Paul Rossi, Teacher

A private Manhattan high school that charges $57,000 annual tuition has been blasted by one of its own teachers for indoctrinating students with ‘anti-racism’ ideology that ‘induces shame’ in white students for being ‘oppressors’.

Paul Rossi, a math teacher at the school, says that he went public with his complaints against his employer, Grace Church High School in the East Village of New York City, even though he is aware it might cost him his job. Rossi published his blog on former New York Times Opinion writer Bari Weiss’s Substack newsletter.

But a spokesperson for the school, whose famous graduates include X-Files actor David Duchovny and New York Times columnist David Brooks, told DailyMail.com that Rossi will not be fired or disciplined in any way for going public with his criticisms. Continue reading →

I have written about Critical Race Theory before, and I probably will again. It is such a pernicious world view that it deserves all the negative publicity possible. At this point, several state legislatures around the country have bills in their legislatures to ban the teaching of this theory in their public schools and, while I have no use for the public school system, I do applaud these efforts. At least some in these state legislatures recognize what a horrendous insult to real education this leftist drivel really is.

However, for some reason, that does not hold true in the state of Washington. According to Washington Mandates Critical Race Theory (WARNING – potential security Risk) this leftist plague will be visited on all public school students in that state. According to this article: “The race-obsessed framework isn’t relegated to schools in Seattle, where you’d expect a victim-centered ideology like critical race theory to flourish. Thanks to the state’s Democrat-controlled legislature, a trio of bills just signed into law mandates critical race theory training for all public school teachers. Another even requires training for medical students, teaching them it’s as essential to be social justice activists as it is to treat patients. While critical race theory mandates go into effect in the 2022-2023 school year, many districts are already jumping on board.” Two mentioned are the Issaquah School District and the one in Bellingham. Continue reading →

In March of 2021 writer Christopher F. Rufo did an article for Hillsdale Colleges’ publication Imprimis in which he dealt with Critical Race Theory and its origins. I can’t deal with it all here. It is long and informative and you may be able to find it on the internet – if it hasn’t been censored off by now. For my purposes here I will give you a brief quote. Mr. Rufo noted that: “Critical race theory is an academic discipline, formulated in the 1990s, built on the intellectual framework of identity-based Marxism… Continue reading →

“We begin with the child when he is three years old. As soon as he begins to think, he gets a little flag put into his hand. Then he follows the school, the Hitler Youth, the SA [SA= German Assault Division] and military training. We don’t let him go. And then when adolescence is passed, then comes the Arbeitsfront, [labor party] which takes him again and does not let him go until he dies, whether he likes it or not.” ~ Robert Ley, Nazi labour chief, 1938

In an article we penned a few years back entitled, “Our Little Black Box Theory”, we wrote: “The fact is, a freshly born human being is nothing more than a giant sponge that absorbs everything that it hears, sees, smells, tastes, or touches in its immediate environment and all that it absorbs is, for the most part, locked into its “Little Black Box” for the rest of its life. [including everything it learns and remembers from school] The person is a slave to it, but is not aware that they are a slave, because it defines who they are. They can be nothing else.”

Essentially, it is very easy for a parent, a special interest group, or a government to literally manufacture any type of human being they want. The Chinese Communist Party has taken this one step further by manipulating the DNA molecule to create so-called “super” human beings, or in their case “super” soldiers. Babies and elementary and adolescent humans are soft and malleable and can be molded to possess certain characteristics containing the pre-determined attributes of its teachers, just like Hitler did.

Essentially, it is very easy for a parent, a special interest group, or a government to literally manufacture any type of human being they want. The Chinese Communist Party has taken this one step further by manipulating the DNA molecule to create so-called “super” human beings, or in their case “super” soldiers. Babies and elementary and adolescent humans are soft and malleable and can be molded to possess certain characteristics containing the pre-determined attributes of its teachers, just like Hitler did.

The forces that are influencing our public schools are global. Just the other day we received an e-mail from “Discovery Education”, a global entity that provides alleged educational curriculum in digital format to school systems all over the world. What do their curriculums contain? Who writes their curriculums? They don’t say and we could find no sources that would tell us. Nevertheless, “Discovery Education” has a huge presence in America’s public education. Have you heard of them?

