Sunday, February 9, 2014

Stop Common Core Legislation Introduced in the Iowa House

State Representative Tedd Gassman (R-Scarville) introduced a bill, HF 2141, that directs the Iowa Department of Education to pull out of the Smarter Balanced Assessment Consortium.  It has been cosponsored by State Representatives Sandy Salmon (R-Denver), Dwayne Alons (R-Hull), Larry Sheets (R-Moulton), Greg Heartsill (R-Columbia), Dave Maxwell (R-Gibson), Tom Shaw (R-Laurens), John Landon (R-Ankeny), Ralph Watts (R-Adel), Jason Schultz (R-Schleswig) and Walt Rogers (R-Cedar Falls).
This bill has been assigned to a subcommittee whose members are:
They can also be reached on the Capitol switchboard – (515) 281-3221.
Please contact these members and respectfully ask them to support HF 2141 so it can be considered by the entire House Education Committee.  Focus on the cost of the assessments.  The Iowa Department of Education plans, if allowed by the State Legislature, to utilize the full suite of assessments provided by Smarter Balanced which will cost Iowans $27.30 per student per assessment.  Iowa currently pays $3.50 per student per assessment for the Iowa Assessments.  We simply can not afford this.  Also this does not take into consideration the cost of scoring the assessments and not every school district in Iowa is set up to meet the technology requirements.
Also there are data collection concerns related to Smarter Balanced agreement with the U.S. Department of Education.
The 2nd bill that Gassman introduced is HF 2140.  It would make the Iowa Core (along with the Common Core) voluntary and strikes language in the Iowa Code giving the State Board of Education the authority to change the standards.
This bill is cosponsored by State Representatives Heartsill, Schultz, Maxwell, Salmon, Alons, Sheets, Shaw, Fisher, Landon, Watts, Rogers and Stan Gustafson (R-Cumming).
It also has been assigned to a subcommittee consisting of:
They can also be reached on the Capitol switchboard – (515) 281-3221.
Please respectfully request that they support HF 2140.  We encourage you to focus on these points:
  • It restores local control.  School districts can tailor standards according to the needs of their students and exceed the quality of the current Iowa Core with the subpar Common Core Math and English-Language Arts standards.  Parents should be able to have a voice in what their child learns and how.  Education policy should be decided by those who are most directly accountable to the people – elected school boards.
  • Iowa should retain sovereignty over our standards, not cede control to special interest groups and trade organizations or to the Federal government.  This is done best keeping the decision-making at the local level.  An unelected board should not be allowed to function as the executive and legislative branch.  There is no accountability.
  • The quality of the Common Core State Standards is questionable.  Dr. Sandra Stotsky, a member of the validation committee for the Common Core English Language Arts standards, states that the ELA standards would put our students college readiness at risk.  Dr. James Milgram, a member of the validation committee for the Common Core Math Standards, will not adequately prepare our students for STEM.
  • The Common Core Math & ELA standards (in Iowa Core) are developmentally inappropriate for younger students.
  • Our U.S. History standards have been given an F and our science standards a Dby the Fordham Institute.  Local school districts can do better.
  • It’s data-less reform.  We are rolling out a grand experiment in our schools.  There is no evidence that centralizing education around a set of common standards will raise student achievement.  The Common Core State Standards in particular were never field tested and they were written by a lead team of writers with no classroom experience.  Only two of the five lead writers had experience writing standards.
http://iowansforlocalcontrol.com/2014/02/stop-common-core-legislation-introduced-in-the-iowa-house/

Iowa Event: Common Core Forum in Des Moines

Iowa-flagConcerned Women for America of Iowa is hosting a forum this Tuesday, February 11 starting at 6:30p.  It will be held at the Airport Holiday Inn & Conference Center (6111 Fleur Dr., Des Moines, IA).
Those who attend can find out why theRepublican National Committee and the Republican Party of Iowa passed a Resolution to Stop Common Core, Sen. Chuck Grassley has worked to stop the funding at the federal level, and states across the nation are working to repeal or reject all or portions of the Common Core State Standards, Next Generation Science Standards, as well as, pulling out of their Common Core assessment consortiums PARCC or Smarter Balanced – including some of our own state legislators.    This top-down, centralized approach to education reform is is an issue that can bring liberals and conservatives together.
There are a handful of bills up for subcommittee hearings the next day in the Iowa House, Wed – 2-12-14, and CWA of Iowa CWALAC wants to make sure parents, teachers, and legislators, fully understand their impact.
The speakers are:
Jane Robbins J.D., senior fellow at the American Principles Project, whose work includes education policy, student privacy and parental rights issues. Ms. Robbins has drafted state legislation on educational transparency and sovereignty that has led to a parallel resolution by the South Carolina Southern Baptist Convention, model ALEC legislation, and emulated legislation in several states.
Henry Burke is a Civil Engineer with a B.S.C.E. and M.S.C.E. He has been a Registered Professional Engineer (P.E.) for 37 years and has worked as a Civil Engineer in construction for over 40 years. Mr. Burke had a successful 27-year career with a large construction company. Henry Burke serves as a full-time volunteer to oversee various construction projects. He has written numerous articles on education, engineering, construction, politics, taxes, and the economy including state specific costs for the implementation of Common Core / Iowa Core.
Bruno Behrend J.D., as the Senior Fellow for education policy at The Heartland Institute, Behrend deals  with strategies in moving forward to stop Common Core / Iowa Core even after implementation.
This is a free event and no RSVP is necessary.
Questions? 515-259-0087 or info@iowa.cwfa.org.
Originally posted at Iowans for Local Control.
http://truthinamericaneducation.com/common-core-state-standards/iowa-event-common-core-forum-in-des-moines/

