COMPARISON OF TWO TYPES OF EDUCATION: Type #1 (Traditional) vs. Type #2 (CSCOPE & Common Core)
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Description |
Type #1 Traditional Classical Learning |
Type #2 CSCOPE and Common Core Standards
Progressive, Radical Social Justice Agenda |
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| Instruction | Direct instruction by teacher | Self-directed learning, group-think
Emphasis on: Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and climate change, victimization, diversity, acceptance of homosexuality as normal, redistribution of wealth
De-emphasis on: Declaration of Independence, Bill of Rights, Constitution, national sovereignty, Founding Fathers, American exceptionalism
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| Curriculum | Academic, fact-based, skills, research | Social concerns, project-based, constructivism, subjective, uses unproven fads and theories | ||
| Teacher’s Role | Authority figure; sets the plan for the class; academic instruction | Facilitator | ||
| Student’s Role | Learn from teacher; focus on factual learning, develop foundation skills for logical and analytical reasoning, independent thinking | Students teach each other; focus on feelings, emotions, opinions; group-think | ||
| English, Language Arts, Reading (ELAR) | Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, research writing | Whole language, balanced literacy,Guided Reading; no cursive writing instruction so cannot read primary documents of Founding Fathers | ||
| Mathematics | “Drill and Skill,” four math functions learned to automaticity | Fuzzy math, rejects drill and memorization of math facts, dependent on calculators | ||
| Social Studies | Focus on American heritage and exceptionalism, national sovereignty, Founding documents | Diversity, multiculturalism, globalization, revisionist history, political correctness | ||
| Character Development | Pro-faith, self-control, personal responsibility, self-discipline, solid work ethic | Secular, moral relativism, anti-faith, victimization | ||
| Equality | Equal opportunities | Equal outcomes | ||
| Assessment | Students evaluated by earned grades, objective tests | Inflated grades, subjective assessments evaluated based upon value system of grader, group grades | ||
| Outcomes | Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge | Subjective assessments; emphasis on holistic, “feel good” scoring |
Original chart produced by Carole H. Haynes, Ph.D. – chaynes777@gmail.com
Revised chart produced 11.04.13.