President Obama's Address to Students Across America September 8, 2009 -
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Everything is about listening to President Obama and kwowing what he is asking you to do. Really creepy.
...and the TOTUS talks to the Obama Youth. "The best part will be the arrest of all the biotech workers....." --JH
Not allowing our boys to fight.....more die. Send in more targets not able to fight....more die. Play footsie with primitives from a primitive culture....more die. Get our boys worried about lawsuits and criminal charges if, God forbid, they actaully have to kill people.....more die. No fire support? More die. No close air support? More die.
Every time they try to change course, change something, make it a nicer-friendlier action, try not to offeeeeeeeeeeend anyone, they disallow our boys from fighting as they should and are able.....which is the same course.....and more die.
This is what happens when you take young men, teach them to kill people and blow shit up.....and then turn them loose with the ROE of the Salvation Army......in a region of sheer violence.
Pay attention to the increasing violence.... "The best part will be the arrest of all the biotech workers....." --JH
Create Posters of Goals? Create Artistic Projects Based on Themes? Graph Student Progress Towards Goals?
Like This One?
The National Endowment for the Art of Persuasion? by Patrick Courrielche I recently wrote a critique of the art community's lack of dissent in the face of many controversial decisions made by the current administration. Entitled "The Artist Formerly Known as Dissident," one of the key points argued in the article was the potential danger associated with the use of the art community as a tool of the state. Little did I know how quickly this concern would be elevated to an outright probability. Sometime between when I finished the critique and when it went live online, I was invited by the National Endowment for the Arts (NEA) to take part in a conference call that invited a group of rising artist and art community luminaries "to help lay a new foundation for growth, focusing on core areas of the recovery agenda - health care, energy and environment, safety and security, education, community renewal." Now admittedly, I'm a skeptic of BIG government. In my view, power tends to overreach whenever given the opportunity. It's a law of human nature that has very few exceptions. That said, it felt to me that by providing issues as a cynosure for inspiration to a handpicked arts group - a group that played a key role in the President's election as mentioned throughout the conference call - the National Endowment for the Arts was steering the art community toward creating art on the very issues that are currently under contentious national debate; those being health care reform and cap-and-trade legislation. Could the National Endowment for the Arts be looking to the art community to create an environment amenable to the administration's positions? Before arguing why I see this as a gross overreach of the National Endowment for the Arts and its mission, a brief background on the conference call is needed. more...
by Patrick Courrielche
I recently wrote a critique of the art community's lack of dissent in the face of many controversial decisions made by the current administration. Entitled "The Artist Formerly Known as Dissident," one of the key points argued in the article was the potential danger associated with the use of the art community as a tool of the state. Little did I know how quickly this concern would be elevated to an outright probability.
Sometime between when I finished the critique and when it went live online, I was invited by the National Endowment for the Arts (NEA) to take part in a conference call that invited a group of rising artist and art community luminaries "to help lay a new foundation for growth, focusing on core areas of the recovery agenda - health care, energy and environment, safety and security, education, community renewal." Now admittedly, I'm a skeptic of BIG government. In my view, power tends to overreach whenever given the opportunity. It's a law of human nature that has very few exceptions. That said, it felt to me that by providing issues as a cynosure for inspiration to a handpicked arts group - a group that played a key role in the President's election as mentioned throughout the conference call - the National Endowment for the Arts was steering the art community toward creating art on the very issues that are currently under contentious national debate; those being health care reform and cap-and-trade legislation. Could the National Endowment for the Arts be looking to the art community to create an environment amenable to the administration's positions?
Before arguing why I see this as a gross overreach of the National Endowment for the Arts and its mission, a brief background on the conference call is needed.
more...
Barack Obama is our savior and hero He is the noblest being in the whole wide world For Obama we live For Obama we die Our Obama is our Lord Who rules a brave new world
Write letters to themselves about what they can do to help the president. These would be collected and redistributed at an appropriate later date by the teacher to make the students accountable to their goals.
Still the post is spot on. How to you reduce government indoctrination? By eliminating their means of indoctrination. Let's get rid of the Department of Education, PBS and NPR. This would have the added benefit of reducing the deficit in the process.
