There was a time, between the mid 1960s and the collapse of the Evil Empire around 1990, when little children were raised by “progressive” parents to fear that a terrible nuclear war was about to destroy all life on earth, starting at any moment, and all because the Western world was armed with nuclear weapons. The instilling of terror in the poor tots could not start early enough in the passionate opinion of hippie and New Left moms and dads. Ghoulish lullabies were sung to babies about carrion crows sitting on their cradles.

By winning the Cold War, the wicked West – led by Ronald Reagan and Margaret Thatcher – put an end to that scam. Though maybe not to the effects of the dread deeply implanted in two or three generations of children.

What is it with the Left that it wants to instill anxiety and fear in their kids? Do they want their nights riven with shrieks as junior wakes hysterical from a nightmare? Seems so.

They’re at it again. This time the bed-time story – and the day time lesson – is that the earth is about to heat red hot, boiling oceans are about to rise and flood the continents, all the cuddly white polar bears will drown (because they cannot swim and have to dwell on ice floes which will melt under them), the tops of the mountains will lose their pretty caps of snow, fish will mutate into Jesus Christ or Charles Darwin, and all because the wicked West won’t stop using aerosol cans, herding flatulent cows, driving motorcars, and breathing out.

This is from Front Page, by Mary Grabar:

Under [Arne Duncan’s] watch the Department of Education has become a propaganda arm used to influence the next generation to accept the idea of catastrophic man-made climate change as per the UN, the Environmental Protection Agency, and such groups as the National Wildlife Federation. 

In a multi-pronged approach, the Department is teaming up with various non-profit and government organizations and curriculum companies to promote “fun” contests and activities for students, while promoting the next phase of Common Core “State Standards” — in science.

For example, the Department’s latest Green Strides newsletter (February 28) announced three contests for K-12 students who display their agreement with the government’s position on climate change.

In that newsletter, the Department of Education announced that another federal agency, the U.S. Environmental Protection Agency [EPA], and its National Environmental Education Foundation, have “launched an exciting video challenge for middle school students called Climate Change in Focus”.  In this contest, middle school students are asked to make a video that “expresses why they care about climate change and what they are doing to reduce emissions or to prepare for its impacts”.  To win loyalty to the EPA, it is announced that winning videos will be highlighted on the EPA website. The effort sounds like the kids’ cereal box promotions of yore: the top three entries will receive “cool prizes like a solar charging backpack”,  winning class projects will receive special recognition for their school, and the first 100 entrants will receive a year’s subscription to National Geographic Kids Magazine.

Another contest, National Wildlife Federation’s Young Reporters for the Environment, invites students “between the ages of 13-21 to report on an environmental issue in their community in an article, photo or photo essay, or short video”. Entries should “reflect firsthand investigation of topics related to the environment and sustainability in the students’ own communities, draw connections between local and global perspectives, and propose solutions”.

Students are also encouraged to make nominations for “Champions of the Earth”, a “UN-sponsored award for environment, Green Economy, and sustainability”. …

Students already get exposed to climate change and sustainability in textbooks which are bought with taxpayer funds, as well as in videos and online materials produced by taxpayer-supported Public Broadcasting. Many students, of course, have had to sit through Al Gore’s documentary, An Inconvenient Truth. …

The Next Generation Science Standards (NGSS) — the next phase of Common Core — will make the situation worse, however. Students will be even less capable of distinguishing science from propaganda. These standards, like those for math and English Language Arts, were produced by Achieve, a nonprofit education group started by corporate leaders and some governors.

Started by lefties is our guess. Sensible decision to be “non-profit”. Who would buy their product?

As in the standards for English Language Arts and math, the NGSS are intended to be transformative, or as Appendix A states, “to reflect a new vision for American science education”. They call for new “performance expectations” that “focus on understanding and applications as opposed to memorization of facts devoid of context”. 

In plain words, indoctrination – teaching what to think,  instead of education – teaching how to think.

And they can even manage to do this with the teaching of Mathematics. Wow!

