Is Christian education good for everyone? How does home schooling fit into the process of Christian education? What is meant by homeschooling partnering with the churches? What if there is no Christian school in the area? What if a family is unable to Home School for various reasons? Is sending a child to the public school or another educational platform a viable option?
Does Christian Education maintain the credible standards needed for today to the point of being able to prepare students for higher education or a vocational career?
Is sending a child to a Christian School only sheltering them from the world? Is that true?
What is the philosophy of Christian education? Where is it taught in the Bible?
What is the definition of Christian Education?
The Value of Christian Education in the Home, School, and Church. We are joined by Jeff Walton (Exec. Director American Association of Christian Schools). Topics discussed include: The Basis and Place of Christian Education. Is Christian Education a viable form of education in the world today? Why is it so important? Is Christian Education for Everyone? The Role of the Pastor in Christian Education and Choosing a Christian School.
How can America reverse its “Constitutional Crisis” and have the right view of the Constitution?
Is the public education system not just a place for a Christian student to survive, but thrive as a roaring lamb?
By Michelle Malkin
They’re everywhere. Turn on Fox News, local news, Animal Planet, HGTV, The Family Channel or talk radio. Pro-Common Core commercials have been airing ad nauseam in a desperate attempt to persuade American families to support the beleaguered federal education standards/testing/technology racket. Who’s funding these public relations pushes? D.C. lobbyists, entrenched politicians and Big Business interests.
The foundational myth of Common Core is that it’s a “state-led” initiative with grassroots support that was crafted by local educators for the good of all of our children. But the cash and power behind the new ad campaign tell you all you need to know. For parents in the know, this will be a refresher course. But repeated lies must be countered with redoubled truths.
The Bipartisan Policy Center is one of the leading Common Core ad sponsors. It’s a self-described nonprofit “think tank” founded by a pantheon of Beltway barnacles: former Senate Majority Leaders Howard Baker, Tom Daschle, Bob Dole and George Mitchell.
“Lobbying tank” would be more accurate. The BPC’s “senior fellows” include K Street influence peddlers such as liberal Republican Robert Bennett, the big-spending Utah senator-turned-lobbyist booted from office by tea party conservatives; former Democratic Agriculture Secretary and House member-turned-lobbyist Dan Glickman; and liberal Democrat Byron Dorgan, the former North Dakota senator who crusaded as an anti-D.C. lobbying populist before retiring from office to work as, you guessed it, a D.C. lobbyist.
Jeb Bush’s “Foundation for Excellence in Education” is also saturating the airwaves with ads trying to salvage Common Core in the face of truly bipartisan, truly grassroots opposition in his own home state of Florida. As I’ve reported previously, the former GOP governor’s foundation is tied at the hip to the federally funded testing consortium called PARCC (Partnership for Assessment of Readiness for College and Careers), which pulled in $186 million through the Obama administration’s Race to the Top program to develop Common Core tests.
One of the Bush foundation’s top corporate sponsors is Pearson, the multibillion-dollar educational publishing and testing conglomerate. Pearson snagged $23 million in contracts to design the first wave of PARCC test items and $1 billion for overpriced, insecure Common Core iPads purchased by the Los Angeles Unified School District, and is leading the $13.4 billion edutech cash-in catalyzed by Common Core’s technology mandates.
In December, you should know, the state of New York determined that Pearson’s nonprofit foundation had abused the law by siphoning charitable assets to benefit its for-profit arm in order to curry favor with the Common Core-peddling Bill and Melinda Gates Foundation. Pearson paid a $7.7 million settlement after the attorney general concluded that the company’s charitable arm was marketing Common Core course material it believed could be sold by the for-profit side for “tens of millions of dollars.” After being smoked out, the Pearson Foundation sold the courses to its corporate sibling for $15.1 million.
Then there’s the U.S. Chamber of Commerce, which has joined the Clintonite-stocked Center for American Progress to promote Common Core and has earmarked more than $52 million on D.C. lobbying efforts.
Two D.C. trade associations, the National Governors Association and the Council of Chief State School Officers, continue to rubber-stamp Common Core propaganda. They are both recipients of tens of millions of dollars in Gates Foundation money. NGA employed Democratic education wonk Dane Linn to help shepherd through the standards; Linn now flacks for Common Core at the D.C.-based Business Roundtable lobbying shop, another leading sponsor of the ads now bombarding your TVs and radios.
Despite its misleading name, the NGA does not represent all of the nation’s governors, holds only nonbinding resolution votes, and serves primarily as an “unelected, unrepresentative networking forum,” as Heartland Institute scholar Joy Pullmann put it, with funding from both taxpayers and private corporations. NGA’s Common Core standards writing meetings were convened in secret and are protected by confidentiality agreements.
