The nest from which the policies that give rise to the TDSB’s ill-conceived educational approaches is the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT). Teachers who form policies and curriculum not only for the TDSB, but in school boards all over Canada are trained there under an educational philosophy called Critical Pedagogy, which is based on the works of the late Brazilian Marxist, Paulo Friere.
The Pedagogy of the Oppressed, Friere’s seminal work, is required reading in teachers colleges and its essential message is to divide the world into a Manichean equation of oppressor or oppressed, in which the oppressor can do no right and the oppressed can do no wrong.
Unfortunately for Canadians, as well as any society derived from European origins, is that we fall into oppressor category and proponents of Critical Pedagogy are tacitly teaching our children that we are inherently unfair racists who need radical reinvention. Or more to the point, generations of young Canadians are being influenced to commit civilizational suicide.
An example of a subtle way these ideas are being communicated to our children is the way that Middle Schools approach the issue of the domestic internment of Japanese-Canadians during World War 2.
Clearly the singling out of Japanese Canadians was based on racism and deserves condemnation.
Yes, but harping on "feelings and emotions of fairness" have everything to do with divesting a society of freedom. One look at our "human rights" apparatus, which is every bit as nutty and Marx-driven as OISE, is proof of that.But Grade 7 students are taught about this without context, before they are taught about the causes of World War 2, about Pearl Harbour, or about the practices in the rest of the world at the time. There was no country in the world then that did not practice similarly racist policies. What Canada did to its Japanese citizens pales in comparison to Japanese treatment of non-Japanese in countries they invaded like China and The Philippines, where massive murders, rapes and extermination occurred, or in Korea, where the Hirohito’s Army abducted tens of thousands of women to be used as brothel slaves.
This upside-down approach to teaching promoted by OISE and practiced at the TDSB has even insinuated itself into Math classes at the grade 5 level, where teachers are instructed to take the following approach:The class will represent the number of people in the entire world and the teacher will distribute the world's wealth between the students... Students will attempt to negotiate with other countries to donate their wealth/candies. At the end students will debrief their feelings and emotions of fairness with the data from the wealth chart.
“Feelings and emotions of fairness” have nothing to do with basic mathematics. But it has a lot to do with the type of social conditioning with which OISE seeks to surreptitiously condition Canada’s youth...