A reader sees how “reforms” make public schools undesirable. Is this their purpose?
He writes:
“When you go to a kindergarten meeting (in the wealthy suburbs), and the teachers are telling all the parents, “common core this and common core that/test and test”, I can’t really blame parents for opting out of the entire public school system. That is the danger I see. The wealthier suburban parents will get fed up with all this testing crap, and just take their kids to private schools who still teach students in a more traditional way and don’t try to label their kids as failing. In this way, the common core may succeed. Let’s be honest here. If you had school age kids would you want them going to public school the way it is becoming? Part of me wants a voucher, so I can send my kids to a private school (and I am a public school teacher). I don’t want my kids taking all of these bubble tests, and I will not let my kids become teachers in this crazy country.”
Diane Ravitch's blog 
I vote for intended consequence. Their children are protected.
wake up call: before you ” make inferences” as common core looooves our kids to do, or just guessing, well they looove that to, or just make up your own info well they loove that too,, call some teachers at private school and find out that the majority are teaching common core shmattaTOO. my kids are at private school and it is 100 percent common core crap as well. Your class cosciousness does not help stop it. there is no escape except to fight it for everyone.
I’ll check with Sidwell Friends, Lakeside and U of Chicago lab school tomorrow.
Private schools vary greatly. One of my children goes to a private Waldorf School. It does not teach “common core crap”. The other child is in public school in what would be considered a wealthy suburb and is subject to “common core crap”, no-child-left-untested, and the wims of the uber parents and school board. We much prefer the Waldorf school but cannot afford it and will have to leave it soon. It was well worth the cost even for a short time.
What city are you in?
Jamie,
Would you want to send your children to a Waldorf public school?
FLERP and TE: very sorry (again), having trouble getting my response to you in the right place in this thread.
Mike Miles, Broad superintendent currently bringing what he describes as “disruptive change” to Dallas ISD announced today that his wife and son are moving back to Colorado (after 1 year here) to protect his son from all of the “negative press.”
Sure. It has nothing to do with the fact that he is under investigation or the fact that since so many DISD teachers have quit, it’s possible his own child would begin the school year with substitutes.
Sadly, 150,000 low income students are stuck here with Miles and his disruptive change while he choppers his child out.
I thought when I first started reading that he was leaving too. I guess not. Let’s see what private school they send him to.
“Would you want to send your children to a Waldorf public school?”
Not if it meant the destruction of the entire public school system.
Not if it meant the imposition of the vile and sociopathic Milton “I Detest Anything Public Or Equal” Friedman system of “Vouchers”.
Not if it meant turning our schools into “Investment Vehicles” for Wall Street, where teachers, school buses and even the school buildings themselves become “Overhead” and thus “impediments to increased profit margins.”
You apparently think that the people reading this blog are easy marks, rubes, dumbbells who can’t see that individual benefits from our public schools only come when ALL of us are working together on behalf of ALL our children—not just the ones who can supposedly “out compete” everyone else.
Slick—and sick—trick you’ve got there.
Too bad for you that it won’t work.
What if it just meant you could afford to,send your children to the school that you thought was best for your children?
TE, do you ever think of the good of society or just everybody looking out for himself and the rest are on their own? I thought we evolved beyond me-first individualism.
I think and teach about it all the time.
Are you saying that parents should sacrifice the welfare of their children for the greater good? Would you do that for your children? Your grandchildren? How big a sacrifice should a parent make?
Or is it just other people’s children who should contribute to the public good?
“Teachingeconomist” must be pretending the destruction is unintended, then. The damaging, mandated policies we’re discussing don’t add up to a positive choice for any parent as they play out.
We turn toward common action for the common good because it’s our best (and only) means of defending the specific children we love. Nobody here is suggesting that any parent should offer a child up as a sacrifice for the common good.
On what planet would the corporate drive for mass data-driven accountability (of children), intersect with the K12inc business model of profit-driven vouchers in such a way that a real parent could choose an actual Waldorf or Montessori school for her own child?
Instead, we see corporate attacks bear down on the children themselves, from both sides of the arrogant “reform” agenda. It’s the champions of accountability who demand children be delivered to them (as long as our tax money follows the child), like data-driven high priests of Moloch.
At this point, the ONLY way to save the children from SuperTesting, as far as i can tell, would be to charterize a whole district, every school. Would it work? Would you support it? Why of why not? NOW I have a platform on which to run for the school board.
