Sunday, November 23, 2014

Gates Foundation, Common Core, and K-12: Why is "gender" in IRR but not in Enhanced Basic Education Act of 2013?

Many of the points here were already discussed before in the Pinoy Templars article written by Elisa Sangalang: From God to Gay: DepEd Worships at the Altar of Gender Sensitivity.  But I think there is still room for highlighting certain things, such as the connection of K-12 with Common Core, Gender, and the Gates Foundation.

A. COMPARING THE TWO DOCUMENTS: WHY IS GENDER HERE?

Let's copy the standards and principles of the basic education curriculum as stated in the Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013:
  • (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; 
  • (b) The curriculum shall be relevant, responsive and research-based; 
  • (c) The curriculum shall be culture-sensitive; 
  • (d) The curriculum shall be contextualized and global; 
  • (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; 
  • (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; 
  • (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and 
  • (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
Now, let us copy the same standards and principles as stated in the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013:

  • (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; 
  • (b) The curriculum shall be relevant, responsive and research-based; 
  • (c) The curriculum shall be gender- and culture-sensitive; 
  • (d) The curriculum shall be contextualized and global; 
  • (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; 
  • (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and additional languages are used in the classroom; 
  • (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and 
  • (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.
There is one sentence that is in the original act but not in the IRR: 
The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
This is just an explanatory sentence for the (h) statement.  On the other hand, there is also one sentence that is in the IRR but not in the original act:
For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and additional languages are used in the classroom; 
 This is also just an explanatory sentence to the (f) statement.  But the insertion of "gender-" before "culture-sensitive" in (c) is not an explanatory word or phrase but a totally different concept. "Gender" does not explain "culture" but is co-equal with it.

B. GATES FOUNDATION, COMMON CORE, AND K-12 CURRICULUM

Who would dare insert "gender" here? Surely there is a hidden agenda why this word was surreptitiously inserted? Let me guess by connecting the dots:

1. Gates Fundation, the Common Core and K-12
  • Noynoy Aquino met Bill Gates in 2003 in Seattle
  • The Gates Foundation supported Pres. Noynoy Aquino in his push for the approval of the Reproductive Health law, as the letter of Melinda Gates to Pres. Aquino shows. The Gates Foundation pushed for the Common Core in the US.  Though its grants, the Gates Foundation effectively bought organizations, legislators, universities, and even governments of US States to promote the Common Core. There is really so much money involved.  The last count is USD 200 million. 
  • The Philippine K-12 is eerily similar to the Common Core. Actually, according to the press release of the Bill and Melinda Gates Foundation, the K-12  standards in US is part of the Common Core Standards Initiative. Same name suggests the same origin. 
  • Bro. Luistro of DepEd and Alan Goson of the Gates Foundation were among the speakers in the 2011 New York conference sponsored by the Philippine Development Foundation: "Accessing the Global Markets through Science and Technology: Innovations in Education"
  • John Silva works with DepEd through the Synergeia Foundation by training people on how to get funds from grant-giving bodies such as the Gates Foundation.
  • The Enhanced Basic Education Act of 2013 was approved in May 15, 2013.  Its IRR was approved in Sep 13, 2013. 
From these data, we can guess that it is the Gates Foundation which funded the promotion of K-12 in the Philippines.

