Welcome To The NEA ~ Bringing Marxism to the U.S. One Child at a Time!

**(Note: This will be separated into several posts)

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Some NEA Resolutions Passed
at 2001 Convention in Los Angeles

[size=2]A-10. Use of Closed Public School Buildings. The National Education Association believes that closed public school buildings should be sold or leased only to those organizations that do not provide direct educational services to students and/or are not in direct competition with public schools.

A-13. Financial Support of Public Education. The Association believes that funds must be provided for programs to alleviate race, gender, and sexual orientation discrimination and to eliminate portrayal of race, gender, and sexual orientation stereotypes in the public schools. The Association opposes providing any public revenues to sectarian pre-K through 12 schools.

A-14. Federal Financial Support of Public Education. The Association believes that funding for federal programs should be substantially increased, not merely redistributed among states.

A-23. Voucher Plans and Tuition Tax Credits. The National Education Association believes that voucher plans, tuition tax credits, or other funding arrangements that use tax monies to subsidize pre-K through 12 private school education can undermine public education, reduce the support needed to fund public education adequately, weaken the wall of separation between church and state, and cause racial, economic, and social segregation of students. **The Association opposes voucher plans, tuition tax credits, or other such funding arrangements that pay for students to attend sectarian schools.

**A-25. For-Profit Schools. The National Education Association believes that there is an inherent conflict between serving the needs of children and serving the needs of stockholders in an educational setting. The Association therefore opposes education for profit.

A-29. Charter and Nontraditional Public School Options. The Association believes that when concepts such as charter schools and other nontraditional school options are proposed, all affected public education employees must be directly involved in the design, implementation, and governance of these programs.

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(Part II)

B-1. Early Childhood Education. The National Education Association supports early childhood education programs in the public schools for children from birth through age eight. The Association also believes that early childhood education programs should include a full continuum of services for parents/guardians and children, including child care, child development, developmentally appropriate and diversity-based curricula, special education, and appropriate bias-free screening devices. The Association believes that federal legislation should be enacted to assist in organizing the implementation of fully funded early childhood education programs offered through the public schools. These programs must be available to all children on an equal basis and should include mandatory kindergarten with compulsory attendance.

B-6. Class Size. The National Education Association believes that excellence in the classroom can best be attained by small class size. The Association also believes in an optimum class size of fifteen students in regular programs and a proportionately lower number in programs for students with exceptional needs.

B-7. Diversity. The National Education Association believes that a diverse society enriches all individuals. Similarities and differences among races, ethnicity, color, national origin, language, geographic location, religion, gender, sexual orientation, age, physical ability, size, occupation, and marital, parental, or economic status form the fabric of a society. The Association also believes that education should foster the values of appreciation and acceptance of the various qualities that pertain to people as individuals and as members of diverse populations. The Association further believes in the importance of observances, programs and curricula that accurately portray and recognize the roles, contributions, cultures, and history of these diverse groups and individuals.

B-9. Racism, Sexism, and Sexual Orientation Discrimination. Discrimination and stereotyping based on such factors as race, gender, immigration status, physical disabilities, ethnicity, occupation, and sexual orientation must be eliminated. Plans, activities, and programs must —

Increase respect, understanding, acceptance, and sensitivity toward individuals and groups in a diverse society composed of such groups as American Indians/Alaska natives, Asians and Pacific Islanders, Blacks, Hispanics, women, gays, lesbians, bisexuals, transgendered people, and people with disabilities.

Eliminate discrimination and stereotyping in curricula, textbooks, resource and instructional materials, activities, etc.

Integrate an accurate portrayal of the roles and contributions of all groups throughout history across curricula, particularly groups who have been under-represented historically

Eliminate subtle practices that favor the education of one student over another on the basis of race, ethnicity, gender, physical disabilities, or sexual orientation

Encourage all members of the educational community to examine assumptions and prejudices, including, but not limited to, racism, sexism, and homophobia, that might limit the opportunities and growth of students and education employees

Offer positive and diverse role models in our society including the recruitment, hiring, and promotion of diverse education employees in our public schools.

