The New Salem Educational Initiative Blog: Introductory Comments >>>>> Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota, Volume VIII, Number 8, February 2022 

Mar 18, 2022

Introductory Comments >>>>> Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota, Volume VIII, Number 8, February 2022 

Introduction

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

By the 1970s, the anti-knowledge ideology emanating from William Heard Kilpatrick and others at Teachers College/Columbia University had taken hold in the programs of all departments, schools, and colleges of education in the United States, so that all public school administrators and teachers trained in these programs enter our schools unprepared to deliver the abundant knowledge and skill sets that would give our students and our body politic the opportunity to live lives as culturally enriched, civically engaged, professionally satisfied citizens.

We bear the consequences for wretched public education throughout the United States as demonstrated in a bevy of anti-scientific, irrational, and irresponsible behaviors.

And of elevated importance as a consequence of the anti -knowledge ideology that took hold by the 1970s is the low intellectual quality of education professors who have themselves trained in the programs of departments, schools, and colleges of education and go forth to perpetuate the ideology and to produce knowledge-deficient administrators and teachers.

Remembering the vacuous curriculum inflicted on students in the M. Ed. Teaching and Learning program of the education department at St. Mary’s University of Minnesota as recorded in a previous article to appear in Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota, inspect this list of those who teach in this program, giving attention to the low level of their own academic preparation; note that there are very few holders of doctorates, and understand that an M.Ed., the highest degree held by most of these staff members, is academically insubstantial, as is an Ed. D. --- and then, as you read the other articles in this February 2022 edition, consider how all of the major vexations of our wretched system of public education are traceable to the historical origins and current circumstance of the intellectually corrupt ideology of education professors >>>>>

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M.Ed. in Teaching and Learning Staff at St. Mary’s University of Minnesota

Megan Troje, M.A.

Lead Field Specialist

Admission - SGPP

LaSalle Hall - TC Campus, LSH 114

Faculty

Tracy Lysne, M.Ed.

Program Director