Curriculum Related Quotes

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

perhaps it is less important that a teacher cover the allotted amount of the curriculum, or use the most approved audio-visual devices, than that he be congruent, real, in his relation to his students.

His special gift was the ability to see the essence of a worthwhile suggestion and to relate it to what was already in existence or planned. Then he would encourage and shape the new project, repeatedly redesigning the curriculum so that a new department or course could have a comfortable place in which to grow and offer it benefits.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

That's the best way to know anything, although no one ever tells you that. No one ever says, "Just use the expansive feeling in your chest to understand what's true, and what you want, and where to go, and what really matters," because they're too busy forcing you to learn from books that they're choosing, and pointing at whiteboards that they're writing on, and encouraging you to ask questions from curriculums that they've set.

The intellectual climate has become increasingly unfavorable to the study of the relations between religion and culture in the modern world and the modern university. For theology has long since lost its position as a dominant faculty in the university and as an integral part of the general educational curriculum. It continues to exist on sufferance only as a specialized ecclesiastical study designed for the clergy. Consequently the student in a modern university may be totally ignorant of religion.

Woman-identification is a source of energy, a potential springhead of female power, violently curtailed and wasted under the institution of heterosexuality. The denial of reality and visibility to women’s passion for women, women’s choice of women as allies, life companions, and community; the forcing of such relationships into dissimulation and their disintegration under intense pressure, have meant an incalculable loss to the power of all women to change the social relations of the sexes to liberate ourselves and each other. The lie of compulsory female heterosexuality today admits not just feminist scholarship, but every profession, every reference work, every curriculum, every organizing attempt, every relationship or conversation over which it hovers. It creates, specifically, a profound falseness, hypocrisy, and hysteria in the heterosexual dialogue, for every heterosexual relationship is lived in the queasy strobe-light of that lie. However we choose to identify ourselves, however we find ourselves labeled, it flickers across and distorts our lives.

It’s unnecessary and undesirable to limit our readings to medically related texts (she notes that when reading Ivan Ilyich doctors get bogged down arguing about whether the title character of Tolstoy’s novella had gastric cancer or pancreatic cancer, missing the point entirely); that literature helps dismantle the “hidden curriculum,” the teaching that our patients are somehow fundamentally different from us and we from them; that immersing ourselves in imaginary worlds populated by imaginary people and investing emotionally in their problems is excellent training for empathy.

To escape from their derision I purposely began to make all the progress I could with my studies and forced my way to the very top. This impressed them. Moreover, they all began by degrees to grasp that I had already read books none of them could read, and understood things (not forming part of our school curriculum) of which they had not even heard. They took a savage and sarcastic view of it, but were morally impressed, especially as the teachers began to notice me on those grounds. The mockery ceased, but the hostility remained, and cold and strained relations became permanent between us. In the end I could not put up with it: with years a craving for society, for friends, developed in me. I attempted to get on friendly terms with some of my schoolfellows; but somehow or other my intimacy with them was always strained and soon ended of itself.

In a proper Islamic University, fard 'ain knowledge which represents the permanent intellectual and spiritual needs of the human soul--should form the core curriculum, and should be made obligatory to all students. Fard kifayah knowledge--reflecting societal needs and global trends--is not obligatory to all, but must be mastered by and adequate number of Muslims to ensure the proper development of the Community and to safeguard its proper place in world affairs. The fard 'ain knowledge shall include knowledge of the traditional Islamic sciences such as the Arabic language, metaphysics, the Qur'an and Hadith, ethics, the shari'ah sciences, and the history of Islam. Consonant with our position that these fard 'ain sciences are not static but dynamic, they should be continuously studied, analyzed, and applied in relation to the fard kifayah sciences; i.e. the fields of their specialization.

