A History of Whole Child Part 3
BY LIZZIE MARGOLIUS
In our most recent article on Whole Child we introduced some of the manipulative language used in the framework and gave you some quotes directly from the Whole Child model both from ASCD and from the adopted Ohio version. In this article, we are going to get to the heart of the matter.
Whole Child is not about educating your child. Whole Child is about indoctrinating your child, while encompassing more and more control over him or her. The education system will indoctrinate using Marxist methodologies like DEI and social-emotional learning, which boast a huge emphasis on race, sexual orientation, and class, instead of morality, character, or talent. Whole Child will encourage your children to define themselves, not by who they are, but what they look like. You’re already seeing this everywhere you go, because remember Whole Child began in 2007.
Ohio, ever the laggard (but in this case, that was a good thing), officially adopted Whole Child under the Governor DeWine administration in 2019 through the Ohio Department of Education and rebranded it “Each Child, Our Future”. Sounds warm and fuzzy doesn’t it? All 50 states have adopted this framework without anyone taking a vote on it. A policy group worked with people in your state government and together they approved of a whole new way to teach and learn, without ever having to get your approval or vote. In 2011 Baldwin Wallace University in partnership with the Children’s Defense Fund – Ohio conducted a survey for parents and found that “parents overwhelmingly support Whole Child and social-emotional learning”. Do you?
Now, what’s so bad about Whole Child? Let me give you a real example of Whole Child from a school in Ohio.
Danny is asked to equitably distribute 16 apples into 4 different baskets, each basket labeled a different race. I suppose if Danny understood the definition of equity, then he would know the question is asking for equal outcomes. In theory each basket should get the same number of apples, but in reality, some baskets must “give” to the other baskets and so the baskets are not all equal. Does Danny understand ideological theory vs. reality? Why couldn’t we just ask Danny to divide 16 by 4? Notice the mess that colleges have become in recent years. Activism trumps education. That’s our future, but for K-12 if we continue down the path of Whole Child.
Now, to discuss the other side of the Whole Child coin. The Center for Disease Control has developed a conjoining program called WSCC (whole school, whole child, whole community). The WSCC model focuses entirely on mental, behavioral, physical, health, and nutritional services. The CDC plans on encompassing all health services through the school. What this means is that your child will go to school and receive vaccines, psychiatric/psychological, health, dental and vision services. Some examples: during covid public schools were setting up vaccine centers to administer covid vaccines, schools across the United States have been assisting students with transitioning genders, providing STD screenings, birth control, and psychotropic medications.
According to the CDC website in their “virtual healthy school” your child will be able to walk down the hall to the local hospital sponsored health center, sign in, be treated for anything without parental consent, and have his or her medical records stored with the school. This health center is not the same as going to the nurse’s office with a fever. Hospital sponsored health centers will remove parents from the scope of medical decisions made regarding their child while in the care of the school.
One glance at the Ohio Department of Health website and you see that ODH partnered with the CDC to receive $26 million to support 14 hospital sponsored health centers across Ohio and that is just the beginning with new health centers opening each year. Again, who is responsible for the child? The parent or the school?
Tied into big government is global government. Whole Child was adapted in all 50 states and is now moving abroad to places such as Haiti, India, and El Salvador. As I stated in the last article: Whole Child for the Whole World supports the United Nations Sustainable Development Goal 4.7. For those of you, who like me, haven’t memorized the sustainable goals of the UN, let me explain to you what this is about. SDG 4.7 “brings together leaders from government, academia, civil society, and business to accelerate the implementation of Transformative Education around the world. Transformative education is an umbrella term that encompasses types of education…including education for sustainable development, global citizenship education, environmental education, climate education, peace and human rights education, and others…necessary for current and future generations to achieve the goals outlined in the 2030 agenda and Paris Climate Agreement.”
Are you scratching your head? Do you now fully get what we are dealing with? State proficiency levels keep diminishing and students are graduating at an alarming rate totally ill-prepared to spell basic words, do basic math, and construct basic sentences. But they will be AWESOME brainwashed global citizens who worship the gods of environment and climate. And that is what the Davos elites are hoping for.
Whole Child may have begun in Virginia with ASCD, but it was designed by globalists and pushed forward at an alarming rate across the nation and now, the globe. Whole Child is detrimental to all children. Whole Child does not care about your child and his or her education. Whole Child only cares about placing your child in a box for globalists to label and control for the purpose of the UN sustainability goals. For those of you who have had enough, I encourage you to write your legislators, go to your school board meetings, and demand that we repeal Whole Child. For those of you who want to bury your head in the sand a little while longer, contact me in a few years when you don’t recognize your child anymore. And for those of you who support Whole Child, then you are on the wrong side of history.
