I absolutely agree. The "fun" and "hands on" push has come back to bite them, in the form of near illiteracy. In the same way, any kid who "can't concentrate" is labeled "ADD", thus giving Big Pharma a treasure trove of wealth as it is determined that millions of fidgety kids must be kept on meds for the rest of their lives. How about we try some discipline and concentration as an actual SKILL? The entire thing makes me sick.

@@211FairyTale One year something like 20% of my class had an ADD/ADHD diagnosis. Hard to believe, right?

@@kb8990 Exactly! When something like that is happening, you have to look to the source -- follow the money trail. Who benefits from all these ADD/ADHD diagnoses? The answer is Big Pharma. Ditto with the transgender movements. 20% of a class are NOT transgender! Yet that is what they are trying to tell us.

Just left the public school classroom. Nothing has changed.

Well said! And, I would add to your last point, more often than not training them to serve the conceptual group to the detriment of the individual themselves, their family and their community.

Interesting point. I’ll have to think on that. The oddest part of all this (for me) is that the identification with the (usually marginalized) group is happening within our assumed cultural favorite: individual rights! The kids are taught that external sources of identity (religious, patriotic) are oppressive and that internal identity is the truest voice…yet they also have to serve all oppressed groups…but not their own family…it’s enough to make your head spin.

Ok at it and it is confusing no wonder kids are fail at math and reading .

I will offer you this unpopular opinion: The common core math program at our school (--they use GoMath!) was confusing to me at first. I mean, it was 1st grade, and I already did not know what was going on. :) But I learned it, and I helped my girls where necessary, and I came to appreciate it very much. My ten year old understands what is actually happening when we carry and borrow ones, why it works when you generate equivalent fractions, and even what the latter are, wrt area/number & size of pieces). She understands why multiplying fractions straight across works, and what it means to multiply a quantity by less than one. In my own life, all of that was just black magic, and there was a point (somewhere around calculus) at which I couldn't take the blank memorization of it anymore. Our school is a mix of professional and lower middle working class families in a rural area. (Most kids are parented.) I feel that their math program has given them an education that only the elites used to get. Having had a lower class math education myself, I did not initially recognize it for what it was, and I was tempted to resent it. Being a SAHM, I had the luxory of giving it a fair chance. I offer this experience to you, for what it's worth.

I would say it is problematic to call many educational impulses "standard practices." Many of them, and I would count this one, are what I would call "recurrent trends." They become one of the popular slogans and buzzwords every time there is a national school reform movement, which happens about every twenty-five years. "Hands-on learning", "twenty-first century education", "inquiry-based learning", "whole language" reading, "cooperative learning", and the most famous: "child-centered learning". These get redeployed in every reform effort. The expression "whole child" goes back, in one form at least, to Calvin Woodward in the late 19th century, who popularized the expression "the whole boy."

Thank you for your comment. No, we are not financially tied to Mr. Berry. We are just big fans of his work!

@@memoriapress Ah I had never heard of him before is why I asked. And I was skimming through some of your videos and like 3 in a row you had mentioned him lol.

No financial interest necessary. Berry’s work is amazing!

Yea I just unsubbed cause of that it's literally every 5 minutes