Here is a chance to send readers to two very important blogs.
Jonathan Pelto reprints Susan Ohanian’s post comparing the Common Core to a $5 billion fully automated warship.
Ohanian sees the writing on the wall. She fears that the full package, once deployed, will strip teachers of any autonomy or professionalism.
She notes the many professional organizations, including the unions, that have taken money to be aboard the train that has allegedly left the station. Susan, Jon, and many other outspoken bloggers and educators are proof that the train is sitting in the station.
Bottom line: when you get on a train, make sure it is headed where you want to go.
Diane Ravitch's blog 
Reblogged this on David R. Taylor-Thoughts on Texas Education.
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Before teachingeconomist starts his usual train of derailing suppositions on the Common Core in his head, topic A and topic B, and yadda yadda, here ‘s Lauren Cohen’s description of Common Core in action in New York State. This is the presentation of the MORE caucus at the NYSUT convention.
Susan Ohanian has had it right all along.
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Perhaps the CCSS as implemented in Kentucky is different than the CCSS as implemented in New York. We do seem to hear little about it from Kentucky despite it being the first state to adopt the CCSS.
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TE, NY is not the only state in which there is a backlash to CC.
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There is an unusual silence, however, about problems in Kentucky. If the issue is truly the CCSS and not how states implement the CCSS, I would expect that the state that first adopted the CCSS would be frequently featured on this blog.
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This column is actually about a lucid and carefully framed essay by Susan Ohanian, who has earned our deep respect, and the courtesy of reasoned discussion of her work. The video I posted this morning had just been released before dawn, and specifically addresses points Susan made in her lucid and carefully reasoned post.
For the second day, the lazy and dishonest troll who calls himself “teachingeconomist” has defaced the discussion with his endless, generic, and grandiose bloviation, not even bothering to address Susan’s work.
The Common Core assessments haven’t been implemented AT ALL in Kentucky, although the state “adopted” them before they were even written.
“Alabama, Georgia, Indiana, Oklahoma, and Pennsylvania have decided to not use PARCC’s assessments, and Florida and Kentucky have not committed to field test the assessments in the upcoming school year.”
http://www.aei.org/article/education/k-12/accountability/common-core-in-the-real-world/
As Susan and many others have demonstrated, it’s through the assessment and accountability mechanism that the Common Core is able to dictate curriculum.
Please don’t let my relatively civil language conceal the low esteem in which I hold the whole infestation of trolls who gum up important discussions This isn’t the beginning of any back-and-forth with them.
I’d like to ask the other frequent commentators to show some respect for writers like OHanian, who is being disrespected by these clowns. If you have access to the blog all day while we teachers are at work, stop enabling them. Take the time to open the links, research questions more deeply, and add substance to the discussion.
Please, don’t feed the trolls, duh.
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Assessments are not the CCSS. It just seems to me that when a state says students should learn A and B, but we don’t care if they learn A before B, B before A, or if a teacher even explicitly teaches students A or B but they arise as a byproduct of what the teacher is explicitly teaching, it is hard to argue that in that state a teacher’s curriculum is set by the CCSS.
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TE, you say that it is hard to argue that curricula are set by CCSS. Clearly, you did not read my essay, the one I linked to above, which addresses that very issue with regard to the CC$$ in ELA. And, as Ed. D. Hirsch, Jr. pointed out on this blog a few months ago, the CC$$ in math clearly ARE a curriculum outline, a grade-by-grade curriculum outline. Please read my piece. They idea that the CCSS do not entail particular curricula and particular pedagogical approaches is either a) really uninformed or b) simply a lie.
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Do you see Kentucky as treating the math CCSS as a curriculum outline? I am still struck by the statement that the concept might be learned as a byproduct of a teachers class. It would seem to me to allow one school to be a rural centered charter and teach mathematics through agriculture and another school to be a science magnet school and teach mathematics through scientific investigation.
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I love to write on OPED news because the site’s publish Rob Kall, has made it impossible for narcissistic blow-hards to blow up a conversation… boy did they complain, but they cannot subvert the wonderful conversations with their opinion bombs and lies.
Loe Ohanion, by the way, and love this blog!
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I keep thinking back to the Kentucky CCSS for mathematics. The first state to adopt the CCSS states
These Standards do not dictate curriculum or teaching methods. For example, just because topic A appears before topic B in the standards for a given grade, it does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before topic A, or might choose to highlight connections by teaching topic A and topic B at the same time. Or, a teacher might prefer to teach a topic of his or her own choosing that leads, as a byproduct, to students reaching the standards for topics A and B.