Coordinate with organizations and concerned agencies that promote the contributions, heritage, culture, history, and special health and care needs of diverse population groups

Promote a safe and inclusive environment for all. The Association encourages its affiliates to develop and implement training programs on these matters.

B-17. Education of Refugee Children and Children of Undocumented Immigrants. The National Education Association believes that, regardless of the immigration status of students or their parents, every student has the right to a free public education in an environment free from harassment.

B-22. Educational Programs for Limited English Proficiency Students. The Association believes that LEP students should be placed in bilingual education programs to receive instruction in their native language from qualified teachers until such time as English proficiency is achieved.

B-31. Multicultural Education. The National Education Association believes that multiculturalism is the process of valuing differences and incorporating the values identified into behavior for the goal of achieving the common good. Multi-cultural education should promote the recognition of individual and group differences and similarities in order to reduce racism, homophobia, ethnic and all other forms of prejudice, and discrimination and to develop self-esteem as well as respect for others.

B-32. Global Education. The Association believes that global education increases respect for and awareness of the earth and its people. Global education imparts information about cultures and an appreciation of our interdependency in sharing the world’s resources to meet mutual human needs.

B-34. School-to-Work/Career Education. Career education must be interwoven into the total educational system and should include programs in gender-free career awareness and exploration to aid students in career course selection.

B-38. Family Life Education. The Association believes that programs should be established for both students and parents/guardians and supported at all educational levels to promote —

The development of self-esteem

Understanding of societal issues and problems related to children, spouses, parents/guardians, domestic partners, older generation family members, and other family members.

The Association also believes that education in these areas must be presented as part of an anti-biased, culturally-sensitive program.

B-39. Sex Education. The Association recognizes that the public school must assume an increasingly important role in providing the instruction. Teachers and health professionals must be qualified to teach in this area and must be legally protected from censorship and lawsuits. The Association also believes that to facilitate the realization of human potential, it is the right of every individual to live in an environment of freely available information and knowledge about sexuality and encourages affiliates and members to support appropriately established sex education programs. Such programs should include information on sexual abstinence, birth control and family planning, diversity of culture, diversity of sexual orientation, parenting skills, prenatal care, sexually transmitted diseases, incest, sexual abuse, sexual harassment, homophobia.

B-40. HIV/AIDS Education. The National Education Association believes that educational institutions should establish comprehensive acquired human immunodeficiency syndrome (AIDS) education programs as an integral part of the school curriculum.

B-42. Environmental Education. The Association supports educational programs that promote —

The concept of the interdependence of humanity and nature

An awareness of the effects of past, present, and future population growth patterns on world civilization, human survival, and the environment

Solutions to such problems as pollution, global warming, ozone depletion, and acid precipitation and deposition

The recognition of and participation in such activities as Earth Day, Arbor Day, and Energy Education Day.

(Part III)

B-44. Labor Movement Education. **The National Education Association believes that the struggles of working men and women to establish unions and the influence of the labor movement on the growth of the United States should be an integral part of the curriculum in our schools. **

B-48. Education on Peace and International Understanding. The National Education Association believes that educational strategies for teaching peace should include the role of international and nongovernmental organizations. The Association also believes that educational materials should include activities dealing with the effects of nuclear weaponry and other weapons of mass destruction, strategies for disarmament, and methods to achieve peace.

B-49. Genocide. Acts of genocide must be acknowledged and taught in order to provide insight into how such inhumanity develops, prevent its occurrence, and preclude its recurrence.

B-53. Conflict Resolution Education. The National Education Association supports the adoption and use, at all educational levels, of proven conflict-resolution strategies, materials, and activities by school districts, education employees, students, parents/guardians, and the school community to encourage nonviolent resolution of interpersonal and societal conflicts.

B-56. Standardized Testing of Students. The Association opposes the use of standardized tests when —

Used as the criterion for the reduction or withholding of any educational funding

Results are used to compare students, teachers, programs, schools, communities, and states.

