Yeah, I think you have pretty much nailed it. One of the biggest problems I have with the public school system now is the whole Common Core thing. I can't get over the fact that in math class for 3rd and 4th graders, there is now a swing from focusing on getting the math correct to using a particular "strategy" or "method" to solve a problem. I was actually told by a teacher that for some sections, whether my son got the answer correct was not the goal of the math problem. I thought that was kind of the point of the math.... get it correct (2+2=4) or get it incorrect (2+2=22).I remember it differently, granted this was a few years ago and my memory fails me at times...

Most of my HS classes were logical, 1+1=2, 1+1= anything else is incorrect. The only "thinking" classes were one religion class (where I was scolded a lot for raising too many questions) and one literature class where we were encouraged to be creative. My first run through "college" was the same. My second run through college, in the 1990's was different. I took mostly engineering courses where the answer might not be so cut and dry. 1=1 might equal 4... for a sufficiently large enough value of one! (math joke, sorry.) In doing proofs for calculus, everyone in the class could have a different equation for an answer, and we all would be correct. It was all theoretical. Several of us took our answers to a question one time and spent an afternoon trying to get them to match, couldn't do it. Anyone, but the original person with that answer, could not even get the answer back to the original equation! We agreed that the person with the answer did get it correct, but could not get any other, from the answer, back to match it. It was about that time I switched to accounting. Two lists of numbers, they either match or you have a difference, pretty cut and dry. You can put them in any column you like, but you start with 100, you end up with 100, just in different columns. This is where statistics became fun, it could be a good 100 or a bad 100, it only mattered which column you put it in.

But back OT. All made me think, use my brain. Problem: move an object from point "A": to point "B". Well, first I know what the object is. Then how far from A to B, what is available to help move it......... It sounds like today there would be a touchy feely element added. Problem: move an object from point "A": to point "B", but Billy is sensitive and really wants it to stay here, Compromise with Billy and ask if it is alright if you move the object first.

It is also mind-numbing how they can make a three digit addition problem (150+150=?) and some how make it require 9 steps to solve including a drawing and an interpretation of the drawing.

I have a degree in optical physics and a co-major in philosophy, and that's a little abstract even for me.

""The education system in our nation was a target… no need to dredge up 100 years of history (research it on your own, many books detail it).""

Oh, I 100% agree about the Dept. of Education being a target. The progressives found out early on what kind of havoc they can sow by tweaking with the juvenile demographic of a population. I knew a guy in my home town that was a member of the Hitler youth in Nazi Germany growing up. It wasn't because he was ideologically aligned with them.... It was jut what you did back then....

Frightening the things we will accept as "cultural norms" when pre-conditioned to do so.

Heck, even Karl Marx saw the absolute opportunity for social engineering that education systems afford and he spoke about the fact in his Manifesto. Also, Elton Trueblood wrote about the danger of Americans allowing the Education system (both public and university) slip out of their control in his AWESOME book Declaration of Freedom.

Okay... enough rambling for tonight....

:soapbox2: