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“Reading through the papers of the Rockefeller Foundation’s General Education Board - an endowment rivaled in school policy influence in the first half of the twentieth century only by Andrew Carnegie’s various philanthropies - seven curious elements force themselves on the careful reader:
1. There appears a clear intention to mold people through schooling.
2. There is a clear intention to eliminate tradition and scholarship.
3. The net effect of various projects is to create a strong class system verging on caste.
4. There is a clear intention to reduce mass critical intelligence while supporting infinite specialization.
5. There is clear intention to weaken parental influence.
6. There is clear intention to overthrow accepted custom.
7. There is striking congruency between the cumulative purposes of GEB projects and the utopian precepts of the oddball religious sect, once known as Perfectionism, a secular religion aimed at making the perfection of human nature, not salvation or happiness, the purpose of existence. The agenda of philanthropy, which had so much to do with the schools we got, turns out to contain an intensely political component.”
-John Taylor Gatto, “The Underground History of American Education” (201)
“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk. We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen – of whom we have an ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.” -John D. Rockefeller, General Education Board (1906)
Prior to WWI, in a speech to American businessmen, President Woodrow Wilson admitted similar goals as the Rockefellers: “We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.” In 1931, Paul Mantoux, in his foreword to “International Understanding” wrote, “And the builder of this new world must be education.... Plainly, the first step in the case of each country is to train an elite to think, feel, and act internationally.”
Originally posted by die_another_day
My participation in the Internationale Baccalaureate or IB program has given me some insights about these programs for the "talented" or "gifted."
My high school school is located in a poverty stricken African American neighborhood. There are over 2500 students in the school of which roughly 500 are IB students. IB programs tend to only exist in these areas in the U.S. because it attracts talented students from middle or upper class families.
When these better prepared students enter the program, they are secretly given the objective of achieving high scores on standardized tests to raise money and reputation for the school. As the reputation increases, more of these kids will join the program and the school will receive more economic support from states. My school was ranked 7th in the nation in 2005 all because each student takes an average of 10 IB and AP tests throughout their school year. Now I know that roughly 90% of the non-IB students at my school took neither AP nor IB courses, so each IB student takes roughly 20+ AP and IB tests all to bump up the average.
The courses themselves are above average in my opinion. However, IB is a strict British program, all the curriculum are based on British standards. I remember how we have to use BTU instead of the SI calories and a very small range of books for literary studies. Plagiarism and every form of copyright infringement deserves capital punishment. There are no history courses about Asia and whenever we talk about something bad done to the Asians by Westerners it's always for a good reason. So much for the "international" part.
After a while, I began to open my mind. My conspiratorial senses jumped in to help me realize the close-mindedness offered by these "magnet" programs including IB and AP. Then, Collegeboard, the claimed to be "non-profit" national testing (SAT, AP, ACT) organization earned over $50 million in 2006 off of standardized testing. The creators of the SAT, Princeton, started the Princeton Review to help students score a few points higher on the SAT, ACT, AP, TOEFL, and MCAT for a couple grand in dollars.
I scored a 2100 on the SAT, got mostly 5's on over 15 AP exams (didn't fail on any), but I feel like a failure. Because of all the strenuous work during the years, I was never able to learn any "practical" skills that can help me live. Right now, I am the person that would sit on my ass, telling people how much I know, but never producing.
Thus, I came to the final conclusion that magnet programs, especially IB, and all the AP courses are SCAMS. The narrowness of the curriculum dumbed me down instead of teaching me how to get a job, manage my loans, and continue on a career like in vocational schools. College seems to be the real answer, perhaps graduate school will be the only thing that I wished I should have cared about.
Sometimes I even began to think that I was put into these programs by the elites of society to systematically dumb me down so I can never rise up in the hierarchy while the children of the elites get home-schooled to take the positions of their parents.
Originally posted by Deus Ex Machina 42
I don't need algebra, I don't need geometry, I don't need physics, I don't need calculus, I don't need science, I don't need math, I don't need PE, I don't need AP government, I don't need ANY of that **** they tried to force into my brains.