COMPARISON OF TWO TYPES OF EDUCATION: Type #1 (Traditional) vs. Type #2 (CSCOPE & Common Core)

Nov 4, 2013 by




Type #1


Classical Learning


Type #2


Common Core Standards



Radical Social Justice Agenda

Instruction   Direct instruction by teacher   Self-directed learning, group-think


Emphasis on:

Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and climate change, victimization, diversity, acceptance of homosexuality as normal, redistribution of wealth



De-emphasis on:

Declaration of Independence, Bill of Rights, Constitution, national sovereignty, Founding Fathers, American exceptionalism


Curriculum   Academic, fact-based, skills, research   Social concerns, project-based, constructivism, subjective, uses unproven fads and theories
Teacher’s Role   Authority figure; sets the plan for the class; academic instruction   Facilitator
Student’s Role   Learn from teacher; focus on factual learning, develop foundation skills for logical and analytical reasoning, independent thinking   Students teach each other; focus on feelings, emotions, opinions; group-think
English, Language Arts, Reading (ELAR)   Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, research writing   Whole language, balanced literacy, Guided Reading; no cursive writing instruction so cannot read primary documents of Founding Fathers
Mathematics   “Drill and Skill,” four math functions learned to automaticity   Fuzzy math, rejects drill and memorization of math facts, dependent on calculators
Social Studies   Focus on American heritage and exceptionalism, national sovereignty, Founding documents   Diversity, multiculturalism, globalization, revisionist history, political correctness
Character Development   Pro-faith, self-control, personal responsibility, self-discipline, solid work ethic   Secular, moral relativism, anti-faith, victimization
Equality   Equal opportunities   Equal outcomes
Assessment   Students evaluated by earned grades, objective tests   Inflated grades, subjective assessments evaluated based upon value system of grader, group grades
Outcomes   Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge   Subjective assessments; emphasis on holistic, “feel good” scoring


Original chart produced by Carole H. Haynes, Ph.D. –

Revised chart produced 11.04.13.





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  1. Richard E Smith

    I would appreciate it if you would send me a copy of your report/study.

  2. Ruth nawasreh

    I have a bright boy that am raising. In his nursery school he learned traditional and in class common core. The child got lost and teachers want him left back. He should not be punished for thi stupid way of teaching. I in my retirement raising a grandson had to make sacrifice to private school where he will learn and I can help him. I want to give my grandson a chance this is so stupid. Who implemented this type of education that most teachers implementing don’t even understand themselves Ct nana…….

  3. Mary

    Don’t really care about all the debate going on in the comments, but on a serious note, this is really irritating. I don’t know who wrote this – nor do i care to – but the level of bias in this comparison is ridiculous, unnecessary, and frankly its disgusting. I am trying to write a factual paper on reality, and your opinions advertised as fact is wasting people’s time. For the love of God and the sake of humanity, if your going to make it seem as though you are authoritative on a subject, make damn sure that what you are saying is accurate information.

  4. Carol

    Diggs…….This is not a spelling test. Is this the only thing you got out of this post? Save your energy for more important comments. Don’t waste your time on such trivial remarks.CC is an indoctrination of Islam.They are forcing our children to study Islam for 2-3 weeks, class trips to mosques, pray to Allah, wear hijabs and berkas, read the Quran, memorize Islamic terms and vocabulary and convert.This must be stopped…you. Just tell everyone about this. CHOOSE TO REFUSE COMMON CORE has daily proof of this doctrine. it sounds like a fiction story and seems unbelievable but it is happening.Check it out……protect our children and protect America.The sex ed is teaching pornography and homosexual terms and techniques……..There are also teachers testimonies who are quitting the teaching profession because of what they’re being forced to teach and mislead our children. read the daily comments on this site.

    • Carla

      While I am no fan of CC I have NEVER seen any examples in my children’s homework, class assignments, reading passages, anything that pertains to islam. I find the argument that CC is an indoctrination of islam. I asked my son what he thought islam was and he had no idea. I do see how it is not developed by educators. Its developed by marketers for the Pearson Corp. which is part of The Gates Foundation– which has nothing to do with islam, homosexuality or anything else the conservative set gets their granny panties in a bunch.

