THE DISMANTLING OF THE NUCLEAR FAMILY IS DESTROYING OUR FREEDOMS

 THE DISMANTLING OF THE NUCLEAR FAMILY IS DESTROYING OUR FREEDOMS 

By Domenick J. Maglio PhD. Traditional Realist

 

Taxpaying parents with children in government schools have been told by teacher union members that it is the teachers who have control over what is taught to the students, not the parents. In our new world order, parents are no longer seen as having the sole right to their own children’s lives. The state believes it is the ultimate arbitrator on an individual’s life for the benefit of the state. The government is increasingly asserting itself into every facet of our decisions. This means our freedoms are being diminished by the government.

 

It was a shock to many traditional Americans who were taught the extended family had the responsibility and right to raise their own children as they felt correct. This was the American way since the beginning of the US constitution. In the U.S. parents have the choice of how to raise their children as they want as long as their parental choices do not break the law. Only in totalitarian countries does the government have the power and right to choose how a child is raised.

 

Things have radically changed in our culture with the advent of Hollywood movies, television programs and social media. The big screen tv and now electronics in the hands of children have replaced parents as the teacher of moral values, ideals, and the thought process of men and women. Once the government becomes the major influence in childrearing, we are in a deep state of cancelling parental control.

 

In society many of the male and female roles have been flipped. Women entered the work force with only a few remaining as housewives. With so many mothers working, the children are in daycare earlier and immediately move into government directed schools. Too many American children are being raised by government trained and supervised programs. In essence this has dissolved the nuclear family’s reason to exist. The family has been gutted to place the state as the ultimate power for the entire society. As state power increases, individual power decreases.

 

Individual freedom for citizens to make their own choices was the primary principle that our founding fathers fought for in the revolution from England. King George III thought he had the right to pass edicts without the consent of the colonists. These colonists established a representative government with checks and balances and a bill of rights to restrain government officials from moving into the territory of oppression that makes choices for citizens. 

 

Our nation became the leader of the free world with the greatest economy in history. Citizens were free to make better choices for themselves that end up as better choices for the country than choices by bureaucrats. Our republic’s representatives passed a few laws that were enforced justly. 

 

Freedom of choice has proven to unleash competitive energy in our capitalist economic system. Unfortunately, the people are to blame for voting in representatives whose voting record is often the opposite of what they say and opposite of what the people want. Our intellectuals and media have used sophisticated indoctrination (gas lighting) techniques to hide the truth from the people.

 

It is our fault for not holding politicians’ feet to the fire. Parents who have their children in government schools are waking up to teachers’ union abuse of our children. Citizens are becoming aware of the sell-out of our nation by corrupt, international corporations, and multi billionaires making deals with world leaders to establish a one-world tyrannical government. 

 

Our freedoms are disappearing because our citizenry did not stand up and do their civic duty in as many ways as possible. Studying candidates’ performance to determine if their voting record is congruent with their campaign promises is a beginning and the many parents of government school students who are beginning to demand answers to policies and actions is another. 

 

Although there were some outrageous episodes of violence and even arrests against innocent parents at school board meetings, it put the spotlight on the audacity of these school boards. This inflamed many parents to begin to pay attention and opened the floodgates for parents investigating their children’s education.

 

Citizens are also becoming aware of the message of social media and TV. They are examining what their children are involved with online and listening to various sources of information to better understand what constitutes “misinformation.” 

 

Americans are beginning to understand that we have lost many freedoms and power under the guise of the “epidemics” over the past two years. The online learning allowed parents to see what their kids were learning in school. The disrespect shown to legitimate science has awakened many people to realize that our government will create fear to increase mandates that rob citizens of their freedoms and liberties.

 

The demise of the nuclear family must be stopped, or we will no longer be a free America.

 

Domenick Maglio, PhD. is a columnist carried by various newspapers and blogs, an author of several books and owner/director of Wider Horizons School, a college prep program. Dr. Maglio is an author of weekly newspaper articles, INVASION WITHIN  and a recent book entitled, IN CHARGE PARENTING In a PC World. You can see many of Dr. Maglio’s articles at www.drmaglioblogspot.com.