Nietzsche is a favourite, since he made the point explicitly: ‘There are no truths,’ he wrote, ‘only interpretations.’ Either what Nietzsche said is true – in which case it is not true, since there are no truths – or it is false. But it is only from the standpoint of the Enlightenment that this response seems like a refutation. The new curriculum is in the business of marginalizing refutation, just as it marginalizes truth. This explains the appeal of those recent thinkers – Michel Foucault, Jacques Derrida and Richard Rorty – who owe their intellectual eminence not to their arguments but to their role in giving authority to the rejection of authority, and to their absolute commitment to the impossibility of absolute commitments. In each of them you find the view that truth, objectivity, value or meaning are chimerical, and that all we can have, and all we need to have, is the warm security of our own opinion.1 Hence it is in vain to argue against the new authorities. No argument, however rational, can counter the massive ‘will to believe’ that captures their normal readers. After all, a rational argument assumes precisely what they ‘put in question’ – namely, the possibility of rational argument. Each of them owes his reputation to a kind of religious faith: faith in the relativity of all opinions, including this one. For this is the faith on which a new form of membership is founded – a first-person plural of denial.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

First of all, Christian religious education in the KA church is ethnic identity–promoting education. The ethnicity issue is directly related to the first-generation churchgoers’ concept of the ethnic church as a Korean culture–keeping institution as well as a religious organization.3

For instance, if a Black person is watching tv, instead of being bombarded by anti-Black images and messages hour after hour, they should be able to relax and be at peace in the knowledge that Black people control the media.  When their children go off to school in the morning, Black parents and other members of their community who provide love and support for their children, should be able to know that the teachers won’t be anti-Black and won’t fill their children’s heads with ideas that make them hate themselves or feel less worthy and less valuable.  The Black community should be confident that their children are being taught their history, their ideas (Black Thought), and are being told they are beautiful and good.  There shouldn’t be any worries about schoolmates of another race making their children feel inferior.  When they grow up and go to college, Black students should be confident that Black administrators and Black professors have created an environment and curriculum which encourages their entire educational development, not only providing skills for the workplace but nurturing their minds and their sense of community.  And when these students go out into the workplace, they should be confident that Black-controlled industries will be hiring them with Black managers in charge.  Racism will become a non-factor. Most significantly, when Black people have control over their community and have Black citizenship they won’t be forced to go through every day under the constant terror of being harassed, brutalized and killed by the police.  The psychological weight that would be lifted from them would be historic.  A new sense of energy and security could be channeled into self-affirmation and community-building.  I have little doubt that such a moment in history would lead to unprecedented strong race relations between citizens of this Black nation and whites in the current nation.  It’s almost impossible to have truly strong or positive race relations when one group is constantly required to bear the burden of oppression, and the other group feels the need to ignore or deny the existence of this oppression while also enforcing it.  The levels of tension and dishonesty are an enormous drain on everyone involved.  What a sweet and beautiful day it would be when Black people would simply not have to think about whites anymore.  In the same way that amerikans spend so little of our time thinking about Lithuanians or Norwegians.  And when you aren’t forced to think about someone, or forced to live the way they tell you to live, it’s a pleasure to get together and visit voluntarily.  Black people and Europeans on this continent (amerikans) would still talk to one another.  We might even still live in the same neighborhoods.  But the difference is that Black people would be their own people.  They would no longer be surrounded by the circle of whiteness.  The black dot on the white page: the exception to the rule.  White rule.  Black people would be a nation.  An entity unto themselves.  They would not be required to imagine themselves within the context of whiteness.  Their minds would be freed from the perpetual interpretation of every action and word (it seems even every thought) through whiteness.  Africans (Black people) would simply be Africans.  A people defined by their own terms, their identity neither within nor without the boundaries of whiteness.

