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MessagePosté le: Jeu 14 Avr - 04:29 (2016)    Sujet du message: CLOSED FOR BUSINESS Répondre en citant



Education Management Organizations:Growing a For-profit Education Industry with Choice, Competition, and Innovation

Pdf document : http://reason.org/files/86f373eefe12bf11ff614e1305ff3362.pdf

Fear and Privatization

Brigham Young University

Supporters of public education fear attempts to privatize schools, while the private sector has always struggled against the monopolistic power of the public schools that educates almost 90% of all K-12 students. This trepidation has recently been intensified by the creation of a “third sector” that includes charter schools, voucher programs, and the increased diversity of private education. This article looks at the dynamics of fear as shaped by increased competition among public, private, and privatized schools. In fact, both public schools and their private school counterparts, fear privatization of education because it draws students and resources away from traditional schools. And recently, the opening of new “religious charter schools” has crossed the lines between church and state, and between private and public education. Thus, the politics of education have become somewhat more confused and unnerving as the distinctions between public and private education are virtually disappearing.



Number 52: Spring 2016

Illustration by Eva Vázquez

In January 2010, the architects of Cleveland Metropolitan School District’s Academic Transformation Plan dropped the bomb on the students and staff of East High School. The school, along with 17 others, was slated for closure as part of the sweeping reform initiative. The rationales: poor academic performance, declining enrollment and the district’s $53 million budget shortfall.

Raymond Cooke—the last senior class president the 110-year-old school would ever have—took the news hard. “It was a very emotional time for us; heartbreaking and depressing,” he says. “It was like being put out of your home.”

Cooke, his classmates and other community members attended district meetings about the proposed closure, but he got the impression that the meetings were little more than public displays of sympathy put on by officials. “We didn’t have a voice,” he says. “The blame [for closing East High] was put on us.”

The fate of Cooke’s alma mater is playing out again and again in low-income neighborhoods across the country. Closing “underperforming” public schools—rather than restructuring or funneling resources toward them—is one piece of the puzzle. In a growing number of communities, promoting publicly funded but privately managed charter schools to replace them is another piece. But researchers are now questioning this one-two approach to urban school reform. A grassroots movement of students, families, educators and community members is organizing locally and nationally to defend their rights as decision makers for schools that have long provided identity and stability for their neighborhoods.

More Than a School
Cooke remembers his school as more than a daytime place of learning. It was a community hub, polling place and a site for health and art fairs. It had a newly renovated gym, a culinary arts facility and a beautiful atrium.

“I was one of those strange kids who wanted to come back someday and walk into my old classrooms,” Cooke says. “I wanted to be a role model for the students who came after me.” Part of his deep disappointment with the closure of East High was losing the chance to give back to a place that had been a community cornerstone.

“When a neighborhood loses its schools, it also loses an institution that builds relationships among local residents and binds generations, while it serves local children,” writes Elaine Simon in The Notebook, a watchdog newspaper serving Philadelphia Public Schools. Simon, co-director of the Urban Studies Program at the University of Pennsylvania, has researched Philadelphia’s school-reform efforts for three decades. “Losing schools makes it all the more likely that these neighborhoods will deteriorate further.”

Closure in Context

School closures are part of the reform agenda in dozens of major U.S. cities. The vast majority of closures have taken place in black and brown neighborhoods, communities with limited economic and political clout and high rates of poverty. Most targeted schools are struggling with overwhelming needs that extend far beyond the classroom.

Advocates of school closures point to test scores and academic achievement gaps as evidence of failure. Policymakers often blame school employees—specifically the teachers—for low test scores. This posture is at least as cynical as it is “decontextualized,” says social psychologist Anne Galletta, a professor at Cleveland State University and member of a research collective looking at the consequences of school closures in the city. One example of the missing context is that teachers in these under-resourced schools are often coping with high percentages of English language learners and students with special needs. As education activist Jitu Brown, national director of Journey for Justice Alliance, stated in a speech he made during the battle to save Dyett High School in Chicago: “We’re tired of our children and our communities being demonized and being blamed for being underserved.”

Galletta agrees. “We’ve got to go beyond high-stakes standardized test scores as the sole measure of improvement,” she says. “We’ve got to look at the lives of youth, their families and the neighborhoods in which they live.”

False Promises

Troubling to Galletta, Brown and other critics of school closures is the willingness of policymakers to ignore local voices in favor of promising reform narratives that often prove false.

One of the reasons most frequently given for closing schools is that closures save money, but evidence to the contrary is mounting. In 2013, officials in Chicago Public Schools admitted to overstating their savings from school closures by at least $122 million. In Washington, D.C., school closings cost the district $40 million—four times as much as had been estimated. In many cities, securing and maintaining unsold school properties are adding to budgetary woes.

Another justification for school closures is the need to improve student performance, but this outcome isn’t guaranteed either. There is no clear evidence to indicate that schools receiving students displaced by closures have better academic track records than the schools that close. A study, conducted by Matthew F. Larsen at the Education Research Alliance for New Orleans, indicates that most students from closed schools experience “negative shock,” resulting in lower attendance, lower GPAs, and lower chances of graduating.

Transferring to a charter school doesn’t cause a magic turnabout in academic performance either. The Evaluation of Charter School Impacts, a large-scale study commissioned by the U.S. Department of Education and conducted by Mathematica, compared students who were accepted into charter middle schools with an equivalent sample of students who applied to the same schools but were not selected and, instead, enrolled in their district middle schools. The study found little or no significant academic benefit related to charter school attendance.

Defending and Helping

The aggressiveness of urban school reform plans has caught many communities and school districts off guard in the past, but a growing number of families, students, educators and community leaders are taking up the cause of school closure and organizing for alternative outcomes.

Nationally, advocacy groups are shining more light on how sweeping reforms such as school closures are specifically targeting under-resourced communities and contributing to the resegregation of U.S. schools in the process. The Alliance to Reclaim Our Schools, the Journey for Justice Alliance and the National Opportunity to Learn Campaign are three organizations advocating for greater equity in education and offering information and support to local activists.

The struggle to fight school closures is occurring on two main fronts. The first involves preventive efforts to block district takeovers by city and state officials and re-establish local control. The second involves activism at local levels once school closures have been set in motion. In 2013, 9-year-old Asean Johnson’s spirited defense of his Chicago grade school went viral online. “You should be supporting these schools not closing them,” Asean said. “You should not be closing these schools without walking into them and seeing what is happening in these schools! Education is our right, that is why we have to fight!” Asean’s speech was credited with helping get his school removed from the closures list. In 2015, hunger strikers on Chicago’s South Side were unable to prevent the closure of Dyett High School (although the school is slated to eventually reopen as an open-enrollment school with the same name). However, the strikers brought national attention to the issue of school closures and their disproportionate impact on communities of color.

After the Doors Close

Once a neighborhood school is closed, it is easy for a community to feel defeated, as Cooke can attest. But local educators and families can still do a great deal to ease the transition for displaced students as they prepare to attend new, unfamiliar schools.

As Galletta notes, some students transitioning from closed schools experience a fresh start, but many more experience grief and loss that affect their personal lives and academic performance. Efforts to help these uprooted students transition must be focused largely on the receiving schools, which—in too many instances—do not receive adequate support as they prepare for the influx. Leaders throughout the receiving school and the community at large may have to be proactive and persistent to ensure that displaced students are welcomed, safe and supported in their new environment so their minds can adjust and return to learning.

Ideally, receiving schools will host orientation sessions before the first day of school to respond to the questions and concerns of new students and their families and help the students prepare for the pending change. School officials should also attend to transportation requirements and have plans in place to avoid long or unsafe routes and untenable transportation costs for families of displaced students, Galletta says. Emotional, psychological and academic supports should be in place too. These recommendations are more than just “best practices.” Without them, students may literally disappear from the public education system. After the 2013 closure of 24 public schools in Philadelphia, some 600 students remained unaccounted for after the transition.

Be Prepared

According to East High's last senior class president, two key things must happen before a closure to protect neighborhood schools: Stakeholders must build community awareness and organize at the grassroots level to make the case that preserving and improving the existing school is best for students.

“You have to be as involved as possible in the policymaking," Cooke says. "You have to be aware and ask a lot of questions, because those planning to close it will not be transparent about [their motives]. This is your community. You have to be prepared.”

>> Click here for the PDF version of this story. 
>> Equip yourself with these key facts about school closures.

The Rise of EMOs

Not all charter schools are governed by the same bylaws and standards. Increasingly, public charter schools are being run by educational management organizations (EMOs), which may be nonprofit or for-profit. Charter schools get most of their money from public coffers, like traditional public schools. However, charter schools run by EMOs do not face the same rules for financial transparency as non-EMO charter schools.

The largest EMOs are well-funded and politically connected business ventures that are backed by such groups as the Walton Family Foundation, the Bill and Melinda Gates Foundation and the Broad Foundation. Venture capitalists and hedge-fund managers are also investing in what they see as the future of public education—privately run schools funded with public money. The advocacy and lobbying arms of some EMOs have donated tens of millions of dollars in campaign funds to gain the support of candidates in both major parties.

Today, more than 6,000 public charter schools are operating in 42 states and the District of Columbia, educating an estimated 2.5 million students. Most are small, locally controlled charters that operate with great integrity. But the percentage of charters operating under EMOs is growing.

Is your charter school or school district considering contracting with an EMO? If so, read Public Accountability for Charter Schools by the Annenberg Institute for School Reform. It outlines seven standards and recommendations for greater transparency and accountability.


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MessagePosté le: Jeu 14 Avr - 04:29 (2016)    Sujet du message: Publicité

PublicitéSupprimer les publicités ?
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  Andrew Mark Miller
April 11, 2016 4:20 pm

One of the most talked about issues in the country today is the question of whether or not men should be allowed to use women’s restrooms if they “identify” as women.

Some states have passed laws saying that men and women should use separate bathrooms and liberals have not taken too kindly to that.

We are hearing the usual cries of boycotts and resistance from celebrities and the media has failed to even remotely report the very real concerns that people have with bathroom free-for-alls.

One of the biggest concerns people have is the obvious likelihood that men will enter into female restrooms and locker rooms with bad intentions.  And that’s exactly what is already happening at the University of Toronto.

From Hot Air:

Considering how widespread these stories are across the United States these days, an incident in Canada may prove instructive for those debating the SJW’s demands for genderless public facilities and the intersection between those policies and traditional privacy concerns. The University of Toronto recently went down the same path being forced into place on American campuses, instituting unisex bathrooms, locker rooms and showers. What could possibly go wrong? They found out in short order. (The Daily Wire)

The administration at the University of Toronto was recently enlightened on why two separate washrooms are generally established for men and women sharing co-ed residencies.
The University is temporarily changing its policy on gender-neutral bathrooms after two separate incidents of “voyeurism” were reported on campus September 15 and 19. Male students within the University’s Whitney Hall student residence were caught holding their cellphones over female students’ shower stalls and filming them as they showered.

Melinda Scott, dean of students at the University of Toronto, told The Daily Wire that campus police had been contacted immediately and worked with residence staff to “support impacted students and ensure the safety of the Residences.”

Wow. What a shocking surprise.

It’s really strange that no one is concerned about the safety of the women who are now just expected to share bathrooms with men based on nothing more than what that man is wearing.

Scary times we live in and it appears that political correctness and feelings are about to earn another huge victory over common sense and morality.

http://www.youngcons.com/university-of-toronto-temporarily-backs-off-on-gender-neutral-bathrooms-after-voyeurism-incidents/ http://marialeroux1.clicforum.fr/images/wysiwyg.html?5#

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MessagePosté le: Jeu 21 Avr - 02:32 (2016)    Sujet du message: DAYS OF LOT: KIDS AS YOUNG AS 4 TOLD TO PICK SEX ’THEY IDENTIFY WITH’ Répondre en citant


20 April, 2016

Angry parents have blasted a council that wants kids as young as four to choose the gender “they most identify with” before starting school. It wrote to parents urging them to support their child’s choice of “gender identity” in a letter confirming primary school places this week. And it asked them to leave the gender section of a form blank if their child had “another gender identity” altogether.

The letter was sent to thousands of parents preparing to send kids to new schools later this year. Brighton and Hove City Council wrote: “We recognise that not all children and young people identify with the gender they were assigned at birth or may identify as a gender other than male or female, however the current systems (set nationally) only record gender as male or female. “Please support your child to choose the gender they most identify with.


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MessagePosté le: Mar 26 Avr - 05:37 (2016)    Sujet du message: ANGLETERRE — TOUTES LES ECOLES PUBLIQUES DEVIENDRONT DES « ACADEMIES » D'ICI 2020 Répondre en citant


Des académies ou des écoles coraniques?

lundi 25 avril 2016

Les « académies » en Angleterre sont des écoles financées par le Trésor public, mais dont la gestion est confiée à un partenaire privé qui peut être une entreprise, une association de parents. Elles sont des organismes sans but lucratif indépendants de l’administration locale. Les académies dérogent aussi à l’accord professionnel sur les salaires enseignants et sur les programmes nationaux. Les Académies peuvent recevoir un soutien supplémentaire de la part de particuliers ou d’entreprise, que ce soit financièrement ou en nature. Elles ne doivent pas suivre le programme national, mais doivent cependant veiller à ce que leur programme soit large et équilibré et qu’il comprenne les matières de base que sont les mathématiques et l’anglais. Elles font l’objet d’une inspection par l’Ofsted.

Lors de la présentation du nouveau budget, le 17 mars dernier, le ministre anglais des Finances, George Osborne, a annoncé la privatisation de toutes les écoles publiques d’ici 2020. C’est l’achèvement d’un processus de décentralisation et de responsabilisation commencé en 2010. Lorsque David Cameron devient Premier ministre en mai 2010, l’école anglaise est dans une situation lamentable. Fidèle à son projet de Grande Société, le nouveau gouvernement décide de réformer l’école en injectant plus de liberté, et non pas plus d’étatisme. Dès la rentrée de septembre 2010, le gouvernement donne la possibilité de créer des « écoles libres ». Il s’agit d’écoles fondées par des parents, des entreprises ou des associations et financées par l’État par un système qui s’apparente au chèque éducation. Ces écoles libres peuvent recruter leur personnel, bâtir leurs programmes et organiser librement l’année scolaire. Le succès est immédiat puisque des centaines d’écoles libres se créent.

Dans le même temps, le gouvernement cherche à insuffler de la liberté dans les écoles d’État. Pour cela, il développe le statut d’Académie. Ce sont des écoles publiques, financées par de l’argent public, mais qui disposent d’une gestion privée, avec les mêmes prérogatives que les écoles libres (liberté de recrutement et de pédagogie). Ce système n’est valable qu’en Angleterre, l’Écosse et le Pays de Galles ayant une gestion scolaire différente.

L’Angleterre compte déjà 2 075 académies dans le secondaire, sur 3 381 écoles, et 2 440 sur 16 766 dans le primaire. Le but du gouvernement est donc que l’ensemble des écoles publiques d’Angleterre acquiert ce statut dans quatre ans. Voilà comment en six ans, par la primauté donnée à la liberté, le gouvernement de David Cameron a totalement réformé l’école, permettant à la fois de faire d’importantes économies et d’améliorer le niveau scolaire.

Sources : Contrepoints, BBC

Voir aussi

Angleterre — La révolution des académies et des écoles libres

Les « écoles libres » en Grande-Bretagne : des écoles vraiment autonomes et subventionnées par l'État

« L’avenir de notre école passe par l’autonomie »


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MessagePosté le: Mer 27 Avr - 05:52 (2016)    Sujet du message: CANADA - QUEBEC : LA CEREMONIE DU VOILE DE LA CHARIA A EU LIEU A MONTREAL Répondre en citant



Le Centre communautaire musulman de Montréal
vient de publier des photos de la cérémonie du voile de la charia qui a eu lieu à Montréal, dans l'arrondissement St-Léonard, le samedi 16 avril.

Le 16 avril, à Montréal, des dizaines de fillettes de 8-9 ans ont perdu la liberté de sortir les cheveux au vent. Elles ont adopté le voile de la charia.


Elles ont prêté un serment solennel, jurant devant allah de faire tout leur possible afin de porter le hijab jusqu'à la mort, comme on peut le voir dans cette vidéo produite par le Centre communautaire musulman de Montréal (CCMM):

VIDEO : https://www.youtube.com/watch?v=5DujqH5Bqis
Dans la vidéo suivante, également produite par le CCMM, des fillettes affirment que le port du hijab relève de leur choix personnel, et qu'elles l'ont adopté parce que c'est prescrit par Allah et obligatoire en islam: = Ce qui est totalement faux, le Coran n'en parle pas. C'est un signe d'esclavage par le père du mensonge.

VIDEO : https://www.youtube.com/watch?v=nT7quqpmgF4
Cette cérémonie a lieu chaque année à Montréal. Les années dernières, elle se déroulait au Centre communautaire musulman de Montréal (CCMM), dont la mosquée est présidée par Ali Sbeiti, l'imam de l'Association Bridges, que l'on voit ici honorer une fillette ayant accepté, samedi dernier, d'adopter le voile de la charia pour la vie:

(source : Sada al-Mashrek, édition #420) (archivé ici)
(Le titre en arabe signifie: «Les fillettes ont atteint l'âge adulte». Selon la charia, cela signifie qu'elles ont atteint l'âge d'être mariées) 
Cette année, cette cérémonie a eu lieu dans un établissement financé par les deniers publics, situé au 5150 boulevard Robert, soit le Centre de formation professionnelle (CFP) Antoine de Saint-Exupéry, qui relève de la Commission scolaire de la Pointe-de-l’Île, une institution financée par les contribuables.
En dernier lieu, il faut bien comprendre ceci: ces fillettes n'adoptent pas le hijab pour une seule journée; elles prêtent serment de le porter toute leur vie.
Lire aussi:
(2015): http://www.postedeveille.ca/2015/04/la-ceremonie-du-voile-de-la-charia-a-eu…

Voir aussi:


Rédigé le 26/04/2016 | Lien permanent

It is a sad day that the adults of any religion should impress on the minds of nine year old girls (and boys) laws that are not of GOD but of their own making and yes, imagination ... and so the brainwashing, call it 'influence of thought' peddling practised by our less enlightened ancestors goes on in the self-serving interest of male religious leaders today ... Do those people (men) in responsible positions within their religion know nothing about the psychology of religion and its potentially nefarious consequences? It is well time they did. It is a cultural shame that we cannot protect our girls in Canada from this atrocity. Let them at least wait until they are of legal voting age to make such a decision. Quelle honte!

Rédigé par : Dr Judith Crichton | 26/04/2016 à 22:00


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MessagePosté le: Dim 1 Mai - 05:51 (2016)    Sujet du message: BE PREPARED. MUSLIM BROTHERHOOD HAS INFILTRATED THE BOY SCOUTS OF AMERICA, TOO Répondre en citant


Although we should have learned by now that nothing is sacred and nothing is safe from those whose mission it is to destroy America, it’s still shocking to learn that jihadist terrorist organizations have infiltrated the Boy Scouts of America.

AARON KLEIN SAYS ” This is the kind of irony that can turn your stomach.”

The Muslim Brotherhood, an Islamic organization responsible for the creation of Hamas, has infiltrated the BSA, not only through mosques and worship centers that establish and sponsor scouting programs, but also through direct partnership with BSA.

Boy Scouts of America was founded in 1910, during the height of the progressive era in the United States due to concerns among some that young men were no longer learning patriotism and individualism. BSA epitomized the Christian values of America’s founding fathers for decades. Today, however, Boy Scouts of America is riddled with terrorist organizations who are recruiting and training youth — by the thousands — for their own causes.

Boy Scouts of America welcomes diverse religions and has incorporated them into its program giving scouts an opportunity to earn badges or emblems by participating in religious activities.

The Islamic scouting emblems include an Allahu Akbar emblem. Allahu Akbar (‘Allah is greater’) are the very same words shouted by many Islamic terrorists and suicide bombers in the moments just before they kill (in the name of Allah).

Almost 30 years ago, Boy Scouts of America entered into a partnership with the Islamic Council on Scouting of North America, an organization in New York that expressed a desire to promote scouting in local Muslim communities. That partnership opened the door to a dangerous and radical form of Islam, welcoming the ICSNA in to recruit and train new generations of jihadists right under our noses.

ICSNA was chaired by Dr. Muzamil Siddiqui, an Islamic scholar who served as Chairman of the Religious Affairs Committee of a Muslim Brotherhood founded organization, Muslim Students Association (MSA).

Once accepted into BSA, the ICSNA immediately began the formation of a National Islamic Committee of the Boy Scouts of America to spread Islamic scouting across the nation. An ad hoc committee was formed under the Chairmanship of Ambassador Youssouf Sylla, representative to the United Nations of the Organization of the Islamic Conference (OIC).

Thanks to the work of the ICSNA’s national committee, several Islamic scout units have been formed throughout the U.S. and more Muslim Brotherhood organizations, like the Islamic Society of North America (ISNA), were accepted into the BSA.

BSA states regarding its relationship with the Islamic Society of North America: “ISNA has had a relationship with the Boy Scouts of America for over a decade, and the ISNA secretary general recently signed the relationship document in the ISNA’s annual convention at Chicago.”

Last year, Klein reported that the Obama administration has “an extensive relationship” with ISNA and that the organization was an unindicted co-conspirator in a scheme to raise money for Hamas. Klein went on to say that, according to Islam scholar Stephen Schwartz, ISNA is “one of the chief conduits through which the radical Saudi form of Islam passes into the United States.”. READ MORE: KLEIN ONLINE


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MessagePosté le: Lun 2 Mai - 05:31 (2016)    Sujet du message: DENVER : CHRISTIAN SCHOOL DROPPING 'CRUSADERS' MASCOT TO APPEASE MUSLIMS Répondre en citant


Posted on May 1, 2016 by creeping

Islam means submission, not peace. via: Christian school insists dropping ‘Crusaders’ mascot not due to political correctness | EAGnews.org

DENVER – A Denver Christian school is changing its Crusaders mascot because some people think it’s offensive to Muslims. = The yound generation are been fool, because this islamic invasion in our schools is part of the global crusade using by the Jesuits and the Pope of Rome to destroy christianity.

