113
Ibid.
, p. 59.
114
Ibid
., p. 61.
115
A Gifted and Talented Curriculum Handbook for Science Intermediate Grades of Lee County’s Department of Exceptional Children
(Sanford, N.C.: Lee County Schools, 1981), p. 16.
116
Carl Rogers,
Freedom to Learn for the 80’s
(Columbus, Ohio: Charles E. Merrill Publishing Company, 1983), p. 131.
117
Sidney B. Simon et al.,
Values Clarification
, p. 177.
118
Ibid.
, p. 268.
119
Carl Rogers,
Freedom to Learn for the 80’s
, p. 127.
120
Quest International Resource Catalog, 1990-91
application blank included.
121
Ibid
., pp. 21, 22.
122
Ibid.
, p. 7.
123
Ibid.
, p. 4.
124
John J. Duriphy, “A Religion for a New Age,”
Humanist
, January/February 1983, p.26.
125
Carl Rogers,
Freedom to Learn for the 80’s
, p. 269.
126
Ibid.
, p. 260.
127
William E. Dannemeyer, “The New Sex Education: Homosexuality,”
The World & I
, September 1989, pp. 521-541.
128
Jacqueline Kasun, “Sex Education: The Hidden Agenda,”
The World & I
, September 1989, p. 488.
129
See, for example, Thomas Sowell,
The Economics and Politics of Race: An International Perspective
(New York: William Morrow, 1983), pp. 208-213; Julian Simon,
The Ultimate Resource
(Princeton: Princeton University Press, 1981).
130
Jacqueline Kasun,
The War Against Population
(San Francisco: Ignatius Press, 1988), pp. 95-97.
131
Lynda Carl Frankenstein, “Man: A Course of Study—A Case Study of Diffusion in Oregon,” Ph.D. dissertation, School of Education, Stanford University, 1977, pp. 82-83.
132
Ibid.
, p. 85.
133
Ibid.
, p. 148.
134
For example: “To educate for values is to provide opportunities for students to choose between competing values and live with the consequences of their choice,” Michael Silver,
Values Education
(Washington, D.C.: National Education Association, 1976), p. 7.
135
See, for example, Thomas Toch,
In the Name of Excellence: The Struggle to Reform the Nation’s Schools, Why It’s Failing, and What Should Be Done
(New York: Oxford University Press, 1991), p. 52.
136
Abraham Maslow,
The Farther Reaches of Human Nature
(New York: Viking Press, 1971), p. 151.
137
Maury Smith,
A Practical Guide to Value Clarification
(La Jolla, Calif.: University Associates, Inc., 1977), p. vii.
138
Jacqueline Kasun, “Sex Education: The Hidden Agenda,”
The World & I
, September 1989, p. 495.
139
Jacqueline Kasun,
The War Against Population
, pp. 142, 144.
140
Dinah Richards,
Has Sex Education Failed Our Teenagers?
(Pomona, Calif.: Focus on the Family Publishing), 1990, p. 6.
141
Jacqueline Kasun,
The War Against Population
, p. 144.
142
Dinah Richards,
Has Sex Education Failed Our Teenagers?
, p. 7.
143
Ibid.
, p. 42.
144
Ibid.
, p. 41.
145
Jacqueline Kasun,
The War Against Population
, p. 144.
146
Lawrence A. Bailis and William R. Kennedy, “Effects of a Death Education Program Upon Secondary School Students,”
Journal of Educational Research
, Vol. 71, No. 5 (1977), p. 65.
147
Fergus M. Borderich, “Mortal Fears,”
The Atlantic
, February 1988, p. 32. See also
Ibid.
, pp. 30, 31.
148
“QUEST: Internal Memorandum Reveals More Drug Use after Skills for Adolescence,” Research Council on Ethnopsychology, San Diego, California; Frederick Johnson, “Psychologist Renounces Quest Theory,”
Topeka Capital-Journal
, September 25, 1990, p. 1a.
149
Child Abuse in the Classroom
, edited by Phyllis Schlafly, p. 53.
150
Ibid.
, p. 273.
151
Ibid.
, p. 351.
152
See, for example,
Baboons
, Vol. 5 of
Man: A Course of Study
(Cambridge, Mass.: Education Development Center, Inc., 1969).
153
Ruth Bell et al.,
Changing Bodies, Changing Lives
, p. 49.