 

CASUALTIES OF GOVERNMENT SCHOOLS ARE VICTIMS OF MALPRACTICE

 CASUALTIES OF GOVERNMENT SCHOOLS ARE VICTIMS OF MALPRACTICE

By Domenick Maglio PhD. Traditional Realist

 

Our government schools have lost touch with their mission. The government education system has become beholden to teacher unions and administrator demands. The dedication to educating the children of the local community has been forgotten. In the past there was a direct relationship between parents, teachers and students. Currently parents are kept in the dark about their children’s education in the classroom. 

 

Today with government federalizing of our school system, there is a wider discontent between families and government schools. History, cursive writing, civics, traditional math, science, and God have been eliminated from our classrooms without regard or consent of the families. Even parental permission for administering vaccines, counseling for sexual gender acceptance and abortion is being removed. The government education top-down approach has created a one-size-fits-all that dismisses the individual needs of students even teaching anti-white CRT without parental approval. Virginia Governor Younkin and others have banned teaching the CRT radical agenda.  Terry McAulifie the former Governor running against Younkin stated: "I Don't Think Parents Should Be Telling Schools What They Should Teach."

 

Too many parents are resigned that government schools are no longer there for the child’s interest, only the teacher and administrator self-interest. The gap between the government schools and the parents has increased so rapidly that families no longer view government schools as their own. Some school officials are sufficiently arrogant to state: “if you don’t like what we are teaching, go to a private school.” Being shut out of their local supposedly “public schools” is causing alienation of parents and students to feel any personal connection with the institution where the child spends most of their day.

 

Currently the Coronavirus is used as an excuse for closing down most activities including many government schools. This was done although school age children have only an infinitesimal chance of getting the virus. The closing down of schools has impacted not only the students’ psychological and sociological health but also their future educational proficiency and opportunities for employment.

 

Before the corona virus epidemic in our government schools, it is current knowledge that the U.S. at best placed average in international testing scores while spending more money per student than any other country in the world. The awful results of the nation’s government education system is a disgrace to our nation especially to our children. The lack of skills and knowledge in math, history, writing, civics and general knowledge is appalling especially after devoting so much of our local tax dollars on government education. 

 

The dumbing down of our schools has been has accelerating starting in the 1960s. It is no joke the latest excuse for the lack of quality education has been the Coronavirus. Excuses are a dime a dozen, but they do nothing to remedy the depressing educational deficits in the United States government education. 

 

The victims of our U.S. educational fiasco are not the schools, teachers or even the parents. The real casualties of not receiving a quality education are our children and thus, overall society. Without educated young adults, the future is bleak, our economy is weak and our Constitutional Republic is in grave danger of totalitarian take over.

 

The new SEL, Social-Emotional-Learning emphasis that has been endorsed by our federal department of education will not change the decline rather it will accelerate it. The new approach will emphasize social-emotional factors, not critical thinking. The government school is replacing traditional families, which taught moral values, common sense and a host of discipline and relationship skills. This SEL curriculum will raise physical and sexual abuse, drug addiction, racial tension, LGBTQ confusion through indoctrination based on ideology not educational excellence. This will do nothing to teach the child to be an independent learner.

 

Logic and critical thinking that originated with the Greek and Roman Empire will be removed as an essential traditional element, the bedrock of western civilization. In its place there will be curriculum that emphasizes social-emotional learning. This will be a revolutionary attempt to eliminate the importance of historical events and the ability to understand and predict future events. The ability of students to think well on their own is declining and would allow a powerful central government to have less citizen opposition. This is the recipe for totalitarianism.

 

The educational system is the cornerstone of a strong nation. Our children cannot be sacrificed for political transformation of our great free nation into a centrally controlled one. Our children and nation are becoming casualties of a communist movement that disregards excellence for mediocrity. Our children’s future and our destiny will fade into a dysphoric nightmare. Bring back comprehensive subject matter, thinking skills and the knowledge to maintain our freedom.

 

The real issue is who should oversee the education in the United States: children, parents, or a communist system of indoctrination, which will be dictated by the government. 

 

 

Domenick Maglio, PhD. is a columnist carried by various newspapers and blogs, an author of several books and owner/director of Wider Horizons School, a college prep program. Dr. Maglio is an author of weekly newspaper articles, INVASION WITHIN  and a recent book entitled, IN CHARGE PARENTING In a PC World. You can see many of Dr. Maglio’s articles at www.drmaglioblogspot.com.

