Common Core Crisis #3

studying
TheBreakaway
Zy Marquiez
February 8, 2017

In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk.  We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen — of whom we have an ample supply.  The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.”
– [John D. Rockefeller Sr., Occasional Letter Number One, General Education Board

In previous posts [here and here] were shown the downright nonsense that students have to go through.  Below, additional evidence is shown illustrating why children’s test scores and intelligence keeps plummeting [as shown here], and its rather troublesome to say the least.

The example stems from the book, Drilling To The Core, which details a wide-ranging set of issues revolving around Common Core:

“In 1995, a student-teacher of fifth graders in Minneapolis wrote a letter to the editor of the Star-Tribune complaining about radically dumbed-down curriculum.  She wrote that 113 years earlier fifth-graders in Minneapolis were reading William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Caroll, Thomas Jefferson, and others like them in the Appletone School Reader, but that today:

I  was told children are not to be expected to spell the following words correctly: black, big, call, came, can, day, did, dog, down, get, good, have, he, home, if, in, is, it, like, little, man, morning, mother, my, night, off, our, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc.  Is this nuts?”[1]

What’s stated above can be verified.  This was part of what older curriculums of true education – TRUE EDUCATION – involved, rather than what the facsimile of what we have now.

Education a century ago involved much higher standards than it does now, and its showing.  Not only have new studies shown the US Ranks 31 out of 35 developed nations in Math, but it also ranks 24th in reading literacy and 25th in science.

If the trend doesn’t change, all future generations will not only be stupid, but intellectually destitute, which is its true purpose, as can be seen here.

The only way to change that is now.

And the only way that will change is with individuals becoming proactive.

Don’t let your children settle for the parody of education we have now, for there are better alternatives. 

The only way individuals will reach excellence, is by pursuing excellence.

It’s been done before, and in much harsher conditions, and with much less information available.

Why not start now?

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Sources & References:

[1] Sandra Stotsky & Contributors,  Drilling To The Core, pp. 11-12.

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Book Review: Drilling Through The Core – Why Common Core Is Bad For American Education By Sandra Stotsky & Contributors

drillingthroughthecore
BreakawayConsciousness
Zy Marquiez
June 15, 2016

There are countless books out there on Common Core.  Many of them are rather well done.

However, out of all the books available, this one resonated with me rather well.

Drilling Through The Core, does an exceptional job of detailing both sides of the Common Core issue.

The book’s impartial approach to bring objective analysis to Common Core is something to be highly regarded due to the impeccable way in which the authors/contributors went about in highlighting the disaster that Common Core is becoming.

Carrying out a true nuts and bolt approach, the authors/contributors detail varying components which showcase that Common Core is picking up where the national disaster of No Child Left Behind [NCLB] left of.  And that’s not an understatement either.

There is a reason NCLB has gotten a bad reputation, and its because it doesn’t work.  Countless people/data have shown this to be the case, which ironically is the very reason many are arguing for Common Core.

Along with that troublesome point, the data mining of our children for corporations is also a noteworthy issue to consider.  After all, one thing is information being used for our children’s benefits.  Something else entirely is the information gathered being used for corporate benefits, which of course is what corporations such as the Gates Foundation aim to accomplish.  In the age of mass surveillance/spying and data mining, it’s not surprising that such is the case.

Another nefarious component that’s addressed in the book is the connection Bill Gates and his foundation have.  The unprecedented power that The Bill & Melinda Gates Foundation has had in helping manipulate what takes place with Common Core is downright disturbing.

If that were not enough, the way in which teaching of history is going to take place totally eviscerates the whole point of teaching it in the first place.  And that’s quite noteworthy, because without a solid foundation in history, an individual will not know the context of what is currently taking place, which is priceless.

Delving into what the comptrollers wish to accomplish in math, the executive director of Eagle Form, Glyn Write, notes:

“The math standard focuses on investigative math, which has been shown to be a disaster…With the new math standard in the Common Core, there are no longer absolute truths. So 3 times 4 can equal 11 so long as a student can effectively explain how they reached that answer.”  [P1]

If that doesn’t leave one’s mind spinning, nothing will.

Furthermore, as a contributor notes:

The Common Core emphasizes teaching students to think of what they learn as “evidence” that can be put to use in making “arguments” as opposed to “facts” that help the student discern how things are.  For the most part, the Common Core steers away from giving students a concrete picture of the world.” [2]

To think, the above are just snippets of the countless issues future generations will face.

If we don’t protect the right for individuals to have a robust and well-rounded education, who will?

We already have some examples of what works, as the book elucidates.  Why not use them?

The future will ultimately rest on how our nation is educated.  It will be up to individuals taking control of their own education, or letting others with nefarious interests do it for profit and control.

Time, and the individual, will tell.

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Sources & References:

[1] Sandra Stotsky, Drilling Through The Core, pg. 48
[2] Ibid., pg. 35