Meet Senator Josh Brecheen, Part I: Fire From Heaven

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What a go-getter! “You have to take what’s thrown at you.”

Except you don’t – at least not in the context he’s chosen for his little melodrama. That’s why they give you a glove. So you can catch stuff. Just letting it bonk off your face is either reckless or clueless.

You’re doing it wrong.

I’d let it go as just local political ad silliness, except it so perfectly represents how Brecheen uses whatever props are at his disposal – baseball equipment, Common Core documents, random phrases from scripture, etc. He straps them on and has a little morality play, but one whose meaning is predetermined by his unwavering agenda – not by anything his props actually do, or say, or mean.

I’m not suggesting he’s necessarily dishonest. It’s entirely possible he’s genuinely that ignorant and self-deceiving. I’d like to give him benefit of the doubt, however, and assume he’s merely cynical and exploitative, twisting the weaknesses of those he serves to promote his own agenda. I’m optimistic that way.

You may remember the Senator’s famous diatribe against Common Core some time back on the floor of the Oklahoma Senate:

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Weighty rhetoric. I can only wonder… WTF? What is he even SAYING?

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I’ve no wish to challenge the assumption that Old Testament excerpts are an appropriate basis for educational legislation, but at least use them correctly.

“I’m amazed people don’t know this.” Yeah, me too, Senator – especially when they’re reading it into the record. When relying on a holy book largely centered around a God so particular that minor violations often led to severe illness or the deaths of everyone you love, perhaps a little accuracy would be in order.

“Choose this day who ya who ya gonna serve” is not Elijah – it was said by Joshua in the 24th chapter of his own book in the Old Testament, not long before he died. Elijah DID ask, “How long will you waver before two opinions?” which is a similar sentiment, but said in a very different context.

Joshua was speaking to the chosen people of God at the end of a long period of relatively good times. His question was part of an extended recount of all the ways they’d been blessed by God, not from anything they’d done, but simply by being born into the right demographic. It could be paraphrased as “so you can keep going with the system that’s worked out fairly well for you and left everyone else pretty much damned, or turn your back on a good thing and suck along with them.”

This is not mockery of God or the Hebrew children, by the way – it’s just that the rules were different back then. It was a harsher time with harsher gods, and a favorite source of inspiration for those today who find the inclusiveness and self-deprivation of the New Testament rather nice in theory, but annoying in practice. So… we quote the Old Testament.

A lot.

Even if not always taken literally, it offers nice analogies for people doing pretty well today based on being born into the right demographic but believing they must really have accomplished something, and who feel spiritually or morally superior, seeing as how things seem to keep turning out so well for them – unlike those… ‘others’.

So, yeah – I see the appeal of this for Senator Brecheen. But keep your Bible straight, son.

The story to which he intentionally refers is Elijah on Mount Carmel, as told in I Kings 18. Elijah is never a happy prophet. He’s not generally welcome anywhere he goes because he’s always criticizing the way leadership is doing things. He speaks a bit bluntly and sometimes people have no idea what he’s talking about, but his words have power.

I’m a fan.

At Carmel he’s pissed because the folks who are supposed to be running the government are repeatedly shown to be self-absorbed, lying, hypocritical bastards. They exploit and use those in their care, and serve gods of convenience and worldly pleasures rather than Yahweh – the “love your neighbor and don’t be a perv” alternative.

Senator Bercheen successfully cast Common Core as Baal – a twist he’d have been able to identify as “irony” if he’d been schooled in its ten ‘Anchor Standards of Reading’, especially #4. (See what I did there? I cited my source accurately and used it in context to support my point. That’s the kind of anti-American time-wasting I’m doing in class instead of having my kids memorize Emma Lazarus.)

But, let’s go with that – Common Core is Baal. We’ll even let Bercheen be Elijah – who calls down literal fire from heaven to consume the sacrifices being offered. He then orders the losers to be chased down and murdered with swords – literally, in Elijah’s case, but hopefully metaphorically in the case of education reform.

But what a mindset! We’re not debating pedagogy; we’re destroying the unclean who refuse to follow our dogma.

