At the Foundation for Individual Rights in Education (FIER), our long-standing concern about the deteriorating speech culture in higher education raises the suspicion that many of these harmful problems arose before students set foot on campus. This has inspired us to expand our organizational goals to include high school outreach, so that younger students can be taught their and their peers’ valuable First Amendment rights.
From coast to coast, we see documented cases of heavy-handed thought reform efforts in K-12 education that provide evidence of our long-standing concerns. Situations that have intensified over the decades into low-grade chronic levels, which have reached an acute level in the last school year, as evidenced by the level of busyness and weakness of the school board that we have not seen before in our lifetimes.
Focusing on the K-12 landscape reveals problematic patterns, ranging from activist educators rebelling against activist moral restrictions, including children who dare to have doubts, disagreements, or even a lack of enthusiastic active contracts. Some assertive teachers are hanging uncomfortably speculative “we believe” posters in their classrooms, while some schools প্রধান mainly private স্কুল have received statements or pledges of inadequate discussion or purchase from the school authorities.
It certainly doesn’t help that the training that new teachers receive is so quickly one-sided, as we discussed in a recent podcast episode with Professor of English Lyle Asher, author of an important article Chronicle of Higher Education About the steep trend in American education schools.
Then there is the influence of teacher unions, which can make it very difficult for conflicting teachers to disagree when they take an official, one-sided position, such as supporting the Black Lives Matter in school or the existence of a white supremacist culture that teachers must “acknowledge”. Special root cause.
Meanwhile, this school year, we saw a tick-tock teacher who laughed about removing the American flag from his classroom because it made him “uncomfortable” and suggested that students might face the flag of homosexual pride hanging in his classroom. Promise. Then there was a chemistry teacher who showed his students the courage to report to his supervisors when he told his class about the former president, irresistible and climate change, telling his class not to tell their parents what to do because ” Most of your parents are stupid than you. ” He also took care to warn students who do not agree with his opinion to “keep it quiet” or take the risk of open ridicule. The students take on the challenge of “tattle” on her and she is relieved of her teaching responsibilities.
And then the high school history teacher taped how he used children’s access to radicalize them: “I have 180 days to turn them into revolutionaries,” he instructed, focusing on the Antifa flag on his classroom wall. He also used Mao’s portrait to decorate his house, instead of portraits of current or former US presidents. He takes pride in using extra credit and the temptation to intimidate (“f * ck from them”) to recruit students to recruitment events.
And when these teachers openly shared what they were doing in their class (although some were apparently filmed without their knowledge); In other cases, teachers and even districts have been caught violating their ideological commitments and curriculum goals in secret from parents and abandoning the principle of acting altogether. In place of parents. It is difficult to imagine a more effective way to suppress parents against teachers and schools and to undermine the belief that support for K-12 education depends.
As Director of Fire’s High School Outreach, I have had the opportunity to speak with students, parents, and relevant educators across the country in disciplined and other events where teachers gather. From this vantage point, I have collected an amazing story and put together ethical, legal, philosophical, educational, psychological, and developmental arguments that explain why current educational motivations often fall short in imitative practice and undermine the goal of developing self-critical thinking. . -Government in a democratic society.
While some educators and school authorities will always be tempted to exploit their access to the children of other citizens to try to formulate our biased practices, we need to bring back the golden rule in our education system: What you do to your neighbors’ children Do not want to do with. This means respecting the rights of your neighbors to give their own values and morals to their own children, the way you would expect them to respect your rights, even when you strongly disagree with the politics or views of those parents.
In the next installment, we will look at some of the K-12 lawsuits that have recently been filed and the legal effort to curb the so-called “divisive idea” (also known as the “anti-CRT bill”) in American schools.