SEL 2.0: The “Fundamental Transformation” of America Continues
By Claudia Henneberry
June 2022
PERMALINK
By now, you have probably heard of “SEL”, or, Social Emotional Learning. This is perhaps the latest and greatest of the hundreds of fads, gimmicks, and “reforms” that have been used by educrats over the last century to affect the outcome of education of our children in kindergarten through high school. But this is not your grandparents’ Character Education!
Social and Emotional Learning became a thing during the Greek Republic. They knew that education must address not only the traditional academic disciplines, but also morality in order to produce “good citizens”. Fast forward to the 1960s when a Yale researcher, James Comer, produced a pilot called the Comer School Development Program. Comer’s belief was “the contrast between a child’s experiences at home and those in school deeply affects the child’s psychosocial development and that this, in turn, shapes academic achievement.” His test study included a school in New Haven, CT. The school had abysmal attendance, but after the study concluded, the school exceeded the national standard of attendance and student success.
New Haven became the lab for SEL research. Between 1987 and 1992, Yale professor Robert P. Weissberg and a New Haven public school educator, Timothy Shriver, led an effort to devise curriculum for schools through the W. T. Grant Foundation.
Throughout the 1980s, SEL came to the classroom in the form of anti-bullying and good character discussions, which was absolutely acceptable and probably needed for some students. Yet these discussions were limited, otherwise, schools would be overstepping their bounds.
By 1994, the nonprofit, CASEL - the Collaborative to Advance Social and Emotional Learning - was born. Then in 1995, CASEL changed its name to the Collaborative for Academic, Social, and Emotional Learning, as if to admit that they had left out the term “Academic”. Their goals, as stated by the formulators, was toensconce “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” Who can be against helping students develop good attitudes, manage emotions, and make caring decisions, right? But, whose attitudes, emotions, and decisions? And, isn’t that the job of parents?
Fast forward to 2020 and, from stage left, enters “Transformative SEL” onto the education scene. According to CASEL.org, the new and improved “Transformative SEL” is “a process whereby young people and adults build strong, respectful, and lasting, relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.”
The Department of Education, the Department of Health and Human Services, and the CDC are intertwined with CASEL to likewise support the implementation of SEL practices in K-12 classrooms, to some extent or another, across the U. S., which begs the question, why is the Department of Education entering into the mental health arena and why would the Centers for Disease Control involve itself in education? Food for thought for another article. There are so many layers to this onion.
Back to the task at hand. Notice in their definition of T-SEL that, among the jargon used, the word “inequity” stands out. That leads us to question why “inequity” and not “inequality”. “Equality” was once considered a great thing, an American thing, but according to SEL compatriots, it’s a really bad thing. Equality means treating people the same; equity, by contrast, means treating some people better than others depending on the level of oppression they can claim for themselves or their ancestors or unrelated people with the same skin color or chromosomal makeup. Today, SEL is all about “anti-racist” education and is using CRT (Critical Race Theory) in its curricula. Therefore, whatever the educrats deem an inequity shall be condemned and the perpetrators punished.
Jane Robbins is an attorney and senior Fellow with the American Principles Project and an expert on the subject of education and SEL. She contends that “the new concept of ‘anti-racism’ has a more sinister meaning,” whereby “white children are by definition oppressors, minority children (except, presumably, higher achieving on average Asian children) are by definition oppressed, and all of education must devolve into a churning mass of guilt and resentment.”
Another expert, Frederick Hess, a senior Fellow and Director of Education Policy Studies at the American Enterprise Institute, weighs in with, “The truth is that “anti-racist” education isn’t interested in anything so small as educational improvement. The aim is cultural revolution in the name of an illiberal doctrine that poses a mortal threat to schools and colleges. Anti-racism’s hostility to reason, rejection of civilizational virtue, and labeling of skepticism as blasphemy represent an assault on the very soul of liberal education.”
One of the high-priests of CASEL, its president and CEO (2014-2021), Karen Niemi, acknowledged in a webinar in June, 2020, that the true intent of the anti-racism aspect of SEL is to, obviously, produce obedient Marxist activists.
