Protecting American Children from Today’s Educational Activists

A healthy way to begin defending our children from leftist indoctrination.

BY JASON D. HILL

SEE: https://www.frontpagemag.com/fpm/2021/02/protecting-american-children-todays-educational-jason-d-hill/;

republished below in full unedited for informational, educational & research purposes:

A friend of mine told me an apocryphal story that left me with a cold shudder. He is an old-fashioned left-leaning "liberal" and a strong advocate of public education. All his children attend public schools. In fact, he is vehemently opposed to the idea of promoting private schools on the premise that its implementation will result in a more stratified society because, he believes, poor whites and blacks will be disproportionately disqualified from attending such institutions.

In good faith, he has always entrusted his children’s education to what I had typically referred to as Government Schools. He was confident that his children would receive a robust education from K-12 grade.

During the COVID-19 pandemic, however, he was forced to monitor the classroom activities of his children. Unemployment had left him more time to inconspicuously sit-in -- especially on the classes of his 6th grader son.

He was shocked, one afternoon, to come upon an assignment being conducted during an English class in which all the white students in the zoom online course were required to place their arms beside a brown paper bag. How his 6th grader had acquired a crisp brown paper bag was a mystery to him. The teacher asked them if they noticed a difference in color between their skin and the brown paper bag. All of the white students nodded, and some verbally assented. The teacher asked them if the color of the bag looked close to the color of some of the students identified as black in the class. His son peered at the zoom screen and raised the icon button identifying his acknowledgement. The teacher then announced with full moral rectitude and intransigence the following:

If your skin color is different from the color of the paper bag, then you are part of a problem in America known as systemic racism that does irreparable harm to all black and brown people in America. Further, if your skin color is different from the brown paper bag and you are identified as white you enjoy something called white privilege which means you are practicing racism every day without knowing it.

Each such student that had a different color than the brown paper bag bore collective guilt. The teacher then went on to ask the class if they had ever heard the term, “Reparations.”

Out of some sense of visceral, atavistic paternal protection, my friend slammed down his son’s computer and told him to go to his room for a while. He said he stood with his fingers pressed into the metal cover of the computer, shaking with incredulity.

I explained to him that guilt implied wrong-doing and that because his son at age twelve had committed no egregious harm against any black person that he would eventually grow to feel a burgeoning sense of resentment. Over time, as his mind grew more focused and the charges against him repeated had been codified into a cultural norm, he would feel that he was the real cause of all harms directed at black people. I said that something evil and sinister was going to take root in his son’s psyche.

My friend grew alarmed. But I pressed on. His son, I told him, would grow to feel resentment towards black people. It would be mild at first; a contemptuous discharge fueled by a growing sense of his superiority and empowerment that he, by the power of his whiteness, could cause so much harm and that he, by that same magical power of whiteness, could alleviate the misery and suffering of blacks. I told him it would not end well, His son’s curriculum would include a phalanx of black and white progressive nihilists who would call for the annihilation of “whiteness” which, his mind would come to understand as: the annihilation of all white people from the earth including himself. His son, I told him, runs the risk not just of becoming a racist, but of a white supremacist. Becoming a white supremacist, he will come to believe, will be his only default position from which to protect his life from the early stages of assault being waged against it -- starting with the seemingly benign comparison between his skin color and that of a brown paper bag. And all this from white liberals masquerading as anti-racists.

Be careful how you proceed with his education, I warned him. It is not too late for you to assume responsibility and assert control of his mind by extracting him from one of our many national security threats destroying our American civilization: our Government schools on the tertiary level, and our nation’s universities. The decision is yours.

Doubtless, readers have been keeping up with reports of how our public schools have become inundated with what is becoming known as “Culturally Responsive Teaching.” Teachers are required to implement “action civics” in the classroom, leading students in activism on behalf of various causes.

A school district in San Diego conducted a “white privilege training” for its white teachers who were told they were racist for being white, and for upholding racist ideas and policies. They were made to feel ashamed for teaching on stolen Native American land.

Seattle Public Schools also held racially charged teacher-training sessions that accused them, unequivocally, of murdering the souls of black children every day through systemic institutionalized, anti-black, state-sanctioned violence. They, too, were told they were natural racists because of their mere possession of white skin, and that they had to self-consciously reject their “whiteness.” Any objection to their indictment of being racists, they were told, no matter how well-argued or factually grounded, would be dismissed as a reflex of their whiteness, as “lizard brain,” which was proof of their white fragility.

These stories come on the heels of decolonized courses in which Shakespeare, Homer, Chaucer, and other classics are expurgated from curricula in high schools and colleges in the United States (I cannot keep up). The idea first started by Rutgers that grammar is racist has been extrapolated on to the disciplines of science and math -- they, as well, are racists disciplines, we’re being told.

It is obvious that today’s cultural activists are guilty of massive child abuse in our classrooms. They have criminalized independent thinking, logic, reason, and so, have ended up conceptually breaking the minds of our children. They have usurped the purpose of education from one of learning to one of, ultimately, Marxist indoctrination and the destruction of the values that undergird American civilization. They are using children as political pawns, weapons of mass destruction, and objectified instruments in their war against the United States of America.

They have declared war on this country’s children and their precious minds -- openly, vulgarly, and with full forethought of malice.

It is time to apply an intransigent and implacable counterassault against their efforts. We know where they are and who they are.

The battle is, first, a philosophical one. We must proudly defend our first principles and our unassailable constitutive values that define America: our free market system of capitalism, our sacred Constitution and its Bill of Rights, a philosophy of individualism, reason, and American exceptionalism.

To destroy this movement, we must, first, abolish public education, that is, all government schools from K-12 to our public universities that have become national security threats and indoctrination centers for anti-American, and Marxist, and post-modern ideologies. They have to be shut down. Your tax dollars cannot fund these institutions any longer.

A future secretary of education and philosophically-minded future leaders must prepare for the complete eradication of the Department of Education. Education must be placed back in the hands of parents, and morally speaking, ought to be privatized. If as the New Cultural Leaders say, state teachers are racists -- then, alright, they must all be fired.

Private learning institutions should no longer receive any funding from the federal government, or from any state governing agencies that mandate an activist curriculum.

This is a contentious position to hold. I am willing to entertain the idea of issuing school vouchers for the use of a child’s private school tuition. This is also a more divisive issue among reasonable people, as it involves the use of public funds to pay for a child’s education. Some will argue, therefore, that vouchers still involve the state’s role in education. A safer alternative, it seems to me, and one predicated on the moral principle that people are responsible for the procreative choices that they make -- not society -- is to implement a unilateral tax credit for education for all parents. All one would have to do to qualify is to have a child or children that one wishes to educate in a private school. One would not be taxed on the portion of one’s income that is needed to send one’s child to school. This would certainly dis-incentivize more people from having more children than they can afford to educate. Among competing private schools in a free market, it simply would not be in the fiscal interests of private educators to leave broad swaths of people outside the system. We have seen where the emergence of private online universities has provided a plethora of opportunities for those whose income levels do not permit easy entrance into traditional, high-tuition universities, to receive an education.

I think a conversation about the two possibilities outlined is a healthy way to begin rooting out the existence of government schools from our republic.

To fight a war, one must start at the root by defeating the adversary’s strategies and methods. Strategies will follow as I continue to write on this topic. For now, I simply want those brown paper bags destroyed, those government schools closed forever, and American children given back to the safety of their parents. They are innocent. The future is theirs. And they deserve a shot at making something magnificent of it, and of their minds.

Jason D. Hill is a professor of philosophy at DePaul University in Chicago, and a Shillman Journalism Fellow at the Freedom Center. His areas of specialization include ethics, social and political philosophy, American foreign policy and American politics. He is the author of several books, including We Have Overcome: An Immigrant’s Letter to the American People (Bombardier Books/Post Hill Press). His new forthcoming book is What Do White Americans Owe Black People: Racial Justice in the Age of Post Oppression. Follow him on Twitter @JasonDhill6.

Amazon removing books it deems “hate speech”

They don't want you to think critically, they don't want you to read and now they are removing books they deem "hate speech". How long until the Constitution and Declaration of Independence are ruled hate speech or terrorist manifestos?

https://justthenews.com/nation/technology/prior-removing-transgender-critical-book-amazon-changed-policies-ban-books-hate

https://www.blacklistednews.com/article/79344/democrats-letter-demands-cable-providers-account-for-misinformation-and-lies-from-rightwing-media.html

Forget critical thinking, they don't even want you to read!

