In "The Deliberate Dumbing Down of America," Charlotte Thomson Iserbyt presents a disconcerting argument, asserting that powerful forces have intentionally manipulated American education to promote a planned economy, global values-changing education, and a restructuring of America's representative governmental structure. Through extensive research and compelling examples, Iserbyt reveals how these changes have taken place, demonstrating their far-reaching consequences for the nation's future.
Central to Iserbyt's argument is that schools have abandoned their traditional role of nurturing well-rounded, critical thinkers. Instead, they now adopt a Skinnerian approach to education, relying on non-graded, computer-based instruction to train students for specific roles in the workforce. Iserbyt argues that by reducing education to a series of predetermined outcomes, schools condition students to become passive participants in a planned economy, ultimately undermining the principles of a free society.
To support her claims, Iserbyt presents a wealth of evidence, drawing on historical records and policy documents to trace the origins and development of this shift in education. She demonstrates that the movement toward a planned economy has been gradual and deliberate, with powerful forces actively working behind the scenes to reshape the education system. This revelation is startling and disconcerting, as it challenges the common perception of schools as neutral institutions solely to promote learning and personal growth.
The second central theme of "The Deliberate Dumbing Down of America" revolves around the infiltration of global values-changing education in American schools.
Iserbyt identifies International Baccalaureate (IB) programs as a prime example of this trend, arguing that they advance a globalist agenda that undermines national identity and sovereignty. Moreover, by focusing on internationalism and multiculturalism, she contends that these programs indoctrinate students with a worldview incompatible with traditional American values.
Iserbyt's critique of the IB program is thought-provoking and invites further discussion, as it raises essential questions about the role of education in shaping cultural identity. While some may argue that exposure to diverse perspectives is a valuable aspect of a well-rounded education, Iserbyt's concerns about the potential erosion of national identity and autonomy cannot be easily dismissed.
Finally, "The Deliberate Dumbing Down of America" examines the restructuring of America's representative governmental structure, focusing on regionalism (socialism) and communitarianism. Iserbyt asserts that these changes form part of a broader effort to dismantle the traditional American system of government and replace it with a more centralized, top-down approach that concentrates power in the hands of unelected councils or "soviets."
Iserbyt posits that a carefully orchestrated strategy facilitates this restructuring, using schools as a conduit for promoting a socialist and communitarian worldview. By instilling in students values that emphasize collective responsibility and the importance of the greater good over individual rights, she suggests that the education system prepares the next generation to embrace a fundamentally different vision of governance.
Throughout "The Deliberate Dumbing Down of America," Iserbyt's passion for her subject matter is evident, and her ability to connect the dots between seemingly disparate events and policies is impressive.