And before anyone starts, no this wouldn't put little kids out in the street. It would simply return more control of education to the local communities where it belongs. With more local control diversity of ideas in local areas would make change in education easier. If people don't like their local school district they can always send them to private school, home school or the always important "vote with their feet." If you don't like your town government people have the option of moving to another town. The federal government can and will force things on you against your will. "Victory is Mine!" - Stewart Gilligan Griffin.
The Dewey model moves away from enlightened elites and trained workers into this idealistic and unrealistic world where everyone is a citizen-scholar-businessman, and so we get these competing priorities, and tension with obvious aptitudes.
It's insufficient, I think, to leave the discussion at just "it should be more local" without a few ideas as to what a truly unique local system would look like.
Thankfully, for that, we have Th. Jefferson and Albert Jay Nock:
In On Doing the Right Thing and Other Essays, Nock explained that education produced "intelligenz" [sic] "the power invariably, in Plato's phrase, to see things as they are, to survey them and one's own relations to them with objective disinterestedness, and to apply one's consciousness to them simply and directly, letting it take its own way over them uncharted by prepossession, unchanneled by prejudice, and above all uncontrolled by routine and formula." The educated man was capable of independent thought. Unfortunately, Nock believed few people were educable. By contrast, Nock thought most people could be trained. The trainable person profited from instrumental knowledge. In his essay "The Nature of Education," Nock explained that "When you want chemists, mechanics, engineers, bond-salesmen, lawyers, bankers and so on, you train them; training, in short, is for a vocational purpose. Education contemplates another kind of product." Nock did not mean to denigrate those who should be trained rather than educated. He wrote in his memoirs that "Education, properly applied to suitable material, produces something in a way of an Emerson; while training, properly applied to suitable material, produces something in the way of an Edison." Thus to Nock, science was a matter of training and many of the world's most eminent men were not educated but trained. "Training is excellent," he wrote in Free Speech and Plain Language, "and it can not be too well done, and opportunity for it can not be too cheap and abundant." The main problem with the American educational system was that, in attempting to educate everyone equally, it encountered Gresham's law and ended up educating no one adequately. Instead, it provided only training, even to those who were educable. He believed that, in his era, "the study of history, like other formative studies, does not even rise to the dignity of being a waste of time. What with the political, economic and theological capital that has to be made of it... it is a positive detriment to mind and spirit." Indeed, he continued in The Book of Journeyman (1930), "Following the strange American dogma that all persons are educable, and following the equally fantastic popular estimate placed upon mere numbers, our whole educational system has watered down its requirements to something precious near the moron standard. The American curriculum in 'the liberal arts' is a combination of bargain-counter, grab-bag and Christmas-tree." Nock's solution? The two categories of people should attend separate learning centers. As a blueprint, Nock praised Thomas Jefferson's scheme for public education. In Free Speech and Plain Language, Nock wrote that "when Mr. Jefferson was revising the Virginia Statutes in 1797, he drew up a comprehensive plan for public education. Each ward should have a primary school for the R's, open to all. Each year the best pupil in each school should be sent to the grade-school, of which there were to be twenty, conveniently situated in various parts of the state. They should be kept there one year or two years, according to results shown, and then all dismissed but one, who should be continued six years. . . . At the end of six years, the best ten out of the twenty were to be sent to college, and the rest turned adrift."
By contrast, Nock thought most people could be trained. The trainable person profited from instrumental knowledge. In his essay "The Nature of Education," Nock explained that "When you want chemists, mechanics, engineers, bond-salesmen, lawyers, bankers and so on, you train them; training, in short, is for a vocational purpose. Education contemplates another kind of product." Nock did not mean to denigrate those who should be trained rather than educated. He wrote in his memoirs that "Education, properly applied to suitable material, produces something in a way of an Emerson; while training, properly applied to suitable material, produces something in the way of an Edison." Thus to Nock, science was a matter of training and many of the world's most eminent men were not educated but trained. "Training is excellent," he wrote in Free Speech and Plain Language, "and it can not be too well done, and opportunity for it can not be too cheap and abundant."