Prayers to deities preserved from the ancient Near East share many of the same themes as Biblical prayers. Individuals sensed guilt and divine abandonment (see notes on Ps 6:1, 3; 13:1; 32:4; 51:1, 5); they felt physical suffering (see notes on Ps 22:14, 17; 38:2–3), emotional pain and shame (see notes on Ps 6:6; 25:2) and loss of friendship (see note on Ps 31:11); and they faced death (see note on Ps 16:10). At times their afflictions involved legal entanglements accompanied by slander and curses (see notes on Ps 17:2; 41:5–6; 62:4). They responded with cries for a divine hearing (see note on Ps 55:17) and justice (see the article “Imprecations and Incantations”). In ancient Mesopotamia, letters written to gods and deposited in the temple also served to bring requests before the deity. The use of rather generic names in these letters, as well as their transmission through the curriculum of scribal schools, suggests that anyone could relate his or her experience with those recorded in these prayers. In later tradition, similar prayers were cited orally by a priest rather than deposited in the temple. Much of the language of these prayers and letters, including the Biblical psalms, was general and metaphoric, allowing these texts to serve as examples for others to use in their specific circumstances. While the details of hardship might have differed, the emotional experiences and theological thoughts could be shared by anyone. As in Biblical psalms, the Mesopotamian prayers include protests of innocence, praise to the deity and vows to offer thanks for deliverance. Often specific attributes of the deity are named that correspond to the affliction and desired deliverance of the worshiper. Such elements function within the lament as motivation for the deity to respond to the worshiper’s plight. ◆ Key Concepts • Many psalms are an expression of emotion, and God responds to us in our emotional highs and lows. • Psalms is a book with purpose. • Psalms 1–2 embody the message of the book.

Self-Awareness Assessing our feelings, interests, values, and strengths; maintaining self-confidence. Self-Management Regulating emotions to handle stress, control impulses, and persevere in overcoming obstacles Social Awareness Understanding different perspectives and empathizing with others; recognizing and appreciating similarities and differences; using family, school, and community resources effectively Relationship Skills Maintaining healthy relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflicts; seeking help when needed Responsible Decision Making Using a variety of considerations, including ethical, academic, and community-related standards to make choices and decisions

By combining teacher-selected readings that attempt to provide students both “windows” and “mirrors” with student-selected readings, teachers can offer curriculum that both relates to students and stretches them to understand the experiences of others.

Political correctness exhorts us to be as ‘inclusive’ as we can, to discriminate neither in thought, word nor deed against ethnic, sexual, religious or behavioural minorities. And in order to be inclusive we are encouraged to denigrate what is felt to be most especially ours. The Director-General of the BBC recently condemned his organization and its programmes as obnoxiously white and middle-class. Academics sneer at the curriculum established by ‘Dead White European Males’. A British race-relations charity has condemned the affirmation of a ‘British’ national identity as racist. All such abusive utterances express the code of political correctness. For although they involve the deliberate condemnation of people on grounds of class, race, sex or colour, the purpose is not to exclude the Other but to condemn Ourselves. The gentle advocacy of inclusion masks the far from gentle desire to exclude the old excluder: in other words, to repudiate the cultural inheritance that defines us.

The earliest medieval logical curriculum, studied from the time of Alcuin’s On Dialectic (late 780s?) until the late tenth century, was based mainly on the accounts of logic in the encyclopedias of Cassiodorus, Isidore of Seville and Martianus Capella, together with Apuleius’s Periermenias (an account of basic Aristotelian syllogistic) and the Ten Categories, a paraphrase-commentary of Aristotle’s Categories. The last of these was written in the circle of Themistius, but attributed in the Middle Ages to Augustine. This misattribution points to one of the reasons why logic had such a large place in early medieval education: it was seen as indispensable in theological discussion, both because it provided a way of posing fundamental questions about God and his relation to his creation, and because it furnished a formidable argumentative weapon in controversy.

Over the years I have written creative non-fiction related to the curricula I produced, first as an elementary school art instructor, then for nearly two decades as a museum education curator. While any curriculum I wrote was based on facts as well as best and accepted practices, to add imaginative interest and encourage my students’ engagement I put those facts in the context of stories, invented situations that brought to life the remote or unfamiliar

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

In the detailed account of the years gone by, we are so far from finding a guiding principle, or even a general orientation, the irregular thread that would allow us to follow the course of the past and to appreciate its relative coherence retrospectively. Instead we find ourselves confronted with a fluid, composite mass where, among certain factual elements in our memories, which are also the memories of our hopes, expectations, and disappointments, there are a few holes that give a strange inconsistency to the days past, an awareness of external constraints of all kinds that weighed on our lives to the point of making us sometimes doubt that they were really ours. And finally there is the premonition that our future will not follow in an orderly way from our present any more than our present has from our past, which precedes but escapes it. In short, exactly the opposite of a curriculum vitae or a career plan, and sometimes the shadow of a doubt about our singular, individual identity.

