Hitler's Youth Program; is it gone or just renamed?

What is CASEL and who's behind it?

Hitler’s youth program and educational policies:

"Adolf Hitler considered education to be a very important factor in NaziGermany. When he wrote ‘Mein Kampf’ while serving out a prison sentence at Landsberg, Hitler wrote “whoever has the youth has the future”. In Hitler’s Germany, education would be the key that ensured that he had “the youth” of Germany...(Hitler's goal of education) The first was that the importance of race had to be burned into the heart and soul of all children in Germany…The ultimate purpose of education was to fashion citizen’s conscious of the glory of country and filled with fanatical devotion to the national cause.” The left has simply substituted the ‘glory of country’ to “loathing of country’ and ‘national cause’ to ‘global cause’. The tactical/strategic goals are the same…capture the youth through ‘education’, separate them from parents and indoctrinate them.

German Minister of Education was Bernhard Rust. He viewed the purpose of the education system to be the production of Nazis. To that end you needed to teach history…the greatness of Nazis. Biology was to teach race science and physical education to get men ready to fight and women ready to support the role and be mothers. In order to have a job in the educational system you had to swear allegiance to Hitler.

Today, our education system is designed to rewrite history to glorify a Godless, racist, fictional history. Teach race science exactly the opposite (not white supremacy but anything but whites) of Hitler’s approach but a focus on race and not actual science. Lastly, its obvious they no longer focus on fitness but prefer comatose citizens, dumbed down by video games and altered food resulting in a lethargic population.

All children had to be in the Nazi youth movement just as our nation has made participation in school compulsory. They make it extremely difficult to home school and at one point it wasn’t even an option in many places and any attempt to keep your children out of school resulted in the arrests of parents. It happened during desegregation.

“The organization was founded in 1933 and by 1936 became a requirement for German boys of Aryan or pure racial status. After proving their Aryan status, they began a life of simplicity and hard work in the service of the regime, mostly separate from their parents' influence. Thus, they were prepared to join the Nazi Party at 18 as fully committed Nazis.” Focused on separation from parents much like is done today while at school where you find the teachers advocating decisions for youth absent any parental involvement at all and often times in secrecy.

“by 1934 contained more than 2 million members. With this growing popularity, the group edged out competing youth organizations, including the Boy Scouts. Thus, any boys who wanted to learn outdoor and survival skills had to also participate in the extremism of the Nazi regime.” Throughout  the 1920’s and 30’s Hitler’s youth while founded by Hitler, it was led by Baldur von Schirach, a Nazi politician who faithfully executed his duties in support of Nazi principles. The youth was groomed to be militant Nazis, who regularly used vandalism and street brawling to voice their discontent with the government. This sounds very similar to a group who, using a misdirection of terms, calls themselves Antifa or anti fascist while actually being very fascist. They truly believe we don’t know our history and that they can mislead us with words.

“Hitler Youth grew to embody Hitler's spirit of dominance and desire to create a new Germany by owning and controlling the youth. This was coupled with a desire to separate them from any dissenting families so they could view the fascist state as deserving of their true loyalties. Moreover, the youth-targeted group included young girls as well, who were divided into the League of German Girls which served as the boy's counterpart for bringing up good Nazi women.”

“Not only did it allow the Third Reich to indoctrinate children at their most impressionable, but it let the Nazis remove them from the influence of their parents, some of whom opposed the regime. The Nazi Party knew that families—private, cohesive groups not usually under political sway—were an obstacle to their goals. The Hitler Youth was a way to get Hitler’s ideology into the family unit, and some members of the Hitler Youth even denounced their parents when they behaved in ways not approved of by the Reich….Alfons Heck’s experience was typical. As he told the Boston Globe in the 1980s, he couldn’t wait to become a full-fledged Hitler Youth member and relished marching, singing and attending rallies. “I belonged to Adolf Hitler, body and soul,” he recalled. It took him years to step away from that indoctrination after the end of World War II…In 1945, the desperate Nazi leadership began pulling younger boys out of school and sending them to the front. These inexperienced children were essentially conscripted for suicide missions—and if they balked, they were executed. Those who survived faced harsh treatment at the hands of the Allies who captured them.”

