Великая Эпоха - Призрак коммунизма управляет нашим миром

[61] Charles J. Sykes, Dumbing Down Our Kids: Why American Children Feel Good about Themselves but Can’t Read, Write, or Add (New York: St. Martin’s Griffin, 1995), 148-9.

[62] Thomas Sowell, Inside American Education (New York: The Free Press, 1993), 4.

[63] Charlotte Thomson Iserbyt, The Deliberate Dumbing Down of America: A Chronological Paper Trail (Ravenna, Ohio: Conscience Press, 1999), xvii.

[64] Quoted in Robin S. Eubanks, Credentialed to Destroy: How and Why Education Became a Weapon (invisibleserfscollar.com, 2013), 48.

[65] Quoted in Eubanks, Credentialed to Destroy: How and Why Education Became a Weapon, 49.

[66] Quoted in Eubanks, Credentialed to Destroy: How and Why Education Became a Weapon, 45-46.

[67] “Ten Most Harmful Books of the 19th and 20th Centuries,” Human Events, May 31, 2005, http://humanevents.com/2005/05/31/ten-most-harmful-books-of-the-19th-and-20th-centuries/.

[68] Mortimer Smith, And Madly Teach: A Layman Looks at Public School Education (Chicago: Henry Regnery Company, 1949). 关于这个问题，还可以参看Arthur Bestor, Educational Wastelands: The Retreat from Learning in Our Public Schools, 2nd ed. (Champaign, Illinois: University of Illinois Press, 1985).

[69] John A. Stormer, None Dare Call It Treason (Florissant, Missouri: Liberty Bell Press, 1964), 99.

[70] I. L. Kandel, “Prejudice the Garden toward Roses?” The American Scholar, Vol. 8, No. 1 (Winter 1938-1939), 77.

[71] Christopher Turner, “A Conversation about Happiness, Review – A Childhood at Summerhill,” The Guardian, March 28, 2014, https://www.theguardian.com/books/2014/mar/28/conversation-happiness-summerhill-school-review-mikey-cuddihy.

[72] Alexander Neil, Summerhill School: A Radical Approach to Child Bearing (New York: Hart Publishing Company, 1960), Chapter 3.

[73] Alexander Neil, Summerhill School: A Radical Approach to Child Bearing, Chapter 7.

[74] Joanne Lipman, “Why Tough Teachers Get Good Results,” The Wall Street Journal, September 27, 2013, https://www.wsj.com/articles/why-tough-teachers-get-good-results-1380323772.

[75] Daisy Christodoulou, Seven Myths about Education (London: Routledge, 2014).

[76] Diane West, The Death of the Grown-Up: How America’s Arrested Development Is Bringing down Western Civilization (New York: St. Martin’s Press, 2008), 1-2.

[77] Fred Schwartz and David Noebel, You Can Still Trust the Communists…to Be Communists (Socialists and Progressives too) (Manitou Springs, CO: Christian Anti-Communism Crusade, 2010), back cover.

[78] John Taylor Gatto, The Underground History of American Education: A Schoolteacher’s Intimate Investigation into the Problem of Modern Schooling (The Odysseus Group, 2000), Chapter 14.

[79] Diane Ravitch, “Education after the Culture Wars,” Dædalus 131, no. 3 (Summer 2002), 5-21.

[80] Steven Jacobson, Mind Control in the United States (1985), https://archive.org/details/pdfy-6IKtdfWsaYpENGlz, page 16.

[81] Katherine Kersten, “Inside a Public School Social Justice Factory,” The Weekly Standard, February 1, 2018, https://www.weeklystandard.com/inside-a-public-school-social-justice-factory/article/2011402.

[82], [83] (页391) - History Social-Science Framework (Adopted by the California State Board of Education, July 2016, Published by the California Department of Education, Sacramento, 2017), https://www.cde.ca.gov/ci/hs/cf/documents/hssfwchapter16.pdf, p. 431.

[84] Stanley Kurtz, “Will California’s Leftist K-12 Curriculum Go National?” National Review, June 1, 2016, https://www.nationalreview.com/corner/will-californias-leftist-k-12-curriculum-go-national/.

[85] Phyllis Schlafly, ed., Child Abuse in the Classroom (Alton, Illinois: Pere Marquette Press, 1984), 13.

[86] Herbert Marcuse, Eros and Civilization: A Philosophical Inquiry into Freud (Boston: Beacon Press, 1966), 35.

[87] Quoted in B. K. Eakman, Cloning of the American Mind: Eradicating Morality through Education (Lafayette, Louisiana: Huntington House Publishers, 1998), 109.

[88] William Kilpatrick, Why Johnny Can’t Tell Right from Wrong and What We Can Do about It (New York: Simon & Schuster, 1992), 16-17.

[89] Thomas Sowell, Inside American Education: The Decline, the Deception, the Dogmas, 36.

[90] Thomas Sowell, Inside American Education: The Decline, the Deception, the Dogmas (New York: The Free Press, 1993), Chapter 3.

[91] “Death in the Classroom,” 20/20, ABC Network, September 21, 1990. Available at： https://www.youtube.com/watch?v=vbiY6Fz6Few.

[92] Thomas Sowell, Inside American Education: The Decline, the Deception, the Dogmas, 38.

[93] William Kilpatrick, Why Johnny Can’t Tell Right from Wrong and What We Can Do about It, 32.

[94] William Kilpatrick, Why Johnny Can’t Tell Right from Wrong and What We Can Do about It, 45.

[95] “We Teach Children Sex… Then Wonder Why They Have It,” Daily Mail, August 1, 2004, http://www.dailymail.co.uk/debate/article-312383/We-teach-children-sex–wonder-it.html.