Anti-Common Core Lawsuit Filed in Utah

A lawsuit has been filed in Utah against the Alpine School District.  This is the second lawsuit related to the Common Core that I am aware of.  The first was in Kentucky.  The petition contains:
  1. Allegations of sustained emotional abuse towards mother and 11-year old son.
  2. Allegations of retaliation for exercising parental right of participation in Public School
  3. Allegations of retaliation for utilizing professional help linked to “Anti-Common Core” advocacy.
  4. Allegations of unethical and invalid use of psychological testing to conform to predetermined outcome.
  5. Allegations of ignoring parent’s desperate pleas for assistance for son.
  6. Allegation of callous attitude towards parents as exhibited in 50 pages of “obtained” Alpine District inter-office/district emails.
  7. Forwarding files/petition and evidence to Utah Attorney General’s Office for investigation.
  8. Civil Suit for Tort damages pending.
  9. Obtained District Email Thread over past 8 months.
Oak Norton of Utahns Against Common Core is more familiar with the case, but I was emailed last night about it as well.  Here’s an excerpt from Oak’s article on it.
In this instance a child in Alpine School District who is very bright and academically advanced, was prevented from advancing to his appropriate skill level and has been psychologically damaged as a result of the public education system’s insistence on pounding square pegs into round holes to make all children common. Common Core hurts children both at the upper and lower end of the learning spectrum by forcing them to advance at the pace of the group. It is true conveyor belt education in the worst possible way. In speaking with Dr. Gary Thompson (this family’s psychologist) and Ed Flint (their attorney), about their 45-page petition filed with the court, Common Core’s top down, one-size-fits-all approach to education is a firm part of the educational system that prevents gifted and special needs children from getting the educational experience they need. This is precisely what has happened in this case. Although the petition never mentions “Common Core” by name, Dr. Thompson explained that it absolutely plays a part in how the system prevented this child from advancing to an appropriate skill level since he was far beyond the course work being presented to him.
Below are excerpts from the petition, I have removed anything that would identify the student, school, parents, etc.
1. “Student is the son of Petitioners Dr & Mrs. T, currently residing at xxxxxxxx., xxxxxxxxx, Utah, where Student T is an advanced gifted student at xxxx xxxxx Middle School, assigned to the 7thGrade…..”
2. “Within 30-45 days of student T new assignment to Mrs. ___’s classroom, the parents respectfully and professionally advised, in writing, Student T’s teachers and counselors of serious concerns with his behavior, attitude and apparent boredom with the schoolwork he was assigned. No attempts were made to determine whether Student T might have developed an emotional disability that might be affecting him, as required by Child Find. 20 U.S.C. § 1412(a)(3)(A). (Exhibit P2, Emails from Mrs. T to Mrs. ____ dated January 27, 2013 and (his teacher’s) response dated 1/29/13)….”
3. “Problems and contention quickly arose with (his teacher). Mrs. T. and (his teacher) kept in regular contact through email, and although (his teacher) engaged in some unprofessional name calling (Referring to Student T as “The goof” (see Exhibit P3, Email dated March 22, 2013) and assumptions of laziness based on failure to turn in assignments, there was no attempt to seek testing or evaluation of T to determine if there was a learning disability or mental health issue that might be affecting him, as required by “Child Find………”
4. “On “the record” (the entire IEP Determination meeting was digitally recorded, in open view of all attendees, and after advance written notice of intent to so record), Dr. Thompson summarily informed the entire VHMS team that in his experience of attending close to 500 IEP meetings, he has never seen the amount of unethical, illegal and harmful behavior by a group of public school educators in his entire career. ……“
5. “Taking into account the totality of the Petitioner’s experiences, written documentation via emails to the Petitioner’s spanning over a year, apparent violations of “Child Find’ obligations by the District, callous inter-office emails between the VHMS staff and Alpine District Administrators, the inclusion of invalid “testing” materials into the decision making process despite multiple and specific formal objections by the Petitioner’s Advocate regarding multiple serious ethical errors and practices associated with testing, submission of emotional “testing” results from the VHMS that indicated that Student T displayed absolutely “perfect” mental health, the Petitioners and Advocate Dr. Gary Thompson believe that this “decision” was made prior to the meeting with Petitioners, and the decision was merely relayed to Petitioners at the meeting……”
6. “These actions resulted in multiple and repeated violations to the educational and civil rights of Student T, and ultimately has resulted in a denial of FAPE (“Free and Appropriate Public School Education). Petitioners will prove via documentation, expert testimony from a pediatric neuro-psychologist, peer reviewed research in child clinical psychology, email exchanges between the District and the Petitioners, copies of email communications between VHMS and Alpine District, and transcripts from the IEP meeting that Alpine District knowingly conspired to deprive Student T from obtaining special education services afforded under the 2004 IDEA, which resulted in a blatant and dangerous denial of FAPE…….”
7. “The VHMS team forwarded what they purported to be, all assessment results to the (Student T’s) family on Friday, January 24, 2014. A review of their assessment showed that absolutely no valid testing or inquiries into Student T’s confirmed anxiety and depressive issues were part of the assessment performed by the VHMS Special Education Team. This dangerous pattern of conforming evaluation protocols and results to preconceived, “one-size-fits-all” evaluation procedures not only resulted in a final evaluation that was invalid, unscientific and not comprehensive in nature, it was the final piece of conclusive evidence that joined a long line of factual events, evidence and behaviors which led the Petitioners and a experienced Education Advocate to conclude that Alpine District performed a fraudulent, unethical and ultimately dangerous evaluation of Student T…..”
8. “Given the totality of the record, counsel for the Petitioners, licensed doctoral level clinicians and advocates for the Petitioners, and the Petitioners themselves are shocked at the level of apparent disconnect and callousness exhibited by Alpine School District towards Student T. Petitioners allege that Alpine School District retaliated against the Petitioners for exercising their rights of parental choice and involvement in their child’s public education experience, and expressed contempt after the Petitioners retained the services of Early Life Child Psychology & Education Center to assist them with obtaining relief for their wonderfully complex, quirky and gifted child.”
http://truthinamericaneducation.com/common-core-state-standards/anti-common-core-lawsuit-filed-utah/

Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM




Key Finding:
1.Common Core, prepare students “for the colleges most kids go to, meaning only left wing college only but not for the college most parents aspire to. Like christian colleges, would this stop that?
2. students whose last high school math course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.
3.elective public colleges and universities will likely have to lower the level of their introductory math courses to avoid (unacceptably high failure rates).
4.‘college- and career-ready’ standards without asking the faculty who teach math at their own higher education institutions to do an analysis of Common Core’s definition of college readiness,



(Boston, MA) National mathematics standards adopted by 45 states and the District of Columbia that supporters say are designed to make high school graduates “college- and career-ready” and improve the critical science, technology, engineering and math (STEM) pipeline do not prepare students to study STEM or even be admitted to a selective four-year college, according to a new studypublished by Pioneer Institute.
“With the exception of a few standards in trigonometry, the math standards end after Algebra II,” said James Milgram, professor of mathematics emeritus at Stanford University.  “They include no precalculus or calculus.”  Professor Milgram co-authored “Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM” with Sandra Stotsky, professor of educationemerita at the University of Arkansas.
At a 2010 meeting of Massachusetts’ Board of Elementary and Secondary Education, Professor Jason Zimba, a lead writer of the math standards, said the standards, known as Common Core, prepare students “for the colleges most kids go to, but not for the college most parents aspire to,” and added that the standards are “not for selective colleges.”
U.S. government data show that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn a bachelor’s degree in a STEM area.  Moreover, students whose last high school math course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.
In 2010, William McCallum, another lead writer of Common Core’s math standards, said “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”
The U.S. Department of Education’s competitive grant program, Race to the Top, requires states to place students admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core-based “college readiness” test.  The authors argue that selective public colleges and universities will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.
“It’s astonishing that 46 boards and departments of education adopted Common Core’s ‘college- and career-ready’ standards without asking the faculty who teach math at their own higher education institutions to do an analysis of Common Core’s definition of college readiness,” Stotsky said.
Professors Milgram and Stotsky were members of Common Core’s validation committee, which was charged with reviewing each successive draft of the standards, but they both refused to sign off on the academic quality of the national standards.
You can read the paper below:

http://truthinamericaneducation.com/common-core-state-standards/ccss-content-issues-reviews/lowering-the-bar-how-common-core-math-fails-to-prepare-high-school-students-for-stem/

Friday, February 7, 2014

A Secular Case Against Abortion.

First of all, I'd like to thank Richard Carrier for agreeing to this debate, and the Internet Infidels for sponsoring it. I hope to find that this format will allow us to go beyond the soundbites and emotionalism that characterize all too many discussions of abortion.
I intend to show that an ethical case can be made against abortion without reference to a deity, an immortal soul, or any other supernatural concept. Though I am not an attorney, I also plan to point out principles upon which laws restricting abortion might be built.
My argument consists of three parts: first, that the human prenate is entitled to human rights; second, that a child's parents are responsible for his/her welfare and that this responsibility begins when the child's life begins; and third, that the so-called "need" for abortion is really evidence of the need for greater justice for women.
Before starting, I wish to define a few terms. Language usage is a source of much miscommunication and mistrust in the abortion debate -- even such seemingly basic terms as "person" mean different things to those on opposite sides. In order to communicate as clearly and honestly as possible, I offer the following explanations of what I mean when I use certain terms in this debate:
  • Human being: an individual member of the species Homo sapiens.
  • Prenate: an umbrella term for the zygote, embryo, and fetus. It's not a scientific or commonly used term, but I find it a useful and relatively neutral shorthand.
  • Abortion: the deliberate termination of the life of the prenate. Note three things about this definition; it does not include miscarriage (and in that sense it departs from the medical definition of abortion) it does not include prenatal death as an unintended result of a medical procedure, and it does not include the removal of the body of a prenate who has died in utero.
  • Person: a being which has what are commonly referred to as "human rights". A person need not be a human being -- one could imagine, for instance, extraterrestrial lifeforms with rights. Whether every human being is a person is, of course, one of the main controversies in the abortion debate.