I keep being drawn to the sentence “Or, a teacher might prefer to teach a topic of his or her own choosing that leads, AS A BYPRODUCT (emphasis mine), to students reaching the standards for topics A and B.
Quoted text from page 47 ofhttp://education.ky.gov/curriculum/docs/documents/kentucky%20common%20core%20mathematics.pdf
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Messed up the link, sorry. Here is a live link: http://education.ky.gov/curriculum/docs/documents/kentucky%20common%20core%20mathematics.pdf
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TE: See my post on why the claim that the Common [sic] Core [sic] does not dictate curricula and pedagogy is equivocation:
And as E.D. Hirsch, Jr., pointed out on this blog a few months ago, the CC$$ in math clearly is a curriculum outline, a list of topics to be covered, in order, at teach grade. Of course, the U.S. Department of Education is forbidden by law from promulgating curricula, so because the CC$$ is math is a curriculum outline and because the USDE made receiving funds contingent on adopting this outline, the USDE clearly broke the law.
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The standards in Kentucky specifically state that there is no order to the standards nor is there a requirement that the standards be taught directly, but that they can emerge as a byproduct of what the teacher desires to teach.
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As long as schools and teachers will be held accountable for student achievement (standardized test scores), the standards and curriculum will always be inextricably linked to each other. CCSS assessments are a major part of the business plan. Eventually, Campbell’s Law will kick in and every school will teach the exact same content at the exact same time.
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The standards were paid for by Pearson and Gates for a reason. That reason was to provide a single national bullet list to tag computer-adaptive software to because they see this as THE NEXT THING. It’s their vision for the future of education. Many fewer teachers. Programs to do the teaching. All keyed to those standards. Lots and lots of money to be made.
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The standards dictate the assessment.
The assesment dictates the curriculum
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In September of 1942, in one of the most horrific acts ever undertaken by Homo ignorans, the Nazis rounded up all the children of the Lodz ghetto and put them on a train to the Chelmno death camp. They were too young to do the war work being required of the other ghetto inmates and so were expendable. There is a photographs of this event, of the soldiers herding a long line of children onto the train–little children, 3, 4, 5 years old, some clutching their dolls. It is the most horrifying, most awful, most unforgettable image that I have ever seen.
Invariant summative testing of diverse children against an invariant standard will not lead to their physical deaths, but for many, it will be utterly soul crushing. Clearly, the invariant testing does enormous harm to children with cognitive and affective challenges and to children just arrived in the country who don’t read and write and speak the language. But it also does real harm to the average kids, the great majority of kids, because such testing is part of an overall model of education based upon competition and sorting, extrinsic punishment and reward, and mastery of a single, invariant, predetermined bullet list.
Look at the CCSSO website. It features, most prominently, a video about why we need the Common [sic] Core. And what is the message of that video? Education is all about competition. It’s about beating those Finns or those Asians. It’s about coming out on top. Not, it’s about collaboration and community; it’s about sharing; it’s about cultural transmission, about the handoff of knowledge and values across generations. No, it’s about winning. It’s about beating the other guy.
Look at Daniel Pink’s surveys of research on motivation. Extrinsic punishment and reward is demotivating for cognitive tasks. It doesn’t incentivize. It actually DECREASES motivation.
http://search.yahoo.com/search?fr=mcafee&type=A110US0&p=rsa+danile+pink+motivation
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Here’s a corrected link to the Dan Pink Video:
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Bob, I’ve seen this before and it is very insightful. 3 factors lead to better performance.
1. Autonomy
2. Mastery
3. Purpose
Well, you can throw number one out the window the days of a teacher having autonomy in the classroom are ancient history.
There is limited time for mastery, we must just cover what is being tested to a the minimal level.
Most teachers see a declining “purpose” each day. They are beat up, kicked, and then put in a closet to be quiet. Many are reaching their breaking point.
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Well said, Dr. Rex!
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Sorry, that would be Dr. Taylor!
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Thank you.
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And here is the real reason why the Common Core was created, and what the plan is for education passed on it. It’s an Orwellian future that is being conceived here, one in which a few monopolists prepare and control the bullet list of what is to be learned, the machines by which they learn it:
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My colleagues and I were shown this very video earlier this school year during a staff development session. My well-meaning but not deeply informed parochial school administrators think CCSS is the greatest thing since sliced bread.
