Consider the following question when taking a critical look at H3201 and H3863. Is our education system being revamped to offer, at taxpayer expense from K-12 and beyond, job preparation and/or training to meet the needs of corporations and businesses under the guise of preparing youth for careers and job opportunities?
H3201 Computer Science Education Initiative Act
Grows State-controlled Education
Not only does this bill increase state-level control of education in South Carolina and the cost of public education, it grows the state Code of Law by dictating that, “computer science” must be included in the curriculum through, “…THE EXPANSION AND ENHANCEMENT OF COMPUTER SCIENCE IN PUBLIC HIGH SCHOOLS THROUGH THE CREATION OF AND IMPLEMENTATION OF A STATEWIDE COMPUTER SCIENCE EDUCATION PLAN AND THE REQUIREMENTS THAT EACH PUBLIC SCHOOL OFFERS AT LEAST ONE COMPUTER SCIENCE COURSE THAT MEETS CERTAIN CRITERIA, AND TO PROVIDE RELATED REQUIREMENTS OF THE STATE BOARD OF EDUCATION AND THE STATE DEPARTMENT OF EDUCATION.” [Proposition of Enactment] State law is automatically backed by the police power of the State, eliminates any ability for local districts to opt out and destroys true choice for individuals, local control, or options for other uses of time, personnel or resources.
This bill requires additional school personnel, materials, and time for professional development to implement this plan. It will be costly. Under H3201, State control of this plan will require compliance with “a statewide computer science plan” and “…increase the number of computer science educators.” [SECTION 2(B)] State taxation will no doubt help provide for district needs as determined by the State.
Ignores Developmental Readiness and Age-Appropriate Individualization
The State Board of Education will “…conduct a cyclical review of grade appropriate standards for computer science, computational thinking, and computer coding for grades kindergarten through grade twelve.” This will certainly enable schools to start early on their mission to turn all children into techno-humans, dependent, addicted, and attached to their technology devices at the expense of natural thinking, action, and healthy social development.
The Department of Education shall “…support K-12 academic and computer science teachers in designing interdisciplinary, project-based instruction and assignments that engage students in applying literacy, math, and computational thinking skills to solve problems.” [SECTION 2(E)(2)] Those who do not have extensive experience in the field of education may find this concept appealing. However, within “interdisciplinary,” “project-based instruction and assignments” lies a great deal of thought control, dumbing down, and wasting of time. Such instruction does not help to fully develop the independent, creative thinking of children or truly expand their knowledge and cognitive potential. It does, however, repeat and reinforce underlying messages for social change and thought-control prevalent in public education today.
Random question: Just what is computer “science?” Is this a necessary subject for kindergarten?
Will Be Driven by Workforce Needs, not the Development of Each Student’s Unique Characteristics
The Department of Education will “…design pathways…as identified by the Department of Employment and Workforce.” [SECTION 2(E)(3)] The curricula are to be “…organized around the career pathways and aligned with state and regional workforce needs….” [Section 2(H)2)(b)] A good many people see meeting future worker (useful idiot) needs as the primary purpose of K-12 education. Perhaps this can be justified in some part for high school students, but younger students deserve the freedom to grow and develop as individuals before they are groomed to serve the needs of the “workforce.” People have been well trained to believe the earlier the better. If we are not careful about how early and how indiscriminately workforce driven “educational” efforts are imposed on all children, we will continue to destroy the essence and joy of childhood, our children, and the future.
Extends State Overreach beyond School Hours
H3201 will “assist districts in developing partnerships with business, industry, higher education, and communities to provide after school and extracurricular activities that engage students in computer science.” Such tech-heavy exposure, while appearing benevolent and helpful for students’ future employment, takes enormous amounts of time from each young person’s life and personal development—inevitably ensuring many of them will become tech-dependent and compliant. Further ,the impact on the overall learning environment from the inclusion of members of such “partnerships” is often overlooked. We are to accept that all education initiatives are benevolent and need to be codified into law, benevolent or not.
Requires Data Collection
“…the Department of Education shall issue a report to the General Assembly that documents the number of students who have completed a career pathway….” [SECTION 2(H(3)] and at state and district levels report on “…the availability of such instruction…based on student demographics as gender, race, ethnicity, special education status, and poverty status.” [Section 2(H)(3)(b)] There is too much to comment upon in this statement.
Please think about what this all means.
Disclaimer: The views expressed in this article are those of the author and do not constitute legal or professional advice. ConservaTruth assumes no liability for any actions taken based on this content. Read more.
Subscribe to ConservaTruth's Email Newsletter for curated insights on South Carolina's legislative activities and conservative viewpoints, delivered straight to your inbox! With vetted and easy-to-understand information, our newsletter empowers you to become an informed and engaged citizen, actively participating in safeguarding our cherished Constitutional values. Don’t miss out on crucial updates—join our community of informed conservatives today.
.png)
Comments