      • S Rogers

        I am here to tell you that the middle school curriculum for the Katy ISD had the very thing that you have not seen! I was able to review a small portion of a copy of the online only course that was being forced on students in the Katy, Texas ISD. I personally knew a Mom who was able to print a large portion of her son’s study guide, which was called CSCOPE. What you say may be true, for your school district. But I saw the class study topics for middle school students. A that course guided students in an open explanation of Islam. This included reading their Quran and learning about their call to prayer. This same course talked down Christian teachings about Jesus, saying he was a good man but only a little known Rabbi and was unimportant in the world. They also were invited to convert. You my not be Christian and that is your choice, but it was in the CSCOPE online course in the Katy ISD, Katy Texas. This is what some of the clamor is all about, having idea’s taught to our children, that are not what parents want! It is a if we have lost our parental rights to determine what our children are learning.

  5. Kristen

    This is a very basic outline of Classical Education. It did not discuss the essential elements of the Trivium: Grammar, Logic, and Rhetoric. A more in depth explanation can be found at:

    The concept is, “twelve years of education consisting of three repetitions of the same four-year pattern: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times. The child studies these four time periods at varying levels — simple for grades 1-4, more difficult in grades 5-8 (when the student begins to read original sources), and taking an even more complex approach in grades 9-12, when the student works through these time periods using original sources (from Homer to Hitler) and also has the opportunity to pursue a particular interest (music, dance, technology, medicine, biology, creative writing) in depth.”

    Math facts learned in the grammar stage are built upon in the logic phase, preparing them for higher math in Rhetoric. And, of course most programs begin Latin in the third grade, preparing rhetoric students for other languages, including Greek. Classical is rich in language, reading, discussion and by high school/rhetoric incorporates several subject studies into one lesson via omnibus (reading classical literature and then three other books that enhance the three elements: literature, philosophy, and history)

    It is a time-tested model and philosophy that does not require expensive funding for technology or testing, yet produces remarkable results. The following link provides a good summary.

    And while this site is specific to Christian Classical schools stats: several cities have opened Classical Charter schools.

  6. Daniel waln

    Common core is dumning down our children, not only that they are introducing them to homosexuality in our textbooks. This is an outrage. This is being done on the 3rd and the 4th grade. Common core education has got to be stopped.

  7. Monte

    I love the chart; however, I think it is fair to say that much of the indoctrination in the type 2 column can be accomplished in the type 1 column as well. It all depends on the curriculum and, most of all, the teacher.

  8. Teacher with a Brain

    It is a no-brainer, the way this table breaks it out, I favor “classical education” is most situations. And, actually, I do.
    Two concerns, however. One regarding drill/kill math instruction. As a teacher of special education students (the mildly disabled group), I learned painfully over several years that this did not work well. My students were drilled on math facts, every year. I used computer drills, flashcards, rhymes, audio tapes, timed tests. And they forgot, so each year I started anew. I finally gave up.

    When I gave up, I furnished every kiddo with a math table (array) for multiplication and division. Taught them how to use it and told them they were REQUIRED to write every single answer CORRECTLY every single time. No guessing, no calculator, either. Every time you encounter 7 x 8 you will write 56, no excuses. You will ALWAYS refer to your array so you NEVER write the incorrect product. In a few months time, my students knew their mult. facts. I realized this was because they NEVER wrote the answer wrong. By always writing correct factual answers, these correct answers were impressed into their memories. When the student writes a different answer for 7 x 8 everytime, he learns nothing. This works to counter the skill/drill that you are using.

    Next, skill/drill in mathematics does NOT produce good secondary level math students. I was excellent on math facts as a child, I had a very good memory, and I was an excellent word reader early on. My excellent memory and quick mastery of math facts did NOT serve me in high school mathematics that required a deeper understanding of math, number system, etc. I struggled, accessed tutoring, etc. to pass these classes with Cs. I was skilled/drilled and taught algorithms. I was educated before this so-called “fuzzy” math. Again, the operative work, one not liked by some is “balance.”

