“The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” - Paolo Ferrar
"Ethnic studies is the critical and interdisciplinary study of race, ethnicity, and indigeneity with a focus on the lived experiences and perspectives of people of color. It centers the knowledge, narratives, and intellectual scholarship of racial or ethnic groups,1 including how groups define and experience social, cultural, and political forces and their connections to gender, class, sexuality, and other intersections of identity. Ethnic studies provides culturally relevant pedagogy that helps students develop inclusivity by fostering understanding of diversity, connecting students with their community, and giving them the tools to identify and change the institutional structures that perpetuate inequity." - Executive Board of the University of California Senate
For decades the Bolshivek
Lev Vygotsky has been an insedious influence in American education. He is required reading in California's teacher credentialing programs, and arguing against his ideas is a sure way to kill your teaching career before it starts. Of course, Orthodox Christians know Vygotsky not so much for his ideas about education but for his work in the Soviet system of mental hospitals where so many of us were confined, tortured, and killed. But Vygotsky's is not the only Marxist influence on the American education system. For months we have been hearing people in the news media saying
Critical Race Theory [C.R.T.] is not being taught in American schools. I assure you it is. Not by name, but as Shakespeare's Juliet reminds us, the name we give something doesn't change its odor.
This morning I read a
document from the University of California's systemwide Senate. Like Hitler's
Mein Kampf and Stalin's
Communist Manifesto, this document plainly lays out the goals of the twisted people who wrote it. In short, the radicals who control the University of California are going to refuse admission to any student who has not been indoctrinated with the ideas of the
Marxist education philosopher Paolo Ferrar.
Before we go on, I think I should explain the A-G requirements. The University of California requires that for a person to be admitted as a student they must have completed certain courses in high school. Those courses include certain numbers years studying math, English, economics, foreign languuages,American Hstory, etc. This is important to know because more than 84 thousand freshmen were completed the A-G requirements last year and were admitted to study at one of the University's nine campuses in 2021, and these students are, in general, the best students from their high schools. These students are, in general, the best and the brightest who will go on to govern California, run businesses, control the media, and educate future generations.
It looks like a pretty good preparation for university doesn't it? But now it gets dark. Now I will show you some excerpts from the document that outlines how the Marxist teaching of Ferrar comes in, requireing that even math and scince be used to spread the C.R.T. venom. What you see below is how the U.C. Senate is polluting the sensible list of A-G requirements and the minds of adolescents.
From the U.C. Senate's instructions to highschools (linkd above.) for emplementing the ethnic studies curricula (I actually liked my ethnic studies course when I was in college. I learned about
lowriders,
Flaco Jimenez,
zoot suits, and
Cesar Chavez.) for ALL courses in the A-G requirements. Notice, this is not just social studies (e.g. geography, history, government, and ecnomics) but is for all courses. That in itself is curious because California law says ethnic studies is only required for one semester. So, I wonder, why are they mandating that all subject be aligned with the ethic studies curricula? What is going on? What is the agenda? Does someone want to purge teachers, even math and science teachers, who refuse to poison the minds of young people?
What follows are quotes from the Course Content Guidlines and the Skill Guidlines found in the document. Pictures are all from a California 7th grade classroom.:
"CENTER an understanding of Indigeneity, routes, and roots through acknowledgement that the course
takes place on stolen, unceded land of ____ Native Peoples and in spaces forged through labor, paid,unpaid, and underpaid. This is taught through anti-racist and anti-colonial liberation, cultural work,self-worth, self-determination, and the holistic well-being of the widest conceivable collective,especially Native people and people of color."
"CULTIVATE communities that foster, acknowledge, and value the relationships of Indigenous and all
communities of color for their survival. Place high value on Indigenous knowledges, worldviews, and
epistemologies, and those of other communities of color.
[Notice: there is no search for Truth, merely independant and competing "knowledges, worldviews, and epistomologies". Think about what this means. It is a rejection of Aristotle's laws of identity and non-contradiction. Thus it means there can be no science. Futhermore, it is a return to the non-morality of Euthyphro, for what is piety when the gods disagree with one another? And of course, because there is no Truth there is no Christ for he is the Truth.]
"CRITIQUE histories of imperialism, dehumanization, and genocide to expose how they are connected
to present-day ideologies, systems, and dominant cultures that perpetuate racial violence, white
supremacy, and other forms of oppressions
"CHALLENGE and examine how multiple oppressions and identities intersect (e.g., race, ethnicity, class,gender, culture, nationality, sexual orientation, belief-system, history, language)."
"CONCEPTUALIZE and create spaces that embrace the idea that racial and ethnic groups are not
monolithic and model the joy, knowledge, agency, strength, and endurance of Indigenous and People
of color communities."
"Because ethnic studies requires that students develop a repertoire of skills for critical analysis and engagement with and transformation of society and the world, approved courses will support them, as critically conscious intellectuals gaining varying levels of mastery, to do the following:
"1. Identify, analyze, contextualize, and corroborate sources, with attention to epistemologies,
histories, explicit and implicit biases, insider and outsider perspectives of all course materials andobjects of study (i.e., books; articles; films; primary documents; artwork; media; websites;
archaeological “finds”; scientific and mathematical theories, methods, and “discoveries”;
mathematical applications, etc.).
"2. Recognize and interrogate power and oppression at ideological, institutional, interpersonal, and internalized levels.
"3. Analyze and assess the impact of systems of power and oppression—including empire, white
supremacy, white supremacist culture, anti-Blackness, anti-Indigeneity, racism, xenophobia,
patriarchy, classism, ableism, belief systems, ageism, anthropocentrism—across race, class, gender,
sexuality, disability, and other intersections of identity.
"4. Critique dominant narratives of power and their claims to neutrality, objectivity, color-blindness,freedom from bias, and meritocracy in order to examine their harm to Indigenous and other
communities of color.
"5. Develop leadership, community participation, publicly engaged research, communication, praxis,
and other skills to address and dismantle systems of oppression and dehumanization in the many
forms in which they appear (i.e., anti-Blackness, xenophobia, ableism, heteropatriarchy).
"6. Participate in Indigenous, Black, and people of color-centered histories, knowledge systems, and pedagogical practices that challenge traditional
Western educational approaches and practices.
"7. Cultivate critical hope, community care, relational accountability, and self-determination for past, present, and future generations.
"8. Nurture community engagement in order to foster anti-racist futures and solidarity across
communities."
[You might be asking yourself, what's wrong with anti-racism? Isn't racism a bad thing? Yes, it is. And we should not be racists. But that is not what is meant when the radicals use the word anti-racist. They actually mean Marxist.]
An then, because teenagers have not been taught to protect and nurture the deposit entrusted to them, but have been trained by Marxists to arrogantly think they can transform the world, we get to live through a revolution and see the death of the Republic.
