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Education

Malthusian humanism and death education, Part I

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“We ought to be trembling about the fact that the schools which have failed to teach academics are now presuming to teach matters of life and death.”

– Dr. William Coulson

“…I’ve sort of built my career in helping people try to die better,” explained California ICU physician Jessica Zitter during an NPR interview with host Michel Martin on February 25th of this year (NPR.org).  “I’ve also realized that this [death] is no different a taboo.” Recalling a recent visit to a high school classroom, Zitter philosophized the benefits of teaching children about death, emphasizing the possible impacts that the act of changing the attitudes of youngsters could have on society in the future. “And that’s the kind of thing that I think really starts to make change in our culture,” she said (emphasis mine). “I was once accused by a renowned professor of medicine of deceiving my ICU patients…” she wrote in a 2013, New York Times article entitled, They Call Me Dr. Kevorkian. Dr. Zitter’s presence in the classroom is evidence of a seldom-discussed, yet monumental effort to alter the thoughts, beliefs, and behaviors of Americans, specifically in regards to death. Predators always target the young.

Enter death education.

“Since death has been such a taboo topic, open and honest communication is essential. Such communication helps to desensitize students to anxiety-arousing items.”

– Death Educator Nina Rebak Rosenthal

Few times has something set off so many blaring warning bells in my mind as death education.  “No administrator should be surprised to find that his staff is afraid of handling this topic,” stated an article in Phi Delta Kappan (McLure).  Nevertheless, many educators – motivated by altruism and blinded by an unearned level of trust in the knowledge and intentions of the “experts” – willingly follow the leaders while remaining shamefully unaware of the harm that may result from their implementation of faulty, humanist eschatology and practices in their classrooms. I should know – I am a certified teacher.

I can hear the sales pitch now: First comes the generic, yet overreaching opening statement about “experts”: The experts all agree… blah, blah, blah…  Kids need this…  Blah, blah, blah… The opening remarks are usually designed to disarm teachers by appealing to the dutifully enforced, professional hierarchy. This is typically followed by two or three extremely brief arguments which appeal to educators’ rational thinking.  Brevity is key: if you give the teachers too much time to listen, they might start thinking for themselves… Finally, it is time for the kill shot. This is best described as the stress inducing bombardment of teachers with anecdotal language which directly plays upon their emotions and, thus, smothers all inclinations toward independent analysis or hesitation: Parents don’t talk to their kids anymore or teach them about death, and they are at a disadvantage in life. It’s such a tragedy in our society…. Kids will be confused by all of the misconceptions in the world around them… Do you want the kids to learn about it from their friends, or on the street? Or, don’t you think it’s better they learn about it at school? It might help prevent suicide! (Of course, “preventative education” hasn’t actually been successful at preventing much of anything.)It is actually pretty pathetic how easily we are tricked, how easily we are played.

Death education has been creeping into schools since the 1960’s/70’s, after the publication of Dr. Elisabeth Kübler-Ross’s “On Death and Dying” (Blumenfeld, Newman, 2014).  Kübler-Ross was the charismatic leader of a “New Age” death cult, spreading the message of a joyful acceptance of death. “The womb and the grave have been equated in mystery religions. … This is precisely the significance of Kübler-Ross’s choice of death and dying as her primary consideration as a charismatic leader” (Omega, 1985-86). Before long, the “progressive” teachers’ unions jumped into bed with the joyful death movement. We now have entire foundations dedicated to death education, such as the Association for Death Education and Counseling. Even Scholastic, Inc. is pushing death ed. Wolves travel in packs.

Thanatology (the study of death and dying) in the classroom can be summed up as the incorporation of death into the various academic areas of study. “Death by its very nature involves science and medicine, social studies and sociology, psychology, history, art, literature, music, insurance, and law,” wrote one death educator in the March 1973, NEA Journal (National Education Association). As death is so easily integrated into any subject, death education thus provides opportunities for classroom discussions on “the moral and ethical issues of abortion and euthanasia…” (emphasis mine).

