The killing of three students by a fellow student at Chardon High School in Chardon, Ohio, on February 27, 2012, indicates that whatever problems existed that led to or caused the massacre at Columbine on April 20, 1999 have not gone away.
One of the goals of education in the early days of this country was to instill a sense of virtue in the young. At that time, most Americans were devoutly Christian. Virtually every family owned a Bible and attended a church. So the concern with rearing virtuous young men and women was the subject of many sermons and tracts.
The mastermind, or architect, behind the humanistic reorganization of the American school curriculum, by dividing it into the “cognitive” and “affective” domains, was educational psychologist Dr. Benjamin Bloom (1913-1999), who got his Ph.D. at the University of Chicago in 1942. His famous book Taxonomy of Educational Objectives outlined everything teachers must know and do in their classrooms if they are to convert their pupils into humanists. He wrote (pp. 10, 12):
Values clarification is a humanist program that seeks to carry out Prof. Benjamin Bloom’s supposed purpose of education: “to effect a complete or thorough-going reorganization of [the student’s] attitudes and values.” The evidence suggests, Bloom wrote, that “a single hour of classroom activity under certain conditions may bring about a major reorganization in cognitive as well as affective behaviors.”
Had eight-year-old Stephen Nalepa not been shown a movie about suicide in his second-grade class on March 23, 1990, he would now be 22 years old and probably enjoying life as a young adult. But, apparently, the educators at his elementary school decided to show the film to these second-graders to see what would happen.
On April 20, 1999, two all-American boys, Eric Harris, 18, and Dylan Klebold, 17, born and bred in the greatest, freest, most prosperous nation on earth, perpetrated the greatest massacre in an American high school. They had intended to kill a thousand students by placing two bombs in the school cafeteria timed to go off during the height of the lunch period. They planned to sit in their cars in the parking lot, watch the building explode, and intended to kill any students who tried to flee from the inferno. But their plans went awry. The two bombs, hidden in two duffle bags, never went off, but the two teenage monsters managed to kill 12 students and a teacher.
Although about two million families are homeschooling their kids, most American parents still send their children to a public school. Few parents, however, know much of what goes on in their child’s school. In most cases they assume that their child’s school is not much different from the school they attended. And since they believe that the school is being run by “professional” educators, they are willing to accept whatever the school prescribes.
In trying to find out about your child’s school, the most important thing is to ask the right questions. But first you must understand that teachers and principals don’t like to be questioned by parents. Of course, if your questions are about school hours or bussing schedules they will gladly answer them. But if you ask questions about the credentials of the teachers or what goes on in the classrooms, you will be considered a troublemaker. But whether you get the answers or not, this is what you should try to find out.
Individual freedom is derived from the concept of religious freedom, which is derived from the Biblical teaching that salvation is an individual and personal matter and can only be achieved through a direct and personal relationship with God. Because the Puritan colonists came to the North American wilderness in order to exercise religious freedom, they understood that individual freedom and responsibility were at the heart of Christian practice, since they believed that salvation, forgiveness of sin, and life after death could only be had through belief in Jesus Christ as Savior. And why was salvation needed? To protect individuals from their own sinful natures. Calvinism taught that man was innately depraved and needed salvation in order to live a productive and godly life. (Catholics call it “original sin,“ while the Eastern Orthodox call it "ancestral sin.")
As many of my readers know, history is no longer taught in our schools as the means of knowing the past in chronological order. It is taught under the rubric of “social studies,” a category invented by the Progressives as part of their dumbing-down of young Americans with a curriculum tailored to turn the youth into socialists. Which means that most Americans have no sense of cause and effect, because history is now taught as unconnected episodes describing unpleasant facts about America’s past: the white man’s destruction of Indian culture; the slave trade; the struggle of the labor movement; the robber barons of the Industrial Revolution; the exploitation of child labor by cruel capitalists; our cheating the Mexicans out of the Southwest.