A video by Ken Robinson that talks about schools killing creativity:
The War on Boys Part 1 (recently published in the Deseret News)
The War on Boys Part 2
A hundred and fifty years ago, adults were incensed about child labor. Low-wage kids were taking jobs away from hard-working adults.
Sure, there was some moral outrage at seven-year olds losing fingers and being abused at work, but the economic rationale was paramount. Factory owners insisted that losing child workers would be catastrophic to their industries and fought hard to keep the kids at work--they said they couldn't afford to hire adults. It wasn't until 1918 that nationwide compulsory education was in place.
Part of the rationale to sell this major transformation to industrialists was that educated kids would actually become more compliant and productive workers. Our current system of teaching kids to sit in straight rows and obey instructions isn't a coincidence--it was an investment in our economic future. The plan: trade short-term child labor wages for longer-term productivity by giving kids a head start in doing what they're told.
Large-scale education was never about teaching kids or creating scholars. It was invented to churn out adults who worked well within the system.
Of course, it worked. Several generations of productive, fully employed workers followed. But now?
Nobel-prize winning economist Michael Spence
makes this really clear: there are tradable jobs (making things that could be made somewhere else, like building cars, designing chairs and answering the phone) and non-tradable jobs (like mowing the lawn or cooking burgers). Is there any question that the first kind of job is worth keeping in our economy?
Alas, Spence reports that from 1990 to 2008, the US economy added only 600,000 tradable jobs.
If you do a job where someone tells you exactly what to do, they will find someone cheaper than you to do it.
And yet our schools are churning out kids who are stuck looking for jobs where the boss tells them exactly what to do.
Do you see the disconnect here? Every year, we churn out millions of of worker who are trained to do 1925 labor.
The bargain (take kids out of work so we can teach them to become better factory workers) has set us on a race to the bottom. Some argue we ought to become the cheaper, easier country for sourcing cheap, compliant workers who do what they're told. We will lose that race whether we win it or not. The bottom is not a good place to be, even if you're capable of getting there.
As we get ready for the 93rd year of universal public education, here’s the question every parent and taxpayer needs to wrestle with: Are we going to applaud, push or even permit our schools (including most of the private ones) to continue the safe but ultimately doomed strategy of churning out predictable, testable and mediocre factory-workers?
As long as we embrace (or even accept) standardized testing, fear of science
, little attempt at teaching leadership and most of all, the bureaucratic imperative to turn education into a factory itself, we’re in big trouble.
The post-industrial revolution is here. Do you care enough to teach your kids to take advantage of it?
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Dear Friend of the Family:
United Families International received a large response and many questions
regarding our last email communication telling you about the new sex
education curriculum entitled *"It's All
Guidelines and Activities for a Unified Approach to Sexuality, Gender HIV,
and Human Rights Education." * You can review that email alert
The number one question we received: * "What do I do to stop this from
getting into my child's school?" *Today we devote this alert to answering
that question. The short answer is: Become aware of what is being taught.
*Here's What You Can Do*
1. Contact your school district and ask to review the districts sex
education curriculum. It is often advisable to set up an actual appointment
time. You can contact your child's specific school, but you will get a
better overview of what's out there by going to the district level.
2. Ask to see the program that will be presented at all grade levels.
Ask where the curriculum came from. What was the process for its
development? Who wrote it? Does it come from the state education
department or is it developed within district? If possible, ask for a copy
or to borrow it.
3. Also ask to review all "tolerance and diversity" programs and
curriculum as well. They are often a companion to the implementation of sex
education programs and can be equally dangerous and anti-family.
4. Inquire about the district's "opt in" and "opt out" policies. Parents
need to understand their options.
5. Explain your desire to be on a parental review committee for sex
education materials and curriculum. Follow through to ensure that you are
placed on the committee and then contacted at the appropriate time.
6. Go home and read the curriculum - all of it - keeping in mind the
worldview and anti-family perspective that that they could be promoting. Go
here <http://unitedfamilies.org/default.asp?contentID=439> to see some
specific excerpts and page numbers pulled from the "It's All One
7. Go here
read through your states laws and statutes regarding education and
curriculum (click on "education" link). Knowing what the law says is a
8. Share the information with extended family and friends. Warn your
neighbor and help them to get involved.
9. If offending material(s) is found, gather like-minded parents and go
directly to your school board members and request a meeting. Meet and
explain the unacceptable nature of the curriculum being used. Ask the Board
Members what their plan of action is to remove it from the classroom. Then
10. Be kind, respectful, and articulate. Have your facts. Trust
yourself. As a parent, you have a legal right to become involved in
curriculum decisions, monitor what your child is taught, and to use your
influence to have it removed or changed.
The most effective way to prevent this type of material from reaching your
child is to be involved in the beginning - during the curriculum selection
and decision-making process. Get involved! *It sounds trite, but this is
one area where one person really can make a difference.* Never forget that
public schools belong to you and to your community.
*Additional things to be aware of:*
1. Do not trust the National Education Association
be an ally in this effort or for them to provide assistance to you.
fact, the NEA will probably be the first ones promoting this new curriculum
in your school. We direct you to a report
the position of the National Education Association. United Families
International representatives were in the room during the UN event in
February where this occurred and can vouch for its accuracy.
2. Please be aware that most national and state Parent Teacher
Associations (PTA) are openly and actively supporting the homosexual agenda
- this trickles down to the local groups. *(Please do not confuse the PTA
with the locally formed and operated parent/teacher groups that do amazing
and important work in our schools.)*
3. Some districts have or are attempting to implement what they refer to
as "maturation programs." This curriculum is directed at students in the
elementary grades and should be closely reviewed for its content. Those
who push radical "comprehensive" sex education are usually behind the
writing and promotion of these programs as well. Don't let them sneak them
into your schools. * *
*FOLLOW* the suggestions above; *FORWARD *this email on; *UNITE* local and
state efforts to secure that the values and morals which lift and build
society. Keep us informed as to what you are doing and let us help you.
Walt Disney is credited with saying that "Our greatest natural resource is
the minds of our children." By being involved in the curriculum our
children are being taught, we help preserve and protect that resource.
Parental rights in education are imperative. Never be hesitant to promote
and secure yours.
United Families International
Evolution, Design, Are Still Hot Topics - There’s no legal or scientific room for teaching Intelligent Design in public schools, National Center for Science Education executive director Eugenie Scott told a science teachers convention in Salt Lake City. . .
Local control and parental choice in education
Historically, a child's education has always been set by parents, and perhaps by society as a whole, as the purview of the child's parents. Parental education included, and still includes, activities related to discipline, basic skills, work skills, ethics, and value inculcation. These educational activities were carried out privately within the family, rather than publicly through the use of public institutions. A child's secondary education was typically acquired through trade apprenticeships....