Death education can take on two formats: didactic (lectures, videos, etc.) and experiential (simulation exercises). Twelfth graders may design their own headstones during art class or visit a funeral home to view a human cadaver as a science exercise on organ donation. After the suicide of a classmate – a “teachable moment” – eleventh graders may compose their own suicide notes. During a health and wellness class, ninth graders may be instructed to close their eyes and enter a deep trance in which they are to return to the moment that a loved one died. Seventh graders may add up the costs involved in planning their own funeral during math class or write their own wills in language arts. The words corpse, morgue, and cadaver may be added to the fifth grade’s spelling list. Third grade children may be asked to compose their own obituaries as a part of their creative writing unit. The kindergarten class may take a field trip to a mortuary or a cemetery while learning about communities. The preschool class may build caskets in the “blocks center” and take turns playing “the dead person” as a part of dramatic play.

“Class assignments were for students to write their own obituaries and suicide notes. They were told to trust their own judgment in choosing to live or die.”

– Jayne Schindler

Incorporating death and dying into curriculum requires teachers to abandon the role of instructor and, instead, assume the role of facilitator, quasi-therapist, and “reflective listener”; a reckless recipe for disaster. The classroom is transformed into a forum for group, pseudo-psychotherapeutic, “conversation circles.” Unfortunately, from these “’death and dying courses’, there are preliminary indications that this kind of education also leads to a greater likelihood of violence against self” (emphasis mine) (DiGirolamo). In fact, numerous educators have long acknowledged the harm that can be inflicted upon a student as a result of studying death in the classroom. There have even been several recorded suicide attempts by students which coincidentally followed periods of exposure to death education, such as in the case of Tara Becker who attended Columbine High School in Littleton, Colorado in the 1980’s.

“Death arouses emotions. Some students may get depressed; others may get angry; many will ask questions or make statements that cause concern for the instructor… Students may discuss the fact that they are having nightmares or that the course is making them depressed or feeling morbid…”

– Death Educator Nina Rebak Rosenthal

Psychologist William Coulson, who was one of the innovators of the psychotherapeutic techniques most often used in death education and who can be credited with the overly-psychologizing of America’s schools, has emphatically spoken out against the techniques he once championed. As it turns out, facilitating value-clarification or being a “reflective listener,” also called “nondirective education,” has been found to actually cause harm rather than prevent it, especially in children. Rather than helping young people understand death, our atheistic classrooms, dripping in moral relativism, are causing young people to feel immense confusion and anxiety.  Teaching with ambivalence – failing to providing students with concrete knowledge of or a declarative sense of right and wrong – forces students to create their own set of values and ideas, regardless of how potentially dangerous or destructive those values and ideas may prove to be. As Teddy Roosevelt once said, “To educate a child in mind and not morals is to educate a menace to society.” Yet, in the secular, humanist classrooms of America’s schools that is precisely what is occurring.

Back in 1990, Dr. Coulson was interviewed for an episode of ABC’s 20/20, “Death in the Classroom,” during which host Tom Jerrial asked, “Aren’t kids seeing more of death these days on television and with crack and violence in the streets… Isn’t there a need to educate them younger about death?” “It sounds like one of those things, Tom, that would be a good idea, except apparently it’s just not working out that way,” Coulson explained. “See, these interventions aren’t powerful enough, if you will, to keep the troubled kids out of trouble, but they are powerful enough to draw the untroubled kids into becoming troubled… What makes us think that American education is going to do a good job teaching death education? We ought to be trembling about the fact that the schools which have failed to teach academics are now presuming to teach matters of life and death.”

Yet, the Malthusian humanists who live amongst us – and those who pull the purse strings from abroad – do not have time for reflection or evaluation; not when there is an entire culture that must be changed, a world population that must be decreased, taboos that need normalizing, and generations of children that need desensitizing. Their eyes are always fixed on the prize, the pot of gold at the bottom of the rainbow.