 

 

 

 

 

 

 

 

 

 

 

 

 

BEING “SMART” IS OVERRATED

BEING “SMART” IS OVERRATED

By Domenick J. Maglio PhD. Traditional Realist

 

Our present government-school culture is infatuated with a student’s mental quickness on standardized tests. These students are highly valued and placed in advanced classes and often given the “gifted” label. Any label can have a positive or negative impact on an individual student even being “gifted.” A gifted student is not above average in every area and might not have good common sense which limits them. 

 

Children with unique attributes, talents or characteristics are often overlooked as they do not score highly on achievement tests. Too often some of these children are seen as deficient instead of noting their special attributes. Being empathetic, sensitive to the needs of others, resilient, kind, artistic, or insightful are sometimes disregarded but would be wonderful traits in an adult. 

 

In many cookie-cutter schools these skills and characteristics are not important in our educational programs. Whatever is keeping a student from thriving, often is identified, and labeled. This labeling process can become an albatross around the neck of a student keeping them from overcoming the deficit. A label is rarely removed even when it has been corrected. Often attention-deficit, explosive-behavior, anti-social and many other behaviors can become the school’s major concern for the child. Inevitably a new label will further confuse the process by not looking at the student’s positive potential to do an excellent job in other academic areas. This label remains as the government school’s excuse for their ineffectiveness and parent’s inability to socialize their children well. 

 

 The label often hinders a child’s potential to become an excellent student. A student can take on a different persona when excited about a new subject or activity. This focus may fade quickly or be overtaken by other interests. Student interests are not static but constantly evolving when one activity leads them to another. Positive grades and reports from a teacher can rekindle the spirit of the student’s belief in himself. This can lift the student’s progress in all endeavors. Students like all of us do not remain static.

 

Being successful as an adult is multi-faceted. Higher IQ does not always transfer into success in the rough and tumble world of adulthood. You can graduate from college with a high academic GPA or impressive credentials, but success depends on many variables like determination, resilience, and successfully confronting challenges and overcoming them. When a boss assigns a difficult task that the person has no idea how to solve, they need to take initiative, think, and search for sensible ideas to solve a specific problem.  

 

Time management is essential to be successful in life. In almost every situation the supervisor assigns an objective to a subordinate and wants it done as soon as possible. Excuses eventually prove the employee is incapable of getting the assignment done in a timely manner. Regardless of how smart a person thinks he is, not getting an assignment done on time is a liability that can end opportunities and advancement. 

 

In life there are personal issues that happen such as illnesses, death of a loved one, divorce, accidents and physical or mental health traumas. These issues must be dealt with while the person still maintains focus on professional obligations. Success requires resilience to deal with many aspects of life simultaneously. 

 

Modern life requires adults keeping “many balls in the air,” making instant decisions to accomplish all these tasks. The need to be flexible to adjust one’s routine is essential. Many social skills are needed to deal with co-workers, friends, and family members. These people are not only focused on how bright a person is but how well they can be a team player. Interpersonal skills can often outshine cognitive abilities. 

 

In this world of “Siri” children can appear “brilliant” by obtaining answers to any question with a cellphone. Many parents are impressed with their children’s apparent intelligence. The reality is modern children have many electronic tools to retrieve and memorize information that was unavailable to children in the past, however many do not listen to adult instructions. Often children today are not reaching the milestones of appropriate maturity at the expected age. 

 

Too many people carry an inflated opinion of themselves because of parent’s low expectations.  

When a child physically matures and enters the adult world adults expect the adolescent to have many competencies. Being confident is only one of these competencies that gives value to their position.

 

Parents, schools, and adults in our culture must evaluate the whole child not just their verbal “cuteness.” Apparent intelligence is only one of many attributes that make up a functional adult. 

 

 

Domenick Maglio, PhD. is a columnist carried by various newspapers and blogs, an author of several books and owner/director of Wider Horizons School, a college prep program. Dr. Maglio is an author of weekly newspaper articles, INVASION WITHIN  and a recent book entitled, IN CHARGE PARENTING In a PC World. You can see many of Dr. Maglio’s articles at www.drmaglioblogspot.com.