I am not making any claims about reform here, just a claim that people will make what they believe to be the best choice out of the available options. That includes decisions on where their children go to school.
The greater good of the majority, directly affect the welfare of my own child. I can’t see how this will work when a few lucky ones win the golden tickets to the decent charters, can use a voucher for a good private school and rest are left with so little.
I don’t see that I am sacrificing the welfare of my child for the greater good, I think that until we think of the greater good for all, the welfare of my child may be negatively affected.
Is there an assumption that the “greater good” means wealthy families have lots of public schools from which they can choose (including suburbs) but people who can’t afford to move don’t have any options and must send their children to a neighborhood school?
Some educators (including me) have learned that some youngsters flourish in a project based public school, or a Montessori public school. Others do better in a more traditional school.
“The greater good” and what’s good for individual students don’t have to be in conflict.
FLERP – I am in the Boston area.
teachingeconomist – Yes, a Waldorf public school would be the best of both worlds to me. We chose Waldorf because it is more like the schools I grew up in (1960s-70s) before they started tracking children by abilities and feeding them into the factory education system.
I read an interview with Matt Damon in The Guardian this week and he said about education and his kids:
“Choosing a school has already presented a major moral dilemma. ‘Sending our kids in my family to private school was a big, big, big deal. And it was a giant family discussion. But it was a circular conversation, really, because ultimately we don’t have a choice. I mean, I pay for a private education and I’m trying to get the one that most matches the public education that I had, but that kind of progressive education no longer exists in the public system. It’s unfair.’ Damon has campaigned against teachers’ pay being pegged to children’s test results: ‘So we agitate about those things, and try to change them, and try to change the policy, but you know, it’s a tough one.'”
This is exactly how we feel about it.
FLERP and TE: sorry, I accidentally posted my response to you in the wrong place. Please see below.
I second the vote for intended consequence, but I still caution that because of changes to tests such as SAT, ACT & GED as well as the textbook companies all going Common Core, no one will be able to escape from Common Core much longer.
I feel trapped and professionally neutered. I want freedom to teach.
I want to save my kids. I want to escape and take them with me.
HELP!
so if common core is dumbing down and the sat’s are aligning to the common core then anyone who gets a classical education or something different is likely to ace all assessments and sat’s because they are so dumb. anyone with smarts can answer a question with no right answer. unless
the question is who will be grading it? and will they have socioeconomic and ethnic data provided by the copious data mandated for longitudinal collection? is this a case of more social engineering and will this be the mother of all delphi”s?
because parents never get to see the tests nor does anyone ever get to actually see the answers all together. so due to the mass deception surrounding common core, why in the world would anyone trust these testing con artists? we have been conned long enough.
give the teachers back their classrooms, get rid of the BS psychobabble and flip the Man the bird.
Peterpan, remember that when real children are taught or tested, they respond to that actual experience with their own minds and emotions. I recommend that teachers stand their professional ground and teach at the highest level we’re able, but for any given cohort of students, that probably won’t result in higher average scores on this monstrous engineered trainwreck.
The Common Core assessments are based on machine scored essays. Actual subject knowledge and critical thought are impediments to a high score, because the proprietary computer algorithms just recognize specific patterns of regurgitation of the stimulus text. My Common Core professional development has been a real eye-opener.
A subject teacher who serves the intellectual development of his talented students will get a lower average score than onewith similar students who is focused on prepping them in rote text mastication, and he’ll be fired.
That’s why the VAM evaluation laws had to be put in place before the Common Core roll out. It’s a kind of regulatory capture.
I can’t really decide, honestly. We adopt an amazing amount of really stupid policy in this country, usually in response to one or another ginned-up panic.
I think I’d divide the (originally) well-intentioned reformers from the purely venal profiteers by tracing this back to the media outlets and politicians and lobbyists who started the droning chant of “failing public schools”. In other words, the people pushing the ginned-up panic that then inspired the reckless decisions were probably not well-intentioned. The people who just swallowed it whole may have been well-intentioned.
and….where might you go?
Are you opposed to rigorous standards and accountability….or the tests? Or, using the tests as part of an evaluation system? Please clarify.
We are accountable to our students every minute of every day. Don’t start the teacher bashing…they don’t want to be held accountable BS.
