Monday, August 31, 2009
The course RCT school unanimism politically correct, by Francis Chartrand
There was a time when progressives differ in opinion, be a dissident, was the highest form of patriotism. The formula, falsely attributed to Jefferson, is of Howard Zinn, historian, anarchist left. It appeared when the American left tried to denounce the war against terrorism.
This freedom of thought, this rebellious spirit were encouraged not only in politics but also in religion, morals and values. Dissent sometimes very aggressive or in poor taste, but this is democracy, right?
But then, when "progressives" who claim to have pluralistic power, as is the case in the small world of education experts in Quebec must now begin to learn and practice consensus. More praise for the protest, cynicism, of dissent, no, no. This would show a little narrow-minded and open to others, their religions, their atheism, moral values, sex, sexual orientation, their political and social prejudices. In short, lack of openness to the values of these same progressives.
A report recently published by the Assessment Board Training Program for Quebec schools (an offshoot of the MELS) welcomed even this format: children of educational reform are somewhat autonomous, mediocre in French, can not focus during a lecture, but they are "open", "world citizens" and work well in teams.
It was therefore preferred in the rehabilitation of the behavior at the expense of the investigation of facts and knowledge.
This re-education, this spirit of unanimity are also encouraged in the program of ethics and religious culture.
You must all agree
Thus we find in textbooks and notebooks RCT exercises designed to teach students to interact with others and to reach consensus within a group.
First example from a primary textbook: a group of people to sit in a bus as the "fairest" possible. Stand: a pregnant woman (not to be macho to sit), a veiled woman tanned and (not to be seated racist), an older woman (sexist, ageist?), a white man's jacket and tie (victim presents no risk). We then asked the young student that "All members of your team must agree with the choices. Warning, at the end of the work, you will need to justify."
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Share into a group and consensus about Israel and Palestine
Another example of exercise, this time in high school, in the book Dialogues II editions of Thinking for Secondary V, it is this time to establish a plan for fair sharing of Palestine through dialogue to achieve consensus.
We are stunned before so smug irenicism: what will be learned to students? Than adults who do not agree and can not justly shared by consensus and dialogue have been really poorly educated? Ah! If only they had the course of ECR! What would happen if he class, thanks to the increasing intermingling of Quebec, there is a Jewish and an Arab? Hopefully you really honestly they arrive at a consensus?
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Yet objectivity does not exist?
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What is most surprising is that the same notebook (shown above) seems to recognize this, the solutions proposed and referred to the teacher, that objectivity does not exist! But beware, says the government, the ERC program is nothing relativistic and is given in an objective and neutral.
This admission that objectivity is probably unattainable leaves imply that some solutions are intractable.
What good then try to fairly resolve a situation like the partition of Palestine through dialogue and consensus? To show the futility of the project?
Deliberation
Do not believe that these two activities are the result of chance. They scrupulously respect the program requires that the child is familiar with each cycle of training with its deliberation.
But what is the debate for the Monopoly of Education?
It is a form of "dialogue". That "discussion with other people from different sides of an issue (facts, interests, norms and values, the probable consequences of a decision, etc..) To arrive at a joint decision.
Indifference hunted
And do not believe that the child may take refuge in indifference in such activities. Because we all know what leads to indifference ... Nazism. The Grand Duke publish editions as well (p. 13, Manual Secondary IV) in a very predictable poem by Martin Niemöller:
"When the Nazis came for the communists I Shout myself, I was not a Communist."
We must commit to have his opinion on everything politically correct on ererything.
A highly intrusive approach
Students are not only required to give its opinion and must also make judgments on the normative beliefs of others.
"He called behaviors or attitudes that help or hinder the group life. It recognizes the needs and appoints its responsibilities towards others. He considers some options or possible actions and recognizes the effects on himself and others. He emphasizes measures to encourage the group life based on living together. He links with other similar situations. He is back on his learning and his approach."
(Program Primary p. 297) As noted in the French philosopher, David Mascré, about the ERC program, "The child is then asked to make judgments about other normative. Gradually but surely, he is called to report for the good of everyone concerned, including relatives (playmates, siblings or parents) may develop beliefs or religious practices do not conform to the value system promoted by the proponents of the religion of democracy. He is summoned to highlight this in the belief that these relatives - and, what is more laughable and over again conditioning - is harmful to his little perspective of eight year old child to group life."
Not content to summon the child to expose his comrades in identifying what their beliefs might be contrary to respect for others or facilitation of community life, the text also asked to make judgments on the normative Funds same beliefs, denouncing what it is in the stereotype or prejudice. The child is thus required:
"Identify the causes and effects of prejudice and stereotypes in the situation."
(Program Primary p. 298)
This is not the teacher himself, he is "neutral" is now the child who is summoned to assume the role of inquisitor and order to question the friend who had the audacity or the temerity to continue to profess beliefs incompatible with the values of our time.
Absolute respect for the views "open to diversity"
The official program book and the apologist of the courts of the imposition of the RCT, Georges Leroux, remind us that children must learn to have absolute respect for the views expressed in other, provided that they are open to the world and diversity. Two code words meaning pluralistic, progressive and not for all the differences, but those valued by these same progressive pluralistic, namely the ethnic diversity (and if necessary then the religious diversity, although some "secular" n 'not necessarily accept the value of this diversity there), the diversity of family forms (eg. the sex families) and sexual behavior. Paradoxically, those who rely on this diversity usually reject the views too different on some issues it was calling "backward" and not acceptable.
On page 41 of his expertise made the process of Drummondville and Loyola (same), Georges Leroux said: "As such, students are encouraged to develop attitudes of absolute respect, dialogue interpreting (understanding the meaning beliefs or unbelief)."
To draw a parallel with the attitude required of students in the program, but the State is careful not to engage with opponents during RCT (especially not more religion classes, or exemptions):
"Get students to participate in the democratic life of the school or classroom [!??] and adopt an attitude of openness to the world and respect for diversity"
(Program Primary, p. 284)
"Demonstrate openness and respect for what is expressed."
Forms of dialogue and conditions
Notes for teachers
Respect people, yes we agree, but respect what is expressed, the same error, even that goes against what is believed true and sacred?
Revealing the non-verbal expressions of reluctance
The search dialogue forced rejection of indifference or disapproval of what is socially acceptable by the group appears in numerous injunctions against children or teachers:
"Pay attention to its manifestations of non-verbal communication and those of others."
(Program Primary page 283)
"Caring for others and consider their feelings, perceptions or ideas."
"In their interactions, verbal or nonverbal, it is important that they [the students] are carried out gradually to listen to others attentively."
The child is now directed not only to criticize the ideas of others when they do not conform to live together, but also to probe their ulterior motives. He was ordered to pay attention to events nonverbal communication of his classmates. A disapproving silence, a shifty look, an attitude of silence are all signs of poor adhesion or worse disapproval potential, and judged as such. The child will splinter even the ability or right to take refuge in the privacy of his heart or to escape into the wonderful imagination since the very signs of withdrawal into the inner or outer world the world politically correct will be reviewed, monitored, tracked and interpreted as such.
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Labels: Francis Chartrand, Québec, Religion and fanaticism
# posted by Francis Chartrand @ 9:47 AM 
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