Volume VIII, No. 8
February 2022
Journal of the K-12 Revolution:
Essays
and Research from Minneapolis, Minnesota
A Publication of the New Salem
Educational Initiative
Gary Marvin Davison, Editor
Origins and Consequences of Wretched
Public Education Throughout the United
States
Part Four
A Five-Article Series
Gary Marvin
Davison, Ph. D.
Director, New Salem Educational
Initiative
New Salem Educational Initiative
Minneapolis, Minnesota
Origins and Consequences of Wretched
Public Education Throughout the United
States
Part Four
A Five-Article Series
Copyright © 2021
Gary Marvin Davison
New Salem Educational Initiative
Contents
Introductory Comments
The Internally Perpetuating Nature of the Education Establishment as a Consequence of Anti-Knowledge Ideology that Took Hold in Departments, Schools, and Colleges of Education by the 1970s >>>>>
The Insubstantial Academic Credentials of Those Who Preside in the Classrooms of the Teaching and Learning Program in the Education Department at St. Mary’s University of Minnesota as Salient Example
Article #1
Internally Sustaining Nature of
Our Wretched System of PreK-12 Education
Article #2
With Origins in the Anti-Knowledge
Ideology Prevailing at Teachers College/Columbia University During the 1920s, Abominable
Teacher Training Abides in the Institutions of the Twin Cities--- as
Subsets of Similar Programs Throughout the United States
Article #3
Meager Qualifications of Members of the Education
Establishment
Article #4
Consequences of Education Professor Ideological
Corruption Is Witnessed in the Academic Skills of Students in Locally
Centralized Public Schools Districts Led by Acolytes Such as Minneapolis Public
Schools Superintendent Ed Graff
Article #5
The Abysmal Knowledge and Skill Levels of Students in
the Minneapolis Public Schools
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