It’s all so eerily familiar…“Hitler required schools to push national pride and race issues within the lessons taught regardless of the age of the pupils. History became historicism – the study of history for political purposes. Biology was used as a vehicle to push race ideas while PE was used to develop a child’s physical well-being.”

It is always about control:

“The teenagers were fascinated by camping, movies, excursion trips, and singing. In the dull life of the German youth in the 1930s, the Nazi youth movement came as a breath of fresh air.

A lot of parents disapproved of their children being members of the Hitler Youth. Yet, this even spurred the rebellious teenagers to join the movement…Nazi Germany was obsessed with the growth of the “pure” German population. They encouraged German women to have as many children as possible. According to the Nazis, the highest service to the German nation was to have babies. If they were illegitimate, it didn’t matter…The preparation camps for girls and boys laid next to each other. The Nazis intentionally mixed boys and girls during rallies and workshops. Consequently, there was a lot of teenage sex!…the Nazis placed restrictions on contraception and abortion to trigger population growth. In their view, contraception meant violation of nature and degradation of motherhood. In 1943, they made abortion punishable by imprisonment or even death….Some girls from the League of German Girls were selected to take part in Lebensborn (in German Wellspring of life). The Lebensborn was the SS breeding program.

The selected girls with a proven Aryan lineage were sent to a secret location. There they were introduced to a group of SS men. All the men were tall, strong, blonde, and with blue eyes. Each girl had to pick the one she liked.

Once the girls made their choices, they had to wait for ten days after the beginning of their periods. They had sex a few times with their chosen SS boy to get pregnant. The whole procedure was mechanical and industrialized. The “couples” didn’t even know their names.”

_____________

Welcome to the new approach to an old problem…how to capture the youth.

So CRT is out, correct? Not so fast…have you heard of SEL or CASEL? You don’t think they’d stop coming for our children, d0 you? What is SEL? Who is behind CASEL? Here’s a look inside the machine…

CRT’s twin sister is social and emotional learning. Where did it come from? Let’s start here…”She (Eileen Rockefeller) foresaw the related need for social and emotional learning (SEL) as an integral part of education, prompting Daniel Goleman’s bestseller, Emotional Intelligence, and the co-founding of CASEL (Collaborative for Academic, Social and Emotional Learning) in 1994. She and her husband, Paul, founded the Growald Family Fund in 2007 to help reduce climate change by transitioning the energy sector to clean alternatives.” So the same family that transformed our medical system (created the AMA to control doctors and medical schools) into what we see today has been working diligently on the education system as well? Eileen Rockefeller also founded The Institute of the Advancement of Health. “The Institute for the Advancement of Health helped establish the credibility of connection between mind and body in health and illness, and CASEL was the founding organization in educating about social and emotional learning.” She also founded the The Institute for Social and Emotional Learning (SEL) which according to its website has been around since 2009.

The staff at The Institute for Social & Emotional Learning in pictures (and their pronouns):

Keep in mind, SEL’s primary focus is on low income, often minorities in community throughout the world. Here’s how its framed: “As longtime advocates for evidence-based social and emotional learning (SEL) in preschool to high school education, we’ve been delighted to see just how quickly the SEL movement has grown over the last several years. The principles and goals of SEL have been widely embraced by parents (Edge Research, 2018; PDK International, 2017); schoolteachers and administrators (Atwell & Bridgeland, 2019; Bridgeland, Bruce, & Hariharan, 2013; Hamilton, Dos, & Steiner, 2019); employers (World Economic Forum, 2018), and young people themselves (DePaoli et al., 2018)…Eighteen states have introduced K-12 SEL standards or competencies, and 26 states have produced guidance documents or websites designed to support SEL implementation. More than 200 pieces of legislation referencing SEL (or closely related language) were introduced in 2019 alone. Hundreds of district superintendents and boards of education have expressed strong interest in developing SEL strategies for their local schools.” Keep in mind, they fund the studies that encourage the implementation of SEL and they fund the organizations implementing. We also know the education unions are a big part of the ‘buy in’.

