Thursday, October 23, 2008
The New Age propaganda in schools, by Patrick Andries
The new course on ethics and religious culture was introduced in September 2008 in primary and secondary schools in Quebec. This course is the thought of the Bouchard-Taylor report which, according to the doctoral student in sociology Mathieu Bock-side, "suggests that transforms society into ideological re-education camp where the identity will be deconstructed for the individual to déprendre the national culture of Quebec history. " It aims to create a new human race, gender "pluralist" without past or roots or national identity, a "New Man and postoccidental postnational." Analyzing the course, Bock-side concludes that "behind certain phrases such as education for tolerance and awareness of the difference" is a real self-hate that teach young people become alien to its own culture. "
For Carl Bergeron, writing about the riots in Montreal North, after repeating to the "Other" it is inherently superior, that our history is filled with horror and that the West is despicable, it Eventually we believe that one's crap, and it must eliminate us. It creates an empty field where privileged, as in Britain and the Netherlands, plunges Islamist propaganda. It goes up to celebrate groups whose allegiance is dedicated to foreign interests, in the name of "diversity".
Richard Martineau on the new course on ethics and religious culture (ECR), which he speaks in his column of Oct. 18: Draw me a flag
We reproduce the article by Patrick Andries issued on 14 September 2008 in Le Quebec Libre. Patrick Andries est parent éducateur à la maison et père de quatre enfants. Patrick Andries is parent educator at home and father of four children. Cet article est reproduit avec la permission de l’éditeur. This article is reprinted with permission of the publisher.
Courses ethics and religious culture: the New Age propaganda in schools
The first textbooks for the new course mandatory ethics and religious culture (ERC) approved by the Ministry of Education (MELS) have been published. If it is legitimate to study at the school several religious traditions, probably towards the end of the secondary, it is indeed naive to believe that intellectual knowledge of those traditions ensure harmonious relations between communities as the MELS seems to want us to believe. Just think about the fratricidal struggles between communities who know well their respective doctrines (the schisms exist!) And the recent unrest in Montreal North who had no religious dimension.
How the study of all these religious traditions is addressed in September approved textbooks published by Modulo and ERPI debatable appear for at least five reasons: prematurity, confusion, unrepresentative, bias and superficiality. From six years, children are imposed on the study of several religions while they barely understand them, if they have one. It would be better to first learn spiritual or philosophical language before to become a linguist. It seems wiser than the children are first trained in their religious or philosophical tradition, before studying others. But this course seems to want to avoid this: we need a clean slate, young and malleable educators.
The handbook for students 8 years published by Modulo admits that the course could disrupt. Thus the young hero of this manual admit that their ideas are upset "after hearing conflicting stories of creation. Who to believe? The response of "wise" that closes the manual is a distressing mièvrerie and imprecision. It is legitimate to ask whether this confusion is not the purpose of early denounced above. Remember the words of one of the fathers of an auditor ECR and scientific manuals Modulo, Fernand Ouellet, who said "We must also learn to shake the" sufficiency of identity "and quoting these words as explanation:" He [s Is] therefore less "build an identity that, conversely, to undermine an identity too massive and introduce divergence and dissonance, it is not to prepare for coexistence and tolerance "[1].
The religious tradition of nearly 90% of Quebecers is poorly represented. Thus, in the textbooks of the first cycle of Modulo, only 52.3% of religious content pages can be viewed as speaking of Christianity while 20% of pages are subject to Aboriginal spirituality whose followers, according the 2001 census, representing less than 0.1% of the population of Quebec! It also deplores the lack of systematic Greek or Coptic Orthodox in authorized textbooks while Hinduism, Sikhism, Judaism, Islam, Buddhism and spirituality, each of equal weight or strongly below orthodoxy in Quebec's population, are well described!
The bias is not absent from textbooks studied. Take the case, among others, the manual Modulo 2nd primary. While "religious stories" devoted to other religions, whether the dream of Queen Maya or the revelation to Muhammad, are still in the indicative or the imperative ( "God revealed to Muhammad the divine message") The resurrection of Jesus is described in the conditional: "They have not met alive! Elsewhere [ERPI] in high school, the role of women in spirituality is treated with lyricism: "The woman represents the Earth Mother and personifies fertility. It ensures the growth and socialization of children. All women's activities will make them guardians of life. "No flight for Christians. ERPI focuses on non-ordination of women among Catholics, about which we do not say a word when it comes to women in Islam, but where it says that their lot has improved with the arrival of Muhammad ! What the fate of Christian and Jewish women in Arabia and the Middle East has it improved with the arrival of Islam? The manual does mention.
"The handbook for students 8 years published by Modulo admits that the course could disrupt. Thus the young hero of this manual admit that their "ideas are upset" after hearing conflicting stories of creation. Who to believe? "
The manuals are well documented and the limited texts made available is spent for a good part of ethics. Learning in Primary religions is very rudimentary. Students will have only a vague idea of what these different religions. He will not know anything about the differences between the current Protestants, or even what might separate the orthodoxy of Catholicism. Add to this the desire to demonstrate that religions are similar (they all have stories of creation, rites of marriage, encourage sharing, etc.). Modulo The manual for the 2nd primary asks young people to highlight similarities, not differences in "stories of the Annunciation of Queen Maya and the revelation to Muhammad [Muhammad heard in French]." But what is interesting is what distinguishes religions and sometimes hides under the same name. To quote Rémi Brague, define Napoleon, saying "it has two legs and a head, so it is like me," not put anything.
Note, for the religious party, the nagging feeling of reading documents as New Age by placing on an equal footing of different religions, recovery of spirituality, ecology, Earth - Mother and the pursuit of happiness here as the ultimate goal - not salvation as is the case for Christians.
Often absent from this course: parents. The figure of the wise is rather interpreted by Mr. Paulo whose likeness with Paulo Coelho, author of successful novels syncretistic, is striking. Teachers are relegated to the role of facilitator who must ensure that young people do not follow the rules of dialogue at their findings on religion or morality. Children seem to construct an ethic of living by themselves without having been educated in a tradition entity.
The manuals are replete with items proposed for discussion of children. The content of these discussions will depend largely on the teacher. Consider this question: "Do an inventory of all family models you know. What comments do you? "It easily conceives that the discussion could begin, with some teachers, homosexual couples, about where religions and families have very different positions and trenches. That will there for the child in such a discussion? For students who think that single-parent families are less desirable than families with a mom and dad, an appropriate manual criticizes this behavior by the caricaturing negatively. This page ends with the following question: "What we need to form a family? Talk to your friends. "The child will live social pressure if his family values do not go in the direction of the program or group.
The transmission of tradition and training of the child to a moral demanding tailored to their age, do not seem to be the subject of these manuals. Rather, it seeks to accustom earlier than a set of traditions presented as equivalent without undue depth in the doctrines or differences, so it seems he chooses what he likes this buffet religious superficial. What advantages to this spiritual atomization of Quebecers? What this respect he wishes of Quebec parents for their children?
Labels: Human mistake, Religion and fanaticism, Secularism
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