Wish to try this promotion?

You agree with Ayn Rand’s philosophy and are looking for avenues to promote her

ideas?

Why not teach a class to elementary or high school students? Here is a near proven way for you to accomplish just that!

Here is what I did and it is through an American parent Association; Junior Achievements. This American association began in Boston and has spread throughout the globe mentoring and introducing students to the “real world of work out there.”

I applied through Junior Achievements Canada  Volunteers simply fill out an application form with contact information, information on previous volunteer work and why one wishes to  volunteer.

Since I had taught elementary children about the safe use of hand  tool at a Boy’s and Girls club in my tewnties, I had a background. I also listed I was a volunteer with a local citizens group and with the Toronto Taxpayers Alliance.

I’m sure there was a check, and I was accepted. What surprised me was the immediacy in which I was allotted a school to teach an all day class. I taught a class entitled, “Diversity in Action.” I took the training then taught the class with many of my own ideas and experiences to give as a clear picture as I could about the idea of diversity and its place in social views. I reinforced individualism as well as groupism and how to look at groupism. I praised individual effort where I saw it. In other words, I contrasted diversity with individualism so the students would have a choice, which I see as critical.

One of my resolutions this year is to learn as much as I can about multiculturalism, including its core principles, its Federal, Provincial and municipal applications as well as how it is disseminated throughout the culture. I was surprised to learn diversity is now being taught to as low as grade two in Ontario.

Here is some of what I learned. The definition here are direct quotes from the diversity handbook and which students see in their workbooks:

Ethnicity: Someone’s ethnicity or ethnic background is defined as where his or her ancestor’s (family) came from. It does not mean where the person was born but where past generations were born.

Ethnicity influences customs, language, celebration, foods, etc.

Culture: This includes a number of traits in a person’s life like religion, ethnicity, and values.

Nationality: The place where a person is born or becomes a citizen.

The root problem here was the vagueness of the definition of ethnicity. I thought the definition was not honest. The definition of ethnicity has been watered down to mean merely “background” supposedly understood as, “family background” with tradition implied and race blanked out

of the definition. “Background” referred here to a student learning for the first time would look to his family background and conclude this is what ethnicity means (while knowing ethnicity has something to do with his color or race). The evasion of obvious race and color in the JAC definition is why I claim the definition is not honest and which causes confusion in the students minds. Race in the above definition is unspoken, and is a part of ethnicity which a student would have to learn in the “street” but it is not part of this definition.

A student looking at another person with “difference” as an underlying concept would obviously see a color and racial difference. He is supposed to ignore this and pretend there is no physical difference and agree ethnicity is family background? The student cannot then evaluate the obvious difference if it is ignored.

The Class itself

I’ll just mention a few topics I went over in class. It was on this point I said skin color was a factor in ethnicity, but then brought back the Junior Achievement’s program’s statement of “not judging other peoples thoughts and ideas.”<BR><BR>I explained of course it is not right to judge a person by skin color since skin color is something a person has no control over. One cannot ask to be a color or a race so this is simply a fact. This is one’s background.

Next class, I’d like to talk more on this point. “But we do judge” I explained and gave an example of a person that you know who you think is good. One day that person steals a bike, maybe your bike.” You cannot continue to think of that person as good any longer. You are judging that person now to be bad for stealing. So what are we judging? (I didn’t wait for responses). I went on to explain judgement is on the actions of that person who chose to do bad. We judge that persons bad choices and actions. Skin color is not judged and is superficial. Skin color does not matter.

The students were a bit confused here because the (overhead) rules clearly stated during this class, “Do not judge each other.

“Everyone has different experiences and holds a different view. This is an opportunity to share those views and to learn from each other, not to judge whether they are right or wrong.”

I explained this means do not judge before all the facts are in. One must gather more facts and enough facts to come to a conclusion about a situation and others. One cannot judge by a first look at a person. One must know more facts in order to come to a proper judgment. Volunteering in this way is an excellent way for Ayn Rand admirers to begin their own methods of changing the culture. It is pro-active, local and effective. Junior achievement has many other subjects you may like to try. I am thinking to do another class with a much greater degree of preparedness, and a much better grasp of how to contrast diversity from individualism. The true aim of diversity is to have students indoctrinated with tribal collectivism, but in a diversity class, I had to choose my words in a way to neutralize it.

A higher grade class would openly question the discrepancies. It is very nervy wading in on this education territory. Words must be carefully stated and kept very positive in order to be successful.

If you have any questions from me, please ask. I realize this is my first time wading in the enemies territory, but with this first foray, I hope it may pave the way towards more of the same. Students need to know a rational alternative exists.

I was in a strange situation. Here I am teaching a diversity class and working to undermine its principles. I didn’t know how far to push it without directly saying diversity is bad for you and a corruption. I think I solved the problem by emphasizing the individual efforts of some and pushing

diversity to a “de minimis” status. I could not outright say in a diversity class, diversity is wrong. What a simple, complex war of words in such an environment. In a country like Canada where multiculturalism is now part of this countries constitutional “fabric” (Multicultural Act) what I did was revolutionary. It may be much easier there where divesity is still mainly academic.

I’ll say it is much better to forthrightly teach say, a class on Anthem, but where I am, it is currently unthinkable. Entering by some means, and forming a reputation as a volunteer teacher, talker, or “community leader is a great stepping stone towards promoting better ideas.

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About Tedd

I grew up in British Columbia, Canada with wide open fields as my back yard. The mountains were mine for me to roam. I played, ran, swam and wandered in the central mountains and lakes of central Okanagan. As I grew older, I traveled to New York, then Boston. I moved back to Canada. I settled back in B.C. , only to move to Toronto where I now currently live. Although I spent my youth in natural surroundings, I have spent most of my life in cities, which I love. As much as I enjoy nature, I love what man has done to the earth! Man has made a living! Man has made life possible for billions who would never be alive except for skills, ingenious tools, and technology. Carving nature to suit our purposes is breath taking, not just practical! We should be glad to be alive today! For us, using our minds to live is natural.

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