    Next, America may well have been “exceptional.” We may have had a mission, so to speak, ordained from on high to break from European traditions and create something new that emphasized personal freedom and responsibility, that did away with rigid class structures, etc. We should absolutely teach this. However, if we continue to insist that our “exceptionalism” somehow places us above error, etc. then we do a disservice to future generations. We must teach accurate history. We must instill the desire to excel, to improve, to grow. Reflection and a willingness to identify, acknowledge and accept “failures” is an important ingredient in growth, in becoming better. This can be taught without implying that we are “bad” or “evil.” We must not whitewash our history and teach our youth that this exceptional nation is always well-behaved and perfect. To use a term Jimmy questions, we should endeavor to be “balanced.” We are a work in progress, always. He or she who strives to be the best he can be does so by always endeavoring to correct errors and improve oneself. Nations should do no less and we rely on public school to equip our students for this task.

    It is not my task as a teacher to teach a curriculum that makes parents “feel good.” I am entrusted with educating. I like the classical model most of the time.

    • Joanne Yurchak

      Your method sounds great, but isn’t what you are doing a TYPE of skill and drill?

  9. I find things to agree with in Type 1 and Type 2: Self-directed learning (Type 2), academic (Type 1), skills (Type 1), research (Type 1), constructivism (Type 2), (teacher) sets the plan for the class (Type 1), students teach each other (Type 2), phonics (Type 1), classical literature (Type 1), cursive handwriting (Type 1), grammar (Type 1), usage (Type 1), correct spelling (Type 1), expository, persuasive, research writing (Type 1), focus on American heritage and exceptionalism, national sovereignty, Founding documents (Type 1), self-control, personal responsibility, self-discipline (Type 1), equal opportunities (Type 1), emphasis on academic skills and knowledge (Type 1), subjective assessments (Type 2).

    I see the best roles for teachers being that they teach basic skills, particularly in reading and writing, and provide some “scaffolding” (teaching concepts, outlooks, promoting discussion between teacher(s) and students, and between students; asking questions of students re. what they’ve learned, and how they think), which students can then use to guide their own learning.

    The reason I say “subjective assessments” is that education is not yet a science, and I don’t think educators do students any good by promoting one set of beliefs over another. The idea, in my mind, is to raise students to higher qualitative thinking, the results of which have been a better standard of living, and a free republic, not “argument by authority,” which I can only imagine leads to hierarchical modes of thought, leading to a class-based society, where we have a ruling class, and a society of servile citizens who follow their lead. I see little problem with the philosophy embodied in our founding documents, that our “rights come from nature, and nature’s God” (a hierarchical thought, but one which has value for maintaining individual autonomy), but I do not think that “teacher as authority” leads to free minds, and a free society. Teachers have something of value to impart to students. No doubt about that, but the main thing is learning how to think, and stressing the importance of reason as the authority, not people’s predilections, since humans are flawed in a variety of ways. I see no problem with students and teachers bringing their religious beliefs into class, though I leave it to religious institutions to teach about metaphysical authority.

    I would add to the list in this post (I use arrows to say, “leads to”): Reading the Great Books (this ties in with classical literature, history, philosophy) -> (possibly) to liberal arts. Understanding abstract relationships (mathematics) -> understanding arithmetic, also useful in modeling phenomena. Modeling phenomena (science) -> understanding distinction between objective reality and model (model is approximation, but still valuable) -> understanding relationships of relationships (in terms humans can best express) -> understanding similarities over differences -> understanding equal rights, economics, and relationship between humans and our creations, and nature.

    This is by no means complete, but it’s what I’ve been able to surmise so far re. what it means to get a good education.

    • I like Mark’s more balanced and less dogmatic approach. There is something useful in both approaches, though the Type 2 learning can’t work if Type 1 is not mastered. As for Type 2, it is crucial to teach academic values as well as facts. For example, not all essays (or blog posts) are equal. Students need to learn intellectual taste. Quality matters. In the real world, it is important to learn how to learn from and work productively with others.