The Association also believes that students, parents/guardians, teachers, administrators, schools and school districts should not be penalized for parents/guardians exercising their legal rights to exempt their children from standardized tests.

B-68. Home Schooling. The National Education Association believes that home schooling programs cannot provide the student with a comprehensive education experience. When home schooling occurs, students enrolled must meet all state requirements. Instruction should be by persons who are licensed by the appropriate state education licensure agency, and a curriculum approved by the state department of education should be used. The Association also believes that home-schooled students should not participate in any extracurricular activities in the public schools.

Second New B. Women’s Education. The National Education Association recognizes that the complex and diverse needs of women and girls require the direct involvement of women educators, parents/guardians, community leaders, and organizations to assure the development of adequate and equal educational programs. The Association believes in efforts that provide for programs that present the roles and contributions of women in curricula from pre-kindergarten through higher education, including **specific women’s studies courses. **

C-14. Extremist Groups. The National Education Association condemns the philosophy and practices of extremist groups and urges active opposition to all such movements that are inimical to the ideals of the Association.

C-22. **Comprehensive School Health, Social and Psychological Programs and Services. **The National Education Association believes that every child should have direct and confidential access to comprehensive health, social, and psychological programs and services. The Association believes that schools should provide —

A planned sequential, pre-K through 12 health education curriculum that integrates various health topics (such as drug abuse, violence, safety issues, universal precautions, and HIV education).

The Association believes that services in the schools should include —

Counseling programs that provide developmental guidance and broad-based interventions and referrals

Comprehensive school-based, community-funded student health care clinics that provide basic health care services (which may include diagnosis and treatment)

If deemed appropriate by local choice, family-planning counseling and **access to birth control methods with instruction in their use.

**C-23. School Guidance and Counseling Programs. The National Education Association believes that guidance and counseling programs should be integrated into the entire education system, pre-K through college.

C-27. Student Sexual Orientation. The National Education Association believes that all persons, regardless of sexual orientation, should be afforded equal opportunity and guaranteed a safe and inclusive environment within the public education system. **The Association also believes that, for students who are struggling with their sexual/gender orientation, every school district and educational institution should provide counseling services and programs that deal with high suicide and dropout rates and the high incidence of teen prostitution.

**C-29. Suicide Prevention Programs. The National Education Association believes that suicide prevention programs including prevention, intervention, and postvention must be developed and implemented. The Association urges its affiliates to ensure that these programs are an integral part of the school program.

(Part IV)

D-8. Hiring Policies and Practices for Teaching Positions. The National Education Association believes that hiring policies and practices must be nondiscriminatory and include provisions for the recruitment of a diverse teaching staff.

E-3. Selection and Challenges of Materials and Teaching Techniques. The Association deplores prepublishing censorship, book-burning crusades, and attempts to ban books from school libraries/media centers and school curricula.

F-1. Nondiscriminatory Personnel Policies/Affirmative Action. The National Education Association believes that personnel policies and practices must guarantee that no person be employed, retained, paid, dismissed, suspended, demoted, transferred, or retired because of race, color, national origin, cultural diversity, accent, religious beliefs, residence, physical disability, political activities, professional association activity, age, size, marital status, family relationship, gender, or sexual orientation. Affirmative action plans and procedures that encourage active recruitment and employment of ethnic minorities, women, persons with disabilities, and men in under-represented education categories **should be developed and implemented.

**F-39. Employees with HIV/AIDS. The National Education Association believes that education employees shall not be fired, nonrenewed, suspended (with or without pay), transferred, or subjected to any other adverse employment action solely because they have tested positive for the human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) antibody or have been diagnosed as having HIV/AIDS.

H-1. The Education Employee as a Citizen. **The Association urges its members to become politically involved and to support the political action committees of the Association and its affiliates.

**H-7. National Health Care Policy. **The Association supports the adoption of a single-payer health care plan for all residents of the United States, its territories, and the Commonwealth of Puerto Rico.

**H-11. Statehood for the District of Columbia. The National Education Association supports efforts to achieve statehood for the District of Columbia.

