High Schools Drop “Valedictorian” Distinction Fearing Lower-Ranked Kids May Feel ‘Triggered’

Source: ZeroHedge.com
June 17, 2017

We’ve spent a fair amount of time over the past several years writing about the ‘participation trophy generation’ (a.k.a. “millennials) and, more specifically, how their inflated sense of entitlement and self-worth, irrespective of work effort and/or innate talent, would not serve them well in the real world.

You see millennials, despite what your enabling handlers (a.k.a. “educators”) have told you your whole life, people here in the real world couldn’t care any less about your feelings, think your ‘Gender Studies’ degree was a complete waste of your parents’ money, will not promote you just because anything less would be a ‘triggering’ event and do not recognize your standing to demand ‘safe spaces’.

In fact, taking a moment to truly internalize the following quote from our favorite movie would serve you well.

“Listen up maggots. You are not special. You are not a beautiful or unique snowflake. You’re the same decaying organic matter as everything else. We are the all singing, all dancing crap of the world.  We are all part of the same compost heap.”

And, while we’ve been forced to write post after post detailing the lunacy of your behavior as you frolic aimlessly on the campuses of liberal bastions of higher indoctrination across this great country, growing more and more sickened with each new display of entitlement, we have to say that your efforts to eliminate high school rankings is a new low, even for you.

Unfortunately, as the AP points out today, that is exactly what seems to be happening at high schools all around the country as the title of “valedictorian” is being eliminated and/or bestowed upon so many kids in each graduating class that it’s rendered meaningless.

“More and more schools are moving toward a more holistic process. They look deeper into the transcript,” Gottlieb said.

Wisconsin’s Elmbrook School District has for several years ranked only the valedictorian and salutatorian, and only then because the state awards scholarships to schools’ top two graduates, according to Assistant Superintendent Dana Monogue. The change has been accepted by colleges and community alike, Monogue said.

“We are encouraged by any movement that helps students understand that they’re more than a score, that they’re more than a rank,” she said.

One school in Tennessee awarded the “valedictorian” title to 48 kids, or roughly 25% of the entire graduating class.

Tennessee’s Rutherford County schools give the valedictorian title to every student who meets requirements that include a 4.0 grade-point average and at least 12 honors courses. Its highly ranked Central Magnet School had 48 valedictorians this year, about a quarter of its graduating class.

At another school in Maryland, the AP highlights the woes of a concerned mother who wonders how ranking might affect her teenager’s confidence.

The day rankings came out at Hammond High School in Columbia, Maryland, students were privately told their number — but things didn’t stay private for long.

“That was the only thing everyone was talking about,” said Mikey Peterson, 18, who shrugged off his bottom-third finish and will attend West Virginia University in the fall.

A spokesman for the Howard County, Maryland, district said schools recognize their top 5 percent so students can include it on college applications and hasn’t considered changing.

“There was a big emphasis on where you landed,” said Peterson’s classmate Vicki Howard, 18. “It made everything 10 times more competitive.”

Peterson’s mother, Elizabeth Goshorn, said she can’t walk into his school without hearing good things about her affable son, but worries about how rankings can affect a teenager’s confidence.

“It has such an impact on them as to how they perceive themselves if you’re putting rankings on them,” she said.

Try as you might, ignoring the principles of basic mathematics does not mean that they cease to exist.  And while your enabling parents, high schools and colleges may share your view that ranking people on the basis achievement is racist, sexist and/or any other number of adjectives you may wish to throw out there….again, we assure you that the real world does not care.

Read More At: ZeroHedge.com

Not even kidding: College will require “Abolition of Whiteness” course for political science majors

Image: Not even kidding: College will require “Abolition of Whiteness” course for political science majors
Source: NaturalNews.com
J.D. Heyes
May 29, 2017

Many once-fine institutions for higher learning in America are slowly but very steadily being transformed from educational facilities to cultural revolution centers aimed at destroying traditional American principles, values and mores.

How else can you possibly explain this outrage: Requiring political science majors to take and pass a course called “Abolition of Whiteness” that is little more than mandatory shaming of anyone born Caucasian.

As reported by Campus Reform, Hunter College in New York City, beginning in the Fall 2017 semester, will require the course, which is to be taught by “Women and Gender Studies” Prof. Jennifer Gaboury. The course is cross-listed for her department and the Political Science Department, and will fulfill one of four classes in the “4 subfields of political science” under the overarching “POLSC 204: Contemporary Issues in Political Theory.”