I am opposed to the very word rigor and its connotation of rigor mortis — inflexibility most definitely. Accountability? The lying buzzword that was used to lull American workers into believing that when they increased their productivity their wages would increase as well? We are at the most productive period of recorded human history with stagnated wages for over 30 years. Teachers do more now than they were ever asked to do even when maiden teachers had to scrub the floors and stoke the potbellied stove and we are and have been held more accountable than most professions. We are tested, medically and mentally, we are fingerprinted and required to renew our teaching credential regularly supported by updated professional development and training. We work at the will of school boards, mayors, parents, and the public at large.
The extremely flawed tests are good for nothing but making a profit for the test makers and providing political fodder for manipulative reformy types. The lie given at their inception was that their purpose was to inform instruction to improve teaching and learning. Not one state gets the results back to teachers in a timely enough manner to impact instruction in the least way in real time. The testing is cruel and educational malpractice.
So, YES, I am opposed to all the things you list. Proudly so. And where might I go? Last I checked this democratic republic was still functioning so I still have a say, as a voting citizen taxpayer, in how my city, state, and country govern themselves in regards to public education so I will go wherever my voice can be heard. When I am forced to leave the classroom due to the utter insanity of “rigor and relevance” crap I will start my own tutoring service or offer my skills to home schoolers or start a charter school of my own. The possibilities are nearly endless.
What I won’t do is give in, give up, and become a part of the reformy borg. I also won’t begin justifying the slippery weasel language they are using to destroy us by throwing it into conversations as legitimate descriptors of what education is and what it does. Today during a PD session three different teachers from three different schools came up to me at three different times and said “We’ve heard you before at other PD sessions. Keep saying what you say. It’s important and needs to be said. It gives me courage to keep fighting in my own small way.” So I’ll keep on opposing all those things you list and I will go where I am useful. What about you?
I think you are wonderful and I will save your words this year to help me stay focused.
Thank you, Chris.
Chris… you win Top Comment ratings!
Chris – Thanks for saying it.
My favorite definition from the Reformy Dictionary:
Rigor (noun). Difficulty for its own sake, regardless of any applicable research, science or desired outcome. Rigor can be measured by a value-added assessment of the quantity of tears a child produces while he does his homework.
Thanks Chris. Your words and passion inspire me too.
Chris,
You rock!
Keep it up.
” are you opposed to rigorous standards?” seriously? rigor? haven’t you heard that the sell by date has passed on rigor. did you not check the lid? many of us are opposed to the condescending doublespeak circular snark and also all the other things. it sound and smells like unrefridgerated brie in an equatorial setting. rigor mortis.
I think that’s the best description of rigor I’ve heard so far: “unrefridgerated brie in an equatorial setting”… LOL!!! True, true.
Try looking up the definition of the word “rigor,” and ask yourself if you would want it imposed on your children.
Or is it only “those people’s” children who should suffer under it?
As for the word “accountability,” which you use along with “rigor” in a way that reflects a so-called education reform mindset, how do you square accountability for the little people with complete and utter impunity for those setting and implementing failed policies?
We need to find people who are education friendly to run for President and Congress, both at the federal and state levels. The same goes for Governors, Mayors, Superintendents of States (if that is an elected position in your state),State School Board members, Superintendents (again, if that is an elected position where you live) and local district school board members. It would be great if teachers…especially those who have been negatively affected by Obama’s education policies, etc. would run.
EXACTLY, Alabama! This is exactly the point we are at now. Glenda Ritz, Steve Zimmer, Monica Ratliff–yes, WE can! Davis in Texas, Grayson in Florida, Elizabeth Warren, the Wisconsin G.A. members who took off to Illinois, Bernie Sanders…and, perhaps, YOU! Teachers & parents–get your candidates (they might be you!)
and run–just as Alabama says. Think globally and act locally and it will spread. Yes we WILL!
I was retired (not by choice) from teaching after 20 years this last June. The intended or unintended consequences of my retirement are I will not promote public education in any way until the oppressions corporate reforms and core standards have placed on children in America are gone. My grandsons are home-schooled, which is an option many bright young adults are choosing for their children against both public and private education.
Ms. Ogawa, you are the kind of person we need to run for office; not to promote public education as it is now, but to protect it and help bring it back to what it should be.