2. Gates Foundation, RH Law, DepEd, and Gender
  • The word "gender" was inserted in the IRR of the Enhanced Basic Education Act of 2013.
  • John Silva who works with DepEd by training people how to get grants from the Gates Foundation is also a gay lobbyist, being a Director of the Gay Asian Pacific Alliance Community HIV Project in San Francisco in 1992.
  • Dina Joana Saltiva Ocampo-Cristobal was appointed in 2013 as Acting Undersecretary of the Department of Education. She also became Undersecretary of Programs and Projects.  She is the one who pushed the K-12 Educational Reform. She is also pro-Reproductive Health law supporter.
  • The Reproductive Health Law is littered with concepts such as "gender equality", "gender equity", and "gender and development".  
  • The RH Law also pushed for sex education.
  • The Gates Foundation does not support gender neutral projects: "The foundation does not support these types of projects because women can be further marginalized if their concerns and needs are not explicitly factored into the program design."  That's why the buzzwords in the Gates Foundation are "gender-aware", "gender-responsive", "gender-transformative", "gender-based", etc.
  • Gender advocacy of the Gates Foundation is connected with its LGBT advocacy.  The Chief Operating Officer of the Gates Foundation is Leigh Morgan, "a strong advocate for civic engagement, her community involvement focuses on promoting LGBT, racial and gender equity, supporting effective cross-sector solutions to complex issues, and economic development."
  • The Gates Foundation gave USD 500,000 for same-sex marriage.
  • The Gates Foundation gave USD 100,000 for the development of a better condom to make safe sex more pleasurable.  
From these we can conclude that the Gates Foundation funded the promotion of the RH Law, so that it can make sex education compulsory.  This would create a consumer market for condoms that the Gates Foundation will also develop. Meanwhile, the Gates Foundation also supported the overhaul of the K-12 educational system, and in the process of confusion, introduced the "gender" agenda in the curriculum.  Gender here does not only mean the promotion of women's access to education and jobs, but also the promotion of the LGBT rights as well.  What the Gates Foundation wants is to highjack the educational system in order to produce students inculcated in the values of the 21st century, and those values include "safe and satisfying sex" for the young--men, women, and the LGBT.  This is a diabolical plan for world domination: control the future by making the young lose their reason regarding sex and become brutish beasts (c.f. Mark Anthony in Julius Caesar's funeral).  St. Paul describes this best:
Finally, draw your strength from the Lord and from his mighty power. 11 Put on the armor of God so that you may be able to stand firm against the tactics of the devil.g 12 For our struggle is not with flesh and blood but with the principalities, with the powers, with the world rulers of this present darkness, with the evil spirits in the heavens.h (Eph 6:10-12)
C. RECOMMENDATION

DepEd, CHEd, and TESDA must remove the word "gender" in the IRR of the Enhanced Basic Education Act of 2013, because it is not found in the standards of the original act:

  • Present form:  (c) The curriculum shall be gender- and culture-sensitive; 
  • Proposed Revision: (c) The curriculum shall be culture-sensitive;

 The Gates Foundation may remove funding for the Enhanced Basic Education Act of 2013 because of the removal of the word "gender". If the Gates Foundation has never supported or will never support DepEd, CHEd, and TESDA to promote K-12, then these institutions has nothing to worry by the removal of the word.
Bill Gates: A Biography (Greenwood Biographies)
Bill Gates: A Biography (Greenwood Biographies)
The Gates Foundation and the Future of US "Public" Schools (Routledge Studies in Education and Neoliberalism)
The Gates Foundation and the Future of US "Public" Schools (Routledge Studies in Education and Neoliberalism)
The Story-Killers: A Common-Sense Case Against the Common Core
The Story-Killers: A Common-Sense Case Against the Common Core
The Common Core Companion: The Standards Decoded, Grades 9-12: What They Say, What They Mean, How to Teach Them (Corwin Literacy)
The Common Core Companion: The Standards Decoded, Grades 9-12: What They Say, What They Mean, How to Teach Them (Corwin Literacy)
The Cult of Common Core: Obama's Final Solution for Your Child's Mind and Our Country's Exceptionalism
The Cult of Common Core: Obama's Final Solution for Your Child's Mind and Our Country's Exceptionalism
Conform: Exposing the Truth About Common Core and Public Education
Conform: Exposing the Truth About Common Core and Public Education
Everywhere/Nowhere: Gender Mainstreaming in Development Agencies
Everywhere/Nowhere: Gender Mainstreaming in Development Agencies

Friday, November 21, 2014

Pope Francis on false compassion: abortion, euthanasia, and in vitro fertilization