 

 

 

 

HOW DID HATEMONGERING BECOME ACCEPTABLE?

 HOW DID HATEMONGERING BECOME ACCEPTABLE?

By Domenick J. Maglio, PhD. Traditional Realist

 

The United States is not a perfect nation although it has attracted people from all over the world. Millions of people are still attracted illegally flooding our southern border. The US is presently the only nation in the world that has open borders. 

 

At the time of our founding, our territory had to be defined. The western hemisphere was populated by indigenous people who were overrun by mostly English, French, and Portuguese settlers on the land of these native people. There were physical conflicts inflicting great pain, with killing and injustices on both sides. Eventually the Europeans dominated these territories bringing a new culture and society to this hemisphere. 

 

As in any conflict, the winners take the spoils and the conquered lose their power and wealth. There was minimal wealth as the settlers had to work with their own hands to gain it. There was no welfare safety net. Life is often unfair and difficult.

 

Over time civilizations rise and fall. The winners and losers constantly change place. Living in the past grievances means a defeated people will not transform themselves into being a winner. Instead, they stay on the fringes of blaming their victimization on the past. During the Civil War Booker T. Washington was born a slave but did not wallow in the world of being a victim. He insisted on the rough road of education and entrepreneurship to get ahead. He did not try to change society to reward his fellow blacks for doing less than they could to become productive. Living his belief system of picking oneself up by the bootstraps culminated in him founding Tuskegee University.

 

Martin Luther King, Jr. had a dream not of equity, reparations, and stopping white racism but for all of us: whites, blacks and brown, to be judged by our character not the color of our skin. His approach was similarly to Booker T. Washington’s. He understood that educating not attacking the society or chastising all whites as racist was more permanently positive than the method of change. 

 

The Critical Race Theory was developed by Marxist professors in their “ivory towers.” These elites developed unscientific, subjective social constructs to create a narrative that all whites are racist regardless of their individual actions and behavior towards people of color. According to these pompous hate mongers, every white person is racist if their skin color is significantly light. This is insulting to all Americans. Blacks have close white friends that they chose as friends while whites do the same. According to white superiority, whites only use blacks for their own benefit. There is no scientific data to substantiate this statement. It is all about the subjective feelings of the self-proclaimed experts of CRT.

 

No matter how these Marxist racist professors, either white or black, want to indoctrinate their students by insisting all whites are racist, it hurts, not solves any of the black issues. Blacks from all nations who have intact nuclear families and the work ethic do well in academic environments. Whites who have chaotic families without a work ethic do poorly. 

 

White children are told by academic authority figures that they are inferior to black children because they have “white privilege.”  Black children are told that they do poorly because they do not have privilege. It gives both groups of children an excuse not to do well and prevents innocent children viewing each other as friends.

 

Making white children feel guilty for doing well in school does nothing to help black children do well in an academic setting. Using an identifiable group of people as the main cause of another people’s failure is a losing policy for advancing the individuals of that group. Race -hatred of any group that blames their problems on another group does nothing to solve their own problems.

 

In school, teachers see students go from failing grades to high achievers when they stop feeling the world is against them. Once there is an attitude change in a student to believe he is the cause of his own low achievement, not the system, can he take command of his educational responsibilities. Learning to be responsible in the long run develops the discipline necessary to overcome personal deficiencies enabling them to become winners. 

 

Hatemongering hustlers often gain notoriety, power, and wealth. They personally prosper while feeding lies to their followers to believe the hatred of another group will appease their followers. This strategy deflects the personal anger. It does work to bring together many people to the race hustler’s side, making them notable political leaders of supposed victims. The media fans the flames of these groups to assist making race-baiting acceptable.

 

Changing oneself, not the entire world creates a winner. Hating oneself and others leads to self-destructive, counter-productive and self-hatred behavior.  

 

 

Domenick Maglio, PhD. is a columnist carried by various newspapers and blogs, an author of several books and owner/director of Wider Horizons School, a college prep program. Dr. Maglio is an author of weekly newspaper articles, INVASION WITHIN  and a recent book entitled, IN CHARGE PARENTING In a PC World. You can see many of Dr. Maglio’s articles at www.drmaglioblogspot.com.