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Oops – mea culpa! The video we were shown was the CCSSO video, not the Pink video.
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My god, Bob. I’m not sure what effect you expected your first paragraph to have on the reader. My reaction was to be physically and emotionally relieved when I got to the second paragraph, as in, sweet Jesus, I am so glad to be back in the world where the great menace against children is crappy ELA and math tests.
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🙂
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FLERP!,
Do not be surprised at the “soul/mind crushing” attributes of this standardization movement. To a certain degree it may be more harmful than those deaths in the sense that these children have to live many more years with the false impressions/images/evaluations of their “being” that are these standardized pronouncements. The pain is gone when one is not living, the mental pain and anguish lives on in the lives of those students so maliciously treated by those in authority who tell them they are “failures”, “less than normal/proficient”, “stupid”, etc. . . . Yes, students can’t help but internalize those “deficiencies” as promulgated by the authorities.
And it also works in a different fashion for those who receive the awards and accolades of these pernicious schemes in that then these children internalize that they are “better” and “more deserving” than the others and therefore what they end up with (monetarily, prestige etc. . . ) is just, good and right perhaps internalizing it so much that they have no qualms with their own behaviors that harm others because that is “how it is”.
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Duane,
Agreed. The test regime confers privilege on the privileged and tells the have-nots that they deserve to have not.
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FLERP, I intended several parallels:
1. Incalculable harm being done to children
2. By technocratic means
3. Because of a sick ideology
4. Involving invariant classification of persons by presumed merit
5. Enabled by vast numbers of collaborators
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Thanks. For what it’s worth, the effect, at least in my case, was one of extreme contrast, rather than parallel. I don’t know whether I’m a typical reader in that regard.
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It is my believe that we should never forget what happened there, at Lodz, on that day, and elsewhere throughout this period, and that we should apply the lessons learned to other situations, lesser evils, yes, but evils nonetheless.
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Your critique of this as a rhetorical strategy is right on the money, FLERP!
Yes, after reading that, anything sounds, in contrast, acceptable.
You can always be counted on for an incisive observation!
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Hmm. And why is a raven like a writing desk?
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Why is CCSS BE?
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One sized fits all education is boring, uninspired, insults the human intellect and besides it’s undemocratic and violation of states rights.
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exactly
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I don’t buy the states’ rights argument. Most federal laws have some variation of “enabling” legislation at the state level, and conservatives as well as liberals back that when it goes their way.
I don’t like, at all, the way it was done as far as process and debate and transparency but the complaint should be that federal and state lawmakers put it in with little regard for public process. State lawmakers aren’t helpless toddlers here. If they have primary responsibility for K-12 education then that comes with a duty of due diligence and care and it’s a little late to be squawking that their rights were violated.
The fact is the vast majority of federal and state lawmakers are “ed reformers”, and ed reform is a political coalition. Call me when one of these principled state rights conservatives is refusing a federal subsidy to build charter schools.
This was political horse-trading. Republicans got every item on their ed reform wish list and in trade they also got the Common Core.
They knew exactly what they were doing. The question should be, IMO, did any meaningful segment of the general public know what they, feds AND state, were doing? I would answer “no, they didn’t”.
If state lawmakers now object to the Common Core, they failed their constituents when it went in because their constituents didn’t give informed consent. They need to figure out what their job is if they’re now screaming “states rights!” and “we wuz had!”
Their JOB is to understand, consider, debate and inform the public, PRIOR to any vote. They’re not potted plants.
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IMO, by making this about “states rights” all you’re doing is letting BOTH state and federal lawmakers off the hook, because each will blame the other.
If it doesn’t “work” the feds will say the states screwed up our glorious theory and the states will say the evil feds took away all of our discretion.
And you know where that ends up, right? Public schools will be blamed. They’re doing it now with standardized testing. Any problems with standardized testing are “local”, which has to be the most shameless DODGE I have ever heard from the national “accountability” corps. Local public schools are the problem! Again! Funny how that always goes.
It’s a complete rejection of, um, ACCOUNTABILITY, and they’ll do it with Common Core just like they did it with standardized testing, because they are the SAME people at the national level. It would be funny if it weren’t so pathetic.
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Chiara, teachers need to take back their profession from the educrats and politicians. Call it what you will, but that means building-level autonomy.