The 2020 CASEL webinar presenters designated SEL as a tool to develop community organizers for leftist causes, thereby defining Transformative SEL as an approach that “takes action to fight injustice” (injustice as seen through a leftist lens).
According to Niemi, “social-emotional learning helps students move from anger to agency and then to action,” primarily for the cause of anti-racism. (She announces this within the first minute of the webinar.) All this will come from teaching children to “examine prejudices and biases . . . [and] evaluate social norms and systemic inequities . . . .” This is going well-beyond teaching students to be good citizens—today’s SEL intends to launch them into becoming Antifa and BLM ‘agents of change’. What we saw play-out on America’s streets in 2020 is precisely the outcome intended, I believe. Those kids who tore down statues, killed or injured cops, burned buildings, and looted Macy’s got an A+.
Predictably, the pandemic allowed educrats to put the pedal to the metal in terms of SEL in the classroom, or, Zoom rooms, and to expand it into communities. “Pandemic-related data uncovered life struggles for students, their families, and staff, such as housing insecurity, lack of technology and broadband access, and health concerns,” according to Katari Coleman, project Director for the Education Development Center. To the rescue, more of your money - American Rescue Plan Act funding - to address SEL. “Through tragedy, the pandemic functioned as an incubator for developing innovative activities and resources, and resulted in unprecedented steps forward for making SEL more accessible and comprehensive,” elaborated Coleman. Never let a crisis go to waste.
Oh, there’s more inside the Trojan Horse of T-SEL. Among CASEL’s funding partners is the NoVo Foundation which is “dedicated to . . . moving [society] from, a culture of domination to one of equality and partnership.” NoVo seems to focus on abortion rights, LGBT interests, and anti-capitalist economics. CSE, or, Comprehensive Sex Education, which goes over and beyond what you and I remember in school, is a subsection of T-SEL. It is probably being taught under the radar in a school near you.
Other T-SEL enthusiast groups include the Arcus Foundation, which is all about LGBT, primarily the transgender portion. The Morning Side Center for Teaching Social Responsibility offers resources for using SEL to develop leftist attitudes about topics such as climate change. According to Jane Robbins, “These are the types of outfits churning out T-SEL curricula to shape children’s opinions and behaviors.”
Not to be overlooked, the largest influencer and biggest donor is, you got it, your own federal government (e.g., your money) which expands the tentacles of T-SEL. Under President Biden’s Fiscal Year 2022 budget, CASEL received a $2 billion increase from the 2021 budget to bring more mental health and child development experts in to schools, “to provide comprehensive services and expand evidence-based models that meet the holistic needs of children, families, and communities.” Biden’s budget also contains more money for professional development training for teachers in T-SEL strategies.
As one can see, Social Emotional Learning has grown into a transformative behemoth.
The ancient Greeks taught their children good citizenship. The American colonists educated theirs specifically to have Biblical morals and values and to be learned in academic disciplines. The American pioneer taught academics, responsibility, hard work, freedom, and opportunity which resulted in the most exceptional country in history. Now we find ourselves here, in the midst of an education autocracy taking aim at your children’s psyches, beliefs, and attitudes, while seemingly not that concerned about teaching academics.
Parents, if you find yourselves at a school board meeting concerned about what your child is learning, or not learning, keep in mind that Merrick Garland and his Department of Justice will take note. You may wind-up on a list of “domestic terrorists”. But like American heroes before us, do not let them deter you from standing up and stopping what could cause the fall of our Republic!
---------------------------------------------
Claudia Henneberry is a retired Social Studies teacher, Executive Director of the National Constitution Bee, and Contributor to Potomac Tea Party.
By Claudia Henneberry
June 2022
PERMALINK
By now, you have probably heard of “SEL”, or, Social Emotional Learning. This is perhaps the latest and greatest of the hundreds of fads, gimmicks, and “reforms” that have been used by educrats over the last century to affect the outcome of education of our children in kindergarten through high school. But this is not your grandparents’ Character Education!
Social and Emotional Learning became a thing during the Greek Republic. They knew that education must address not only the traditional academic disciplines, but also morality in order to produce “good citizens”. Fast forward to the 1960s when a Yale researcher, James Comer, produced a pilot called the Comer School Development Program. Comer’s belief was “the contrast between a child’s experiences at home and those in school deeply affects the child’s psychosocial development and that this, in turn, shapes academic achievement.” His test study included a school in New Haven, CT. The school had abysmal attendance, but after the study concluded, the school exceeded the national standard of attendance and student success.
