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Socially Engineered Equality will Cost Us Our Freedom

January 12, 2014

Posted By onharvard graduation Jan 12, 2014 in Articles, Education, Politics | 0  Comments

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Many liberal theoreticians would argue that the striving for total equality  is what drives many of their policy initiatives. Surely we can all relate to  some reference made by a liberal politician concerning the “fairness” of life in  American while cries are currently made to fight income inequality and raise the  minimum wage. Liberals tend to base this belief on the idea that the United  States is an “oppressive meritocracy” where only those with the ability can  financially succeed, and the rest get left behind. They have this belief that  total equality can be socially engineered, and they tend to implement policies  that hurt those that have succeeded at something while claiming it will help  those who haven’t. We all know of course that this isn’t the truth. What  generally happens is that the successful suffer while those the policies were  intended to help rarely improve at all. Liberals want to believe that the words  “All Men Are Created Equal” mean we are all capable of achieving the same  things; this is not the case. Nowhere are the misguided social engineering  efforts of liberals more evident than in our education system.

Few can argue that our schools are in massive trouble. It seems that the  public education system is doing little more than producing compliant, global  citizens who know not their rights and responsibilities, but only how to follow  and conform. In order for the U.S. to remain competitive and maintain the  liberty we have enjoyed for over two centuries it is essential to have an  educated population. We don’t, and it is because of the attempts of socialists  to force their idea of equality down our throats. As it stands right now the  Chinese and the Japanese are far surpassing the United States in mathematics, a  field essential if we are to produce engineers and scientists. A  study published by the America Association of the Advancement of Science  details the differences in math achievement in first through fifth graders in  the U.S., China and Japan. Sadly the highest score for American children in  these grades isn’t even comparable to the lowest scores of our Asian  counterparts. This study also shows the level of commitment by the parents to  make their children do homework. Chinese and Japanese parents are making their  children do homework for more than twice as long as American Children, in some  cases more than five times as long. Amount of time spent doing homework for  American first graders? Fourteen minutes, while the Chinese was seventy seven  minutes and the Japanese 37.

Is this superiority in math achievement the result of Asians being naturally  better at math, as the typical stereotype would suggest? No, of course not;  while the commitment of parents to force their children to do what they don’t  want to may be a contributing factor, most of it has to do with the politics of  fairness and equality and the effects it has on those who want to achieve.

In recent years, the United States has been inundated with the “everyone gets  a trophy” mentality. Many high schools across the nation have eliminated their  valedictorian programs because it is unfair that high achievers get recognized,  and nobody else does.  This “lowering of the standards” is doing nothing but  destroying initiative and a desire to learn. This is demonstrated by another  study conducted by Educational Evaluation and Policy Analysis journal.  Examining data collected between 1994 and 1999 from the Chicago Public Schools,  the results were just recently published in 2012. The school attempted to  equalize results by making algebra available to everyone and eliminating classes  designed for lower achieving students.

Instead of having groups of students working in separate environments to  improve what they needed to improve upon, lower achieving students were thrust  into the mix with the higher achieving students.  The results were nothing less  than predictable. The only real effect was that teachers had to alter their  teaching methods to accommodate those who wouldn’t have been able to keep up  while ignoring the needs of those who were ready to move on. Thus the only real  accomplishment was the lowering of the standard. This is fair to those who want  to apply themselves in what way? The question doesn’t imply that those  struggling with algebra don’t want to apply themselves but should those who  excel at something have to be set back to satisfy the insecurities of those that  don’t? Maybe if students were taught that they can achieve by finding their  natural talents, then there would be no hurt feelings over someone else’s  success.

It’s evident that the liberal’s mundane attempts to socialize fairness have  done nothing but drop the bar for American students. We were once the most  educated people on the planet with a population that was responsible for some of  the world’s greatest advancements. We are now being replaced as the world’s  super power by a communist nation because they aren’t afraid to make little  Johnny study and their not afraid to tell him he needs to work harder to  succeed. If something isn’t done to correct this the United States will surely  be reduced to a nation who was once free to one who will have lost its freedom  because we have failed to correct this. If you think the Chinese are not  motivated by world conquest then you are a fool.




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