It is precisely such short shrift to knowledge (dismissively referred to as “memorization”) to which science professors Lawrence S. Lerner and Paul Gross object. The standards bypass essential math skills in favor of “process”, they asserted last fall at the Thomas B. Fordham Foundation blog. [They said that] Common Core standards, in all disciplines, are written with a lot of fluff to conceal their emptiness. …

Lerner and Gross condemn the “slighting of mathematics”,  which does “increasing mischief as grade level rises, especially in the physical sciences”. Physics is “effectively absent” at the high school level. … [They] attack the “practices” strategy, as an extension of the “inquiry learning” of the early 1990s, which had “no notable effect on the (mediocre) performance of American students in national and international science assessments”. 

With some sarcasm, they write, “It is charming to say ‘students learn science effectively when they actively engage in the practices of science’.” However, … beginners don’t and can’t “practice” [science]  as do experts. The practices of experts exploit prior experience and extensive build-up in long-term memory of scaffolding: facts, procedures, technical know-how, solutions to standard problems in the field, vocabularies — of knowledge in short.

Not only do the Next Generation Science Standards shirk the necessary foundations in math and science knowledge, but they explicitly call for including ideological lessons, such as “Human impacts on Earth systems”.

For grades K-2, students are to understand, “Things people do can affect the environment but they can make choices to reduce their impact.” In grades 3 through 5, students will learn “Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.” …

The objective, of course, is not teaching legitimate science, but indoctrination.

Amazingly, ten states have already voluntarily adopted the Standards.

Such efforts, coordinated by the Department of Education, threaten the future of science itself.

When will this lunacy pass? We venture to state our secret conviction, hoping the all-powerful EPA Gestapo is not listening:

The planet we live on is not under any existential threat. And if it were, there’s not a thing anyone could do about it. 

So sleep well, children. Happy dreams.

Mr and Mrs Bill Ayers are terrorists. Once a terrorist, always a terrorist. Once a murderer, always a murderer.

From Wikipedia:

The San Francisco Police Department Park Station bombing occurred on February 16, 1970, when a pipe bomb filled with shrapnel detonated on the ledge of a window at the San Francisco Police Department’s Golden Gate Park station. Brian V. McDonnell, a police sergeant, was fatally wounded in its blast. Robert Fogarty, another police officer, was severely wounded in his face and legs and was partially blinded. In addition, eight other police officers were wounded.

According to the San Francisco Chronicle, “Investigators in the early ’70s said the bombing likely was the work of the Weather Underground …”

An investigation was reopened in 1999. A San Francisco grand jury looked into the incident, but no indictments followed.

In early 2009 conservative advocacy group America’s Survival Inc. advocated for a murder charge against Bill Ayers [founder/leader] of the Weather Underground. In connection with a press release, the group released a letter from the San Francisco Police Officers Association endorsing an earlier allegation by Larry Grathwohl, a former FBI informant within the Weather Underground, that “there are “irrefutable and compelling reasons” that establish that Ayers and his wife, Bernadine Dohrn, are responsible for the bombing.”

The case has yet to be solved and remains an active case. 

Also from Wikipedia:

In late 1975, the Weather Underground put out an issue of a magazine, Osawatamie, which carried an article by Dohrn, “Our Class Struggle”, described as a speech given to the organization’s cadres on September 2 of that year. In the article, Dohrn clearly stated support for communist ideology:

“We are building a communist organization to be part of the forces which build a revolutionary communist party to lead the working class to seize power and build socialism. […] We must further the study of Marxism-Leninism within the WUO [Weather Underground Organization]. The struggle for Marxism-Leninism is the most significant development in our recent history. […] We discovered thru our own experiences what revolutionaries all over the world have found — that Marxism-Leninism is the science of revolution, the revolutionary ideology of the working class, our guide to the struggle […]”

According to a 1974 FBI study of the group, Dohrn’s article signaled a developing commitment to Marxism-Leninism that had not been clear in the group’s previous statements, despite trips to Cuba by some members of the group before and after Weather Underground was formed, and contact with Vietnamese communists there. [!]