So, not only do the people who control the media and government not want you to think critically, apparently they would prefer altogether if you weren't able to read. In this video I cover the United Nations Educational, Scientific and Cultural Organization document "Education for Sustainable Development toolkit".

This document was published October 2006 and talks about "sustainable education" which according to the authors essentially means more education is a bad thing.

https://web.archive.org/web/20210219203251/https://www.nytimes.com/2021/02/18/opinion/fake-news-media-attention.html

https://unesdoc.unesco.org/ark:/48223/pf0000152453

Colorado MassResistance forces school administrators to reveal hidden middle school sex-ed curriculum to community

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Graphic and psychologically intrusive to kids. School officials wanted to charge us $120 for the public documents, but we finally got them for free.

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ABOVE: Our Colorado MassResistance leader, Cathy, tells the District 49 school board that they need to obey the law and release public documents.

SEE: https://www.massresistance.org/docs/gen4/21a/CO-MR-vs-middle-school-sexed/index.html;

republished below in full unedited for informational, educational & research purposes:

MassResistance has been helping parents face the relatively unhidden onslaught of “comprehensive sex ed” being pushed in their schools, openly brought in by leftist school boards and school administrators across the country.

But there’s another battle going on in school districts where the elected school boards do not buy into the comprehensive sex-ed agenda. Left-wing school administrators are determined to push their radical agendas. So they begin presenting explicit sex-ed materials (and other objectionable material) to younger students without any formal (or public) review. Parents and even school board members are purposefully kept in the dark about exactly what’s happening. Parents only find out bits and pieces of it by accident. The radical administrators believe that time and momentum are on their side – and they will eventually be able to openly make it a part of the curriculum.

When this sort of scheme happens, it needs to be exposed and publicly confronted immediately. But because of the deceptions, parents are at an even bigger disadvantage than usual. This is a battle that the Colorado chapter of MassResistance recently successfully took on!

Colorado School District 49 is a conservative area that includes eastern Colorado Springs and parts of the surrounding county. It is also where Cathy, our Colorado MassResistance leader, lives.

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Parents of middle school children throughout the district had been upset and concerned about what they were hearing from their kids about the sex-ed classes. But the materials and curriculum were not being made available by the schools. All kinds of excuses were being used.

So last November, Cathy and the Colorado MassResistance team filed a Freedom of Information Act (FOIA) request for the middle school sex-ed materials – and also any Black Lives Matter, Critical Race Theory, or 1619 Project materials being used.

The school district replied that they did not have any Black Lives Matter or related material in any of their curricula. But they clearly did not want to release the sex-ed materials.  They insisted on a $120 fee to obtain copies of all the records, including the labor costs (four hours), to search for them and redact any personal information. But MassResistance insisted on paying nothing. Across the country, we've never had to pay a school district for that information.

For a number of weeks, the school district stonewalled. More than a month went by. Cathy filed the FOIA again and even offered to come in and make the photocopies herself. But they never even replied to that.

Our New Jersey Chapter leader, Abraham, offered to assist Cathy. He has worked with municipal law attorneys who often file lawsuits against derelict or recalcitrant school districts which refuse to comply with FOIA requests from the public. She got advice from him to help her move forward.

In Colorado, school boards must approve all school curricula, and there are also state guidelines. So there was a “sex-ed” curriculum outline for middle school students. But what is actually taught could easily go far beyond the vague set of goals set in the curriculum.

Taking it to the school board

At the next school board meeting, on January 14, 2021, Cathy spoke out boldly and asked the school board for help because she was facing considerable opposition in obtaining public records. "They are supposed to be public, are they not?" she asked them. "Why can’t the public have access to the sex-ed curriculum?"

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The District 49 School Board listens to Cathy.

Surprisingly, members of the school board also wondered why she was not getting the documents that she requested. They directed the administration to help her deal with the FOIA request. One of the school board members observed that many parents were probably curious about this, and even suggested that it be posted on the website.

One board member went even further. He said that the board should conduct a review of the “access path” for people who have an interest in what the schools are teaching. He told the other members:

It seems like a very legitimate public interest request that should be transparent and easy to do on a website. If it’s not that way, why isn’t it? And what can be done to make it that way? I know that the public has concerns about what’s being taught in our schools. Perhaps this could be an agenda item for a future meeting.

A few weeks after that school board meeting – and with a little more prodding from MassResistance – the school administration finally relented and gave her the information she requested … at no cost!

Fairly shocking – for middle school kids

We can see why the school administrators were hesitant to release the middle school sex-ed materials. For kids who are 9-12 years old, it’s pretty intense and graphic. It’s probably factually correct. But it’s not “age-appropriate” at all. The “factual information” would be way over their heads.

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Is this what you would want your kids to be taught in middle school?
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Do middle school children even understand this?
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This seems pretty graphic for middle school children.
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These are the options that they're telling middle school students about.

But far worse, like so much that the radical Left does to children, the graphic content appears meant to purposefully break down kids' natural modesty regarding sexual topics that they have at that age. It’s ideologically driven. How this affects children psychologically, the teachers simply don’t care.

Colorado MassResistance will make sure that this is presented to the public – and they can decide if this is what they really want their school board to push on middle school children.

Final reflection

Conservative school districts across the country are extremely vulnerable to this kind of infiltration from the radical Left. The next step is often the creation of phony (but well-funded) “astroturf” local left-wing groups to intimidate school board members and parents who disagree with these programs once they’re in the schools.  We’ve seen similar districts in other places where that has happened.

Thus, MassResistance works to step in and help parents and normal-thinking school board members stop this problem before it gets out of control. It looks like we’re on the road to success in Colorado School District 49!

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Are Our Children Not Essential? Failing the children of New York.

BY PHIL ORENSTEIN

SEE: https://www.frontpagemag.com/fpm/2021/02/our-children-are-essential-phil-orenstein/;

republished below in full unedited for informational, educational & research purposes:

For 150 years New York City Public Schools have remained continuously open and undaunted by all manner of calamities and natural disasters. Throughout our history from the Spanish Flu of 1918, the Great Depression, two World Wars, Cold War panic, civil unrest, the terrorist attacks on Sept 11, 2001, to Hurricane Sandy, the schools have always been open.

Not until 2020 has New York had a governor, a mayor, and a political class during a time of crisis, who have so miserably failed the children of New York. They have put our children in harm’s way physically, emotionally and academically.  We do not know the full scope of the consequences of these failures on the part of our political leadership, but the closing of our schools for 10 months and likely longer can be considered one of the biggest scandals in the history of our country. It has already taken an enormous toll on a generation of our children suffering in remote-learning environments, sequestered on endless video games. The laundry list of physical, emotional and academic maladies affecting our children due to remote-learning include mental illness, suicide, sickness, depression, anxiety, weight gain, isolation, 10 months of squandered learning, and lost opportunities for academic and athletic scholarships.

It has taken an enormous toll on working and middle-class parents and their extended family as well. The balancing act that parents must perform is work, their child’s education, and the financial stability of their families. These challenges that parents face are simply devastating. Never has the pressure been so unevenly placed upon the family unit than it has today by New York politicians. 

The public heaved a big sigh of relief when teachers were classified as essential and went to the front of the line for Phase 1 of the vaccinations. We all thought that within a short span of time, we would see the beginning of the reopening of our schools and the return to normalcy.

Teachers who were in their 20’s went to the head of the line, in front of seniors and people with comorbidities. But the public was ok with it because teachers are essential to the education and development of our greatest asset in America, our children.

The public was willing to let the teachers go to the front of the line and were hopeful to see the light at the end of the remote-learning tunnel. But the hope soon turned to despair as we were conned once again. The bait and switch charade pulled off on the public was from a minor faction of teachers and the union leadership who are still balking about going back into the classroom. While teachers are considered essential in receiving preferential treatment, our children are an afterthought.

For 150 years, New York’s political leadership understood the prime importance and significance of a good education, to ensure successful outcomes for future generations of our children. In 2020, the world changed. Elected officials abdicated their responsibilities in government and leadership roles regarding the education of our children, and left it in the hands of union leaders and a few selfish interests.

The political con job they played on parents and their kids was in promoting their misleading narrative that the classroom environment is unsafe. While the city’s schools closed for 10 months, Catholic and private schools have effectively remained open, and the teachers are safely at work doing in-person learning. The CDC never recommended schools close, and the CDC Director said schools are 'one of the safest places' for kids during the pandemic. Catholic schools are already starting up their after-school sports programs to begin on March 1st. Our local and state elected officials have failed our children, our parents, our communities, and our country, and there will be dire consequences for all.

