Why don't you strengthen your statement with documentation?
Start with Dr. Benjamin Bloom and his TAXONOMY OF EDUCATIONAL OBJECTIVES, COGNITIVE AND AFFECTIVE DOMAINS.
The real give away for the Marxist ideology infiltrating the public school testing programs is found in the second book TAXONOMY OF EDUCATIONAL OBJECTIVES HANDBOOK II : AFFECTIVE DOMAIN. This book presents a system for measuring ATTITUDES, VALUES, AND BELIEFS, which would have government dictated CORRECT ANSWERS. This program infiltrated the public school system testing after 1964. It is still being used as a basis in the current COMMON CORE assessments. If you want to change curriculum, attitudes, values, and beliefs, CHANGE THE TESTS (thanks to Bloom, now called ASSESSMENTS). Prior to Bloom, an assessment was a legal term used to evaluate PROPERTY.
REPOST
"BLOOM'S TAXONOMIES These quotes are from the link, http://authorityresearch.com/2006-06 Bloom's Taxonomy and Marxism.htm#Transformational_Marxists_posing_as_theologians
Dean Gotcher says "Couched in the language of "academia" they are actually the work of Transformational Marxists, using the language of social psychological to communicate to their agents an agenda to destroy the sovereignty of this nation for a dream of a one world order."
"The bottom line of these works is to remove the protestant work ethic and true Christian belief and action from the face of the world. For most readers this already sounds like a conspiracy agenda. They are right. But to refuse to understand a plot against this nation would either mean you do not care what happens to you and your loved ones or you would rather stay ignorant, with the hope that the ignorant win. "Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 2:11
A Few Quotes From Banjamin Bloom's TAXONOMY- BOOK 2 AFFECTIVE DOMAIN:
""The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience." p. 39"
My comment: No, Freud's superego is developed from the community, while the conscience of the Christian is to be derived from the authority of God, in his word.
"“Dr. Benjamin Bloom, called "the father of Outcome-Based Education." In his book, All Our Children Learning, he admits that....
‘. . . the purpose of education and the schools is to change the thoughts, feelings and actions of students.’
“One of the quickest ways to change people's "thoughts, feelings and actions" is to hide or distort the basic facts and assumptions that have molded their culture. This tactic was effectively used to revolutionize the youth in Nazi Germany and Soviet Russia. Facts were censored. Only politically correct information was allowed. Literacy and general knowledge became less important than group conformity and obedience to the new leaders and their instructions (See Nazi/OBE comparison of Berit Kjos’ article).
“This same strategy has been established in our schools through Professor Bloom's Taxonomy. At first glance, his hierarchy of ‘thinking skills’ makes sense: a sound body of factual knowledge should be the foundation of all thinking processes. In reality, this model instituted a different message. It reduced factual knowledge and comprehension to the rank of lower order thinking skills, suggesting that traditional knowledge had become relatively insignificant--and could even be a hindrance. In contrast, the more subjective processes--application, analysis, synthesis, and evaluation--were elevated to higher order thinking skills."How in the world," you might ask, "can students apply, analyze, synthesize and evaluate without facts? How can they reach a rational conclusion without comprehension?"
“They can't. In the absence of foundational facts, those higher order thinking skills can only lead to subjective, uncertain answers. Without a broad knowledge base, children are rudderless and headed for disaster*. Deprived of the factual comprehension needed for moral, spiritual and intellectual discernment, they cannot recognize deception. At the mercy of social revolutionaries, they are ready to embrace the New Age/Neo-pagan view of "reality" - which has no basis in real reality.
“In other words, they can easily be manipulated. Well aware that knowledge is the foundation of thinking, Dr. Bloom had discovered a process that could control the outcome or end-product of thinking which was often an opinion or a value judgment. By censoring a student’s knowledge base, the teacher could direct the student's thinking.
“Bloom's process works. Through biased information, carefully designed hypothetical stories, and pointed Socratic questioning (questions that direct towards a desired end and provoke the listener to seek out information and answers for themselves), students are persuaded that their home-taught beliefs and values are incompatible with the needs for the 21st century. This is exactly what Benjamin Bloom and his followers intended. In his Taxonomy of Educational Objectives II, Bloom wrote,
"...a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues.""
https://www.thetruthunderfire.com/2011/07/ttuf-profiles-on-benjamin-bloom.html
Bloom's Taxonomy still being used in higher learning (computer based) in 2016:
"International Journal of Information and Education Technology, Vol. 6, No. 6, June 2016
The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions"
QUOTE FROM PAPER:
"C. Domain of Learning in Higher Learning Institutions (HLI)
Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery-learning. He also directed a research team which conducted a major investigation into the development of exceptional talent whose results are relevant to the question of eminence, exceptional achievement, and greatness [18].
Bloom et al. are well known for dividing categories of learning into the cognitive, affective, and psychomotor domains. The cognitive domain involves the learning and application of knowledge [19]. The affective domain addresses the acquisition of attitudes and values [20], and the psychomotor domain involves development of the body and skills it performs [21]. Most of higher learning institutions, these domains were widely adopted in the entire ecosystem of their teaching, learning environment as well as in the assessments approach. Table II briefly describe the domain description."
http://www.ijiet.org/vol6/725-T0019.pdf p. 419
view the rest of the comments →
IIJOSEPHXII ago
Why not the "capitalist" push to sexualize children? It's a theme in many advertisements by publicly listed corporations.
auralsects ago
Lmfao theyre JEWS on both sides. Ever hear of the Hegelian dialectic.
septimasexta ago
Why don't you strengthen your statement with documentation? Start with Dr. Benjamin Bloom and his TAXONOMY OF EDUCATIONAL OBJECTIVES, COGNITIVE AND AFFECTIVE DOMAINS.
