Click here: National Standards for High School Psychology Curricula
Once there, click on “Sociocultural Context Domain” to expand the outline.
Once there, scroll down to “Standard Area: Sociocultural Diversity”
Within that section, scroll down to “Content Standard 2: Diversity among individuals”
“Students are able to (performance standards):
2.1 Discuss psychological research examining gender identity.
2.2 Discuss psychological research examining diversity in sexual orientation.
2.3 Compare and contrast gender identity and sexual orientation.
2.4 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination.
2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived.
2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society.
2.7 Discuss psychological research examining differences in individual cognitive and physical abilities.”
I can see it in my mind’s eye right now: Some of you Heterodox Academy or otherwise fair-minded folks are rolling your eyes and thinking “I can’t believe it. It’s worse than I thought.”
To which I say, I KNOW, RIGHT??!!
PURE PROGRESSIVE INDOCTRINATION, is an official part of the National Standards for High School Psychology Curricula!!!!
Is it any wonder, then, that politics is so divided? Our education system blatantly promotes the liberal agenda, and it demonizes any other agenda.
Does anyone who wants to ACTUALLY promote diversity, tolerance, and inclusiveness have any suggestions for a different sort of discussion that might be better for that particular section of the National Standards for High School Psychology?
Anyone? Show of hands?
That’s RIGHT!!! How about, right there in the section on individual diversity, creating a “Content Standard” for THE MOST IMPORTANT TYPE OF DIVERSITY OF ALL!!!
It’s a PERFECT spot for it.
I’ll even throw in a few suggested learning objectives.
Learning objective: Students should be able to describe and give a simple real-life example of the following:
1) Intuition comes first, strategic reasoning follows (Moral psychology principle #1)
2) Morality binds and blinds (Moral psychology principle #3)
3) Reason is for winning, not truth finding (The Argumentative Theory)
Learning objective: Students should be able to name and briefly describe each of the moral foundations, from which the aforementioned intuitions follow.
Learning objective: Students should be able to name the moral foundations that underlie liberalism, conservatism, and libertarianism.
Learning objective: Students should be able to explain which moral foundations underlie the different viewpoints on social issues like gender differences.
Get the idea?
Other learning objectives for other high school subjects:
History or civics: Explain which moral foundations underlie the French and American Revolutions. Are they different or the same? Why?
English or literature: Explain which moral foundations you see behind the behavior of for example, Shylock, or Atticus Finch.
Economics: Which moral foundations seem to have driven the ideas of Keynes? Hayek? Adam Smith? Paul Krugman?
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