The following letter concerns amendments to Arizona Revised
Statute 15-719 via HB 2278.
Character Education
17 Feb. 2003
Dear Representative Gray,
As a concerned
parent, I encourage Arizona Legislators to look carefully at what occurs in
schools "under the guise" of character/values development [1], to become aware of how these programs
provoke distress and hinder education, and to consider removing Character
Education legislation (or at least establish opt-in parent permission for these
types of curriculum).
While support for value-based programs
may be well-intentioned, this is the reality:
the contents are controversial and the "processes" used on
kids are invasive, manipulative, and unethical.
Exercises are employed that:
Lawsuits in other
states (Ohio, New Jersey, Connecticut, California, Texas, and Florida) have
ensued over invasive activities taking place under the guise of
character/values-based education. [2]
Student academic learning and
achievement is reduced as valuable instruction time is consumed by the
non-academic issues. Additional time is
lost if students are unable to concentrate in subsequent classes because programs
that employ the "change process" are known to provoke profound
emotions. [3]
Public money is spent on these
activities while basic needs for providing a foundational academic education
are not fully supported. Funds would be
better utilized for needed class supplies, a lack of which is hindering
education (ie, book shortages result in: reduced teaching time as students must read
literature in class instead of at home; middle school students are read to by
teachers instead of kids reading; students are not assigned textbook homework
to practice skills [when only a classroom set is available]; and much more.)
Given the issue at hand is about
"character" development, there is an ironic preponderance of
disrespect exhibited towards parents.
Parents are not provided specific details about program contents, and
legislation for opt in permission does not exist. "Respect" for privacy and rights
should be integral, but respect is often non-existent.
To address concerns about
character/values, I suggest greater scrutiny in assessing regular curriculum
materials sanctioned for use in public schools that draw attention to violence,
suicide, euthanasia, murder, molestation, prostitution, sex, alcohol and drug
use, bullying, and much more—all of which I have seen in public school
materials.
Through my research into value-based
activities occurring across the nation, I have found that the incidence of
emotionally and psychologically invasive and abusive activities increases in
schools as federal/state legislation expands to allow outside organizations
access to promote so-called "character, values, diversity,
multiculturalism curriculum" in public schools.
Too often, these organizations are
allowed entrance to the school system to promote self-interest agendas. They consume regular instruction time and
reap money that the public thinks is being spent to educate children. And we wonder why academic achievement is
declining?
Because of the issues I have cited
herein, I urge Arizona Legislators to remove character/values education in
Arizona's public schools.
Thank you for your time and
consideration.
Sincerely,
Debra Niwa
P.S.
My student's high school in Tucson Unified School District has been
conducting taxpayer funded Anytown workshops (one for
each grade level) on campus during school time, and without student/parent
opt-in permission. Below are
descriptions of a couple exercises used:
An Anytown
gender stereotype exercise encourages participants to acknowledge experience
related to issues such as: emotional and physical abuse, self-esteem, gender,
drugs and alcohol use, sexuality, violence, etc... A series of statements are
read aloud and seated participants are asked to stand whenever a statement
applies. Students are asked to notice
who else stands and also to focus on their feelings (whether or not he/she
stands/participates). Counselors are on
hand for students who may need support due to the fact that workshop exercises
can provoke intense emotional/psychological distress for some kids.
One Anytown closing
exercise is called "There Be Monsters Ahead." The gist of this activity is to help
participants identify the "monsters" they can expect to encounter
back in the real world (ie, home, school, friends,
etc) — which essentially sounds like anyone not indoctrinated with workshop
sanctioned values/attitudes/behaviors.
It took weeks, including one meeting
and four email requests to see the specific questions used in the workshops,
before I was allowed access to the details.
At the first meeting, I was told I could not have a copy of the specific
questions used due to "copyright" issues (because the school did not
pay for the curriculum materials).
However, after further insistence, I was allowed to view the
questions. Now I understand why the
details are not publicized — I suspect many parents would not approve of the
activities taking place with their sons and daughters.
I did some research
and found the same or very similar phrases (see endnotes [4]) used in diversity and gender
stereotype programs in other states.
ENDNOTES:
[1] CITINGS
OF CHARACTER/VALUE BASED ACTIVITIES
Crossing
the Line crosses the line, some parents say | by Donna Jones, 12 April 2002, Sentinel
Excerpt: "APTOS —
Educators at Aptos High School hoped to bring students together and make the
campus a safer place when they brought a seminar to campus earlier this
year. But critics say educators crossed
the line when they didn¹t inform parents about the sensitive nature of some of
the seminar topics, including sexual activity, suicide and drug use..."
The
questions that crossed the line
| Freedom
21 Santa Cruz.
Warm embrace for kids, or merely 'psycho cry fest'? | Keith Ervin, 10 April 2002, Seattle
Times
See Dick
and Jane Weep | by Michelle Malkin, 19 April 2002, Townhall.
