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The Intelligent Student's Guide to the New World Order


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Author Topic: The Intelligent Student's Guide to the New World Order  (Read 129 times)
Dominion
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« on: September 29, 2007, 11:26:42 pm »

Creating Problems

Problem creation is another unbelievable aspect of NWO education. According to the NCSS, one of the main duties of teachers is to create emotional problems for you:

ďAny attempt by a teacher to create a problem without arousing students emotionally can only result in a pseudo-problem. When students are disturbed, upset, perhaps even angry, they are closer to having a problem than is ever the case when teachers make the preservation of objectivity their only concern. A teacher can sometimes create in students a feeling that their beliefs, concepts or values are inadequate in some respect. When students are puzzled over what to believe, they are more likely to have an authentic problem in their possession... [13]

If the student is to become engaged in problem-solving he must be doubtful, uncertain or puzzled concerning something within his experience and have the desire through inquiry to remove the doubt. As long as he is certain of the truth or goodness of a particular idea or action, or as long as he is unconcerned, indifferent about the matter, he is not involved in problem-solving. Hence, the initial task confronting the teacher is that of creating the state of uncertainty or doubt in the mind of the student. . .the teacher must implant the element of doubt. [14]

Strategies Used to Create Problems

Since the presence of the element of doubt or puzzlement is a necessary condition for the initiation of problem-solving activity, let us consider teaching strategies which are likely to evoke such reactions...

...The teacher can present the students with a problem within the context of the content.
...The teacher can encourage the students to discover a problem within the context of the content.
...The teacher can convert the unexamined beliefs of students into problems.
...The teacher can point up conflicts within the studentsí pattern of beliefs, thus creating problems.
...The teacher can point up conflicts within the course content, thus creating problems. [15]
Teaching problem-solving, decision-making, and interdependence may have sounded good to many teachers, school board members, local curriculum coordinators, legislators, parents, and students. However, if they had the opportunity to read the above, and what the NCSS curriculum planners mean when they promote this type of education, all of those affected might be more hesitant before giving their sanction.

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