CPS Seizes 7-Year-Old After Parents Dispute ADHD Diagnosis

Reclaim Our Republic

April 10, 2017 by  Joe Wolverton, II, J.D.

CPS Seizes 7-Year-Old After Parents Dispute ADHD Diagnosis

Advocates of the federal school regime claim it was established to educate America’s children. Apparently, it also looks to usurp the natural right of parents to decide questions of medical treatment of their children, as well.

Camden Maple (shown) is seven years old and sometimes, according to his mom and dad, he is “rambunctious.” Administrators at his public school, however, insist that Camden is “mentally unstable.”

After an interview at the principal’s office at Bowman Primary School in Lebanon, Ohio, the school staff demanded that Camden’s parents seek professional mental health assistance to deal with their son’s disability. Christian and Katie Maple then proceeded to have a long discussion with Camden about his behavior, believing that they had solved the matter on the family level.

The following morning, though, the school called the Maples, following up on the administration’s suggestion that they take Camden to…

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It’s That Time of Year!

For research papers of course.

This year I have to write one on “education in the 1930’s.”  So I’ve been reading articles.  There was one I found worth sharing by Gale.

Here’s a section in it:

Educational Progressives Versus Educational Conservatives

Progressives, organized and becoming a force by 1919, were interested in creating a better society through child center education. Teaching by rote memorization was out of favor. Progressives believed that allowing a child to be creative would better prepare him or her to solve problems and meet challenges as an adult. In progressive education the teacher was conceived as a friendly guide. Progressive ideas translated in the 1920s into hands-on learning in science laboratories, art studios, gymnasiums, projects of all varieties, and vocational classes such as electric shops and mechanical repair shops.

Social reconstructionists, considered more radical than progressives, called for indoctrination of students toward establishing a new social order. Social reconstructionists were deeply disturbed over the capitalist profit motives that they believed had led to the misery of the Great Depression. George Counts challenged his fellow educators in 1932 to take up the banner of social reconstructionism. They believed the educator could identify the prevailing social ills and deliberately use the schools to correct them. Many progressives actually opposed social reconstructionists, calling the reconstructionists “romantics” that would not be successful in taking the United States to a new social order. Although many bewildered educators were listening, these ideas made them nervous as conservative school boards controlled their jobs.

Educational conservatives had long been opposed to progressives and were even more opposed to social reconstructionism. They insisted classical curriculum such as Latin in high schools and colleges developed mental discipline and the ability to conquer difficult subjects. They had no use for spending time and money educating the general public. Educational conservatives viewed school as another stage for competition where the most gifted win.

By the end of the decade, social reconstructionism faded. Its goal seemed unrealistic to educators and dangerous to many conservatives. The threat of war shifted the focus of educators. The ideas of progressivism endured and were put into practice when vocational education became an outright necessity to prepare individuals for jobs in the defense industries. Most likely the only lasting legacy of the more radical social reconstructionism was that it supplied conservatives with ammunition to claim that schools were a base of communistic subversion—a criticism that would be wildly pursued in the post World War II hysteria over communism.

I was hoping that the article would be at least somewhat balanced, but that was not the case at all.  The conservatives were portrayed as harsh and critical, people who didn’t want others to get an education, while the progressives were heros, and for the common man.  That is totally wrong.  I probably will use this article to compare the opposing views, but it truly disappointed me.

I did, however, find a good book from a conservative’s point of view.

I can’t lie, I’m pretty excited about this paper because of the topic I got.

Common Core Exposed

Thank God I live in a state that doesn’t use common core.

common-core-5-years-later

Project Veritas investigated Common Core.  It wasn’t pretty.

Undercover Common I: Exec Says “I hate kids…it’s all about the money” [7:49]

Undercover Common II: Another Top Publishing Exec: “It’s never about the kids” [4:46]

Undercover Common III: Exec reveals anti-American agenda [10:05]

Undercover Common IV:Common Core Insider Reveals Info About LA Bid Rigging Scandal [6:30]

Maybe I’m naive and maybe I’m wrong, but I agree with Santorum, that control of curriculum standards should be at the grass roots level.  I also believe in giving parents tuition vouchers that apportion to each school-age child a fair share of the education tax dollars.  Let them spend those dollars where they choose.  If a local school is doing well, parents won’t take their kids out.  But lousy schools will very quickly fail, as they should.

Sources:

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Grade Inflation: Zeros are now Unfair

Tomatoes, Tea, and Tolkien

A few weeks ago, I was researching the effects of grade inflation.  I stumbled upon an article that was pro-grade inflation, and I found material to write about (after a month of being busy, I am glad to be back on here).  It was an interesting article to say the least, but quite concerning.

So I’ll break down this article here and add in my commentary:

“A zero has an undeserved and devastating influence, so much so that no matter what the student does, the grade distorts the final grade as a true indicator of mastery. Mathematically and ethically this is unacceptable.”

Oh really? So let’s say I don’t know a single thing on a test, and I get a zero.  Well I certainly haven’t mastered anything if I don’t know the material at all.  Or maybe I do know the material, but I never turn an assignment in.  The…

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