New Haven became the lab for SEL research. Between 1987 and 1992, Yale professor Robert P. Weissberg and a New Haven public school educator, Timothy Shriver, led an effort to devise curriculum for schools through the W. T. Grant Foundation.
Throughout the 1980s, SEL came to the classroom in the form of anti-bullying and good character discussions, which was absolutely acceptable and probably needed for some students. Yet these discussions were limited, otherwise, schools would be overstepping their bounds.
By 1994, the nonprofit, CASEL - the Collaborative to Advance Social and Emotional Learning - was born. Then in 1995, CASEL changed its name to the Collaborative for Academic, Social, and Emotional Learning, as if to admit that they had left out the term “Academic”. Their goals, as stated by the formulators, was toensconce “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” Who can be against helping students develop good attitudes, manage emotions, and make caring decisions, right? But, whose attitudes, emotions, and decisions? And, isn’t that the job of parents?
Fast forward to 2020 and, from stage left, enters “Transformative SEL” onto the education scene. According to CASEL.org, the new and improved “Transformative SEL” is “a process whereby young people and adults build strong, respectful, and lasting, relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.”
The Department of Education, the Department of Health and Human Services, and the CDC are intertwined with CASEL to likewise support the implementation of SEL practices in K-12 classrooms, to some extent or another, across the U. S., which begs the question, why is the Department of Education entering into the mental health arena and why would the Centers for Disease Control involve itself in education? Food for thought for another article. There are so many layers to this onion.
Back to the task at hand. Notice in their definition of T-SEL that, among the jargon used, the word “inequity” stands out. That leads us to question why “inequity” and not “inequality”. “Equality” was once considered a great thing, an American thing, but according to SEL compatriots, it’s a really bad thing. Equality means treating people the same; equity, by contrast, means treating some people better than others depending on the level of oppression they can claim for themselves or their ancestors or unrelated people with the same skin color or chromosomal makeup. Today, SEL is all about “anti-racist” education and is using CRT (Critical Race Theory) in its curricula. Therefore, whatever the educrats deem an inequity shall be condemned and the perpetrators punished.
Jane Robbins is an attorney and senior Fellow with the American Principles Project and an expert on the subject of education and SEL. She contends that “the new concept of ‘anti-racism’ has a more sinister meaning,” whereby “white children are by definition oppressors, minority children (except, presumably, higher achieving on average Asian children) are by definition oppressed, and all of education must devolve into a churning mass of guilt and resentment.”
Another expert, Frederick Hess, a senior Fellow and Director of Education Policy Studies at the American Enterprise Institute, weighs in with, “The truth is that “anti-racist” education isn’t interested in anything so small as educational improvement. The aim is cultural revolution in the name of an illiberal doctrine that poses a mortal threat to schools and colleges. Anti-racism’s hostility to reason, rejection of civilizational virtue, and labeling of skepticism as blasphemy represent an assault on the very soul of liberal education.”
One of the high-priests of CASEL, its president and CEO (2014-2021), Karen Niemi, acknowledged in a webinar in June, 2020, that the true intent of the anti-racism aspect of SEL is to, obviously, produce obedient Marxist activists.
The 2020 CASEL webinar presenters designated SEL as a tool to develop community organizers for leftist causes, thereby defining Transformative SEL as an approach that “takes action to fight injustice” (injustice as seen through a leftist lens).
According to Niemi, “social-emotional learning helps students move from anger to agency and then to action,” primarily for the cause of anti-racism. (She announces this within the first minute of the webinar.) All this will come from teaching children to “examine prejudices and biases . . . [and] evaluate social norms and systemic inequities . . . .” This is going well-beyond teaching students to be good citizens—today’s SEL intends to launch them into becoming Antifa and BLM ‘agents of change’. What we saw play-out on America’s streets in 2020 is precisely the outcome intended, I believe. Those kids who tore down statues, killed or injured cops, burned buildings, and looted Macy’s got an A+.
