The federal government is squandering over $1 million for a program to push “social justice” indoctrination on high-school math teachers and students, according to media reports based on government documents. The goal of the scheme is for science and math teachers to be “steeped in the context of social justice” and to “promote social justice teaching,” grant documents show.
Some two-dozen teachers in the Philadelphia area are expected to participate in the program at first. The scheme, which will be run by nutty professors at Drexel University’s School of “Education,” sounds almost like a parody that some conservative prankster would have dreamed up to make federal grant-making bureaucrats look like fools. But it’s very real.
“The project intends to promote social justice teaching, which emphasizes connecting science, mathematics, and engineering instruction to students’ personal experiences and culture,” the abstract for the grant explained. “This connection can leverage the funds of knowledge that each student brings to learning.”
There is also a much darker side to the almost comical lunacy. For instance, the grant documents discuss a mentoring program for these social-justice teachers on “mindfulness” mediation to help them develop “emotional intelligence.” Digging a bit further reveals that this bizarre language refers to a “New Age kind of meditation that focuses on the present moment ‘non-judgmentally,’ tracing its origins to Buddhism,” explained Washington Free Beacon journalist Elizabeth Harrington after researching it.
Veteran educator Mary Black, among America’s most insightful experts on these topics, also noted that both “mindfulness” and “emotional intelligence” are part of the many mental health mandates in the radical “Every Student Succeeds Act” (ESSA) signed by Obama as a “Christmas miracle.” “These are forms of mental conditioning and indoctrination of attitudes and beliefs,” added Black, who has been teaching for over four decades.
She also drew attention to the NSF grant’s use of the term “scaffolding” in reference to developing desired behaviors in the social-justice warriors/teachers. “The Soviet psychologist, Lev Vygotsky, developed the Scaffolding Theory described as social and instructional support for students,” Black said. “The point is that the scaffolding stays in place until the same conditioned response is received to a situation despite variances. The scaffolding is removed slowly only then.”
Even children are being conditioned and trained using the quack Soviet psychologist’s kooky and dangerous ideas. “Vygotsky’s theories are embedded in Common Core teaching methods i.e. personalized learning done on computers that don’t allow the student to move on until they can give the right answers (mastery learning),” Black added.
The latest insanity funded by NSF was exposed shortly after The Newman Report detailed a quarter-million dollar NSF grant to study “gender microaggressions” in engineering. And that is just scratching the surface of the dangerous quackery being funded in “education” by the out-of-control federal government as it buries future generations of American under debts that they will never be able to repay and brainwashing that they will never be able to shake off.
If you needed more evidence that the National Science Foundation and all federal involvement in education should end, this latest story should provide it. Not only is there no constitutional authority for D.C. to be funding this quackery, it is dangerous to the minds of future American voters — and therefore a threat to the republic and everyone’s freedom.