Sensitivity
Training and Communist Thought Reform
THE PERFECT
CRIME: How Psychology and High-Tech Marketing have "Deformed"
Education | by © 2001 Beverly K. Eakman (Author,
Educator & Executive Director of the National Education Consortium)
Arkansas
Governor's School | American Family
Association of Arkansas.
The Usurping of Values | Citizens Commission on Human Rights
Excerpt: "'Values Clarification' is touted as an approach to
student decision-making which emphasizes feelings and personal growth, but with
a non-judgmental attitude toward self or others. This is another form of OBE.
... It is a fraud. ... William K. Kilpatrick wrote in his book Why Johnny
Can't Tell Right From Wrong: 'With
our children having been taught psychiatric and psychological methods of
'Values Clarification' in their schools' programs, it becomes clear why their
scores are low and why morals are on a steep decline...'"
Bushwhacking
Johnny | by Beverly K. Eakman
Excerpt: "What 'new values' are educators trying to
instill? Here is a seven-point list,
given to educators in North Carolina at an in-service workshop:
There is no right or wrong, only conditioned responses.
The collective good is more important than the individual.
Consensus is more important than principle.
Flexibility is more important than accomplishment.
Nothing is permanent except change.
All ethics are situational; there are no moral absolutes.
There are no perpetrators, only victims.
Notice that all of the items on this list involve no particular
issue; rather, they reflect ethical 'outcomes' that a child is supposed to
'internalize.' ..."
Psychological
Abuse in the Classroom | by Karen Holgate, 15 June 1998
Excerpt: "Surveys,
questionnaires, death education, teacher-led psychologically focused support
groups, explicit sex education, and other non-academic and highly inappropriate
activities are often the current fare found in today's classrooms. This alarming trend has grown to such proportions
that many parents, psychologists, and even teachers, have grown increasingly
resistant to schools' new self-appointed role as psychologist, counselor,
mentor, and dispenser of moral values, beliefs, and behaviors..."
Educating
For The New World Order; The Role of Behavioral Psychology | by Bev Eakman (taken from Bev's book, Educating for the New World Order)
[Back]
[2] LEGAL ACTIONS RELATED TO
CHARACTER/VALUES BASED EDUCATION & ASSESSMENT
Excerpt: "Woodville,
Ohio — Following a federal lawsuit brought by Scott and Cindy Henderly on behalf of their two children, the Woodmore local school district agreed to a settlement that
will allow parents the right to opt out or object to certain surveys, analyses,
or evaluations......The PPRA requires that the school
obtain prior written consent before distributing any survey, analysis, or
evaluation that reveals political affiliations, mental and psychological
problems, sex behavior and attitude, illegal, anti-social, self-incriminating
and demeaning behavior, critical appraisals of other individuals, or inquires
into legally recognized privileged or analogous relationships, such as those of
lawyers, physicians, and ministers, or request any information regarding income. Although a federal judge
originally dismissed the PPRA complaint on the basis
that the survey in question was not federally funded, the parents and the
school board entered into a settlement while the case was on appeal."
Parents
May Opt Children Out of Invasive Surveys
Excerpt: "An ADF-backed lawsuit filed by an Ohio couple on behalf of their
school-aged children has settled, giving parents the right to opt their
children out of certain invasive surveys and evaluations by the school
district..."
New
Jersey Nixes Nosy Surveys for Students
Excerpt:
"(CNSNews.com) – A new law in New Jersey requires public schools to
get parents' permission before surveying students about their personal lives.
..."
Children's
Sex Survey Prompts Lawsuit
Excerpt: "NEW MILFORD,
CT (CNSNews) — A Connecticut school board is facing a
class action lawsuit after giving children as young as 11 a survey asking them
about sexual conduct, drug abuse and personal habits. The pending lawsuit against the New Milford
Board of Education is being prepared by the Rutherford Institute on behalf of
local parents who were upset that their children received an 'invasive survey
without their parent's permission,' according to a statement by the
institute..."
Student
Survey Found to Violate Federal Law
| By Darcia Harris Bowman, 9 Jan. 2002
Excerpt: "A New Jersey
school district broke a little-known federal law two years ago when it surveyed
students on drugs, sex, and other sensitive topics, the U.S. Department of
Education has declared. The
5,200-student Ridgewood, N.J., district violated the federal Protection of
Pupil Rights Amendment by requiring almost 2,000 students to answer questions
about their sexual habits, their experience with drugs and alcohol, and their
mental health in a 156-question poll paid for with federal Goals 2000 money,
according to the department ruling issued last month..."
All that
schools survey | by Cheryl Wetzstein, Washington Times
Excerpt: "Have you
ever had sexual intercourse ('gone all the way, made love')? As of this month, students in New Jersey
public schools can't be asked this kind of personal question on a survey
without their parents' prior written consent.