Predictably, the pandemic allowed educrats to put the pedal to the metal in terms of SEL in the classroom, or, Zoom rooms, and to expand it into communities. “Pandemic-related data uncovered life struggles for students, their families, and staff, such as housing insecurity, lack of technology and broadband access, and health concerns,” according to Katari Coleman, project Director for the Education Development Center. To the rescue, more of your money - American Rescue Plan Act funding - to address SEL. “Through tragedy, the pandemic functioned as an incubator for developing innovative activities and resources, and resulted in unprecedented steps forward for making SEL more accessible and comprehensive,” elaborated Coleman. Never let a crisis go to waste.
Oh, there’s more inside the Trojan Horse of T-SEL. Among CASEL’s funding partners is the NoVo Foundation which is “dedicated to . . . moving [society] from, a culture of domination to one of equality and partnership.” NoVo seems to focus on abortion rights, LGBT interests, and anti-capitalist economics. CSE, or, Comprehensive Sex Education, which goes over and beyond what you and I remember in school, is a subsection of T-SEL. It is probably being taught under the radar in a school near you.
Other T-SEL enthusiast groups include the Arcus Foundation, which is all about LGBT, primarily the transgender portion. The Morning Side Center for Teaching Social Responsibility offers resources for using SEL to develop leftist attitudes about topics such as climate change. According to Jane Robbins, “These are the types of outfits churning out T-SEL curricula to shape children’s opinions and behaviors.”
Not to be overlooked, the largest influencer and biggest donor is, you got it, your own federal government (e.g., your money) which expands the tentacles of T-SEL. Under President Biden’s Fiscal Year 2022 budget, CASEL received a $2 billion increase from the 2021 budget to bring more mental health and child development experts in to schools, “to provide comprehensive services and expand evidence-based models that meet the holistic needs of children, families, and communities.” Biden’s budget also contains more money for professional development training for teachers in T-SEL strategies.
As one can see, Social Emotional Learning has grown into a transformative behemoth.
The ancient Greeks taught their children good citizenship. The American colonists educated theirs specifically to have Biblical morals and values and to be learned in academic disciplines. The American pioneer taught academics, responsibility, hard work, freedom, and opportunity which resulted in the most exceptional country in history. Now we find ourselves here, in the midst of an education autocracy taking aim at your children’s psyches, beliefs, and attitudes, while seemingly not that concerned about teaching academics.
Parents, if you find yourselves at a school board meeting concerned about what your child is learning, or not learning, keep in mind that Merrick Garland and his Department of Justice will take note. You may wind-up on a list of “domestic terrorists”. But like American heroes before us, do not let them deter you from standing up and stopping what could cause the fall of our Republic!
---------------------------------------------
Claudia Henneberry is a retired Social Studies teacher, Executive Director of the National Constitution Bee, and Contributor to Potomac Tea Party.
Privilege or Consistency?
by Tracey M. Downey MAH
October 2021
In 2021 the common theme heard in academia is the push to strengthen ideas on critical race theory in the classroom. This is causing a profound dilemma for history teachers trying to teach all aspects of U.S. history, both the good and the bad. A large part of this problem is what our students bring to class daily from the bits and pieces they have picked up from their discussions at home but, more importantly, from social media. USA Today’s Madeline Purdue discusses a study where 1,000 teens were polled which found that “60% of teens say they are getting their news from celebrities, influencers, and personalities.” Students are inundated with biased information daily, and in fact have a far different perception of what the whole conversation is about. The argument they make often is that they would believe someone famous before a news anchor or even some adults. Sadly, this must be met by some argument to bring the conversation back to the discussion at hand, and to direct them to see the Internet and more specifically social media for what they are- there is so much information on the Internet that it is always easy to find an article or story or meme that backs your arguments and personal beliefs.
In a class discussion about civil rights a sidebar came up about race and white privilege this past school year. Many students wanted to have the opportunity to openly discuss their ideas without feeling judged but were shocked by other students’ ideas of what constitutes privilege. The students came to realize that notions of privilege, fed to them their whole lives by the media and others, were mistaken. What they perceived as one race having better opportunities turned out, after discussion, to be better behavioral choices or a push to excel on the part of individuals of that race.
