Wayne State University (WSU) in Detroit, Michigan, has elected to drop its university-wide requirement in mathematics and is strongly considering adding a three-credit-hour requirement in "diversity" to the school’s general education curriculum, in the latest example of liberal indoctrination in higher education institutions. This example is particularly glaring, however, because critics contend it does a significant disservice to students and puts them at a competitive disadvantage, all in an effort to advance an agenda.

 

The Kansas Board of Education has voted unanimously to ignore the Obama administration’s policy that students should be permitted to use the bathroom of their choice, regardless of their biological sex, and to allow the individual school districts to decide how to proceed. The school board contends it is vital that policies such as these are left to the local schools to decide, not the federal government.

The transgender bathroom issue is about much more than bathrooms. In a previous article, The New American asked, “What next?” As if in answer to that question, the transgender battleground has now expanded to include college dorm rooms.

State officials in Louisiana tried to deceive citizens last week by approving what amounts to, essentially, a glorified name change for the deeply unpopular Common Core education standards pushed by the Obama administration. Basically, policymakers re-branded the scheme as “Louisiana Standards,” while pretending that there had been some “revisions” to the widely loathed education-nationalization effort. However, according to experts and activists involved in the process, the politically toxic national education standards imposed on state governments with federal funding and pressure remain almost entirely intact in Louisiana despite the new name. Similar scams by government officials have taken place in states across the country.

A United Nations summit in Korea this week adopted a global “action plan” demanding a planetary “education” regime to transform children around the world into social-justice warriors and sustainability-minded “global citizens.” Among other elements, that means the UN-directed global education must promote “integrated development” of the “whole person,” including the formation of their ethics, values, and spirituality, the final document declared. The global-citizenship programs, with definitions to be incorporated in curricula worldwide, should also indoctrinate children so that they understand their responsibilities to “protect the planet,” and promote what the UN and its member governments consider to be the “common good.”   

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