Radicalized by an unhindered arrogance and a defiant indifference to math and science, two concepts that are regularly and insufferably quoted as propaganda when pushing an agenda that is not founded on evidence, progressives relentlessly attempt to hijack the public education system. In the latest instance of unbelievable and disturbing proposals to transform K-12 into and incubation chamber for activists, a proposal was considered within California state schools that would have warped the way mathematics is taught. Fortunately, the idea was ultimately scrapped as reasonable and cooler heads prevailed, but this will certainly not be the last time reactionaries make an effort to destroy education. However, the attempt at morphing teaching methods into an unrecognizable indoctrination platform echoing Orwell’s famous representation of totalitarianism that two plus two does not equal four, but whoever is in power wishes the answer to be, is blatant reminder of the tumultuous challenges currently facing the Republic.
How politicizing math in demonizing prime numbers, square roots, and polynomials reached a such an advanced level of almost in requiring serious debate to derail, is a next level disturbing Big Brother indication that society is currently at a precarious tipping point. A certain group of people in this nation need to take a long hard look in the mirror, before one of these stunts actually takes hold and sparks a war that transcends cultural leading to widespread chaos.
The audacity of extremist educators willing to ditch the traditional curriculum of the three r’s in preparing students to develop critical thinking skills as productive and empathetic citizens, and replace valuable lesson plans with elements of social justice dogma swimming in liberal guilt, is both an indication of the toxicity of countercultural philosophies first hammered into the impressionable minds of late baby boomers, and a complete failure of higher education to offer any inkling of political diversity. The net result is that overzealous teachers are invading the sanctity of the home in grooming pupils to adopt Socialist tendencies, and are making a complete mockery of the First Amendment in the process by attempting to turn the younger generations into autonomous drones responsive to and triggered by selected stimuli. Passing unqualified students through the level of standardized testing for the sake of grants, while largely abandoning teaching, has become the broken clock and the viscous education modern cycle nightmare. The time-tested and formidable definition of learning has become nearly extinct due to a dinosaur killing city-sized meteorite colliding with the will and hope of nation in corrupting the most valuable resource and compromising the future.
As the scientific community shares the vision that mathematics represent a universal language and the basis for humanity’s notable accomplishments in engineering, healthcare, agriculture, and technology, how a bevy of sanctimonious educators lacking high-level mental facilities were able to forward documentation perverting the basic tenets of logic is an indictment that the right people are not being heard. Fifty Eight pages of heart breaking and gut wrenching amended teaching guidelines is a testament to how bonkers and insane things and reads like a dystopian novel, and prompts one to want to wake up from a nightmare that we are all responsible for in deflowering the eloquence and power of pure numbers.
The culprit for the project to “make mathematics equitable” are the folks over at equitablemath.org, which should at the very least face the ire of parents and citizens concerned with the unsettling trajectory of the near future in the wake ideology overtaking education. In deploying the tired argument that throwing money and resources at lower income communities will magically increase test scores, the group willfully ignores the responsibility of adults at home to provide an environment conducive to intellectual growth.
Here is an excerpt from the polarizing document. (Warning: Reading the following may cause temporary blindness.)
“Mathematics education has a long history of inequitable access to rich learning (see Chapter 1 and Chapter 2 for more discussion of this topic). It is incumbent on all in education to seek or create professional learning experiences that are designed to help teachers challenge and overcome the legacy practices that continue to perpetuate these inequities in access and attainment. Even when professional learning is designed with a different primary focus (mathematical practices, particular instructional routines, or teaching from big ideas, for instance), the implementation of these ideas should reflect culturally relevant and sustaining ways, and include awareness of and attention to the impacts of unconscious bias on students’ experiences in the mathematics classroom.”
Curiously, Asian-Americans, and other ethnic groups are omitted from the entire self-driving car wreck of incredulous lexicon of the entire document, while it is insinuated that students from impoverished non-white families are susceptible to discrimination through the math itself.
If the implementation of common core math is not bad enough, exploiting the taxpayer-funded education system to reinforce a social narrative and a political viewpoint, brings this nightmare to the average citizen. Imagine a future bereft of engineers, physicists, doctors, accountants, and architects. It’s easy if one tries.
Watch: As A Concerned Parent Effectively Grills Public School Officials On The Detriment Of Common Core Math-
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