The conversation opened with a student simply saying, ‘I wish I were white like you so I could have privilege.’ I asked the student to clarify what they saw in me that made my life so much better. As the conversation progressed my kids gained a whole new insight as they saw with their own eyes assumptions and differences crashing down around them. Here I must digress to explain that I work in a Title 1 low-income school with a very diverse population, each class having a good mixture of all backgrounds and ethnicities, very much a melting pot of the minds.
One assertation of privileges stated to me was, “I bet you anything you were raised by both parents your whole life and they are probably still married.” This in fact would be a true assessment as my parents have been married fifty-two years, but as I nodded another student chimed in to say that couldn't be a white thing because their parents and grandparents were all still married and she was Hispanic. With that we took a classroom poll and it appeared that long standing marriage crossed all backgrounds and therefore could not be used in the student’s argument of how my life was better.
The next argument was that I probably never had to work more then one job to provide for myself because white people get paid more. Again not a true statement as I had to explain I have held multiple jobs my whole life because I have always wanted more and that “more” came with a larger price tag so I had to have an extra job to give me extra money. I also explained that when I was growing up my family did not have a ton of money but that my dad used to go out before everyone else started their days to deliver newspapers for extra money so that I could stay in dance classes. Was that “privilege” that my dad had to do this instead of just pulling me out of dance? When I explained that there was a time in my life that I lived off macaroni and cheese and only turned my AC on at night while I slept so I could keep costs down and afford rent, my students laughed as they all shared stories of funny things, they have seen their parents do to keep the household going. Once again debunking the idea that money privilege is color based.
The discussion took us through going to college, getting better jobs, not having to always watch your back, but the most shocking of all was the perception that all white people had trust funds as seen on T.V. With every topic the whole class with their myriad of ideas realized that no matter what your background most of us have had very similar experiences if not the same stories. What made the conversation most interesting was when a co -teacher came in to share in the discussion with her class and as she shared her stories the students were stunned to see that she in fact, as a black woman with a master’s degree- raised by both her parents- had more privilege than me growing up as she never had to work in high school.
One thing both of us shared with our students that shocked them was that our parents were very consistent in their rules for us. As much as my parents loved me and hers loved her, they were never our friends. They were our parents first and if they did that job well they would raise children who would become good parents themselves and then maybe have a friendship as equal parents. The students were floored to know that there were curfews that were not to be broken, restrictions on when phones could be used or television could be watched, an absolute law against being with anyone our parents didn't know or already had an amicable relationship with, and zero tolerance for lack of respect to adults and authority. My parents did not sway on punishments for not getting chores done or staying out ten minutes past curfew nor did they ever stand for mediocre grades, or average performance. The parents of both of us were firm that we would be better than they ever had the chance to be and that our best was all we should accept. This did not mean our parents were strict, it simply meant they were striving to make good responsible children who earned their place in life.
As I look at the students’ discussion on privilege, I can see perceptions that are bound to cause confusion among others. Our society makes privilege out to mean someone gets something better than the other because of his or her race or ethnicity. Instead, the students learned that what they saw as “better” equated to working harder or having people that pushed you to excel. This was not a naïve conversation and therefore it lent itself to far harder topics discussed later in the year, but this one ended on a positive with students seeing others around them in a more authentic way. “We accept the reality of the world with which we’ve been presented,” (The Truman Show) this in fact rings true for all my students who freely spoke that day. So many were shocked to see that what they had been told or presumed was not always reality.
October 2021
- A high school teacher has an eye-opening discussion on ‘white privilege’ with students
In 2021 the common theme heard in academia is the push to strengthen ideas on critical race theory in the classroom. This is causing a profound dilemma for history teachers trying to teach all aspects of U.S. history, both the good and the bad. A large part of this problem is what our students bring to class daily from the bits and pieces they have picked up from their discussions at home but, more importantly, from social media. USA Today’s Madeline Purdue discusses a study where 1,000 teens were polled which found that “60% of teens say they are getting their news from celebrities, influencers, and personalities.” Students are inundated with biased information daily, and in fact have a far different perception of what the whole conversation is about. The argument they make often is that they would believe someone famous before a news anchor or even some adults. Sadly, this must be met by some argument to bring the conversation back to the discussion at hand, and to direct them to see the Internet and more specifically social media for what they are- there is so much information on the Internet that it is always easy to find an article or story or meme that backs your arguments and personal beliefs.