“In our mission, in light of the command to love our neighbors as ourselves, the crusader was an inconsistent, inappropriate symbol for that mission,” Denver Christian Schools CEO Todd Lanting told KUSA.

After using the Crusaders mascot for 65 of the school’s 100 year history, officials in November began to solicit ideas for a new symbol, and have since narrowed it down to two possibilities: Thunder and Trailblazers.

The problem with the old name is that “a lot of people were concerned about the association with the crusades, a series of wars between Christians and Muslims,” according to the news site.

Lanting insists the change is not an effort to align with political correctness.

“It has nothing to do with political correctness,” he said. “It’s got everything to do with love and empathy for our neighbors.”

An unidentified school board member backed up the CEO in a staged interview at the school that drew dozens of spectators.

“A mascot is just a name. The name of the school, the name of who we are as people, and the name of the community we’re trying to create and invite other to is Christian,” he said. “and that’s the name that really has value to it.”

At least 300 folks who joined a Facebook page calling for school to keep the Crusaders name clearly disagree.

Numerous people who sounded off on KUSA’s Facebook page are also venting their frustrations about name change.

“As and alumni of DC, it’s hard to fathom that the school my grandparents, parents, and myself (attended) can’t see the tradition and history that made the school what it was/is,” Brad Meyering posted. “The biggest mistake the school administration ever made was making it a business, see CEO.

“Please instead of changing the mascot, change the entire name of the school and let Denver Christian Schools retire gracefully. Lakewood Community Trailblazers perhaps?”

“This is where it all starts, cave in to a few letters who complained, and go through a name change to appease a small minority while throwing the history and all those who studied under this banner under the bus,” Ella LeBain wrote, garnering many “Likes.” “Why should anyone cave to political ‘incorrectness’? …

“There is nothing offensive about the word ‘crusaders.’ What about Batman? Isn’t he called ‘the caped crusader’? Should we all ban Batman now too? Where does this nonsense end?”

“Why must there always be someone to ruin things like this?” Christina Stern questioned. “Let’s change the schools mascots! No let’s not and stop changing things that have a history and mean something to people.”

The DC can now be changed to Dhimmi Christians.


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MessagePosté le: Mer 4 Mai - 07:33 (2016)    Sujet du message: PEACE EDUCATION - UPF-USA HOLDS EARTH DAY FORUM IN LAS VEGAS Répondre en citant


Written by Leslie Rigney, executive director, UPF-Las Vegas
Wednesday, April 20, 2016

Las Vegas, United StatesPreparing young people to take responsibility for the environment was the focus of a forum that UPF-USA held to mark Earth Day 2016.

More than twenty participants, including a number of young people, attended “The Role of Interfaith Millennials in Greening Our City: Challenges and Opportunities,” held on April 20 at the Las Vegas City Hall.

The program began with welcoming remarks from Katherine Duncan and Leslie Rigney, the chair and executive director, respectively, of UPF-Las Vegas. A prayer offered by Jim Rigney was followed by the assembly reciting the Pledge of Allegiance and singing “God Bless America.” Then the participants were shown a short video introducing UPF and its activities.

The panelists introduced themselves, including their interest and expertise. Architect Rick Van Diepen, who recently has been involved in the Green Housing Movement, spoke about the value of trees in the city environment and how important it is to focus on energy related to housing, as it comprises 40 percent of energy use! He also explained the effects that building design can have on quality of life, and the energy challenges of low-income families. He suggested that churches and the interfaith community could take a greater role in educating about energy conservation and sustainability.

Emiljun Rapada, the national director of Youth UPF-USA, spoke about the soon-to-be-launched Youth UPF and the importance of youth becoming good stewards of the environment. He mentioned the expertise and contributions of many youth, as well as the challenges they face in being recognized by the older community. He urged all generations to work together address common interests.

Scientist Lynn Lanier spoke of the urgency of converting all energy use away from fossil fuels. He said he is concerned by the politicization of the issue, but encouraged by the progress of recycling technology as well as the ability to obtain energy from landfills. He recommended that young people should be taken on field trips to learn about sustainability efforts in the community and agreed with Mr. Van Diepen that youth need experiences with nature—for example, visits to local parks and hikes in the mountains.

Ruby Waller, a community activist, spoke about the value of women’s leadership in sustainability. She mentioned the many incentives to convert to solar and wind energy. She also echoed the need to care for one another, as well as “Mother Earth,” and the value and opportunity of community gardens.

UPF-Las Vegas Chair Katherine Duncan offered a series of questions for the panel to discuss. The audience also presented comments and questions to the speakers. One suggestion was to offer sustainability efforts as community service. Some of the organizations mentioned that are active in sustainability efforts are Union of Concerned Scientists, The Solutions Project, Green Our Planet, and Defending Our Future.

Three of the guest panelists were appointed Ambassadors for Peace. The forum concluded with lunch and much lively discussion.


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MessagePosté le: Jeu 5 Mai - 06:55 (2016)    Sujet du message: BIG BROTHER : LA LOI SETRA AUX ETATS-UNIS PROGRAMME LA SURVEILLANCE DE LA PSYCHOLOGIE DES ENFANTS A L'ECOLE Répondre en citant


4 mai 2016 17 h 30 min·

Le Congrès américain s’apprête à adopter une nouvelle loi sur l’éducation publique visant à financer le profilage psychologique de tous les élèves. La loi SETRA (Strengthening Education through Research Act) a été adoptée quasiment à l’unanimité par le Sénat des Etats-Unis l’an dernier – avec l’approbation des Démocrates et des Républicains, donc – attend d’être approuvée par la Chambre des représentants. A la clef, un budget de plus de 3 milliards de dollars pour la collecte de données et leur partage… avec l’ensemble des pouvoirs publics, s’il faut en croire Alex Newman de The New American.
La loi SETRA prévoit en effet de créer des bases de données longitudinales au niveau des Etats pour y stocker les résultats de tests et d’évaluations imposés aux enfants scolarisés. Il ne s’agit nullement de vérifier les résultats de l’instruction qui leur a été donnée, mais de faire une recherche bien plus approfondie sur l’éducation en tant que telle. Ces tests nationaux financés au niveau fédéral par la ligne budgétaire ouverte par la loi s’intéressent à la fois aux émotions, aux attitudes et comportements, aux « valeurs », aux croyances et tout ce qui, plus largement, concerne le niveau « affectif ». Bref, il s’agit non plus de savoir si les jeunes savent lire, écrire et compter – dans les systèmes officiels, c’est totalement dépassé – mais de connaître leur personnalité et leur for interne.
Les enfants scolarisés fichés par Big Brother aux Etats-Unis
A défaut d’avoir alerté les élus fédéraux, qui depuis de longues années – que ce soit sous Bush, père et fils ou Obama – adoptent des textes en ce sens, cette dernière tentative plus radicale encore que les précédentes a suscité une opposition civile importante. En cause, notamment, les sections 132 et 157 de la loi qui étendent les programmes de recherche fédérale à « l’apprentissage social et émotionnel ».
Pour le Florida Stop Common Core Coalition, c’est la porte ouverte à la manipulation des esprits puisque le système permettra de « cultiver des pensées, des attitudes, des croyances et des comportements approuvés par le gouvernement ». Il est vrai que les programmes scolaires – comme nous le savons en France – s’y emploient depuis des années. Voici venu le temps de la vérification de leur efficacité, et le moyen aussi de traquer les récalcitrants.
Face à ces programmes de recherche, les parents n’ont aucun droit. Ils n’auront même aucun moyen de vérifier la nature des données recueillies à propos de leur enfant, ni de refuser les tests, prévient le Dr Karen Effrem, pédiatre et présidente d’Education Liberty Watch.
Le profilage psychologique des enfants dans les écoles américaines

S’ajoute à ces inquiétudes l’extrême difficulté de recueillir des données significatives dans le domaine de l’esprit et des émotions. Mais on notera que cela s’inscrit dans un cadre bien plus large qui ne se confine pas aux Etats-Unis : le replacement de l’évaluation du QI, le quotient intellectuel qui donne une idée du niveau d’intelligence logique et de culture de base, par celle du QE, le quotient émotionnel qui « mesure » l’« intelligence » sociale ou émotionnelle : la manière d’être et d’interagir avec autrui.
Est-ce tout ce qui nous restera après que l’« intelligence artificielle » aura pris le pas sur celle de l’homme, comme le promettent les futurologues et autres transhumanistes ? Ce n’est même pas sûr, puisque la recherche porte aujourd’hui aussi sur la manière de doter les robots de cette « empathie » qui caractérise l’homme.
En attendant, il s’agit pour l’homme de favoriser tout ce qui est de l’ordre du « cerveau droit » : émotions, analogie, capacité à répéter ce qui est perçu globalement, à réagir docilement aux injonctions, plutôt que se préoccuper de former sa raison – pour aller vite, le « cerveau gauche » – capable d’analyse, de pensée langagière, de raisonnement… et d’esprit critique.
La surveillance psychologique constitue clairement une ingérence. L’Etat n’a rien à faire dans ce domaine hautement personnel : pour Robert Holland, du Heartland Institute (un organisme non partisan, précise Alex Newman), le gouvernement s’apprête à « évaluer les enfants à chaque pas… depuis le berceau jusqu’à l’entrée dans la vie active, afin de s’assurer qu’ils acquièrent les attitudes, les croyances, et les dispositions que le gouvernement omniscient et omnipotent estime qu’ils doivent les posséder ».
La loi SETRA, encore une loi de surveillance

Toutes les données recueillies seront en outre disponibles au niveau fédéral pour des multitudes d’usages : à commencer par le « traçage » des enfants selon leur profilage psychologique. Le système de conservation de données de l’Education nationale américaine est déjà le plus important du pays – et sujet à de nombreuses failles de sécurité, de telle sorte que les abus potentiels ne viendront pas seulement des pouvoirs publics.
Les « Big Data » sur les aspects les plus intimes de la vie des jeunes placés ainsi sous surveillance n’intéressent pas seulement l’administration des Etats-Unis. On retrouve de tels projets, de telles velléités dans les organismes internationaux comme l’UNESCO et la récolte de données de l’éducation fait également partie du programme 2030 de l’ONU, ce qui promet une « standardisation » ou une « normalisation » mondiale à assez brève échéance.
Car il ne s’agit pas de rassembler des données sur les attitudes et les croyances pour le plaisir – ni même, comme le prétendent les promoteurs de la chose, d’améliorer l’instruction publique. Voilà des décennies que celle-ci, dans de nombreux pays du monde, désapprend aux enfants à lire, à écrire, à compter, à penser. Avec les moyens d’analyse statistique moderne, cela fait belle lurette qu’elle aurait pu corriger le tir – et elle fait l’inverse.
Son impatience à installer la surveillance des esprits n’en est que plus suspecte.
Anne Dolhein


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MessagePosté le: Mer 11 Mai - 06:32 (2016)    Sujet du message: THE VALUE OF GSA DAY Répondre en citant


  Submitted by Jill E. Thomas on May 5, 2016  Just two years ago, there were only a handful of Gay-Straight Alliances (GSAs) in Oakland Unified School District (OUSD). Now there are 24 GSAs, one in every middle and high school, except for two sites. Most recently, Community Schools and Student Services held their second—and hopefully annual—GSA Day. On this day, GSA groups from across the district at the middle- and high-school levels came together to forge community and greater connection. Over half of the school sites were in attendance with a total of 130 students, up from 80 last year.

