Friday, September 22, 2017

What’s Wrong with Outcome Based Education?

Outcome-Based Education (OBE) is sweeping the country in the name of school “restructuring.” OBE calls for a complete change in the way children are taught, graded and graduated, kindergarten through twelfth grade.

Here is a summary of ten major objections to OBE:

1. OBE is packaged in a deceptive language that appears to be mischievously chosen to mislead parents. It includes rewriting the English Language and altering operational definitions. This is America’s first experience with dialectic language used by Hitler, Marx, and Lenin.

2. OBE uses students as guinea pigs in a vast experiment without any replicable research or pilot studies to show that it works. (B-Sept-Behavioral teacher Education project, 1967, U.S. Office of Education, Contract #OBC-0-0-32042-4042)) [Minnesota – 1988 Survey – OBE Classes spend 55% of time on non-academic pursuits. Oklahoma – OBE Task Force findings:1) Decreased in Academic achievement,

2) Cost to implement not affordable, Illinois (Chicago) – The Independent School District Board dropped OBE after 5 years and 7.5 million spend due to continued poor scores on standardized tests. Wisconsin – Milwaukee, OBE was a contributing factor to a more than 60% drop out rate of ninth graders. Of the 40% who continued their education, 10% could not read by graduation time. Arizona – The Arizona Federation of Teachers passed a resolution opposing OBE and also petitioned Congress for protection against use of such methods. Kansas – Wichita, Pilot project begun in 1986… by 1990 the average cost to educate a student had increased by over 60% from $3,093.00 to $5,085.00. John Hopkins University – In a 1987 survey concluded that more is achieved per hour in a Traditional classroom than in an OBE classroom.]

3. OBE offers no method of accountability to students, parents, teachers or taxpayers.

4. OBE is a dumbed-down egalitarian scheme that stifles individual potential for excellence and achievement by holding the entire class to a level of learning attainable by every child. “Cooperative learning” is stressed by organizing virtually all learning activities into group activities. Group thinking is in; individual thinking and capitalism is out. [Though apparently determined to pursue OBE, our local state school Superintendent described OBE thusly: “OBE is converting the three R’s to the three D’s: Deliberately Dumbed Down.” On.]

5. In an OBE system, academic and factual subject matter is replaced by vague and subjective learning outcomes.

6. A high percentage of OBE “outcomes’ concern values, attitudes, opinions and relationships rather than objective information. A large number of OBE’s goals are effective (concerned with emotions and feelings) rather than academic (concerned with knowledge and cognitive skills). Instead of absolutes, students determine what “they” consider values (acceptable) to them. There are no absolutes.

7. OBE establishes a computer file on each child to track the child’s efforts to master the learning’s outcome. These files will include all school, psychological and medical records, and will be available to prospective employers after graduation. All privacy rights are overridden.

8. OBE us a method for concealing and perpetuating the number-one crime of the American school system – the failure to teach first graders to read. OBE is wholly committed to the “whole language,” word-guessing method rather that the phonics method. A child taught OBE – “whole language” will master 1,420 words by 4th Grade. A child taught phonics will master over 21,000 words.

9. OBE involves high costs for administration and the retraining of teachers in an entirely new system, which will be reflected in higher taxes for schools. It is fostered by psychologiest who know virtually nothing about education and curriculum. These “experts” know nothing about scope and sequence in determining educational objectives for children.

10. OBE involves tightened state control through Federal funding to replace local school control. Judas betrayed the Lord for thirty pieces of silver. Local school boards are selling out for a “Federal” handout.