“Recently, however, a number of prominent scholars and education leaders have raised concerns related to the rapid rise in interest in SEL…We welcome such input, and we value thoughtful debate about how best to advance quality SEL research, practice, and policy to improve educational and social outcomes for all young people. Indeed, that has been the focus of the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an organization we’ve helped lead since its founding in 1994. Those of us who have been active in shaping the SEL movement over three decades have always acknowledged that it will be challenging to maintain the consistency and quality of SEL practices as they scale up.”

What is CASEL? Its the delivery vehicle for SEL. CASEL has been around since 1994. “CASEL defines SEL as the processes through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. CASEL has further specified that the implementation of SEL requires a systemic approach, with attention to social and emotional development integrated into every part of students’ learning experience — in all classrooms, during all parts of the school day and out-of-school time, and in partnership with families and communities.” I find this interesting, as a parent during the 1990’s and for the next 20 years, I have never heard of CASEL and therefore don’t believe there was any attempt to create a partnership with parents. Further, SEL “research demonstrates that well-implemented, universal SEL programming, both in and out of school, promotes a broad range of short- and long-term academic and behavioral benefits for K-12 students” (and yes, they used the word programming). Since when did managing emotions, goal setting and empathy become objective, measurable school curriculum? It isn’t. It’s another way to camouflage the shift away from reading, math and science into nebulous areas like kindness, caring, etc. Of course any criticism of kindness is immediately met with the typical “How can you not embrace kindness?” Kindness is a character attribute and not an objective, measurable academic subject. Do you want your child graded on kindness questions asked by the teachers featured on LibsofTicToc? Much less being taught emotional health by the same teachers?

Their ‘research’ includes showing the negative effects of school practices and policies that rely on blame and punitive discipline to control children’s behavior, as well as research into practices that promote healthy child development and reduce inequities (not promote equality). And it includes research into social bonding among children, moral development, motivation, self-regulation, mental and physical health, and on and on. From the beginning, the SEL movement has drawn on the extraordinary wealth of findings generated from recent advances in psychology, the learning sciences, and a number of other fields.” In other words, just like with turning over policing to social workers, this is an effort to turn education over to social workers and psychologists. Or maybe more appropriately labelled “Defund Education” to use their terms. Interestedly, everything has been reduced down to skin color, even this: “the SEL movement has, to date, “been dominated by White researchers and reformers, though much of the programming has been directed at Black and Brown students in urban districts. It’s no surprise that many critics have begun to push back on the idea that children of color need White educators to teach them to persevere and regulate their behavior.””

“Of course, SEL cannot do all the work necessary to achieve equitable outcomes for all students, but the pursuit of equity has always been central to SEL practices and standards. For instance, the movement has emphasized new approaches to school discipline — such as the use of restorative rather than punitive practices — that have been found to lead to higher graduation rates and reduced out-of-school suspensions…we believe that it can help children from all backgrounds to promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate practices that close opportunity gaps and create healthier communities.” Restorative justice, just like Soros’ funded District Attorneys are using in all the crime ridden big cities.

Here’s who’s involved:

Timothy P. Shriver is CASEL board chair and is also working at Unite Special Olympics. He is CEO of Special Olympics International, was Supervisor of the New Haven, Connecticut, Public Schools' Social Development Project, a comprehensive, K-12, primary prevention effort to prevent substance abuse, violence, and teen pregnancy. Mr. Shriver’s background is not educational, its sociology. Social/Emotional learning. His programs belongs in a social/private setting and not in a public classroom.

Stephen D. Arnold is Vice Chair and is at Polaris Partners’, he “co-founder and vice chairman of the board of directors of the George Lucas Educational Foundation. The George Lucas Educational Foundation was founded in 1991 by filmmaker George Lucas. The foundation publishes Edutopia.org, an education research website that promotes hands-on learning and classroom practices that utilize technology. The site also promotes awareness of social and emotional learning and comprehensive assessment of these different types of learning. Published paper from Lucas: “Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin” or “Fostering meaningful conversations about equity grounded in teacher practice