Organizers Ilsa Bertolini, who heads up the district’s HIV-prevention program Rolling Eyes , and Olivia Higgins, a consultant with Queerly Elementary, launched the day with a special visit from Cheer San Francisco. Then students and their teacher-advisors attended workshops created and facilitated by students, like “Gender 101.”

They had the opportunity to make celebratory posters to take back to their school sites or to write letters to their school leaders about changes they wanted to enact in service of greater support of LGBT youth. Additionally, each school site had the opportunity to share in science-fair style what they had been working on within their individual school-site GSA group. The highlight of the day, however, was the impromptu dance party the students created during lunch.

The dance party underscores what was so powerful about GSA Day. Identifying as an LGBT youth can feel isolating. Being part of a GSA on campus can help alleviate that feeling, but coming together as part of a larger community was something that many participants had never experienced. Collectively, students cited feeling “accepted,” “safe” and “comfortable.” Teachers who chaperoned the event and serve as LGBT liaisons back at their respective campuses had positive reflections, too. One high school teacher said, “The GSA Day was a wonderful place for my students to interact with LGBT and ally students outside of their usual communities. … It helped show students they are part of a larger supportive community in Oakland.” For one particular student, the impact of that larger community was summed up when they wrote that the day was “the best day of my life.”

With help from a grant from the Centers for Disease Control and Prevention, OUSD hopes to find more ways to support its LGBT youth and their allies.

Community Schools and Student Services personnel are positioned to provide resources in advance of need, rather than only responding in crisis, a big shift in recent years. For example, during the 2014-15 school year, the district provided stipends for LGBT liaisons at all middle and high school sites for the first time.

Previously, site-based GSAs were mostly independent and voluntary endeavors, instead of safe spaces that all schools could provide. Having an adult ally to help create these safe spaces is essential.

According to one of the liaisons, “I witnessed firsthand how crucial a supportive community is for positive gender and sexual identity development.” Liaisons themselves are now getting support in the community, too, as Community Schools and Student Services is offering the cohort of adult LGBT liaisons quarterly meetings, online resources and more help as needed.

This work is imperative, even without the kind of grant OUSD has secured. Bertolini emphasized that supporting LGBT youth needs to move forward even if a school district doesn’t think it has the money. Different departments have overlapping interests and funding sources, and LGBT issues are deeply connected to health education and restorative justice, among others. Bertolini advises “leveraging” funding from existing sources and building cross-departmental alliances. “It’s really just about finding in your district who is a stakeholder for supporting LGBT youth in schools,” she suggests.

Putting on a GSA Day requires “lots of time, energy, money, and it’s worth it,” Higgins adds. “Of all of the things we do to support our GSAs, this is the number one thing that we do. Even if only five students show up, it’s absolutely worth it. … We are giving them a sense of community that is beyond just their school site. That’s a huge opportunity and gift.”

Editor’s note: For more information on establishing a GSA at your school, check out “10 Tips for Starting a GSA.”

Thomas is a former English teacher turned instructional coach in Oakland, California.


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MessagePosté le: Jeu 12 Mai - 08:41 (2016)    Sujet du message: AU ROYAUME-UNI, DES PROFESSEURS NE VEULENT PLUS ENSEIGNER AUX ELEVES LES «VALEURS BRITANNIQUES» Répondre en citant


29 mars 2016, 13:00
Source: AFP

Les enseignants exigent que les écoles cessent de promouvoir les «valeurs fondamentales britanniques» afin d'éviter tout sentiment d'infériorité que pourraient éprouver les enfants d'origine étrangère.

Le NUT (National Union of Teachers), principal syndicat d'enseignants britanniques, dénonce les orientations actuelles qui encouragent «la suprématie culturelle» aux dépens des «droits de l'homme». Selon une directive du gouvernement qui vise à lutter contre l'extrémisme, les écoliers doivent suivre un enseignement qui aborde la citoyenneté britannique et qui promeut la tolérance religieuse.

Cependant pour les dirigeants syndicaux, l'enseignement de ces thématiques est humiliant dans un pays où les écoles multiculturelles sont légions. Pour marquer leur opposition contre cette directive gouvernementale, les délégués du mouvement syndical ont adopté une motion lors de la conférence annuelle de leur organisation à Brighton (sud de Londres) dimanche 28 mars.

La motion adoptée affirme que les migrants apportent une «énorme contribution économique, politique et sociale dans le pays et que les services publics et les entreprises seraient «face à de graves difficultés» sans eux. «Nous devons lutter pour rejeter cette notion de valeurs britanniques, et se battre pour les notions de valeurs humaines et de droits de l'homme. Nous devons nous être unis avec les communautés pour faire tomber les barrières, faire tomber les frontières, et dire non à l'islamophobie, non à l'antisémitisme, non au fascisme et à toute forme de racisme» a déclaré Christopher Denson, un représentant du NUT de Coventry.

Le syndicat a accepté de «recueillir et rassembler» du matériel didactique sur les migrants et les réfugiés afin de les utiliser dans les salles de classe et de produire. Un guide destiné à l'accueil des enfants réfugiés dans les écoles sera également produit par le NUT.


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MessagePosté le: Ven 13 Mai - 06:33 (2016)    Sujet du message: OBAMA DECREES ALL PUBLIC SCHOOLS MUST ALLOW TRANSGENDER BATHROOM USE Répondre en citant


VIDEO : https://www.youtube.com/watch?v=e59VwUAe_p8


The president issued a directive requiring every public school in the nation to accommodate transgender students — under Title IX guidelines.

Boys who identify as girls and vice versa must be allowed to use the bathrooms and locker rooms and shower stalls of their choosing. They must also be allowed to play on the sports teams of their choosing.

School districts that dare defy the administration's directives could face lawsuits and lose millions of dollars in federal funding. Resistance, in other words, is futile....


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Amanda Prestigiacomo
May 13, 2016

The Left is now dictating our speech, specifically our pronoun usage.

Taking a page straight out of George Orwell’s 1984, the Chicago Public School (CPS) system released new guidelines mandating all students and employees to use the pronouns and names requested by the transgender and "gender non-conforming" individuals, or face consequences. Trans and gender non-conforming students may also use the restroom and locker-room of their choice.

The CPS system released two sets of extremely similar guidelines; one for “Adults” and one for “Students.” Both explicitly state that “appropriate consequences” will be divvied out if an individual “intentionally” fails to use the requested pronouns of another individual. Kindly, they gave us examples of “common” pronouns: “’they,’ ‘their,’ ‘ze,’ ‘he’ and ‘she.’”

Per the student guidelines: "[T]he intentional or persistent refusal by students or school staff to respect a student’s gender identity (for example, intentionally referring to the student by a name or pronoun that does not correspond to the student’s gender identity) is a violation of these Guidelines, the Student Code of Conduct, and Comprehensive Non-Discrimination, Title IX and Sexual Harassment Policy. Such violations will result in appropriate consequences for offending staff and students.”

Similarly, per the adult guidelines: “The intentional or persistent refusal by school staff or students to respect an individual’s gender identity...is a violation of these Guidelines the Student Code of Conduct, and Comprehensive Non-Discrimination, Title IX and Sexual Harassment Policy. Such violations will result in appropriate consequences for offending staff and students."

As The Daily Caller notes, “Under the guidelines, schools cannot require transgender individuals to obtain a court order or gender change before forcing the new vocabulary upon students.”

So, on Monday, when Johnny claims to identify as Gabrielle, and wants to be referred to by such name, and by the pronoun “ze,” the teacher and students must capitulate or face “appropriate consequences.”

Plus, Johnny—I mean Gabrielle—can use the girls' locker-room and restroom, too.

Oh, and the school can’t inform Johnny’s parents about his new “identity” without the “student’s permission.” “[W]hen speaking with other staff members, parents, guardians, or third parties, school staff should not disclose a student’s preferred name, pronoun, or other confidential information pertaining to the student’s transgender or gender nonconforming status without the student’s permission, unless authorized to do so by the Law Department,” read the guidelines.
pullquote a écrit:

"[T]he intentional or persistent refusal by students or school staff to respect a student’s gender identity...is a violation of these Guidelines...Such violations will result in appropriate consequences for offending staff and students.”
-Chicago Public School System

This should go swimmingly.

The CPS system released a statement on their webpage, proudly standing by their Orwellian guidelines. “The guidelines released today will help ensure every student and adult in the CPS family can participate in an environment of complete tolerance and respect,” said CPS Chief Education Officer Dr. Janice K. Jackson.

H/T The Daily Caller


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MessagePosté le: Lun 16 Mai - 01:49 (2016)    Sujet du message: JOE DUNN WANTS TO FORCEFULLY TAKE OVER YOUR CITY IF YOU DON'T FOLLOW AFFORDABLE HOUSING MANDATES. Répondre en citant


...transgender issue their sex.  And every school district was obliged to follow that new rule...

VIDEO : https://www.youtube.com/watch?v=BFT3Min25lg

Joe Dunn is a retired California state senator. He has been out of politics for 10 years and is now trying to get back in by running for Congress. Let's keep him out of politics. This is the some of the most extreme and unapologetic rhetoric I have ever heard.


VIDEO : https://www.youtube.com/watch?v=NY6rjzIDEg0

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MessagePosté le: Mer 18 Mai - 03:51 (2016)    Sujet du message: SAY SOMETHING 6-12 Répondre en citant



A comprehension strategy during which student take turns reading aloud to each other, stopping occasionally to comment on the text.


During reading and re-reading


Say Something gives students the opportunity to collaboratively interpret text and check for understanding. Rather than read through a text without focus, this strategy teaches students to attend to their reading by stopping to “say something” at intervals in the text. Sentence starters can assist reluctant readers or students who find it difficult to “say something.”

  1. Select a central text.
  2. Put students into pairs. Instruct them to take turns reading and pausing to “say something.” Depending on student skill and comfort levels, consider providing sentence starters.
  3. The first student reads a chunk of text aloud to the other student. Depending on the text length and complexity, they may read a paragraph, several paragraphs or a page. The first few times students do this—or for those who struggle with this step—consider chunking the text ahead of time or setting parameters for how often or when they should pause to “say something.”
  4. After reading, the first student stops to “say something” about what has been read, returning to the text to comment on a specific aspect (e.g., central idea, author’s style or purpose, character development, etc.). The student’s comment should be text-dependent and explicitly rooted in the text to support his or her developing understanding of the text.
  5. The second reading partner responds to what was said, then picks up the reading until the next time they stop to “say something.”
  6. Reading partners alternate the reading of the text, talking after each section until they have completed the reading.