…Which brings us to the next problem of death education.

Enter George Soros, master puppeteer.

(…to be continued)

Citations + Resources:

 

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1 Comment

1 Comment

  1. Marc

    June 5, 2017 at 7:11 pm

    This is news to me and it’s scary. If it has got this far, God is the only one who can help us. God bless America….. again!

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Culture and Religion

Dr Paul Lim tells how he went from atheist to Christian… at Yale

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Dr Paul Lim tells how he went from atheist to Christian at Yale

Universities aren’t usually considered likely venues for people to turn to the Christian faith. Ivy League universities rife with atheist professors are even less likely than most to yield a conversions to the faith. If anything, they’re efforts are often directly focused on converting Christians into abandoning their faith.

Dr Paul Lim tells a different tail. His personal journey from South Korea to California, then Pennsylvania on to Yale, is an exception to the rule. His journey is not common, but then again who’s to say what sort of journey to embracing Jesus Christ can be considered common?

It’s not too long, clocking in at just over 48 minutes, and much better than your average network television hour. If you already believe, it may help you open the eyes of others. If you don’t believe, your eyes may be opened.

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Education

Why wasn’t a thwarted school shooting a major news story?

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Why wasnt a thwarted school shooting a major news story

(Please note that we are not using the perpetrator’s name to keep the focus on the heroes who stopped this potential tragedy)

The liberty grabbers on the left usually jump at a chance to demonize the 2nd Amendment. Why not in this case?

Three staff members of Smith High School in Greensboro, North Carolina stopped a potential tragedy on Monday by quickly locking down the school and arresting the perpetrator.

The first to intervene was Patrick Jordan, a Behavioral Intervention Specialist who works at the school. He noticed someone who did not “fit in” walking past in the courtyard. Jordan then approached the man to ask why he was there, and after a short exchange the individual raised his shirt to show a handgun. Assistant Principal, Lashonti Hines, also noticed the gun. Hines and Jordan immediately called for a lock down. The criminal ran and was arrested after being tased by school Resource Officer, D.K. Evans.

The perpetrator had previously assaulted his girlfriend in Virginia Beach Monday morning before allegedly stealing the victim’s car to drive to the School in Greensboro, North Carolina.

The man had a backpack with two loaded handguns and eight boxes of ammunition. It was reported in the Sacramento Bee that the man had a “hit list” with plans to kill a woman and her parents in Durham, and then move on to Smith High School in Greensboro to kill two people. He then planned to drive to Maryland and kill one more person.

Why wasn’t this a major news story?

This potential mass murder in a school and elsewhere took place several days ago. While it did receive some perfunctory notice by some local and national news sources, it was quickly glossed over in favor of other stories. Why?

Several reasons can be gleaned from the accompanying video on the hero who stopped this tragedy. Suffice it to say that the ethnicity of the perpetrator, as well as the victims, did not fit the usual narrative. The featured video also had one of the heroes referring to that which is generally taboo with secular socialist television.

The primary difference between this case and others is that the perpetrator didn’t succeed. There were no images or video of children fleeing for their lives from the scene, and a decided lack of relatives of the victims emoting on-screen demanding for restrictions on freedom.

Colleague, Lorie Wimble, noticed a similar pattern with regard to a rape allegation by Katie Brennan, in which a political inconvenient story ends up getting buried in the news cycle. In this environment it’s mind-boggling that the media doesn’t understand why they are no longer trusted. It’s equally perplexing that they don’t understand that their bias is manifestly obvious.

A lost opportunity to demonize liberty

Compare the coverage of this potential “serious crisis” with one that is ripe for exploitation by the freedom floggers. Wall-to-wall coverage would soon be initiated after word of an exploitable tragedy coming in over the optic fiber (followed by the usual admonitions about our issue with liberty and how we must now restrict freedom) then, somber denizens of the nation’s Socialist left will pontificate on the dire need to control personal property, as well as everyone’s online speech.

