"Suffice it to say that there will always be a chasm dividing those who believe in God as the ultimate norm of morality for man created for a supernatural end, and those who look upon man as another temporary worker experimenting on this globe in order to get the best and the most out of this short existence."--Fr. Gommar A. DePauw, JCD, leader of the Catholic Traditionalist Movement (founded 1964), in The Educational Rights Of The Church And Elementary Schools In Belgium his dissertation submitted in partial fulfillment for the degree of Doctor of Canon Law, Catholic University of America Press, Washington D.C. (1953)
There was a time when you could get a moral education from public schools and a really moral, Faith-based education from Catholic Schools whose hallways were filled with young nuns in full habits teaching the most important lesson of all: How to get to Heaven. Then came Vatican II. The nuns abandoned their vocations in droves, and most of the ones who remained (and the few who entered), dressed like laywomen and became little more than social workers who were concerned about promoting socialism. Modernist laymen and women replaced almost all of them, as they had "more important" things to do than help children grow to know, love, and serve God in this life and be eternally happy with him in the next life.
As if that were not bad enough, "Common Core" has been recently pushed on America by the governors of the United States, and the Obama administration. Forty-six (46) states have adopted these standards, ostensibly to raise and keep a rigorous and uniform curriculum in the country. However, the Common Core (also used in most Vatican II sect schools), is fraught with the ideals of Modernism and paganism. I was a NYC teacher before going to law school, so I'm no stranger to teaching--and I'm not overstating the danger.
There are many disturbing aspects of Common Core, but I will focus on just two: "Death Education" and "Values Clarification." You will not find any mention of them in the Common Core Learning Standards. They will be embedded in courses and programs such as civics, character education, social justice, self-esteem, and anti-bullying.
1. Death Education. According to one "deathspert," Ethel King-McKenzie:
"Teachers and parents need to find ways to expose children to the reality of death, as it will
be better for them. I understand that children should not be robbed of their innocence but
telling them about death will empower them. A curriculum that fails to address a topic as
important as death and dying is in itself dead. Society changes and our schools andcurriculum must adapt to these changes." (See "Death and Dying In the Curriculum of the Public Schools: Is There a Place", Journal of Emerging Knowledge on Emerging Markets, Vol. 3 , Art. 29). Emphasis mine
In public school, this means telling kids "your going to die" without any reference to God and the afterlife. In Modernist Vatican II sect schools it means "we're going to die but we're all going to Heaven so don't worry." According to one source," ...Tara Becker describes how she was traumatized by class discussions on death during her junior year in high school in Littleton, Colo.
Standing in her parents' neat and polished kitchen, Becker says that her creative-writing teacher was preoccupied not with prose, but death, and encouraged her to believe it was something natural that she should look forward to. Becker recalls her teacher saying that "death was just escaping this body. . . . When we die we go back to the oversoul."
Becker, a fundamentalist Christian, says she became more and more suicidal and told her parents she was going to drive off a cliff. She collapsed, she says, and spent several weeks in a hospital, diagnosed with severe depression. Ed Garvey wishes he knew for certain if it was death education, or some other problem, that caused his 15-year-old son, Scott, to shoot himself in March 1989. At Schaumburg (Ill.) High School, Scott "was a good student, on the honor roll, played sports, had no problem with drugs and alcohol and the autopsy showed that," Garvey said.Three days before he shot himself, Scott began taking a nine-day unit on death, as part of a required health course. He also wrote an essay on reincarnation in his English class in which he promised, "I'll be back.
After neighbors found Scott's body, his mother, Sandy, entered his bedroom and on the floor, between the bed and the desk, was a school-issued book called Coping With Death and Dying.
Reading it, the Garveys were stopped by some of its language, particularly a sentence on the right-to-die movement: "Committing suicide may represent a last attempt to make an independent personal decision."