Miller, E.A., Reigh, E.V., & Simani, M.C. (2022). STEM Teaching Tools Practice Brief 88: Equity Implementation.” “(Re)Designing for Engagement an a Project-Based AP Environmental Science Course Tierney, G., Goodell, A., Bobbitt Nolen, S., Lee, N., Whitfield, L. & Abbott, R.D. (2018): (Re)Designing for engagement in a project based AP environmental science course, The Journal of Experimental Education. This paper describes a three-year, design-based research project to redesign a year-long, project-based advanced placement environmental science course to better support student engagement and the development of environmental citizen identities.”                  He also serves on the boards of a number of other non-profit organizations focused on improving education and human development. He chairs the boards of Enlearn, which is building an innovative machine learning product to improve math education, and Healthy Minds Innovations, which is developing products and services to support wellbeing and human flourishing. What is Enlearn? “At Enlearn, we have developed a groundbreaking, equity-driven learning platform that allows publishers, school districts, and teachers to work together to deliver personalized learning to underserved students using 10 years of research science to make content and learning more effective.” Enlearn diagnoses key learning obstacles and misconceptions in real-time to deliver the right problem with the right support at the right time, personalized to the student’s learning DNA. Enlearn has former PBS and NatGeo staff members working there such as Vicki Phillips “served as Director of Education, College Ready, for the Bill & Melinda Gates Foundation…superintendent of Portland Public Schools in Portland, Oregon”.                                                                                                                      He also serves on the boards of the Collaborative for Academic, Social and Emotional Learning and the New Mexico School for the Arts, and chairs the Advisory Council for Angela Duckworth's Character Lab…He is a co-founder and partner emeritus at Polaris Partners, a venture capital and growth equity investment firm. Prior to starting Polaris, Steve spent more than 15 years in executive positions in software companies and the digital media industry. He served as vice president of Broadband Media Applications at Microsoft and as president and CEO of Continuum Productions (now Corbis), a company founded by Bill Gates to pioneer the creation of large digital libraries. Before joining Continuum, Steve served as vice president and general manager of LucasArts Games and Learning divisions, and as vice president of the New Media Group at Lucasfilm Ltd.” He also serves on Educurious Partners (a Bill & Melinda Gates Foundation grantee).

Deborah S. Delisle is CASEL board secretary and is at The Alliance for Excellent Education. What is The Alliance for Excellent Education? “All4Ed is a national nonprofit advocacy organization committed to expanding equitable educational opportunities for students of color, students from low-income families, and other marginalized groups...Too often, a child’s address, race, or family income determines the quality of education available. At All4Ed, we work intentionally to reduce barriers and support communities that historically have been denied an excellent education based on race, gender, socioeconomic status, and systemic injustice.” Touted achievement: “Since the Every Student Succeeds Act (ESSA) was enacted in 2015, All4Ed has worked with policymakers and advocates to preserve the law’s legacy of protecting students’ civil rights. Our work analyzing ESSA implementation aims to show how well states have used the law’s opportunities to advance equity and meaningfully improve outcomes for all students. Compared to its predecessor—the No Child Left Behind Act—states and districts have greater flexibility under ESSA to measure school and student success and to determine the interventions needed in low-performing schools. While this flexibility creates possibilities for local innovation, it also poses risks if states and districts shirk those responsibilities or make policy choices that perpetuate historical inequities.” This is what’s referred to as fundamentally transforming our education system.

Lawrence Aber “is (at) Willner Family Professor of Psychology and Public Policy at the Steinhardt School of Culture, Education, and Human Development…he also serves as board chair of its Institute of Human Development and Social Change and co-director of the international research center Global TIES for Children." Global TIES for Children is part of the NYU’s Institute of Human Development and Social Change program. From the organization’s webpage: “IHDSC is committed to funding new projects that bridge multiple domains of expertise and demonstrate a commitment to “Unraveling Inequality, Expanding Opportunity,” including racial, economic, and social inequity across intersecting identities and systems.” IHDSC is an interesting entity…here’s just a sampling:

-“we saw a wave of programming, research, and advocacy take off, like the Lancet series, publishing the much-cited figure of 250 million children in low-and middle-income countries (LMICs) not reaching their developmental potential.”                                     -To honor the principles of respect, beneficence, and justice that underpin ethical research and practice, we need clarity on the forces that shaped where we are today. -And perhaps we also need new ways to capture the diverse and dynamic caregiving experiences across the world, deeply rooted in cultural context.                                 -Age-old calls to decolonize methodologies and honor indigenous ways of knowing persist in more recent recommendations to center co-creation processes in the design and evaluation of global ECD interventions.                                                                    -A central focus of the faculty recommendations below is the need to attend to institutional barriers, particularly within communities of color, that have long perpetuated a history of racial injustice, poverty, and inequality.

