Problems and Issues in the Introduction and Teaching 孔子课堂教材中发现的重大谬误与毒素

Problems and Issues in the Introduction and Teaching

-Poisonous Material Provided by Chinese Government for Confucius Classroom-

孔子课堂教材中发现的重大谬误与毒素

By Kai Chen 陈凯 www.kaichenblog.blogspot.com

5/21/2010 Email: 1c

“Confusing what is good or evil with what is different only reveals our own moral and intellectual corruption.” – Kai Chen

“混淆善恶（是非、真假、对错）与不同只能暴露我们自身的灵魂与理性的腐败。” -- 陈凯

With the consent of Hacienda La Puente School District, I roughly reviewed the material provided by the Chinese communist government for the Confucius Classroom to be opened in the fall of 2010. As I have expected and predicted, the communist propaganda, poisonous cultural elements, deceptions and lies are everywhere to be found in the material. I will now enumerate just a few below. Further inspection of the material and elimination of the problematic and poisonous elements is a must if the school district board is to be truly responsible for the mental and spiritual health of our children.

1. As I encountered a map of PRC (People’s Republic of China), with its borders including Taiwan, Tibet and other disputed territory, I immediately run into the problem with legitimacy and recognition. ROC (Republic of China – Taiwan) has its own map with its own borders that is much different from PRC’s. Communist China is recognized by UN and most countries in the world but without any legitimacy - a criminal enterprise by the muzzles of guns, deception, violence/threat of violence against its own citizens with a long list of anti-humanity atrocities (80 million innocent lives perished under the reigns of terror since 1949). Republic of China (Taiwan) is not recognized by UN and most countries in the world, but it is legitimate democratic country with a government by the consent of the governed. How will a teacher, being funded by the communist regime in China, adequately address and educate the students about the truth and morality with regard of this issue – recognition and legitimacy? Will a teacher mention Dalai Lama’s position on Tibet?

2. As I encountered the photo of Tiananmen Gate and Tiananmen Square, I wonder how the teacher (imported and funded by the communist regime) will explain the communist slogans on the Tiananmen Gate and Mao's (the biggest mass murderer in human history) portrait and corpse displayed there. Will the teacher mention Tiananmen Massacre in 1989?! Where is the “Tank Man” who has disappeared since 1989?

3. As I saw China’s five-starred flag, I wonder what the teacher will tell the students what it means: a symbol of bloodshed, violence, unconditioned submission and subjugation of the individual to the state will, a society centered around power and government, a state that enslaves human freedom and spirit.

4. Deception: In many instances, the Chinese and English expressions of the same concept/term are entirely different, even opposite. For example, in English, “Hanban” is supposed to be an NGO (non-governmental organization). But in Chinese, it clearly establishes that “Hanban” is just another government branch. Another example: Quite a few books are produced by the Communist Youth League with cooperation of the Chinese Consulates General overseas. The Chinese language clearly states such a fact. But this fact is never mentioned in English.

5. When I encountered the book “Art of War”, I wonder whether students this age should learn about intrigues, deception, and manipulation of the opponents’ emotions just to win.

6. When I saw the Confucius’ quotations, I wonder whether our children should adopt the fake morals such as “Of everything in the world, harmony is the most important”. What about Truth, Justice, Liberty and Human Dignity – the fundamental American values?

7. Some examples/stories/fables in the books for our parents and teachers to think about: (Poisons such as these are everywhere in the material.)

a. “If you are meek as a person, you will be trampled upon. If you are meek as a horse, you will be exploited and ridden by men.” 人善被人欺，马善被人骑。 (Doesn’t this diametrically oppose the Christian value “the meek shall inherit the earth”? Clearly a worship of power is established in such an expression.)

b. “If the hare is caught, the hound will be cooked and eaten.” 兔死狗烹。 (Should our kids learn not to finish what they started for fear of losing favors of those who employ them? A culture of “Use and being Used” is thus established.)

c. “Using suicide as a means to threaten/blackmail in order to achieve the end.” 宁为玉碎，不为瓦全。 （Should our kids learn the art of manipulation of human emotions by threatening suicide? What is difference of such a mentality from the Islamic suicide bombers? ）

d. Definition of “morality” in the Chinese Dictionary I flipped through is a communist definition: A set of principles by which to behave according to one’s social and economic classes.

e. When a book talks about tourist sight in Beijing, it mentions ruins of Yuanmingyuan (It was looted and burnt down by the allied expedition). But it never mentions why allied forces from the West entered Beijing around the end of 19th century. It covers up the atrocities by the Boxers’ Rebellion to kill all foreigners and missionaries in China. Remember the “50 Days of Siege in Beijing”? Will the teacher, imported and funded by the communist regime, tell the students about the truth?!