In the 1960s, America’s education schools began conditioning teachers to peddle impossible social and economic theories to captive human sponges in K-12 classrooms. Since then, teachers taken in by progressive indoctrination have been planting fallacies in students’ minds using a pernicious device: the “deconstruction” of reality.
Starting in the 1960s, academics took heightened interest in Italian Marxist Antonio Gramsci’s cultural Marxism. Members of the political class glommed onto the resulting “social justice,” affirmative action, “diversity,” multiculturalism, political correctness, and other malignancies spawned by cultural Marxism. Progressive politicians came to view society as a hodge-podge of racial, ethnic, gender-based, and now also sexual orientation-based groups locked in zero-sum combat with Western whites.
Generally speaking, cultural Marxism’s indoctrinees have learned to view morality and knowledge as “constructs” and social and economic power as commodities to be transferred from “oppressor” to “oppressed.” Progressives routinely label minorities as oppressed and anything that benefits minorities as moral. Such thinking dominates the Democrat party platform.
By encouraging minorities to resist socioeconomic assimilation, progressive politicians maintain a nationwide nursery of government-dependent adults from which to draw lifelong votes…and income. Progressive teachers steer students toward a strange-brew mindset of anti-assimilation, collectivism, diversity, and we-are-the-world-ness.
Social justice education deemphasizes knowledge retention and the development of traditionally productive skills. The theory’s fanatical adherents maintain that teaching American history to blacks and Hispanics is oppressive. It’s also oppressive to force blacks to “think like whites.” “Diversity consultant” Glenn Singleton teaches that blacks must be excused from developing “annoying white characteristics, such as being ‘task-oriented’ and ‘intellectual.'” Together, government dependency and social justice education have fashioned a super-progressivism turbo-charged by cultural Marxism. Stunted black academic achievement and disintegration of the black family are but two of the many devastating results.
But there is no innocence in the effects of the progressive conditioning of teachers. More K-12 students than ever are now being manipulated through lesson plans warped into platforms for moralizing against capitalism, the white middle class, and America.