CHAPTER 4: ASSORTED DOGMAS
1
See, for example, William J. Bennett,
Our Children and Our Country: Improving America’s Schools and Affirming the Common Culture
(New York: Simon and Schuster, 1988), pp. 193-201.
2
The Report of the New York State Social Studies Review and Development Committee,
One Nation, Many Peoples: A Declaration of Cultural Interdependence
, June 1991, p. vii.
3
Rosalie Pedalino Porter,
Forked Tongue: The Politics of Bilingual Education
(New York: Basic Books, Inc., 1990), pp. 33, 123-124, 186.
4
Rosalie Pedalino Porter, “Language Choice for Latino Students,”
The Public Interest
, Fall 1991, p. 60.
5
Sally Peterson, “A Practicing Teacher’s Views on Bilingual Education: The Need for Reform,”
Learning in Two Languages: From Conflict to Consensus in the Reorganization of Schools
, edited by Gary Imhoff (New Brunswick, N.J.: Transaction Publishers, 1990), pp. 246-247.
6
The Report of the New York State Social Studies Review and Development Committee,
One Nation, Many Peoples: A Declaration of Cultural Interdependence
, June 1991, p. ix.
7
Ibid.
, p. 13.
8
Murder in the Playground: The Burnage Report
(London: Longsight Press, 1989), pp. 173, 211.
9
Ibid.
, p. 337. See also, pp. 355-356, 400-401.
10
Ibid.
, pp. 175-176, 180-181, 197.
11
Brian Bullivant,
The Pluralist Dilemma in Education: Six Case Studies
(Sydney: George Allen & Unwin, 1981), p. 219.
12
See Laurel Shaper Walters, “American Dreamers Learn the Lingo,”
Christian Science Monitor
, November 5, 1990, p. 12; Rosalie Pedalino Porter, “The Disabling Power of Ideology: Challenging the Basic Assumptions of Bilingual Education,”
Learning in Two Languages: From Conflict to Consensus in the Reorganization of Schools
, edited by Gary Imhoff (New Brunswick, N.J.: Transaction Publishers, 1990), p. 22.
13
Rosalie Pedalino Porter, “Language Trap: No English, No Future,”
Washington Post
, April 22, 1990, p. B3.
14
Diana Walsh, “S.F.’s Bilingual Bombshell,
San Francisco Examiner
, May 19, 1991, p. A-1.
15
Peter Schmidt, “Blacks’ Assignment to Bilingual Classes in S.F. is Criticized,”
Education Week
, June 12, 1991, p. 13. Bilingual education programs have also sometimes been used as dumping grounds for problem teachers. See Rosalie Pedalino Porter,
Forked Tongue
, p. 29.
16
Diana Walsh, “S.F.’s Bilingual Bombshell,”
San Francisco Examiner
, May 19, 1991, p. A-18.
17
Keith Baker and Christine Rossell, “An Implementation Problem: Specifying the Target Group for Bilingual Education,”
Education Policy
, Vol. 1, No. 2 (1987), pp. 262-263.
18
Linda Chavez,
Out of the Barrio: Toward a New Politics of Hispanic Assimilation
(New York: Basic Books, 1991), p. 37.
19
Rosalie Pedalino Porter,
Forked Tongue
, p. 21.
20
Heidi Dulay and Marina Burt, “The Relative Proficiency of Limited English Proficient Students,”
Current Issues in Bilingual Education
, edited by James E. Alatis (Washington, D.C.: Georgetown University Press, 1980), p. 183.
21
Linda Chavez,
Out of the Barrio
, p. 20.
22
Keith Baker and Christine Rossell, “An Implementation Problem: Specifying the Target Group for Bilingual Education,”
Education Policy
, Vol. 1, No. 2 (1987), p. 263.
23
Rosalie Pedalino Porter,
Forked Tongue
, p. 34.
24
Joan Keefe, “Bilingual Education: Costly, Unproductive,”
Christian Science Monitor
, August 1985, p. 16. See also Sally Peterson, “A Practicing Teacher’s Views on Bilingual Education: The Need for Reform,”
Learning in Two Languages
, edited by Gary Imhoff, p. 244; Rosalie Pedalino Porter,
Forked Tongue
, p. 6.
25
Linda Chavez,
Out of the Barrio
, p. 29. See also Rosalie Pedalino Porter,
Forked Tongue
, p. 33.