Depending on student skill level and text complexity, “say something” may not be enough of a directive. Even strong readers may believe they have nothing to say or doubt that what they have to say is worth sharing. Model the strategy first by thinking aloud, setting the purpose for reading, and providing students with sentence starters designed to help them address the text with their comments.

English language learners

This strategy is appropriate for intermediate English language learners (level three or above). Strategic pairing of students and the use of sentence starters support developmental language acquisition. Consider offering English language learners an option to use choral or echo reading techniques instead of taking turns.

Connection to anti-bias education

Say Something relies heavily on speaking and listening skills to improve reading comprehension. Students work together to interpret what is being read. Meaningful conversations about the central text will touch on issues of identity, diversity, justice, and action. Thus, active listening and respectful speaking can be integrated into instruction in a way that meets the goals of both anti-bias education and improved literacy.


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MessagePosté le: Mer 18 Mai - 03:57 (2016)    Sujet du message: INTERSECTIONALITY Répondre en citant


Intersectionality has become a buzzword in education, but what does it mean and why is it important in schools? Our students have multiple identities; for many, the converging identities make them more vulnerable to discrimination and oppression. Understanding how identities like race, gender, class, sexual orientation and ability intersect can help educators better educate and support all students.

This webinar will help participants understand intersectionality and offer strategies for putting knowledge into practice. Our special guest will be Jennifer Coco, a senior staff attorney with the Southern Poverty Law Center, whose work centers on educational advocacy, particularly around halting the school-to-prison pipeline.

Read more : https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp…

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MessagePosté le: Jeu 19 Mai - 04:12 (2016)    Sujet du message: L'OCDE VEUT EVALUER LA "COMPETENCE GLOBALE" DES ELEVES : A TRAVERS PISA, FABRIQUER DE PARFAITS MONDIALISTES Répondre en citant


16 mai 2016 15 h 59 min·

Tout le monde connaît les tests PISA organisés dans les pays de l’OCDE afin de comparer les compétences des lycéens en lecture, mathématiques et autres matières fondamentales. La manière dont ces tests sont conçus mériterait de longs développements – mais qui risqueraient, au point où nous en sommes, d’être totalement dépassés à court terme. En effet, l’OCDE, en accord avec l’UNESCO, estime désormais urgent de mesurer la « compétence globale » des jeunes de 15 ans. Un communiqué de presse daté du 15 mai résume l’affaire en quelques mots : « L’OCDE propose une nouvelle approche afin d’évaluer la compréhension des problèmes globaux par les jeunes gens, ainsi que leurs attitudes à l’égard de la diversité culturelle et de la tolérance. » Évaluer, ou promouvoir ?
Le communiqué précise que l’OCDE travaille actuellement sur un nouveau test qui devrait trouver sa place dans la prochaine campagne PISA en 2018. Lors de la rencontre des ministres de l’Education du G7, qui a eu lieu samedi à Kurashiki au Japon, on s’est mis d’accord sur le fait que cette évaluation pourrait bien permettre de « disposer d’un instrument de mesure pour évaluer les progrès dans ce domaine ».
La « compétence globale » : la capacité à raisonner en mondialiste

Bien entendu, l’objectif est de changer la façon de penser, et quoi de plus efficace que de mettre en place des examens qui permettent de voir où en sont les élèves ? C’est le double effet de la surveillance : traquer les non conformes, et modeler l’enseignement de manière à ce qu’il fabrique chez les élèves les attitudes désirées. L’OCDE l’avoue elle-même.
On trouve dans les documents de l’OCDE relatif à la compétence globale toute une panoplie de mots-clefs qui indiquent clairement de quelle façon de penser il s’agit. « Trouver des solutions innovantes à des problèmes qui s’intensifient, depuis la diminution des ressources naturelles jusqu’à la distribution plus équitable de la richesse et des opportunités, dépend de la capacité des gens à agir de manière créative et éthique, en collaboration avec les autres », explique Gabriela Ramos, intervenante pour le OCDE à la rencontre des ministres du G7. « La compétence globale est la pièce maîtresse d’une vision plus large au service de l’éducation du XXIe siècle, façonnée par trois principes : l’équité, la cohésion et la durabilité », a-t-elle poursuivi.
Il s’agit bien de promouvoir les discours officiels sur le changements climatiques, contre l’accroissement de la population et les transferts de richesse dans le cadre d’un monde divers et multiculturels, et ce que l’on cherche à mesurer à travers l’évaluation des compétences globales, c’est la disposition des jeunes des différents pays à accepter ce programme obligatoire.

L’OCDE veut évaluer la « compétence globale » lors des tests PISA
L’OCDE a déjà bien travaillé sur le sujet, et a pu présenter au Japon une proposition de tests avec de nombreuses explications de textes pour mettre en valeur les raisons des techniques d’évaluation retenues. Rien n’est définitivement arrêté mais les exemples de tests sur lesquels travaillent actuellement des spécialistes de cette organisation mondialiste en disent déjà très long. Sous le titre Global competency for an inclusive world, la très récente brochure présentée aux ministres du G7 ne cache rien de l’idéologie que l’on cherche à servir. On a envie de dire : « Si c’est à ciel ouvert, ce n’est pas un complot. » Mais qui se soucie des publications de l’OCDE ?
Pour comprendre de quoi il retourne il suffit de se reporter à ladite brochure dont j’ai relevé quelques citations très parlantes.
« Si les jeunes doivent coexister et interagir avec des personnes d’autres croyances et d’autres pays, des attitudes ouvertes et flexibles, ainsi que les valeurs qui nous unissent sur le fondement de notre humanité commune, seront vitales », est le principe posé d’emblée. Cela n’est pas nouveau : depuis sa fondation, l’organisme de l’ONU chargée de l’éducation et de la culture, l’UNESCO, prêche la même idéologie relativiste qui érige en unique dogme le respect de la « dignité humaine », mais qui pour le reste ne veut voir qu’une seule tête. Il s’agit de gommer les différences nationales, religieuses, ethniques, culturelles au nom de la « paix » naissant de la disparition des facteurs de conflit que sont le patriotisme, le nationalisme, la foi religieuse lorsque celle-ci est tenue pour vraie.
Le plan de l’OCDE pour imposer la société diverse et multiculturelle

Je n’extrapole pas. Écoutez plutôt ce que raconte l’OCDE à propos des « compétences globales », que l’on pourrait désigner comme la capacité à vivre dans un monde globalisé :
« La manière dont les systèmes éducatifs répondent à une hétérogénéité sociale croissante a un impact significatif sur le bien-être de tous les membres des communautés qu’ils doivent servir. Certaines écoles font face à davantage de pression que d’autres, peut-être parce qu’elles sont obligées d’intégrer un nombre plus grand d’immigrés défavorisés d’âge scolaire, ou parce que leurs communautés sont plus fragmentées et ont une histoire de violence ethnique ou religieuse. Mais aucune école ne doit manquer d’éduquer ses élèves à la compréhension et au respect de la diversité culturelle. Tous les jeunes doivent être en mesure de contester les stéréotypes culturels et de genre, de réfléchir sur les causes de la violence raciale, religieuse et de haine, et d’aider à créer des sociétés tolérantes et intégrées. »
Derrière la Novlangue qui s’impose dans tous les coins du globe il y a un propos qui se traduit facilement en mots clairs : la volonté de refaçonner l’homme. Dans un encadré sur « L’avenir de l’éducation et des compétences : le cadre de l’OCDE pour l’Education en 2030 », on lit : « L’évolution du curriculum disciplinaire traditionnel doit être accéléré afin de créer des savoirs et une compréhension propres au XXIe siècle. Les compétences, les attitudes et les valeurs qui façonnent le comportement humain doivent être repensées, afin de contrer les comportements discriminatoires qu’on a pu adopter à l’école et au sein de la famille. »
N’allez pas croire qu’il s’agisse de « discriminations injustes ». Ce que l’on constate ici, c’est une volonté de pousser à bout la logique « antiraciste ». Et la chose est si bien avancée qu’on est prêt désormais, à l’OCDE, à évaluer la réussite de ce programme en interrogeant directement un très grand nombre de jeunes sur leur docilité et leur conformisme.

Les élèves jugés sur leur esprit mondialiste par l’OCDE
En lançant cette étude à grande échelle, les évaluations PISA doivent permettre de savoir à quel point les élèves sont préparés à vivre et à travailler dans des sociétés culturellement diverses, dans un monde globalisé : c’est l’OCDE elle-même qui le dit. Savent-ils « comprendre et analyser de manière critique les problèmes interculturels et globaux » ? PISA devra le déterminer mais l’objectif est trompeur : lorsque l’OCDE réclame des jeunes un raisonnement analytique et critique, c’est pour mieux remettre en cause tout enseignement traditionnel et pour mieux se conformer à la pensée unique sur la diversité, la préservation de la planète, et le reste. Parmi ces objectifs politiques, celui-ci est encore répété : « A quel point les écoles réussissent-elles à contester les préjugés et stéréotypes culturels et de genre, y compris les leurs propres ? »
À cette fin, proteste la brochure, il ne s’agit pas de demander aux jeunes de rompre avec leur culture ou leur croyance. Ils doivent en revanche être toujours prêts à voir les choses depuis la perspective de celui qui est différent d’eux, cultiver « l’intelligence émotionnelle et sociale » que devra mesurer PISA ; ils doivent cultiver l’empathie qui n’implique pas la communauté de pensée mais la capacité à se remettre en cause et à s’imaginer à la place de l’autre.
C’est encore une de ces « vertus chrétiennes devenues folles » comme le disait Chesterton, car s’il est bon de vouloir comprendre nos frères en humanité, afin de ne pas leur vouloir du mal, la nouvelle perspective interdit en définitive de leur vouloir du bien, ou en tout cas le bien ultime de la Rédemption au sein de la vraie foi. Elle interdit également de contester ce qu’on pourrait appeler une invasion culturelle puisque, comme le dit la brochure, l’identité culturelle est fluide, multiple, changeante et que le respect de sa diversité et condition de leur nouveau bonheur terrestre.

« Une personne est une personne en raison d’autrui »
Reconnaissant que les « compétences globales » sont une notion plutôt occidentale, les auteurs s’efforcent de donner un éclairage moins européen en s’appuyant sur un proverbe zoulou à propos de l’Ubuntu : « Il signifie qu’une personne est une personne en raison d’autrui ». Les conséquences sont terribles : à partir de là, on n’existe que par le regard d’autrui, et c’est bien ainsi que l’on justifie aujourd’hui les destructions d’embryons qui n’entrent pas dans un projet parental… « Ce concept de l’Ubuntu peut être utilisé pour illustrer une identité collective, ainsi que le fait d’être connecté, la compassion, empathie, l’humilité et l’action », poursuit la brochure de l’OCDE. C’est fou ce que les institutions internationales peuvent s’intéresser aux ressorts les plus intimes de l’être humain !
Pourquoi employer dans ce contexte le mot d’humilité ? La réponse, là encore, est simple. Les concepteurs des nouveaux tests de compétence globale parlent plus loin d’« humilité culturelle », c’est-à-dire, suppose-t-on, la capacité à accueillir les autres cultures sans estimer la sienne propre supérieure sur quelque plan que ce soit.