The torturous road of the pandemic is indeed one filled with many heartbreaks.  Our schools are central to a thriving society today and for future generations to come.  We offer some simple guidance for the days that lay ahead.  Vaccinations for teachers and school staff started in January. By the middle of April all personnel of the city’s Department of Education, should have been vaccinated.  The mayor, City Council, and DOE should require all teachers and staff to be back at work by April 15th.  Citywide information portals should clearly communicate the planned reopening so that everyone understands NYC schools are in fact fully opened five days a week with after-school activities.  The consequences for those civil service employees who fail to report to work is the implementation of the Taylor Law to enforce back-to-work orders. This is above and beyond the realm of politics, union contracts, and special interests, and once and for all, decisive action must be taken.

What has been going on since March of last year has been near criminal. Never before in the history of our country, has a government and its political leadership so forsaken our most cherished resource in the present and for the future of our country. Our children are essential.

Phil Orenstein is the president of the Queens Village Republican Club. Established in 1875, it is America’s oldest Republican Club  www.QVGOP.org. Historian, Jerry Matacotta, founder of History Seminar Series at Queensborough Community College was the advisor for this article. He worked 32 years for New York City Public Schools primarily teaching High School American History.

Critical Race Theory Costs Staffer at Smith College Her Job

BY RICK MORAN

SEE: https://pjmedia.com/news-and-politics/rick-moran/2021/02/20/critical-race-theory-costs-staffer-at-smith-college-her-job-n1427045;

republished below in full unedited for informational, educational & research purposes:

A staff member at Smith College, Jody Shaw, resigned her position as a student support coordinator because of the “hostile atmosphere” at the college. It appears that Ms. Shaw ran afoul of critical race theory fanatics who forced her to “participate in racially prejudicial behavior as a condition” of her employment.

Shaw, being a normal, intelligent, woman rebelled. She blew the whistle on the racialists at Smith College in a scathing video she posted to YouTube.

Bari Weiss is also covering this disturbing story.

“I ask that Smith College stop reducing my personhood to a racial category. Stop telling me what I must think and feel about myself,” she said. “Stop presuming to know who I am or what my culture is based upon my skin color. Stop asking me to project stereotypes and assumptions onto others based on their skin color.”

This is the essence of critical race theory. In order to make “progress” in “combatting racism,” everyone is reduced to a stick figure. It’s so much easier to define individuals when you identify them as members of a specific group, with specific beliefs, biases, prejudices,

In her resignation letter to the university president, she didn’t pull any punches.

Every day, I watch my colleagues manage student conflict through the lens of race, projecting rigid assumptions and stereotypes on students, thereby reducing them to the color of their skin. I am asked to do the same, as well as to support a curriculum for students that teaches them to project those same stereotypes and assumptions onto themselves and others. I believe such a curriculum is dehumanizing, prevents authentic connection, and undermines the moral agency of young people who are just beginning to find their way in the world.

Ms. Weiss catalogs the damage this ideology/theology is doing to people in all walks of life, of all colors.

We all know that something morally grotesque is swallowing liberal America. Almost no one wants to risk talking about it out loud.

Every day I get phone calls from anxious Americans complaining about an ideology that wants to pull all of us into the past.

I get calls from parents telling me about the damaging things being taught in schools: so-called antiracist programs that urge children to obsess on the color of their skin.

I get calls from people working in corporate America forced to go to trainings in which they learn that they carry collective, race-based guilt — or benefit from collective, race-based virtue.

I get calls from young people just launching their careers telling me that they feel they have no choice but to profess fealty to this ideology in order to keep their jobs.

Almost no one who calls me is willing to go public. And I understand why. To go public with what’s happening is to risk their jobs and their reputations.

We need more Jodi Shaws in the world. The problem is that it takes otherworldly courage to speak out, to demand change. I daresay Ms. Shaw’s life will never be the same. And given her stand was made on a college campus, any career she was hoping for in higher education is probably ruined. She’s probably lost some friends over her stand. Her life has been changed forever.

It’s important that we realize that this didn’t have to happen. Small-minded, even ignorant people see salvation in controlling the minds and lives of others. Is it a mass delusion that they believe they are actually “fighting racism,” that they’re doing this for white people’s own good? Or are these the same efforts at control that have been around since humans created civilizations?

It’s a contagion that no one seems capable of stopping. Perhaps it’s good enough now that enough of us speak out and fight for what we know in our bones is right.

Bill Gates Bankrolling Educational Organization That Says Math is Racist

MATH IS RACIST?

Pathway group says minorities getting answers wrong is because of "white supremacy."

SEE: https://equitablemath.org/

BY PAUL JOSEPH WATSON

SEE: https://www.infowars.com/posts/bill-gates-bankrolling-educational-organization-that-says-math-is-racist/;

republished below in full unedited for informational, educational & research purposes:

The Bill & Melinda Gates Foundation is bankrolling an activist educational group that believes math is racist and that arriving at an objective answer is an example of “white supremacy.”

Yes, really.

A conglomerate of 25 educational organizations called A Pathway to Equitable Math Instruction asserts that asking students to find the correct answer is an “inherently racist practice.”

The organization’s website lists the Bill & Melinda Gates Foundation as its only donor.

“In fact, over the past decade, the Bill & Melinda Gates Foundation has awarded over of $140 million to a variety of groups associated with Pathway. Their “antiracist resources” are at the epicenter of a new training course for teachers offered by the Oregon Department of Education throughout the state,” reports National File.

“Three of the most prominent organizations receiving grant money from the Gates’ are The Education Trust, Teach Plus, and WestEd, all non-profit 501c organizations.”

Teachers are instructed to blame non-white students getting answers wrong on “white supremacist practices,” which are truly to blame for the “underachievement” of minorities.

As we have previously highlighted, following on from universities, schools have now become breeding grounds for this kind of intersectional insanity.

Earlier this week, we reported on how the principal of East Side Community School in New York sent white parents a manifesto that calls on them to become “white traitors” and advocate for full “white abolition.”

Last year, we revealed how children at an elementary school in Virginia are being taught that traits such as “objectivity” and “perfectionism” are ‘racist’ characteristics of “white supremacy.”

Meanwhile, school districts across America are eliminating grading standards in order to “combat racism”.

The move was announced in San Diego after it was revealed that just 7% of D or F grades are handed out to white students, while 23% went to Native Americans, 23% of failing grades went to Hispanics and 20% went to black students.

As Allie Beth Stuckley notes, “I don’t know. Maybe the people who don’t want black and brown kids to learn math correctly are the *actual* white supremacists.”

Universities Demonize and Disavow Christian Self-Sacrifice and Altruism

AKA, “the Crusades

BY RAYMOND IBRAHIM

SEE: https://www.frontpagemag.com/fpm/2021/02/universities-demonize-and-disavow-christian-self-raymond-ibrahim/;

republished below in full unedited for informational, educational & research purposes:

Raymond Ibrahim is a Shillman Fellow at the David Horowitz Freedom Center.

The Indiana-based University of Valparaiso is scrapping its Crusader mascot, nickname, and logos—because they convey “hate”  and are not “inclusive” enough.  According to the university’s Feb. 11, 2021 statement:

Interim President Colette Irwin-Knott of Valparaiso University (“Valpo”) announced today that it will retire its existing mascot, the Crusader.…  The Crusader imagery related to the Crusades has been embraced and displayed by hate groups including the Ku Klux Klan.  “The negative connotation and violence associated with the Crusader imagery are not reflective of Valpo’s mission and values, which promote a welcoming and inclusive community,” Irwin-Knott said, … [adding] “Valpo is and always has been a faith-based institution, and we want to make sure our symbolism is in alignment with our beliefs and speaks to the core values of the Lutheran ethos.”

In the coming month, a committee will be established “to engage the campus community in considering and adopting a new mascot.”

The statement further justifies its action by adding a reminder that Valpo is only doing what schools and other institutions all throughout America are doing:

Valpo’s decision is in line with athletic teams across all levels – from interscholastic to professional sports programs – that are replacing offensive mascots with less divisive symbols. With this decision, the university is following the same course as virtually all other universities that carried the Crusader as their mascot or a symbol for their school.

To be sure, this sort of betrayal of the West’s heritage is not without precedent and is hardly limited to college campuses, AKA, hotbeds of political correctness, and Western guilt/self-hatred. In November 2019, the owners of a famous New Zealand rugby team scrapped their longtime logo—a Crusader—to show how “woke” they were vis-à-vis Muslims.