[96] “Focus on Youth with ImPACT: Participant’s Manual,” Centers for Disease Control and Prevention, https://effectiveinterventions.cdc.gov/docs/default-source/foy-implementation-materials/FOY_Participant_Manual.pdf?sfvrsn=0.

[97] Robert Rector, “When Sex Ed Becomes Porn 101,” The Heritage Foundation, August 27th, 2003, https://www.heritage.org/education/commentary/when-sex-ed-becomes-porn-101.

[98] Rebecca Hersher, “It May Be ‘Perfectly Normal’, But It’s Also Frequently Banned,” National Public Radio, September 21, 2014, https://www.npr.org/2014/09/21/350366435/it-may-be-perfectly-normal-but-its-also-frequently-banned.

[99] William Kilpatrick, Why Johnny Can’t Tell Right from Wrong and What We Can Do about It, 53.

[100] Maureen Stout, The Feel-Good Curriculum: The Dumbing down of America’s Kids in the Name of Self-Esteem (Cambridge, Massachusetts: Perseus Publishing, 2000), 1-3.

[101] Maureen Stout, The Feel-Good Curriculum: The Dumbing down of America’s Kids in the Name of Self-Esteem, 17.

[102] B. K. Eakman, Educating for the “New World Order” (Portland, Oregon: Halcyon House, 1991), 129.

[103] Sol Stern, “How Teachers’ Unions Handcuff Schools,” The City Journal, Spring 1997, https://www.city-journal.org/html/how-teachers%E2%80%99-unions-handcuff-schools-12102.html.

[104] Troy Senik, “The Worst Union in America: How the California Teachers Association Betrayed the Schools and Crippled the State,” The City Journal, Spring 2012, https://www.city-journal.org/html/worst-union-america-13470.html.

[105] William Kilpatrick, Why Johnny Can’t Tell Right from Wrong and What We Can Do about It, 39.

[106] Samuel Blumenfeld and Alex Newman, Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America’s Children (Washington D. C.: WND Books, 2015), Chapter 14.

[107] Phillis Schlafly, Child Abuse in the Classroom, 14.

[108] 参见Valerie Strauss, “A serious Rant about Education Jargon and How It Hurts Efforts to Improve Schools,” Washington Post, November 11, 2015, https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/11/a-serious-rant-about-education-jargon-and-how-it-hurts-efforts-to-improve-schools/?utm_term=.8ab3d85e9e45.

[109] John A. Stormer, None Dare Call It Treason, 104-106.

[110] 比如共同核心标准（Common Core Standards）受到社会的批评和质疑，原因包括该标准塞进大量图解左派意识形态的所谓“知识性阅读材料（informational texts）”，很多文学作品包含露骨的色情描写，降低数学标准等。请参考：Duke Pesta, “Duke Pesta on Common Core – Six Years Later,” https://www.youtube.com/watch?v=wyRr6nBEnz4, Diane Ravitch, “The Common Core Costs Billions and Hurts Students,” New York Times, July 23, 2016, https://www.nytimes.com/2016/07/24/opinion/sunday/the-common-core-costs-billions-and-hurts-students.html.

[111] 这方面例子很多，可参见周鲸文：《风暴十年：中国红色政权的真面貌》（香港：时代批评社，1962），网络版： https://www.marxists.org/chinese/reference-books/zjw1959/06.htm#2。

[112] 罗平汉，〈1958年的教育革命〉，《党史文苑》，第34期。

[113] Robert Gearty, “White Privilege Bolstered by Teaching Math, University Professor Says,” Fox News, October 24, 2017, http://www.foxnews.com/us/2017/10/24/white-privilege-bolstered-by-teaching-math-university-professor-says.html.

[114] Toni Airaksinen, “Prof Complains about ‘Masculinization of Mathematics’,” Campus Reform, August 24, 2017, https://www.campusreform.org/?ID=9544.

[115] W. Cleon Skousen, The Naked Communist (Salt Lake City: Izzard Ink Publishing, 1958, 2014), Chapter 12.

Примечание редакции. В тексте будет упомянута организация, которая запрещена в России: «Исламское государство» (ИГ, ИГИЛ).

Влияние СМИ в современном обществе огромно, и с каждым днём оно становится всё больше. СМИ захватывают внимание людей во всех сообществах — от мелких общин и этнических групп до государств и всего мира. От газет и журналов СМИ развились до радио, кино и телевидения. С ростом социальных сетей и блогерского контента интернет значительно увеличил скорость и доступность аудиовизуальной коммуникации.

Люди зависят от СМИ в получении новостей и анализе ситуации. В безбрежном океане информации СМИ играют роль глаз, ушей и даже мозга людей. Они могут влиять на то, какую именно информацию узнают люди, и как они поймут эту информацию. Далее они влияют на мышление людей, принятие ими решений и на их поступки. Зависимость от СМИ в получении информации, а также склонность людей считать наиболее убедительной первую полученную информацию даёт СМИ настолько огромную власть над людьми, что её трудно переоценить.

Для элиты общества, особенно политиков, средства массовой информации определяют фокус общественного мнения и направление поступков широких масс. Темы, которые освещают СМИ, становятся предметом социальной озабоченности, а вопросы, которые не попадают в СМИ, игнорируются и забываются.

Томас Джефферсон, третий президент США и один из авторов Декларации независимости, сказал: «Если бы мне пришлось выбирать: иметь правительство без газет или газеты без правительства, я бы не раздумывая выбрал второе» [1]. То есть можно себе представить, какой властью обладают СМИ.