It wasn’t my example, folks – I’m just cleaning up the record. And it’s irrelevant at this point whether you liked Common Core or not – that’s not the issue. The issue is the character, methods, and goals of Senator Josh Brecheen and his ilk. If men of good conscience and some awareness wish to debate what’s best for our children, let’s have that discussion all day long. If they wish to sweep aside reason and experience to play the trump card of holy justice, then save it for the Middle Ages. 

And before you accuse me of being too unfair, everying I’m using is from HIS YouTube channel and videos HE’S chosen to represent himself to the people.  

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You know it just got real when the dramatic strings drop out and it’s just the reverb drums for awhile. It goes on for minutes and minutes, but this was my favorite bit:

Flaming Children Bad Grammar

Totes adorbs on the little helly-flames for SFC! Burn, you anti-Josh f*ckers, burn! Our little Elijah certainly is a feisty fella’.

Too bad there’s not a Stand for Grammar group he gets along with. They could help with the sentence structure.

Brecheen does have some fans, however:

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Hey hey hey! He certainly seems down-home values to me.

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Well, there you go, then.

Brecheen may believe he’s standing up for truth and justice and such. He just thinks those who disagree with him are hell-bound, at least metaphorically.

That’s no excuse for not getting your facts straight, however – whether in regards to the scripture you’re quoting or the curriculum standards you’re opposing. Next time I’ll finish looking at his convoluted condemnation of Common Core as a tool not of poor pedagogy or even Corporate Edu-takeover, but as a plot to turn your kids into little perverts having much better sex than you. After that we should probably break down the APUSH bills themselves and try to figure out which parts are openly insane, and which are thinly veiled harbingers of bigger, weirder things.

Some even weirder than this:

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Oklahoma Turns Against APUSH?

Brecheen Saving America

Oh Senator, you certainly do manage to stay colorful, don’t you?

In case you don’t recall, Senator Brecheen was the figure kind enough to spend 10 minutes on the floor being shocked that somewhere deep in Appendix G of the Common Core standards, among a few hundred various books, poems, and documents cited as examples of different reading levels, Toni Morrison has written a dirty book.

The only logical solution is to read it on the floor, complete with gasps and euphemisms mostly made up of first initials and the word “word” – “N-word”, “A-word”, “K-word”, etc. Therefore, Common Core was all about promoting rape and sodomy and undercutting American values. His solution was quote Elijah from the Old Testament, who insisted the impure be chased down and executed by sword.

Needless to say, our repeal of Common Core may have saved many lives.

Now he’s after AP-USH, no doubt mostly because we’re tired of Texas having all the fun and looking the craziest. Here’s the text of SB650 as he’s proposed it, although it was no easy task hunting it down. I don’t know how OkEd and Swisher do this full time.

STATE OF OKLAHOMA

1st Session of the 55th Legislature (2015)

SENATE BILL 650

An Act relating to schools; prohibiting state funds from being used to support certain U.S. history courses; prohibiting the State Board of Education from awarding certain grants until certain course framework reverts to framework in place at certain time; directing the State Board of Education by certain date to adopt certain history program; establishing criteria for program; allowing display of certain grade-level documents; providing for codification; providing an effective date; and declaring an emergency.

BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:

SECTION 1.     NEW LAW     A new section of law to be codified in the Oklahoma Statutes as Section 1210.704 of Title 70, unless there is created a duplication in numbering, reads as follows:

A.  No state funds shall be used to support advanced placement U.S. history courses in Oklahoma schools as the courses are designed as of the effective date of this act.

B.  Beginning with the 2015-2016 school year, the State Board of Education shall not award any grants to school districts or make any expenditure of state funds, as authorized by Section 1210.703 of Title 70 of the Oklahoma Statutes, for equipment, instructional materials, course development, professional development or training, examination awards or examination scholarships for advanced placement U.S. history courses until the framework for the course is changed and reverts back to the course framework and examination that were used prior to the 2014-2015 school year.