The main problem with the American educational system was that, in attempting to educate everyone equally, it encountered Gresham's law and ended up educating no one adequately. Instead, it provided only training, even to those who were educable. He believed that, in his era, "the study of history, like other formative studies, does not even rise to the dignity of being a waste of time. What with the political, economic and theological capital that has to be made of it... it is a positive detriment to mind and spirit." Indeed, he continued in The Book of Journeyman (1930), "Following the strange American dogma that all persons are educable, and following the equally fantastic popular estimate placed upon mere numbers, our whole educational system has watered down its requirements to something precious near the moron standard. The American curriculum in 'the liberal arts' is a combination of bargain-counter, grab-bag and Christmas-tree."
Nock's solution? The two categories of people should attend separate learning centers. As a blueprint, Nock praised Thomas Jefferson's scheme for public education. In Free Speech and Plain Language, Nock wrote that "when Mr. Jefferson was revising the Virginia Statutes in 1797, he drew up a comprehensive plan for public education. Each ward should have a primary school for the R's, open to all. Each year the best pupil in each school should be sent to the grade-school, of which there were to be twenty, conveniently situated in various parts of the state. They should be kept there one year or two years, according to results shown, and then all dismissed but one, who should be continued six years. . . . At the end of six years, the best ten out of the twenty were to be sent to college, and the rest turned adrift."
....back to putting condoms on bananas!!!! "The best part will be the arrest of all the biotech workers....." --JH
If you haven't had a chance to watch Indoctrinate U, a film by Evan Coyne Maloney, you've missed a great documentary about the stifling of dissenting opinions on our college campuses.
You don't get the government you want, you get the government you deserve
Obama is freakin' creepy. Everything about him smacks of some kind of cult figure. His tactics, his speech, his habits. It's like Jonestown.....
1. Teaching from the top. 2. Personality driven. 3. Use of manipulation or mind control. 4. Create financial expectations from membership 5. Create time commitments from membership. 6. Change in personality of members. 7. Dissent is not allowed. 8. Changing attitudes toward outsiders.
I can think of specific instances where all of these methods have been used by Obama and his community of followers.
RedMassgroup has posted stories on many of them including Obama's labeling of opponents as terrorists; refusing to hear dissenting voices at town hall meetings, hostile attitudes toward opponents, manipulating children's thoughts, telling us we are unAmerican if we don't give more tax money, etc. Obama is using classic cult methodologies to lead this government.
Keep your kids home on September 8th.
To Whom it May Concern: When it comes to teaching my child about personal responsibility and life goals, I have determined that I am a far better teacher of those objectives than a President who has chosen to surround himself with known anarchists and terrorists. Therefore, ______________ will be at home on Sept 8th in order not to be corrupted by the propaganda that will be shown in his class room. Respectfully Yours,
When it comes to teaching my child about personal responsibility and life goals, I have determined that I am a far better teacher of those objectives than a President who has chosen to surround himself with known anarchists and terrorists.
Therefore, ______________ will be at home on Sept 8th in order not to be corrupted by the propaganda that will be shown in his class room.
Respectfully Yours,
I am calling each member of the school committee this evening.
You need to speak out against the politicization of your public schools.
See the following for encouragement:
http://pajamasmedia.com/vodkap...
http://mommylife.net/archives/...
http://pajamasmedia.com/blog/a...
Don't let this go.
Not only would I let my kid(s) go to school and have them listen to the President's speech, I would have them discuss what went on in the classroom when they came home.
Why? I want to know exactly what was said so I can research what the President told these kids, and then see if I agree or disagree with what he said. If it's mostly harmless stuff, then no further discussion is needed. The very first question or skepticism the kids have, or any insistence to do something just because the President insists we do it is a red flag.
I can then ask my kids, "Do you think the President has that much knowledge or power to say things like that, or to tell you to do something right now or else something terrible would happen?" That in turn invites further discussion, and soon enough the kids think independently for themselves and outside the President's purview.
If the teachers give them any problems, the teachers will hear from me, and I will question their ability to foster skills other than my kid(s) parroting what the President has said, and if they can't do that, there are plenty of other schools that can.
