" Public School Socialism"
On the average, Democracies usually last for up to two hundred and fifty years (Republics last much longer). That historical pattern gives the United States of America around three more decades until we're put on artificial life support, our systemic malady principally caused by moral decay, by legal and political corruption, by the cost of our U.S. military defending the entire free world, and by widespread economic (educational and welfare) inefficiency. Yes, since WW I we've created a grotesque-looking Ponzi pyramid.
Our only genuine hope for cultural survival is a return to what a Republic represents: respect for law and order, the practice of moral absolute values and last but not least, the abandonment of deleterious public school “educational socialism.”
At the acceleration rate the U.S. is presently going, in another thirty years government spending will drastically exceed GNP (Gross National Production), and three decades from now an incredible seventy percent of the burgeoning American population will not be paying federal income taxes, and also, more money will be going out of Social Security and out of Medicare than entering into those specific government program safety nets.
The American private sector should always be eighty percent of all goods and services produced in this country. At present, our U.S. total federal, state and local government expenditure is 39% of GNP, when 20% is the most desirable percentage ratio in order to fully assure national economic stability.
Our public schools, through the wasteful implementation of democracy in education (socialism), is vastly contributing to the establishment of an anemic “nanny state entitlement economy” where competition among individuals is discouraged and a “group welfare” cooperation system is conversely encouraged.
What other more obscure factors (besides excessive government waste, gross educational inefficiency and federal and state over-regulation) will ultimately further accelerate the demise of the USA? It is this writer's contention that the decline of America will be attributable to an extension of the philosophies and teachings of three currently highly venerated historical individuals: Charles Darwin, Albert Einstein and John Dewey.
Back in the early 1900s, Charles Darwin's controversial Theory of Evolution was not exclusively confined to the scientific realm. Instead, Evolution's basic premise of continuous change (along with an expanding spiral pattern progressively developing as geologic history advances) bled over into such social disciplines as political science, psychology, art, the law and most dramatically and unfortunately, American education. Thanks to Charles Darwin, nothing in today's reality (not even God) is “absolute.” Everything in man's environment constantly changes and must eventually mutate into something else! Is not “change” the watchword of our present time in American history?
In regard to American public schools, the fundamental skills of reading, writing and basic arithmetic are now being diluted in the lower grades. According to this “ideas-oriented” credo, elementary schools now emphasize teaching advanced theories to the masses. Complicated principles such as Einstein's Theory of Relativity and Algebra are now being taught to six and seven year olds, the dominant prevailing thinking being that any child can learn higher level thinking skills at a very young age. This sort of crazy philosophy (idea-oriented elementary school curriculum) is actually defeating what it is designed to do. It's inadvertently “dumbing-down” academics by ignoring primary focus on basic skills (reading, writing, memorizing grammar rules and arithmetic times' tables) by pretending that every child is going to evolve into the next William Shakespeare, Isaac Newton, Galileo, John Steinbeck or Charles Dickens.
For example, this writer did not produce his first fictional story for an English teacher until he was a junior in high school, but still I have in my adult life managed to produce and publish forty-one books. I did all of this creative literary pursuit without any tremendous exposure to the “ideas curriculum,” but I did have excellent influence in mastering fundamental spelling, grammar, punctuation, reading and sentence construction skills that had been repetitiously pounded into my head by strict Catholic school nuns in grades one through eight. So much for the ever-evolving counterproductive public school “ideas writing curriculum!”
Karl Marx and Vladimir Lenin were indeed highly affected by the notion of Darwin's Evolution. Those two pragmatic intellectuals reasoned that in ancient times mankind had Aristocracies (warlords, city-state rulers and local despots). Eventually the existence of Aristocracy melded into Monarchy with one king controlling all activity within a certain region or country. And then in 1776, rebellion against King George III's tyranny resulted in the Revolutionary War, and with great inspiration, a fantastic rebirth combining Greek Athenian Democracy and the concept of the Roman Republic's law and order gradually integrated into what is now the United States of America. The Evolutionary Pattern after 1776 was: Aristocracy-Monarchy-Democracy.
Marx and Lenin (being affected by Darwinian Theory), believed that Democracy would surely evolve into Socialism and Lenin's successor, Joseph Stalin, theorized that Bolshevik Socialism should predictably evolve into another predestined disaster, Soviet Russian Communism. Just think of the millions of innocent victims that had (and have) died under the aegis of inflexible iron-fisted Communist doctrine! But, according to Joseph Stalin, that exact progression was the new true political Evolution: Aristocracy-Monarchy-Democracy-Socialism-Communism.