One can easily imagine the gatherings of excited leftists in “news” rooms around the nation hoping for another chance to further their gun confiscation agenda, only to be disappointed that the obvious solution of armed school security saving the day. The sheer letdown for them, in the midst of their writing up of tweets with the hashtag #GunReformNow (meaning #GunConfiscationNow), when the news breaks that ordinary citizens stopped evil dead in it’s tracks.

Killing off the contagion

Studies show that over-the-top media coverage and making perpetrators “anti-heroes” tends to encourage copycat crimes. Even far-left publication ‘Mother Jones’ recognizes this problem. It’s also logical that publicizing the failure of one of these murderous miscreants would discourage this behavior in others with similar ideas.

Those planning these crimes go through five distinct planning phases. Seeing that someone was thwarted by an armed response may end the fantasy of an active shooter once and for all.

The takeaway

Truly common sense measures, such as eliminating so-called ‘Gun-Free’ zones and freeing people to carry concealed weapons, would dramatically reduce if not eliminate these tragedies. But for some, security is more important than essential liberty. Perhaps that is why they oppose the common sense solutions.

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Education

Ben Shapiro to testify in Ohio

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Ben Shapiro to testify in Ohio

The states are the “laboratories of democracy” (Justice Louis Brandeis) and “education is the key to unlock the golden door of freedom” (George Washington Carver). These two quotes will be put to the test with Ohio House Bill 758, the FORUM Act, which aims to protect and promote free speech on state campuses.

DailyWire editor-in-chief Ben Shapiro will be one of several experts to testify on behalf of the bill. Shapiro is arguably the left’s favorite target when he goes to college campuses around the nation to speak, drawing protests and “trigger warnings” because of his conservative views. He is often accused by left-leaning campus groups of spreading dangerous ideologies, defending hate speech, and being antisemitic.

Shapiro is Jewish.

Alliance Defending Freedom senior counsel Tyson Langhofer is also scheduled to testify.

ADF: Ohio bill sends right message on campus free speech

http://www.adfmedia.org/News/PRDetail/10647“The free and open exchange of ideas is essential to democracy, and perhaps no place is it more important than on public university campuses,” Langhofer said. “Public colleges and universities are meant to be marketplaces of ideas—where our future teachers, lawyers, judges, community leaders, and voters can exercise their constitutionally protected freedoms. Unfortunately, public universities are some of the most ideologically intolerant places in the entire country. This bill will help ensure that public universities again become places where intellectual diversity flourishes and all students are able to engage in the exchange of ideas rather than censorship on campus. We commend Ohio lawmakers for considering legislation that protects students’ First Amendment freedoms.”

The FORUM (Forming Open and Robust University Minds) Act is designed to reduce efforts to suppress free speech on state-funded campuses. It will eliminate “free speech zones,” allow students to hold events and activities on campus without interference, and promotes expression on campus regardless of political party or ideological preferences.

My Take

Universities have been turned into leftist indoctrination factories. The predominance of left-leaning faculty at most colleges has not only assisted in this systematic indoctrination, but has also emboldened students to utilize intimidation techniques against any high-profile conservative speakers.

Reading through HB 758 reveals some interesting measures that other states should consider. This isn’t really a defense of the 1st Amendment, though the attachment of state funds allows it to be framed within that narrative. But of greater importance is the practice of free speech itself in all of its non-detrimental forms on campuses that desperately need to hear both sides.

While progressives often try to suppress conservative ideas by labeling them as “dangerous” to justify their unhinged actions, most conservatives generally welcome dialogue on campuses from every side of a debate. We recognize that through dialogue we have our greatest opportunity to open minds and change hearts.

Conservatives, by our nature, will not suppress ideas as progressives often do on campuses. We need bills like these to give us a chance of breaking through the indoctrination. The greatest fear of campus progressives is someone like Shapiro spreading the truth.

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