Posted on 07/28/2023 7:16:48 AM PDT by SeekAndFind
Academic courses have become a vehicle for Marxist ideology, using “culturally relevant teaching” demands.
California has approved new radical K-12 math standards that are openly a vehicle for Marxist ideology. The stated goal is equity in math learning for non-whites and those from low-income families. The framework notes that “black, latinx, indigenous, women and poor students” have been underrepresented in the curriculum throughout history.” Equity will be implemented in the curriculum by dumbing down and sugar-coating the lessons and infusing them with political issues and student organizing.
Tom Loveless, education researcher and former Brookings Institute fellow, predicted that the new framework “would place Golden State 6th graders years behind the rest of the world—and could eventually skew education in the rest of the U.S., too.”
The framework boldly states that “teaching toward social justice can play an important role in shifting students’ perspectives,” with reference to Constantinos Xenofontos’ 2019 book, Equity in Mathematics Education: Addressing a Changing World. The author notes that education for social justice has its roots in Brazilian Marxist education theorist, Paulo Freire. Xenofontos contends that teachers should “discuss controversial topics,” and “allow social issues to drive instruction.” To teach social justice and equity successfully, teachers must be activists themselves.
Culturally responsive teaching is to be implemented as early as transitional kindergarten -- euphemism for pre-K -- “by exploring students’ lives and histories and designing and implementing curricula that center contributions that historically marginalized people have made to mathematics.” Rather than learning math facts and problem solving, teachers will conduct gabfests using multicultural children’s literature to show examples of what non-whites have contributed to mathematics.
Lessons are to connect math and “environmental and social justice” with students tasked to write an “opinion piece” or an “explanatory text.”
(Excerpt) Read more at americanthinker.com ...
The Marxist tenet of “oppressor” and “oppressed” is addressed in the framework: “Teachers can begin with awareness that mathematics play a role in the power structures and privileges that exist within our society and can support action and positive change.”
This is all part of the plan to turn us into the slaves of the elites, the serfs to their nobles, as it were.
“have become”
Have been for decades. I remember sitting at a table with my father and brother around this time of year in1980 (yes, that really was quite a long time ago), laughing at a college catalog of courses because so many were “A Marxist-Feminist Perspective on _________.” We started joking that they should offer A Marxist-Feminist Perspective on Feminism and Marxism. To be fair, it was probably in there.
We didn’t get to this point yesterday; it won’t be fixed tomorrow.
Great. This should help them all in Diff Eq
Inequities? Is that like inequalities, which are studied for about a week in pre-algebra? Here’s an example: w < n, where w = woke and n = normal.
Even in red states you will notice that colleges try to hire people with an interest in “equity” rather than competence in math itself. They claim that such an approach is necessary to interest minorities in the material. But I have seen brilliant peer- or family- inspired people of all races succeed without heavy handed race nonsense.
The Chinese knew that in order to expand their global hegemony they had to control the entire North Pacific rim, so military strategists concluded that subverting and toppling state governments in the western U.S. would prove most fruitful. Now look at how California, Oregon, and Washington are administered.
I don’t need no stinking diffy q to be a social engineer.
“This is all part of the plan to turn us into the slaves of the elites”
Yup—they want the peons stupid and obedient.
Public schools are child abuse.
Maybe if we replace differential equations with a class on differential equity.
“Have been for decades. I remember sitting at a table with my father and brother around this time of year in 1980.
My wife and I started seeing this B$ posing as math for our California Children in the fall term of 1977.
Fortunately, a friend at our church, who retired as a math teacher volunteered and tutored our 2 off springs. He gave them tests to find out their base lines and what path to take re their math.
He determined that the oldest one was basically a genius in math and needed to be challenged. That child was graduated with honors from college with basically 2 engineering degrees and was employed before his graduation.
Our other child was good in basic math and a total loss with any algebra. Later he mastered geometry. He got his diploma via the GED program and has used basic math everyday on his jobs.
Their grandmother/my mother was a great reading/English teacher. She got them into reading what they wanted and some required stuff. My wife would read to them and then got them to read what they enjoyed reading and how to learn from textbooks.
As a retired teacher I can tell you that for some reason, math as a subject has been the playground of crazy ideas for a long time.
Techniques that work are tossed out and replaced by ideas, that on paper look like they might, but turn out to be failures. One example is the memorization of times tables. Can’t have that! Let the kids discover the patterns on their own. Result, kids in high school who need a calculator to multiply 8 times 4.