While on the run from police, Dohrn married another Weatherman leader, Bill Ayers, with whom she has two children. … In the late 1970s, the Weatherman group split into two factions, the “May 19 Coalition” and the “Prairie Fire Collective”, with Dohrn and Ayers in the latter. The Prairie Fire Collective favored coming out of hiding, with members facing the criminal charges against them, while the May 19 Coalition continued in hiding. A decisive factor in Dohrn’s coming out of hiding were her concerns about her children.

The couple turned themselves in to authorities in 1980. While some charges relating to their activities with the Weathermen were dropped due to prosecutorial misconduct, Dohrn pled guilty to charges of aggravated battery and bail jumping, receiving probation.

After refusing to testify against ex-Weatherman Susan Rosenberg in an armed robbery case, she later served less than a year of jail time.

This is from an article by Mary Grabar at PJ Media today:

At a “fireside chat” that followed his speech to the Association of Teacher Educators on Sunday morning, February 17, Bill Ayers, co-founder of the terrorist group the Weathermen and retired “distinguished professor of education” from the University of Illinois at Chicago, expressed his gratitude that the Atlanta Hyatt Regency Hotel did not “buckle” and reveal to callers when and where he would be speaking during the conference. There were no protestors, and no visible police. Few would have guessed that Ayers’s speech would come at 9:45 on a Sunday morning. …

Education, in the real sense, is the least of Ayers’s concerns. …

Ayers’s real concern, and the concern of many in the educating educators industry, which trains and certifies future teachers, is turning classrooms into spaces for activism on behalf of what is called “social justice.” As they do this, they gloss over the violent past and revolutionary Marxist goals of its purveyors. Ayers has repeatedly called himself a communist with a small “c,” and the Weathermen were involved in several bombings. …

I read a report of his speech on February 26 at Minnesota State University, where he is to be scholar in residence. The news report said he spoke about “education reform,” but the quotations from his talk were the same as what I heard in Atlanta. Ayers quoted his mother: “’Education is God’s work.’”  He also said, “’Education can shape your destiny, and can shape the destiny of a people,’” quoting his father (the wealthy and politically powerful chairman of Commonwealth Edison, Thomas Ayers of Chicago).

Ayers also re-used his observations from his visit to apartheid schools in South Africa. Among the pearls cast over and over in books, articles, and speeches was this one dutifully reported  in the North Dakota paper: “every child should receive the same education in the U.S.” And this one: “’Every human being is entitled to an education that will develop the whole human personality.’”

No kidding. But where is the substance?  

The answer, of course, is that there is none. Ayers attempts to subvert education and to turn students into foot soldiers for the Revolution. Teachers, he said in Atlanta, should teach “authenticity,” “initiative,” “courage,” and how to “engage in dialogue.” Ayers’s speech, like his books and articles, was a stream-of-consciousness pastiche of slogans, rallying cries, anecdotes, and loose references to poetry. …

“We are world-changers, one student at a time,” Ayers told his appreciative audience. “World-changers,” of course, have no time for such matters as measuring student academic achievement, adhering to standards, or ensuring that teachers are knowledgeable in their subject areas. In fact, Ayers considers testing and regularly scheduled class periods to be symptomatic of a prison-like system. For Ayers, education is “naturally cooperative.” He quipped, “The idea that education is competition makes what hair I have left curl.” Titles of panel sessions were in line: “Making the Most of History: Teaching Historical Empathy Across the Content Area,” “Encouraging Equity and Social Justice in a Diverse Society,” and “Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators via Teacher Reflectivity.”  …

The Association of Teacher Educators claims to be “devoted solely to the improvement of teacher education for both school and campus-based teacher educators.” Founded in 1920, ATE represents over 650 colleges and universities, 500 major school systems, and the majority of the state departments of education. Based in the Washington, D.C., area, it “represents its members’ interests before governmental agencies and educational organizations,” and has two voting seats on the National Council for Accreditation of Teacher Education.