Isn't it a marvelous miracle that the USA (along with its free enterprise and free market capitalist system) has over the course of the last century proven Marx, Lenin and Stalin to be total political frauds? And yet, with the obvious fact that Soviet Socialism and militant Communism have both miserably failed (as evidenced with the crumbling of the Berlin Wall), ironically, the USA today is rapidly moving in the direction of Socialism (especially in our schools) to attempt solving its proliferating domestic woes.
But please don't despair! There is still time for economic and educational salvation once Americans finally come to their senses and rediscover the importance of individual competition.
Certainly, if everyone in the U.S. took responsibility for their own lives and pulled their own weight in this land of abundant opportunity and free public school education, then government could wisely shrink-down to twenty percent of GNP from its current 39% level and our REPUBLIC (respect for history, culture, law and order) could be effectively preserved and future financial disaster could be strategically averted.
But first things first: For our time-honored traditions (Christmas, Thanksgiving, Easter, 4th of July, etc.) and our all-important historical heritage to adequately survive, the perils of political evolution, societal flux and class warfare must be removed from American culture. By us very foolishly eliminating Christmas, Thanksgiving, Easter, Washington and Lincoln's birthdays along with Halloween from our public schools, American culture and history are selfishly being eroded (diluted) in the name of democratic education (socialism). Now try and tell me that this sort of detrimental educational cultural evolution is good for the country?
Yes, Americans are truly living in the closest thing to a Utopia that can be manifested by man on the surface of this wonderful Earth. When Judas Iscariot challenged Jesus, “Why do you spend our money on expensive oils when the money could be spent on the poor?” Jesus simply and succinctly answered, “Judas, there will be poor always!” Yes folks, social welfare is not the answer! But in truth, being poor in America is analogous to being upper-middle class most anywhere else on this blessed planet!
But unlike almost any other culture on this planet, the United States affords all its citizens the opportunity to take risks, to succeed (or to fail in a free market competition environment), and to engage in freedom of speech, freedom of the press, freedom of religion and finally, “individual opportunity” along with freedom of education to advance and to become upwardly mobile, all of those wonderful “liberties” based on individual initiative, individual determination, individual motivation and individual perseverance.
Let's carefully examine history. The only real success at democracy (following a revolution) had occurred after July Fourth, 1776 in Philadelphia's Independence Hall, and then over a decade of extremely difficult growing pains, regional rebellions and full-blown arguments over the tenets of the Articles of Confederation had ensued, finally, the U.S. Constitution had been drafted and signed in 1787, with the “democratic” Bill of Rights being completely ratified in 1795, nearly twenty years after the famous Declaration of Independence had been authored and proclaimed. All of that exhaustive and dangerous establishment of American democracy (the Republic) required nearly two decades of great sacrifice to complete.
Now look at what had happened in France after the French Revolution: Anarchy, a bloody Reign of Terror followed by the tyranny of Napoleon came into existence. What about the Bolshevik Revolution of 1917? Socialism eventually evolving into Communism? Remember the film Dr. Zhivago? The good humanitarian doctor returns to Moscow after the “People's Revolution” and finds his house occupied by a rabble of belligerent dissidents that threaten to evict Zhivago from his own property if he doesn't abide by their (the occupiers) mob-rule control.
And what about the infamous Nazi Revolution in pre-WWII Germany and the accompanying Fascist Revolt in Italy? Exactly how did Hitler and Mussolini ever improve their countries without thoroughly devastating Germany, Italy and most of Europe in the end? And how about the recent Iranian Revolution against the Shah? How did that historical phenomenon work out for the still-dominated and exploited natives of Iran? Was true democracy ever achieved?
And how could we be naïve and gullible enough to assume that good things are now going to happen in Egypt, Libya, Algeria and Syria after their bloody “Arab Spring Revolutions!” More theocratic Mullahs sponsored by the radical Islamic/Muslim Brotherhoods perhaps! How about a little Middle-East separation of “Mosque and State” like we have a fundamental division of “church and state” right here in America!
Yes, it is the popular thinking of the educational leadership in this great land that a hybrid American public school system must continue to evolve too, according to the present ongoing destructive national counterproductive academic evolution trend. This is the world that political evolution and impractical educational evolution (inspired by Darwin's Theory of Evolution) has produced.
And what about Albert Einstein's colossal impact on American culture? With the Theory of Relativity came the unique notion that everything in society is “relative”: nothing anywhere in America (save death and taxes) is absolute, permanent and fixed. And so now we have such things as the Bill of Rights to the Constitution coming into conflict with widely-recognized traditional American family values. The First Ten Amendments (under the guise of freedom of speech and freedom of expression) are now insidiously undermining the sacred Ten Commandments handed-down to Moses on Mt. Sinai, simply because now all truths must be relative and not absolute.
