What stands out to me in the testimony above? The gradual nature, the changes to education and parental rights. The changes to small business...Its all there today./END
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Parents sending kids back to school, here are things they're not obligated to do:
*share their pronouns or feelings
*submit to identity labeling
*accept "diagnoses" of "fragility" or micro aggression
*participate in any sorting or privilege exercise
*march, chant or protest 1/
They are also under no obligation to agree with or remain silent and accept inaccurate information (the revolution was fought to preserve slavery) or opinion (America/white people are inherently racist). 2/
Spend the summer exposing your kids to real history, study 1619 and point out how it's wrong, a lie, at, show them 1776 Unites for evidence. Arm them with facts and confidence. 3/
To those writing to me defending SEL: yes, I know they're "doing it wrong," and have said so, but you're missing my point. "They" shouldn't be doing it, period (they being teachers, in a classroom full of students who may or may not need "it").1/
If they have a student clearly struggling with emotional regulation, to the point where it's impacting their learning, and disrupting the classroom, take action individually. Seek help with trained counselors, and involve parents immediately. 2/
The conceit amongst teachers today is in their ability to mold and shape the mind of a child like a blank slate, improving upon whatever's there, and making them into whatever the teacher wants them to be through their teaching (think really bad parenting, on steroids).3/
Parents: when your schools tell you they're gonna teach x or y because it is an 'inertial part' of achieving some worthy goal in your child's education, ask them "How do you know?" Demand quantitative research, and think it through; does it pass the smell test?1/
Does identifying "identities" and their intersections on a hierarchy of power or powerlessness seem like it leads to feeling safe and secure? Does reflecting on negative emotions and pushing kids to have difficult conversations about things they cannot change build resilience?2/
Make your schools start with their stated GOAL (make sure you think those are worthy btw, don't just accept them as 'good' b/c school chose them), and think to yourself: is this how I'd go about it with my kid? Would this work for ME? If my boss did this to me, would it be OK?3/
Remember gratitude? It's 100% missing from the curriculum in our schools. They want kids to feel so many feelings. They want them to wear those feelings on their sleeve (literally, with colored bracelets in some cases), but they're super narrow: "Happy, sad, angry, anxious," 1/
what about "grateful," and shouldn't that be one they're not just asked to "reflect" on, or announce, but ENCOURAGED to feel, each day? Imagine if kids were encouraged to keep gratitude journals instead of sharing and expressing all their fears and anxieties and frustrations?2/
But nah, can't have them being content, and gratitude creates contentment with what you have, or at least appreciation for it. Can't turn out the next wave of angry activists if they're "content" or self-reflective about all the good in their live. /END
Pro-tip: in America, you have the right to be wrong, so long as it doesn't violate the rights of others. You have the right to be racist, to hold idiotic beliefs that have no basis in reality, etc. Some say "but you have no right to abuse your kids," and I agree, but...1/
It's a long way from "That's stupid and I hate it" to "that's abuse" LEGALLY. Morally? Ethically? Philosophically? Sure. But since when did the law mirror any of those? So in our zeal to fight the noxious worldview of "critical social justice" by ALL its names, and branches 2/
we have to be careful we don't violate the very rights we're trying to preserve and protect. Every individual has the same political power in this country (or is supposed to); that's what protects us from idiots and zealots. Strip that from them, we strip it from ourselves. 3/