Nor is it just “militant” expressions of Christianity (vis-à-vis Islam) that are being flushed down the memory hole to appease Muslims, but mere expressions of Christianity.  As one memorable example, in 2004, “Spanish football giant Real Madrid … dropped the Christian cross affixed at the top of its official crest after signing a sponsorship deal with the National Bank of Abu Dhabi.”

Meanwhile, Muslim nations, such as the home of Islam itself, Saudi Arabia (AKA “US friend and ally”™), proudly depict scimitars on their national flags, with the words, “There is no god but Allah, and Muhammad is his messenger”—words that have gotten countless people, past and present, slaughtered for not reciting.  No non-Muslim seems to be offended or concerned by that, but Westerners are rushing over themselves to change the logos and flags of, not nations, but schools or teams of men who play with balls—lest they appear too militant, too “mean.”

That, in a nutshell, sums up how the West and Islam see themselves and respond to one another.  While Islam venerates its violent, jihadi past—and, wherever possible, seeks to relive it—the West is constantly disavowing its Crusader heritage.

And what exactly were the Crusades?  They were a militant, no-nonsense response to more than four centuries of jihadi aggression against and conquests of Christian and European territory.  The particular Muslim invasions (between 1071 and1095) that occasioned the First Crusade saw hundreds of thousands of Eastern Christians (Armenians, Syriacs, and Greeks) slaughtered or enslaved by Muslim Turks acting in the name of jihad.  As the contemporary Byzantine princess, Anna Komnenos wrote,  “cities were obliterated, lands were plundered, and the whole of Rhomaioi [Anatolia] was stained with Christian blood.”

Emperor Alexios I Komnenos (r.1081 to 1118), Anna’s father, recounted his people’s travails in a letter addressed to his friend, the “Count of Flanders and to all the princes of the whole kingdom, lovers of the Christian faith.”  In it, he lamented how the Turks “pillaged daily and constantly raided, with Christians being murdered and mocked in various indescribable ways.”  Not only did the Muslim invaders “defile the holy places in innumerable ways, [and] destroy them,” but they would “circumcise Christian boys and youths above Christian baptismal fonts, pour the blood from the circumcision into the fonts in mockery of Christ, force them to urinate on it, and then drag them around the church and force them to blaspheme the name and faith of the Holy Trinity.  Those who refuse are subjected to various punishments and eventually killed.” As for Christian women, the Muslim invaders

took virgins and made them public prostitutes....  Mothers were violated in the presence of their daughters, raped over and over again by different men, while their daughters were compelled, not only to watch but to sing obscene songs and to dance. Then they changed places, and the suffering, which is painful and shameful to speak of, was inflicted upon the daughters, while the filthy activity was adorned by the obscene songs of the unfortunate mothers….  When the female sex was not spared (an action which might be excused since it is at least in accord with nature), they became worse than animals, breaking all human laws by turning on men. Their lust overflowed to the point that the execrable and profoundly intolerable crime of sodomy, which they committed against men of middle or low station, they also committed against a certain bishop, killing him.

It was this—concern for fellow Christians—that prompted the First Crusade when it did; and it is this that is making contemporary Western Christians fall over themselves to disavow anything associated with the Crusades.

After describing some of the aforementioned atrocities at the Council of Clermont in France on November 27, 1095, Pope Urban II cried out, “Who is to revenge all this—who is to repair this damage, if you do not do it?”  The Christians present cried “God wills it!” and the First Crusade was born. 

Soon they would set off to provide succor to their Eastern coreligionists while sacrificing much in the process: rather than gain anything from the First Crusade, most who took the cross lost—and expected to lose—everything, from their estates in Europe to their lives in battle against Muslims.

This is ironic in light of the university’s recent statement. In it, Irwin-Knott declares that “At Valpo, we strive to seek truth, serve generously and cultivate hope. We do not believe having the Crusader as our mascot portrays these values.”

Actually, it was the First Crusaders who lived up to “these values.”  They did “strive to seek the truth” by ascertaining—and accepting and acting on—what Islam was doing to Christians in the East, and they did “serve generously and cultivate hope” for those same Christians: The sources contain numerous accounts of Armenians and other Eastern Christians falling on their knees and tearfully thanking their Western coreligionists for liberating them from the Islamic yoke.

Such are the contradictions that we are regularly expected to swallow nowadays.  For, and contrary to all the glib talk of “Valpo” and its interim president, it is in fact Western universities that do not “strive to seek truth”—especially those truths that stray from the “official” narrative—nor do they “serve generously and cultivate hope” for the billions who suffer from politically incorrect causes around the world, chief among them those many millions who suffer under Islam.

Note: Historical quotes in this article were sourced from and are documented in the author’s book, Sword and Scimitar: Fourteen Centuries of War between Islam and the West

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SEE OUR PREVIOUS POST: 

INDIANA: VALPARAISO UNIVERSITY DROPS CRUSADERS NICKNAME & MASCOT TO BOW TO THE MUSLIMS

https://ratherexposethem.org/2021/02/14/indiana-valparaiso-university-drops-crusaders-nickname-mascot-to-bow-to-the-muslims/

 

 

Indiana: Valparaiso University drops Crusaders nickname & mascot to bow to the muslims

"ASSOCIATED WITH RELIGIOUS OPPRESSION & VIOLENCE"?

CULTURAL JIHAD BY THE ELITE "EDUCATED"

IN IGNORANCE AND/OR DENIAL OF HISTORICAL FACTS, A PRIVATE LUTHERAN UNIVERSITY REPUDIATES THE DEFENSE OF CHRISTIANITY FROM THE MUSLIM INVASION OF EUROPE

WHAT WOULD MARTIN LUTHER HAVE SAID ABOUT THIS DEFERENCE TO "NATIVE POPULATIONS" AND MUSLIM JIHADISTS?

Student president Kaitlyn Steinhiser:

[email protected] 

UNIVERSITY PRESIDENT: 

[email protected]

BY ROBERT SPENCER

SEE: https://www.jihadwatch.org/2021/02/218393;

republished below in full unedited for informational, educational & research purposes:

The Crusades took place long before, centuries before, the Ku Klux Klan existed. Changing this nickname and mascot is another sign of the acceptance of the idea that Westerners should be ashamed of the Crusades. The History of Jihad From Muhammad to ISIS proves otherwise. It demonstrates from primary sources that the Crusades were not a gratuitous imperialistic venture, but a late and small-scale defensive reaction to 450 years of imperialist jihad aggression that had conquered and Islamized what had been half of the Christian world, and threatened the life of the Christian empire, the Byzantine empire.

The West continues its cultural self-abnegation in the face of the chimera of “Islamophobia,” a propaganda neologism designed to make people ashamed of defending themselves and their homeland against a newly aggressive and emboldened Islamic jihad.

“Valparaiso changing Crusaders nickname and mascot after criticism, hate group use,” by Ryan Young, Yahoo Sports, February 11, 2021 (thanks to Darcy):

Valparaiso is done with its nickname.

The Indiana university announced Thursday that it is ditching the Crusaders nickname, mascot and logos — something that had been adopted and embraced by various hate groups throughout history.

“The negative connotation and violence associated with the Crusader imagery are not reflective of Valpo’s mission and values, which promote a welcoming and inclusive community,” interim president Colette Irwin-Knott said, via The Assocaited [sic] Press. “This is the decision that best reflects our values and community.”

Valparaiso’s student senate and faculty senate each passed resolutions that called for the name change, and the university’s alumni board of directors supported the change, per the report….

The Crusades were a series of wars between Christians and Muslims in the 11th, 12th and 13th centuries used to secure control of holy sites and land in Europe and the Middle East. Various hate groups, including the Ku Klux Klan, have used crusaders symbols and words ever since.

“The Crusader does not [represent the university] effectively,” student president Kaitlyn Steinhiser said, via The Associated Press. “Valpo is and always has been a faith-based institution, and we want to make sure our symbolism is in alignment with our beliefs and speaks to the core values of the Lutheran ethos. At Valpo, we strive to seek truth, serve generously and cultivate hope. We do not believe having the Crusader as our mascot portrays these values.”

Talk of ‘Deprogramming’ Trump Supporters is Giving Refugees from Communism ‘Flashbacks’

AP Photo/Paul Sancya

BY DALE HURD

SEE: https://www.faithwire.com/2021/02/10/talk-of-deprogramming-trump-supporters-is-giving-refugees-from-communism-flashbacks/;

republished below in full unedited for informational, educational & research purposes:

An attorney for PBS was caught on camera by Project Veritas saying the children of Trump supporters should be taken away from their parents and put in reeducation camps.