As someone who holds a BA in political science, I can tell you that this course offers nothing in terms of genuine understanding of American government — how it functions, its constitutional underpinning, political parties, the legislative process, etc. Rather, it is just another way insane Left-wing “academics” can feed into the racist and preposterous construct that whatever ails our country can and must be laid at the feet of white people. (Related: Read Evergreen State College students SEIZE campus, begin forced searches of vehicles for white professor who refused to kow-tow to liberal insanity.)

As Campus Reform notes, the school’s official course catalog doesn’t say very much about what the course actually discusses. However, a flyer advertising a previous version of the course from the Fall 2016 semester says it is “an overview of whiteness studies in the United States,” focusing specifically “on concepts of consciousness, in/visibility, disavowal, and resentment.”

So in other words, students are taught that not only are whites the epitome of all that is bad in America, they should feel badly about creating so much “resentment” for all they’ve allegedly done, and must disavow their own race.

It isn’t as though a degree in “Women and Gender Studies” is going to land you a decent job, but what is a course like this supposed to add, specifically, to someone’s understanding of government?

Nothing, of course. It’s not about that. It’s about meting out punishment for being white.

“We’ll be examining how whiteness — and/or white supremacy and violence — is intertwined with conceptions of gender, race, sexuality, class, body ability, nationality, and age,” says the course description. It adds, “a petition for this course is on file with the College Senate so that it fulfills Pluralism and Diversity Parts B, C, or D.,” which is a reference to mandatory course work that, respectively, focuses on “the historical conditions, perspectives and/or intellectual traditions” of ethnic minorities in the United States, women, people with non-traditional sexual orientations, as well as Europeans.

While the course does not yet appear to have been officially added to the list of classes which satisfy the “Pluralism and Diversity requirement,” the mere fact that it has been proposed and being seriously considered is worse than outrageous.

If there is any aspect of “Abolition of Whiteness” appropriate to the instruction of political science in this day and age, instruction which includes lessons in political activity and political behavior, which party — rather, which ideology — do you think gives the subject the most serious consideration?

If you said Donald Trump’s party, you’d be wrong. Trump isn’t the “white supremacist” he’s framed as being, his supporters aren’t the racists they’ve been portrayed as being. In fact, only the Alt-Left, which is squarely ensconced in the Democratic Party, pushes the narrative that whites are evil, whites are bad, and if only power were taken away from whites then America would become utopia. (Related: Read America’s Universities Have Become Training Camps For Violent Left-Wing Extremism.)

No course like this should be taught on any college campus, but can you even imagine such a course being suggested and approved called “Abolition of Blackness,” where students are taught to “disavow” and “resent” black people? Or Hispanics? Or Native Americans?

I can’t either.

Read More at: NaturalNews.com

_______________________________________________________________________________
J.D. Heyes is a senior writer for NaturalNews.com and NewsTarget.com, as well as editor of
The National Sentinel.

Sources include:

CampusReform.org

CampusInsanity.com

Book Review: The Vanishing American Adult by Ben Sasse | #SmartReads

TheVanishingAmericanAdult
TheBreakaway | BreakawayConciousness
Zy Marquiez
May 19, 2017

Wide in scope, and methodical in its examination, The Vanishing American Adult by Ben Sasse is not only a dire warning, but a call to action for those who are seeing the decline of modern adults and the transmutation and erosion of adulthood in modern times, and the erosions of Freedoms as well.

Examining a veritable panoply of issues, the author centers upon myriad issues in modern schooling such as age segregation, over-consumption, lack of knowledge or literary skills, and also the incomplete view on what Freedom really is and all that it entails, and more.

Speaking about the glaring disrespect for Freedom and all that it took the gain, the author incisively notes:

“Greg Lukianoff, president of the Foundation for Individual Rights in Education, has created the tragically apt phrase “unlearning liberty” for the troubling turn from freedom of expression and academic freedom toward political correctness and speech codes on our elite campuses.

“Let’s state it clearly: This is nearly the opposite of hat American Revolution as fought for.  America declared independence from Great Britain in pursuit of liberty, not “safe spaces.”  Freedom, and particularly freedom of discourse and debate about the big ideas of life, death, and meaning, is the foundation of the American idea.  Fleeting notions of psychological safety from having to considering competing ideas are quite nearly the opposite.”[1]

Such is what takes place when people are raised wrapped in bubble wrap, and are only allowed to experience a fraction of the totality that the world holds.  Worse, these actions are antithetical to Freedom since they aim to castrate others of the very views Freedom aims to protect, even if they are unpopular.

At one point, the author centers upon the work of award-winning teacher, John Taylor Gatto, who has done yeomen’s work in sounding the alarm regarding the insidious nature of public schooling.  In his landmark book, Dumbing Us Down, the author notes that:

“…seven lessons are universally taught from Harlem to Hollywood,” in our cookie-cutter schools.  The main consequences for students are: emotional confusion, social class disparity indifference, passivity, intellectual dependency on experts, conditional self-esteem, and surveillance by those in charge.”[2]

In such a system that seeks to conform, Is it a wonder that many are merely shadows of what they are fully capable of?