David Adams works at the Urban Assembly; “is the Chief Executive Officer of The Urban Assembly (UA). He started with the UA in 2014 as the Director of Social-Emotional Learning (SEL), where he created the Resilient Scholars Program (RSP), a unique approach to integrating SEL into curriculum and classroom practices across the UA network. RSP has grown into a national program, serving schools and districts in Los Angeles, Houston, Syracuse, and other cities. As the Senior Director of Strategy, David led the expansion of the organization into a model provider of school support, with an emphasis on innovation and equity in public education. David sits on the board of CASEL and is an author of The Educator’s Practical Guide to Emotional Intelligence, and a co-author of the textbook, Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations.

Since 1997, Urban Assembly has supported New York City schools with the mission to improve all students’ economic and social mobility, with a focus on “meeting students where they are,” even when they enter high school performing below grade level.

Marc Brackett is at Yale. He founded RULER. “RULER is an evidence-based approach to social and emotional learning (SEL) developed at the Yale Center for Emotional Intelligence, where Marc Brackett is the founding Director…RULER aims to infuse the principles of emotional intelligence into the immune system of schools, enhancing how students learn, teachers teach, families parent, and leaders lead.”

Marc is involved in The Institute for Social and Emotional Learning. One of Marc’s associates at the Rockefeller’s SEL organization is Hick Haisman-Smith’s  ‘about me’ description: “His work includes the development of new SEL curricula including themes such as self-advocacy, growth mindset, media, digital citizenship, the adolescent brain, and the introversion/extraversion spectrum. Nick is passionate about issues of equity and inclusion with a particular focus on the LGBTQ+ community.” Haisman-Smith is a Graduate Member of the British Psychological Society, and a Fellow of the Royal Society of Arts. He holds Masters degrees from The University of Oxford, Stanford University and The University of Bristol.

Cathrine Bradshaw is a PhD associate dean and professor at University of Virginia. Prior to UoV, she was an associate professor and associate chair of Department of Mental Health at Johns Hopkins Bloomberg School of Public Health where she still is considered part of the staff. Her PhD is in developmental psychology. “Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula…She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences, with awards totaling over 50M.” Her 2020 book title: Preventing Bullying in Schools: A Social and Emotional Learning Approach to Prevention and Early Intervention.

Paul Goren is at Partners in Schools. There home page banner is “Supporting educators to become equity-focused change agents”. In addition you will find this on the who we are tab: “We are honest about how oppression in our country shapes students’ experiences at school, and are optimistic that we can transform that reality.” Bill and Melinda Gates are the largest donor to this effort.

Janice Jackson is the CEO of Hope Chicago, a Senior Fellow at Carnegie Foundation for the Advancement of Teaching, and the former chief executive officer for Chicago Public Schools. As a former student, teacher, principal, Network Chief, Chief Education Officer, and Chief Executive Officer, Dr. Janice K. Jackson has been immersed in Chicago Public Schools her entire life. Jackson was involved in the designing of a new Chicago Public Schools institution, Al Raby High School. In 2003, she helped to obtain a $500,000 grant from the Bill & Melinda Gates Foundation to underwrite its establishment. In 2018, Jackson created an Office of Equity, making Chicago the largest city whose school district had an equity office. Dr. Janice Jackson is a Senior Fellow whose work at Carnegie focuses on equity issues, such as improving high school and college attainment nationwide and ensuring that African American, Latinx, and Indigenous students receive exemplary education and social and emotional support.