Prenatal Personhood

"To be a [person] is to be just the sort of animal to whom, in specified situations and at a specified stage of development (beyond infanthood and before utter senility), moral blame and praise attach." [1]
Many defenders of abortion, both religious and secular, claim that the question of when life begins is a religious one, and therefore the views of any one group cannot be written into law. That claim comes in handy for them, since the idea that life begins at birth is already effectively written into law.
I find that in the dispute over "when life begins", people are rarely asking: at what point does an individual physical being come into existence? Rather, the question is usually: At what point does that being become a person which must be accorded rights? The first question can be answered scientifically, and intellectual honesty demands that we incorporate those findings into our positions. The second, however, cannot. Personhood is a philosophical issue, but it need not be a religious one. After all, we can't scientifically prove that anyone is a person, but we secular humanists do manage to advocate for the human rights of women, minorities, and the severely disabled -- all of whom have been considered non-persons at various times in history. If prenatal personhood depended upon the notion of ensoulment at conception or a similar supernatural phenomenon, then it could properly be called a purely religious position. However, this is not the case.
I think that to answer the question of who is a person, we first have to ask what makes a person a person -- that is, why does any being have human rights? Most would answer that what sets us apart from other animals is that we have the ability to reason and to make moral choices. A being which exhibits these abilities can be said to be functioning as a person. Put another way, reasoning and moral decision-making are personal acts. Not only does this make a certain intuitive sense, but if there were no beings who could reason and make moral choices, then there could be no beings with the ability to respect rights. Therefore, rights could not exist. I do not believe that Mr. Carrier and I differ substantially on this point, but I am confident that he will correct me if I am mistaken in that assumption.
I am aware of no serious dispute over whether a being who performs personal acts is, in fact, a person. Controversy arises when trying to decide whether or not to confer personhood upon those beings who are not currently able to perform personal acts. Such beings include the comatose, infants, and prenates.
The case of the comatose individual is probably the easiest to resolve. Such an individual typically has already performed personal acts in his lifetime, and will do so again when/if the coma ends. The pre-comatose individual is identical to the comatose and post-comatose individual. Not identical in the sense of being exactly the same, of course, but identical in the mathematical sense of having the same identity. The comatose individual is a person because of his identity, not because s/he is currently capable of performing personal acts.
An infant, unlike a comatose person, has never performed a personal act. Is the infant, then, a non-person? Only if a non-person can become a person. However, if that is possible, then why do other non-persons, such as trees and ladybugs, never become persons? Presumably, there is something inherent in a human infant which differentiates her from other creatures. It is in the nature of the infant to develop into a being which can reason and make moral choices -- barring catastrophe, of course. The ability to perform personal acts is not added, by some outside force, to the developing infant. In the process of her growth, she naturally builds the mental structures necessary to function as a person. I would argue, therefore, that personhood itself is inherent in the infant.
I was born in October of 1972. That newborn in 1972 was identical (again, in the mathematical sense) to the adult in 2000 who exhibits the ability to reason and make moral choices. I am the person; I performpersonal acts. Even before I was able to perform personal acts, I was still the person I am now.
Current law and public opinion seem to agree. Most people and governments recognize that infants have human rights which must be respected. In effect, we hold the infant's rights "in trust" until such time as she is capable of exercising them. Therefore, there is already legal precedent for the recognition of personhood in those who have yet to develop the ability to perform personal acts. Opponents of abortion propose nothing unheard-of, then, in advocating that all human beings should be considered persons from the beginning of their biological lives.
This is where the question, "At what point does an individual physical being come into existence?" becomes important. In species which reproduce sexually, this generally occurs when the male and female gametes join to form a new organism. (I must defer to the embryologists on the finer points of twinning and chimerism; that is, a person who is an identical twin could be said not to have attained an individual identity until the zygote split. This is an interesting question, but not particularly relevant to the public policy debate.)
I realize how counterintuitive this is. The prenate -- especially at the earliest stages -- seems so foreign, so other; and yet every one of us once was a prenate. People take adults as the norm, and then say, "It's obvious that they can't be persons! Look how unlike us, how subhuman, they are!" They're not. It's just that our model of the "normal" human is biased towards ourselves -- the adults.
Many (I wish I could honestly say all) supporters of prenatal personhood seek truly equal human rights for all human beings, not just those deemed worthy by the powerful. That inclusive spirit has been at the heart of the greatest social movements in human history.