Respecter l’altérité culturelle tant qu’elle correspond au faux dogme mondialiste
Il faut donc « respecter » l’« altérité culturelle », avoir un tour d’esprit global (« on est citoyen du monde avec un engagement et des obligations à l’égard de la planète et à l’égard des autres indépendamment de leur environnement culturel ou national »). Mais plus loin on lit : « Le respect pour l’altérité culturelle connaît également certaines limites qu’il faut fixer en fonction de l’inviolabilité de la dignité humaine. Par exemple, le respect ne doit pas être accordé au contenu de croyance et d’opinion, ou de style de vie et de pratiques qui sapent ou qui violent la dignité d’autrui. » Précisons tout de suite qu’il ne s’agit pas de faire respecter les Dix commandements !
C’est pourquoi l’OCDE veut voir augmenter l’esprit d’ouverture, celui qui « respecte et apprécie la diversité culturelle ». « Dans le cadre proposé pour PISA, les apprenants globalement compétents ne doivent pas seulement avoir une attitude positive à l’égard de la diversité culturelle (…) mais doivent aussi apprécier la diversité culturelle en tant qu’atout pour les sociétés et objectif désirable pour l’avenir », et on saura vérifier si c’est bien le cas.
« Penser interculturellement », voilà l’objectif : « Cela comprend la capacité à analyser les stéréotypes et les généralisations culturelles, avoir conscience de sa propre lentille culturelle ainsi que de ses propres préjugés, et avoir la capacité à identifier des solutions aux problèmes dans le contexte local et global » assure la brochure de l’OCDE. Cela suppose évidemment de connaître les grands problèmes d’aujourd’hui : « changement climatique, migration, pauvreté » et leurs connexions.

Le nouvel outil – effrayant – de surveillance de Big Brother
Comment évaluer tout cela ? Par des questions à choix multiple mais aussi par des cas pratiques où les jeunes testés seront évalués en fonction de leurs réponses qui montreront à quel point ils respectent les minorités, leurs pratiques culturelles, leur droit à exercer leur religion… On prendra soin, précise la brochure, d’illustrer les cas pratiques par des images et des bandes dessinées afin de réduire la quantité de texte à lire en même temps qu’on augmentera « l’engagement » de l’élève. On ne doute pas que les spécialistes de l’OCDE sachent utiliser l’image de la manière la plus efficace qui soit.
D’ailleurs la brochure précise, en s’interrogeant sur la meilleure manière d’obtenir un instrument valable pour les différents environnements culturels, que « l’utilisation de tests pilote et de laboratoires cognitifs permettraient la sélection d’un ensemble restreint d’items avec une bonne validité et de bonnes propriétés psychométriques ». Oui, il s’agit de tester la psychologie et pourquoi pas, l’âme de nos enfants.
La lecture des questions d’ores et déjà élaborées en vue de vérifier la « compétence globale », et qui ont été si appréciées par les ministres de l’éducation du G7, mérite une étude à part, tant elles constituent une ingérence dans la vie privée et un outil de surveillance idéologique. Ce sera pour une prochaine fois.
Anne Dolhein



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MessagePosté le: Ven 20 Mai - 04:47 (2016)    Sujet du message: CHARLOTTE OBSERVER : GIRLS MUST OVERCOME ‘DISCOMFORT’ OF SEEING ‘MALE GENITALIA’ IN LOCKER ROOMS Répondre en citant


Destin Cramer, left, and Noah Rice place a new sticker on the door at the ceremonial opening of a gender neutral bathroom at Nathan Hale high school May 17 in Seattle. (Associated Press) more >

By Bradford Richardson - The Washington Times - Wednesday, May 18, 2016

A leading North Carolina newspaper issued an editorial last week telling girls to attempt “overcoming discomfort” at the sight of “male genitalia,” should transgender bathroom laws be enacted.

In a defense of President Obama’s order compelling schools to allow access to restrooms on the basis of gender identity, the Charlotte Observer editorial board compared the discomfort of school-aged girls seeing male genitalia in locker rooms to the discomfort of white people being around black people in post-segregation America.

“This is what the Obama administration nudged the rest of the country toward Friday,” the editorial said. “Yes, the thought of male genitalia in girls’ locker rooms — and vice versa — might be distressing to some. But the battle for equality has always been in part about overcoming discomfort — with blacks sharing facilities, with gays sharing marriage — then realizing it was not nearly so awful as some people imagined.”

While admitting that exposure to male genitalia is a possible outcome of transgender bathroom laws, the editorial said the notion that such laws constitute a threat to the privacy and safety of women and children is a “political fiction” pushed by Republicans.

“Those safety issues are political fiction — non-transgender men wouldn’t have been allowed in women’s bathrooms under the Charlotte ordinance that HB 2 killed, and the 200 or so cities with similar ordinances have had no incidents involving bathroom predators,” the editorial said.

President Obama issued a legally nonbinding order on Friday compelling schools to allow bathroom access on the basis of gender identity, or risk losing federal education funding. Several states have promised to oppose the decree.

The U.S. Department of Justice has sued the state of North Carolina over a law regulating public restroom access on the basis of biological sex.


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MessagePosté le: Dim 22 Mai - 03:04 (2016)    Sujet du message: LESBIAN LAWMAKER SAYS CHURCHES, SCHOOLS THREAT TO CHILDREN, NOT TRANSGENDERS IN RESTROOMS Répondre en citant


By Heather Clark on May 20, 2016


MONTGOMERY, Al. — A lesbian lawmaker in Alabama suggested this week that the real safety threat for children is not men who identify as female using women’s restrooms, but faith leaders in churches and teachers in schools.

“Just read [the news] every morning and look at the child predators in our state. They are not transgender people. In fact, more and more are teachers, coaches and faith leaders,” wrote Patricia Todd, D-Birmingham, in an op-ed for Al.com on Wednesday. “So if you really want to protect your children from child predators, don’t take them to school, public parks, church or allow them to play sports or use the internet.”

Todd has served in the Alabama House of Representatives since 2006. Her latest re-election was in 2014, when she defeated two Democratic opponents. She was not challenged by a Republican candidate.

Todd currently serves as the state director of the Alabama chapter of the Human Rights Campaign, an organization co-founded by Terrance Bean, who was arrested in 2014 and spent a year dealing with sodomy charges stemming from an investigation that involved an alleged sexual encounter with a 15-year-old boy. The charges were dropped after prosecution stated that the teen was unwilling to testify.

“The majority of child sexual assault occurs in locations where children gather, school, church, parks, etc.,” Todd wrote in her op-ed in discussing her thoughts regarding concerns over allowing men who identify as women in women’s restrooms.

“Instead of focusing on the facts of where sexual assault occur and who perpetrates these attacks, the right made up a problem that doesn’t actually exist according to expert studies,” she said. “The truth is that the only recorded incidents of violence in the bathrooms has been when opponents to transgender rights initiate it.”

Todd noted that mothers usually enter the restroom with their children, and asserted that some mothers bring their sons into the women’s restroom.

“Most caring parents accompany their children to public bathrooms. Some mothers bring their young male children to use the women’s bathroom. Should that be legal? Will that become illegal?” she asked.

Some responded positively to Todd’s writings, while others expressed their disagreement.

“This is a liberal’s idea of things: We already have lots of child molesters, so lets open up the women’s restrooms, locker rooms and showers to them as long as they ‘identify’ as a woman,” one commenter wrote.

“No one is saying transgenders will molest a child in the bathroom. We’re saying it gives child predator pervs a great excuse to go into the opposite sex bathroom and indecently expose themselves to those children when there is an opportunity, and then to deny it occurred intentionally,” another said.

“The majority of child sexual assault occurs in locations where children gather, school, church, parks, etc. —and now will be restrooms,” a third opined.


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MessagePosté le: Mar 24 Mai - 02:45 (2016)    Sujet du message: 21 LAW PROFESSORS TO OBAMA : DEPT. OF Ed. GUILTY OF OVERREACH Répondre en citant


By Samuel Smith , CP Reporter
May 20, 2016|1:39 pm

 (Photo: REUTERS/Carlos Barria)
Secretary of Education John B. King listens as U.S. President Barack Obama delivers remarks during a ceremony presenting the 2016 National Teacher of the Year at the White House in Washington, U.S., May 3, 2016.

Twenty-one well-respected law professors, including Harvard's Alan Dershowitz, are arguing that Obama administration directives detailing how universities and colleges should react to allegations of sexual harassment are infringing upon due process and free speech.

In an open letter published on Monday, the law professors warned that a series of guidances issued over the last six years by the Department of Education's Office for Civil Rights (OCR) explaining how colleges must define and respond to sexual assault and sexual harassment allegations are an act of federal overreach.

The letter explains that although OCR should take action to make sure that institutions can't downplay or ignore sexual assaults or harassment, there is a major issue with the approach that the administration has taken.
Definition of sexual harassment 'unlawfully expanded'

"In pursuing its objectives, however, OCR has unlawfully expanded the nature and scope of institutions' responsibility to address sexual harassment, thereby compelling institutions to choose between fundamental fairness for students and their continued acceptance of federal funding," the letter states.

The letter cites an OCR sexual harassment guidance from 1997 that expanded sex discrimination in Title IX to include sexual harassment. Since then, the OCR has expanded the definition of sexual harassment and "imposed a growing range of responsibilities on colleges to curb such conduct."

"As a result, free speech and due process on campus are now imperiled," the professors argue.

No notice or public comment period

As the OCR has issued a series of "guidance documents" instructing how schools should handle sexual assaults, the professors state that those documents include words like "must," "requires," and "obligatory" without providing legal basis.

Additionally, the context of those words make the guidances seem more like directives that would require notice and public comment period before being enacted, as required by the American Procedure Act.

"Furthermore, the OCR has instituted numerous compliance investigations against universities, compelling institutions to implement the policies and procedures prescribed in these documents," the letter explains.

"Several of these directives and enforcement actions have effectively nullified a landmark high court definition," the letter continues. "In Davis v. Monroe, the U.S. Supreme Court defined 'sexual harassment' under Title IX as limited to conduct that is 'severe, pervasive, and objectively offensive.'"
Neutrality of investigators impacted; free speech hindered

Along with lowering the threshold of culpability, the OCR now forces colleges to allow accusers to appeal decisions, disallows cross examinations and restricts the role of lawyers and attorneys, the letter states.

"Unfortunately, OCR's relentless pressure on institutions to respond aggressively to sexual assault allegations has undermined the neutrality of many campus investigators and adjudicators by forcing them to consider the broader financial impact of their actions," the letter reads.

In response to the broadened definition of sexual harassment, the letter explains that many college campuses have instituted "free speech zones" and drastically limited freedom of speech by banning use of offensive language, which can be very subjective and sometimes used to limit conservative opinions on issues like gay marriage.