The important point here is that music for the Greeks and the wider classical tradition was not so much understood as something performed, composed, practiced, or played; rather, music was interpreted as a mathematical discipline that sought to discover and formalize the symmetrical relations between sounds.6 It was an integral component to the mathematical disciplines that comprised the quadrivium: arithmetic, geometry, music, and astronomy. For the classical mind, arithmetic revealed “number in itself,” geometry revealed “number in space,” music revealed “number in time,” and astronomy revealed “number in space and time.” In this sense, music was an integral part of the Greek educational curriculum which functioned as a metaphor for this whole cosmic chain of interrelationships and harmonies. Indeed, Plato could say: “The whole choral art is also in our view the whole of education” (Laws, Bk II). The Greeks understood the nature of reality and its systems of relations in musical terms.

I question the ethics of a teacher education curriculum predicated on learning on the job. It’s an important job. It’s an important time in the child’s development. The fact that a substantial proportion of fourth graders have already fallen behind, as indicated by the NAEP and other assessments, may be related to the fact that many of them will have had K–3 teachers who were learning on the job.

Divination is not mere fortune-telling or superstition. Rather, it is an exceedingly subtle psychological technique whereby the secrets of the unconscious can be discovered, its powers (extrasensory and others) can be made accessible, and guidance for our confused and disordered lives can be obtained. The most important fact to fix in one’s mind is that there is nothing haphazard or accidental in the universe, and that external events—no matter how seemingly trivial—are intimately related to happenings within the human psyche. Thus, if we learn the art of discovering and interpreting the external signs, we may thereby gain access to the world of inward realities in our own souls and in the soul of the cosmos. The magic of Tarot divination is not in the cards but in ourselves. The cards can and do act as instrumentalities whereby the subjective reality within the unconscious becomes able to project a portion of itself into objective existence. Through this projection, a meaningful and useful relationship or a creative dialogue between the subjective and objective sides of our lives may be established, which is a great accomplishment. Thus divi­nation by means of the Tarot may be defined as a practical way in which a bridge is built between the temporal world of physical events, on the one hand, and the timeless world of the archetypes of the collective unconscious, on the other. It may be useful to recall that divination was considered an important part of the cur­riculum of certain mystery schools, not primarily in order to teach how to foretell the future, but in order to construct a psychic mechanism within the initiate whereby a source of guidance and insight might be made accessible to his conscious self.

Disappointingly, at precisely the point where church-related colleges and universities ought to display a countercultural communitarian impulse, they generally mirror the radically individualistic tendencies of the rest of American culture. Thus, they do not realize in any exceptional way the kind of peaceable polity described by St. Augustine: “a perfectly ordered and perfectly harmonious fellowship in the enjoyment of God, and of one another in God.”5 Irrespective of their rhetoric, Christian colleges and universities in practice seldom if ever resemble anything like the commonwealth of which St. Augustine speaks, wherein all are “united in fellowship by common agreement as to what is right and by a community of interest.”6 To the contrary, on these matters church-related colleges and universities all too easily reflect the character of the wider culture and thus fail to embody imaginative, faithful alternatives in which community simpliciter, and Christian intellectual community in particular, are in evidence. The familiar results include hyperspecialization that is not only content with but also prides itself on interdisciplinary irrelevance and inaccessibility; fragmentation of the curriculum; faculty disinclined toward conversation about common educative aims and curricular priorities; and students confirmed in their untutored, careerist, and consumerist impulses. In short, Christian educational institutions exhibit a failure to acknowledge and cherish our mutual interdependence, an aversion toward the hard work of finding common ground and arguing contested points, and resignation to lives and ideas torn asunder from the joys of serving a shared, mutually enriching good.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.