C.  Prior to the 2015-2016 school year, the State Board of Education shall identify and adopt an advanced placement U.S. history program and corresponding assessment that:

1.  Are not in contradiction with the subject matter standards for U.S. history adopted by the State Board of Education; and

2.  Include the following foundational and historical documents as part of the primary instruction in any U.S. history, honors U.S. history, and advanced placement U.S. history course offered in Oklahoma public schools:

a. organic documents from the pre-Colonial, Colonial, Revolutionary, Federalist, and post-Federalist eras of the United States,

b. major principles in the Federalist Papers,

c. the writings, speeches, documents, and proclamations of the founders and presidents of the United States,

d. America’s founding documents that contributed to the foundation or maintenance of America’s representative form of limited government, free-market economic system, and American exceptionalism,

e. objects of historical significance that have formed and influenced the United States’ legal or governmental system and that exemplify the development of the rule of law, including but not limited to the Magna Carta, the Mecklenburg Declaration, the Ten Commandments, and the Justinian Code,

f. U.S. Supreme Court decisions,

g. acts of U.S. Congress, including the published text of the Congressional Record,

h. United States treaties, and

i. other documents, writings, speeches, proclamations, or records relating to the history, heritage, or foundation of the United States, including, in whole, but not limited to:

(1) the Declaration of Independence,

(2) the U.S. Constitution and its amendments,

(3) the Mayflower Compact,

(4) the Bill of Rights,

(5) the Articles of Confederation,

(6) the Virginia Plan,

(7) the Northwest Ordinance,

(8) the motto of the United States,

(9) the National Anthem,

(10) the sermon known as “Model of Christian Charity” by John Winthrop,

(11) the sermon known as “Sinners in the Hands of an Angry God” by Jonathan Edwards,

(12) “Give Me Liberty or Give Me Death” speech by Patrick Henry,

(13) “Remember the Ladies” letter by Abigail Adams,

(14) the writing “Common Sense, Section III: Thoughts on the Present State of American Affairs” by Thomas Paine,

(15) the essay “Federalist Paper No. 10” by James Madison,

(16) George Washington’s farewell address,

(17) Monroe Doctrine,

(18) at least a complete overview of the book entitled “Democracy in America” by Alexis de Tocqueville,

(19) the document known as “Declaration of Sentiments” by Elizabeth Cady Stanton,

(20) Independence Day Speech at Rochester by Frederick Douglass,

(21) “House Divided” speech by Abraham Lincoln,

(22) the “Gettysburg Address” by Abraham Lincoln,

(23) the Second Inaugural Address by Abraham Lincoln,

(24) the “Surrender Speech” by Chief Joseph,

(25) the poem entitled “The New Colossus” by Emma Lazarus,

(26) “The Gospel of Wealth” by Andrew Carnegie,

(27) “The Significance of the Frontier in American History” by Frederick Jackson Turner,

(28) the “Atlanta Compromise” speech by Booker T. Washington,

(29) the “Cross of Gold” speech by William Jennings Bryan,

(30) Roosevelt Corollary by Theodore Roosevelt,

(31) “New Nationalism” speech by Theodore Roosevelt,

(32) “Peace Without Victory” speech by Woodrow Wilson,

(33) First Inauguration Address by Franklin D. Roosevelt,

(34) portions of the book entitled “The Grapes of Wrath” by John Steinbeck,

(35) “The Four Freedoms” speech by Franklin D. Roosevelt,

(36) “Day of Infamy” speech by Franklin D. Roosevelt,

(37) “The Sources of Soviet Conduct” by George Kennan,

(39) the address that became known as the “Truman Doctrine” made by Harry S. Truman,

(40) Address on Little Rock by Dwight Eisenhower,

(41) Farewell Address by Dwight Eisenhower,

(42) Inaugural Address by John F. Kennedy,

(43) “The Decision to Go to the Moon” speech by John F. Kennedy;

(44) “Letter From Birmingham Jail” by Martin Luther King, Jr.,

(45) “I Have a Dream” speech by Martin Luther King, Jr.,

(46) “The Ballot or the Bullet” speech by Malcolm X,

(47) “Great Society” speech by Lyndon B. Johnson,

(48) “The American Promise” speech by Lyndon B. Johnson,

(49) First Inaugural Address by Ronald Reagan,

(50) “40th Anniversary of D-Day” speech by Ronald Reagan,

(51) “Remarks at the Brandenburg Gate” speech by Ronald Reagan; and

(52) the address to the nation speech made on September 11, 2001, by George W. Bush.