Parental obligation

"The following is a working definition of the parental duty, against which neglectful parental care may be measured: The child has the right to expect, and the parent has a duty to reasonably and prudently provide, food, clothing, shelter, supervision, medical care, nurturance, and teaching." [2]
Defenders of abortion commonly argue that even if the prenate is a person, the pregnant woman is not obligated to allow him the use of her body.
Before I address this argument, allow me a brief semantic digression. For the purposes of this part of the essay, I will be using the term "child" to denote the human being in utero. There are two reasons for the change in terminology. First, there is little reason to even discuss whether a woman has obligations to a non-person, so for the sake of argument I am assuming prenatal personhood in this section. Second, while I find the term "prenate" useful, it is a bit artificial and tedious. I will also be using the pronouns "he" and "him" to denote the unborn child of unknown gender, simply to avoid confusion (since the mother, of course, will be "she" or "her").
In the United States, children are legally entitled to be supported by their parents. This includes the right to receive basic necessities such as food, shelter, clothing, and medical care. Children are not entitled to support from random strangers, but only from those people who are responsible for having created their needs in the first place. Other parties, such as adoptive parents, charities, or governments, may voluntarily take on those responsibilities, but they are the parents' by default.
However, current law only requires parents to provide for their children's needs after birth. If the child is a person before birth, should the parents have a duty to provide for his needs before birth as well?
Many people would answer that they should not, because the needs in this case include the use of the mother's body. A parent cannot be required by law to donate a kidney, or even blood, to save his/her child's life. Therefore, abortion defenders argue, a mother cannot be required by law to donate the use of her uterus, even though her refusal will cause her child's death.
However, there are significant differences between a kidney donation and pregnancy. In the former case, the transplant is an extraordinary measure. The need for it is caused by disease or injury, and most people will never need one. The parents may not withhold from the child the opportunity to receive a new kidney -- they must seek medical care for her. But they need not provide a kidney themselves; they did not directly create the need.
When a woman is pregnant, the situation is different. In the usual case, where pregnancy did not result from sexual assault, the child himself, and his need for shelter and nourishment in the womb, is a direct result of actions taken voluntarily by both parents. The need to live in the mother's uterus for approximately forty weeks is also not an extraordinary measure, in the way that the term is generally used. It is a basic human need -- every single person who has ever been born required it. Just as the newborn has a specific claim against his parents due to the fact that they created him in all his helplessness, so too did he have a claim against them before he was born, for the same reason. It is true that the heavier burden falls on the mother during the prenatal period. Men simply cannot directly provide what their children need during the first forty weeks of their lives. (I would advocate requiring fathers to indirectly provide as much as they can by compensating mothers for their medical bills, lost work time, and other expenses during pregnancy.) The fact that women must shoulder more of the parental obligation during pregnancy than men is regrettable, but does not negate the obligation.
When pregnancy occurs as the result of sexual assault, one could make a case that the woman is not obligated to carry the child to term. She has done nothing to incur any obligation. While I am unconvinced that a legal basis exists for banning abortion in such cases, I still contend that the ethical thing to do is to seek a nonviolent solution which allows the mother to heal and the child to live. No woman should feel that she must abort in order to spare herself the social stigma of bearing "the rapist's child", or that abortion is the only way to get on with her life after the attack. If a rape survivor feels that she must have an abortion, the people who are supposed to help her have failed her.
I can imagine what some readers are thinking right about now. In fact, I don't need to imagine it, because it's been hurled at me before: the accusation that, "You just want to punish women for having sex." I ask anyone who might be thinking that to pause for a moment, and reflect upon the possibility that your reaction might result more from prejudice than from a careful reading of my arguments. After all, the loudest voices against abortion in the media have belonged to people who wish everyone to conform to their religion's version of sexual morality. I wish that weren't true, but I can't deny it. However, I shouldn't need to explain to an atheist audience how distorted media coverage of contentious social issues can be.
The distinction I have drawn between the woman who is pregnant as a result of voluntary sex and the women who is pregnant as a result of rape is not based on any value judgments against the former. Nor is it based on the superstitious notion that a child conceived in rape is somehow "tainted" and therefore less worthy of life. An atheistic moral system, since it cannot depend on rules handed down from an outside source, must instead depend on the effects our actions have on other people. It is not punitive, therefore, to state that one who voluntarily decides to have sex has obligations to the child who exists and has needs as a result of that action. It is simply a concrete application of the general principle that some of our actions have consequences for other people, and we must avoid inflicting negative consequences upon them.

Women's "need" for abortion

"There must be a remedy even for such a crying evil as this. But where shall it be found, at least where begin, if not in the complete enfranchisement and elevation of women?" [3]
Supporters of legal abortion have positioned themselves as the friends of women, and they frequently paint their opponents as misogynists who are insensitive to the difficulties faced by women with unplanned pregnancies. I've no doubt that this tactic makes for successful fund-raising letters, but it is intellectually dishonest. It reminds me of a politician who accuses his opponent of being soft on crime because she opposes the death penalty.
Still, abortion proponents have many legitimate concerns. They are enraged that an unplanned pregnancy can mean social, financial, and professional ruin for a woman. They find it unjust that the sacrifices of raising children are borne mainly by women. They're outraged that many women are still uneducated about the way their bodies work, and many others lack access to safe, affordable contraception. They're absolutely right.
But shouldn't the solution to these inequities be a change in the social structures that cause them? Legal discrimination and sanctioned violence against the very young cannot change the unfairness of our society toward mothers -- it can only keep women from being mothers, for a while at least. The underlying problems are not solved, and we set a horrible precedent that allows us to define away the humanity of those who get in our way.
If someone claims that "women will always need abortion," note the implicit assumptions. The first is that our ability to bear children is, and always will be, a handicap. The second is that we can never hope for our society to adequately adjust to the needs of mothers so that women will not feel the need to abort. The third is that violence against certain of our fellow human beings is an acceptable, even necessary way to solve social problems.
Granted, this last little rant has nothing to do with a secular argument per se. But I find the acceptance of abortion as a response to a sexist society to be inconsistent with humanist ideals. Humanism values the inherent worth and dignity of every human being. It affirms that moral standards should be based on the effect of our actions on our fellow human beings. It embraces the use of reason and repudiates the use of violence to settle disputes. Abortion is an ancient, backwards practice which is not worthy of those ideals. Legal or not, we must progress beyond it.

Now read Richard Carrier's First Rebuttal

http://infidels.org/library/modern/debates/secularist/abortion/roth1.html

Confessions of a Pro-Life Atheist - Origins of Consensus,science has reemphasized the argument that abortion takes the life of an unborn child.

