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Marxist Educational Indoctrination


ObamaCore: 'Why Johnny [Still] Can't Read'

The Systemic Dumbing-Down of America

Mark Alexander

"If a nationexpects to be ignorant -- and free -- in a state of civilization, it expectswhat never was and never will be." --Thomas Jefferson (1816)

In WilliamShakespeare's "Tempest," Act V, Miranda observes, "O wonder! Howmany goodly creatures are there here! How beauteous mankind is! O brave newworld, That has such people in't."

It is those words fromwhich Aldous Huxley drew the title of his 1932 novel, "Brave NewWorld."

In that celebratedwork, Huxley describes a utopian future in which a central authority maintainstotalitarian rule and obedience by re-education -- replacing historicalcomprehension with a common core of indoctrination, utilizing sleep-learning,psychological manipulation and classical conditioning.

Huxley's utopianapparition compares with that of George Orwell's 1949 dystopian narrative,"Nineteen Eighty-Four," and that of Ayn Rand in her 1957 work,"Atlas Shrugged," but all three were, and remain, significantexpositions of the loss of Liberty and its inevitable terminus in tyranny.

Each reflects theoutcome of a worldview advanced by the architects of statist totalitarianism --Karl Marx and Vladimir Lenin -- both of whom fully understood thatstate-controlled "education" was essential to thefundamental transformation from Liberty totyranny.

According to Marx's"Communist Manifesto," "The education of all children, from themoment that they can get along without a mother's care, shall be in stateinstitutions at state expense."

Lenin followed withthis chilling demand: "Give me four years to teach the children and theseed I have sown will never be uprooted."

The modern instructionmanual for implementation of Marx's Manifesto is Saul Alinsky's "Rules forRadicals," considered the holy book of so-called "communityorganizers" like Barack Hussein Obama.It is the contemporary outline of how to restructure institutions in order toachieve a totalitarian state.

Indeed, Alinskydedicated the book to the patron saint of community organizers: "Lest weforget at least an over-the-shoulder acknowledgment to the very first radical:from all our legends, mythology, and history (and who is to know wheremythology leaves off and history begins -- or which is which), the firstradical known to man who rebelled against the establishment and did it soeffectively that he at least won his own kingdom -- Lucifer."

The current caucus of SocialistDemocrats occupying the executive, legislative and judicial branchesof our central government subscribe to the following Marxist/Alinsky maxim:"Democracy is the road to socialism," and for four decades have usedthe educationalindoctrination of youth to pave thatroad.

In 1955, Time magazinepublished a cover story, "WhyJohnny Can't Read," an early indictment of post-war centralizedgovernment education institutions, which were graduating students who couldn'tmake the grade.

Of course, statists claimedthe problem could be solved with more money and centralization of academicstandards.

In 1950, federalspending on K-12 was about $400,000. Since then, it has climbed to $71.2 billion. Spending for higher education has risen from$250 million in 1958 to $60 billion in 2013. Since the 1970s, spending per pupil has increased 138%while student enrollment has increased only 7.8%. Spending per student by stateranges from $6,000 to a whopping $29,000 in Washington, DC, where thegraduation rate is a dismal 58%, and most who do actually graduate areunprepared for meaningful employment.

Obama insisted on anadditional $60 billion last year “to keep hundreds of thousands of teachers onthe job.” Since 1970, the number of teachers grew by 60% and non-teachingemployees by 84%, while student enrollment increased, as noted above, by only7.8%.

And what has all thatcentralization and spending achieved? Could it be that the problem is not theneed for uniform curriculums and more spending? Arguably, federal governmentdiktats regulating state and local government schools have resulted in a progressiveand systemic dumbing-down of generations of young Americans. Indeed, Johnny still can't read.

Jimmy Carter codifiedthis systemic progression by creating a cabinet-level secretary for the U.S.Department of Education. Ronald Reagan vowed to dismantle it, but as with mostgovernment programs once created, the union funding machines supportingDemocrat majorities in the House and Senate created an insurmountable obstacleto that objective.

Now statists insistthe solution to endemic academic decline is a uniform plan of indoctrinationunder the name "Common Core" -- a series of academic standards set bya horde of bureaucrats known as the Council of Chief School Officers. Whilesome might argue that such standards could implement a degree ofaccountability, in reality what Common Core does is something far moreperilous: It further centralizes the ability to craft and implement educationalcurriculums -- with the potential outcome of, well, I refer you back to Huxleyand Orwell.


Forty-five states plusDC have embraced Common Core, although as conservative columnist George Will notes,they have done so in exchange for stimulus funds or waivers from federalregulations -- federal arm-twisting at its best. Even worse, some statesadopted Common Core almost immediately after the June 2, 2010, release of thestandards, leaving little to no time to evaluate their efficacy. AnotherPelosian example of “passing” something to find out what’s in it.