Take this rather disturbing gay rights marriage issue for example in regard to what Einstein's relativity has mutated into. Remember: today everything is evolving and must be “Relative” and not “Absolute” (for example, God's Ten Stone Tablet Laws). Two iconic Commandments are: “Honor Thy Father and Thy Mother” and “Thou Shall not covet thy neighbor's wife!”
Just think about those two simple-but-sage Commandments for a second. The principal purpose of heterosexual (man-woman) marriage is to biologically conceive children and then to nurture them through mature parenting skills. The very vocal gay and lesbian political activists want gays to get married, to adopt children and then to have loving families.
Now someone please explain this paradoxical situation to me. How could an adopted child with gay “parents” know who the mother is if two males are his or her parents? If two lesbians are his or her parents, which one is the father according to the very explicit Commandment: “Honor Thy Father and Thy Mother?” And if two gay married men are living next door, according to the Ninth Commandment, which one is “thy neighbor's wife” to be coveted?
Under recent (evolutionary and politically correct relative) gay rights' laws, the idea of certain “sins” against God has been totally eradicated and “sin” is now basically obsolete and “relative.”
And needless to say, a woman's right to choose or to have an “Abortion” also very obviously violates the Stone Tablets' ABSOLUTE Commandments because a conceived child is sinfully killed, “Thou Shall Not Kill,” and it has no opportunity whatsoever to ever honor either a mother or a father. And indeed, if the very vocal in-your-face abortion rights activists had themselves been aborted before birth by “Right to Choose” mothers, we would not be having any legal wrangles with the whole lot of them at present.
Was Sodom and Gomorrah a Biblical myth or could it all soon again be happening right here in America? I'll let you be the judge of that! But still, acceptance of gays, lesbians and tolerating a woman's right to choose are currently being taught in our all-too-liberal socialistic public schools, thanks to the impact of Darwin's Evolution Theory and Albert Einstein's Theory of Relativity.
Finally, John Dewey is recognized as the “father of modern-day American public school education.” Dewey was a sociologist, a psychologist in addition to being an educator, and his “Revolutionary” classroom theories of student cooperation (as opposed to student competition) had been drastically influenced by (his contemporaries) Charles Darwin (Theory of Evolution) and by Albert Einstein (Theory of Relativity).
John Dewey was undeniably a confirmed Socialist, and most of our contemporary public school teaching methods and practices are based on the socialistic idea of “sharing” in a “community (commune) classroom” atmosphere. Isn't this entire “sharing” notion diametrically opposed to the American spirit of individual competition and totally contrary to the tenets of American exceptionalism? What about the all-important principle of American individual exceptionalism?
Dewey espoused the idea that “children learn by doing,” and I often wonder if this particular theory of his pertains to the literal teaching of sex education inside the classroom, for without a doubt, the rampant implementation of sex education seems to be quite pervasive among brazen and indiscriminate young teenagers in numerous environments outside the classroom.
In the final analysis, Socialism in our public schools is stealthily taught under the harmful guise of ever-evolving and ever-relative “democratic education.” American free enterprise in the form of student classroom competition is now being de-emphasized by modern educational psychology. Individual academic achievement is often discouraged in deference to group (class) accomplishment. Soon there will be no honored valedictorians or salutatorians at high school or college graduations because being “outstanding” or being “excellent” automatically makes the other lower-ability less motivated students in attendance look publicly bad and makes them feel inferior in comparison.
In order for democratic education (socialism) to be successful, mediocrity must be both promoted and maintained in John Dewey's anemic academic performance system, so when public school teachers put kids into classroom “groups,” the students that want to succeed wind-up doing the bulk of the “group's work” so that they could get decent grades while the less-motivated (and socially deprived) freeloaders get by with almost the same recognition given by the teacher, and if you further examine our current American economic “nanny state” welfare system, the productive members of society are encumbered with carrying the weight of the un-motivated adult masses on their backs.
And so, classrooms all over the American landscape are slowly-but-surely evolving into miniature European-style socialistic “nanny states,” both tolerating and promoting academic mediocrity to guarantee the continuation of John Dewey's counter-productive (and excessively expensive and inefficient) American Socialist Education System.
Dewey's egregious educational quagmire and his associated quixotic child psychology enforcement has, over the decades, negatively led to child-centered families and to child-centered classrooms. Parents have been demoted in the home and teachers have essentially been demoted in the classroom and are now labeled in academic jargon terms as “educational facilitators.”
Free enterprise (student class/subject competition) has been conveniently junked to accommodate John Dewey's lunacy in regard to socialistic “class democratic” education (students working in cooperative group communes in order to minimize student individual exceptionalism).
