our children to become the dumbed-down vassals of the new world order. It reminds . the deliberate dumbing down of america is also a book for my children. I just got finished reading this entire book, and it's truly amazing. Aside from being extremely well written, it serves another very important. This public document was automatically mirrored from nvrehs.infoal filename: The Deliberate Dumbing Down of nvrehs.info URL.
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This public document was automatically mirrored from nvrehs.infoal filename: DUMBING DOWN OF AMERICA nvrehs.info URL. I know that researchers and writers with far more talent than I will feel that I by Mrs . Florence Deliberate Deliberate Dumbing Down of America. I read (or started to read) the Deliberate Dumbing Down of America by Charlotte Thomson Iserbyt because a homeschooling association emailed me the free pdf .
Identifier-ark ark: Ppi Twadecorder - favorite favorite favorite favorite favorite - September 3, Subject: Aside from being extremely well written, it serves another very important purpose that might not be immediately obvious.
The author has meticulously documented facts, thus providing an airtight case that proves beyond any possible doubt that the global elites have been engaged in a social engineering war against the United States and humanity for most of the last century.
In fact, no one has ever documented their actions to this extent. And totally Hiter-esque. In the 90's teachers were required in almost all public schools to make behavior part of the kids grade--whether the teacher wanted to or not.
It's all about baby steps. When government pushes for "apprenticeships", it sounds so good! I totally support apprenticeships! That's what I want for my son! But reeeeally, when you make apprenticeships part of the school program, you put the government in control of jobs.
Kids and parents aren't out there looking for an apprenticeship that their child wants, the government decides what the kid gets based on his grades in school and remember his most important grade is obedience.
A few more baby steps and now you can only get a license to work as a baker if you have done an apprenticeship and you can't get an apprenticeship without the government I used to think that the schools had been taken over by the Democrats and that's why most people couldn't graduate from college without becoming a liberal, now I know that I was really onto something.
The fact that it took so long shows the weaknesses of behaviorism and the strength of our old values. But baby steps, money, patience, "research," and years and our country is pretty much socialist but we call it freedom here! Politics will follow ideology. Don't worry about today's men. Just take over the schools, brainwash the kids and everything will fall into place! I am super curious about brainwashing now. Fascinating that what is taught does not matter as much as how it is taught.
It is the methods that make people automatons who cannot think for themselves, not the subject matter. There is a rich mine of data now on attitude formation, change, and reinforcement which teachers need to study carefully and apply to this dimension of education as well as to others.
For example, we know that most basic attitudes are learned very early but that attitudes can be changed at any age. We know that times of personal and societal crisis are the best times to bring about change. But we also know that people must not be threatened by changes. They must be relatively secure and much of their resistance to change recognized and tolerated as a manifestation of an inner struggle to reject the old and accept the new.
Therefore, the acceptance of the old views with equanimity is important, so that the threat to a person is minimal. We know, too, that appeals to pride and self-interest may be helpful in bringing about change.
So are the statements and actions of prestige persons. Membership in new groups is often helpful in insulating a person from slipping back into old patterns.
We also know that changing a total group is easier and more likely to produce results than trying to change individuals. And it is clear that concentration upon specific areas of change rather than general approaches is usually most effective Changed behavior is our goal and it consists in large measure of improved attitudes, improved skills, and carefully selected knowledge—these three—and the greatest of these is attitudes The program emphasizes feelings as well as facts.
In some parts of the world in the field of education today, the emphasis is upon cognitive learning or intellectual development. This is especially true in the United States. We need to use music, art, powerful literature, films and other approaches which get at the feeling level of learning.
It is a powerful learning device and moves its viewers in a way few other approaches touch them. As we searched into the information available on the application of this subject in education, it became increasingly difficult to see any relationship between the proposed programs and fiscal accountability. It was apparent after a study of the methods proposed for use by the schools for accountability purposes that fiscal accountability was being minimized and that techniques were being promoted for achieving behavioral objectives.
Other seemingly unrelated organizations, projects, and programs were uncovered because of their influence on the application of accountability methods. Salser, executive director of Educational Research Associates, a non-profit educational research corporation in Portland, Oregon. Salser is also the owner of Halcyon Press and is a long-time advocate of individualized instruction and mastery learning. Salser was a member during — of the presidentially appointed National Council on Educational Research which had oversight of the activities at the former National Institute of Education of the U.
Department of Education. Parkyn of New Zealand to outline a possible model for an education system based on the ideal of a continuous education process throughout the lifetime of the learner—a means of bringing an existing national school system into line with lifelong learning.
The preface of the book contained the following interesting biographical sketch of the little-known Dr. Parkyn: The Secretariat called on George W. Parkyn of New Zealand to prepare this first study. Parkyn has rendered extensive service to education in many parts of the world: in New Zealand, as a teacher in primary and secondary schools, as a senior lecturer at the University of Otago, and as director of the New Zealand Council for Educational Research, —; at UNESCO, where he made substantial contributions to the World Survey of Education; at Stanford University, California, as a visiting professor; in New Zealand again, as a visiting lecturer in Comparative Education at the University of Auckland; and as Professor of Comparative Education at the University of London, Institute of Education Parkyn was asked to review the available literature in this field and to involve several of his colleagues at Stanford University, California, in discussions on the basic concept.
Psychologists, sociologists, and anthropologists, as well as professional educators took part in the conceptual stage, contributing a rich variety of views. Among those who helped the author in the preparation of the study were his research assistants, Mr.
Alejandro Toledo and Mr. Hei-tak Wu, and his colleagues, Dr. John C. Bock, Dr. Martin Carnoy, Dr. Henry M. Levin and Dr. Frank J. Note: The Dr. This popular psychology text was recommended for use in Introduction to Educational Psychology courses in universities in the early s.
He set up a situation in which a two-year-old boy named Albert was encouraged to play with a white rat.
After this preliminary period, Watson suddenly hit a steel bar with a hammer just as Albert reached for the rat, and the noise frightened the child so much that he came to respond to the rat with fear. He had been conditioned to associate the rat with the loud sound. The success of this experiment led Watson to believe that he could control behavior in almost limitless ways, by arranging sequences of conditioned responses. Many critics have been especially dissatisfied with his attempt to refute the charge that programs limit creativity.
Clearly when the person composing a program decides in advance what is to be learned and how it is to be learned, a student has no opportunity to develop in his own way. He is limited by what the programmer knows and by how the programmer learned It is true that the student might use the material in an original way after he had finished the program, but there is the possibility that programmed instruction interferes with this process.
Typically, the next step is to take an exam, usually of the multiple-choice type, which is highly similar to the program in which that stimuli are presented and responses are chosen. But what happens after the exam If the student cannot respond unless he is stimulated in the same way he was in the program or exam, he will rarely be able to apply what he has learned to real life situations.
What we are dealing with here is the subject of transfer… which is basic to education. Skinner maintains that the student can be taught to transfer ideas through separate programs designed for this purpose and that a properly written program will wean the student from the machine, but there is little evidence to back up this contention.
On logical grounds alone it seems reasonable to question the transfer value of programmed instruction.
Markle notes that in order to ensure that approximately 95 percent of the answers will be correct, as Skinner suggests, programmers are forced to keep revising programs for the lowest common denominator—the slowest students in the group.
This eventually leads to programs which most students can complete fairly easily, but it also leads to programs which are oversimplified and repetitious.
I February 22, T.