Alice in Wonderland, 1984

Yes, I have been focusing a lot on the educational system, or better said – the use of our schools to eradicate the attitudes, values and beliefs of our children (education psychologist Benjamin Bloom uses the words “thoughts, actions, and feelings, [see below]. I keep finding other things I want to address then I read about university students protesting that they need ‘safe space’ from hearing free speech, and refusing to be taught by white professors, or being offended by being asked to read books by dead white men. You have to ask yourself, are these students getting any real education at all or are they learning only Rules for Radicals and using that to gut what little bit of actual learning is left in so-called institutes of higher learning?

On top (or at the basis) of that, the powers-that-be come out with a new program that needs to be exposed. Today is new policy from HHS telling us that they will allow us to be equal partners in raising our children. If you haven’t believed what we have been telling you for decades, now the federal government is authenticating all that we have said.




Are you ready to share, on an equal basis at best, your responsibility for raising your children? If not, prepare yourself because the government has plans to be an equal partner with you.

“The purpose of this policy statement is to provide recommendations from the U.S. Departments of Health and Human Services (HHS) and Education (ED) on systematically engaging families1 in their children’s development, learning, and wellness, across early childhood and elementary education settings.

“We refer to “family engagement” as the systematic inclusion of families as partners in children’s development, learning, and wellness. Engagement is enabled by positive relationships between families and staff in the institutions where children learn. The goal of family engagement is to support family wellness and children’s learning and development.

“Planning and prioritizing is critical, but implementation is made possible by adequate support and resource allocation. Investments and resource allocation will be based on the needs, priorities, and goals determined by local communities, in partnership with families. They may include hiring a family engagement specialist, for designating an existing staff member, to be responsible for ensuring that systemic family engagement plans are well managed, executed, and continuously improved. (ital. mine) This individual could facilitate technical assistance and staff professional development, coordinate family support services, including supports for parenting, and refer families to social services as needed.

  1. Value equal partnerships between families and professionals. Combine professional expertise with familial expertise to promote shared learning and responsibility for children’s healthy development, learning and wellness. Encourage two-way communication by valuing family input on all aspects of the child’s life and development, including their culture, traditions, and home language.
  2. Build staff competencies in engaging with families. Prioritize professional development that helps staff engage parents as capable, competent partners.

[Read more]

Steve McCann at American Thinker sees the problem. 

The United States at the Point of No Return

“Another of the primary factors in the decline of the United States is that the nation’s elites, rather than view education as the means for the people to attain success in a competitive world, have recast it into a vehicle for their pet theories and political views.  Whether it is the promulgation of faux self-esteem, the obsession with the so-called evils of capitalism and the nation’s past, and the theoretical joys of socialism among other inane curricula, the education establishment has assured that the American people are rapidly becoming among the least well-educated populations in the world.”

[Read more]

And last, but certainly not least, here is a quote from Charlotte Iserbyt’s booklet “Back to Basic Reform or . . . OBE *Skinnerian International Curriculum

“Researchers should focus on this new Universal Design of Learning (UDL) label, which basically covers what has been going on in education since ESEA 1965, with a strong emphasis on performance (workforce training education) designed to accommodate all kinds of learners, which results in the redistribution of brains, explained by Professor James Block and supported by Professor Benjamin Bloom in All our Children Learning. Bloom said “The purpose of education is to change the thoughts, actions, and feelings of students,” and defined good teaching as “challenging the students’ fixed beliefs.”

That is, they wish to challenge the students’ fixed beliefs if those beliefs are consistent with respect for Western culture and values.  If, instead, they espouse Marx and Lenin, Alinsky, Che and Castro; if they study the feminization of fjords or ice caps; if they want to be anything except white, intelligent, or rational, then their ‘fixed beliefs’ don’t need challenging.

Kathleen Marquardt
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Kathleen Marquardt has been an advocate for property rights and freedom for decades. While not intending to be an activist, she has become a leader and an avid supporter of constitutional rights, promoter of civility, sound science, and reason. She is dedicated to exposing the fallacies of the radical environmental and animal rights movements. She has been featured in national publications including Fortune, People, the Washington Post, and Field and Stream, as well as television news programs such as Hard Copy, The McLaughlin Group, Geraldo, and many others. Today, she serves as Vice President of American Policy Center. Kathleen now writes and speaks on Agenda21/2030, and its threat to our culture and our system of representative government.