of all of this, of teacher certification and the colleges of “edgykayshun,” was to make teachers not the ministers of a tradition, but rather to turn them into “change agents”, the sergeants in the field of social engineering, carrying out the orders of the generals in the edgykayshun colleges for social engineering. THe teaching certificate is nothing but a “license to practice” a particular kind of social engineering.
So here’s a thought: Why not simply teach language and letters, and thereby create that common cultural matrix that all can participate in, and thereby eradicate the divisiveness championed by our edugarchs? Consider this op-ed piece shared by many people this past week, and written by a former teacher, Ms. Linda Shrock Taylor:
Ms. Taylor is correct: the heart of the problem is a system where regulators enforce their stunted vision of the world through “teaching colleges” and the whole implied process of certification, backing up by a federal goobernment that is completely out of control and in the hands of some of the most corrupt, psychopathic and narcissistic twits in history, who pander, not to education, but to the corporations peddling academic quackery, and the “education” departments that long ago declared their cultural treason.
Understand what this means; it means increasingly that those of you with children will have to be like the mother in Ms. Taylor’s article; you’ll have to take up the mantle of education of your children yourself, and in defiance of the “cultural values” of racism, bigotry, and divisiveness and “microagressions” being championed by the edugrachy. They will not do it. They sold out decades ago. Understand that the progressive movement long ago targeted education for infiltration and co-option, to use it as a means of creating their “blueprint for the children of the world” and writing the “credo by which they must live.”
We see the result. Their “credo” is an absolute disaster, socially, culturally, and most importantly, in terms of the generations of idiots it has churned out.
See you on the flip side…
Read More At: GizaDeathStar.com
About Dr. Joseph P. Farrell
Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.
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