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State legislation on matters of public education are increasingly shaped by the American Legislative Exchange Council ALEC, all favoring privatization and doing damage to teachers, students, and the rest. It is sobering to see how ready-to-use-state legislation is churned out by this group. ALEC remains one of the most efficient ways to get a “poicy trend” going outside of the federal orbit, with little need for research or effort from legislators who trust Alec’s view of what needs to be done. ALEC and USDE policies are often similar.
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exactly
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I still have a hard time understanding how the mainstream view on the blog is that the CCSS require too much uniformity in K-12 education but assigning students to schools based on address (the foundation of neighborhood schools) is a great idea. The arbitrary admission standards of neighborhood schools requires uniformity across schools in the district. That is the only way the local school board can claim that it really does not matter which school a student is assigned to attend.
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“The arbitrary admission standards of neighborhood schools requires uniformity across schools in the district.”
No, TE, it doesn’t. This has been pointed out to you many, many times. You’re either being willfully obtuse on this point or you have a perseverative disorder and should seek treatment.
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Dienne,
Maybe you can explain how the school board will assign students on the 500 block of Maple to the zoned neighborhood Waldorf school and the students on the 600 block of Maple to the progressive School. You think there wont be some on the 600 block who will want a Waldorf education, on the 500 block who will want a progressive education, and some on both blocks that will not want either one? How would you convince those parents to go along with your catchment map? The only way is to say that it does not really matter which school we assign your children to attend because they are all basically the same.
There is a reason why folks on here talk about Waldorf, progressive, and Montessori educations as private educations, and contrast it with “a public school” education.
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It can’t be stressed enough that a well-run public k-12 ought to have a very great deal in common with both Waldorf and Montessori — a very great deal — especially in the primary grades. If they do not, it is nothing short of a scandal. The CCSS is a scandal for that very reason. They would have done well had they consulted Waldorf and Montessori experts instead of the crazy inappropriate thing these clueless and incompetent bean counters concocted.
Tax paying citizens ought to have the option of sending their children to the well run-public school, as well as of paying for the other two.
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So all well run neighborhood public schools will be a blend of Waldorf and Montessori? That does not evidence that neighborhood public schools are very diverse in approaches to education. In fact, it is an argument that they are a uniform blend. This seems like it is probably correct.
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I didn’t say a well-run K-12 should be a “blend of Montessori and Waldorf” I said it should have a lot in common with Montessori and Waldorf, especially at the lower level (the most important of all being respect for the child). But keep on distorting what people say and answering straw-man arguments, “teaching economist” – it’s a great racket — for you, apparently.
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Do you mean that a neighborhood school should have a lot in commen with Montessori and Waldorf schools or do you mean that some zoned schools are Waldorf and some are Montessori schools? I would hate to misrepresent your position. The first is conststeant with my view that zoned school systems are consistent with uniformity across zoned schools while the latter suggests we would find zoned Waldorf schools next to zoned Montessori schools next to zoned progrssive schools.
This is an emperical question. Perhaps you might find a dozen traditional zoned schools that are Waldorf schools, another dozen traditional zoned schools that are Montessori schools. I’ll leave out progressive schools, but it would be graveyard if you could find traditional zoned schools that are progressive schools.
I have no doubt that traditional zoned schools are a stew of various approaches to education. I. Do not see how it could be anything else. I just think some students would be more nurished by bouillabaisse than by cassoulet. Poor them together in the same pot, well I guess one size fits all is not so bad.
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If you are for total repeal of the CCSS, you should also feel the same way about the ACA. Show of hands, please. What? Nothing? How droll.
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How so? Care to elaborate?
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I would really like to know how scandalous wholesale educational malpractice in order to further enrich a few ignorant multinational oligarchs and destroy the middle class is like making it possible for a sick person to visit a doctor when sick? What kind of twisted mind could come up with that?
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ACA is really about destroying company-paid health insurance to further enrich the few at the top in both corporations and in the health insurance industry.
It’s very obvious. It has nothing in common with single payer.
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Companies don’t really pay the cost of health care, the individual employees do. Here is a simple way to think about it. A firm is trying to decide if hiring a worker is going to contribute significantly to the firm’s production. Hiring the worker will cost $50,000.
Who gets the $50,000 does not impact the firm’s decision. It could be the worker gets all of it, it could be that some goes to FICA taxes, it could be that some goes to pay for retirement benefits, it could be that some goes to pay for health insurance. Where it goes makes no difference in the decision. The company is looking at the total cost of hiring.