In a class discussion about civil rights a sidebar came up about race and white privilege this past school year. Many students wanted to have the opportunity to openly discuss their ideas without feeling judged but were shocked by other students’ ideas of what constitutes privilege. The students came to realize that notions of privilege, fed to them their whole lives by the media and others, were mistaken. What they perceived as one race having better opportunities turned out, after discussion, to be better behavioral choices or a push to excel on the part of individuals of that race.
The conversation opened with a student simply saying, ‘I wish I were white like you so I could have privilege.’ I asked the student to clarify what they saw in me that made my life so much better. As the conversation progressed my kids gained a whole new insight as they saw with their own eyes assumptions and differences crashing down around them. Here I must digress to explain that I work in a Title 1 low-income school with a very diverse population, each class having a good mixture of all backgrounds and ethnicities, very much a melting pot of the minds.
One assertation of privileges stated to me was, “I bet you anything you were raised by both parents your whole life and they are probably still married.” This in fact would be a true assessment as my parents have been married fifty-two years, but as I nodded another student chimed in to say that couldn't be a white thing because their parents and grandparents were all still married and she was Hispanic. With that we took a classroom poll and it appeared that long standing marriage crossed all backgrounds and therefore could not be used in the student’s argument of how my life was better.
The next argument was that I probably never had to work more then one job to provide for myself because white people get paid more. Again not a true statement as I had to explain I have held multiple jobs my whole life because I have always wanted more and that “more” came with a larger price tag so I had to have an extra job to give me extra money. I also explained that when I was growing up my family did not have a ton of money but that my dad used to go out before everyone else started their days to deliver newspapers for extra money so that I could stay in dance classes. Was that “privilege” that my dad had to do this instead of just pulling me out of dance? When I explained that there was a time in my life that I lived off macaroni and cheese and only turned my AC on at night while I slept so I could keep costs down and afford rent, my students laughed as they all shared stories of funny things, they have seen their parents do to keep the household going. Once again debunking the idea that money privilege is color based.
The discussion took us through going to college, getting better jobs, not having to always watch your back, but the most shocking of all was the perception that all white people had trust funds as seen on T.V. With every topic the whole class with their myriad of ideas realized that no matter what your background most of us have had very similar experiences if not the same stories. What made the conversation most interesting was when a co -teacher came in to share in the discussion with her class and as she shared her stories the students were stunned to see that she in fact, as a black woman with a master’s degree- raised by both her parents- had more privilege than me growing up as she never had to work in high school.
One thing both of us shared with our students that shocked them was that our parents were very consistent in their rules for us. As much as my parents loved me and hers loved her, they were never our friends. They were our parents first and if they did that job well they would raise children who would become good parents themselves and then maybe have a friendship as equal parents. The students were floored to know that there were curfews that were not to be broken, restrictions on when phones could be used or television could be watched, an absolute law against being with anyone our parents didn't know or already had an amicable relationship with, and zero tolerance for lack of respect to adults and authority. My parents did not sway on punishments for not getting chores done or staying out ten minutes past curfew nor did they ever stand for mediocre grades, or average performance. The parents of both of us were firm that we would be better than they ever had the chance to be and that our best was all we should accept. This did not mean our parents were strict, it simply meant they were striving to make good responsible children who earned their place in life.
As I look at the students’ discussion on privilege, I can see perceptions that are bound to cause confusion among others. Our society makes privilege out to mean someone gets something better than the other because of his or her race or ethnicity. Instead, the students learned that what they saw as “better” equated to working harder or having people that pushed you to excel. This was not a naïve conversation and therefore it lent itself to far harder topics discussed later in the year, but this one ended on a positive with students seeing others around them in a more authentic way. “We accept the reality of the world with which we’ve been presented,” (The Truman Show) this in fact rings true for all my students who freely spoke that day. So many were shocked to see that what they had been told or presumed was not always reality.
Communism Kills
The Party of Death Wants Total Control Over You
- Is it any wonder that the Progressives’ total disregard for human life has become a main feature
in their revolution to overturn our Constitutional Republic?
