FIX-ED Workgroup Mission

This workgroup is based on truth, persuasion, and doing what liberty requires.

Our purpose is to use our gifts, abilities, and consciences to inform decision-makers and action-minded individuals as to how our state-run education system is harming our God-given liberties and undermining the crucial role families play in a child's life.

We are asking that those in positions of power and influence act with a sense of urgency to protect against the State becoming the main transmitter and arbiter of values, mindsets, and beliefs, and the primary provider of services that have traditionally been the responsibility of the family.

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Find a Friend

With a friend, your efforts to understand, communicate, and create accountability on education public policy will be more enjoyable. It’s always nice to have someone to bounce ideas off and keep you engaged and focused. Plus, a dry shoulder comes in handy when things get a little rough!

Familiarize yourself

Become familiar with the intricacies of the information provided so you can advocate convincingly for the need to reign in the State’s overreach in education. Reading deeply, asking questions, and discussing with one another to practice articulating the issues beforehand is key. 

Foster relationships

Foster relationships with influential individuals, including state legislators, local board members, teachers, and parents. Become a trustworthy, truth-based source on education information for them.

Ask that they reject policies, practices, programs, and laws that threaten our children’s agency, dignity, and innocence.

Remember: The bigger the State, the smaller the individual. 
The vast majority of education problems begin when the bureaucracy grows too big and tries to do too much in order to justify its existence. When the system exists to protect the system and perpetuate itself, it means it’s not doing what it was intended to do: educate.

Any system that insists that it is above question needs to be questioned.

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An appeal to logic

Ask those you speak to:

What their current understanding of an issue is and what or who has informed it?

If they’ve heard and considered another side of an issue?

If they have seen a certain article or document, video, etc. that you think would be especially helpful in informing or broadening their perspective?

If you can put them in touch with someone who has specific knowledge
on a topic?

If they’ve considered solutions or
options that lie closer to home?

If and when they become convinced of the truth of what you’re saying, will they be willing to make a decision to act in line with that knowledge?

Have they considered what the unintended consequences may be in taking a certain course of action?

What area of education do they have more questions on specifically?

An appeal to emotion

Ask those you speak to:

 

If they’d like to know what your personal experiences are regarding a particular issue?

What is one of their biggest worries about public education?

Do they feel that education is on the right track?

If they feel the focus on differences instead of commonalities helps or hurts children?

Do they feel that the school system is getting too complex and confusing?

If they could pick any decade to be a student in, would they pick this one? Why or why not?

Do they see how certain policies or programs are projecting adult insecurities and fears upon our children?

How would they feel if they were subjected to all the things that students are being put through now? Data collection, hyper-sexualization, obsession with identity, constant surveillance, micromanagement, disturbing and obscene books, ongoing psychoanalysis, relentless focus on trauma, thought policing, perpetual performance assessments, etc.?

 

An appeal to morality

Ask those you speak to:

If now that they know a particular idea is not good for children, what are they willing to do to stand against it?

If they think it’s right for the state to micromanage non-criminal or non-civil classroom issues through legislation?

If they will act with urgency to help roll back laws that don’t translate to improvement at the students’ level?

If they will vote NO on bills, policies, or programs that have “red flags”? (see 38 Legislation – Policy – Rule – Program Questions to Consider in Determining Support)

If they will vote YES on bills, policies, or programs that have “green flags”? (see 38 Legislation – Policy – Rule – Program Questions to Consider in Determining Support)

Remember: Much education policy is written in jargon that sounds good on the surface, but often means the opposite of how it sounds. 

The system exists to protect the system. The system’s most important stakeholders are those who have a direct, vested financial interest in it.

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Discussion Resources

Children in Crisis makes the case that social change agents have effectively hijacked our educational system for their own ends, and that schools are ignoring, and even working against, the vital liberty interests of the families and children they claim to serve.

After you have read it and familiarized yourself with the linked documents which serve as evidence of this state-enabled social change, you can use it as the starting point for your discussions with others.