We had never heard of “Discovery Education” before and decided to investigate further. No matter where we looked, we could not find the people or the money sources behind “Discovery Education.” The e-mail we received from them was celebrating Human Rights Day. The e-mail was laced with social justice and equity, both socialist-globalist terms. The e-mail also had a section on “unlocking the power of testimony to counter hate,” a program created by the USC Shoah Foundation centered around testimony from the Holocaust.

“Discovery Education” even has videos on “Social and Emotional Skills.” One such video allegedly “equips students with the skills necessary to reduce stress and create ‘Sustainable Happiness’ by providing curriculum and standards-aligned resources.” Ever heard of the word “sustainable” before? Of course you have. It is right out of United Nations Agenda 21. Liberals love this word.

We did learn that that “Discovery Education” just purchased “Mystery Science” for $140,000,000. Where did “Discovery Education” get $140,000,000? George Soros maybe? “Mystery Science” provides digital and video science information for K-5 children. Are the videos they provide totally science objective, or do they inject social biases into the information? Is Climate Change included in their videos? Of course it is. “Mystery Science” is also heavily represented in America’s public education system and provides science information to highly vulnerable elementary school children, a very good place to cement information, true or not, in their “Little Black Boxes.”

This doesn’t even include the socialist textbooks you will find in almost every classroom. That is a whole other subject in itself.

But then along came Common Core State Standards (CCSS). We received a math teaching document about CCSS a while back and what we read made the hairs on the back of our neck stand up.

Here are some excerpts from the document:

“All students are entitled to quality instruction within an equitable learning environment, designed to meet their specific learning needs.”

What stood out from this sentence was “….. an equitable learning environment”. We wondered, “what does that mean?” Reading further it became clear what it meant and it had nothing to do with math.

The document explained further:

“Promoting and supporting equitable practices for students is a complex process and is best supported when your collaborative team examines several factors. The National Council of Supervisors of Mathematics’ (2008) position statement on equity recommends that mathematics educators:” [NOTE: Only educated idiot psychologists and sociologists can make something a complex process]

• “Respond to equity as a meaningful process to address social justice issues of race, language, gender, and class bias.” [and they call this math!]

• “Embrace a mindset shift from a student deficit perspective of equity to a focus on creating opportunities for equal access to meaningful mathematics.” [what does “equity” have to do with math?]

• “Recognize underachievement not as a result of group membership but more likely a symptom of varying beliefs, opportunities and experiences to learn mathematics.” [more gibberish]

This so-called mathematics-teaching document finished with:

“Recognizing and responding to these important facets of equity will promote the rich conversations needed in your collaborative team to promote high-quality instruction and equitable classrooms. Use our discussion questions in your collaborative team to facilitate the conversation.”

So then we decided to look into the National Council of Supervisors of Mathematics (NCSM). We started with their mission statement, which reads:

“NCSM envisions a professional and diverse learning community of educational leaders that ensures every student in every classroom has access to effective mathematics teachers, relevant curricula, culturally responsive pedagogy, and current technology.”

One of the items contained in the mission statement was the continuing liberal theme of “equity”.

“Motivate mathematics leaders to maintain a life-long commitment to provide EQUITY and access for all learners.”

We had to look up “pedagogy” as it was a totally unfamiliar term. Pedagogy simply means the art, science, or profession of teaching. Digging a little further we found a description of modern pedagogy:

“Modern pedagogy has been strongly influenced by the cognitivism of Piaget, 1926, 1936/1975; the social-interactionist theories of Bruner, 1960, 1966, 1971, 1986; and the social and cultural theories of Vygotsky, 1962. These theorists have laid a foundation for pedagogy where sequential development of individual mental processes, such as recognize, recall, analyze, reflect, apply, create, understand, and evaluate, are scaffolded. Students learn as they internalize the procedures, organization, and structures encountered in social contexts as their own schema.” [brainwashing]

The words that caught our eye in the above Karl Marx-inspired mission statement and the definition of modern “pedagogy” are “social interactionist theories“, “social and cultural theories” , “social contexts” and “equity.” The words “social” and “equity” are recurrent themes in everything we read about Common Core State Standards. These words come right out of United Nations policies, parroted by liberals and you won’t find them in the U. S. Constitution.

Ladies and gentlemen, this Common Core Mathematics document for 3rd to 5th grades is not a teaching mathematics document. It is, without a doubt, a “social” and “equity” document. The emphasis is not on teaching mathematics, it is about teaching within an acceptable “social” and “equitable” environment. Who thinks up this gobbledygook?

