The View From 1776
Saturday, March 08, 2008
Liberal-Progressive Mind Control
Socialism, of which liberal-progressivism is the American sect, is more than control of the economy. Most importantly it is mind-control through the public education system.
The Washington Times reports the latest liberal-progressive-socialist curtailment of personal freedom.
“California courts have held that under provisions in the Education Code, parents do not have a constitutional right to educate their children in their own home,” said the Feb. 28 ruling by the California Appellate Court for the second district.
When they wish to overrule long-standing political liberties, liberals look to precedents of so-called international law and other nations’ customs. The socialist European Union, and Germany specifically, provide ammunition for abrogating educational liberties.
Why the animus of liberal courts and teachers’ unions against home schooling?
The obvious answer is that home schooling does a better job, revealing the poor quality of public education. Less obvious is the desire of home-schooling parents to teach Judeo-Christian moral principles, which directly conflicts with the public school aim of teaching the secular religion of liberal-progressive-socialism. Propagating that mind-set necessitates identifying as ignorance all ideas of fixed and timeless moral principles.
Such was the work primarily of John Dewey, the leading liberal-progressive theoretician of the early 1900s. He taught Columbia University students that Darwinian evolution had proved that everything, including morality, was continually evolving. In such a world there can be no timeless principles of morality. Rules for social behavior are simply whatever intellectuals think they ought to be in matters of sexual orientation, sexual promiscuity, and every sort of sensual gratification.
Under the impact of such schooling, the traditional family unit is no longer the bedrock of society. The norm tends toward single-parent units. Home-schooling by parents in traditional families is, to that style of moral relativism, a direct affront.
There is now abundant evidence, in all parts of the nation, that public-education students are inculcated with anti-Americanism and a moral relativism that will not even condemn the Nazi Holocaust. Liberal-progressivism teaches students that there are no real differences among nations, races, and cultures, even sexes. We are all homogeneous and ready for a single world government that will end wars and guarantee harmony and economic plenty, equally for all. In such a world, callow students must be conditioned to see every atrocity from the other guy’s view point and to avoid all judgments of right or wrong.
Liberal-progressives, it will be remembered, sympathized with Al Queda and blamed 9/11 on the capitalist greed of the United States.
The recent death of William F. Buckley, Jr. reminds us that, by the late 1940s, this disintegration of historical education was well established. Ivy League universities such as Yale had long since abandoned their founding mission of educating Puritan ministers. They had, as Buckley documented in “God and Man at Yale,” become overwhelmingly slanted toward liberal-progressivism.
Liberal-progressive-socialism is a world paradigm in which greedy capitalists become rich by grinding workers down to bare-subsistence levels of income, while forcing the workers to buy whatever products they produce, at whatever prices they elect to charge. Hence the endless harping in the New York Times about income inequality.
In that paradigm, social justice demands that the undeservedly rich capitalists be expropriated, either by seizing their property and placing it under collective ownership, or by imposing a multitude of regulations that convey the rights of ownership to the political state. This is known as socialization.
The most important element of liberal-progressive-socialism, however, is control of the educational system. Henri de Saint-Simon, who systematically conceptualized socialism in the first decades of the 19th century, wrote that the educational system must be controlled by the highest level of the political state’s intellectual councils, so that nothing other than the doctrine of socialism may be taught.