Thoughts on reclaiming the subject of History


To be worthwhile, history needs to be taught as a body of knowledge students can explore for value on their way to reach their full potential as individuals. Instead, authorities that control school History curricula morphed the subject into Social Studies to mold students to their view of what makes a good citizen.

Not a subject itself, Social Studies incorporates material from the subject areas of history, geography, economics, and smatterings from other areas like civics, sociology, ethics, psychology, philosophy, anthropology, art, and literature presented in just enough depth to appear sophisticated but that muddies important understandings about society with others.

Great Britain began teaching Social Studies in the 1820s to promote its version of social welfare. In the early 1900s American John Dewey sought to shape thinking rather than explore what others had learned from experience. Over the next hundred years state and federal authorities assumed almost total control over curricula.

Ask your school superintendent if they have any say in curricular matters. Ask school board members, too. Ask state regents how they are at the mercy of an entrenched bureaucracy authorizing school texts drumming their credentialed views.

What is taught has been perturbed with redefined ideals and abstractions that has morphed equality into equity, liberty into conformity, and justice into validating political double standards. Civics now encourages theatric political activism against whatever authorities perceive to be injustice.

Education may never recover. Even if the New York Times’ “1619 Project” is prevented from being taught as history—it cherry-picked what it chose to report; even if claims of “systemic racism” are discounted—few if any of its claims are verifiable; even if Critical Race Theory (CRT) is laughed out of town—it isn’t critical, isn’t science, and defines “racist” to be any criticism of it—even if all that happens, students are at risk because proper education cannot be reclaimed so long as State and Federal “experts” impose “standards” that misdirect, restrict, trivialize, and confine.

Those “experts” presume to direct what will be taught, how, and by whom—even in charter schools and home schools.

Authorities collect taxes from you they then use to force communities to sculpt consciousness in K-12 classrooms. Comprachicos—child-buyers—is what Ayn Rand called such progressive educationists—a mythical allusion to those who, for nefarious ends, would manipulate the minds of children.

Their version of “citizenship” stifles developing individuals to the best of their ability. They reject that individuality values community, preferring a slow march towards their collectivist vision of Marxian Human Development Society—an engineered society managed by those whose hubris lets them believe they are our betters.

A number of states already have banned teaching Critical Race Theory. Don’t expect New York State’s bureaucratic educational jungle to follow. Banning wouldn’t stop educationists’ desire to rewire of the brains of all children to the “benefit” of “society” in ways absolutely contrary to developing strong individuality humble enough to value society with others.

If banned, teachers in K-12 would likely still be required to teach kids the ways of thinking to become Critical Race Theorists with a lens that devalues science, analytical thinking, and judgment to manipulate the commonly understood meaning of words. Under their postmodernism, words like "voices," "decolonize," "transformative," and "diverse" perversely build in privilege for select identity groups and demand racial equity or racial justice that undermines the concept of justice for all.

They don’t care that individuals are the smallest minority. Simple respect for individual humanity calls for us to reclaim the purpose of education to develop individuals who think clearly and speak well.

Leftists may give up on the name Critical Race Theory, but they will not give up their mission to salt the earth with children unable to think for themselves.

Education in this country, once the province of local schools, offered choice and competition for quality. Schooling now belongs to those with political power.

Parents and local officials may not have the authority to change curricula, but they certainly have the obligation to speak out against those who would pervert even Mathematics to rewire the minds of our children.


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