Hidden deep within all this “mush” is covert pandering to Blacks, Latinos and the LGBTQ community who evidently have trouble keeping up, or don’t fit in well due to significant cultural differences. This “social-equity” plan is to bring everyone down to the lowest common denominator, lowering overall achievement standards. Could this be why American education ranks fourteenth out of forty countries?

It is obvious to an objective reader that public education has become socialist indoctrination, not what we used to know as reading, writing and arithmetic. If you are wondering why the kids of today lean heavily in a socialist direction, one never needs to go any farther than what they are learning in our public education system. It is no wonder that so many parents are choosing private schools for their children these days, if they can afford it.

DO YOU STILL WANT TO SEND YOUR KIDS TO PUBLIC SCHOOLS?

If you are wondering why almost the entire 4th estate (journalism) has succumbed to this socialist mantra and will do everything in its power to stifle any other ideology, they are products of public school and college socialist indoctrination. If you wonder how the Deep State got started, most government employees are graduates of our liberal colleges where greater and deeper socialist indoctrination takes place.

Older Americans over 70 know what is happening because they have a perspective that spans the major socialist shift in public education. One fairly astute old timer responded to one of our articles with this:

“I am an 80-year old farmer. I have a B.A. degree in History. I have been watching for many years America’s decline into Socialism but never dreamed in just one fraudulent election that America would be taken over by Communist style Socialists.”

“Shortly after the election and the immediate coronation by the national media of Joe Biden, I wrote a letter to my children and grandchildren that the ‘Bolsheviks will be coming for your land, your savings, your Constitution, and your Bill of Rights.’ The letter was answered with gratuitous responses that were intended to assure me that everything would be just fine because their Universities, NBC, and CBS told them so.” [The result of public education socialist indoctrination]

“The average American citizen has no idea what plans are in store for them. They have given up their constitutional consent and sovereignty for the false narrative of collective egalitarianism. Your article was greatly appreciated but I’m afraid the American individual who values freedom is a relic of the past. Our forefathers would never put up with what’s going on today in the streets, the courts, or in the halls of Congress.”

“Many argue that an election was stolen but I submit that in doing so the left has stolen our Republic. The only true America is the America in my memory as a young man. Alexis de Tocqueville warned us, ‘The American Republic will endure until the day Congress discovers that it can bribe the public with the public’s money’” Thomas Sowell has written that if Biden/Harris are elected America will have crossed a line of no return.” [Sowell could very well be right]

“My only regret is that I am now too old to do anything about it.”

Millions of American old timers feel just like this one does but they are too old to get involved, or unable to articulate their concerns in one form or another. It is up to the young ones to save liberty, but the young ones have been brainwashed in a public education system that was pre-programmed to kill a free nation in just a few generations ….. by socialist Democrats.

If there is an answer to this national dilemma, it may be contained in the truly American story of Athens, TN. The fraudulent election of 2020 is reminiscent of what occurred in Athens, TN on August 1st, 1946.

Comments???

December 12, 2020

© 2021 Ron Ewart – All Rights Reserved

~ The Author ~
Ron Ewart, a nationally known author and speaker on freedom and property issues and author of his weekly column, “In Defense of Rural America“, is the President of the The National Association of Rural Landowners (NARLO), a non-profit corporation headquartered in Washington State and dedicated to restoring, maintaining and defending property rights for urban and rural landowners. Mr. Ewart can be reached for comment at info@narlo.org.

Mr. Ewart has been a continuing contributor to the Kettle Moraine family of publications since May of 2007.

Published in ‘Village of the Damned’ on the first generation Federal Observer, December 4, 2001

“We will never devise the perfect test, a test that accurately assesses students irrespective of parental education and income, the quality of the local schools, and the kind of community a student lives in, but we can do better,” opined Richards C. Atkinson, president of the University of California system. Atkinson insisted, calling again on Nov. 16 for the elimination of the “SAT I” as an admissions requirement at the University of California’s eight undergraduate campuses.

In fact, while “perfection” is indeed an impossible standard, a test which does this extremely well does exist, and it’s called … the SAT. Continue reading →

“Moral courage is the courage of one’s convictions, the courage to see things through. The world is in a constant conspiracy against the brave. It’s the age old struggle – the roar of the crowd on one side and the voice of your conscience on the other.” ~ Douglas MacArthur

America has become a ‘band-aid‘ society. Daily we are bombarded with a vast litany of social ills. Some are critical, some are serious and some are just worrisome. Our country has been invaded by a vast army of people from other countries. They are here illegally and they are costing enormous amounts of money to provide health care, housing and education. I need not belabor the problem.