It can be said without argument that all who are against abortion have at least one thing in common. Be that as it may, the process in which we come to that conclusion is oftentimes a result of many different factors, thus our beliefs, while similar in principle, can be quite different in theory.

Dozens of people have asked me why I am pro-life.

In the past it didn't seem like such a hard question to answer. After all, if I have the ability to form a belief then surely my answer to such a question should come without forethought. However, I have never been asked by a pro-life Christian to clarify my position as a pro-life Atheist. Admittedly, the question has become a bit more difficult to answer because of the unnecessary adaptation. It was my presumption that this was not a confusing concept, but once I began to compile my thoughts I soon realized where confusion could emerge. The purpose of this article is to clear up some of the misconceptions about pro-life non-believers by providing a general comparison between Theism and Atheism in relation to the abortion issue and contributing a personal account of my own journey to the pro-life movement. An argument from morality has been purposely omitted.

To state the obvious, the only difference between my label as a pro-life Atheist and your label as a pro-life Christian is our outlook on the existence of a deity. Similarly, the difference between a pro-life Jew and a pro-life Muslim is once again rooted in religious differences. That being said, we can easily deduct that an anti-abortion position is not dependent upon adhering to a specific religion; thankfully. For example, one can be religious without ever taking a position on the abortion issue. Likewise, one can be pro-life without being religious. Because the two labels are independent from one another, it is not hard to imagine the diversity of personal convictions within the pro-life community. This may become a confusing concept to those who base their pro-life position on the belief that they could not differentiate between right and wrong without guidance from their respective deity. This is where I believe some confusion and hesitation may occur.

Pro-Life Answers to Pro-Choice ArgumentsThe Christian religion, for the most part, has adopted a position on the abortion issue. Churches which have chosen to take a position on the issue have subsequently suggested that its followers do the same. To the contrary, Atheism asserts one thing and one thing only. That assertion makes no mention to the the issue of abortion or any other social issue for that matter and therefore does not require that Atheists accept any more or any less. An Atheist's position on any other topic is simply a personal opinion.

Personally, my pro-life beliefs belong to the discoveries in science. While I am sympathetic to women's rights and would even consider myself a Feminist as would any man who believes in gender equality, the right to life outweighs our personal discomforts. I will hesitantly concede that had I been born 10 years earlier I most likely would have considered myself pro-choice based upon the absence of scientific evidence within the pro-life movement at the time. More so, if science had proven that life began at birth I would have had no foundation for an anti-abortion belief. Thankfully for the pro-life movement, science has reemphasized the movement's argument that abortion takes the life of an unborn child. Today, the movement has realized that science is much more likely to reach an audience which is increasingly looking for demonstrable evidence from which to base their position on social issues; not just the church's suggestion.

It's worth mentioning that the internet also had a substantial effect by allowing me to better research fetal development and share information and ideas with others. When I began exploring the issue as a seventeen year old back in 2006, the internet allowed me to see the larger picture, unlike the tri-fold pamphlet provided by my Catholic church. The pamphlet provided me with no context or arguments from the opposition. Heck, I didn't even know there was an opposition.

I am not sure why the issue ever captured my attention, but it evolved beyond into a passion. After a couple years of researching the issue I decided that I would adopt an anti-abortion position based on the scientifically accepted conclusion that conception was the formation of a unique and living member of the human species. This was done absent of religious arguments and by 2008 I was beginning to question a different position - Theism. That year I wrote a pro-life blog which turned out to become the catalyst for my pro-life activism. The MySpace blog [insert joke here] titled The American Holocaust, was my first attempt at arguing against abortion from a secular perspective. The amateurishly written blog received hundreds of comments and at times was the third most active blog on MySpace. At that moment I was convinced that the incorporation of religion was unnecessary to make a point against abortion and instead allowed readers to view the issue as a scientific and moral obligation rather than just a Catholic issue. The internet had allowed me to understand the various ways the issue affected people, something I would have never understood within the walls of the Catholic church.

I am currently concluding the final chapters of God is Not Great by the late Atheist, Christopher Hitchens; a post-abortive father himself. Hitchens, a hero to many non-believers, also noticed the reality of the unborn human life. I would imagine it took a great deal of courage to advocate the value of the unborn human despite the overwhelming number of supporters whom he knew would quickly voice their disapproval. For unfortunate yet obvious reasons, theists were just as reluctant to commend him. Undoubtedly, Hitchens has taught many non-believers and believers to rethink their position on the issue for purely scientific reasons. Like myself and the thousands of other pro-life secularists, Hitchens recognized that science had demonstrably proven that life does exist before viability and therefore deserved proper acknowledgement from the pro-choice side.
"As a materialist, I think it has been demonstrated that an embryo is a separate body and entity, and not merely (as some really did used to argue) a growth on or in the female body. There used to be feminists who would say that it was more like an appendix or even—this was seriously maintained—a tumor. That nonsense seems to have stopped. Of the considerations that have stopped it, one is the fascinating and moving view provided by the sonogram, and another is the survival of ‘premature’ babies of feather-like weight, who have achieved ‘viability’ outside the womb. … The words 'unborn child,' even when used in a politicized manner, describe a material reality." —Christopher Hitchens, God is Not Great (pp. 220-21)

