Islam in America’s Classrooms

Yes friends I have received another pertinent email from Act for America. This email is notifying the email list about a combined project between a local chapter of Act for America – Mission Viejo, CA and United American Committee.

The report is about the stealth entrance of the teaching of Islam in California’s public schools; thus essentially in America’s classrooms. The report is entitled “Islam in America’s Classrooms History or Propaganda?”

Here is the Act for America email introduction:

JRH 2/7/09
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Islam in America’s Classrooms: History or Propaganda?

Brigitte Gabriel
Email Sent: February 6, 2009 2:18:55 PM

I’m delighted to announce that the Mission Viejo (California) chapter of ACT! for America, in partnership with the United American Committee, have just completed a concise, well-documented, readable report on how Islam is being presented in our public schools.

This is a great service to all of us, and an exciting testimony to what is happening in the ACT! for America citizen action network. I am so proud of our chapter leaders and what they are doing!

This is a report you absolutely must read!

In this report you’ll learn how the violent history of Islam is being whitewashed in our public schools…how the claims of Islam are presented as facts…and how students are required to participate in activities such as memorizing verses from the Qur’an. I discuss this in detail and give examples of schools across America in my book They Must Be Stopped.

Click here to view or print out the report.

In addition to reading the report yourself, please forward this message to everyone you know who would be concerned about what’s being taught in our schools.

I want to thank and commend the ACT! for America Mission Viejo Chapter and the United American Committee for a job well-done.

Always devoted,

Brigitte Gabriel
http://www.actforamerica.org/

OBAMA’S AMERICAN “RED GUARD”

I was in the doctor’s office for a check-up and caught Barack Hussein Obama talking about education television. Unfortunately the only the thing I can remember is this:

“John McCain just doesn’t get it.” (In a hostile voice)

Then off the top of my head BHO went on to say that America’s young needs a better quality education. My thought that I muttered under my tongue: “Yeah a government funded socialist Secular Humanist indoctrination.”

By indoctrination I meant a little Red Brigade teaching NON-CHRISTIAN morality and emphasizing alternate lifestyles denigrating religion (especially Christianity) as myths that rural folk need to rely on.

Then I read a Judith Klinghoffer article that specifically validates my thoughts on BHO’s plan for America’s education.

I may have touched on this on an earlier post; nonetheless this was brought to mind from watching a BHO speech earlier in the day criticizing McCain on education. Trust me whatever education plan McCain has (good, bad or ugly), it will be better for Americans than the Leftist concept of BHO.

JRH 9/9/08

Multiculturalism's War on Education

Elan Journo of the Ayn Rand Institute (ARI) discusses multiculturalism is not an objectively legitimate form of education. Multiculturalism today tends to teach the “Politically Correct” therefore subjecting curriculum to half truths rather than real truth.

Journo’s article was written originally in 2004; however someone at ARI rightly felt it relevant to this time of BACK TO SCHOOL. I am on the ARI E-list and thus received on August 20, 2007.

JRH 8/20/07
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Multiculturalism's War on Education

By Elan Journo

August 20, 2007 E-newsletter

Ayn Rand Institute

Back to school nowadays means back to classrooms, lessons and textbooks permeated by multiculturalism and its championing of "diversity." Many parents and teachers regard multiculturalism as an indispensable educational supplement, a salutary influence that "enriches" the curriculum. But is it?

With the world's continents bridged by the Internet and global commerce, multiculturalism claims to offer a real value: a cosmopolitan, rather than provincial, understanding of the world beyond the student's immediate surroundings. But it is a peculiar kind of "broadening." Multiculturalists would rather have students admire the primitive patterns of Navajo blankets, say, than learn why Islam's medieval golden age of scientific progress was replaced by fervent piety and centuries of stagnation.

Leaf through a school textbook and you'll find that there is a definite pattern behind multiculturalism's reshaping of the curriculum. What multiculturalists seek is not the goal they advertise, but something else entirely. Consider, for instance, the teaching of history.

One text acclaims the inhabitants of West Africa in pre-Columbian times for having prosperous economies and for establishing a university in Timbuktu; but it ignores their brutal trade in slaves and the proliferation of far more consequential institutions of learning in Paris, Oxford and elsewhere in Europe. Some books routinely lionize the architecture of the Aztecs, but purposely overlook or underplay the fact that they practiced human sacrifices. A few textbooks seek to portray Islam as peaceful in part by presenting the concept of "jihad" ("sacred war") to mean an internal struggle to surmount temptation and evil, while playing down Islam's actual wars of religious conquest.

What these textbooks reveal is a concerted effort to portray the most backward, impoverished and murderous cultures as advanced, prosperous and life-enhancing. Multiculturalism's goal is not to teach about other cultures, but to promote--by means of distortions and half-truths--the notion that non-Western cultures are as good as, if not better than, Western culture. Far from "broadening" the curriculum, what multiculturalism seeks is to diminish the value of Western culture in the minds of students. But, given all the facts, the objective superiority of Western culture is apparent, so multiculturalists must artificially elevate other cultures and depreciate the West.

If students were to learn the truth of the hardscrabble life of primitive farming in, say, India, they would recognize that subsistence living is far inferior to life on any mechanized farm in Kansas, which demands so little manpower, yet yields so much. An informed, rational student would not swallow the "politically correct" conclusions he is fed by multiculturalism. If he were given the actual facts, he could recognize that where men are politically free, as in the West, they can prosper economically; that science and technology are superior to superstition; that man's life is far longer, happier and safer in the West today than in any other culture in history.

The ideals, achievements and history of Western culture in general--and of America in particular--are therefore purposely given short-shrift by multiculturalism. That the Industrial Revolution and the Information Age were born and flourished in Western nations; that the preponderance of Nobel prizes in science have been awarded to people in the West--such facts, if they are noted, are passed over with little elaboration.

The "history" that students do learn is rewritten to fit multiculturalism's agenda. Consider the birth of the United States. Some texts would have children believe the baseless claim that America's Founders modeled the Constitution on a confederation of Indian tribes. This is part of a wider drive to portray the United States as a product of the "convergence" of three traditions--native Indian, African and European. But the American republic, with an elected government limited by individual rights, was born not of stone-age peoples, but primarily of the European Enlightenment. It is a product of the ideas of thinkers like John Locke, a British philosopher, and his intellectual heirs in colonial America, such as Thomas Jefferson.

It is a gross misconception to view multiculturalism as an effort to enrich education. By reshaping the curriculum, the purveyors of "diversity" in the classroom calculatedly seek to prevent students from grasping the objective value to human life of Western culture--a culture whose magnificent achievements have brought man from mud huts to moon landings.

Multiculturalism is no boon to education, but an agent of anti-Western ideology.
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Elan Journo is a junior fellow at the Ayn Rand Institute (http://www.aynrand.org/site/PageServer) in Irvine, Calif. The Institute promotes Objectivism, the philosophy of Ayn Rand--author of "Atlas Shrugged" and "The Fountainhead." Contact the writer at media@aynrand.org.

Copyright © 2007 Ayn Rand® Institute. All rights reserved.

When the Commonality of Culture is Diluted, Suicide Follows

Cal Thompson has written an article on cultural British suicide due to the dilution of the State funded educational system.

Go there and read this article! Although immigration is not specifically addressed, the whole article smacks of what happens when a culture is forced into multiculturalism in order not to offend a foreign element living indigenously or abroad.

Then Think of America! Think of illegal Aliens! Think of the Democratic Party (and a few dumb RHINOs) that place accommodation of illegal aliens as a premium! You get the drift.