In his meeting with the members of the Association of Italian Catholic Medical Doctors, Pope Francis denounced the "false compassion":
"The dominant thinking sometimes suggests a false compassion, that which believes it is helpful to women to promote abortion; an act of dignity to provide euthanasia; a scientific breakthrough to produce a child and consider it to be a right, rather than a gift to welcome; or to use human lives as guinea pigs, presumably to save others...We are living in a time of experimentation with life. But a bad experiment. Making children rather than accepting them as a gift, as I said. Playing with life. Be careful, because this is a sin against the Creator: against God the creator, who created things this way." 
 So let us look at how the secular world used the world "compassion" as denounced by Pope Francis:
  • ABORTION. In the Facebook page of the abortion advocacy group WGNRR, we read: "...skilled 'mainstream' doctors offered safe, compassionate abortion care before Roe. They did so with little to gain and much to lose, facing fines, imprisonment, and loss of medical license. They did so because the beliefs that mattered most to them compelled them to. They saw women die from self-induced abortions and abortions performed by unskilled providers. They understood safe abortion to be lifesaving. They believed their abortion provision honored “the dignity of humanity” and was the right — even righteous — thing to do. They performed abortions 'for reasons of conscience.'  The Reproductive Health Law also says: "(j) While this Act recognizes that abortion is illegal and punishable by law, the government shall ensure that all women needing care for post-abortive complications and all other complications arising from pregnancy, labor and delivery and related issues shall be treated and counseled in a humane, nonjudgmental and compassionate manner in accordance with law and medical ethics;"
  • CONTRACEPTION. Because giving contraceptives is a sign of compassion, here's what the SOGC decided to do: "The Compassionate Contraceptive Assistance Program (CCAP) is a program administered by the Society of Obstetricians and Gynaecologists of Canada (SOGC). The program provides contraception to women who could not otherwise afford it. Selected contraceptives can be obtained at no cost for patients whose financial situation becomes a barrier to obtaining contraceptives. Licensed Canadian physicians can create an account with the CCAP. Once they have done so, they will be able to order from a list of available contraceptives on behalf of their patient. This program could not be made possible without the generous donations of partners."
  • EUTHANASIA.  Van Zyl wrote a book entitled, "Death and Compassion: a Virtue-Based Approach to Euthanasia".  The reviewer R. Huxtable wrote: "In line with the expanded (patient-directed) conceptions of “harm” and “benefit”, the goal of medicine is conceived in terms of promoting patient welfare. Applying her thesis to euthanasia, Van Zyl contends that where this goal cannot be achieved, and where continued life might even be harmful, euthanasia might be permissible, in either an active or a passive sense. Euthanasia, as a last resort, can therefore be justifiable as a compassionate, benevolent, and respectful response to a patient’s suffering. Although Van Zyl draws some tentative conclusions as to situations of justifiable euthanasia, she also accepts that there will be numerous cases that are not so amenable to resolution; in these the process of interaction between physicians, patients and patients’ families might be more important than the actual decision reached."
  • SEMEN FREEZINGSemen Freezing Discount Program. "MLF offers a discounted fertility preservation program, which includes sperm cryopreservation and storage for males who have been recently diagnosed with an illness where drug and treatment or surgery would result in possible infertility. Our center has a partnership with CHOP – Children’s Hospital of Philadelphia – to expeditiously accommodate young men diagnosed with cancer. We are aware of the urgency and importance of this service, and our staff will treat you with compassion and sensitivity."
  • IN VITRO FERTILIZATION.  The following discussion by Tollefsen in his book, Bioethics in Liberty and Justice: Themes in the Work of Joseph M. Boyle, may be a breath of fresh air: "Not every embryo is benefitted by being implanted, born, and reared by a loving couple; for, this procedure does not typically implant every embryo.  "Spare" embryos are given, by their parents, to researchers to be experimented upon; others are put into the legal limbo of being frozen for possible later implantation; others are killed before implantation; and others are implanted only to be selectively aborted as unwanted.  Being conceived through in vitro fertilization thus dramatically increases the likelihood of being harmed--or, even killed--before being born.  For these reasons, in vitro fertilization is not an act of compassion for most of the embryos involved."
The Church of Mercy
The Church of Mercy
The Angel of Ashland: Practicing Compassion and Tempting Fate
The Angel of Ashland: Practicing Compassion and Tempting Fate
In Vitro Fertilization: The A.R.T. of Making Babies (Assisted Reproductive Technology)
In Vitro Fertilization: The A.R.T. of Making Babies (Assisted Reproductive Technology)

Wednesday, November 19, 2014

Philae Lander and philander: on comets and contraception

Philae Lander and Philander are two different words/phrases which sounds similar. Philae Lander is a robotic lander that touched down on a comet:
Philae (/ˈfaɪli/[5] or /ˈfiːleɪ/[6]) is a robotic European Space Agency lander that accompanied the Rosetta spacecraft[7] until its designated landing on Comet 67P/Churyumov–Gerasimenko (67P), more than ten years after departing Earth.[8][9][10] On 12 November 2014, the lander achieved the first-ever controlled touchdown on a comet nucleus.[11][12] Its instruments obtained the first images from a comet's surface.[13] Philae is tracked and operated from the European Space Operations Centre (ESOC) at Darmstadt, Germany.[14] Several of the instruments on Philae made the first in situ analysis of a comet sending back data that will be analysed to determine the composition of the surface.[15] The lander is named after the Philae obelisk bearing a bilingual inscription used along with the Rosetta Stone to decipher Egyptian hieroglyphics. (Wikipedia: Philae (Spacecraft))
 To philander, on the other hand, is "to have casual or illicit sex with a woman or with many women; especially: to be sexually unfaithful to one's wife." (Merriam Webster)

If we think of a liken a woman's egg to a comet, then the Philae Lander would be like a sperm.  Sperms are designed to sense an egg, swim to it, and land on it, and in doing so, the egg becomes fertilized and a new human being with its own unique DNA is formed.  Similarly, the Philae Lander was designed to land on the Comet Churyumov-Gerasimenko.  To do this, scientists have to determine the comet's course beforehand and from this find the right time to launch the spacecraft and the lander in order to reach the comet after ten years.  A single mistake in the computations or in engineering would mean that the lander would fail in its mission.