“It cannot be emphasized too strongly or too often that this great nation was founded, not by religionist, but by Christians; not on religions but on the GOSPEL OF JESUS CHRIST.” – Patrick Henry

“We have staked the whole future of American civilization, not upon the power of government, far from it. We have staked the future upon the capacity of each and all of us to govern ourselves, to sustain ourselves according to the Ten Commandments of God.” – James Madison

“Man will be ultimately governed by God or tyrants.” – Benjamin Franklin

“Our constitution was made only for a RELIGIOUS and MORAL people. It is wholly inadequate for the government of any other.” – John Adams

“We have this day restored the sovereign to whom all men ought to be obedient. He reigns in heaven and from the rising to the setting of the sun, let his kingdom come.” – Samuel Adams, at the signing of the Declaration of Independence

“You do well to wish to learn our arts and our ways of life, and above all the religion Jesus Christ. Congress will do everything they can to assist you in these wise intentions.” – George Wahsington to the Delaware Indian tribe. Congress appropriated funds for 20,000 Bibles for the frontier Indians. Does this sound like separation of church from state?

“Proclaim liberty throughout the land to all the inhabitants thereof.” – Leviticus 25:10, inscription on the Liberty Bell.

“The people know that it is impossible to rightly govern without God an dthe Bible.” – George Washington

“The Bible is the Rock on which our republic rests.” – Andrew Jackson

“If we abide by the principlesw taught in the Bible, our country will go on prospering.” – Daniel Webster

“I have always said, and always will say, that the studious perusal of the sacred volume will make us better citizens.” – Thomas Jefferson

“The highest glory of the American Revolution was this; it connected in one indissoluble bond the principles of civil government with the principles of Christianity.” – John Quincy Adams

“No free government now exists in the world, unless where Christianity is acknowledged, and is the religion of the country… Christianity is part of the common law… its foundations are broad and strong, and deep. It is the purest system of morality… and only stable support of all human laws.” – Pennsylvania Supreme Court, 1824.

“Religion is the only solid basis of good morals; therefore, education should teach the precepts of religion, and the duties of man towards God.” – Governor Morris

“Religion, morality, and knowledge, being necessary to good government and happiness of mankind, schools and the means of education shall forever be encouraged” – Northwest Ordinance, 1789

“And can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God? That they are not to be violated but with His wrath? Indeed, I tremble for my country when I reflect that God is just: and that His justice cannot sleep forever.” – Thomas Jefferson

“A general dissolution of principle and manners will more surely overthrow the liberties of Americans than the whole force of the common enemy. While the people are virtuous they cannot be subdued; but when they once lose their virtue they will be ready to surrender their liberties to the first external or internal invader.” – Samuel Adams

“He who shall introduce into public affairs the principles of primitive Christianity will change the face of the world.” – Benjamin Franklin

“Politics are a part of religion in such a country as this, and Christians must do their duty to the country as part of their duty to God… (God) will bless or curse this nation, according to the course (Christians) take (in politics).” – Charles Finney, 19th Century Evangelist

“As nations cannot be rewarded or punished in the next world, they must be in this. By an invisible chain of causes and effects, Providence punishes national sins by national calamities.” – George Mason, father of the Bill of Rights

“By our form of government, the Christian religion is the established religion, and all sects and denominations of Christians are placed on the same, equal footing.” – Supreme Court decision, 1799

“Whatever strikes at the root of Christianity tends manifestly to the dissolution of civil government.” – Supreme Court decision, 1811

“Providence has given to our people the choice of their rulers, and it is the duty – as well as the privilege and interest – of our Christian nation to select and prefer Christians as their rulers.” – John Jay, First Chief Justice of the U.S. Supreme Court

“Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports. In vain would that man claim the tribute of patriotism who should labor to subvert these great pillars.” – George Washington, Farewell Address

Contrast of Philosophies

Traditional Education:

1. Education is the core for the foundation of a person’s life. “Train up a child in the way he should go and when he is old he will not depart form it.” (Proverbs 22:6)

2. Education must allow for quiet and thoughtful completion.

3. Demonstration is appropriate for some skills. “Ye shall know them by their fruits.” Attitudes and behaviors have no proven assessment tools. Demonstration of appropriate attitudes and behaviors is subjective and is used for social engineering in men manipulating or controlling other men.

4. Curriculum is clearly defined. The outcome is specific to the individual. It is pre-determined by God.

5. Concept and content oriented. Well taught “basics” can then be assimilated easily to new areas of knowledge and application. We teach “precept upon precept.”