Just like the jealous American Socialists want "economic 'redistribution of wealth," the just-as-fanatical American educational Socialists are demanding a "redistribution of achievement" by having the smarter more motivated students doing the brunt of the classroom "group work" for those kids that aren't too zealous about studying challenging academic subject matter.
But please forget all the socialistic educational euphemisms! Students that aspire to academic excellence are wickedly stifled from doing so by Dewey-centered classroom mandates, those ambitious self-motivated kids being falsely labeled as being “arrogant,” “self-centered,” “egocentric,” “selfish” “greedy” and “uncaring” about the group.”
Sure as oxygen, we do have plenty of really terrific students hibernating and vegetating in “group-dominated classrooms.” They and their lesser-ability counterparts are being indoctrinated to idealistically changing the world for the better, but most of those sedentary, callow, well-intentioned sorry souls lack the skill and the talent to successfully attain their “group dreams” of producing a better America. The individual must first improve himself or herself before ever having any significant impact on civilization.
It is only when our American students learn to pursue their own self-actualization and to introspectively explore their own individuality through dedication and through ambition that those presently victimized young people will learn to mature (not evolve) into responsible adults, contributing to society and distinguishing themselves through community service, charity, compassion and a noteworthy career. But some of the high school graduates of today will still manage to achieve success in the American free enterprise economic system in spite of their public school education, and not because of it.
But as a starter, American education must firmly reject John Dewey's detrimental “socialistic group-sharing” system and in keeping with competitive free enterprise capitalistic democracy, everyone attending public school must drop this “group-sharing nonsense” and modify their behavior to confidently believe in themselves and their own abilities and potential. Is there any wonder why many astute concerned parents elect to ignore lackluster public school education and send their children to faith-based private and to parochial schools?
While growing-up in New Jersey and Pennsylvania, my father had taught me several cherished principles that to this very day still govern my life. “Be self-reliant” and “Try helping others who are temporarily having bad luck,” and then there was Dad's favorite bit of advice, “The world doesn't owe you a living so learn to distinguish and prove yourself! Show some passion about achieving your own personal dreams and goals!”
Americans must have both “the dream” and “the drive,” but unfortunately, many of us lack that second vital and more necessary quality: that is, a deliberate plan to apply yourself and to achieve “the dream” through strong labor, sacrifice and relentless desire. John Dewey's socialistic “classroom group educational methods” deprive today's victimized self-motivated students of individually excelling. Competition in today's high schools is vastly limited to group band, group football (and other group extra-curricular sports) and not geared to individual student academic competition within the high school or to individual student competition between various high schools.
Finally, the European nations and the Japanese cannot afford a wasteful expensive educational socialistic system such as the American democratic (socialistic) comprehensive high school. Ironically, European countries are essentially socialistic in nature, but yet, they have abandoned John Dewey-centered socialistic ideology out of economic necessity. The American comprehensive high school is not cost-efficient and it will eventually contribute to bankrupting the USA.
Having a more productive and cost-effective American model (like the European and Japanese systems advocate) where after eighth grade students branch-off into either an academic or a vocational curriculum program would be the best scenario for the USA to pursue. Teaching academics to all high school students causes myriad discipline problems, expensive bureaucracy and a plethora of mediocre academic results.
Why are American high school student test results the worst among the twenty industrialized countries of the world? It's not because American kids are more stupid! It's because all of the students attending the average American comprehensive (democratic/socialistic) high schools are having their standardized test scores compared to just the academic students in the nineteen other competing industrialized countries, where forty-to-fifty percent of the students are involved in vocational (and not academic) high school preparation.
And for those critics out there that will insist that I am guilty of discrimination, they are ABSOLUTELY right! I do possess discriminating tastes and values! Throughout history, right has always discriminated against wrong, good has always discriminated against evil and morality has always discriminated against immorality, otherwise, in stark contrast, there would be no distinct differences between the two polarized entities, namely, good and evil, the two diametrically-opposed forces eventually blending into the same existence and also into the same definition, just as radical left-wing socialistic rights' activists and litigious ACLU lawyers want to legitimize and finalize!
So in conclusion, thanks to Charles Darwin and Albert Einstein's science theories as catastrophically interpreted by the disillusioned Socialist John Dewey, our present dysfunctional American public school educational system, our litigious-oriented legal system and our corrupt political system (along with our ever-evolving and ever-relative changing morality) are entirely convoluted and presently without valid clarity or focus, and consequently, the United States of America is soon on the verge of entering a very dangerous self-destruct mode!
If only George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, James Madison and James Monroe could be resurrected to save the American Republic from an excess of evolution, socialism and relativism, all three toxic forces falsely masquerading as vital elements of societal and educational democracy.
Jay Dubya (author of 41 books)