What’s wrong with school districts teaching our children values and morals? Isn’t that a good thing?

It sounds like a good idea, especially in this world where parents could use all the help they can get. The problem arises when not all people have the same values or morals and their ideas about what is right and wrong contrast sharply with what parents are trying to instill in the home.

Examples:

  1. Morals Change in a Democracy: John Goodlad, leader of the Democracy Agenda which is strongly implemented in the Alpine School District, is an atheist and a socialist. As a moral relativist he believes there is no God so there are no absolute values. What is right is based on what most people agree on (democracy). So if lying, stealing, drug use, gay marriage and redistribution of wealth are OK with the majority of people, then they should be considered moral. Parents’ beliefs are then dismissed in the schools as wrong, old-fashioned and immoral in this new set of guidelines.

“Most youth still hold the same values of their parents…if we do not alter this pattern, if we don’t resocialize, our system will decay.”

(Goodlad, Education Innovation, Issue 9.)

  1. Teacher Training: Alpine School District leaders attend national conferences and receive trainings in Goodlad’s Democracy Agenda and the 4 Moral Dimensions of teaching. Most of the topics at the national NNER conferences are about feminism, social justice, environmentalism, climate change, redistribution of wealth, sexual orientation, and the need to teach democracy above all other subjects. The most recent key note speaker at the 2009 NNER Conference, Nel Noddings, spoke about Nurturing Pedagogy, one of the 4 Moral Dimensions. She spoke mainly about her book Women and Evil, in which she describes the authors of the Bible as male chauvinists who portrayed women as evil. She stressed the important need to re-define evil in a modern world. Noddings is an ex-Mormon feminist who left BYU early in her student years to get away from the teaching of traditional values that women’s primary role should be nurturing children in the home. Now as an educator, she believes children should be nurtured by government run schools. Bill Ayers, former Weather Underground terrorist-turned socialist educator is the 2010 Keynote speaker at this NNER Conference. He has spoken heavily on the need to teach morals to students. Here’s an example of Ayer’s morality after blowing up many federal buildings to bring about a Socialist Revolution in the 1960’s:

“Even though we think of ourselves as political, we weren’t politicians. We were people who had a moral vision of what was possible.” (Ayers at a 2007 reunion of former members of the Weather Underground and Students for a Democratic Society)

  1. Inspiring Posters: Along the hallways of many schools in the Alpine School District are colorful posters with sayings from famous people to inspire and motivate students as they read them daily. Some of the names are well-known, but many are not. In one Jr. High School there are about 35 posters in the hallways. If children look up the authors who are prominently shown on the posters they will find that out of those 35, only 4 are not self-proclaimed Progressives, Socialists, feminists, LGBT, Atheists, Agnostics, Humanists, out-spoken anti-Christians, or are known for their leadership in social justice, Utopian societies, or New Age causes. Some have extremely deviant sexual lifestyles and have been described as sado-masochists, lauded in the gay communities as heroes. Posters with strong messages of changing the world, working together for a common cause and standing up for what you believe in take on entirely different meanings depending on the author’s underlying message. Sure, some of these authors are well-known for the good they have done, but there is a definite pattern to which authors were chosen to inspire our students. Where are the quotes from Founding Fathers and traditional role-models of a principled people?

So now we see why teaching morals is definitely important in teaching our children and preserving our nation, but it depends on who is teaching them and how they define morality. The Founding Fathers expressed many times that our Republican form of government required a moral and religious people, but they were referring to absolute morals from God’s teachings. The atheist education reformers of today believe in moral relativity, the belief that morals change over time and need to be re-defined periodically as people and circumstances change. Public schools run through the federal government are atheistic in nature and should have no place redefining traditional family values and morals taught at home. As long as public schools are governed and financed by the federal government and not locally with parental input, educators should stick to teaching academics in which everyone can agree and leave morals and values to parents, families and churches.