The real give away for the Marxist ideology infiltrating the public school testing programs is found in the second book TAXONOMY OF EDUCATIONAL OBJECTIVES HANDBOOK II : AFFECTIVE DOMAIN. This book presents a system for measuring ATTITUDES, VALUES, AND BELIEFS, which would have government dictated CORRECT ANSWERS. This program infiltrated the public school system testing after 1964. It is still being used as a basis in the current COMMON CORE assessments. If you want to change curriculum, attitudes, values, and beliefs, CHANGE THE TESTS (thanks to Bloom, now called ASSESSMENTS). Prior to Bloom, an assessment was a legal term used to evaluate PROPERTY.
REPOST
"BLOOM'S TAXONOMIES These quotes are from the link, http://authorityresearch.com/2006-06 Bloom's Taxonomy and Marxism.htm#Transformational_Marxists_posing_as_theologians
Dean Gotcher says "Couched in the language of "academia" they are actually the work of Transformational Marxists, using the language of social psychological to communicate to their agents an agenda to destroy the sovereignty of this nation for a dream of a one world order."
"The bottom line of these works is to remove the protestant work ethic and true Christian belief and action from the face of the world. For most readers this already sounds like a conspiracy agenda. They are right. But to refuse to understand a plot against this nation would either mean you do not care what happens to you and your loved ones or you would rather stay ignorant, with the hope that the ignorant win. "Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 2:11
A Few Quotes From Banjamin Bloom's TAXONOMY- BOOK 2 AFFECTIVE DOMAIN:
""The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience." p. 39"
My comment: No, Freud's superego is developed from the community, while the conscience of the Christian is to be derived from the authority of God, in his word.
In fact, Transformational Marxism sets out to destroy Christian conscience, so that under this ideology there is no absolute morality." https://christianchat.com/bible-discussion-forum/transformational-marxism-knows-only-the-carnal-mind-and-exalts-it-over-christian-spi.40410/
SEE https://voat.co/v/pizzagate/2707639 MUCH MUCH MORE INFO
"“Dr. Benjamin Bloom, called "the father of Outcome-Based Education." In his book, All Our Children Learning, he admits that.... ‘. . . the purpose of education and the schools is to change the thoughts, feelings and actions of students.’ “One of the quickest ways to change people's "thoughts, feelings and actions" is to hide or distort the basic facts and assumptions that have molded their culture. This tactic was effectively used to revolutionize the youth in Nazi Germany and Soviet Russia. Facts were censored. Only politically correct information was allowed. Literacy and general knowledge became less important than group conformity and obedience to the new leaders and their instructions (See Nazi/OBE comparison of Berit Kjos’ article).
“This same strategy has been established in our schools through Professor Bloom's Taxonomy. At first glance, his hierarchy of ‘thinking skills’ makes sense: a sound body of factual knowledge should be the foundation of all thinking processes. In reality, this model instituted a different message. It reduced factual knowledge and comprehension to the rank of lower order thinking skills, suggesting that traditional knowledge had become relatively insignificant--and could even be a hindrance. In contrast, the more subjective processes--application, analysis, synthesis, and evaluation--were elevated to higher order thinking skills."How in the world," you might ask, "can students apply, analyze, synthesize and evaluate without facts? How can they reach a rational conclusion without comprehension?"
“They can't. In the absence of foundational facts, those higher order thinking skills can only lead to subjective, uncertain answers. Without a broad knowledge base, children are rudderless and headed for disaster*. Deprived of the factual comprehension needed for moral, spiritual and intellectual discernment, they cannot recognize deception. At the mercy of social revolutionaries, they are ready to embrace the New Age/Neo-pagan view of "reality" - which has no basis in real reality.
“In other words, they can easily be manipulated. Well aware that knowledge is the foundation of thinking, Dr. Bloom had discovered a process that could control the outcome or end-product of thinking which was often an opinion or a value judgment. By censoring a student’s knowledge base, the teacher could direct the student's thinking.
“Bloom's process works. Through biased information, carefully designed hypothetical stories, and pointed Socratic questioning (questions that direct towards a desired end and provoke the listener to seek out information and answers for themselves), students are persuaded that their home-taught beliefs and values are incompatible with the needs for the 21st century. This is exactly what Benjamin Bloom and his followers intended. In his Taxonomy of Educational Objectives II, Bloom wrote, "...a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues."" https://www.thetruthunderfire.com/2011/07/ttuf-profiles-on-benjamin-bloom.html
auralsects ago
lmao most jewish name ever
septimasexta ago
This is quite interesting and helpful. https://jewishcurrents.org/editor/the-origins-and-meanings-of-ashkenazic-last-names/
septimasexta ago
https://www.jewage.org/wiki/en/Article:Benjamin_Bloom_-_Biography
I always use reliable resources.
septimasexta ago
Bloom's Taxonomy still being used in higher learning (computer based) in 2016:
"International Journal of Information and Education Technology, Vol. 6, No. 6, June 2016 The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions"
QUOTE FROM PAPER: "C. Domain of Learning in Higher Learning Institutions (HLI) Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery-learning. He also directed a research team which conducted a major investigation into the development of exceptional talent whose results are relevant to the question of eminence, exceptional achievement, and greatness [18]. Bloom et al. are well known for dividing categories of learning into the cognitive, affective, and psychomotor domains. The cognitive domain involves the learning and application of knowledge [19]. The affective domain addresses the acquisition of attitudes and values [20], and the psychomotor domain involves development of the body and skills it performs [21]. Most of higher learning institutions, these domains were widely adopted in the entire ecosystem of their teaching, learning environment as well as in the assessments approach. Table II briefly describe the domain description." http://www.ijiet.org/vol6/725-T0019.pdf p. 419