Unlike a Philae Lander, a Philanderer's mission is not to impregnate a woman by making his sperms (spacecraft) avoid reaching the ovum (comet).  And to do this, he employs all the tricks that contraceptive science can offer--withdrawal, condoms, spermicides, pills, etc:
  • Withdrawal is like launching the spacecraft not upward but downward to the ground. 
  • Male condoms are like the earth's gravitational field: the spacecraft does not have the energy to leave the earth. 
  • Female condoms are something else: they are like force fields which prevent the spacecraft to land on the comet. 
  • Spermicides are like alien spaceships shooting on the spacecraft as it tries to land on the comet.
  • Pills are like gaseous fumes or water vapors that obscure vision, making the spacecraft incapable of knowing visually whether it has landed or not.
Thus, if we use the spacecraft lander analogy to contraception, we see that contraception practiced by philanderers are actually frustrating.  It is the difference between sending aircrafts into space just for the sheer joy and pleasure of seeing things fly vs sending aircrafts into space for a purpose: to get to know a comet in the most intimate way.  "Philae has landed!" is a greater news for the scientists and all of humanity than "Philae has not landed!"  In the same way, "I am pregnant!" or "You are now a father!" should be a cause of worldwide celebration and not of dismay.
To Catch a Comet
To Catch a Comet
Spacecraft Dynamics and Control: An Introduction
Spacecraft Dynamics and Control: An Introduction
The Pill: Are You Sure It's for You?
The Pill: Are You Sure It's for You?

Monday, November 17, 2014

Should a Muslim care about the idiots who hijack the Islamic religion? A reply to Dr. Ghada Gomaa Mohamed

While browsing through Linkedin, I read a post by Dr. Ghada Gomaa A. Mohamed: I am a Muslim and I don't care about the idiots who hijack my religion.

I think Dr. Mohamed should care.  If you are a managing a brand and you hear an advertising message that is inconsistent with your brand image, then you have to call those advertisers and ask them to cease and desist, if it is in your power to do so.  If they are reasonable, you employ reason.  If you have a rule book, you show the particular articles in the rule book.  Now, Islam is a brand of religion.  If Islam means peace and others use it for violence, you have to at least speak and condemn the violence as unrepresentative of Islam.  If the ISIS are reasonable, then you need to quote the verses in the Quran to convince them of their errors.

 Let us look at the following claims of Dr. Mohamed regarding Islam:
1. There is no difference between males and females in human rights and duties within a dynamic cyclicality.   
But why is it that the Quran says regarding inheritance that the male shall have the portion of two female (Sura 4:176) or that regarding loans the testimony of one man is equal to two women (Sura 2:282)? 
2. There are no differences among people. All people have equal rights and equal opportunities in life.  
Why does the Quran (Sura 9:29) command that non-Muslims, even if they are people of the Book, pay the Jizya tax as a sign of their submission and subjugation?
Perhaps, Dr. Mohamed can enlighten us regarding these things.  I think it would help if Dr. Mohamed explicitly states what branch of Islam she belongs to.  In this way, we can understand better why she doesn't care about the idiots who hijack her religion.
The Crisis of Islam: Holy War and Unholy Terror
The Crisis of Islam: Holy War and Unholy Terror
The Third Choice: Islam, Dhimmitude and Freedom

Tuesday, November 11, 2014

LGBTQ in Aegis yearbook: a test case for Ateneo de Manila as Catholic University

We read in Guidon that transgenders want to appear as female when they are male and vice versa:
THE AEGIS Editorial Board (EB) and the Aegis Administrative Board (AB) have reached an official resolution regarding transgender representation in the yearbook, but they have not yet disclosed it to interdisciplinary studies senior Rica Salomon, said Aegis EB Editor-in-Chief (EIC) Kristine Estioko. Salomon started an online campaign to allow transgender students to appear in the gender they identify with in the Ateneo yearbook, Aegis. The petition addressed to the Aegis AB was created on September 4 and has 504 signatures as of press time. Aegis is an organization that manages the creation and release of the annual yearbook; the Aegis AB is comprised of Loyola Schools administrators who approve the plans of Aegis’ student arm, the Aegis EB. Estioko also said that Aegis is still deliberating if it is necessary to publicly announce their decision.
One cannot clamor for a right when it is wrong.  When you were born, the nurse or doctor only has a simple criterion to determine if you are male or female and that is by looking at your genital organ.  When you die and an alien studies your DNA samples, he will simply conclude that you are either male or female depending on your X and Y chromosomes.