Direct public input was nil. Of the 25 people in the NGA and CCSSO’s two Common Core standards-writing “working groups,” EdWeek blogger Anthony Cody reported in 2009, six were associated with the test-makers from the College Board, five were with fellow test-publishers ACT, and four were with Achieve Inc. Several had zero experience in standards writing.
Achieve Inc., you may recall from my previous work, is a Washington, D.C., nonprofit stocked with education lobbyists who’ve been working on federal standards schemes since the Clinton years. In fact, Achieve’s president, Michael Cohen, is a veteran Clinton-era educrat who also used to direct education policy for the NGA. In addition to staffing the standards writing committee and acting as lead Common Core coordinating mouthpiece, Achieve Inc. is the “project management partner” of the Common Core-aligned, tax-subsidized PARCC testing conglomerate.
Who’s behind Achieve? Reminder: The Bill and Melinda Gates Foundation has dumped $37 million into the group since 1999 to promote Common Core. According to a new analysis by former Georgia State University professor Jack Hassard, the Gates Foundation has now doled out an estimated total of $2.3 billion on Common Core-related grants to thousands of recipients in addition to NGA, CCSSO, the Foundation for Excellence in Education and Achieve.
As they prop up astroturfed front groups and agitprop, D.C.’s Common Core p.r. blitzers scoff at their critics as “black helicopter” theorists. Don’t read their lips. Just follow the money. This bipartisan power grab is Washington-led and Washington-fed. It’s not a conspiracy. It’s elementary: All Common Core roads lead to K Street.
By Walter E. Williams
A recent Superman comic book has the hero saying, “I am renouncing my U.S. citizenship” because “truth, justice, and the American way — it’s not enough anymore.” Though not addressing Superman’s statement, Stanford University professor and Hoover Institution senior fellow William Damon explains how such a vision could emerge today but not yesteryear. The explanation is found in his article “American Amnesia,” in Defining Ideas (7/1/2011), based upon his most recent book, “Failing Liberty 101: How We Are Leaving Young Americans Unprepared for Citizenship in a Free Society.”
The National Assessment of Educational Progress reports that only 1 in 4 high-school seniors scored at least “proficient” in knowledge of U.S. citizenship. Civics and history were American students’ worst subjects. Professor Damon said that for the past 10 years, his Stanford University research team has interviewed broad cross sections of American youths about U.S. citizenship. Here are some typical responses: “We just had (American citizenship) the other day in history. I forget what it was.” Another said, “Being American is not really special. … I don’t find being an American citizen very important.” Another said, “I don’t want to belong to any country. It just feels like you are obligated to this country. I don’t like the whole thing of citizen. … It’s like, citizen, no citizen; it doesn’t make sense to me. It’s, like, to be a good citizen — I don’t know, I don’t want to be a citizen. … It’s stupid to me.”
A law professor, whom Damon leaves unnamed, shares this vision in a recent book: “Longstanding notions of democratic citizenship are becoming obsolete. … American identity is unsustainable in the face of globalization.” Instead of commitment to a nation-state, “loyalties … are moving to transnational communities defined by many different ways: by race, ethnicity, gender, religion, age, and sexual orientation.” This law professor’s vision is shared by many educators who look to “global citizenship” as the proper aim of civics instruction, de-emphasizing attachment to any particular country, such as the United States, pointing out that our primary obligation should be to the universal ideals of human rights and justice. To be patriotic to one’s own country is seen as suspect because it may turn into a militant chauvinism or a dangerous “my country, right or wrong” vision.
The ignorance about our country is staggering. According to one survey, only 28 percent of students could identify the Constitution as the supreme law of the land. Only 26 percent of students knew that the first 10 amendments to the Constitution are called the Bill of Rights. Fewer than one-quarter of students knew that George Washington was the first president of the United States.
Discouraging young Americans from identifying with their country and celebrating our traditional American quest for liberty and equal rights removes the most powerful motivation to learn civics and U.S. history. After all, Damon asks, “why would a student exert any effort to master the rules of a system that the student has no respect for and no interest in being part of? To acquire civic knowledge as well as civic virtue, students need to care about their country.” Ignorance and possibly contempt for American values, civics and history might help explain how someone like Barack Obama could become president of the United States. At no other time in our history could a person with longtime associations with people who hate our country become president. Obama spent 20 years attending the Rev. Jeremiah Wright’s hate-filled sermons, which preached that “white folks’ greed runs a world in need,” called our country the “US of KKK-A” and asked God to “damn America.” Obama’s other America-hating associates include Weather Underground Pentagon bomber William Ayers and Ayers’ wife, Bernardine Dohrn.
The fact that Obama became president and brought openly Marxist people into his administration doesn’t say so much about him as it says about the effects of decades of brainwashing of the American people by the education establishment, media and the intellectual elite.
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