By LTC David R. Bores, US Army (Ret)
September 2021
PERMALINK
During WW II the Nazi’s murdered over 16 million Jews in the Holocaust. Today, over 62,000,000 abortions have been performed in the United States. Long before the Supreme Court upheld Roe v. Wade, the 1973 case that sanctioned the killing of unborn babies, there were those who forewarned that legalizing abortion would put America on a slippery slope toward moral decay.
Progressives ignored their heeding and pressed on with an agenda to ensure abortions were legally protected. But apparently, their blood lust is not yet satisfied. Since Biden became President, evidence continues to mount that demonstrates how little regard these social democrats have for human life.
There is no better example than the thousands of deaths that occur as a direct consequence to the Progressives’ open-door policy at our Southern border. An alliance of Mexican drug cartels with jihadists uses the weak belly of our nation to smuggle tons of made-in-China fentanyl into the US. Approximately 90,000 people die annually to drug overdosing, 60% due to fentanyl. According to CDC:
Most of the increases in fentanyl deaths over the last three years do not involve prescription fentanyl but are related to illicitly-made fentanyl that is being mixed with or sold as heroin—with or without the users’ knowledge and increasing as counterfeit pills.
To be sure, these fentanyl deaths are intentional. China has declared total warfare against the US using a ‘non-military war strategy.’ This is but one prong of their unconventional scheme. And while narco-cartels are reaping millions of dollars in profits to advance their money-making ventures—sex trafficking and counterfeit pharmaceutical production—the jihadists’ use their financial cut to finance the global movement to spread Shar’ia to non-Islamic parts of the world through violence and subversion.
Clearly, Americans would be safer if the Southern border was sealed. But Progressives ignore the safety aspect, instead favoring an open-door policy that injects misery, mayhem, and murder into our nation. Their policies regarding illegal immigration along the border has led to the deaths of thousands of US citizens and other violent crimes as well. Yet illegal aliens are let into the country, many of whom are infected with COVID and other communicable diseases, then transplanted throughout America to infect others.
Speaking of COVID, it was the staunch Progressive social democrat, Governor Andrew Cuomo, who housed infected patients inside nursing homes, knowing that elderly citizens were highly vulnerable to the virus. FOX News reported that Cuomo was responsible for over 1,000 nursing home deaths.
Unfortunately, many more citizens have died as a consequence of receiving the COVID-19 shot. A news report, drawing information from CDC’s Vaccine Adverse Event Reporting System (VAERS), stated that “In just the first four months of this year, the U.S. government has recorded more deaths after COVID vaccinations than from all other vaccines administered in the United States between mid-1997 and the end of 2013.” VAERS records also reveal that many people receiving the shots have suffered severe medical complications as a result. Never-the-less, Progressive bureaucrats downplay that fallout and push the vaccine, insisting everybody get ‘vaccinated’…even people who virologist Dr. Robert Malone said should not receive the shots.
For more evidence that Progressives have little to no regard for human life (or suffering) consider their callous attitude toward the crime, violence, and high murder rates in many of our largest urban areas—especially those run by Democrat officials. It’s because of progressive policies, like defunding the police, releasing violent criminals without bail, and removing qualified immunity protection for police officers, that murder rates and other violent crimes are skyrocketing, and who is it that suffers under such policies but minority citizens living in these inner cities.
Finally, we’ve all witnessed the cold disregard Biden has shown for Americans left behind after his unilateral pull-out of troops from Afghanistan, which is highly reminiscent of Hillary Clinton’s abandonment of an ambassador and three other Americans in Benghazi; all of whom were killed.
It was not happenstance that they would turn into cold, amoral death agents. For decades they have been obsessed with totalitarian movements. The Communist and Marxist ideologies they find so attractive were spawned by amoral, cold-blooded despots like Stalin and Mao. Progressives deify these thugs and glorify communist revolutionists, such as Fidel Castro and Che Guevara.
Is it any wonder that the Progressives’ total disregard for human life has become a main feature in their revolution to overturn our Constitutional Republic?
Today’s Progressives are moral reprobates, having no empathy for human life, other than their own. They must be stopped.
