Earlier this month a mother in Houston, TexasÂ Tammy Cooper Â wasÂ arrestedÂ for âchild endangermentâ when local police accused her of abandoning her children who were riding scooters in the street at the end of a cul de sac. Cooper explained in her complaint that she âoften allows her 6- and 9-year-old children to ride their scooters on the street while she watches from a chair in the driveway or through the large windows on the front of her house.â
A neighbor reported Cooper to the La Porte Police Department, claiming Cooper had âabandonedâ her children to play in the street. Cooper, whose husband was stationed out of town due to military service, was arrested in front of her children who were mortified by the experience.
After Cooper was arrested, her children were interrogated by Child Protective Services (CPS) who found no cause for the arrest and had the charges dropped.
A Virginia mother wasÂ interrogatedÂ multiple times by local police for allowing her children to play in their own yard unsupervised. Again, a neighbor decided to report the mother; which caused unnecessary trauma to the children and mother.
A mother in Portland allowed her child to play in a mud puddle in front of her home and was shocked to see her child surrounded by 3 local policemen who were interrogating the child as to where his parents were and why he was playing outside in the rain. When the mother confronted the police, they advised her not to allow her child to play in a puddle because it could be dangerous. Mortified, the mother questioned why the police was surrounding her small child. The police threatened to arrest her if they caught the child outside playing in the rain again.
Parents who allow their children to play outside, walk to school or the local grocery store are being accused by the Stasi-neighbors who report those parents as being neglectful or abusive. CPS then intervenes in these familiesâ lives and cause problems that need not occur.
In Britain, more and more parents are becoming so over-bearing that children cannot play in the rain, climb trees or get dirty, according to aÂ studyÂ conducted by Stephen Moss at the National Trust (NT).
The NT strongly warns against the increasingly âsedentaryâ and âshelteredâ lives children are forced to live because parents are afraid that their children will be hurt. This leads to poor health, lack of socialization and psychological problems.
Police in Britain are taught to be suspicious of children regularly playing outdoors and encourage them to go inside. This greatly restricts childrenâs exposure to nature.
Parents fear their child may âcatch a coldâ or âslip and get hurtâ and therefore justify their over-bearing methods of controlling their childrenâs ability to explore their world. Even older teenagers are forced to play outside under supervision at all times. In lieu of spontaneous playing as was the norm just a few decades ago, children a forced to play during âplaydatesâ and preform at organizations to facilitate socialization.
FreedomÂ in childhood facilitates the ability to be creative later in life. Being innovators, most American children have enjoyed a lifestyle that allowed for discovering new ways of doing things and innovating based on the ideal of non-conformity.
Kyung Hee Kim, professor of education for the College of William and Mary, published aÂ studyÂ wherein the measure of creativity (referred to as Torrance tests of Creative Thinking) was collected from school age children between kindergarten through 12th grade and discovered that there has been a massive decline of creativity which Kim explains as the âchildren have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle.â
The Torrance tests were developed by E. Paul Torrance in the 1950âs; a professor of education at the University of Minnesota. The US government wanted to measure the creativity of American children during the post-Sputnik era.
Prior to this study, Torrance worked with the US Air Force which enabled him to envision that creativity is based on an individualâs ability to adapt to unusual situations and conditions.
For the last several decades, society and parents have been suppressing childrenâs freedom to such an extent that their creative abilities are declining at alarming rates. By constant monitoring, adult-direction, evaluation and pressure to conform, children are unable to navigate their place in society and are unsuccessful because they cannot deal with real world situations without being told what to do.
The public education system has endeavored to perfect the art of subversive conditioning in our children who cannot play, become bored easily, do not find exploration engaging and are psychologically primed to fail. In the hands of over-bearing parents and school teachers, our children are replacing natural freedom with becoming unable to think or decide without outside direction, societal protection, judgmental teachers and parents.
According to the UNÂ Commission on Population and Development Conference,Â reconditioning of the thought process of the child is an imperative if there is to be a social shift of consciousness toward the acceptance of globalization.
In public schools, this has manifested with the inception of the global classroom which has superseded our education programs focused on teaching about our Constitutional Republic to redirect our childrenâs attention to the ideals of globalization.
The introduction of theÂ International Baccalaureate CurriculumÂ (IBC) with UN funding became operational in more than 1,000 public schools across America. This anti-American and anti-Christian doctrine is designed to teach American students toÂ focusÂ on âhumanism, redistribution of wealth, and very big on pluralism and that all religions are equal.â
The purpose of the IBC is to devise âworld schoolsâ beginning in the US and expanding into other industrialized nations. Having been founded in Switzerland, in 1968, this standardized curricula was devised to create global diplomats of all school age children.
United Nations Educational, Scientific and Cultural Organization (UNESCO) provides funding for IBC under-cover of being a partner.Â A Continuum of International EducationÂ states that education is only worth having to create âcitizens of the worldâ with âuniversal human valuesâ. These values are based on the UNÂ Declaration of Human RightsÂ as well as the UNÂ Declaration of the Rights of the Child.
Basic educational skills that facilitate independent thought, reasoning and deduction (such as reading, math and science) are beingÂ replacedÂ with exploratory problems âconcerning the weather, environmental protection, conservation and energyâ with a great emphasis on the global perspective, wealth redistribution and the differences between 1st and 3rd world countries.
The UN infiltration of ourÂ educational systemsÂ refers to pro-US beliefs and values are âAmerican creedâ where the capitalist system is confused with corporatism and condemned as an evidence of all that is wrong with the world where American is portrayed as a grossly wealthy nation who benefits from the expense of poorer nations.