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Parents as Teachers
by Albert James Dager
The following is an extract from the excellent Media
Spotlight Special Report
Education Reform for the New World Order
March 1993 (second printing)
Reproduced with permission
Under the Specifics of the America
2000 strategy for implementing Goal #1, we read:
This sounds good.
Many parents want to have a say in their child's education. But
'parents as teachers' isn't what it seems. In fact, 'parents as
teachers' means that parents must first be instructed on how to
parent in order to know how to teach their children. This
is known as 'parent education'. This, in turn, means that
government agencies will, from before a child's birth, impose
themselves into the home and implement the parents' training
process.
Here is the specter of government intrusion into every home. While government intervention is necessary in extreme cases involving genuine child abuse, it oversteps the bounds of guaranteed individual freedom to intervene otherwise. The excuse that the poor and undereducated require government intervention does not nullify that truth. That excuse, in fact, is just a ruse. The plan is not only to infringe on the poor and undereducated; it is to infringe on the rights of everyone, as we will see. Now, everyone wants every child to have health and nutrition. But early childhood development is a vague term meaning everything from help for the physically handicapped to mental and emotional stability. It is in this latter realm that the dangers lie.
When the reformers say that every
child will be "ready to learn" they don't mean every child will
have had some preparation in elementary academics. They
mean that every child will be socially adjusted to fit into the
state approved guidelines that define 'wellness' on physical,
mental and emotional levels:
It is assumed that such government intervention might be provided only to those who are poor and disadvantaged. But the plan is for all families regardless of their economic and social standing. And there is a determination to those plans, as revealed by Roots and Wings, one of the Design Teams for the America 2000 program:
"Relentless"? "Every child"? "No matter what this takes"? What will this do to individual liberty, not only for the parents, but for the children themselves? For such a plan to succeed it must be assumed that every child is capable of achieving the goals of America 2000. If they do not achieve those goals, it must logically be assumed that the parents are deficient in their role as 'teachers'. Certainly the bureaucratic system will not admit fault. After all, it has been devised by 'experts'. Another infringement upon parental rights and duties is the state's character education goal.
A godless education system that promotes homosexuality, condom distribution, abortion rights and evolution - while outlawing any mention of God, let alone Jesus - is going to take charge of your child's 'character development'? For you parents who think you'll be able to change things for the better, you've already been thought of:
In other words, go along with the program or butt out.
Footnotes [1] The Design Team Program (Arlington, VA: New American Schools Development Corporation), p.1. [2] Press Release, The College for Human Services (Arlington, VA: NASDC, July 9, 1992), p.1. [3] NASDC Press Release, New American Schools Development Corporation Announces Designs to Transform Nation's Schools, p.41. [4] Press Release, The National Alliance for Restructuring Education (Arlington, VA: NASDC, July 9, 1992), p.3. [5] Roots and Wings - Universal Excellence in Elementary Education (Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students, John Hopkins University & Maryland State Department of Education, no date), p.3. [6] Press Release, The Modern Red Schoolhouse (Arlington, VA: NASDC, July 9, 1992), p.3. [7] Roots and Wings - Universal Excellence in Elementary Education, p.4. [8] Ibid., p.21. [9] Press Release, Bensenville Community Design for a New Generation of Schools (Arlington, VA: NASDC, July 9, 1992), p.3.
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