I-1. Peace and International Relations. The Association urges all nations to develop treaties and disarmament agreements that reduce the possibility of war. The Association also believes that such treaties and agreements should prevent the placement of weapons in outer space. **The Association further believes that the United Nations (UN) furthers world peace and promote the rights of all people by preventing war, racism, and genocide.

**I-2. International Court of Justice. The Association urges participation by the United States in deliberations before the court.

I-10. Civil Rights. The Association calls upon Americans to elminate - by statute and practice - barriers of race, color, national origin, religion, philosophical beliefs, political beliefs, gender, sexual orientation, age, disability, size, marital status, and economic status that prevent some individuals, adult or juvenile, from exercising rights enjoyed by others, including liberties decreed in common law, the Constitution, and statutes of the United States.

I-12. Family Planning. The National Education Association supports family planning, including the right to reproductive freedom. The Association also urges the implementation of community-operated, school-based family planning clinics that will provide intensive counseling by trained personnel.

I-26. Freedom of Religion. The Association opposes any federal legislation or mandate that would require school districts to schedule **a moment of silence.

**I-27. Gun-free Schools and the Regulation of Deadly Weapons. The Association believes that strict proscriptive regulations are necessary for the manufacture, importation, distribution, sale and resale of handguns and ammunition magazines.

I-38. Elimination of Discrimination. The National Education Association is committed to the elimination of discrimination based on race, ethnicity, religion, disability, sexual orientation, and all other forms of discrimination.

I-42. Hate-Motivated Violence. The Association believes that federal, state, and local governments and community groups must oppose and eliminate hate-motivated violence.

I-46. English as the Official Language. The Association believes that efforts to legislate English as the official language disregard cultural pluralism; deprive those in need of education, social services, and employment; and must be challenged.

I-49. Equal Opportunity for Women. The National Education Association believes that all persons must have equal opportunity for employment, promotion, compensation (including equal pay for comparable worth). The Association supports an amendment to the U.S. Constitution (such as the Equal Rights Amendment) that guarantees that equality of rights under the law shall not be denied or abridged by the United States or by any state because of gender. The Association endorses the use of nonsexist language.

The above text is excerpted from resolutions adopted at the 2001 NEA Convention. Resolutions have been shortened for reasons of space

C-14. Extremist Groups. The National Education Association condemns the philosophy and practices of extremist groups and urges active opposition to all such movements that are inimical to the ideals of the Association.

Apparently they wish to ban themselves from public schools.

[QUOTE=scott158]C-14. Extremist Groups. The National Education Association condemns the philosophy and practices of extremist groups and urges active opposition to all such movements that are inimical to the ideals of the Association.

Apparently they wish to ban themselves from public schools.[/QUOTE]

We can only hope and pray!!!

My question is what they would consider to be an “Extremist Group?”

I’ll wager that it’d be a LOT different than what you and I would consider to be such a group!

[QUOTE=A_Texian]We can only hope and pray!!!

My question is what they would consider to be an “Extremist Group?”

I’ll wager that it’d be a LOT different than what you and I would consider to be such a group![/QUOTE]

That right there does sum it up doesn’t it. Geezz it doesn’t get any more extreme than that does it? What a bunch of whacks. And they get paid to come up with this crap? Here in Washington state we have plenty of this being pushed. Esp the plan to control our kids from birth. Greggie, and her “spiritual” friend who is in charge of the socalled education here are working hard to get that going.

http://www.nypost.com/img/head/nyp_oe.gif

TURNING POINT
By MATTHEW LADNER
[left]
August 24, 2005 --DESPITE the fierce opposition of teacher unions, the growing support for school choice is bipartisan — with Democrats often playing a key role in ensuring that more and more parents gain the power to choose the best school for their children. The grass-roots demand is overpowering. New Yorkers can see the evidence for themselves, in the soaring bids for public-school transfers under the federal No Child Left Behind law, in the popularlity of the city’s charter schools in and in tremendous response to the “vouchers” offered by groups like the Children’s Scholarship Fund.

