Parents' Rights Now!

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In a nutshell, SEL is latest educational fad teaching students to rely on themselves, their peers, and the progressive culture, not the truths proposed by their faith and their families. Progressive social norms become their moral authority. PRIE opposes the “whole child” concept, including character and ethics education, psychological insights, and group dynamics, training children in consequentialist (moral relativism) moral reasoning.

The current popularity of social-emotional learning (SEL) represents progressive education’s greatest victory in its 100-plus-year campaign to transform our public schools, and, thus, the nature of America itself. Since it began, the mission of progressive education has been to liberate American students from the “shackles of traditional wisdom.” John Dewey and his legion of educationalists saw the elementary and secondary schools as the vehicle to form the New American, one who would be liberated from the prejudices of family, church, and tradition.

In the early 20th century, their ideological victories were largely symbolic. They captured intellectually shallow schools of education, but not the public schools themselves. Those schools were rooted in their communities, reflecting local values and governed by local citizens. Post-World War II, the “in loco parentis” tradition of school gave way to more and more control, first by states and more recently by federal intervention. Input from parents on what was to be learned and how schools were to be conducted gave way to ever larger educational commissions and more distant experts.

Instead of parents’ deciding on the ultimate question of education, “What is most worth knowing?” for our children, the new controllers of public education stepped in. Enter the progressive educators. The term “public” came to mean “secular.” The long-held view of the public schools—not only teaching the core disciplines, but also helping children develop a sense of right and wrong and the good habits to put morality into practice—became the battleground. The wisdom of the past, with its history of wars and bigotry, had to be ignored. Prohibited, too, was any reference to God and organized religion. The only source of moral authority for the secular progressives was and is science and “empirically verifiable knowledge.”

The problem with this plan is that science and the empirical method do not lend themselves well to dealing with the questions of the moral life. The ultimate questions of life, which were once a staple of an education, such as “What is a good person?” “How should I live my life?” and “Is there a God?” cannot be answered by the scientific method. Thus, these questions and issues have been eradicated from our schools.

Into this barren educational landscape entered the

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SEL is now a global phenomenon. For example, in 2017 the Organization for Economic Cooperation and Development (OECD) launched its Study on Social and Emotional Skills (SSES). OECD has long administered the Program for International Student Assessment (PISA) test to measure academic knowledge, but now is branching out into methods of measuring and shaping students’ personalities.

The SSES will analyze two cohorts of students, at ages 10 and 15, to determine what social-emotional skills they have and should have, and to develop “international instruments” to measure such skills. The extraordinarily intrusive study will survey students, parents, teachers, and education administrators to gather data on “children’s [social-emotional] skills, . . family background, child’s performance, home learning environment, parent-child relationship, parental style, learning activities, and parents’ own attitudes and opinion.” SSES will also analyze information from students’ interaction with online instruments to surveil “what people do, think, or feel, when interacting with, and responding to, the item or task.”

Regardless of its reliability, the mountains of data from the study will be crunched to produce assessments, perhaps to be linked to PISA and other OECD academic assessments. The goal is to measure students’ performance in the five broad domains (known to psychologists as the “Big Five model”) of “emotional regulation (emotional stability); engaging with others (extroversion); collaboration (agreeableness); task performance (conscientiousness); [and] open-mindedness (openness).”

On the theory that such traits are malleable and can be taught, SSES aims to determine how to mold students into people most useful to the government and the economy. Analysis by the Middle East North African Financial Network (MENAFN) reported that OECD’s reason for developing “the test is that social and emotional skills are important predictors of educational progress and future workplace performance. Large-scale personality data is therefore presumed by the OECD to be predictive of a country’s potential social and economic progress.”

OECD is also working to implement a similar assessment for the preschool age group. Its International Early Learning Study (IELS), being piloted in partnership with the U.S. National Center for Education Statistics, seeks to focus:

... on young children and their cognitive and non-cognitive skills and competencies as they transition to primary school. The IELS is designed to examine: children’s early learning and development in a broad range of domains, including social emotional skills as well as cognitive skills; the relationship between children’s early learning and children’s participation in early childhood education and care (ECEC); the role of contextual factors, including children’s individual characteristics and their home backgrounds and experiences, in promoting young c

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It ends here!

Say what? What ends here? The stealing of parents rights. It has to stop! Messing with our kids while they are in school is not acceptable. Stop messing with our kids!

If it doesn’t stop, the government will eventually achieve complete and total control of our children. Don’t think it can happen? You bet it can. History is full of examples.

Ask your elders if they remember WWII. My grandparents immigrated to the US from Germany after WWI. My dad served in the Army Air Force in WWII. I remember at age 10 listening to my grandmother’s cousin talk about the Nazis storming into her home during the war.

The only way we are going to stop it is IF we never give up. And I mean NEVER!

I know, because I did give up, more than once. I discovered the reality of the government called public school in the early 90’s when our three children were in grade and Middle school. The school board made it clear, they did not have anything to do with curriculum. Welcome to the bureaucratic shuffle!

So I gave up, because of that AND the lack of interest by most people. They didn’t seem to care. Decided to start an art and interior design business.

Later, I ran for the Oregon House of Representatives. Lost by a handful of votes. Quit agin.

Ran again for Senate, lost. Quit again.

Do you see the pattern? Losing an election is not really quitting.

Parents’ Rights In Education has always been the issue for me. When I took the role of Executive Director in 2018, I determined we can never give up. There are no election dates related to our rights. No one can put a hard stop on this cause.

Parents rights are natural inalienable rights which should be protected, not taken away by the government.

It ends here!

HITLER YOUTH

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Summery / Comments:

In this episode, the focus is on a united effort to protect children's education while highlighting the critical role parents play. Parents are encouraged to access free tools, training, and community support available on parentsrightsandeducation.com, and to help boost the cause by leaving a five-star review.

Host Suzanne Gallagher shares news of forthcoming events, including interactive speaking sessions and Zoom meetings tailored for parents. With the "back to school" season in mind, she emphasizes the importance of having "pre affiliates" in every school district to ensure parents have local points of contact and support. The Protection of Pupil Rights Amendment (PPRA) is discussed in depth. It's a tool that allows parents to keep tabs on the curriculum, selectively opt out of activities, and secure their child’s privacy. Suzanne underscores the importance of parental intervention in curriculum choices and survey decisions to safeguard children's personal boundaries.

A significant part of the episode also covers the hot topics of vaccine mandates and mask requirements in schools. Suzanne stresses that parents have the right to file exemption forms for their children and calls upon parents to challenge mandates that contradict their beliefs. She also speaks about the potential adverse effects of continuous mask-wearing on children's physical and emotional health.

Later in the episode, listeners are treated to an insightful chat with Kirryn Jensen, a hopeful school board candidate from Washington State. She explains her reasons for running, particularly her concerns about bullying, violence, and ensuring a safe environment in schools. Kirryn also emphasizes the need for clear communication between school boards and communities and the necessity for accountability.

The episode concludes with a rousing call to action, urging listeners to join the movement and vocalize their concerns. The end goal? To solidify parents' rights and ensure a safe, nurturing learning atmosphere for every child. This episode is tailored to resonate with parents with a conservative perspective and a 10th-grade education level.

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In this conversation, Suzanne Gallagher and Lee Spiller discuss the critical issues surrounding parental rights in education, particularly in relation to mental health programs and consent.
They explore the implications of school policies, the impact of surveys on children, and the legislative efforts aimed at protecting parental rights. The conversation emphasizes the need for informed consent and the role of external programs in schools, highlighting the importance of community involvement and advocacy for children's welfare.

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