I don’t know. There are a few parents I know who stretch their finances pretty thin to go to the wealthy suburbs so I don’t see private schools as an option for them. I personally am leaning against private schools (and I am in a town with “lousy” public schools.) because it wouldn’t be financially responsible for us to do so.
I am concerned about the long term social issues that may arise because parents are ignoring their finances to get their child into the best schools. What will happen when these people are old or face an expected crisis? Will the reformers bail them out? Hopefully, all their children will make enough money to take care of them in their old age.
I like public schools. I went to public schools in a town that, when compared to the surrounding towns, was and still is considered to have bad schools. I managed to get a BS and MS at decent colleges. I like it that my child gets to interact with a truly diverse student population. Despite the rumors, most of the parents in my Title 1 school care for their children and the kids seem to get along. My child loves school and he is learning a lot.
For me, education isn’t just about learning what’s in the books, it’s about growing as a person and learning to get along with people. I had a few friends in college who were smart, but were also very ignorant when it came to certain social situations.
Maybe I am naive, but I don’t see the common core as this huge evil entity. My only issue with the common core is I would like to see art and music lead some of the lessons and I think it is a mistake to have young children read so much non-fiction, but i am not an educator and I personally don’t put much stock in ‘gut’ feelings even when the gut in question is my own. I try to expose my children to the arts on my own. All the testing bothers me, but that is not to say that private schools don’t have other issues.
I hope I am making the right decision for my child but so far he is doing well. If he was struggling, I might feel differently.
So for right now, the answer is yes, I do want my children to go to public schools.
Concerned Mom, I think that the important thing is that you feel good about your child’s school. However, listening to gut feelings isn’t such a bad idea as long as you don’t jump into a hasty reaction. Keep doing research on the issues that you have concerns with and if you find that your concerns are warrented, then act on them. But that does not mean you have to pull your child out of public schools. Share your concerns with your child’s principal, the school’s PTA, school board members, the superintendent and your state legislature.
Concernedmom, I have parents like you in my Title I school, and I’m grateful for them. I’m pretty sure your child also has teachers like me, and I feel sure I can promise you we’ll continue to watch over your child’s educational well being with all our strength. Yes, there will be art and music and science labs for him and his peers, as long as we can stand.
Help us, please, by continuing to be aware of the big picture in education and economics. Your individual, specific judgement as parents forms the backbone of the community will for common good, to which we teachers are truly responsible. Please, please, though… Make yourself heard above the mandated “accountability” drivel.
I’m slowly being convinced to opt my child out of testing when he is in 3rd grade. I will ask his teachers their feeling about these tests, but they may be worried about answering truthfully. So thank you for responding, it really help to hear from teachers dealing with all this firsthand.
Are you a chemistry teacher? I had a great HS chemistry teacher, I learned a lot from him. I still remember when he put a school-related bumper sticker on his backside and told us that is what they system thought of teachers and that was back in ’86.
Just what IS the “big picture” in education and economics? And just what is the “community will for [the [sic]] common good” “Community Will” sounds so Nietzschean or Marxist. I distrust these kinds of stratospheric abstractions. Here’s one back at you: “The Will of God is that each child should be educated at home by his or her parents.” Abstract enough for you?
I prefer happy, cheerful, positive Harlan..come back? 🙂
YOU cheered me up with your invitation, but alas, I have turned serious again what with the threat to our embassies from a man in a burka with a surgically implanted explosive, by hearing of the typical class sizes from BATs getting ready to return to the classroom, and by the continuing agony of Detroit—and that’s real agony—I used to teach down town and loved it in the city, so many interesting people—but if you’ll take me blueberrying in Torrington I’ll whip up the cornbread using Jiffy mix (made right here in Michigan). I’ll even bring the Michigan cherry preserves. Perhaps we can get in one last picnic before Labor Day.
I agree with you about the importance of Arts and Music education. I teach in an Adamowski-created small learning academy called The Engineering and Green Technology Academy in Hartford. We offer no Arts and only one Music course called The Technology of Music.
My principal and I often discuss education-related issues. In one recent discussion, he pointed out to me the administrative advantages of small learning academies. For example, students are much easier to control due to their small numbers. I countered by pointing out the reduced educational offerings in our course listings, emphasizing the pitiful situation in Art and Music. I asked about how we can purport to teach engineering when we do nothing to develop the creative side of the brain; that we are so data-driven that we fail to develop one entire half of the brain. I asked whether he would like to hire an engineer who could not create but could only solve mathematical engineering problems. He admitted that I had a good point.