- Is it any wonder that the Progressives’ total disregard for human life has become a main feature
in their revolution to overturn our Constitutional Republic?
By LTC David R. Bores, US Army (Ret)
September 2021
PERMALINK
During WW II the Nazi’s murdered over 16 million Jews in the Holocaust. Today, over 62,000,000 abortions have been performed in the United States. Long before the Supreme Court upheld Roe v. Wade, the 1973 case that sanctioned the killing of unborn babies, there were those who forewarned that legalizing abortion would put America on a slippery slope toward moral decay.
Progressives ignored their heeding and pressed on with an agenda to ensure abortions were legally protected. But apparently, their blood lust is not yet satisfied. Since Biden became President, evidence continues to mount that demonstrates how little regard these social democrats have for human life.
There is no better example than the thousands of deaths that occur as a direct consequence to the Progressives’ open-door policy at our Southern border. An alliance of Mexican drug cartels with jihadists uses the weak belly of our nation to smuggle tons of made-in-China fentanyl into the US. Approximately 90,000 people die annually to drug overdosing, 60% due to fentanyl. According to CDC:
Most of the increases in fentanyl deaths over the last three years do not involve prescription fentanyl but are related to illicitly-made fentanyl that is being mixed with or sold as heroin—with or without the users’ knowledge and increasing as counterfeit pills.
To be sure, these fentanyl deaths are intentional. China has declared total warfare against the US using a ‘non-military war strategy.’ This is but one prong of their unconventional scheme. And while narco-cartels are reaping millions of dollars in profits to advance their money-making ventures—sex trafficking and counterfeit pharmaceutical production—the jihadists’ use their financial cut to finance the global movement to spread Shar’ia to non-Islamic parts of the world through violence and subversion.
Clearly, Americans would be safer if the Southern border was sealed. But Progressives ignore the safety aspect, instead favoring an open-door policy that injects misery, mayhem, and murder into our nation. Their policies regarding illegal immigration along the border has led to the deaths of thousands of US citizens and other violent crimes as well. Yet illegal aliens are let into the country, many of whom are infected with COVID and other communicable diseases, then transplanted throughout America to infect others.
Speaking of COVID, it was the staunch Progressive social democrat, Governor Andrew Cuomo, who housed infected patients inside nursing homes, knowing that elderly citizens were highly vulnerable to the virus. FOX News reported that Cuomo was responsible for over 1,000 nursing home deaths.
Unfortunately, many more citizens have died as a consequence of receiving the COVID-19 shot. A news report, drawing information from CDC’s Vaccine Adverse Event Reporting System (VAERS), stated that “In just the first four months of this year, the U.S. government has recorded more deaths after COVID vaccinations than from all other vaccines administered in the United States between mid-1997 and the end of 2013.” VAERS records also reveal that many people receiving the shots have suffered severe medical complications as a result. Never-the-less, Progressive bureaucrats downplay that fallout and push the vaccine, insisting everybody get ‘vaccinated’…even people who virologist Dr. Robert Malone said should not receive the shots.
For more evidence that Progressives have little to no regard for human life (or suffering) consider their callous attitude toward the crime, violence, and high murder rates in many of our largest urban areas—especially those run by Democrat officials. It’s because of progressive policies, like defunding the police, releasing violent criminals without bail, and removing qualified immunity protection for police officers, that murder rates and other violent crimes are skyrocketing, and who is it that suffers under such policies but minority citizens living in these inner cities.
Finally, we’ve all witnessed the cold disregard Biden has shown for Americans left behind after his unilateral pull-out of troops from Afghanistan, which is highly reminiscent of Hillary Clinton’s abandonment of an ambassador and three other Americans in Benghazi; all of whom were killed.
It was not happenstance that they would turn into cold, amoral death agents. For decades they have been obsessed with totalitarian movements. The Communist and Marxist ideologies they find so attractive were spawned by amoral, cold-blooded despots like Stalin and Mao. Progressives deify these thugs and glorify communist revolutionists, such as Fidel Castro and Che Guevara.
Is it any wonder that the Progressives’ total disregard for human life has become a main feature in their revolution to overturn our Constitutional Republic?
Today’s Progressives are moral reprobates, having no empathy for human life, other than their own. They must be stopped.