VALUES CLARIFICATION / OUTCOME BASED EDUCATION
via Health Ed / Death Ed / Alcohol Ed / Drug Ed / Sex Ed
Arousing Curiosity and Suggesting Experimentation
Forbid as little as possible, for to forbid is to suggest the thing forbidden. -J. L. Spalding
It should have been no surprise to anyone when drug education courses served only to arouse curiosity and promote experimentation on the part of children exposed to them. You don’t discuss a subject day-in and day-out if you want children to stop thinking about it.
A simple search of your state’s education health standards will help parents understand what their children are to be taught in health classes. Sex, drugs, alcohol, suicide, smoking…. And the shocking part is that abstinence is not the main focus. Also, discussions of FAMILY health habits is a part of every grade level. Examples: Georgia’s High School Health Standards / Georgia’s Middle School Health Standards
California’s Health Standards grades k-12 – Review for yourself…. page 9 shows a chart of what is taught at each grade level. Starting in kindergarten: Sexual health, alcohol/drug use, mental and emotional health. Also: the standards include discussions on guns and family health habits.
Death education at Columbine High
By Samuel Blumenfeld
…. “Tara explained that the subject of death was integrated into many of the courses at her high school. She said that death was made to look glamorous, that living was hard, and that reincarnation would solve their problems. Students were told that they would always return to a much better life form. They would return to the ‘Oversoul’ and become like God.
integrated into many of the courses at her high school. She said that
death was made to look glamorous, that living was hard, and that
reincarnation would solve their problems. Students were told that they
would always return to a much better life form. They would return to the
‘Oversoul’ and become like God.
Read more at http://www.wnd.com/1999/05/2771/#mjQj0ByH1WkZ6qr8.99
Teen Suicide: Is Death Education a Cause?
Death educators are quite aware that they are dealing with a highly charged, taboo subject that many children can’t handle. But that hasn’t stopped some teachers from introducing the subject in kindergarten. The January 1989 issue of Young Children carried an article by kindergarten teacher Sue Spayth Riley about her class’s trip to a cemetery.
A high school assignment asking students to choose life or death for terminally-ill patients in a real-world limited healthcare scenario has sparked outrage.
Who Controls The Children (schools dumb down kids deliberately) 1992
Peg Luksik, education activist, explains the plan to move from traditional education to Outcome Based Education. She explains “values clarification.”
Outcome Based Education is not education. It is social engineering which uses behaviour modification and values clarification to control the level of knowledge acquired and change attitudes, behaviours, beliefs and values. Achievement level for every student is held constant, while the time taken to achieve is allowed to vary. Previously the time allowed to achieve stayed the same, while achievement levels varied.
The fundamental strategy of this restructuring movement is elimination of all moral and psychological barriers to social change. The political, industrial and banking leaders who lead our society have concluded that, the way the world is going; it will be politically and economically unmanageable in the very near future. Outcome Based Education is a crucial part of the solution to their management problem.
The ultimate objective is to gain socio-political control over all present and future generations of children, conditioning them to be cooperative and pliable workers and citizens who will go along with the New World Order. This is the classic notion of Fabien Socialism carried to its logical extreme.
The emphasis is upon group learning strategies, all children in a group must achieve the goals before the group may move on, which puts tremendous pressure on a non-conformist to conform. This group orientation makes Outcome Based Education a system for behaviour modification of the group, not education for the individual. It is collective modification in which competition is discouraged and the individual learns that the group is more important than the individual.
Assessments reflect student progress toward the outcomes by diagnosing whether outcomes have been met by grading such as: “is reluctant to assume the role; “assumes the role when prompted”; or “eagerly assumes the role”. The child that “eagerly assumes the role” has met the objective. The child who has not will be recycled until he does.
Excerpt from “Deliberate Dumbing Down of America” By Charlotte Iserbyt – Free Download of the Entire Book
THE SCHOOL COUNSELOR, PUBLICATION OF THE AMERICAN PERSONNEL AND GUIDANCE Association, published a special issue on the subject of “Death” in its May 1977 issue (Vol. 24, #5).
In this issue a remarkable admission regarding the results of sex education was made which explains clearly the purpose of these controversial humanistic programs: to create the problems sex ed, values ed, drug ed, and death ed were supposed to solve. An excerpt from The School Counselor follows:
Helping Students Clarify Values:…
The last goal is to help students clarify their values on social and ethical issues. An underlying, but seldom spoken, assumption of much of the death education movement is that Americans handle death and dying poorly and that we ought to be doing better at it. As in the case of many other problems, many Americans believe that education can initiate change. Change is evident, and death education will play as important a part in changing attitudes toward death as sex education played in changing attitudes toward sex information and wider acceptance of various sexual practices.
[Ed. Note: In light of events in the 1990s, the question arises: What does “doing better at it” mean? The statement “Death education will play as important a part in changing attitudes toward death as sex education played in changing attitudes toward… wider acceptance of various sexual practices” implies that our children benefited from exposure to “wider acceptance of various sexual practices,” when all one has to do is survey the moral landscape to see the devastating effect these programs have had on our children’s lives. The same applies to death education and its effect on children’s understanding of the value of life, reflected in the increased number of murders carried out by youth.]