School districts shall permit teachers to display grade-level appropriate excerpts from or copies of the documents, writings, speeches, proclamations or records listed in this subsection in school classrooms and school building common areas as appropriate.

SECTION 2.  This act shall become effective July 1, 2015.

SECTION 3.  It being immediately necessary for the preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval.

55-1-396 EB 1/27/2015 3:31:09 PM

This deserves commentary by those much smarter than myself, although I’ll of course rant about this more soon. My favorite part is that getting these documents and the accompanying silliness into law is “immediately necessary for the preservation of public peace, health and safety.”

That’s right folks, funding be damned – THIS is an EMERGENCY. 

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We Are Building A Religion…

Pearson Training

We are building a religion; we are building it bigger

We are widening the corridors and adding more lanes

We are building a religion – a limited edition

We are now accepting callers for these pendant key chains

To resist it is useless – it is useless to resist it…

You can meet at his location, but you’d better come with cash

I don’t spend much time defrocking the Edu-Reform Industry. Too many others are covering that issue far better than I am likely to manage. But the Spirits of Shuffle Play keep bringing around this song*, and I can’t help but see a correlation. 

Gene Scott

You could interpret it a variety of ways, but I hear a critique of the music industry in the guise of a commentary on televangelism. I can’t shake the image of Gene Scott back in the day, cigar in hand, wearing his weird hat of the night, scolding the audience for wasting his time and not giving enough. But it’s not the music industry I think about every time it plays. It’s the other guys – the ones “saving” education…

The parallels between a well-packaged religion and an effectively marketed edu-reform movement are rather fascinating, I think.

(Now don’t get all defensive and think I’m attacking faith in general. I’m talking about the #edreform equivalent – the fake stuff with the gilded flakes. “Some of my best friends are evangelicals,” etc., so just stay with me a moment…)  

Gene Scott 2

1. Both offer easy answers to complex questions. The impact of a Hinn or Hagee lies partly in their utter rejection of inconsistency or uncertainty. The Great Mystery of faith is transformed into stubborn conviction regarding every interpretation, implication, or sensation.

No Jim or Tammy Faye, no Koresh or Moon, would be worth their salt if they let a little reality slow them down. Faith is the substance of things not seen, sure – but it takes a special twist to proceed from that into complete and utter denial of reality. It goes beyond a willingness to accept what you cannot prove and gives you a noble – nay, holy – foundation for ignoring even what you can.

Pearson FairBehold the wisdom of Pearson and its ilk. They’re not out to win an argument – they’re offering to scratch an itch, to meet an apparent need. They have easy answers – textbooks which work in any state that’s not Texas, assessments which, because they’re online, somehow guarantee students have entered modernity, and suites of ancillaries, strategies, terminologies, and priorities.

It saves so much time compared to wading through specific student abilities or needs, and if you order today they’ll throw in a new sense of progressive identity and an assortment of Twitter-ready platitudes.

We are building a religion; we are making a brand

We’re the only ones to turn to when your castles turn to sand

Take a bite of this apple, Mr. Corporate Events

Take a walk through the jungle of cardboard shanties and tents

2. Both institutionalize things traditionally built on relationships. A good mega-church or movement has mastered its marketing, its placement, its packaging and branding, so that content itself is almost secondary – like the perfume in the bottle.  Members are guided in what to profess more than what to believe, and as with any corporately controlled environment, dissent is discouraged despite token mechanisms in place to accommodate “suggestions” or complaints. 

A faith founded on walking around talking to people, helping them out, even staying in their homes as you invest in their souls, is neatly packaged and shrink-wrapped into broadcasts, books, CDs, and playbooks for those who wish to move up the pyramid – Amway for the soul. It speaks of relationships but it markets systems.