"I don't know if I could ever say with 100 percent certainty that there's a direct link," said Ed Garvey. "There's no way of getting inside his mind and (knowing his) thought processes. . . . However, I think there is a definite correlation." (See http://articles.philly.com/1990-09-23/news/25875936_1_death-education-suicide-rate-public-schools)
This sick preoccupation with death began after the 1969 publication of the book On Death and Dying by Dr. Elisabeth Kübler-Ross. Dr. Kübler-Ross lectured widely, spreading her credo that “dying can be one of the most beautiful, incredible experiences of life if it is shared with loved ones.” Joyful acceptance of death became the central theme of her work. This runs directly contrary to the teaching of the Church that death is punishment for sin, and we must work out our salvation, made possible by the sacrifice of Jesus Christ, "in fear and trembling."
Kübler-Ross herself became the charismatic leader of a New Age death cult. According to Omega, The Journal of Death and Dying (Vol. 16, No. 2, 1985-86):
"Kübler-Ross’ religion is a new form of an old tradition of religious thought and practice, namely the tradition of the mystery religions, which thrived in pre-Christian antiquity. The womb and the grave have been equated in mystery religions. ... This is precisely the significance of Kübler-Ross’ choice of death and dying as her primary consideration as a charismatic leader." This wicked woman's teachings have been promoted in both public and Vatican II schools. I know from personal experience.
I was a junior in a Vatican II sect high school when I converted to Traditionalism. The Marianist brother who taught Modernism as "Catholicism" subjected us to four months of listening to tapes of Kubler-Ross discussing different people she observed dying in a hospice. Many in the class (myself included) experienced depression and nightmares. The brother told us that through "discussing and experiencing death in our lives, we will come to know God exists." (!) I guess the Five Ways of Aquinas just didn't cut it. This was spiritual and mental abuse. Parents didn't complain because he was a brother--and unfortunate result of the "clergy/religious can't be wrong" attitude from the 1950s. This same attitude was one of the reasons the Vatican II sect was able to take over so effectively.
2. Values Clarification
I don't know how many of you are aware of the insidious simulation called "Lifeboat." In this (and similar scenarios) there are more people on the boat than food to survive. You're given a list of people with "pros" (a scientist) and "cons" (the scientist is also a paraplegic). You must then decide (individually or as a class) who will live and who gets thrown into the ocean to drown. What's the purpose of doing something so hideous? It has nothing to do with critical thinking and everything to do with the evil idea that some people have a fundamental right to choose life or death for others.
The values clarification movement was developed primarily by philosopher John Dewey, an atheist. Accordingly, behavior should be the result of free, uninfluenced, autonomous choice, based on personal analysis of a given situation coupled with the moment's emotions and desires. Rather than adherence to an external moral code, Dewey pushed something he called "valuation" in which a given situation is explored and various "solutions" discussed. This directly contradicts Church teaching on making choices based on a rightly formed conscience.
Hence, choices are good or foolish, never right and wrong. Sin and repentance are never mentioned.
Human sexuality programs attempt to inculcate an appreciation for "waiting for marriage" by cultivating fear of bad consequences: pregnancy, disease, and heartbreak. They never state that premarital sex is sinful and they do not urge sinners to repent. Therefore, the dilemma posed to youth by their teachers is no longer a question of morality--- it is a health issue. And, yes, I'm talking about programs in Vatican II schools, not just public schools!
3. Warning to Parents
A Traditionalist should never send their child to a Vatican II sect school. It's as non-Catholic as sending them to a Yeshiva school (and with lower moral standards). When sending them to public schools, be very aware of everything they are being taught. Ask to see all materials and attend school board meetings. Don't assume that you don't need to inquire about something like an anti-bullying program; it could be a way of inducing acceptance of the sodomite lifestyle. Not to harm homosexuals is one thing, to demand you accept their unnatural practices and so-called "marriages" is another.
Send your child to a Traditionalist school, if you're lucky enough to have one nearby. Teach them the One True Faith at home, as well as in Traditionalist Sunday school. When they reach middle school age, let them know why so-called "death education" and "values clarification" are wrong. Remind them that the only standards that really matter are God's standards as expressed by the Ten Commandments and the teaching of the Magisterium.
In this way, if they are ever asked to decide who to throw off a lifeboat, they can (correctly) use a Bergoglian saying: "Hey, who am I to judge?"