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My own Untwisted realist mind, Harold. You’ve come to believe your own rhetoric. The criterion should always be “what works,” not who is the devil.
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I want to see an appeal of both, Harlan. There is overwhelming evidence that a single payer national system provides better outcomes at lower cost. Per person health care cost in the United States are DOUBLE what they are in Europe, Japan, and Canada, and outcomes, any way you measure them, are much worse–higher infant mortality, lower longevity, higher incidence of heart disease, cancer, and diabetes.
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I meant repeal, of course
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Single payer is likely to be more efficient, but we can accomplish much by simply regulating the insurance companies and limiting the choices they are allowed to make. Besides, political possibilities limit what can be done.
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Wise words, TE
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I don’t see how the two are closely related. The individual mandate in the ACA is an attempt to deal with the adverse selection problem in an insurance system that does not allow for screening based on preexisting conditions. Without the requirement that all buy insurance, we would either 1) have to allow insurance companies the freedom not to cover preexisting conditions or 2) see insurance companies go bankrupt when people sign up for insurance the moment they are diagnosed with an expensive to treat condition.
The CCSS are a set of standards for K-12 education.
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I see both, the CCSS and the ACA, as unconstitutional intrusions of the federal government into education in one case and into private contracts in the other.
The individual mandate is transparently unconstitutional, in spite of Justice Roberts’s ruling. I believe he ruled as he did because he did not want the court to become the issue and therefore let the resolution of the issue play itself out politically, which it is doing.
I lose hope TE if even YOU are oblivious to the illegality of federal imposition in health care of a mandate.
Bob: ACA should be repealed. Single payer is much more inefficient than a private system. The uninsured can and the uncoverable can be dealt with by a separate pool and fund, without ruining the health care insurance system for everyone else.
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I am perhaps much more of a pragmatist than you. Decentralized decision making fails in a variety or circumstances, so we have hierarchical companies on one hand and governments on the other. The question is what will work the best for the society we want. If you want to give everyone access to health care no matter their preexisting condition, you will need an individual mandate. If giving everyone access to healthcare is not something you desire for folks with preexisting conditions (and remember that with advances in genetics these days, you might find that preexisting conditions start at conception), you can get rid of the individual mandate. Those are the two choices.
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Harlan Underhill thinks that government by rule of law is “tyranny” and that slavery to the whims of sociopathic, tax-evading oligarchs like Rupert Murdoch and his henchmen, the Walmart clan, Eli Broad, and Bill and Melinda Gates constitutes “freedom”.
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Oh well, Harold, if you don’t see the difference between a purchase mandate and a drivers license + insurance requirement! there’s not much I can do. We can walk places, take a bus, or a train. But IF we want to drive, THEN there are licensing requirements. But to be required to pay a penalty for not buying insurance just because one exists seems to me to be a infringement on individual freedom which the government should NOT be doing. It’s like a tax on breathing. It’s like the government requiring you to buy a Detroit Tigers hat as a condition of living.
It is neoliberalism that loves tyranny, regulation, and mandates, I think probably because they would have an empty life unless they could force people to do things. It’s a substitute for religion. If they like that sort of thing, they should convert to Islam, the religion bar none of wife abuse, daughter abuse, unbeliever killing, the most intolerant religion on the planet. I like to think of you Harold, as a sort of Islamoteachist.
Hey, I’ve coined a name for liberal bigots. How do you like it?
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I would really like to know how reneging on the social contract is exactly like fulfilling the social contract. Yes, how exactly is up down and black white?
What? Crickets? How droll. Not.
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Well said, Harold!
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Nozick, Hayek, Friedman, and many other classical liberals see the proper role of the state as limited to a) enforcement of contracts and b) defense. I find this appealing. However, I believe that defense includes protecting children born through no fault of their own intro extreme poverty from the effects of that, and I believe that defense includes protecting ourselves against sickness and disease and against the poisoning of our water and air. Hayek, BTW, discusses the importance of the latter in The Road to Serfdom. There are many alternatives, Harlan, to state socialism: There are neo-Georgists, like me; and there are the so-called Bleeding Heart Libertarians and anarcho-syndicalists, with whom I have much sympathy. State Socialism is a great evil. So is oligarchic crony capitalism. Both forms of tyranny.
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Defense is not spending 6 trillion dollars of taxpayer money on no-bid contracts to run phony wars.
