Critics of the public school system, myself included, often disparage
government schools for failing to teach kids. Yes, it’s alarming U.S. students continue to lag academically behind their international peers (only about one-third of high school graduates are prepared for college), and it’s pathetic most students test very poorly in geography, civics, reading, and math. As bad as it is that schools aren’t teaching our kids important areas of learning, it’s what they are teaching that should really frighten us.
more schools are adopting an aggressively progressive curriculum. In
Minnesota, “School leaders adopted the ‘All for All’ strategic plan—a
sweeping initiative that reordered the district’s mission from academic excellence for all students to ‘racial equity,’” The Weekly Standard
reported in February. Children in kindergarten are expected to become
“racially conscious” and examine their “white privilege.” And leftists’
radical agenda is taking hold in a less blatant but no less toxic way in
the rise of social and emotional learning (SEL), which presents just as
much danger to parents, kids, and the education system as Common Core.
is “a coordinating framework for how educators, families, and
communities partner to promote students’ social, emotional, and academic
learning,” the Collaborative for Academic, Social, and Emotional
Learning (CASEL) states on its website. CASEL is one of the masterminds
behind the SEL movement. “A growing number of schools and districts” are
“imbedding” SEL into “English Language Arts, Math, Social Studies, and
general teaching approaches,” CASEL reports.
The way children
“feel” about their skin color is likely a product of SEL making its way
into Minnesota schools’ social studies curricula. But how do emotions
come into play in a straight-forward subject such as math? For me, I
suppose I could talk about how just thinking about math makes me sad,
because I’m terrible at it and it’s difficult, but how is such a thing
profitable, let alone appropriate, in the public school setting?
teaches kids to feel and not to think. Of course, feelings themselves
are not bad or dangerous, but they can be when they aren’t tempered with
a sense of right and wrong. Traditional public schools, apparently
determined not to teach kids history, how to read, spell, add, subtract,
multiply, or anything useful, instead take on a role of psychotherapist (and not a good one).
problem is not that children have emotions, but that government schools
can’t acknowledge that absolute truth and right and wrong exist, let alone what truth, right, and wrong are.
So, we have a bunch of kids trained to embrace their feelings—and since
feelings can’t be right or wrong, society devolves into chaos. As Brian
Eno, an English musician and composer, once stated so eloquently,
“Feelings are more dangerous than ideas, because they aren’t susceptible
to rational evaluation. They grow quietly, spreading underground, and
erupt suddenly, all over the place.”
As we’ve seen over and over,
the eruption of feelings at colleges, such as recently at the University
of California at Berkeley and University of Virginia, has become all
too common. Many Americans, especially younger Americans, are products
of a nihilistic society. They now feel emboldened to express their
disagreement, even to the point of violence, because they have no sense
of morality, and they’ve been told since kindergarten that their
feelings are always valid.
It’s not the kids’ fault, but if
society continues to erode into a soulless, violent nation full of
mob-like citizens who only feel and react like barbarians and don’t
think like civilized folk, we are all to blame. Traditional
public schools, it’s been decreed, don’t have a place in teaching
religion, morals, or anything that makes a strong, decent society, so we
must ask ourselves: Do they have a place in analyzing the feelings and
emotions of students—or even in society at all?