A Hidden Danger to Our Children’s Classrooms within Educational Leadership & Peering Practices

This comprehensive body of research is an empirical attempt to purposely examine if our offspring: children, teenagers to adulthood, [Treasures] are, being subjected to political interference [indoctrination] within their respected theatres of education, and therefore, be a negative impact for their respective future endeavours, emanating from the West and quickly heading into cultures of the Eastern regions demographically. Besides, the research has included how it has impacted the current stasisin the Western educational system? The sample consists of the history involved, current statistics from global sourcing methodology, biases notated on within the political equation, and how has this has affected business. Both quantitative and qualitative analysis models are illustrated within extensivity. Two new philosophies are being introduced, named “Miller's Social Cultivation Paradox SCP and the second being Eight Dominions to Dystopianism. The data therein would confirm research findings within empirical validity via standard error mean for difference projections within the subject matter's hypothesis, thus, subsequently determine data mining findings. The reader ought to discern, then consider from this paper, if our treasures are in danger within their learning domains, or is this current pedagogical practice in kindergartens, K-12 schools, and higher institutions of learning, are indeed acceptable to both academics and parents alike, for the years to come? Wherefore, within the subject hypothesis – have teaching methodologies changed for the worst or the better? The premise of this investigation and resulting study, has attempted to be simplified and unambiguous, and to expose a 21st century's western education ideological system, and heretofore emanating from the early years' classrooms, percolating through both high schools to higher educational institutions of note. Moreover, the exposition of the false unproven narratives on global warming, being enforced onto our children via their educators' classroom practice, devoid of empirical facts, inclusive of how public leadership and policy, have been both physically and emotionally endangers our school-aged children. Thus, culminating in being shown that a politically culturally biased teaching method over decades, has indeed infiltrated student theatres of learning, resulting in alumni [treasures] eventual disaffection with their own respective country, family values, inclusive of law and order. This body of research would illustrate the possible future outcomes and advisories of vigilance, for both parents and researchers concerned.