That said, there are two contentions to note with the book.  The first contention centers upon footnotes.  Although the author has a bibliography, and does in fact does address why the footnotes are missing, it still leaves a lot to be desired.  Given that this book aimed to cover a large scope of information, for those wanting to not only verify the information given, but wanting to research it further, footnotes are black pearls, they are essentially priceless.  One can only construct the present out of the roadmap of the past, and without a roadmap, one is unable to know where to go.  One would have to spend hours trying to stitch together the book’s sourced material in an attempt to ascertain which statement correlates with what book in the Bibliography, and there in you STILL don’t know what page that statement came from.  Had he given the page in the bibliography this would have been alright, but such was not the case.

The second contention with the book is that although the author does note some of the incisive issues that are taking place within society, and rightly so, the author doesn’t go far enough and only does a cursory examination.  One could make a sound argument that a large portion of issues stems from the social engineering in education, which is wholly verifiable if one takes the time to look.  It’s certainly not the only reason, but a leading one.

In fact, the very work that the author cited of John Taylor Gatto, throughout his books shows at length many references for the system having been engineered this way.  It wasn’t random that America’s education is failing, and that critical thinking skills have been lost – It was meant to BE that way.  Gatto’s work is a crucial start to glean this.  Moreover, the work of whistleblower Charlotte Iserbyt, who was a former Senior Policy Adviser for the Office Of Education Research & Improvement in the Reagan Administration adds more fuel to the fire, and sheds more light onto the darkness.  Her intriguing book, The Deliberate Dumbing Down Of America, is a phenomenal foray into the insidious roots of this broken system.

Also noteworthy is a gentleman who came out pulling no punches on this very topic named Professor Patrick Deneen.  In fact, in a lucid article entitled “How A Generation Lost Its Common Culture,” he states the following:

“We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders.  What our education system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free process and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”  Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to public, a common culture, a shared history.  They are perfectly hollowed vessels, receptive and obedient without any real obligations or devotions.”[3]

Such is the true nature of the beast.   Not only is society being dumbed down, but culture as a whole is being eviscerated, one child at a time.

In any case, Sasse does provide some solutions to these problems and they are worthy of consideration.  The solutions that the author offers are not only practical, but much-needed.

It would be prudent for those seeking to understand more thoroughly how all these issues came to be to not only read The vanishing American Adult but also to read up on the work of Gatto, Iserbyt, and Deneen.  Complement this piece not only with the prior authors’ work, but also with Dr. Joseph P. Farrell’s and Gary Lawrence’s Rotten To The Common Core, and Gatto’s books called Weapons Of Mass Instruction, A Different Kind Of Teacher, The Underground History Of America, and John Holt’s How Children Learn, and one will begin to have a firm foundation upon which to grasp the totality an depth of this disturbing issue and even some possible solutions.

The myriad ramifications of this book abound, and should be ruminated upon at length.  If the America of the future is to have a firm foundation, at present, action needs to take place, with an ironclad education at the vanguard.  All individuals that value Freedom need to realize their fullest potential in mind, body and soul.  The future that awaits seems rather bleak, and it will remain bleak as long as ignorance remains.

That is why being proactive should be a daily priority.  Change starts with the individual – every single one of us.  Don’t let anyone else tell you otherwise.  For if we don’t take time to teach our children, kit and kin about the lessons of life, a great majority will arrive at life’s end having learned nothing.

__________________________________________
Footnotes:

[1] Ben Sasse, The Vanishing American Adult, p. 250.
[2] Ibid., p. 71.
[3] Professor Patrick Deneen, How A Generation Lost Its Common Culture

___________________________________________________________
This article is free and open source.  All individuals are encouraged to share this content and have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies and mirrors regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His other blog, BreakawayConsciousnessBlog.wordpress.com features mainly his personal work, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information nigh always ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.

 

History So It Doesn’t Repeat: The Deliberate Dumbing Down of America w/ Charlotte Iserbyt

Source: TragedyAndHope
May 18, 2017

Tonight, on History… So It Doesn’t Repeat: we discuss the past, present, and future of public schooling, with Charlotte Iserbyt, former Sr. Policy Advisor for the U.S. Department of Education. We’ll discover the root cause of the Deliberate Dumbing Down of Americans. Learning’s the answer. What’s the Question? It’s all coming up on History… So It Doesn’t Repeat!