He was later fired, but voices in the media are still calling for Trump supporters to be deprogrammed.

Trump Supporters ‘Mentally Ill’ Members of a ‘Cult’

Eugene Robinson of the Washington Post said on MSNBC, “There are millions of Americans, almost all white, almost all Republicans, who somehow need to be deprogrammed.”

Journalist Katie Couric said on HBO’s Real Time with Bill Maher, “The question is: how are we going to really almost deprogram these people who have signed up for the cult of Trump?”

Trump supporters are also being called mentally ill and are being censored, doxed, de-platformed, backlisted, or demonetized.

***As certain voices are censored and free speech platforms shut down, be sure to sign up for Faithwire’s newsletter as well our parent company CBN News emails and the CBN News app to ensure you keep receiving news from a Christian Perspective.***

Disturbing Parallels to Communist Dictatorships

It’s giving some who have lived in communist countries, flashbacks.

For those who lived under communist dictatorships, what’s happening in America has disturbing parallels.

Chinese Pastor Bob Fu of China Aid was a student leader during the Tiananmen Square pro-democracy demonstrations in 1989. He was also a proud attendee of the January 6th Trump rally on the National Mall. 

Fu says the call for “re-education” and “deprogramming” for Trump supporters is straight out of the Chinese communist party playbook. 

“Absolutely,” was Fu’s response when asked about the similarities, “These kinds of tactics, they all require forced conformity and if you don’t comply, then you will be punished. They want to make every American conform one way of ideology and a one way of thinking.” 

Hugo Chavez Also Called His Opponents ‘Terrorists’ and ‘Fascists’

Elizabeth Rogliani’s family had to flee Venezuela when Hugo Chavez took power. She made a video warning last year about the similarities between the Antifa and Black Lives Matter rioting in America and what happened in Venezuela, that went viral. She told her Instagram followers, “I have already lived through this thing when I was living in Venezuela.”

Rogliani says the labeling of Trump supporters as potential domestic terrorists was a tactic Hugo Chavez used to stigmatize his political opposition.

“This calling out the opposition or Republicans as terrorist or fascist, that is the kind of language I saw a lot,” Rogliani said, “The late president Hugo Chavez used to call us fascist and terrorist as well.”

Rogliani believes one ominous sign for America has been all the conservatives flocking to more secure messaging platforms like Telegram because that is exactly what happened in Venezuela when the democratic opposition was de-platformed and opposition leaders began to be arrested. 

“We jumped into Telegram really early on,” Rogliani said, “So I find that very interesting how it’s happening so fast here.”

MORE:  Bill Maher Mocks the Bible and Christians as Secular Dems Say ‘Religious Right’ Is a Threat to America

Jason Poblete’s grandfather had to flee Cuba when Fidel Castro took power. Poblete, an attorney who has worked in Congress and now heads the Global Liberty Alliance, says what happened in Cuba is replaying in the United States.

“It’s painful to watch,” Poblete told us, “It’s not something that I ever thought I would see in the United States. In Cuba, the communists and the socialist facilitators had been laying the groundwork. And by the time Fidel Castro rolled in, they had already laid that framework in place to take the government over.”

East German ‘Democrats’ Ended Careers, Took Away Children

German Evangelist Heidi Mund, author of The Brave German Woman, grew up in former communist East Germany, which called itself the “German Democratic Republic,” and she has harsh words for America’s Democrat party today:

“Your Democrats remind me of the German Democratic Republic,” Mund said. “They also called themselves ‘democrats,’ but they were socialists and communists.” 

When Heidi as a young woman began to speak out against the East German government, she paid the price. “My career stopped. They broke my career, so I could not find a job anymore,” Mund said.

Dissidents in the old Soviet bloc were also called mentally ill and sent to hospitals, as they are today in China. Children were also taken away from dissidents.

Mund said, “They really took away children. They put them in orphanages and the parents did not get them back.”

Polish Prime Minister Compares Treatment of Trump to Communism

These voices warning Americans are not alone. Polish prime minister Mateusz Morawiecki has compared the treatment of President Trump to Poland’s Communist era.

Russian opposition leader Alexei Navalny, sentenced last week to two years in Penal Colony by the Russian government, calls Donald trump’s Twitter ban “an unacceptable act of censorship.”

Former Chinese dissident Fu said, “All this de-platforming, stopping you from even having a platform to speak up, this kind of thing is exactly happening in China. They’re using similar tactics with the same playbook.”

Jason Poblete believes if his grandfather, who loved America deeply, was alive today to see how Trump supporters are being demonized, he’d be scared. 

“And then he would tell me, ‘Hey, Jason, what are you doing about it, because you can’t go anywhere. I mean, this is it. There’s nowhere for us to go.'”

This story was first published on CBN.com

Universities get billions from Islamic entities, Biden drops rule forcing revelation of cash from propaganda centers

BY ROBERT SPENCER

SEE: https://www.jihadwatch.org/2021/02/universities-get-billions;

republished below in full unedited for informational, educational & research purposes:

Meanwhile, universities reported receiving $3.1 billion from Qatar and more than $1.1 billion from Saudi Arabia, and that’s just what was reported: “Federal law requires schools to disclose substantial foreign gifts and contracts to the Department of Education (DOE) twice a year. Many have for years failed to do so, while others severely underreported the income.”

With the Muslim Brotherhood, the Wahhabis, and others pumping billions into America’s universities, it’s easy to see why so many Americans, and young people in particular, see “Islamophobia” as a genuine threat and jihad violence and Sharia oppression as fictional constructs of an alleged “hate industry.” The propaganda is skillful and relentless. Then on top of that is the propaganda from China, as detailed here. All this is why the fog of misinformation and disinformation is so thick these days, it’s hard to see three feet ahead.

“Biden quietly nixes Trump-era rule combating Chinese Communist-funded ‘propaganda’ centers,” by Benjamin Zeisloft, Campus Reform, February 7, 2021:

The Trump administration attempted to enact a policy that would force American universities to reveal cooperation with chapters of the Confucius Institute. President Joe Biden quietly revoked the policy a few days after his inauguration.

Axios reported that in the final days of his presidency, Trump enacted a policy that would compel primary, secondary, and postsecondary institutions to disclose all contracts and transactions with the Confucius Institute. Under the policy, schools that do not report information would lose certification for the Student and Exchange Visitor Program.

Records from the Office of Information and Regulatory Affairs revealed that Biden nixed the policy on January 26.  A spokesperson for U.S. Immigration and Customs Enforcement confirmed to Campus Reform that the policy was rescinded.

Seth Cropsey — director of the Center for American Seapower at the Hudson Institute — told Campus Reform that the policy could be part of the Biden administration recalibrating on Sino-American relations. However, he said hopes that the new administration is not trying to “placate China.”

He expressed hope that the Biden administration is not trying to “make overtures… that make it sound as though the United States is unaware or uninterested in their military buildup, their aggression against neighbors, their militarization of the South China Sea, and their successful efforts to steal intellectual property.”

In terms of Confucius Institutes, Cropsey remarked that it is “not normal practice, and for good reason — namely, academic independence and freedom — to allow an outside organization… to say nothing of a country that is a strategic competitor to the United States, to be able to choose professors in a program… within a university.”…

Prager UNIVERSITY Video: Yale Students Want to Repeal the Constitution

America's future leaders -- literally signing away their freedoms.

SEE: https://www.frontpagemag.com/fpm/2021/02/prager-u-video-yale-students-want-repeal-prager-university/;

republished below in full unedited for informational, educational & research purposes:

The U.S. Constitution guarantees basic rights and freedoms to citizens, yet how many Yale students think repealing it is a great idea? To find out, check out this new "Ami on the Loose" short video from filmmaker Ami Horowitz below:

 

American Thought Leaders: Hadley Manning-The Hidden Costs of School Closures

Rumble — After 18 students committed suicide in Las Vegas, the Clark County school district decided to reopen for in-person learning. The youngest was a nine-year-old.

In Chicago, home to the nation’s third-largest public school district, teachers unions have rejected calls by Democratic mayor Lori Lightfoot to re-open, citing concerns about health and safety.

In this episode, we sit down with Hadley Heath Manning, director of policy at the Independent Women’s Forum, to understand what recent studies have to say about schools reopening and the sometimes-hidden costs of keeping children and teenagers isolated.

