Social Justice - Prostituted - 2

Social Justice – Prostituted - 2
www.blogspotcinopsbegone.com – Wednesday, Feb. 11, 2009

We continue with the excellent analysis by “The Phyllis Schlafly Report,” V. 42 No. 6, January, 2009. “Social Justice: Code Word for Anti-Americanism.”

(As a California retired public school teacher the politicization of the teaching profession has been a tragedy for the education of our children. The Calif. Rodda Act of 1975 tied the hands of independent minded teachers. Ghk)

Ayers enrolled in Columbia Teachers College, where he picked up a PH.D., and emerged as a professor of education at the University of Illinois at Chicago. He launched a new career, directing his revolutionary energy into changing classroom curricula instead of setting bombs.

Ayer’s political views are as radical now as they were in the 1970s. “Viva President Chavez!” He exclaimed in a speech in Venezuela in 2006, in which he also declared, “Education is the motor-force of revolution.”

AYERS HAS BEEN ON A DECADES-LONG MISSION TO TRANSFORM EDUCATION INTO ANTI-AMERICAN INDOCTRINATION AND TO GET YOUNG PEOPLE TO DEMAND THAT GOVERNMENT CONTROL THE ECONOMY, POLITICS AND CULTURE. We see the results in the 2008 post-election surveys: 7 out of 10 voters between the ages of 18 and 29 now favor expanding the role of government, and agree that the government should do more to solve the nation’s problems. It’s obvious which party and which candidate will get their vote. …
One might assume that Ayers’s peculiar resume would put him on the outer fringe of the leftwing education establishment. However, Ayers developed quite a following as he taught resentment against America. In 2008 he was elected by his peers as vice president for curriculum of the American Education Research Association, the nation’s largest organization of education professors and researchers. WHAT IS ‘SOCIAL JUSTICE’ TEACHING?

From his post as Professor of Education, William Ayers became a leading advocate of “social justice” teaching, i.e. GETTING STUDENTS TO BELIEVE THAT THEY ARE VICTIMS OF AN UNJUST, OPPRESSIVE AND RACIST AMERICA. After a few years of this indoctrination, young people are ripe targets for community organizers to mobilize them to vote and carry out “revolution.”

The National Association of Scholars reports that the term “social justice” is today understood to mean “the advocacy of more egalitarian access to income through state-sponsored redistribution.” That is academic verbiage for Barack Obama’s assertion that he want to “spread the wealth around.”

David Horowitz of the California-based D.H. Freedom Center is more blunt. He says that “social justice” teaching is ‘shorthand for opposition to American traditions of individual justice and free-market economics.” He says it teaches students that “American society is an inherently ‘oppressive’ society that is ‘systemically’ racist, ‘sexist,’ and ‘classist’ and thus discriminates institutionally against women, nonwhites, working Americans, and the poor.”

On October 29, 2008, the pro-public-school-establishment journal Education Week featured a long front-page article describing “social-justice teaching.” This article provides ample evidence that “social-justice teaching” should be a major concern to everyone who cares what the next generation is taught with taxpayers’ money.
George H. Kubeck