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Classical liberals will go further than that I think. When I teach about market failures, i point out that we can purchase insurance against the rather trivial risks of fire and flood, but we can not purchase it against the much more serious risk of being born into a poor, dysfunctional household. It is a market failure that the government can address by requiring an insurance premium from all, and making payments to those unfortunate enough to find themselves in poor circumstances. Viewed this way, the idea of a guaranteed minimum income simply addresses a market failure.
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A national insurance system is essential to defense. The British liberal government instituted a national insurance system before World War I when they saw that the Germany, which had one, was producing healthier, stronger, and better educated army recruits.
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The most evil, evil, evil ideology ever.
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Really? How would you compare John Locke to Pol Pot or Abimael Guzmán?
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Well said, TE!
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I suppose, Mr. Underhill, that you think that Social Security, Medicare, the PBGC program, the railroad retirement program and state-sponsored unemployment insurance programs are also unconstitutional because mandatory (all of these are government run social insurance programs).
Not to speak of traffic lights and drivers’ licenses.
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http://en.wikipedia.org/wiki/Social_insurance#Differences from private insurance
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Another round of Race to the Top?
http://blogs.edweek.org/edweek/campaign-k-12/2014/04/in_a_hearing_before_a.html?cmp=RSS-FEED
“Duncan appeared before the House panel Tuesday to answer questions about the Obama administration’s $68.6 billion budget request for the Education Department, which would be about a $1.3 billion increase over fiscal year 2014.
That request includes a new $300 million Race to the Top contest that would offer grants to help states and districts create data systems that track things such as teacher and principal experience and effectiveness, academic achievement, and student coursework.”
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CCSS is all about creating an economic and educational caste system as exists in third world countries. This is all about furthering a neoliberal agenda where almost all kids will be slotted into low-paid work for their lifetimes, never to rise upward. They will be slotted as early as middle school because I foresee a day when child labor laws are abolished. It’s totally anti-American, anti-democracy, anti-human. Kids of the rich will still have real schools with real teachers, and they will be the only ones allowed to go to college.
It’s an attempted bank heist, this attempt to destroy public education, and it won’t stop there, either. The very few will continue to plunder until there are no public assets left. Public pensions, Social Security, national parks, everything will be on the chopping block for these criminals to plunder.
We have criminals running state and federal government now, and they are in both political parties.
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I posted this as a comment on an Oped piece by Scot Baker who was clueless about what is happening out there, if your read his article.
My comment has embedded links at the site.
If there is one place to answer all your questions, it is the blog of Diane Ravitch who follows the debacle and has the links to REAL FACTS that will answer your questions about every issue with real FACTS AND RESEARCH. Go and educate yourself (and read Reign of Error) and for goodness sakes watch the Moyers interview
On her site she will answer questions about VAM Research which feature Audrey Amreins’Beardsley’sfor the top 13 research articles about Value-Added Measurement:
Search her site for the truth about Charters, like this oneA stunning article in the Chicago Sun-Times demonstrates that charter schools in Chicago do not get better results than public schools. Where differences exist, they are small. J
onathan Pelto reprints Susan Ohanian’s post comparing the Common Core to a $5 billion fully automated warship. “She notes the many professional organizations, including the unions, that have taken money to be aboard the train that has allegedly left the station. Susan, Jon, and many other outspoken bloggers and educators are proof that the train is sitting in the station” says Ravitch who links to ALL the voices you seemed to have missed.
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Read my entire comment with links to all the warriors trying to get the truth out there, and Baker’s article at
http://www.opednews.com/articles/The-Dumbing-Down-of-Americ-by-Scott-Baker-American-Schools_Charter-Schools_Public-Schools_Public-Schools-140408-382.html#comment482431
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COMMON CORE LESSON PLAN: TRANSITIONING TO ROBOT DAY 180
Children incarcerated and adapted to small space……………… .Check
Body inactive 12 hr work day include tutoring and homework……Check
Mind Controlled by Teacher…………………………………………..Check
Brain programmed for repetitive responses to command………..Check
Social and Emotional Development Repressed…………………….Check
Diminished Emotional Responsiveness to Humans………………..Check
Social Isolation Complete………………………………………………Check
Emotional Detachment from Peers Complete……………………….Check
Dissociation Controlled on Command………..………………………..Check
Bodily Functions adapted to Extended Schedule on Command..…Check
Parents Conditioned for Homework Drill……………………………….Check
Purpose of Lesson: Extended Space Travel
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LOL. Hilarious. Who is this witty X17, I am wondering?
Far too true!
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