The LGBT will use this issue as a test case.  If they win this one, they shall bring up another case.  And before you know it, you'll have an office in Ateneo de Manila University dedicated to LGBTQ affairs, which is repugnant to the nature of Ateneo as a Catholic University.  But then, Georgetown University, a fellow Jesuit University, already has an LGBTQ Resource Center.  Here is my prediction: Ateneo shall publicly apologize to the LGBTQ community for marginalizing its members in the Aegis yearbook and assuage their feelings by founding an LGBTQ Resource Center just like in Georgetown University.

I wouldn't be surprised if this happens.  Ateneo already caved in before to contraception and the RH Bill.  All it needed then was a few faculty members who claimed that they support the RH Law in good conscience as private individuals and yet put Ateneo de Manila University as their affiliations.  The Ateneo administration left them unchecked.  The Catholic Educational Association of the Philippines (CEAP) tuned a blind eye.  And the bishops did not impose the canonical discipline. As a result, the number of faculty who signed the position paper for the RH Bill increased.  And faculty members, being role models, influenced their students to make similar position statements for the RH Law.  As Mr. Miyagi said in Karate Kid: "No such thing as bad student, only bad teacher."

Let us ponder again on the grave role of teachers in a Catholic University as outlined stated in Pope John Paul II's encyclical, Ex Corde Ecclesiae:
§ 1. The responsibility for maintaining and strengthening the Catholic identity of the University rests primarily with the University itself. While this responsibility is entrusted principally to university authorities (including, when the positions exist, the Chancellor and/or a Board of Trustees or equivalent body), it is shared in varying degrees by all members of the university community, and therefore calls for the recruitment of adequate university personnel, especially teachers and administrators, who are both willing and able to promote that identity. The identity of a Catholic University is essentially linked to the quality of its teachers and to respect for Catholic doctrine. It is the responsibility of the competent Authority to watch over these two fundamental needs in accordance with what is indicated in Canon Law(49). 
§ 2. All teachers and all administrators, at the time of their appointment, are to be informed about the Catholic identity of the Institution and its implications, and about their responsibility to promote, or at least to respect, that identity. 
§ 3. In ways appropriate to the different academic disciplines, all Catholic teachers are to be faithful to, and all other teachers are to respect, Catholic doctrine and morals in their research and teaching. In particular, Catholic theologians, aware that they fulfil a mandate received from the Church, are to be faithful to the Magisterium of the Church as the authentic interpreter of Sacred Scripture and Sacred Tradition(50). 
§ 4. Those university teachers and administrators who belong to other Churches, ecclesial communities, or religions, as well as those who profess no religious belief, and also all students, are to recognize and respect the distinctive Catholic identity of the University. In order not to endanger the Catholic identity of the University or Institute of Higher Studies, the number of non-Catholic teachers should not be allowed to constitute a majority within the Institution, which is and must remain Catholic.
Oh, what a grave responsibility it is to be a teacher in a Catholic University!  As Christ said:
Therefore, whoever breaks one of the least of these commandments and teaches others to do so will be called least in the kingdom of heaven. But whoever obeys and teaches these commandments will be called greatest in the kingdom of heaven. (Mt 5:19)
The Ateneo de Manila University: 150 Years of Engaging the Nation
The Ateneo de Manila University: 150 Years of Engaging the Nation
New Hope for Catholic Higher Education: Ex Corde Ecclesiae - A Lay Perspective
New Hope for Catholic Higher Education: Ex Corde Ecclesiae - A Lay Perspective
Making Gay Okay: How Rationalizing Homosexual Behavior Is Changing Everything
Making Gay Okay: How Rationalizing Homosexual Behavior Is Changing Everything
The Homosexual Agenda: Exposing the Principal Threat to Religious Freedom Today
The Homosexual Agenda: Exposing the Principal Threat to Religious Freedom Today