So bureaucrats, at both public and private institutions, issuing expense checks for $300-plus in registration and membership fees, plus airfare, hotel rooms, meals, and miscellaneous expenses no doubt justify such expenses under “professional development.”

In spite of the fancy accommodations and warm reception by the education establishment, Ayers told his admirers, “I have a history of being marginalized,” a reference to the controversial association with Barack Obama during the 2008 campaign. (The project they worked on together, C, with its Ayers-designed radical curriculum, failed miserably to improve educational outcomes for intended beneficiaries, Chicago inner-city students.) 

Still, Ayers presents himself as one of the beleaguered world-changers, teachers who have a “mind wrecking and bone crunching” task. But there is a moral satisfaction: If you want to do something “useful,” without making six figures, become a teacher, he said. Shortly before he retired, he, of course, was earning a base salary $126,000. Ayers also made frequent trips for speaking and “research” gigs, courtesy of Illinois taxpayers, as I learned from his records. He served on numerous dissertation committees, especially at Georgia Southern University. 

Now in retirement, Ayers apparently enjoys a lifestyle that requires even less work than he had as a distinguished professor of education. (His syllabi indicated none of the traditional time-consuming assignments that we professors are used to, but instead “deep” in-class discussions and “reflective” projects.)

Ayers presents a curriculum of questions like “Who am I? What am I here for?” (verbatim). He promotes group work to address such questions. He suggested that education professors ask their students to clarify their own values by writing down three qualities they would bestow on all human beings. Students should work in small groups to come to agreement and then in a larger group to come to agreement. The goal? Learning respect for others and for self, and a “love for humanity.”

Teaching has turned into community organizing, I realized. Bill Ayers is the mentor. I learned at one panel that some schools now are 24-hour “community centers,” complete with dental care services. Teachers, who have no memory of the 1960s or 1970s (and thus of traditional education), are enjoined to go into the “community,” to teach students how to talk to parents, to be a “bridge,” to go to churches and neighborhood association meetings, and to visit students’ homes. The atmosphere was suffused with do-goodism that indicated an alarming violation of teacher-student boundaries, especially in the last session I attended, where two area public high school English teachers with formerly “undocumented” students, both girls, discussed how they used their classes for advocacy on behalf of illegal aliens.

The weekend was surreal. Ayers studiously avoided any references to his violent past, glossing over facts in his anecdote-filled speech. The North Dakota newspaper reporter described Ayers in the sanitized manner these educators would have used: as an “educational reform advocate and former anti-war activist.” 

At the “fireside chat,” Ayers gave suggestions for “How to survive till the Revolution” with “anarchist calisthenics,” at any time during the day when an administrator is not looking over shoulders. …

It’s for the kids: “Every kid deserves to get a well-rested and well-paid teacher,” said Ayers. The way to pay for it has not changed since the 1960s, though: “close the Pentagon.” 

He gave both his congratulations and sympathies to a doctoral student from Baylor University for being at a Baptist institution. Her academic field in education is — a direct quotation — “transformative citizenship.” 

Ayers’s mentee Barack Obama is in the White House and going after the military.

Ayers is the “2013 College of Education and Human Services visiting scholar,” delivering the public address and meeting with several classes and discussing curriculum with faculty at Minnesota State University, Moorhead — with security, faculty salaries, overhead, and everything else state and federal taxpayers support to keep a public university going.

It was an education professor, Steve Grineski, who invited Ayers to come and spread his ideas to future teachers and other students.

Today, Ayers is a grandfather and a senior mentor to such professors and students. Who would have thought back in the 1970s, during his days as a fugitive from the law, that he would spend his golden years basking in such glow?

The trouble is that in an era that has a Barack Obama as President of the United States it is not unexpected at all, but highly expectable, that a terrorist who has learnt nothing with age and experience should be respected, honored, privileged, and handsomely paid to teach children that the very society which is treating him so generously must be transformed into a Communist  … what? What would his word be? Paradise?