| INSTRUCTION | Direct Instruction by teacher | Self-directed learning, group think
EMPHASIS ON:
Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and radical climate change, victimization, diversity, acceptance of LGBTQ as normal, redistribution of wealth
DE-EMPHASIS ON:
Declaration of Independence, Bill of Rights, U. S. and State Constitutions, national sovereignty, Founding Fathers, American exceptionalism |
| CURRICULUM | Academic, fact-based skills, research | Social concerns, project-based, constructivism, portfolios, collaboration, subjective, use of unproven fads and theories |
| TEACHER’S ROLE | Authority figure in the classroom, sets the plan for the class, academic instruction | Facilitator in the classroom |
| STUDENT’S ROLE | Learn from teacher; focus on factual learning; develop foundational skills for logical and analytical reasoning; independent thinking | Students teach each other; decide what they want to do for the day; focus on feelings/emotions/opinions; group-think |
| ENGLISH/ LANGUAGE ARTS/READING (ELAR) | Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, narrative, descriptive writing; research writing; emphasis on standard pronouns | Whole language, balanced literacy, Guided Reading, no cursive writing instruction so unable to read primary documents of Founding Fathers, emphasis on non-standard LGBTQ pronouns |
| MATHEMATICS | “Drill and Skill,” four math functions learned to automaticity | Fuzzy math, Common Core process standards, rejects drill and memorization of math facts, dependent on calculators, correct answer not important |
| SOCIAL STUDIES | Focus on American heritage and exceptionalism, national sovereignty, Founding documents, appreciation for sacrifices made by America’s forefathers, equality under God | Critical Race Theory (CRT); diversity; multiculturalism; globalization; revisionist history; political correctness; portrays America as an evil country; White privilege/Black bondage; equity based upon race, ethnicity, and/or gender identity |
| CHARACTER DEVELOPMENT | Pro-faith, self-control, personal responsibility, self-discipline, sexual abstinence before marriage, solid work ethic, moving toward achieving tenacity | Secular, moral relativism, sexual relations before marriage, sexual perversion, anti-faith, victimization |
| EQUALITY | Equal opportunities through hard work | Expecting equal outcomes regardless of personal effort |
| ASSESSMENT | Students evaluated by grades earned, emphasis on objective tests with right-or-wrong answers based upon observable and/or measurable facts | Inflated grades, subjective assessments, evaluated based upon subjective value system of grader, group grades |
| OUTCOMES | Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge | Subjective assessments; emphasis on holistic, “feel-good” scoring |
4.27.22
“Only Two Types of Education – Type #1 vs. Type #2 -- Cannot Be Mixed -- Just Like Oil and Water”
By Donna Garner
CHART: COMPARISON OF TWO TYPES OF EDUCATION
TYPE #1 (FACT-BASED, ACADEMIC, TRADITIONAL) vs.
TYPE #2 (SUBJECTIVE, FEELINGS, EMOTIONS, OPINIONS)
Original chart produced by Donna Garner on 9.1.13; revised by Carole H. Haynes on 11.04.13; updated by Donna Garner and Henry W. Burke on 4.27.22