We are doing little to inspire the imagination for the sake of test scores. To me, the reformers should hang their heads in shame!
Is Arts In Education offered where you live? My small inner city school can’t afford extras like art and music teachers either, but Arts in Education helped me integrate the arts–art, music, theater and dance–into the academic subjects.
The magnet schools and the charter schools have them. The other schools do not. We used to, though. When Adamowski took over as superintendent in Hartford, he killed those programs in his mass reorganization of the schools. He also deleted many other courses that we previously offered, thereby ensuring that our largely minority population did not receive a thorough and rich education.
It is interesting; while cutting many teaching positions and devastating course selections, he tripled the number of administrators in our district and increased the numbers of central office personnel.
We are very fortunate that my child’s school has an art and music teacher. I just don’t like it that it seems the art teacher finds lessons related to what they are doing in another class. I would like to see some lessons start with art and music and the other classes follow their lead every once and a while.
I agree with your post and I hope the principal really listens to what you have to say.
Concerned Mom,
Thank you. Adamowski also cut several literature and creative writing courses and World History to his shame. As a quasi-experiment,I wore a tee-shirt one day last year that I had picked up at the Roman Coliseum. It pictured a gladiator with the caption “Colosseo Roma”. Many students throughout the day asked me what it was depicted on my shirt; many had never heard of the Roman Empire. That is one of the shameful legacies of the corporate reform movement.
It is rare in a working environment that someone says, “Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.”
Flowers are red, and green leaves are green — there’s no need to see flowers any other way than the way they always have been seen!
In Indiana if a private school accepts students on a voucher then they must take the same standardized tests public schools do. The testing is everywhere & the test prepping is everywhere because all schools fall under Tony’s letter grade system.
http://petitions.moveon.org/sign/dont-let-rhee-cheat-the.fb27?source=c.fb&r_by=6414286
Great petition.
Signed!
Thanks for the link, Noa. Signed (& glad to know it’s not on Change.org–they may still be signing petition-signers on as Students First members!).
It’s intended! Look behind the scenes. What is revealed is tiny. Think NSA!
This privatization of public education is a money grab. Period.
As far as school choice goes, it is only an issue because many urban school district politicians, school bureaucrats, and local teacher union officials will NOT do what is necessary to provide school-wide learning environments that are conducive to learning for all–many parents want their kids to have calm learning environments. Why are are the education managers not efficient in their duties? Obfuscation to save their jobs, salaries, and pensions. Period.
Kids First? Hah!
And, I am someone with experience in urban middle and high schools. It is a crime how our urban schools are mis-managed–which opens the door for the WallStreetSharks who smell money in the public waters.
The public knows virtually nothing of how their tax dollars are spent in our schools. For example, in New Haven, expenditure per pupil is around 15K. The Center for American Progress did a study (look it up at americanprogress.org) last year that ranked New Haven Public Schools as having the worst spending per pupil/student achievement ratio in Connecticut. NHPS came in dead last. Period.
I am sick to death of all this cr*p while managers make good livings and our kids are having to go to schools that are out of control. It is a crime. Period.
Reblogged this on David R. Taylor-Thoughts on Texas Education.
As a principal in a dysfunctional district, I began to feel this way in my last years of being in education before retiring. If I had it to do all over again, my kid would be in a private or charter school. One charter school nearby has a 3,000 waiting list. They must be doing something right.
Something’s not right about this. If you call yourself “changemaker”, doesn’t that imply you see yourself as having agency of your own?
What exactly did you do as a principal, in your “dysfunctional” district? It sounds like your change agenda might have been the promotion of that nearby charter school, in which case you might have insight into the question we’re examining. Did you support the corporate reform agenda?
Was the “dysfunction” of your own school, under your leadership, an intended or unintended consequence of that?
It used to be said in the Atlanta Public Schools that the way to find the good schools was to find out where the public school teachers sent their children. This was very significant in a system where there was very little parochial school presence and the privates were mostly for the extremely wealthy. Part of the perks of being an employee there was that Board employees could put their child in ANY school in the system. And so it appears to be in other places, the good schools are the ones where the TKs go. Teachers are not stupid. They are not going to subject their children to schools that are wrong.