Across the nation this fall, nearly a fourth of K-12 students won’t be attending their neighborhood public schools…

[center]Go here: TURNING POINT

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[QUOTE=A_Texian](Part II)

B-17. Education of Refugee Children and Children of Undocumented Immigrants. The National Education Association believes that, regardless of the immigration status of students or their parents, every student has the right to a free public education . [/quote]

Oh great … there they go again … spending MY tax money on illegals!!

B-39. Sex Education. Teachers and health professionals must be qualified to teach in this area and must be legally protected from censorship and lawsuits. … it is the right of every individual to live in an environment of freely available information and knowledge about sexuality and encourages affiliates and members to support appropriately established sex education programs. Such programs should include information on sexual abstinence, birth control and family planning,….

Geeeeeeeze, they can’t get their minds out of the gutter can they?
The NEA is in cahoots with Planned Parenthood. The more sexually
active the kids are, the more abortions they will pay for in abortuaries run by Planned Parenthood. UGH! These ‘tolerant’ people sure aren’t tolerant of people who have religious beliefs that do not include approval of abortion or the use of certain contraceptives (such as the IUD which allows conception to take place but then causes miscarriage each month).
How INTOLERANT of them to insist that their views and practices be pushed on every public school child in this country - using MY TAX MONEY.

HEY NEA … if you spent half the time and money on reading, writing, and math as you do on SEX related stuff … this country would be MUCH smarter.

[QUOTE=A_Texian](Part IV)
**The Association further believes that the United Nations (UN) furthers world peace and promote the rights of all people by preventing war, racism, and genocide. **[/QUOTE]

Idiots. The UN is the most corrupt organization in the world.
These are the idiots who are in charge of educating America’s youth?
God help us all!

Don’t hold back LIZ…tell us how ya’ really feel!!! :biggrin:

In all seriousness though, the NEA is right up there with the ACLU as one of the most socially corrupt and dangerous (due to thier massive influence) organizations in the United States. Needless to say, it behooves us all to keep VERY close tabs on thier agendas and activities.

Call and/or write your Representatives about specific issues that they support, for instance. There really are an awful lot of good Reps out there (including mine – Lamar Smith, R/TX, Dist.21) but they can’t help with problems if they have no idea one exists, if you get my meaning? Bottom Line: you and I can help open the eyes of the public to some extent, simply by doin’ what we’re currently doin’ here in this forum, but a Legislator has a much bigger voice than ours and can reach more folks.

Great to see ya’ posting again LIZ…haven’t heard from ya’ in a while. :flag:

Public education in and of itself results in these types of problems. Put power and influence in the hands of few and they will dictate what people learn and think.

Has anyone ever read the writings of some of the people who initiated the idea of public education in this country? The words “Communist” and “Atheist” don’t describe them :howler:. These peope envisioned a Utopian world community where they decided what people thought and felt on issues of society. Public education was their great avenue to such a society.

[QUOTE=Crimson_Pride]Public education in and of itself results in these types of problems. Put power and influence in the hands of few and they will dictate what people learn and think.

Has anyone ever read the writings of some of the people who initiated the idea of public education in this country? The words “Communist” and “Atheist” don’t describe them :howler:. These peope envisioned a Utopian world community where they decided what people thought and felt on issues of society. Public education was their great avenue to such a society.[/QUOTE]

I’ll have to say that my answer is NO. Please provide links for this info.

I do have to say that parental participation and oversight of public schools is essential wrt keeping them from pushing certain agendas onto our children. At my son’s school, I’m glad to see a very high level of parental participation. There is seldom a day that my son’s kindergarten class doesn’t have a parent volunteer/helper in it. His teacher seems happy with it except, she said that she is running out of things for them to do as a helper other than just being there when needed. My son’s public school seems to be very parent friendly. However, we are deep in red county Conservative country.

The other morning on the Today show (NBC), I saw a report about educators complaining that parents have become too involved in their child’s education. I’ll add that they were mainly talking to northeastern school officials. While they did make a reasonable arguement about how some moms are overdoing it and being ‘helicopter moms’, they later went onto to showing their true colors.