This is American Thought Leaders, and I’m Jan Jekielek.

#coronavirus #schoolsreopening #mentalhealth

San Francisco Votes to Rename Schools Named for Founding Fathers~George Washington and Abraham Lincoln are officially cancelled.

SAN FRANCISCO SCHOOL BOARD WHO VOTED TO CHANGE 44 SCHOOL NAMES: 

Board President Gabriela López - Supported

Board Vice President Alison Collins - Supported

Commissioner Matt Alexander - Supported

Commissioner Kevine Boggess - Voted against

Commissioner Jenny Lam - Supported

Commissioner Faauuga Moliga - Supported

Commissioner Mark Sanchez (also a member of the voluntary committee who recommended to the main board which schools should be renamed) - Supported renaming

BY SARA DOGAN

SEE: https://www.frontpagemag.com/fpm/2021/02/san-francisco-votes-rename-schools-named-founding-sara-dogan/;

republished below in full unedited for informational, educational & research purposes:

In the latest excess of radical left cancel culture, the San Francisco School Board has voted to rename 44 public schools after a biased and historically inaccurate report judged their namesakes to be unworthy of the honor.

Famous Americans whose names are to be stricken from the schools include Founding Fathers George Washington and Abraham Lincoln, as well as less obvious targets such as California Senator Dianne Feinstein, a radical Democrat. Feinstein's crime? While mayor of San Francisco in 1984, she replaced a Confederate Flag which stood as part of a larger display outside City Hall, after it was vandalized and removed by activists. The display featured 18 flags and was intended to showcase the stages of America's history. 

So flagrantly politicized were the renaming decisions, that they sparked the furor of Democratic activist group, Families for San Francisco, which denounced the school board's decision-making process in a lengthy report

Families for San Francisco condemned the School Names Advisory Committee which selected the 44 schools to be renamed, noting that "The Committee was not guided or informed by professional historians or any other parties with the historical expertise required for the Committee to do its work" and  "As a result...The Guiding Principles used by the Committee was a 'Just One Thing' test, where a historical figure was to be removed from a school name on the basis of just a single incident from a list of criteria."

The similarities to leftist cancel culture did not end there. Additionally, the report points out that "The research process consisted of reviewing the names of schools 'pretty quick with some really casual Google searches,'" and "numerous factual errors were made, and relevant historical context was often not processed or considered." Zoom recordings of the naming committee's meetings show that Abraham Lincoln was discussed for under five seconds before being rejected as a suitable namesake for San Francisco schools.

The "Guiding Principles" used by the Committee to make its decisions held that "We will seek to change the names of schools that are named for: Anyone directly involved in the colonization of people; Slave owners or participants in enslavement; Perpetrators of genocide or slavery; Those who exploit workers/people; Those who directly oppressed or abused women, children, queer or transgender people; Those connected to any human rights or environmental abuses; Those who are known racists and/or white supremacists and/or espoused racist beliefs."

As overarching and subjective as these guidelines are, the Naming Committee compounded their failure by failing to apply their own rules equally to all historical figures. Families for San Francisco points to the case of civil rights leader Malcolm X as an example: "The Committee was going to decide quickly not to recommend Malcolm X Academy for renaming until one of the members pointed out there was historical evidence that Malcolm X had “directly oppressed or abused women.” A ten-minute discussion followed that rationalized reinterpreting the Guiding Principles to consider all Malcolm X had done in his life in order not to recommend the school for renaming. To be crystal clear, we agree wholeheartedly that Malcolm X should be judged by the entirety of his life. The same is true of all other historical figures."  

“We are applying impossible standards for naming when even Abraham Lincoln doesn’t qualify for this honor,” Jennifer Raiser, a longtime San Francisco author and activist, told the New York Post. “We are sending a message to our kids that even if you do your best and make some mistakes, you are not good enough.”

When even San Francisco leftists think your attempts to rewrite history and erase America's founding have gone to far, maybe it's time to give your crusade another look. 

To learn more about the Freedom Center's campaign to halt indoctrination in K-12 schools, please visit our website,  www.stopk12indoctrination.org.  To read the K-12 Code of Ethics CLICK HERETo order the Freedom Center’s new pamphlet, “Leftist Indoctrination in Our K-12 Public Schools,” CLICK HERETo donate to our campaign to stop K-12 Indoctrination CLICK HERE.

_________________________________________________________________________

Labor leader César Chávez (pictured below) can keep his name on César Chávez Elementary despite his derogatory comments about undocumented immigrants:

Labor leader César Chávez (pictured above) can keep his name on César Chávez Elementary despite his derogatory comments about undocumented immigrants

SEE ALSO:

https://familiesforsanfrancisco.com/Updates/

https://familiesforsanfrancisco.com/gallery/School%20Renaming%20Public%20Comment%20Final%20v2.pdf

https://www.theatlantic.com/ideas/archive/2021/02/san-francisco-renaming-spree/617894/

https://www.dailymail.co.uk/news/article-9193103/San-Francisco-school-board-votes-rename-schools.html

https://www.courthousenews.com/san-francisco-oks-plan-to-strip-lincoln-and-washington-from-school-names/

https://missionlocal.org/2021/01/the-san-francisco-school-districts-renaming-debacle-has-been-a-historic-travesty/

SAN FRANCISCO SCHOOL BOARD VOTES TO RENAME 44 SCHOOLS OVER 'DISHONOROABLE LEGACIES' OF NAMESAKES: 

ABRAHAM LINCOLN:  U.S. president targeted for his treatment of indigenous people, Abraham Lincoln High School. 

GEORGE WASHINGTON: The first U.S. president and a slave owner, George Washington High School. 

VASCO NUNEZ DE BALBOA: A Spanish explorer targeted by the board over colonization and abuses of indigenous people, Balboa High School.  

MISSION DOLORES: The 7th mission founded by Spanish settlers in their quest to colonize and evangelize the native peoples of California, Mission High School. 

JAMES R. LOWELL:  While initially involved in the movement to abolish slavery, the poet's support wavered over the years, Lowell High School.  

JAMES DENMAN: Founder of first S.F. school and first superintendent, a racist leader who denied Chinese students a public education, James Denman Middle School.  

EDWARD EVERETT: An American statesman who a speech in 1826 in which he appeared to endorse slavery, despite his arguments that he rejected the slave trade and the act of kidnapping someone into slavery, Everett Middle School. 

HERBERT HOOVER: U.S. president: African-American leaders condemned various aspects of the Hoover administration, including his unwillingness to push for a federal anti-lynching law, Herbert Hoover Middle School. 

JAMES LICK: A land baron whose estate funded the controversial 'Early Days' statue depicting Native Americans in a demeaning manner, James Lick Middle School. 

PRESIDIO: S.F. military post established in 1776 as Spain's northern-most outpost of colonial power, Presidio Middle School. 

THEODORE OR F.D. ROOSEVELT: Both U.S. Presidents. Teddy Roosevelt held Racist attitudes toward Cubans, Puerto Ricans and Filipinos during the Spanish-American War; F.D received heavy criticism for his internment of Japanese Americans during the Second World War, Roosevelt Middle School. 

HENRY WARE LAWTON: An officer in the U.S. Civil War, Lawton K-8

CLAIRE LILIENTHAL: A S.F. school board member, two school sites

PAUL REVERE: A Patriot in the American Revolution, Paul Revere K-8

ALAMO: A poplar tree or the site of Texas Revolution battle, Alamo Elementary

PEDRO DE ALVARADO: A conquistador, Alvarado Elementary,

EDWIN BRYANT: The author penned editorials supporting the anti-Catholic nativism movement and a series of racist attacks on Vice President Richard Mentor Johnson for his black common-law wife and two mixed-race daughters, Bryan Elementary

EDWARD HYDE: The English politician and Earl of ClarendonClarendon Elementary Second Community and Japanese Bilingual Bicultural Program

EL DORADO: Mythical City of Gold, El Dorado Elementary 

DIANNE FEINSTEIN: The US Senator replaced a Confederate Flag at City Hall while the Mayor of San Francisco in 1984, Dianne Feinstein Elementary

JAMES GARFIELD: US President, Garfield Elementary

WILLIAM HENRY GRATTAN: An Irish author regarded as controversial due to the inaccuracy of some of his work, Grattan Elementary

THOMAS JEFFERSON: U.S. president and a slave owner, Jefferson Elementary

FRANCIS SCOTT KEY: Composer of 'Star-Spangled Banner', Francis Scott Key Elementary