It seems to me that the confusion many people have when I tell them I am a pro-life Atheist happens to originate from their perception that Atheism and pro-life activism are incompatible. This is a half-century old product of religion's disproportionate obsession with the issue and the subsequent and illogical 'We want to be everything you're not!' attitude of Atheists. The middle ground, a pro-life Atheist (or a pro-choice theist), doesn't seem to suit either side. I think it is fair to call us the step-child of the pro-life movement. Arguing against abortion goes beyond the policies or teachings of any religious text. It is not an issue restricted only to the religious but rather an issue concerning human rights and therefore defies the labels of religion, political affiliation, race, gender, sexual orientation, and so on. If we can agree that abortion wrongfully takes the life of a living human being, then all other labels which define our individuality should be irrelevant to the issue at hand.
- A pro-life[r] Atheist 
  Patrick Ptomey

http://www.godandscience.org/doctrine/pro-life_atheist.html

Thursday, February 6, 2014

Common Core and Unionitis

Common Core, Common Core, Common Core -- it's all I hear these days, as if it were a new monster at the door of the schoolhouse, as if it had never occurred to anyone that we were losing control of our children's education, as if no one had ever before noticed that school texts were full of propaganda. Of course it's a dangerous thing to let the federal T-rex into the classroom -- I'm not debating that -- of course no good can come of it; no good has come of it. (Remember No Child Left Behind?) Common Core is definitely not the cure for what ails our schools, but it's not the chief problem, either.
And we do need a cure -- nothing in our society is more infested with disease than our schools, but we can't eradicate the infection by just changing the schools because the entire society is suffering from the same malady -- more concern with equality than with merit and freedom, more concern with ease than with effort.
I have been fighting this pedagogical cancer since the mid-70's when I began my teaching career and my children were knee-deep in their own grade-school experience. Schools weren't what I thought they'd be. Textbooks were watered-down, touchy-feely emptiness. Courses held titles like "Humor in American Lit" or "Gothic Novels." The latter was complete with a wax corpse in a coffin around which students gathered for class discussions. My children were subjected to a course called "Personal and Social Development" run by a woman who admitted that she had ruined her own four children and didn't want that to happen to anyone else's kids. The course did its best to ridicule parental authority and made the clergy all look like corrupted halfwits. Our daughter had one teacher who taught a unit on "the occult -- to help children find out who they are." And this was in Lincoln, Nebraska -- not exactly a hotbed of radical nonsense.
Now, 40 years later, Common Core has served as a fever spike -- a painful symptom that is finally making the body aware of its peril; it is not the pathogen.

Study after study concludes that the one factor that makes a difference in the success or failure of students is the teacher.
• Changing curriculum doesn't matter. Whole language didn't do a better job of teaching kids to read than the old phonics approach. The New Math didn't produce a bumper crop of Einsteins.
• Shrinking class size, improving materials, making capital improvements has little influence.
• Changing the standards doesn't matter. One year our high school decided to opt for an "outcome based" approach. Students were required to turn in every single piece of homework and pass every single test in order to get credit. This merely resulted in teachers having to accept papers in June that had been assigned in October or having to allow students to retake tests ad infinitum. Another year the school board mandated that we quit giving "D's." Evidently they assumed that all the students would therefore scramble up to the next level, but they didn't. Administration then pressured teachers into not giving "F's," so the end result was to inflate the "C." And no one learned any more than they had before.

Only the teacher seems to make a difference. So why don't we have astounding teachers? Remember the year Bill Clinton promised to hire another 100,000 new instructors? Where did he think he was going to find these people? And why did he think it was a quantity problem when it was clear that we had a quality problem? We didn't have enough good teachers.
The biggest reason for that is the unionization of the profession. From the beginnings of the Industrial Revolution and the "factorization" of the schools, teachers have been treated like a mass of unskilled laborers, not as talented and highly skilled professionals, which eventually resulted in their unionization and in their dedication to the idea of equality. Equal pay, equal tenure, equal failure.
This is what I've seen happen:
• Administrators hire teachers, but they cannot fire them. I once watched my principal spend ten years trying to remove a particularly inept and ineffectual foreign language teacher -- and I knew how bad he was; I'd had to share a classroom with him and I'd seen the chaos first hand. So he stayed on damaging both his students and his fellow teachers and nothing could be done. In New York City it is so expensive to fire a bad teacher that the district finds it cheaper to warehouse them than to remove them. They wile away the hours sitting around in empty classrooms reading and playing computer games, all the while collecting salaries commensurate with the earnings of truly talented and dedicated teachers.
• This has a terrible effect on morale -- of both teachers and students. We can all remember the horror of having to sit under the tutelage of incompetent, stupid teachers -- my 11th grade English teacher comes to mind -- he mostly just told dirty jokes and picked at the hairs growing out of the wart on the end of his nose. (The memory of him did make Chaucer's Miller come to life when I read Canterbury Tales years later; I suppose that's something.) It is embarrassing to teach next door to such a non-teacher, next door to a colleague who only shows bad videos or hands out photocopied worksheets like Ditto in the movie Teachers. I once had to teach in the same room with a man who purportedly taught "Business Law." His curriculum consisted of showing Judge Wapner reruns -- it was humiliating to watch.
• If the administration makes too many bad hiring decisions the school gets hopelessly mired in the mud of despair. Students quit caring, parents give up and, since the good teachers go elsewhere, those left slog along going through the motions, too uninspired to ever be inspiring and the union continues to protect them.
• But school must go on. No school can afford to publically fail all the students who don't learn. That looks bad. So the next move is to create the appearance of success. Hence the vapid textbooks, the switch to easier and easier curricula. This is all done under the guise of "raising the bar." In our school we "raised the bar" by forcing lower level students into honors level classes, which pushed the teachers of those classes to either fail half their students or lower their expectations, which sent even the capable students on to the next year's classes unprepared, and so the cycle continued until everyone was equally mediocre, which of course was just fine with the unions; equal mediocrity is apparently the goal.
• Administrators -- oftentimes themselves ex-teachers who didn't do well in the classroom -- try to put a Band Aid on the bleeding by starting new program after new program; they can't just get rid of the bad teachers, so they thrash about instituting change after change after change exhausting and distracting and hog-tying the good, true teachers and doing nothing to improve those who can't or won't give the job its due.
• In the last 20 years local school districts, especially in urban areas, have so floundered, falling ever further behind, that states have stepped into "assist" and "equally fund" local school districts, homogenizing curriculum by setting state standards and eating up class time with standardized testing. Nothing has been done to attract the truly brilliant and talented to the teaching profession. I was chatting one day with a new administrator and suddenly she said, "You're way too smart to be a teacher. What are you doing here?" I was thoroughly gobsmacked. How can one be too smart to be a teacher?!
So nothing has been done to rid schools of the incompetent or to encourage the capable. (Unions fight tooth and nail the idea of merit pay.) In fact the grip of the unions has provided such secure, steady employment for so many who teach because they "can't do" that we've spent the last half-century attracting the wrong people to the sacred job of teaching our children. And now our schools are manned by the second generation, by those who themselves are the product of our dumbed-down educational system.
Enter Common Core. Yes, it must be stopped, but stopping it won't make things better; it will only put the brakes on education's downward spiral. What's needed to rectify the situation is a complete attitude adjustment. We have to face that fact that not everyone is equally a teacher and that not all kids are equally students. Both parents and schools must work together to provide an equal chance for every child to become an educated person, and that chance has be centered on consistent opportunity for contact with excellent teachers, teachers who can stand on their own success and don't have to be propped up by a union, teachers who are attracted by the respect, both emotional and financial, that the society affords them. 


Read more: http://www.americanthinker.com/2014/02/common_core_and_unionitis.html#ixzz2sZpLKVDP
Follow us: @AmericanThinker on Twitter | AmericanThinker on Facebook

Common Core Communism (CCC)–get it on

Marxism means well–for the little guy, egalitarianism seems more fair–promoting social justice, right?
To ignore the danger and evil of communism is so fashionable in the chattering classes, but socialism/Marxism/Communism destroys liberty, civility and a moral civilization in favor of statist totalitarianism. The commies hoped for world revolution, but capitalism and the rise of the middle class screwed up their plans, now they are betting on a Gramscian strategy of playing the culture and the language, winning by an inside game that grabs hold of cultural icons like equality and fairness and inventing an expanded notion of social justice that covers for redistributionist manipulations and a return to a medieval oligo-plutocracy (wonder if that could be a word to describe medieval societal structure that Marx seemed to like so much).
Would anyone question the good intentions of the Marxists we have known?
Influencing children is one ongoing strategy, like common core but going back a long way in the annals of Dewiyite pedagogy.
The left has control of the chattering class, academic life, politics, by promoting statism and the status of experts, the Nomenklatura.
Ignorant Americans think that socialist/Marxist are well meaning, but in the real world statist socialism is a cruel master.
Some think that ideological warfare that includes an effort to characterize the opponent is not worth the time or is excessively confrontational or contentious. I say that leaves the battlefield to the enemy of American culture. And we lose.
Allowing Marxists a foothold in the culture through the indoctrination and rhetoric has been a strategic mistake that we may not survive.
Common core is part of the grand plan.
People who would prefer a more nuanced way to expose evil are searching for a nice way to kill a viper in the sheets. I think it important not to yield and not to hesitate to use descriptors like communist. Communists are culturally ravenous, they enjoy the fight, but that puts the more mannerly and civilized at a disadvantage, so we should not become our own worst disability by shrinking from using labels that properly describe evil and following up with adequate attacks on the inveterate invidious deceptiveness that is socialism at work.
For example, Saul Alinsky and Frank Marshall Davis, both dedicated Communists, were mentors of the current resident of the White House. Does that mean the resident gets to describe his ideology as “Progressive” or would he prefer the label neo-socialist, neo-communist, one committed to the post Stalinist socialism/communism? Or would it be better to call it neo-neo-socialism, the socialism after the fall of the Russian Marxist experiment of 70 savage years?
How is it that Americans who would claim to be well educated know so little about their enemies and the evil ideologies those enemies hod to?
Do you think there are more communists in the White House now or during the administration of FDR?
Robert Stacy MacCain is an articulate voice on the issue of why it makes a difference to know what the enemy is and what the enemy might want to be labeled. How the enemy might want to frame the conversation or debate.
Thanks to Mr. McCain, who speaks to these things eloquently but he also recalls the insightful Ludwig von Mises, who said in Socialism:
Marxism criticizes the achievements of all those who think otherwise by representing them as the venal servants of the bourgeoisie. Marx and Engels never tried to refute their opponents with argument. They insulted, ridiculed, derided, slandered, and traduced them, and in the use of these methods their followers are not less expert. Their polemic is directed never against the argument of the opponent, but always against his person.
Here is Mr. McCain:

Obama Cashes In on Wall Street Speeches