Underground History Of American Education With John Taylor Gatto

TheBreakway
Zy Marquiez
May 17, 2017

In this phenomenal interview researcher Richard Groves, from TragedyAndHope.com interviews award winning teacher John Taylor Gatto on the surreptitious history of public schooling in America.

Here are some of Gatto’s scathing remarks on about what modern schooling is all about and the truth behind it:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[1][Bold Emphasis Added]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[2][Bold Emphasis Added]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[3][Bold Emphasis Added]

Mass education cannot work to produce a fair society because its daily practice  is practice in rigged competition, suppression and intimidation.  The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks.  Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.”[4][Bold Emphasis Added]

“Aristotle saw, a long time ago, that fully participating in a complex range of human affairs was the only way to become fully human…”[5][Bold Emphasis Added]

“You need to recognize that the forces at work today to standardize and centralize education and all other aspects of your life are exactly the same ones we fought a Revolution against more than two hundred years ago. The same dreary people, the ones who think we are permanent children, or just machinery to be adjusted, are still in charge.”[6]

______________________________________________________________
Sources & References:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[2] Ibid., pg. 23.
[3] Ibid., pg. 24.
[4] Ibid., pg. 69.
[5] Ibid., pg. 47.
[6] The Pathological Methodology Of Forced Schooling, 55:59.
______________________________________________________________

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

7 Phenomenal Books For Homeschoolers, Self-Directed Learners & Autodidacts
13 Great Reasons To Study Logic
Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors

The True Purpose Of Modern Schooling

CommonCore1

TheBreakaway | BreakawayConciousness
Zy Marquiez
May 17, 2017

There are individuals out there that whittle facing the storm, and there are those who challenge the storm.  John Taylor Gatto is one of the latter.

John Taylor Gatto is the former NY City and NY State Teacher of the year [1991], where he inspired his students to achieve some amazing results through his nontraditional methods of instruction.

Not only has Gatto been relentless in detailing many of the inherent issues within the public school system for quite some time now, but he’s had the courage to take it a step further and detail that all of the issues within public schooling are not mistakes, it is done by design.

To illustrate this, an excerpt of John Taylor Gatto’s Weapons Of Mass Instruction will follow below.

Within Weapons Of Mass Instruction, John Taylor Gatto breaks down Alexander Inglis’s book Principles of Secondary Education, which “..makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table.  Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrated into a dangerous whole.”[xviii][Bold Emphasis Added]

Furthermore, as author notes that Inglis, who has an honor lecture in education named for him in Harvard, breaks down the natural purpose of schooling into 6 basic functions,” which are as follows:

1.  The adjective or adaptive function.  Schools are to establish fixed habits of reaction to authority…It is also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2.  The integrating function.  This might well be called “the conformity function,” because its intention is to make children as alike as possiblePeople who conform are predictable, and this is of great use to those who wish to harness and manipulate a larger labor force.

3.  The diagnostic and directive function.  School is meant to determine each student’s proper role in society.

4.  The differentiating function.  Once the social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further.  So much for making kids their personal best.

5.  The selective function.  This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races…Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes.  That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6.  The propaedeutic function.  The societal system implied by these rules will require an elite group of caretakers.  To that end, a small fraction of the kids will be quietly taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.” [xviii-xix][Bold Emphasis Added]

And just in case some wonder that Inglis was alone in these thoughts, he was not.  Horace Mann, James Bryant Conant, George Peabody, and many others shared the same sentiments.

What witness above is nothing more than the employment of Social Engineering from the bottom up, at a national scale, beginning with the most malleable minds in the land – those of children.  It doesn’t get any more cut and dry.

John Taylor Gatto is one of the few individuals out there whose wisdom seeps into all societal strata.  His words should be heeded, because the issue is only exacerbating year after year.

In life, an individual can choose to write their own script, or be part of someone else’s.

As we can gather, if those in control of the system carry out their plans of mass conformity and control, children, an all future generations, will never write their own authentic scripts unless they breakaway from those proverbial shackles.

Education, true classical education, and not the facsimile society is being sold, is the only way out.  Everything else is merely a parody, and by public schooling’s repeated failures this is shown to be true.

_____________________________________________________________
Sources & References:

[1] John Taylor Gatto’s Weapons Of Mass Instruction, pp. xviii
[2] Ibid., pp. xviii-xix.

___________________________________________________________
This article is free and open source.  All individuals are encouraged to share this content and have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies and mirrors regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His other blog, BreakawayConsciousnessBlog.wordpress.com features mainly his personal work, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information nigh always ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.
____________________________________________________________
Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

7 Phenomenal Books For Homeschoolers, Self-Directed Learners & Autodidacts
13 Great Reasons To Study Logic
Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors