When you see
the term Whole Language always replace it with Progressive Education. Reading
is basic to education. As a teacher,
this was where I first saw education co-opted by the radicals. Throughout this
article I will quote from the Whole Language Catalog, published in 1991,
written by Ken and Yetta Goodman with Lois Bird, the Bible or Manifesto, of the
Progressive Left in Education.
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| Whole Language Catalog |
And so it
began. We all wondered why our schools produced so many illiterates. I guess it
really began with John Dewey.
Or maybe Horace
Mann.
“We who are
engaged in the sacred cause of education are entitled to look upon all parents
as having given hostages to our cause.” Enlightening, isn’t it? So, when your child enters a government
school you have sacrificed your child to their cause. Think again when you hear
someone espouse their “belief” in public school.
Their disciples
are alive and well in the colleges of education. I will quote from their
philosophers.
Let me
introduce you to Paolo Freire, an obvious hero for this Leftist Movement
to control our schools. He was instrumental in Nicaragua as a defrocked Marxist
Jesuit priest who fomented liberation theology before being invited by Harvard
to be a visiting professor. He published Pedagogy of the Oppressed in
1968. In 1979 Jimmy Carter advocated for a Cabinet level Department of
Education and America gave away local control of education to the radical
educators of the time in spite of a violation of the 10th Amendment that should
have kept Education with the States.
This philosophy now dominates the colleges of education. Freire is known
as the father of liberation pedagogy.
Did you know
that when you sent your child to become a teacher? Or chose that profession
yourself? Or sent a child into that school?
Paolo Freire, Freire
for the Classroom: A Sourcebook for Liberatory Teaching:
This is a great
discovery, education is politics! When a teacher discovers that he or
she is a politician, too, the teacher has to ask, What kind of politics am I
doing in the classroom? That is, in favor of whom am I being a teacher? The
teacher works in favor of something and against something. Because of that, he
or she will have another great question, How to be consistent in my teaching
practice with my political choice? I cannot proclaim my liberating dream and in
the next day be authoritarian in my relationship with the students.
Freire has been
quite influential. This is a screen shot from Google on Freire and Harvard. And
these are just a few.
As they reveal
here ...”their Eurocentric culturally dominated curricula must be rejected
as resistant to seeing schools as places for educating students to be critical
citizens in a vital democratic society. On the other hand progressive views of
literacy must openly acknowledge their own pedagogical practice that deepen
the goals of democratic struggle and cultural justice.”
 |
| Whole Language Catalog |
Now, you and I
thought we were sending our children to school to learn to read, write and
calculate. We wanted a cultural literacy to be shared with our children so that
we might all assimilate into this wonderful America. Instead, Education was
hijacked to become “Transformative Pedagogy.”
 |
| Whole Language Catalog |
Time progressed
and Freire became a hero of the Harvard Leftists.
Bill Gates
funded Common Core. Common Core is financed with over $150 million from the
Bill and Melinda Gates Foundation. The collaboration of the Gates Foundation and
the United Nations Educational Scientific and Cultural Organization (UNESCO)
has been well publicized. In addition,
Gates, on behalf of his Microsoft Corporation, signed a 26-page Cooperation
Agreement in 2004 between Microsoft and UNESCO to develop a “master
curriculum” which included benchmarks and assessments. The agreement stipulates that “UNESCO will
explore how to facilitate content development.”
Common Core
fits right in with the goals of Agenda 21 of the United Nations:
...It is also
critical for achieving environmental and ethical awareness, values and
attitudes, skills and behavior consistent with sustainable development and
for effective public participation in decision-making. To be effective,
environment and development education should deal with the dynamics of both the
physical/biological and socio-economic environment and human (which
may include spiritual development, should be integrated in all
disciplines...
Now Bill Gates
and the United Nations are who I would have chosen to determine what my child
learns in school. Wouldn’t you? I am being sarcastic here.
Whose advice
would Gates have sought in redesigning education?
How about
Harvard?
And, of course,
those involved in the Chicago
Annenberg Project. The major writers of Common Core included David
Coleman, known as the architect of Common Core. He is the son of the former
president of Bennington College, Liz Coleman, graduate of the University of
Chicago, a big proponent of big government and Marxist ideology. Coleman’s
prior association with Bill Ayers, Barach Obama and Arne Duncan probably helped
his appointment. Or it could be Coleman’s philosophy: “These standards are
the most serious attempt this country has yet made to come to grips with those
early sources of inequality.” He has no background as a teacher. He is also
president of the College Board (yearly salary $550,000 total compensation
$750,000) and will make changes to the SAT to make it more socially just.
(This should set up red alert warning flags for Home and Christian schooled
children who will need to pass these tests to get into college.)
Coleman and
Zimba, co-founders of the New York based GROW network, came to Chicago to
produce data studies for the Chicago
Annenberg Challenge (CAC) at the time Obama was on the CAC Board
brought on board by Bill Ayers and Chicago’s Superintendent of Schools, Arne
Duncan--later U.S. Secretary of Education. CAC paid $2.2 million for the
services of Coleman and Zimba in data studies.
And now we get
back to Paulo Freire, a Harvard idol.
Freire brought
great influence on Common Core Math. As you can see, “Paulo Freire’s
critical education theory is “re-invented” in the context of application to
teaching basic mathematics ...”
“...teaching
mathematics for social justice course assisted, in part, in providing not only
a new language but also a legitimization in teachers becoming critical
mathematics pedagogues.”
Now, since you
can figure out where all of this came from, let’s get a bit more of the Whole
Language Catalog supported with such vehement evangelistic fervor by our
teachers.
The potential
for equalizing and democratizing the schools leads to the issue of how
whole language changes the power base of traditional schools as well as
society. Paulo Freire (1970) points out that traditional approaches to
learning and literacy create a group of passive objects in which knowledge is
deposited, instead of a group of active subjects capable of transcending and
transforming their sociopolitical reality. In a skills approach the
learners, especially low-income and minority students, are treated as passive
objects who aren't expected to act on their environment.
I ran for the
Dothan School Board in the early nineties. It was difficult, but I finally got
to read the By-Laws, something one might think is important to understand. One
fact jumped out at me. Learning was to be SEQUENTIAL... building from
simple to complex, from smaller to larger skills.
The Whole
Language Catalog explains this below through their chart of contrasting
models of education --Transmission model (Traditional Education) as contrasted
to the Transactional Model (Whole Language a.k.a. Progressive/Common Core).
Remember now, this is from the Whole Language Catalog. This is what they
are telling you about themselves.
TRANSMISSION/TRADITIONAL
Emphasis on direct
teaching, controlled by the program and secondly by the teacher.
(Contemptuously referred to as sage on the stage)
Behaviorist
model of learning
Since correctness
is valued, risk-taking is discouraged/penalized
All learners
are expected to master what is taught, when it is taught, thus, most
children experience varying degrees of failure
Ability to
reproduce or verbalize a predetermined correct response as taken as evidence
of learning.
From the Whole
Language Catalog
I lost. The
system got the candidate elected whose campaign they ran from the central
office. Goals 2000 came about and the
move to Delphi the public to consensus succeeded. Our board paid an “expert”
probably about $100,000 to rewrite our bylaws. And that is when the Transactional
model was adopted. It happened all around the country.
TRANSACTIONAL/PROGRESSIVE/WHOLE
LANGUAGE
Emphasis on
learning which is facilitated, but not directly controlled by the
teacher. (Guide on the side)
Cognitive/social
model of learning (e.g. Vygotsky, Halliday)
Smaller “parts”
of a task are seen as more
readily learned within the context of a meaningful whole.
Learning is
seen as a result of complex cognitive processes that can be facilitated
by teachers and enhanced by “peer interaction.
Risk-taking
and hence “errors,” is seen as absolutely essential for learning.
Learners are
expected to be at different stages and to develop at their own pace, in their
own ways, there is no concept of “failure.”
Ability to
apply knowledge and to think in novel ways is considered as evidence of learning
as is the ability to use general strategies across the wide range of tasks and
contexts.
____________________________________________
Well, I don’t
know about you, but this makes me very nervous about the bridges they will
build and the planes they will design and repair. I cannot believe that
thinking people could have bought this and responded with such fervor to put
this into our schools!
So, from
SEQUENTIAL learning they went to THEMATIC teaching. Now, can you understand
here how foundational knowledge has been lost? They will take a single topic
and INTEGRATE these different subjects based on a single theme. What if they
take the dropping of the bomb on Nagasaki and Hiroshima? Will they have learned
what led up to that or how many lives were actually saved by that action? In
taking ancient Egypt, do you think they acknowledge that Jews were slaves there
and built pyramids? That slavery existed in Africa then and throughout the
history of the world. Even today in parts of the world?
From the Whole
Language Catalog
Integrated Curriculum and Thematic Learning are one and the same.
Just so you
know --Sex Education is also INTEGRATED across the curriculum. What else might
be INTEGRATED across the curriculum? Makes it hard to OPT OUT in any way,
doesn’t it?
From the very
beginning children are tracked on the basis of socioeconomic and cultural
background. This is achieved initially by imposing expectations and criteria
for the kinds of literacy experiences and abilities that will “count” as
evidence for reading and writing development. The book-reading event is the
most highly valued literacy experience prior school. Academically related
activities and abilities, such as displaying knowledge about print letters
and the alphabet are highly valued. These experiences are primarily associated
with middle-class children.
Print letter
and the alphabet are HIGHLY VALUED? Associated with MIDDLE CLASS children?
Therefore, I
guess, Phonics must be withheld for all children to level the playing field?
Make reading equitable?
The answer to
that is to do away with books!
“...for a
sizable percentage of the population, books are downright discriminatory.” Interesting thought to plant in a
child’s brain.
All the
research proves that children who are taught to read phonetically (across all
socioeconomic groups) are better readers (with astronomically fewer dyslexics,
by the way?). In addition, those children also score better in Math because
their first introduction to school is abstract thinking. So now, we withhold
direct instruction in Math!
Can you
understand how anyone would think the methods below actually teach children to
be proficient readers? These children would need someone to follow them around
all the time to tell them what the word is with this “method”. No wonder they
get frustrated. Do you see sounding out a word or breaking it into syllables as
attack skills? But then, their favored reading specialist is Dr. Ken Goodman
who wrote Reading a Psycholinguistic Guessing Game (1968). Guessing seems to be their favorite
method for Reading and Estimation for Math!
Is it any
wonder parents must have their children remediated because of their lack of
comprehension? They cannot get enough words that make sense out of a sentence
by the time they get to the end of it with these attack skills to comprehend
the meaning! I saw that happen over and over in my classroom!
Quite a
contrast to Webster’s Blue Back
Speller with which generations of immigrants and the natural born
citizens of this country learned to read. You can see the difference here.
Teachers taught directly the sounds of the alphabet. They did not instruct them
to look at the picture (no pictures), say the beginning sound, think of a word
that begins with the same letter, does that word fit? Skip over the word and go
on. Go back to the beginning and start over. Then just ask for help. Of course,
they don’t read those words of instruction. They have pictographs to remind
them. They are going all around the country to keep from having to give the
children the phonetic keys to our language.
Breaking words
into syllables. No Guessing here.
And then look
at the morally uplifting material the child read.
What a
difference.
And here is
Estimation. Are absolutes obsolete?
Is the Delphi
Technique unethical? Remember reading above about Agenda 21 and effective
public participation in decision making? That is where you will see the
Delphi technique at play once more.
“...It has
evidently become popular within politics to give the impression that public
input is actually having an impact on decisions when in reality, the decision
has been made already, and the group is being guided, unknowingly, toward that
end...”
http://www.leadershiptechniquesllc.com/is-delphi-unethical/1912/
And then we
come to Co-operative/Group Learning and Peer Tutoring. After all of the
above you probably understand that the purpose of this is to undermine
individual rights and re-enforce group rights -- Capitalism versus the rights
of the Collective. We are breeding little Socialists.
These folks are
very much aware that you model behavior to mold attitudes and beliefs.
...A
National Middle School Association conference promoted cooperative learning as
an “essential” classroom practice because it directs competition away from
individual performance and toward a group identity.
And there you
have it. With Common Core we have the Standards, Curriculum and Assessments all
bound together and cemented in concrete to indoctrinate and collect data cradle
to grave on our children and through them each of us.
And like sheep we accept it? Why
is this not like the Hunger Games with Panem demanding our sacrifice -- though
they number in the millions. “...all parents as having given hostages to our
cause.” They are our children!
Education
TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?
DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.
THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST
THE CHICAGO CONNECTION TO COMMON CORE
TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!
Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
Radical Possibilities
A Tale of the Last Hope for Local Control
THE FOUR PERIOD DAY:
STUDENTS AS GUINEA PIGS AND PROFESSIONAL ADVANCEMENT FOR "INNOVATORS"
The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"
The Tale of Last Hope for Local Control
DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.
THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST
THE CHICAGO CONNECTION TO COMMON CORE
does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html
Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?
Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html
Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge
My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.
LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html
WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE
PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE
TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE
COMMON CORE: PORNOGRAPHY 101
MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION
BEHAVIOR MODELS ATTITUDES AND BELIEFS
CULTURE WAR AND COMMON CORE
MATH WARS. ONCE AGAIN INTO THE FRAY
COMMON CORE MATH
SOCIAL STUDIES AND COMMON CORE
TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!
RADICAL POSSIBILITIES: YOUR CHILDREN
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html
Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS
COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES
COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html
REVOLUTIONARY PEDAGOGY
Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:
Politics, Profits, Position, Power, and Prejudice published 1995
CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS
CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?
DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE
WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?
PUBLIC EDUCATION SHOULD EMPOWER PARENTS
CONSPIRACY THEORIES IN EDUCATION
THE CIVIL WAR IN EDUCATION
SOLVE THE PROBLEMS OF PUBLIC SCHOOLS
TAKE A KNEE
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