6. Competitiveness with one’s self stimulates learning. It also promotes individuality. Learning is personal. It teaches us to understand we have different talents and to use those talents. Cooperation is valued when it encourages other persons to do their best but no when it takes responsibility for another’s learning. We want to help our fellow man to learn, but we are not responsible for his behavior.

7. All people must have a set of values on which they base their lives. Personal discipline instilled and taught by parents with firm convictions in necessary to produce people who can stand alone without compromise.

8. The ability to learn is basic. It must be taught in the proper order and learned Biblically; that is, “precept upon precept; line upon line.”

9. Education should be based on all available knowledge. All knowledge is not tentative. We may only know “now in part,” but knowledge is not tentative, it is facts. Facts are the bedrock of all things we need to know. Facts are the foundation. Without a foundation, the building will not stand.

10. Learning is based on long-term objectives determined by God. Children’s interests are not a reliable guide. They can be fostered or altered. A skillful teacher is able to develop interest.

11. Education should be dedicated to upholding direction given by the consumer, i.e., the parent. The family and church are responsible for socialization. Schools are assistants for acquiring factual information. Ideally, parents should teach their own children.

12. Educational goals are decisions to be made by parents, not decisions based on one group of politically active educators who have a humanistic bend. Schools are vehicles for indoctrination and thus must be chosen with the correct foundation. When the Biblical foundation was removed, the American Public Education began its downfall. The foundation was removed when history was rewritten I our textbooks and prayer, God and Bible reading were removed.

Outcome Based Education (a Philosophy Not Accepted by the Conservative Christian – New Testament Church):

1. Education is not “training,” it is manipulation. “School is a change agent… and the specific focus is on changing people.” (Brainwashing in secular, humanistic religion though the humanistic religions of psychology and sociology).

2. Education is a social process.

3. Emphasis on “demonstrational.” The “demonstration” that humanistic psychologists and sociologists want.

4. The “end ” (outcome) justifies the “means” (process). Content is not specifically defined, but is freely chosen on teacher perceptions.

5. Integration of many subject areas. Focus is not on learning a subject but on application. Content is only necessary if it can be applied or manipulated.

6. Competition is eliminated because children are not competitors. Competition is discouraged even within one’s self. Group thinking and interacting is in; individuality is out. Socialism is in; capitalism is out. Everyone must be equalized. Learners are dependent on the group as a team for motivation and learning. Peer teaching – “blind leading the blind.”

7. Little emphasis on personal discipline but rather on discipline by group pressure. This does not allow for personal values to develop, and allows for the leader of a group to determine group behaviors and attitudes. No absolutes. What is/is not acceptable by the “group” is in.

8. Education is based on the latest psychological and sociological trends without respect for tradition or known, reliable facts. Students are the “guinea pigs” of 21st Century, unproven psychological and sociological garbage.

9. Education is based on the latest psychological data without respect to known and proven facts.

10. Learning is based on and is motivated by the interest of the child with no right or wrong answers. No absolutes. Situational ethics. No standards.

11. School is child-centered. Basic needs such as a safe place, food, and people who will meet the students needs must be met before learning can happen. The essentials of becoming successful and productive will then be maximized. Students learn that the “state” provides their needs, and become dependent on the “state.” Socialism is personified.

12. Education is dedicated to reconstruction of the socialization process. This promotes sensitivities to multicultural, gender fair (same), economic productivity, behaviors, citizenships, and physical and emotional wellness. Education thus is dedicated to the establishment of globalism. National sovereignty should be under the control of a world authority, according to OBE.


Dr. Cates holds a B.A.- Psychology; M.A.-Special Education: Teaching the Child with Learning Disabilities, and a Ph.D.-Curriculum & Instruction. Dr. Paul Cates, EFEA, Rt. 2, Box 61 A, Poplar Creek Rd., Oliver Springs, TN 37840. (615) 435-6185 or 435-6739.

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