According to Will,“The advocates of the Common Core say, ‘If you like local control of yourschool you can keep it, period. If you like your local curriculum you can keepit, period.’ And people don’t believe them for very good reasons. This is thethin end of an enormous wedge of federal power that will be wielded for theconstant progressive purpose of concentrating power in Washington so that itcan impose continental solutions to problems nationwide.”

Indeed, the ObamaCoremandates are the Department of Education's version of the Department ofHealth's ObamaCare mandates-- and the outcomes will be similar.

At a high schoolconvocation speech to a youthful corps of what he hopes will one day becomeloyal Leftist sycophants, Obama claimed, “My administration has been workinghard to make sure that we ... encourage the kind of change that’s led not byWashington, DC, but by teachers and principals and parents...”

Note the order inwhich he lists the agents of change: "teachers and principals andparents." And "the kind of change" led by teachers' unions andgovernment school administrators across the nation is already in lock-step withwhat “Washington, DC” dictates. They’re both bent upon churning out, perhapsunwittingly, legions of "usefulidiots" -- the necessary ingredients for ensuring the futureenvisioned by Huxley, Orwell and Rand.

For the record, thereare tens of thousands of teachers across the nation who do not subscribe to these statist curriculums and the PCpacification of their students.They remain steadfast in their commitment to teach, not indoctrinate, andhowever few and far between they may be, in many communities they are the lastdefense against the socialist tide in classrooms. But the federal mandates aremultiplying, and the net effect will further undermine any real educationalopportunity for this and the next generations of young people.

Concern for theadulteration of educational curriculums to comport with the ideologicalobjectives of the state, in effect asserting that ignorance is a virtue, has along history.

Nineteenth centuryBritish Prime Minister Benjamin Disraeli wrote, “Wherever is found what iscalled a paternal government, there is found state education. It has beendiscovered that the best way to insure implicit obedience is to commencetyranny in the nursery.”

His contemporary, JohnStuart Mill, warned, “A general State education is a mere contrivance formolding people to be exactly like one another; and as the mold in which itcasts them is that which pleases the dominant power in the government, whetherthis be a monarch, an aristocracy, or a majority of the existing generation; inproportion as it is efficient and successful, it establishes a despotism overthe mind, leading by a natural tendency to one over the body.”

A clear example ofsuch "despotism over the mind" would be the Common Core complicitrevised Advanced Placement U.S. History exam, which reflects a radically revisionistperspective on our nation's genuine history. The College Board, which sets thecurriculum-testing bar, makes only two references to George Washington, one toThomas Jefferson, and nowhere to be found are Benjamin Franklin and JamesMadison, among others.

To that end, here isthe advice the College Board provided for the practice AP essay:

"[A good essay]might note, for example, that the outcome of the American Revolution saw nobroad change in the composition of those who dominated the social, political,and economic structure of the former colonies. Those individuals who werewealthy, powerful, and influential before the event continued to possesswealth, power, and influence later. George Washington, John Adams, and ThomasJefferson could serve as examples."


For the benefit ofthose whose understanding of American history is limited by Common Core and APcurriculums, I offer a few quotes from our nation's Founders --which appearnowhere in their syllabus.

"Enlighten thepeople, generally, and tyranny and oppressions of body and mind will vanishlike spirits at the dawn of day. ... Knowledge is power." --ThomasJefferson

"Law and libertycannot rationally become the objects of our love, unless they first become theobjects of our knowledge." --James Wilson

"A popularGovernment, without popular information, or the means of acquiring it, is but aPrologue to a Farce or a Tragedy; or, perhaps both. Knowledge will forevergovern ignorance: And a people who mean to be their own Governors, must armthemselves with the power which knowledge gives." --James Madison

"For no peoplewill tamely surrender their Liberties, nor can any be easily subdued, whenknowledge is diffused and Virtue is preserved. On the Contrary, when People areuniversally ignorant, and debauched in their Manners, they will sink undertheir own weight without the Aid of foreign Invaders." --Samuel Adams

"Genius withouteducation is like silver in the mine." --Benjamin Franklin

"In vain areSchools, Academies, and Universities instituted, if loose Principles andlicentious habits are impressed upon Children in their earliest years..."--John Adams

"[W]e ought todeprecate the hazard attending ardent and susceptible minds, from being toostrongly, and too early prepossessed in favor of other political systems,before they are capable of appreciating their own. ... Let us with cautionindulge the supposition that morality can be maintained without religion.Whatever may be conceded to the influence of refined education on minds ofpeculiar structure, reason and experience both forbid us to expect thatnational morality can prevail in exclusion of religious principle."--George Washington

And again, let mereiterate these timeless words from Thomas Jefferson...

"If a nationexpects to be ignorant -- and free -- in a state of civilization, it expectswhat never was and never will be."