(Excellent) HSLDA: Does the Common Core have a philosophical bias?

The philosophy of any educational program can manifest itself in either its overall construct or the details of the curriculum—sometimes both. The most important features of the philosophy of the Common Core are revealed by observing its fundamental orientation rather than parsing the details of mathematics and language learning objectives.

Professor Charles Glenn of Boston University writes with keen insight into the goals of centralized education schemes:

How can the pluralism that we claim to value, the liberty that we prize, be reconciled with a “state pedagogy” designed to serve state purposes? Is there not wisdom in John Stuart Mill’s remark that “all that has been said of the importance of individuality of character, and diversity of opinions and modes of conduct, involves, as of the same unspeakable importance diversity of education. A general state education is a mere contrivance for molding people to be exactly like one another…in proportion as it is efficient and successful, it establishes a despotism over the mind.¹

Three threads of philosophy weave through the Common Core—statism, moral relativism, and progressivism, which are revealed both by what is proclaimed and what is omitted. The statist goals of the Common Core are implicit in the lockstep uniformity that is the central thesis of the program.

All children in all states will learn the same content in the same manner so that the children may become useful workers. Traditionally, education has been premised on the notion that all education of value is designed to know truth that only can be fully known in God. The omission of the pursuit of truth as a core goal of the Common Core demonstrates its alliance with the dominant philosophy of modern education that there are neither absolute truths nor absolute values. Finally, we see progressivism in the view that all that is new is inherently superior to that which comes from prior generations of human knowledge.

The obvious influence of progressivism and relativism in the structure and goals of the Common Core reveals a view of education that is contrary to the desires of parents and educators who have chosen to pursue homeschooling, private schooling, and other forms of educational choice.

The story of progressivism in education begins with John Dewey.

Stop the rush to the Common Core http://freenorthcarolina.blogspot.m