FRANK MCCOPPIN: San Francisco Mayor, Frank McCoppin Elementary

WILLIAM MCKINLEY: US President, McKinley's expansionist policies are now widely viewed as racist toward indigenous people, McKinley Elementary 

JAMES WILSON MARSHALL: Sawmill worker at Sutter's Mill, who reported the finding of gold at Coloma on the American River in California on January 24, 1848, sparking the California Gold Rush, Marshall Elementary 

JAMES MONROE: US President and slave owner, Monroe Elementary

JOHN MUIR: The naturalist made comments that invoked racist stereotypes made toward black people, John Muir Elementary

JOSE ORTEGA: A Spanish colonizer, Jose Ortega Elementary

JOSE BERNARDO SANCHEZ: A Spanish missionary, Sanchez Elementary 

JUNIPERO SERRA: Elementary, Spanish priest to be renamed due to colonization and abuses of indigenous people Serra Elementary

GEN. PHILIP SHERIDAN: A Union General in the American Civil War, Sheridan Elementary

GEN. WILLIAM TECUMSEH SHERMAN: Did not believe in equality between white and black people despiet being a genera in the Northern Army during the Civil War, Sherman Elementary

JOHN SLOAT:  Navy officer and a colonizer who 'claimed/stole' California from Mexico, Commodore Sloat Elementary

ROBERT LOUIS STEVENSON: Author, Robert Louis Stevenson Elementary  

ADOLPH SUTRO: S.F. mayor accused of discriminating against black people in the 19th century who wanted to visit the baths named after him, Sutro Elementary

DON ANTONIO DE ULLOA: Spanish General and the first Spanish governor of Louisiana, Ulloa Elementary 

DANIEL WEBSTER: U.S. Statesman who urged northerners to respect slavery in the South and to assist in the return of fugitive slaves to their owners, Daniel Webster Elementary

NORIEGA: Unclear, Noriega Early Education School

PRESIDIO: San Francisco Military Post formerly established by the Spanish, Presidio EES

ROBERT F STOCKTON: Navy Commodore who captured California during the Mexican–American War, Stockton EES  

THE GREAT RESET: Dinesh D’Souza Podcast Ep19

In this episode Dinesh makes the case that the "great reset" is really an effort by the Left globally to create a "new man," by persuasion if possible, by force if necessary. AOC goes full Christine Blasey Ford:what's her motive? Dinesh also explains why Republicans sell out Marjorie Taylor Greene while the Democrats protect Ilhan Omar--who has been described as "ISIS with lipstick"-- at all costs. And newly elected Rep. Lauren Boebert joins Dinesh to talk about why she needs to carry a gun in the nation's capital. Dinesh D'Souza is an author and filmmaker. A graduate of Dartmouth College, he was a senior domestic policy analyst in the Reagan administration. He also served as a research fellow at the American Enterprise Institute and the Hoover Institution at Stanford University. He is the author of many bestselling books, including "Illiberal Education," "What's So Great About Christianity," "America: Imagine a World Without Her," "The Roots of Obama's Rage," "Death of a Nation," and "United States of Socialism." His documentary films "2016: Obama's America," "America," "Hillary's America," "Death of a Nation," and "Trump Card" are among the highest-grossing political documentaries of all time. He and his wife Debbie are also executive producers of the acclaimed feature film "Infidel."

Tragic First-Person Accounts of the Effects of COVID-19 School Closures on Children

BY STACEY LENNOX

SEE: https://pjmedia.com/news-and-politics/stacey-lennox/2021/02/04/tragic-first-person-accounts-of-the-effects-of-covid-19-school-closures-on-children-n1422925;

republished below in full unedited for informational, educational & research purposes:

For reasons unknown, there are still raging debates over whether or not to reopen schools. Simultaneously, schools in states like Georgia and Florida have been open since the fall and managed to keep the children whose parents want them to attend school in person open most of the time. Where they have not been prohibited, private schools opened nationwide. Multiple studies in the U.S. have shown that transmission of COVID-19 is minimal in the school setting, supported by data across the globe.

Even the CDC has recognized this data, citing “scant” transmission in the classroom. Yet nationwide, children are still learning remotely. Most often, continued closures involve irrational demands from teachers’ unions and teachers’ associations. This debate is raging in several counties in Virginia, where it is up to the individual school districts to decide how to provide instruction. One mother, Yael Levin-Sheldon, has had enough.

She has been coordinating a series of Freedom of Information Act (FOIA) requests to collect data on the negative impact these closures have had on children. Today, she released the data summary for emergency room visits for self-harm and suicide for children between 10 and 19 in her Central Virginia health region. The incidence of emergency room visits in this age group per 100,000 has gone up year-over-year in every single one of the seven counties. Some of the increases are startling.

In Henrico County, Levin-Sheldon’s home county, the rate went from 34.6 per 100,000 in 2019 to 180.8 per 100,000 in 2020. She was motivated to begin collecting data after advocating for schools in her district in June. In the process of her advocacy, she has been called a teacher-killer and a racist in public meetings and online forums. Levin-Sheldon said she is frustrated because all of the private schools in her area are open. Watching her own children’s behavior changes has been devastating.

Her two children were thriving students who loved school and received good grades. Now, she re-teaches them each evening after their remote learning classes to help them to maintain their grades. However, she has needed to seek professional help for both children. Her older child is exhibiting symptoms of OCD and has developed several compulsive habits, including obsessive handwashing. Her younger child has become emotionally labile, showing a wide range of behavior in short periods, from severe anger outbursts to inconsolable tears in minutes.

Levin-Sheldon says there is a school board meeting on Thursday, but the public is not allowed to attend. She expects no progress as the last teachers’ association demand was to fully vaccinate the teachers a month apart and wait the two weeks for effectiveness. The CDC director said today that that was not required. At any rate, it will not happen in Henrico County until the end of March in the best-case scenario. That is right before spring break, and at best, children may get a few weeks of in-person classes before school is out. Levin-Sheldon said:

I know a number of teachers and don’t blame them. Several are ready to return to school and are afraid to speak up. They are being bullied by the Henricho Education Association. I blame a lack of leadership from the school board and by Superintendent Dr. Amy Cashwell.

In Chesterfield County, Kristin Gladstone has similar frustrations. She has a special-needs high school student who is back to school in-person, only because of the small class size. These students are alone in the building, and the student is missing his regular classroom experience outside of the special education program.

Her freshman has attended school for precisely four days since the original shutdown. When they immediately went back to distance learning, her child looked at her and said, “Mom, I’m just losing hope.” This honors student struggled to get average grades last semester and ended up with two Ds. Now, the child is talking about dropping out of school and suffering from decreased appetite, insomnia, and wild mood swings.

Gladstone is functioning as a mother, teacher, and caregiver, taking care of her terminally-ill mother. It is a daily battle to get her freshman to log into remote class and attempt to complete his work — and hers. She is seeking therapy for her child but firmly believes a return to school would have prevented all of this. Just attending for four days in November started to improve her child’s appetite.

School closures have had devastating impacts outside Virginia, as well. On Tucker Carlson Tonight, attorney Laura Grochocki appeared to share the stories she has collected from clients and her community. She represents Lisa Moore, whose son Travis Till committed suicide during the school closure orders from Illinois Governor  J.B. Pritzker. Grochocki is receiving death threats for taking on this case through her small not-for-profit Remember America Action organization. In the interview, she says Moore’s story is just one of the many she has heard, and the foundation cannot take all of the cases her team would like to:

[There is an] outpouring of people calling us and begging us for help. And parents calling us and asking for someone to help them. And the stories of these parents and their kids. Some kids, not just Trevor Till, but at least ten other cases in Illinois that I am aware of kids committing suicide. And eating disorders and hospitalizations over depression. And thousands and thousands of kids from low-income, diverse and rural communities not able to go to college because they are not going to be eligible for scholarships because they didn’t get scouted their junior year…….The crisis is out of control and no one wants to talk about it.

Grochocki said Remember America Action would have filed hundreds of lawsuits across the county if her team had the resources to do it. She said this case was a simple Equal Protection case because Governor Pritzker allowed professional and college teams to play but teen athletes have been crushed by the restrictions.

It is long past time for our national and local leaders to end this madness. Not all private schools have invested millions in new ventilation systems and plexiglass. Most of the studies have used commonsense hygiene measures and cloth masks with additional cleaning requirements. The need for more federal spending is a ridiculous excuse at this point.