Private colleges not required to ensure due process

The letter explains that although both public and private colleges are required to comply with Title IX, only public colleges and universities are required to ensure protections of due process.

"These due process protections generally include notice of the 'specific charges' and the opportunities to be heard and present evidence on one's behalf," the letter explains. "Courts will not interfere with public university policies or sanctions as long as those policies and sanctions are supported by 'some reasonable and constitutional ground.'"

"Courts have routinely refused to hold free speech or due process requirements binding on private institutions, in the absence of specific state law provisions granting their students such rights," the letter adds. "Instead, courts evaluate an institution's actions in the context of an institution's express or implied contractual relationship with its students, the terms of which are interpreted to require compliance with the institution's rules and procedures. As a result, courts allow private institutions broad discretion in their disciplinary procedures and decisions, limiting review to whether the decision-making was 'arbitrary and capricious.'"

Professors call for clarification

The professors call on the OCR to clarify which directives are considered to be simply guidance documents and which documents are actual directives.
The professors also assert that any documents that are just for guidance need to be rewritten to exclude "obligatory wording." Additionally, the letter calls for free speech and due process to be restored.

Along with Dershowitz, three other Harvard law professors signed the letter — Richard D. Parker, Charles Donahue and Elizabeth Bartholet. Also, law professors from Michigan State, George Washington University, University of Wisconsin, University of Miami and Stanford University signed the letter.

Prior to the letter from the professors, The American Association of University Professors released a report in March detailing how the OCR guidances have negatively impacted due process on campuses and suggested that Title IX does not require such a "broad sweep."

According to Inside Higher Ed, the OCR sexual assault mandates are currently at the center of two lawsuits.


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MessagePosté le: Mar 24 Mai - 06:23 (2016)    Sujet du message: FATHER UPSET WITH TERMS ON SCHOOL'S SEXUAL EDUCATION POSTER Répondre en citant


VIDEO : https://www.youtube.com/watch?v=D7_PIB5hy4g

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MessagePosté le: Dim 29 Mai - 02:39 (2016)    Sujet du message: FRANCE : LES LECONS DE COMMUNAUTARISME DE SOEUR VALLAUD-BELKACEM Répondre en citant



Le relativisme idéologique de la gauche sociétale conduit ses suppôts et commis à une mauvaise foi confondante.

Aristide Leucate
Docteur en droit, journaliste et essayiste 

« Moi, j’estime que dans notre pays, s’il y a bien une chose à faire, c’est diversifier les langues que les élèves apprennent à l’école, car toutes les langues ont leur légitimité et leur intérêt. » Par cette réponse lénifiante faite à Annie Genevard, députée « Les Républicains » du Doubs, Sœur Vallaud-Belkacem, sur le ton horripilant de la nounou moralisatrice, assène sa leçon de communautarisme sirupeux pour les nuls.

Quel parent n’a jamais entendu parler de l’« ELCO », soit ces « enseignements de langue et de culture d’origine », pudiquement requalifiés, devant la bronca silencieuse des familles, en « cours de langues étrangères classiques », ce, dès l’école primaire ? Ou comment farcir la tête de nos enfants d’idiomes et dialectes exotiques achalandés sur le grand marché cosmopolite de l’inculture de masse ?

Froissée de n’avoir pas été entendue par le ministre de l’Éradication nationale, notre élue s’émeut sur Twitter de « l’introduction des langues de l’immigration dans les programmes scolaires », Grand Remplacement linguistique qui « encourage le communautarisme », au soleil crépusculaire du modèle assimilationniste français.

Si l’arabe est une langue tout à fait respectable qui a pu donner ses grands noms aux Lettres moyen-orientales, d’Ibn Khaldoun à Amin Maalouf, il n’est pas hérétique de trouver que son enseignement encouragé à ce si haut niveau de l’État n’a aucunement sa place dans un pays européen (à plus forte raison comme la France). Sauf à doses infinitésimales, comme l’apprentissage du russe, du mandarin ou du polonais, par ailleurs, assez souvent réservés, jusqu’à présent, aux meilleurs éléments des collèges et lycées.

Mais le relativisme idéologique de la gauche sociétale conduit ses suppôts et commis à une mauvaise foi confondante par laquelle ils noient le poisson de leur indifférentialisme dissolvant dans l’insupportable et habituel procès en « amalgamisme ». C’est ainsi que, sur Facebook, le député de Saône-et-Loire PS Christophe Sirugue allume le bûcher de la disqualification morale (attendu qu’en matière « culturelle » et éducative, la gauche s’est, depuis plus de cinquante ans, arrogé le monopole du bien) : « La députée Annie Genevard vient de nous expliquer que l’arabe était une langue communautaire. […] On comprend bien l’amalgame ainsi portée par cette élue. Honteux ! » (sic)

Les mânes des heures-les-plus-sombres-de-notre-histoire sont invoqués de manière subliminale, tandis que l’on voit s’épingler la main jaune et infamante du racisme « ordinaire » sur le poitrail d’une représentante de la nation dont le courage est, ici, une déclinaison de l’honneur. Cela en dit long sur l’état d’affaissement intellectuel et moral généralisé de nos élites acceptant aujourd’hui ce que leurs lointains prédécesseurs à la Chambre ou sous les ors des ministères auraient répudié sans hésitation comme profondément étranger au génie de la France.

Leurs héritiers se vautrent dans une xénophilie sordide en refusant de voir ce qu’ils voient. Paraphrasant Renaud Camus, on peut observer que ce sont les mêmes qui réclament toujours plus de halal (au nom d’un communautarisme obsessionnel) pour répondre à la demande populaire, qui exigent des « preuves » du Grand Remplacement.


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MessagePosté le: Mar 31 Mai - 06:33 (2016)    Sujet du message: (CALL FLOOD REQUEST) BREVARD SCHOOL BOARD HAS MAN ARRESTED FOR FREEDOM OF SPEECH Répondre en citant


VIDEO : https://www.youtube.com/watch?v=uZd2Z9Mxo-w


VIDEO : https://www.youtube.com/watch?v=RtRUvW5BB48

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MessagePosté le: Mer 1 Juin - 06:30 (2016)    Sujet du message: À BAS LA CALOTTE ALLEMANDE ! Répondre en citant



Le président du Conseil de l’Église protestante d’Allemagne, l’évêque Heinrich Bedford-Strohm, aurait-il fait la trouvaille du siècle ?

Pierre Cassen

Militant associatif et auteur
Fondateur de Riposte Laïque

En voilà, une idée qu’elle paraît bonne ! Le président du Conseil de l’Église protestante d’Allemagne, l’évêque Heinrich Bedford-Strohm, aurait-il fait la trouvaille du siècle ? Dans une interview accordée au quotidien Heilbronner Stimme, il suggère, dans le cursus des étudiants allemands, d’intégrer un enseignement sur l’islam. Le but : donner l’occasion aux jeunes musulmans d’avoir une vision critique sur leur religion. Et qui donnerait ces cours ? Les organisations musulmanes d’Allemagne !

Si on comprend bien la démarche de cet honorable évêque, il s’agit donc que les futurs enseignants musulmans – tel un Louis Chagnon, ce professeur d’histoire français qui avait raconté à ses élèves que Mahomet était « un voleur et un assassin » – disent la vérité sur la réalité de l’islam, pour que les élèves, épouvantés, s’éloignent d’un dogme dirigé par un tel prophète.

Il suffirait donc d’expliquer aux jeunes musulmans que le Coran encourage les hommes à imiter leur prophète dans tous les actes de sa vie, et donc à épouser, à 53 ans, une enfant de 6 ans qu’il déflorera à 9 ans, pour que ceux-ci, horrifiés, quittent cette religion qui autorise la pédophilie.

Il suffirait donc d’expliquer aux jeunes musulmans que le Coran autorise le viol des non-musulmanes, comme cela s’est produit à Cologne le 31 décembre, ainsi que leur esclavage sexuel, comme cela se déroule pour les femmes yézidies au sein de l’État islamique, pour que ceux-ci, épouvantés, quittent cette religion ségrégationniste et sexiste.

Il suffirait donc d’expliquer aux jeunes musulmans que le Coran les autorise à tuer tous les infidèles pour que ceux-ci, scandalisés, quittent cette religion qui encourage le meurtre des non-musulmans.

Comment n’y avoir pas pensé plus tôt ? Sauf que…

Il faut vraiment avoir une vision occidentale de l’islam pour penser que ces faits, connus de la majorité des musulmans, puissent les révolter. Pour eux, cela s’appelle la charia. Et la loi musulmane devra s’appliquer à tous dès que le grand califat aura transformé la planète en terre d’islam. Et tout bon musulman, y compris en Allemagne, doit œuvrer à cet objectif, tout au long de sa vie.

Intuitivement, les Allemands sentent le problème. Près de deux tiers des compatriotes d’Angela Merkel estimaient, dans un récent sondage, que cette religion n’avait pas sa place en Allemagne. Le parti Alternative pour l’Allemagne, présidé par Frauke Petry, qui assume son islamophobie, vient de réussir une percée électorale très spectaculaire. Et il y a PEGIDA…

Il est vrai que la situation allemande devient très préoccupante. Ce pays, qui comptait 4 millions de musulmans, vient d’accueillir, à cause de Merkel, plus d’un million de nouveaux migrants, majoritairement disciples d’Allah, hommes seuls âgés de 18 à 30 ans. Et Tatjana Festerling, porte-parole de PEGIDA Dresde, expliquait que ce chiffre représente 20 % de la population allemande, dans cette tranche d’âge.

Tel le pape qui paraît passer davantage de temps à s’occuper des musulmans que des catholiques et des chrétiens d’Orient, les protestants se sentent donc obligés, par solidarité entre les croyants, de voler au secours de ceux qui, dans leurs textes sacrés, ont comme mission d’éradiquer tout ceux qui ne sont pas musulmans, ou de les convertir. Ils imposent donc aux Allemands de s’adapter aux nouveaux venus, tel ce maire de Cologne, Henriette Reker, qui demandait aux femmes, après les agressions sexuelles, de changer leur comportement, à cause de la nouvelle situation de l’Allemagne.

Autrement dit, la soumission à l’islam.

En agissant ainsi, cet évêque, comme la chancelière Merkel et tous les gauchistes immigrationnistes, accélère la disparition de son peuple, le changement de civilisation, et donc l’inéluctable fin du christianisme.

À bas la calotte allemande !


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MessagePosté le: Jeu 2 Juin - 02:33 (2016)    Sujet du message: ATHEIST ACTIVIST GROUP WANTS ILLINOIS PRINCIPAL FIRED FOR 'PROMOTING CHRISTIANITY' TO STUDENTS Répondre en citant


Wisconsin-based Freedom From Religion Foundation (FFRF) and the church-state separation are both working to destroy christianity. We never ear this FFRF standing against the curriculum teaching of islam and his prophet. And here, we can see this atheist activist playing the game of the devil to "protect" children against the words of God and considered violated the law, and his description of his unconstitutional behavior. Can you see the war against the God Almighty and His creation?

