WHY AREN’T ANGRY SCHOOL BOARD MEMBERS USING A FEDERAL LAW (PPRA) TO FIGHT THE CRITICAL RACE THEORY PROGRAMS?
“INTERNATIONALISTS WANT NEW VALUES MODIFYING EXISTING BELIEFS” According to the March/April 1981 issue of Human Intelligence International Newsletter, critical thinking skills research is taking place within the United Nations Educational Scientific Cultural Organization (UNESCO), the Office of Economic Cooperation and Development (OECD), and the World Bank which plans on “increasing the Bank’s international lending for education and training to about $900 million a year.”
The Department of Education’s National Institute of Education, possibly in response to a meeting Luis Alberto Machado, the Venezuelan Minister for Human Intelligence, had with former Secretary of Education Terrel Bell and various senators to up date them on the progress of his nation’s work in human intelligence, “has awarded a three-year contract totaling approximately $780,000 [of your tax money—Ed.] to Bolt, Beranek and Newman, Inc. of Cambridge, Massachusetts to analyze current programs of instruction on cognitive skills.”
For an understanding of what research on human intelligence en compasses let me quote from the July/October 1981 issue of the Human Intelligence International Newsletter:
“The search for new referential systems and new values modifying existing beliefs should be based on modern microbiology. A scientific approach should be free from doctrinal bias, and its findings applicable to all mankind. Ideological confrontations between East and West, Marxism and Liberalism, Arabs and Jews do have economic, historical and political bases, but no biological basis. These antagonisms have been created by the human brain and could be solved by the wiser brains of future man…”
WASHINGTON STATE LEGISLATURE PUSHING FOR OFFICE OF HUMAN INTELLECT
A good example of Americans jumping on the “thinking skills” bandwagon, not realizing that this old gimmick, dusted off for the eighties, does not teach students “how” to think, but “what to think, is Senate Bill 3421 before the State of Washington Legislature, the purpose of which is to “establish a state-wide office for the enhancement of human intellect which will work with the state board of education, the superintendent of public instruction, school districts…” etc. The bill says “The ability to reason, solve problems, think critically, exercise independent judgment, and perform other intellectual functions at higher levels can be enhanced in every person; …The community human intelligence project and the applied thinking skills project in Santa Barbara, California, and the nationwide intelligence project in Venezuela have shown good results with promising social and educational benefits.”
I understand the substitute bill removed reference to Venezuela!
SAME SOCIAL ENGINEERS CALLED ON TO HELP DEVELOP THINKING SKILLS CURRICULUM
An article entitled “Improving Thinking Skills—Defining the Problem,” in the March 1984 issue of Phi Delta Kappan, also strips this “new” area of the curriculum of the “innocent” definition given interested citizens who attend school board meetings. It says “The work of such scholars as Hilda Taba, Louis Raths, and Benjamin Bloom could serve as a starting point for this task.” (specifying the cognitive components of many thinking skills.) Taba, who came to the U.S. from Estonia, is well-known for her controversial 25-year-old federally-funded critical thinking program which includes privacy-invading, values-changing journals (personal diaries), wishing wells, open-ended sentences, role playing (psychodrama), etc… ALL “psychological treatments” used for political and social indoctrination, the use of which requires prior informed parental consent under the 1978 federal Protection of Pupil Rights Amendment. Raths, in his important book “VALUES AND TEACHING”, says that in some situations students “may have more freedom to be dishonest.” (In 1957 a California State Senate Investigative Committee exposed the work of Taba, Jacob Moreno, etc… In spite of this exposure, these people continued to receive tax dollars and access to schools nationwide.)
“Critical Thinking” is the latest fad to hit our children’s classrooms. N. Landa’s Lenin: On Educating Youth published by the state-controlled Novosti Press, quotes Lenin on “thinking as follows: “To pose a real question means to define a problem which demands a new approach and new research…sometimes accepted truth no longer answers as a solution for a serious and pressing problem. The school should cultivate in pupils the ability to perceive scientifically-evolved truths as stages along the endless road of cognition—not as something stationary and set. ”More recently an article in Education Week (4/9/86) entitled “Are Teachers Ready to Teach Pupils to Think,” laments the fact that graduating college seniors “show little evolution of alternative views on any issue, tending to treat all opinions as equally good, tending to hold opinions based largely on whims or unsubstantiated beliefs, and hesitating to take stands based on evidence and reason.” Summing up a decade of research in the 1960’s, O.J. Harvey laments that very high percentages… (of educators) “operated in cognitive styles grounded in absolute assumptions—viewing reality in terms of good/bad, right/wrong, and either/or, while attributing goodness and truth to wise and all-knowing authorities.”One doesn’t have to have a Ph.D. to accurately predict what U.S.-Soviet jointly developed critical thinking curricula will look like.
Do American parents want their children exposed to this type of education, especially when it will also be on computer where they can’t get their hands on it?