The Jan. 9 law enacting this change has been hailed as a victory
for privacy rights of parents and their children and something that should be
adopted nationally..."
Claremont
Unified School District Sex Surveys & R-Rated Movies
Excerpt: "On May 20,
2002, USJF Executive Director GARY G. KREEP wrote to the CLAREMONT (California) UNIFIED SCHOOL
DISTRICT in response to a request for assistance from a parent in that
District. The School District, through
one of its classes, had been conducting surveys of the sexual activities of
students in the District, in violation of California Education Code § 51513.
Additionally, the District had been showing R-rated movies to minors,
without parental knowledge or consent, in violation of California Education
Code § 51101....The letter demanded compliance
within 30 days of California law or litigation would initiated against the
District to force the District to do so. ..."
Complaint for Declaratory
Judgment and for Preliminary Injunction | Texas Justice Foundation
Hoffman
vs. the School Board of Brownard County, Florida
Colorado
School Board adopts Resolution
Excerpt: "DENVER, CO —
On April 13, the Colorado School Board adopted a resolution urging the state's
public schools to comply with the federal law allowing parents to protect their
children from objectionable curricula, activities and tests..."
[Back]
[3] Programs are known to evoke
profound emotions
Excerpt: "Preparation
and Words of Caution
In this exercise, participants are invited to self-identify as
belonging to various social groups by performing an action that sets them apart
from others. Because the exercise
usually evokes very profound emotions, facilitators need to take care to create
a safe atmosphere for group members both at the start and the conclusion of the
exercise..."
[4] GENDER STEREOTYPE EXERCISES
Oakland
Schools Career Focused Education
| Clarkson
Community Schools, Michigan
Target Student population/Grade Levels Served: 11th & 12th grade psychology/sociology
students. See: Handout 1 (Man in a box) and Handout 2 (Woman
in the box)
Leaders
Manual for Workshops (Posted on the website for Kids Meeting Kids, a
New York based organization based that appears to support United Nations
initiatives)
Excerpt: "Please stand
silently if you ...
Females
o
Have ever made an attempt to be more
attractive
o
Have ever felt that you were not pretty
enough
o
Have ever felt that you were not
feminine enough
o
Have ever worn tight, revealing, or uncomfortable
clothes to be noticed by men
o
Have ever changed your diet, exercised
or taken drugs to change your weight
o
Have ever put down a man or woman about
their body
o
Have ever stopped yourself from showing
affection to another woman due to fear of being labeled as a lesbian
o
Have ever attempted to lure of have
stolen another woman's man
o
Have ever felt less important than a
man
o
Have ever not been allowed to do
something just because you were a female
o
Have ever acted less intelligent to
protect a manes ego
o
Have ever felt controlled by another
person
o
Have ever received an inappropriate
sexual comment or whistle
o
Have ever been called a bitch, hoe,
slut or tramp
o
Have ever been afraid of a man's anger
o
Have ever been hit by a man
o
Have ever limited an activity or plan
due to fear of personal safety
o
Have ever been pressured to lie about
having sex
o
Have ever been lied to by a man to get
what he wanted
o
Have ever been expected to take full
responsibility for birth control
o
Have ever given in to a man when you
did not want to"
THE
COSTS OF MALE TRAINING (online questionnaire)
(Posted on the website for Shasta County Office of Education—under
"Young Men as Fathers"—positive parenting for teen fathers in Court
and Community Schools)
Excerpts from a survey for males:
o
Have you ever worried you were not
tough enough?
o
Have you ever exercised to make
yourself tougher?
o
Have you ever been disrespected by an
adult?
o
Have you ever been called a wimp, queer,
or fag?
o
Have you ever been told to act like a
man?
o
Have you ever been hit by an older man?
o
Have you ever been forced to fight?
o
Were you ever in a fight because you
felt you had to prove you were a man?
o
Have you ever been deliberately
physically injured by another person?
o
Have you ever been injured on a job?
o
Have you ever been deliberately
physically injured and hid the pain or kept it to yourself?
o
Have you ever stopped yourself from
showing affection, hugging or touching another man because of how it might
look?
o
Have you ever been arrested?
o
Have you ever got so mad that you drove
too fast or lost control of the car?
o
Have you ever drunk alcohol or taken
drugs to cover your feelings or hide pain?
o
Have you ever felt like blowing
yourself away?
o
Have you ever hurt another person
physically or sexually?
[Back]
Links to information for all 50 states:
STATE
CHARACTER EDUCATION ACTIVITY | JUNE 2002
(Character Education Partnership; posted on the MindOH! website)
Institutionalized
Service-Learning in the 50 States
| March
2001 |
ECS
by Evelyn Holt Otten, September 2000
| Explains character education
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