By Heather Clark on May 31, 2016

Photo Credit: Michael McGrone/Facebook

CHICAGO — A professing atheist activist organization is recommending that a Chicago-area principal be fired for promoting Christianity to students.

The Wisconsin-based Freedom From Religion Foundation (FFRF) recently sent a letter to the attorney for Rich Township Schools after becoming informed that Rich South High School Principal Michael McGrone announced that his goal is to “allow God back in school.”

It pointed to an article in the Chicago Tribune, which outlined that McGrone supports prayer in school and had a Christian woman, known as Mother Henderson, pray with students in the cafeteria over a microphone.

This is how we ‘stop the killing’: Allow God back in school!! Prayer works,” he also wrote on Facebook.

FFRF further pointed to a quote in the Tribune article, in which McGrone stated, “Is [prayer] considered crossing the line? I would agree in part, but in so many ways I cannot deny who I am and what got me to become principal.”

It therefore recommended that the principal be fired.

“Given McGrone’s admission that he was aware that his activities violated the law, and his description of his unconstitutional behavior as ‘who I am and what got me to become principal,’ we see no reasonable alternative to terminating his employment with the district,” wrote staff attorney Ryan Jayne.
It is inappropriate and unconstitutional for district administrators to encourage students to pray, or tell students that ‘prayer works.’ Combined with ‘frequent references to Jesus,’ there is no doubt that McGrone is personally promoting religion in general, and Christianity in particular, to the students under his care,” he said.

FFRF also took issue that McGrone allowed Mother Henderson on campus to pray with students.

The district may not allow its schools to be used as religious recruiting grounds during the school day,” Jayne wrote. “McGrone is not just complacent with Mother Henderson’s prayers and proselytizing of other people’s children, but actively promotes the activity by giving her a microphone, posting videos of her public school prayers online, and encouraging students to participate in the religious exercises.”

The church-state separation group therefore requested that not only McGrone be fired, but that Mother Henderson also be banned from campus.

“McGrone is plainly unfit to work at a public school in the United States,” FFRF opined. “We request written assurances that the district will protect Rich South High School students’ rights of conscience by replacing McGrone with a principal who is willing to follow the law. Additionally, we request assurances that Mother Henderson will not be allowed access to students during the school day in the future.”

In early America, 123 of the first 126 colleges established in America were founded on Christian principles. Harvard University, named after Pastor John Harvard, held the motto “Truth for Christ and the Church.” = Harvard University is a masonic jesuit school who worship Baal.

“Let every scholar be plainly instructed and earnestly pressed to consider well the main end of his life and studies is to know God and Jesus Christ, which is eternal life. Therefore, to lay Christ in the bottom as the only foundation of all sound knowledge and learning…” its student manual read.

Princeton’s motto was “Under God’s Power She Flourishes.” The first president of Princeton, Pastor Jonathan Dickinson, said, “Cursed be all learning that is contrary to the cross of Christ.”

Yale also wrote in its requirements in 1745, “All scholars shall live religious, godly and blameless lives according to the rules of God’s word, diligently reading the Scriptures…”


Dernière édition par maria le Sam 4 Juin - 05:40 (2016); édité 1 fois
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MessagePosté le: Ven 3 Juin - 04:38 (2016)    Sujet du message: OBAMA CITES SCRIPTURE TO DEFEND SCHOOL BATHROOMS RULE Répondre en citant


AP Photo/Pablo Martinez Monsivais

by Charlie Spiering2 Jun 20166,526

President Barack Obama Twisted Evil defended his decision to open up bathrooms to students of both sexes based on preference, citing his religious faith as a reason he decided to do it.
“My reading of scripture tells me that that [the] Golden Rule is pretty high up there in terms of my Christian belief,” he said during a town hall in Elkhart, Indiana.

Local resident Arvis Dawson questioned Obama during the event, wondering why the president decided to make it such an issue.

“What happened and what continues to happen is you have transgender kids in schools and they get bullied and they get ostracized and it’s tough for them,” Obama said, saying that in the past, students were forced to suffer silently.

Obama insisted repeatedly that he wasn’t trying to make it a big issue, but that schools around the country were struggling with the proper procedure on the issue.

“It’s not like I woke up one day and I said, man, you know what we really need to do is let’s start working on high school bathrooms,” he insisted, saying he was already more focused on ISIS.

He explained that transgender students “might not even feel comfortable going to the bathroom” which was a “tough situation” that he wanted to alleviate.

“I have profound respect for everybody’s religious beliefs on this, but if you’re at a public school, the question is, how do we just make sure that, children are treated with kindness,” he concluded.


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MessagePosté le: Sam 4 Juin - 05:46 (2016)    Sujet du message: ELEMENTARY SCHOOL CALS POLICE ON 7-Y-O BOY FOR SHARING BIBLE VERSES Répondre en citant


By Stoyan Zaimov , Christian Post Reporter
June 3, 2016|12:27 pm

 (Photo: Reuters/Rick Wilking)

First grader Adam Kotzian (C) does a spelling drill with classmates in his classroom at Eagleview Elementary school in Thornton, Colorado, March 31, 2010.

A California public school called a Los Angeles Deputy Sheriff in Palmdale to reprimand a 7-year-old student for handing out Bible verses, warning that such actions are "offensive."

Santa Monica Observer reported that the student, who attends Desert Rose Elementary, had been handing out Bible verses given to him in the form of short notes from his mother, Christina Zavala, alongside his lunch.

The young boy distributed the Bible verses while standing on a public sidewalks outside the school.

He also shared other verses and short Bible stories among his friends, until a first-grade teacher saw one of those notes. The teacher reportedly publicly rebuked the boy, and then called his parents, warning them that such actions go against the separation of church and state.

The boy, however, allegedly continued to distribute Bible verses out at the school gate, and subsequently he and his parents were told by the school's principal that what they were doing is not permitted.

Later that day, a Los Angeles deputy sheriff went to the family's home to inform the parents that Desert Rose Elementary School had filed a report against the child for sharing Bible verses.

The Liberty Counsel, a nonprofit litigation organization which specializes in defending religious freedom, has since sent a letter to the Palmdale School District to inform the administration of the correct interpretation of the clause establishing separation of church and state, arguing that pupils have the right to exercise freedom of speech through printed materials.

"Therefore, it was improper to ban student religious discussion during lunchtime. The district cannot suppress and censor this discussion, or the one-page notes consisting of Bible stories and verses placed by C's mother in C 's lunch for his own personal enjoyment and edification; which he voluntarily chose to share with his little friends during non-instructional time; which interested classmates were free to accept or refuse, at their own discretion," the letter stated.

"The additional copies requested by C from his mother, for his friends (who had specifically requested them from him), are likewise protected, and fall into no classification of material that might be lawfully prohibited by the school district," it added.

"The consigning of C's speech to the 'schoolhouse gate,' and then the prohibition of it even there, is unconstitutional, and must fall. Finally, if being censured for religious expression by one's First Grade teacher in front of one's classmates is not intimidating and humiliating enough, the message of hostility to a child's religious expression is underscored by the District calling law enforcement for a 'follow-up visit ' to his house."

Public schools in America often face questions regarding the separation of church and state when it comes to Bible verses used on school campus.

Some compromises include allowing the distribution of biblical material have allowed other groups to hand out their religious, or anti-religious material, such as atheist handbooks, and satanist pamphlets.


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MessagePosté le: Sam 4 Juin - 06:13 (2016)    Sujet du message: RI TEACHER SAYS "I QUIT!" Répondre en citant


VIDEO : https://www.youtube.com/watch?v=sBSgchJe2Z0

Since this video was presented to the Providence School Board Mr. Round has followed through with his promise - to leave the public school system and teach dyslexic students for free. To learn about READING for ALL, a new non-profit organization created to help the dyslexic community, go to: http://pireading.com/reading_for_all_...

Other testimonies on YouTube

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MessagePosté le: Dim 5 Juin - 21:20 (2016)    Sujet du message: THE WORLD CORE CURRICULUM Répondre en citant


Framework of Our Global Knowledge 



Article :
Common Core and UN Agenda 21: Mass Producing Green Global Serfs



The world will not change and find peace if there is not a new education.

U. Thant, former Secretary-General of the United Nations   
1. Our Planetary Home and Place in the Universe

From the Infinitely Large
  • The Universe, the stars, outer space
  • Our relations with the sun
  • The Earth’s physics
  • The atmosphere
  • The biosphere
  • The seas and oceans
  • The polar caps
  • The Earth’s land masses
  • The Earth’s arable lands
  • The deserts
  • The mountains
  • The Earth’s water
  • Plant life
  • Animal life
  • Human life
  • The Earth’s energy
  • The Earth’s crust and depths

To the Infinitely Small
  • Microbiology
  • Genetics
  • Chemistry
  • Nuclear physics
2. Our Place in Time

The Past, Present and Future of
  • The Universe
  • The sun
  • The globe
  • The climate
  • The biosphere
  • The family of humanity
  • Age composition
  • Levels of health
  • Standard of living
  • Nations
  • Religions
  • World organisations
  • The individual
  • Cells, genes and atoms
3. The Family of Humanity

Qualitative Characteristics
  • Our levels of nutrition
  • Our levels of health
  • Our standards of life (rich/poor)
  • Our skills and employment
  • Our levels of education
  • Our moral levels
  • Our spiritual levels

Quantitative Characteristics
  • The total world population and its changes
  • Human geography and migrations
  • Human longevity
  • Races
  • Sexes
  • Children
  • Youth
  • Adults
  • The elderly
  • The handicapped

Human Groupings
  • The family
  • Human settlements
  • Professions
  • Corporations
  • Institutions
  • Nations
  • Federations
  • Regional organisations
  • Religions
  • Multinational business
  • Transnational networks
  • World organisations
4. The Miracle of Individual Life

Good Physical Lives
  • Knowledge and care of the body
  • Teaching to see, to hear, to observe, to create, to do, to use well all our senses and physical capabilities vastly extended by science and technology

Good Emotional Moral Lives
  • Teaching to love
  • Teaching truth, understanding, humility, liberty, reverence for life, compassion, altruism

Good Mental Lives
  • Knowledge
  • Teaching to question, think, analyze, synthesize, conclude, communicate
  • Teaching to focus from the infinitely large to the infinitely small, from the distant past and present to the future

Good Spiritual Lives
  • Spiritual exercises of interiority, meditation prayer, communication with the universe, eternity and God


In the final analysis… the main function of education is to make children happy, fulfilled, universal human beings.

Robert Muller

Source: The World Core Curriculum for Global Education.
UNESCO Teaching and Learning for a Sustainable Future


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MessagePosté le: Dim 5 Juin - 21:33 (2016)    Sujet du message: FRENCH GOVT REVEALS PLAN TO TEACH ARABIC IN PRIMARY SCHOOLS Répondre en citant


VIDEO : https://www.youtube.com/watch?v=V6He_B1oA0Y

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MessagePosté le: Aujourd’hui à 11:56 (2018)    Sujet du message: PRÉPARER LA SOCIÉTÉ DU FUTUR (PARTIE 2) - P.1

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