Chi Kim:

Chi Kim is Chief Executive Officer at Pure Edge, Inc. a private operating foundation. Prior to joining Pure Edge, Inc., she was a California school superintendent as well as a former school principal, teacher, leadership coach and has served as a program officer at the Bill Melinda Gates Foundation…

Chi is a 2018 Pahara-Aspen Education Fellow…Board Chair of the Great Minds Nonprofit Board (Great Minds founder Lynne Munson: From 1993–2001 Lynne was a research fellow at the American Enterprise Institute which is lead by a member of the Carlyle Group (a Bush Sr admin private investment group largely invested in the military industrial complex; its a neo-con group by any measure having given awards to Dick Cheney, Paul Ryan but also Clarence Thomas)

Great Minds is a Wash DC based non profit formerly known as Common Core Inc. Eureka Math, a Common Core-aligned curriculum published by the non-profit Great Minds Inc., equates mathematical concepts to stories…Touchet said she has her students explain to her why they solved a problem a certain way or why they chose an answer. That's part of the Eureka Math method.

"Eureka Math always asks you to explain," Himes said. Northwood administration and teachers suggested Barber do the same when helping her son with his homework. It would fill the gaps for her, who learned math a different way several years ago, while making him recall classwork, they said."When he teaches you he's reinforcing it for himself," Assistant Principal Jill Summers said.

[Reading this in the context of the Hitler youth programs makes more sense. This is a separating process and turns the parent child relationship on its head. Do you see it?] Chi is also on the advisory councils of SEL4US which is “Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to develop healthy identities, manage emotions and achieve personal and collective goals [who sets the collective goals?], feel and show empathy for diverse others, establish and maintain a range of supportive relationships, and make responsible and caring decisions.” The mission of SEL4US is “to improve the lives of all young people and adults by empowering advocates to support social and emotional learning in their schools…Advocate for equity-focused state and local policies and funding to support” SEL4US leader biography here, Nova Biro. Please take a second and read it. She is involved in many efforts to turn schools into pyscho therapy sessions.                                Chi is also involved with Project Wayfinder: they define our educational system challenge as follows:  “There is a mental health crisis brewing among our youth.  Nearly one in three adolescents will meet criteria for an anxiety disorder by the age of 18. And  our schools aren’t helping. While schools are in session, high school students are the single most stressed out population in the U.S. While more than 17 million high school students go to high school everyday, youth depression and anxiety are rising at alarming rates. The magnitude of the dysfunction of our current high school model is immense; America’s high schools are failing our students academically, but more importantly, they are doing little to address their human development, including developing sense of stewarding the planet and its resources.” Chi is also involved with what was known as Family Code Night. Family Code Night, a national effort to teach elementary students coding fundamentals has turned into this: “CS is Elementary, formerly Family Code Night, is a new national program and movement for universal K5 computer science education – a fundamental requirement for equal opportunity, social justice and economic security.” There is always an end state and it isn’t what it initially appears to be. The above highlighted/bolded statement says it all, academics isn’t the most important aspect of our education system to them. Its emotional control of our children.

Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Human Development, Learning, and Culture area in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). She was a National Institute of Mental Health Postdoctoral Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University Medical School in the Department of Psychiatry. From the school’s website: “Dr. Schonert-Reichl is a renowned expert in the area of social and emotional learning (SEL) research with children and adolescents, particularly in relation to the identification of the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, and resiliency. For more than two decades, Dr. Schonert-Reichl’s research has focused on the social and emotional development of children and adolescents in school and community settings. Her current projects include studies examining the effectiveness of classroom-based universal social and emotional learning (SEL) programs including the MindUp, program, the Taxi Dog Educational Curriculum, and the Random Acts of Kindness program. Dr. Schonert-Reichl is also conducting interdisciplinary research in collaboration with neuroscientists and psychobiologists examining the relation of executive functions and biological processes to children’s social and emotional development in school settings."

Shruti Sehra: Shruti is a Managing Partner at New Profit, where she co-leads both the Reimagine Learning and Early Learning Funds. Prior to that, she led New Profit's portfolio management practice. Shruti currently serves on the boards of ANet, New Teacher Center, and Peace First. Before joining New Profit, Shruti spent seven years working in the private sector, initially as an engineer at Honeywell and later in a series of quality management positions at Howmet Castings and Jabil Circuit. New Profit is a national venture philanthropy organization created for social entrepreneurs. In other words, this is how you can donated to causes and not have your name on it.

Roger P. Weissbery has passed away. He was on the staff of University of Chicago as a professor of psychology and directed the Social and Emotional Learning (SEL) Research Group there. “He was CASEL’s chief knowledge officer, board vice chair, and co-founder.” He was replaced as director by Kimberly Schonert-Reichl mentioned above.