They were complaining that many volunteer parents that do so specifically to push an agenda of “spying on them” and the cirriculuum (sp?). Of course, they fail to mention that this annoying agenda of parents that are truly concerned about their children’s education has been fueled by the educators pushing their anti-family, socialist agendas onto our children. So, Blue county liberal educators don’t like parents being able to see what they really want to do to our children. This is yet another example of the nanny-state, Hitlary’s Village, mentality of liberals.:firing:

I can’t remember the guy’s name, so I can’t even look for a link, but he’s considered the father of public education - he said that public education would put an end to crime. I have also seen elsewhere on the internet a quote from one of the early supporters of public education - can’t remember it exactly, either - but to the effect that children had to be educated to all think the same so that they could be controlled. I hate it when I don’t know where to find stuff like that. I don’t know names, and I don’t really know enough of the quotes to locate them.

The NEA is in the business of collecting union due’s from as many branch unions that they can. The teachers union cares nothing for the kids its all about money and power .Oh They use the kids as props when ever they demand more money from a school system and have formed political pacts with liberal politicians in state and federal government .

In California during this last battle the school and other unions had with the Governor over funding, the school union required all teachers to fork over double union due’s to pay for a "War Chest "needed in their battle with the Governor !

One of the principle groups that go to State and Federal Democrat conventions are teachers .They are sworn body and soul to the Democrat cause .All school unions have an agreement with State and Town governments that all teachers are required to join the unions, in some cases several unions in order to hold their jobs.

The School committees in most towns are in the pockets of the local school union. When the school committee is negotiating with the towns for the yearly budget they have already met with the school unions to discuss their
strategy and demands. The school committees’s are in most cases elected by the city and towns to represent
the voters and taxpayers positions in budget negotiations with the school unions but they do the exact opposite
and conspire with the unions. The school systems in the north east corridor of America, liberal land, consume
approximately 70% of the average towns tax base and is heading towards one hundred percent if not stopped.

The quality of education has continued to fall, every year with most colleges requiring remedial reading classes before allowing entry to the majority of each freshmen class !Basic subjects that in the past were taught as standard requirements are avoided in exchange for educational theory and experiments in education .

The disease of multi culturalism is persuasive and overrides every education system .The agenda is Socialistic
and political as well as anti Christian .The roots of political correctness can be found as a tool to help spread Communism, the very term Political Correctness is oxymornic and insulting to free people .

By destabilizing family and social roots and using the power of special laws that were passed by fellow traveling
politicians the schools will override the parents wishes and force sex education on the youngest classes, in some cases as early as first grade .

The attempt to normalize every form of perversion selected textbooks and special education classes
uses lesbianistic and homosexual material to program acceptance of abnormalities in sexual behavior as normal
to our children .Demonstrations, on film, of oral sex and homosexual techniques are shown. This teaching has borne fruit in the number of oral sexual incidents we have read about in our schools and that freak Clinton sure led the way by example for Americas school kids .
ENOUGH !

  1. I know of no one who suggests that abstinence is “natural”. However, it is indeed possible to teach most kids not to have sex before marriage. It used to be done quite successfully in decades gone by. It’s a matter of self control.
  2. I see three issues here. One is that both parents shouldn’t have to work to support a family (and this brings up a host of side issues that I’ll not go into now). Another is that I’m leery of letting the modern public school set the tone for social relations. Last, the worth of the mach-three-and-hair-on-fire modern lifestyle should be called into question.
  3. Isn’t relavent to what, exactly?
  4. I’m not conversant enough with NCLB to argue, but it would help if you gave specific reasons.
  5. I’m an agnostic, but I can still field some of this. First of all, Christianity is the greatest basis for morality in the world, bar none. I don’t like or agree with all of it, but modern secularism hasn’t come up with anything worth a damn (moral relativism is my favorite example of liberal secularist blundering), and Islam by and large sure as hell hasn’t. I’m not that conversant with most of the eastern religions, but neither they nor the profusion of modern cults have contributed much to our formerly flourishing western culture (now declining, in no small part due to a rejection of Judeo-Christian morality. Your arguements make me suspect that you are simply biased against Judeo-Christian beliefs. This agnostic will happily stick with his conservative Christian neighbors.

