Monday, June 11, 2007

They Aren't Teaching, They're Indoctrinating

A British think tank is taking the PC-driven curriculum for schools to task.

The curriculum in state schools in England has been stripped of its content and corrupted by political interference, according to a damning report by an influential, independent think-tank.

It warns of the educational apartheid opening up between the experience of pupils in the state sector and those at independent schools, which have refused to reduce academic content to make way for fashionable causes.

No major subject area has escaped the blight of political interference, according to the report published by Civitas.

"The traditional subject areas have been hijacked to promote fashionable causes such as gender awareness, the environment and anti-racism, while teachers are expected to help to achieve the Government's social goals instead of imparting a body of academic knowledge to their students," it says.

Some examples of the indoctrination:
Teenagers studying for GCSEs are being asked to write about the September 11 atrocities using Arab media reports and speeches from Osama bin Laden as sources without balancing material from America, it reveals.

In English, the drive for gender and race equality has led an exam board to produce a list of modern poems from around the world without a single poet from England or Wales being represented.

The new 21st-century science curriculum introduced last September substitutes debates on abortion, genetic engineering and the use of nuclear power for lab work and scientific inquiry, it says.

Designed to make science more popular, the results of a study show it has had the opposite effect, with pupils less interested in the subject and less keen to pursue it in the sixth form than they were under the previous, more fact-based lessons.

There are places where discussions of abortion, genetic engineering and nuclear power are appropriate; namely, in debate classes. The problem with using basic courses like science or English to advance these discussions is that they end up drowning out the types of information students are expected to know when they take tests. English courses not discussion English writers? Who makes up this stuff?