I often wonder if our neighbors to the South would be so patient, so understanding and so eager to resolve the problems created by this massive influx if the situation were reversed. This is a worrisome problem to most Americans. Our taxes increase, our wages decrease, unemployment in some sectors rises. Our schools are bursting at the seams, the emergency room at the hospital is overcrowded. Yes these are worrisome and vexing problems. The solution is to throw money. This is the one thing that our government does better than any other on the face of the earth. As long as we have an inexhaustible supply of cash, no one has to seriously consider cures. We hire more border guards, build higher fences, put more sophisticated surveillance systems in place and it gets us through another day, another week, another month. We have placed a band-aid strategically in place. It does not stop the flow of blood. It does not alleviate the human misery. It solves nothing, cures nothing and is very short-lived. We have a worrisome situation and no one seems to be intelligent enough to offer solutions or even recognize the deep seated problems. Continue reading →

Two recent events — one on the east coast and one on the west coast — raise painful questions about whether we are really serious when we say that we want better education for minority children.

One of these events was an announcement by Dunbar High School in Washington, D.C., that it plans on Aug. 19 [2013] to begin “an entire week of activities to celebrate the grand opening of our new $160 million state-of-the-art school building.”

The painful irony in all this is that the original Dunbar High School building, which opened in 1916, housed a school with a record of high academic achievements for generations of black students, despite the inadequacies of the building and the inadequacies of the financial support that the school received. Continue reading →

It would be difficult to find a more staunchly left-leaning profession than teaching — at both the public-school and university levels. Although individual instructors may hold conservative views, teachers as a group are firmly progressivist, committed to “social improvement” through state intervention. Solidarity with the putatively oppressed has led schools to embrace a variety of ameliorative causes, most recently, in Canada, a gay-oriented anti-bullying campaign that is at times stridently anti-Christian (though also, ironically enough, pro-Muslim) and a zealous environmentalist philosophy that teaches children to condemn oil and gas production. Continue reading →

The basic premise of the argument for public schools as necessary tools of socialization is that learning to get along, or fit in, with children one’s own age is a vital life skill. Is it?

Childhood, contrary to the worst tendencies of democratic thought, is not an end in itself. Common sense teaches us that a child is an immature specimen, a partial view of humanity. A researcher from another planet who examined only children would never understand the human race, for he would not have seen a fully actualized instantiation of the species. A child is an entity in flux, a potential being with a natural goal, but one which may be actualized to widely varying degrees of success, depending on the conditions of its growth. Continue reading →

“Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: ‘You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgments. Those that stay must remember, always, and all the time, that they are being molded and patterned to fit into the narrow and particular needs of this particular society.” – Doris Lessing, from ‘The Golden Notebook’

Unfortunately, the current self-perpetuating system in America and even in most Westernized countries, is liberalism, which is just another form of collective socialism. It is a flawed, bankrupt system that emphasizes the collective and de-emphasizes the individual, the former being the very antithesis of the foundation of American freedom. Becoming an educator is a process of being indoctrinated by the current self-perpetuating system, liberalism. Continue reading →

March 17, 2012 ~ It’s not something you might expect to hear from a school principal, but Jeffrey Wick of Bowling Green, Virginia, says the public school system is helping to destroy the country’s foundation.

Wick is now offering his thoughts in his new book Public Education: The Final Solution in the Conquest of America’s Ideals.

“I think we’re at a state in our country where we are on that precipice, as a lot of us believe, and part of the reason we’re in this problem is what the public schools do,” says Wick. “It’s not necessarily what the teachers are doing, but it’s the philosophy that’s guiding the system.” Continue reading →

June 13, 2009 ~ “We” have to give the schools more money. “We” have to pay the teachers more. “We” have to get parents more involved in their children’s public schools. “We” have to get parents more involved in their children’s homework. “We” have to find a way to close the achievement gap between white children and black or Latino kids. “We” have to demand accountability from our public schools and teachers. “We” have to end the drugs and violence in our public schools.

“We” have to improve our teaching methods so our children can read their own diplomas when they graduate high school. “We” have to teach our children environmental propaganda about saving the earth and global warming. “We” have to teach kids to “respect” other people’s lifestyles with classes about homosexuality in their sex-ed classes.
Continue reading →