It must mean I teach at a good school. We have students that are children of teachers (and one niece) of 4 different teachers and the school resource officer. I bring my son on a variance. We’re an almost-Title I public school.
What needs to happen is that all children who are in the custody of elected officials local, state, or federal, should be required to attend local public schools run by elected school boards. The crap would end immediately..
That would be easy enough,, we could simply ban private schools.
As for Twinklie1cat’s comment….BINGO! And it is obvious to all of us that they (the elected officials) know that it is crap or they WOULD BE enrolling their children in their local public schools in droves.
My 13 year old son has expressed an interest in teaching. I wince every time he talks about it. He’s free to choose his own path, but I have to hope things turn around before he ends up on the other side of the classroom.
Charterize the whole system. No one left to test.
The powers that be would just go after the charters next. And, at least in my state, charters have to take all of the same tests the public schools do.
Charters take the same statewide achievement tests as other public schools.
Dr. Ravitch, if I may insert a piece I wrote for my facebook page called Schooled. I am recently retired after teaching for 31 years.
Schooled (9): Into the Valley of Testing…
Terrible, terrible, oh how terrible for those in the upper levels of educational leadership to mandate a standardized test that they know will punish some—maybe in some cases many—of the children under their care. This burden must be great.
Of course, they in authority know as I—just a classroom teacher newly retired—the reality that is a group of children: Not every child is capable of earning a perfect score, not every child is capable of being in the 99th percentile. But order the tests, they do. Perhaps, must.
Even as I prepared a group of students to take the AP English Lit and Comp test, I knew that one or more of my students—typically bright and mostly enthused most of the time and there by their own choice—would under-perform on that one day with that particular set of reading and writing tasks. Unfortunately, each year did bring about that kind of result for one or more. (Some good news, better than expected performances outnumbered the disappointments each year—might be my natural caution toward predicting results at work, too.)
That didn’t lessen my unhappiness for the students who took their stumbles to heart. Those students were not just 5%, or whatever percentage of the testing group’s performance; she or he was a name, a mind, a heart. Fortunately, I only had 9-27 students to worry about at a time, not thousands, or in many districts tens of thousands of students.
As it goes, my AP students were not bound to a policy that their exam figure as 20% of their final grade. The work of the year, the accumulating assignments and portfolio of written work, stood as the grade in the course.
Not so for our weakest students who may find themselves in a number of required courses subjected to exams that will on that one morning—generated by some standardized testing company—hang over them their credit in the course, or maybe even their graduation. No do-overs like voluntarily taken SATs or ACTs. These tests are mandated by the State (at the state and/or local levels.)
So, how awful, how very discouraging for those educated, experienced, child-centered folks to know that their daily work is going to harm children. Maybe that the number is in the hundreds or thousands makes it easier to bear.
One of the limitations of Advanced Placement is the issue of how college credit is determined. As Scott Kaple notes above, whether students earn credit depends on how well they score on one day, on one test. Their credit also depends on what score on that one test the college or university requires to award credit.
There are tradeoffs with various forms of Dual (high school/college Credit courses – my personal favorite are the courses taught either in high school, via college/high school collaboration, or those taught on a college campus. Earning credit in those courses usually is based on how well a student does over the course of the class.
But there are tradeoffs. I agree that students and schools should NOT be judged solely on how well students do on one day and one test.
I agree that the best way to earn college credit is to take classes through an accredited college or university, but traditionally grades in those classes have been determined by just a couple of exams in the class.
I also feel that having some high stacks exam (by this I mean high stakes for the student) is useful for life. There will be some times when a person must get something done, even if they are not at their best.
I’m not in favor of high “stacks” exams, TE. In my experience the less knowledge, the higher the “stack” or pile if you prefer. A really good student can get the job done in one sentence. E.g. “Hamlet’s hamartia is an excess of the virtue of pious justice.” An truly extraordinary thinker can get the job done in something as short as E=mc^2. Of course, the definitions of the terms of the equation might run to several pages of operational definitions. Is there anything like that for economics?
I think there is something to be said for the intensity of the experience. No doubt a variety of experiences is best.
100% Shock Doctrine. Destroy. Dismantle. Create a crisis. The “shocked” will accept anything as a replacement.
Intended