When I started teaching, the current idea was something called ‘modern math’. I was supposed to teach 4th graders how to calculate in base six. This was somehow going to get the kids to discover patterns in the numbers or some such nonsense.
More recently, common core takes the approach of exposing kids to concepts but then never mastering them. Second graders will have a unit on fractions even though they haven’t mastered addition. and the common-core approach to multiplication and division, is the despair of parents trying to help their kids with homework. A kid who answers 8 x 3 = 24 without the accompanying display of little boxes will only get partial credit for the correct answer.
Oddly, I doubt that ‘Marxist math’ was how math was taught in the Soviet Union back in they day or how it is taught in communist China today.
I have done accounting/bookkeeping since 1957-—now 66 years.
Moved to SO CALIF in 1964 & most the jobs I have had since were connected to accounting-—even when I was selling auto parts & racing supplies, I still needed math.
I became self-employed in 1980, seeking clients who ran SMALL businesses & STILL needed their bookkeeping done. Last client—and longest client— retired 16 months ago. I did his books from 1969 to 2022. 53 years. HE WAS NEVER AUDITED.
I did all those books BY HAND from 1980 to Nov 1991. Then I got a computer-—but I STILL needed to do math correctly.
I know that books (THE ENTIRE GENERAL LEDGER) MUST BALANCE. Bank reconciliations MUST be correct. TO THE PENNY-— Accounts receivable individual records must equal the total in the General Ledger.
One client I had just taken over from retiring long time employee:
I was $1 off in the Acct Rec details versus the total. I was looking & looking-—as each customer had a card that showed all their sales & payments.
Owner comes into office & asks what I am doing-—I tell him I am looking for $1.===GO AWAY & LET ME WORK.
Hour later-—here he is again-—Tries to HAND ME $1 out of his pocket. I have to EXPLAIN-—THIS ISN’T a cash register shortage-—we don’t even have one. It is a mistake in recording something-—LET ME FIND IT. HE grumbles & leaves.
I finally find 2 errors: When turning card from one side to another, prior lady had UNDER posted one card by $1000 in her carry forward...and she had OVER posted another card by $1001 in her carry forward====+ 1000 & - 1001===$1 difference.
When I found it all, I went into his office & showed him-—IT was a posting error—simple to do.
ONE customer would have gotten a statement that was $1000 too low. Another would have gotten a statement that was $1001 TOO HOGH. One would have been pissed off—another would have paid VERY QUICKLY.
I TOLD HIM TO NEVER QUESTION WHAT I AM DOING-—THIS ISN’T MY FIRST RODEO.
We parted ways over a different incident about 3 weeks later.
YOU CANNOT PERFORM SUCH JOB DUTIES IF YOU CANNOT DO SIMPLE MATH.
SIMPLE MATH IS A DAILY ITEM FOR EVERYONE——NO EXCEPTIONS.Ask yourself-—WHO did the engineering on that bridge in Florida that collapsed as they were dedicating it???
It’s all about tearing down the current order, so they can take power. Once complete, all that nonsense goes away, and all the useful idiots who helped them to power are the first against the wall.
We’re so big that we barely notice that we’re in free-fall collapse.
The Chinese knew that in order to expand their global hegemony they had to control the entire North Pacific rim, so military strategists concluded that subverting and toppling state governments in the western U.S. would prove most fruitful. Now look at how California, Oregon, and Washington are administered.
So without firing a shot or losing a soldier or sailor in combat, the Chicoms have accomplished what you noted above.
Also, they have and are creating vast markets for their low quality products with our under educated people living in their 15 minute cities on our left/west coast.
There is nothing new in this philosophy of education. Do you remember when Larry Summers was verbally attacked for his statement that women were less likely to study sciences and tech courses than men? Harvard then instituted courses which were known as feminized science, science courses that contained no math. These courses, which were more a history of the scientific thought were Alonso taught at other colleges around the country, one of which was entitled “Physics for Presidents. It was an over view of the theory of physics, without the math.
When I was in school, we didn’t have calculators, Well, not inexpensive pocket calculators. We thought it was cheating to allow kids to use calculators on college boards.
No, it’s not those from CA who are ruining your states, it’s your own schools in your own towns in your own states who are producing millions of newly minted leftist voters ever single year. Year after year...
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