Conservative teachers are probably too busy doing their jobs to actually have a voice in their national association. Among the ones I know, most tend to hold some Marxist views anyway, such as the sanctity of publicly funded education. I can think of only one that might actually support abolishing publicly funded education.

You signed up to answer a 1 year old post?

As a Christian, I think that the mistake youre making, is that the number 1 act of any importance, is making somethig a sin. People who have an opposite view of anything tend to examine and elevate what they percieve as negative and run with it.

As to saying that a sin is whatever God doesnt like, youre spot on.
We believe that God as our creator let us know things that he likes and what he doesnt. If we believe that God is the very definition of good, then we conclude that what pleases Him is also good. If you place no importance on God, then nothing along these lines will make sense though you surely grasp the concept. You mentioned enslavement, from your perspective I can see how you might think that. If you look at a program for living a healthy life, you might see directions for following a particular diet, and exercise regimine, and unhealthy things to avoid. Looking at it from a negative perspective, this might seem ‘enslaving’, cant eat junk food, drink too much beer, have to be disciplined to work out and eat healthier food… From a different perspective this is merely a way that you may not be used to and takes a change to occur on the part of the participant. Going back to believing that God is good and wants good things for us and gave us instructions on how to do that, I dont have a problem. To the outsider who has not been convinced, it makes no sense.

As to your other points, I am not going to duck them. I just make my points better in small doses.

“2. The true problem is that God didn’t write anything in the Bible. Religious fanatics, preists did… A priest can say anything he wants, and, after long enough, it will be believed.”

Well, he didnt sit down himself a type it out. But He did inspire the various authors to do so. Moses is said to have written the first 5 books of the OT, King Solomon wrote Proverbs and Psalms, Paul wrote most of the letters in the NT, as far as the Gospels go you have two eyewitnesses and two others who heard the stories and then wrote them down, John who was given the Revelation wrote that down, and so forth…
“Religous fanatics” is purely speculation by you. There are plenty of warnings and instructions so as to know whats of God and what isnt.
For instance, if someone were to say that they were Jesus or that they knew when He was coming back, thats blatantly false. David Koresh claimed he was Jesus. Had his followers been Biblically literate, they wouldnt have believed him. Instead they followed the man and not the message. Psychics and such that make predictions, not in Gods name but call their ‘powers’ a gift from God, also addressed in the Bible, all false.
A lot of your doubts come from not having an indwelling of the Holy Spirit. You want things to make sense on your terms, when the reality may not lie there. Faith is required and for some people, faith is too much.

*1. If whatever is good is good simply because God says so, and it’s assumed God is also always good, then what is “good” is assumed itself based on the assumption that God is always good. We really have no independent verification that God really is good. He surely wouldn’t be good by a contemporary analysis of his actions or those of his followers during the Bronze Age. As I have read the Bible, I see tonnes of atrocities committed by God or in the name of God. To consider much of what I see in the Bible “good” because it is assumed that God is ultimate good means I would have to gut the word “good” of its meaning according to my use. *

There is a lot that you can read where I can see that conclusion being drawn, it all again depends on its context. When Isreal was being established, God had them go into that land and kill the inhabitants there. Taken only in that context, it would seem like that was what you do in every situation. Put in proper context, God had chosen His people, based yes on His criteria, and also had a list of grievences for the Philistines, or whoever was in that land at the time. I believe that God was also at work, appealing to those people and was rejected for whatever they felt like they wanted to do. Its not recorded because the POV was from the hebrews, Moses didnt have any idea what was going on there.
Ill give you an example of God working in places outside of Isreal in the OT, the story of Jonah. He was sent to preach to Ninevah, that area was not in Isreal and was known for being hostile to Isreal and the Hebrew God. Jonah was sent, you know the story, to preach. Not slay, rape, pillage, or whatever.
And not everything that happend was sanctioned by God, but was recorded nevertheless.