With the implementation of the Texas Curriculum CSCOPE and the teaching philosophy of Project Based Learning a radical Transformation has taken place in your local Texas school district. Where is our Texas Governor on this issue? Perry is no where to found and has made zero comments on the issue. Our children and ultimately our country will suffer from this.
A traditional education (Type 1) has been eliminated by the progressive education establishment (TASA, TASB, Superintendents, RATLIFF’s, ESC’s, etc) and the progressive Type #2 philosophy has been implemented. Please view the comparison between the two philosophies below.
TRADITIONAL (TYPE #1) vs. CSCOPE AND COMMON CORE STANDARDS (TYPE #2)
Chart produced by Carole H. Haynes, Ph.D. – chaynes777@gmail.com – 469–867-3086
| Traditional Type #1Classical Learning | CSCOPE Type #2Progressivism/Radical | Common Core Standards Type #2Social Justice Agenda | |
| Instruction | Direct instruction by teacher | Self-directed learning, group-think | Emphasis on subjectivity, feelings, emotions, beliefs, |
| Curriculum | Academic, fact-based, skills, research | Social concerns, project-based, constructivist, subjective, uses unproven fads and theories | multiculturalism, political correctness, social engineering, globalism, evolution, sexual |
| Teacher’s role | Authority figure, sets the plan for the class, academic instruction | Facilitator | freedom, contraceptives, environmental extremism, |
| Student’s role | Learn from teacher, focus on factual learning, develop foundation skills for logical & analytical reasoning, independent thinking | Students teach each other; focus on feelings, emotions, opinions; group-think | global warming/climate change, victimization, diversity, acceptance of homosexuality as normal, & wealth redistribution. |
| English, Language Arts, Reading(ELAR) | Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, research writing | Whole language, balanced literacy, Guided Reading; no cursive writing instruction so can’t read primary documents of Founding Fathers | De-emphasis onDeclaration of Independence, Bill of Rights, Constitution, Founding Fathers, national sovereignty, & American exceptionalism |
| Math | “Drill and skill,” four math functions learned to automaticity | Fuzzy math, rejects drill and memorization of math facts, dependent on calculators | |
| Social Studies | Focus on American heritage/exceptionalism, national sovereignty, Founding Documents | Diversity, multiculturalism, globalization, revisionist history, political correctness | |
| Character development | Pro-faith, self control, personal responsibility, self-discipline, solid work ethic | Secular, moral relativism, anti-faith, victimization | |
| Equality | Equal opportunities | Equal outcomes |
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| Assessment | Students evaluated by earned grades, objective tests | Inflated grades, subjective assessments, evaluated based upon the value-system of the grader |
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| Outcomes | Objective tests (right or wrong answers), emphasis on academic skills and knowledge | Subjective assessments; emphasis on holistic, “feel-good” scoring |
