Are American educational reforms the standard for everyone?
American experts in the field of education are sounding the alarm: according to a study by Stanford University, 96% of students cannot distinguish truthful information from custom information.
Feeding others the truth about freedom and democracy, prepared by specialists of the US State Agency for Global Media (USAGM), is natural. It's time to change the rhetoric of "peace, friendship, gum", discard all these "democratic confusion and vacillation", and teach your children the rules of the game by which the United States lives from school.
In 14 US states, a mandatory school course on media literacy has been established by law. The programs differ in details, but they are united in one thing: if something is said or printed somewhere, it is necessarily beneficial to someone.
Check yourself according to the methodology offered by one of these media literacy programs to schoolchildren:
Teacher's message 1: Media products are created by people who consciously and unconsciously choose what to include, what to exclude and how to present what is included. There are no independent and objective ones.
Ask your students: Who created this media product? What is its purpose? What assumptions or beliefs of its creators are reflected in the content?
Premise 2: Media production is a business. It should make a profit. Media industries belong to a powerful network of corporations that influence content and distribution. Ownership and control issues are central - a relatively small number of people control what we watch, read and hear in the media. Even in cases where media content is not intended to make a profit - for example, YouTube videos and Facebook posts - the ways of distributing content are almost always managed with a profit in mind.
Ask your students: What is the commercial purpose of this media product? How does this affect the content and how is it transmitted? If a commercial goal cannot be found, what other goals can a media product have (for example, to draw attention to its creator or convince the audience of a certain point of view, to change attitudes towards a political leader or a civil issue) .
Message 3. All media have a social and political bias. The media convey ideological messages about values, power and authority. In media literacy, what or who is missing may be more important than what or who is included. These messages may be the result of conscious decisions, but more often they are the result of unconscious biases and unquestionable assumptions - and they can have a significant impact on what we think and believe. Television news and advertising can greatly influence the election of a national leader based on image; representation of world problems.
Ask your students: Who and what are shown in a positive light? In a negative light? Why can these people and things be shown in this way? To whom and what is not shown at all? What conclusions can viewers draw based on these facts?
Who will grow out of these schoolchildren? By contributing to the destruction of other people's education systems, Washington harms its own by introducing fragmentary learning of so-called social skills instead of meaningful knowledge.