Andrea Wishom: Wishom serves as president at Skywalker Holdings. Prior to Skywalker, she spent more than 20 years at Harpo Productions, where she held various production, programming, development and executive roles for “The Oprah Winfrey Show” and OWN: The Oprah Winfrey Network. As executive producer of “Super Soul Sunday,” she won a GLAAD award for an interview with Janet Mock. Andrea serves on the boards of Pinterest, Nextdoor and Tory Burch, LLC along with several nonprofits. She grew up in San Francisco and lives in Chicago. She earned a bachelor’s degree in English from UC Berkeley.

Arizona State University hosts The Children’s Equity Project. The founding director, Shantel Meek, was Obama’s Senior Policy Advisor for Early Childhood Development at HHS and Senior Policy Advisor for Education in the Domestic Policy Council at the White House. Dr. Meek also played a key role in President Obama's My Brother's Keeper Initiative, leading the early childhood policy component of the initiative. The deputy director is Evandro Catherine at The Children’s Equity Project. She is also the Director of Leadership Development and Senior Scientist of Mental Health Equity for the Children’s Equity Project at Arizona State University. “Her work focuses on advancing equity in early care and education through Early Childhood Mental Health Consultation, banning the use of harsh discipline including suspension, expulsion, corporal punishment, restraint, and seclusion in early care and education”. The project is a hot bed of former Obama administration staffers all interesting in CRT type agendas. Who funds them: Liz Simons and Hark Heising’s family foundation called the Heising-Simons Foundation. They contribute exclusively to democrat party apparatus and primarily Environmental Defense Fund, Center for American Progress and this effort. Heising made his money via Medley Partners. Another funder is WK Kellogg Foundation, our tax dollars from HHS, Perigee Fund, AZ Department of Economic Security, The T.Denny Sanfor School of Social and Family Dynamics, The Irving Harris Foundation, the Brady Education Foundation and Vermont Agency of Human Service, Dept for Children and Families and The Trust for Learning. This the racial equity statement on The Trust for Learning’s website: “While Trust for Learning works to expand access and opportunity for all underserved children and families, we start with a racial equity approach because of the unique role that structural racism and anti-Blackness play in exacerbating other inequities.” It’s clear there is big business and big money involved in SEL curriculum and it is seemingly everywhere you look, if you know what to look for.

We’ve clearly documented that buried beneath the cover of social-emotional learning (SEL) is another bite at the apple of inclusion, equity that has been nixed in many states and school districts. However, it’s necessary to see how it is positioned so as to end the discussion before it begins…social-emotional learning is linked to school performance. So? Read this article and then I will dissect it: https://www.nydailynews.com/opinion/ny-oped-social-and-emotional-learning-in-the-crossfire-20211205-u7srig3crragpmfea32tp6mg4e-story.html

Children from low income families, minorities etc may have social-emotional issues. Therefore, if you’re against SEL you’re a racist. However, taking a step back, the logical first question: who destroyed the nuclear family which caused the social emotional issues to begin with? When did social emotional issues become the responsibility of the government or teachers with no psychology degree? Do you want psychologists in charge of education? We can acknowledge the governments creation of a welfare system destroyed the nuclear family, the governments shipping good paying middle class jobs to China destroyed the nuclear family and thus encouraged/necessitated both parents working and the further damage that created of the nuclear family. However, where we differ is the solution. It is not, nor has it ever been, the educational system’s (or taxpayer’s) responsibility to provide social workers to students. As outlined above, there are hundreds of millions of dollars, privately donated, going into an effort to implement this agenda into to the school systems. It must be redirected as a community resource and NOT included into a government school curriculum. These organization are flush with the funding to do this and, if their agenda was to support these communities in need, there would be no push back what so ever to doing it. However, that isn’t the agenda. The agenda is to inject CRT/SEL into our schools much like the German efforts of the 1930’s. We must understand what is going on so we can figure out the best path forward. Together we can and will tackle this issue.

IN A NUTSHELL: THIS IS THE DEFUND THE EDUCATION SYSTEM and turn it into social workers just like they’re trying to do with our police.

Special thanks for Truth Social helpers @faedajames