It’s efficient. Cost effective. Economies of scale.

Pearson BoothEdu-Reform talks incessantly of individualizing learning and teachers being the most important factor in the classroom, but allows for no such nonsense in practice. Every “solution” or “tool” requires a purchase order and a follow-up email suggesting scaffolds and assessments, available today at an introductory rate.

Any teaching method not consuming product is belittled and dismissed until those still practicing such things do so in shadows and shame. Classroom priorities not easily assessed are elevated in lip service while discarded in fact – at least if you want to survive evals. The Curmudgucation sticker on your keyboard or the Jose Vinson book on your shelf become clues to your heresy – an Ichthus fish for edu-bloggers.

He says, “Now do you believe in the one big song?”

He’s now accepting callers who would like to sing along

There’s no need to ask directions if you ever lose your mind

We’re behind you, we’re behind you – and let us please remind you

We can send a car to find you if you ever lose your way…

3. Both choose language which obfuscates rather than enlightens. The statement that kids aren’t all the same is difficult to refute, so they don’t. Instead, all children are capable. All kids can learn. All students should be equally prepared to function in an increasingly global economy and culture

Same KidsAll of these are true in and of themselves, but are used to collectively imply that all teachers and all students should be on the same page of the same guidebook on the same day, regardless of background, ability, or interests – that is, if you believe that children are the future, and teach them well by feeding them the way…

One man’s “oversimplified” is another’s “firm convictions.” And on a similar note…

4. Both bring the feels. “Higher standards” is the new “Holy Holy Holy,” the edu-quivalent of “Our Test is an Awesome Test, it’s scored with Rub-uh-rics! It’s yours, when you join PARCC – Our Test is an Awesome Test…”

Raised HandsThe power of manipulative rhetoric is in how it sounds and makes you feel rather than what it means – if it means anything. “Highly qualified” instructors “adding value”, focusing on “skills” and “inquiry” and “student-driven {insert anything here}” – are your ideals tingling?

I can feel nobler by taking a clearly marked path? The Grand Inquisitor would be proud.

Feelings are stronger than thoughts, and neither Pearson nor politicians worry about the latter when the former will do. Elected leaders or successful entrepreneurs are granted all the feels they can feel and all the rhetoric they can rhetor by simply joining the right conglomerate, writing the right check, and attaching the proper strings. It’s how we run wars, how we build cities, and how most policy is written. It doesn’t sound insane to them the way it does outside the Bicameral Halls of Cynicism and Delusion.

5. Both target effectively. Religious charlatans aren’t overly concerned with co-opting the truly devout – that’s not their demographic. They gently but firmly excommunicate them, either openly condemning or crocodile mourning their refusal to see ‘the light.’

Ed-Reformers aren’t overly concerned with winning over real teachers. They don’t need to. Most couldn’t if they cared to try. Instead, excommunication comes via the narrative of “failed teachers” protected by “entrenched unions.” Teachers resistant to bad ideas are “afraid of change” and hostile towards a little “accountability.”

(No wonder they won’t wear the t-shirts we passed out at the conference.)

6. Both come with pretty high stakes based on questionable standards. Need I elaborate?

7. Both are most successful when least successful. 

You can build bigger churches and sell more books, but you can’t upscale a faith based on intimate relationship with the Almighty. It is by its very nature personalized and individual.

You can mass produce books, and tests, and videos, and propaganda. You can mass distribute media materials and multiply social media mouthpieces. You can create the illusion you are improving public education through the sheer scale of standardizing and branding it all.

But you can’t mass produce teaching. You can’t scale up the essential relationships, perceptions, guesses and decisions that go into any successful classroom. You can’t make kids or their teachers standard-enough to generalize about them or how they should be interacting. It just doesn’t work.

You can maintain the facade, but the substance is lost. And what shall it profit a reformer to gain the whole edu-world…?

We are building a religion; we are building it bigger

We are building a religion – a limited edition

We are now accepting callers for these beautiful pendant key chains…

* “Comfort Eagle” from the album Comfort Eagle by Cake

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