Global Tuidang Center



Sabotaging Education (3) – From the Series “How the Specter of Communism is Ruling Our World”, Chapter Twelve (Part II)



The Epoch Times is serializing a translation from the Chinese of a new book, How the Specter of Communism Is Ruling Our World, by the editorial team of the Nine Commentaries on the Communist Party.

Previous Chapter: The Specter of Communism in Western Universities

                               a. Dumbing Down Students

                                b. The Destructive Nature of Progressive Education

Communist Elements in Primary and Secondary Education

c. Education: A Means of Spoiling Students

On April 20, 1999, two students at Columbine High School in Colorado murdered ten students and one teacher and injured over twenty people in a carefully plotted massacre. The tragedy shocked the United States. People wondered why the two students would carry out such a cold-blooded attack, murdering their classmates and a teacher they’d known for years.

By comparing social phenomena in different historical periods, educators noticed that up to the 1960s, problems with U.S. student behavior were minor — things like tardiness, talking in class without permission, or chewing gum. After the 1980s, there were worse problems, like excessive drinking, drug abuse, premarital sex, pregnancy, suicide, gangs, or even indiscriminate shooting. The downward trend worried those who saw how things were developing, but few knew the real roots of the change, and none could prescribe the appropriate treatment for the disorder.

The distortion and the downward spiral of the moral standards of American youth was no accident.

Atheism and Evolution

Dr. Frederick Charles Schwarz, author of the book You Can Trust The Communists . . . to Be Communists, and a pioneer of U.S. anti-communist campaigns, observed: “The three basic tenets of Communism are atheism, evolution, and economic determinism. The three basic tenets of the American Public School system are atheism, evolution, and economic determinism.” [21] His point was that key elements of communist ideology have been adopted in American public schools.

The divine created humankind and laid down the moral standards that should regulate human life. Belief in gods lays the foundation of morality for society and underpins the existence of the human world. Communism forcibly spread atheism and the theory of evolution in schools as a means of destroying morality. This is to be expected in communist states like China and the former Soviet Union, but in the United States, it was carried out coercively.

Under the pretext of separation of church and state, leftists opposed the teaching of creationism in American public schools, though they promoted the theory of evolution. Public schools dare not transgress such boundaries. This education inevitably leads the number of religious believers to decline, as children are indoctrinated with the idea that the theory of evolution is scientific truth and not to be questioned.

Since the 1960s, courts around the United States shut down Bible study in public schools, again under the pretext of separation of church and state. One court ruled that students enjoyed the freedom of speech and the press unless the topic was religious, at which time such speech became unconstitutional. [22]

In 1987, students in Alaskan public schools were told not to use the word “Christmas” since it contained the word “Christ.” In 1987, a Federal court in Virginia ruled that homosexual newspapers could be distributed on a high school campus, but religious newspapers were banned. In 1993, one elementary school music teacher in Colorado Springs was prevented from teaching Christmas carols because of alleged violations of the separation of church and state. [23]

Teaching and test materials in the United States have undergone ridiculously strict scrutiny due to the anti-theist orientation of the education system, in combination with decades of political correctness. In 1997, Diane Ravitch, a historian of education, once participated in the scrutiny of test content at a department under the U.S. Ministry of Education. Much to her surprise, the maxim that “God helps those who help themselves” was changed to “People should try to work things out for themselves whenever possible” because of the word “God” in the original. [24]

On the one hand, the American public education system ejected belief in God from schools under the pretext of separation of church and state. On the other hand, evolution, with its unresolved gaps, was held to be a self-evident truth to be instilled in children who had no mental preparation or defense. Children tend to believe in the authority of their teachers.

Parents with religious beliefs teach their kids to respect others, but children who are instilled with the theory of evolution are likely to challenge the religious education given by their parents. At least, they will no longer take their parents’ religious instruction seriously. The result is that education pulls children away from parents with religious beliefs. This is the most challenging problem that families with religious beliefs face when it comes to their children’s education, and it’s the evilest aspect of the anti-theistic education system.

Communist Ideology

Chapter Five of this book illustrates the nature of political correctness: It works like the thought police of communism, using a set of distorted political standards to replace authentic moral standards. Since the 1930s, communism has gradually entered American schools. From then on, political correctness has played the dominant role in the American educational system. When put into practice, it comes in different forms, some of which are extremely deceptive.

E. Merrill Root, author of Brainwashing in the High Schools, released in the 1950s, conducted research into eleven sets of history teaching materials used in Illinois between 1950 and 1952 and found that they characterized American history as the history of a power struggle between rich and poor, between the privileged few and the underprivileged. This is the essence of Marxian economic determinism. Such teaching material promotes the development of a global government that emphasises global concerns above those of any individual people, and in the end leads to global socialism. [25]

In 2013, a school district in Minnesota adopted a project named All for All, which put the focus of teaching on racial equality — equality here referring to identity politics. This ideology blames the poor performance of students from some ethnic minority groups as due to systemic racial discrimination, which leads to efforts devoted to dismantling “white privilege.” The project demanded that all teaching activities be based on racial equality and that only teachers and administrators who were deeply aware of the issues associated with racial equality be employed.

The project started with kindergartens. Tenth-grade English classes focused on the themes of colonization and migration, as well as social constructions of race, class, and gender. The eleventh-grade framework claimed, “By the end of the year, you will have … learned how to apply marxist [sic], feminist, post-colonial [and] psychoanalytical … lenses to literature.” [26]

In July 2016, California adopted a new social science framework for elementary and high schools. The original left-leaning framework was made to look even more like left-wing ideological propaganda. Content that should be emphasized in history and social science courses — like the founding spirit of America, and military, political, and diplomatic history — was watered down or ignored. In contrast, the counterculture of the 1960s was passionately highlighted and made to seem like the founding principles of the nation.

The curriculum also articulated a clearly anti-traditional framework of sex and family. Take the eleventh-grade courses, for example. The framework claimed its focus was on the rights movements of minority races, tribes, and religions, as well as women and lesbian, gay, bisexual, and transgender (LGBT) Americans. In fact, religions were seldom mentioned, but much was written about sexual minorities. In particular, LGBT groups were included first, having a significant share of eleventh-grade history courses. The LGBT portions were written in a tone clearly supportive of “sexual liberation.” For example, in the part on AIDS, it was suggested that people’s fear of AIDS caused sexual liberation to wane. [27]

The sex content occupied many chapters, squeezing out other content far more worthy of attention for young people. For example, in the course of World War I, students hardly learn of the critical role played by the U.S. Army, but instead learn that American soldiers found European sexual customs satisfying. [28] This left-leaning framework is full of distortion and bias, guiding students to hate their own country. Though the framework was adopted by California, the impact of this approach has been national. [29]

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