  10. A.S.

    The difference now is these theories and methods are funded by tax dollars and private interest big business and aligned with state educational laws forcing local districts to implement or lose funding.

  11. Beth

    Everyone should have a Common Core chart and be aware of what is being taught in the local schools. Then write to members of Congress.

  12. Tabitha Korol

    I have reviewed three CC Human Geography books and one CC History book, noted all the terrible information – lies, misinformation, propaganda, omissions, and documented and researched the truth. I now have four reports for anyone who wants them…prove to others that our students are being taught in accordance with anti-American, anti-Christian and anti-Jewish agendae. They’re learning to be robots, coordinated with little creativity or thinking. One young man I met was only able to spew what the “party” teaches; will not listen, discuss or reason, and if he’s a sample of what’s out there, Heaven help us!

    • Dave Stawarz

      Could you email me the reports? Thanks, Dave

    • Celita Martin

      Please send me the reports.

      Thank you

    • Dr. Terry Batton

      Pleasel send me the four reports you refereced.
      Thanke you

    • Kim St. John

      Please email these reports also thank you

    • Nancy Sutcliffe

      Please email the reports to me! Thank you for all of the work you’ve done!

    • E Warren

      Please send a copy of those reports. Thanks!

    • Tabitha Korol, I would LOVE a copy of your reports! I just went around with a city council member telling me I was being fed lies about common core-I informed him it was he that was drinking the koolaid. Thanks for anything you can send!

    • Kristina Ward

      Thank you for your diligence. Please send me the reports that you referenced in your post.

    • Tabitha – I would love copies of your reports! I am on the board of the WJTP and we have an anti-common core page. We have been arming our membership with information to help them fight this destructive piece of legislation. I’ll be happy to put your reports on our site (with your permission and credit of course). God bless us all if we don’t stop this train wreck.

    • Todd Swigart

      I would like a copy of reports.

    • Mary Ann Zanoff

      Please send me copies as well. Thank you for your commitment.


      For your info I am a school board member on the Millard (Omaha), NE. school district. I am also part of a group of individuals fighting to keep Common Core out of Nebraska. I welcome all information on CC.
      Thank you.

    • Louann

      Please send me the reports.

    • Brenda Pastorick

      Please email me these reports. Thank you.

  13. There is another major concern with CCSS touched by your comparison chart. Yes, there is the constitutionality that has been violated by the process of CCSS. Yes, there is the dual concern over the poor level of standards and lack of validation for testing. And, the third self-evident major concern is the overt aggression of this curriculum to bring social change by altering the fundamental beliefs with which parents raise their children.

  14. stephenwv

    The deception is these are rigorous standards. The reality is this is the institutionalization of political propaganda. England outlawed political propaganda in public schools.

    • Tabitha Korol

      I have involved myself in the fight against common core, and just received the accompanying information from Dr. Carole Haynes, and spotted your note about England. England has not been entirely vigilant; their Islamic masses are threatening a takeover in the streets of England, and their many schools are advocating hate, and it would appear that the government is doing nothing to stop the encroachment of Sharia law and Islamism. Whatever the promised, they may not be keeping, and we must protect ourselves from Common Core and its socialist and Islamic agenda.

  15. E.J.

    I can only speak to the traditional style of teaching literature. I used this style for 32 years, and the results were astounding. If one teaches understanding of great literature, the student learns to THINK for himself. He should be able to determine that which is good and that which is bad from his studies. This human existence is our concern–always. The world does not encourage “something for nothing” and teachers should not do so either. When they reward shoddy thinking and work, the student has learned NOTHING to sustain him throughout his life. I do not applaud the idea that the basics of learning have been relegated to a dump heap because of this new educational fad! I shall step down from my soapbox now!

  16. Lucille

    This is nothing new. These theories and methods have been pushed for a long time. The difference now is that everything is in over drive .