The disadvantages that children, even in good schools and without learning disabilities, will have compared to their peers in places where schools are open is unconscionable at this point. There is no way to know how long the gap will exist or the long-term effects of the mental health crisis. It is high time someone pulls a Ronald Reagan with the air-traffic controllers and tells these teachers’ unions and associations their members can be replaced in short order or they will start docking their pay. The future of too many children depends on it.

WATCH the full segment on Tucker Carlson Tonight. A call is played during the segment where obvious profanity is beeped out.

 

Rep. Mary Miller on US Capitol Breach & Teaching Our Children Good & Evil-American Thought Leaders

In this episode, we sit down with newly elected Illinois Congresswoman Mary Miller, to discuss her experience of the events of January 6th, her response to criticism she received for a recent speech she gave to a mothers’ group, and her vision for America.

A Deep Dive Into “Critical Social Justice” & How It Took Over the Humanities-New Discourses

An American-born author, mathematician, and political commentator, Dr. James Lindsay has written six books spanning a range of subjects including religion, the philosophy of science and postmodern theory. He is the founder of New Discourses and currently promoting his new book "Cynical Theories: How Activist Scholarship Made Everything about Race, Gender, and Identity―and Why This Harms Everybody."

Why Schools Are Teaching Our Kids “Social Justice”

BY JAMES LINDSAY

SEE: https://newdiscourses.com/2020/10/schools-teaching-kids-social-justice/;

republished below in full unedited for informational, educational & research purposes:

The Woke have a very specific conception of the world and a very specific mission that has everything to do with that conception. Most of us, going about our daily lives and getting hit with Critical Social Justice — the ideology that leads one to become “woke” — don’t understand this. We mistake what is, in fact, an entire worldview for a set of fringe ideas dealing with socially important issues like racism, sexism, and transgender rights. Most of us see “Wokeness,” in other words, as something that’s probably mostly good or, at worst, well-intentioned and benign.

When it comes to our children’s schools, then, many of us will conclude that it’s necessary and important in our modern, progressive world for our children to learn about these sorts of issues, and we trust our educators to communicate important truths about them so our kids can keep doing the good work of building a better society.

This kindly liberal view, borne from a combination of good intentions and being too busy to learn otherwise, misunderstands the Critical Social Justice ideology at the most fundamental level, however. It therefore completely misses the specific mission woke people—and woke educators—have for our society and our children. The crux of that mission is hiding in plain sight in the word “woke” itself, and it has everything to do with why we should be opposed to seeing these ideas featured in our educational system.

The mission of Critical Social Justice, to use its right name, is to “awaken” people to the so-called “realities” of systemic oppression in society, as it defines it—thus, “woke.” People who are woke are people who have been trained to see systemic oppression in a particular way, which has been outlined in an otherwise obscure branch of philosophy known as Critical Theory. Speaking formally, the Woke are people who have developed a “critical consciousness” about the identity-based systems of power that are alleged to permeate and define all of society, creating profound and almost intractable injustices that must be “disrupted and dismantled” to achieve “liberation.” The goal of “anti-racist,” “culturally aware,” and “social justice” approaches to education is to awaken a critical consciousness in our children so that they will grow up not to think critically but to think in terms of Critical Theories.

To understand why this isn’t just a problem but an incredibly alarming one requires understanding how the Critical Theories in Critical Social Justice see the world. That is, you have to understand what your kids will be “woke up” to in their classrooms.

To take the issue of race, Critical Race Theory begins with the assumption that racism is ordinary in our societies and present in all interactions and social and cultural phenomena, and it is up to the Critical Race Theorist—using a Woke critical consciousness—to “make it visible” and “call it out.” In Critical Race Theory, the question is not “did racism take place?” but rather, “how did racism manifest in that situation?”

Rather than learning how to do mathematics, then, your children will be taught to ask questions like how mathematics is used to maintain racial oppression—for it must, according to Critical Race Theory. This is precisely the sort of curriculum that we already see in the Ethnic Studies program in the state of Washington and its “ethnomathematics” project. Rather than focusing on the mechanics of mathematics, students will be taught to focus on the ways they can explore topics like racism and oppression through mathematics, or leaning on math as a foil that facilitates discussions on important topics—like “who it benefits” to focus on getting right answers in mathematics.

Other subjects will be similar, if not worse. A Critical Theory approach to studying American history will be dedicated to making students woke to all of the ways the United States, from its founding, has been an unjust, oppressive nation that systemically oppresses certain identity groups. This shouldn’t be understood to be part of a balanced program that reckons honestly with the darker aspects of our national past as framed against the liberal promises that eventually—and painfully—have won great freedom and equality to our diverse citizenry. It will be a sustained program of teaching our children how America is a horrible nation that has never been able to or even wanted to live up to its promise of all men having been created equally, as individuals. “Whiteness is property,” they will instruct, and that property is theft—slogans we have heard repeated as justifications for race-based riots throughout this ugly summer.

Indeed, many such programs will claim that the United States was founded intentionally on genocide, slavery, and a principle of white supremacy and anti-Blackness that has never been repaired. Its legacy is white privilege and white comfort that must be challenged at every opportunity if we are ever to achieve racial equity. Already, at least in the state of California, a proposed – although rejected – curriculum would teach these lessons not as history but as “hxrstory,” where “his” has been replaced by an explicitly “non-binary” formulation of “her,” so that maleness and cisheteronormativity won’t accidentally be centered in the term. (By the way, “his-story” isn’t even the genuine etymology of the word history, but Critical Theory looks for oppression hidden in unlikely symbols, even when it doesn’t make sense.)

Bringing Critical Social Justice into our educational systems is therefore not beneficent or benign. It is a deliberate attempt to try to program our children to think in an explicitly cynical, pessimistic, and falsely sociological way about all matters relevant to identity in every possible subject, including our history and even science and mathematics. The goal is to make our children woke, to give them a critical consciousness with which they will, unlike their parents, know that the point of understanding society is to change it in a very narrow and increasingly divisive way.

Editor’s Note: This article has been revised to clarify that a proposal to rename “history” “hxrstory” in California was rejected.

This article was originally published at Roca News.

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SEE ALSO: https://newdiscourses.com/2021/01/what-is-critical-race-theory/

AND: https://newdiscourses.com/2020/11/why-your-organization-should-not-do-diversity-training/

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COURSES IN SELF-PITY & "GRIEVANCE STUDIES" AT YOUR COLLEGE & UNIVERSITY

James Lindsay sits down with American Thought Leaders host Jan Jekielek to discuss Critical Social Justice, the Grievance Studies project, and neo-Marxism in education and culture at large.

From American Thought Leaders:

To “expose the political corruption that’s taken hold of the university,” James Lindsay, Peter Boghossian, and Helen Pluckrose made headlines in 2018 with a series of hoax papers that were accepted in peer-reviewed journals. Since then, Lindsay has made it his life’s mission to understand the ideas and theories underpinning what they dubbed “grievance studies.” Just how are these identity-oriented academic fields rooted in deeply flawed methodologies? And how has neo-Marxism and what Lindsay recently named “critical social justice” permeated the education system in America? Lindsay documents his work on his website “New Discourses”, where a constantly updated “Social Justice Encyclopedia” can also be found.

Peter Boghossian: How Social Justice Silences - New Discourses

In October of 2019, we held a conference in the heart of London with the simple mission of starting to “Speak Truth to Social Justice,” a conversation that we can all plainly see now was, even by then, long overdue. Among the eight talks given that day to address the subject, Peter Boghossian addressed the important issue of the ways that the Social Justice ideology stifles free speech. In this passionate talk, he outlines many of the speech-stifling actions that have been made against himself and others when they have dared to speak up about something they believe in when it goes against the “prevailing moral orthodoxy.” For Boghossian, and now many of us, that moral orthodoxy is the ideology calling itself Critical Social Justice.

Boghossian outlines seven different ways that the Critical Social Justice ideology stifles free speech and discusses each with poignant examples. Its advocates call names. They brand unwanted speech as violence. They assert policies of “inclusion” that are meant only to allow viewpoints they agree with. When people who hold ideas that challenge their growing hegemony are invited to speak about those views, its advocates see to it that they’re disinvited. Speech is stifled further in institutional settings that take up “Bias Response Teams.” They also, quite famously now, engage in a bullying tactic reminiscent of the Cultural Revolution of China that goes by the name “cancel culture.” Lastly, they justify all of this through “idea laundering,” a process by which they provide false legitimacy to these ideas and the other tenets of their ideology by getting them published in their own corners of the academic literature and mainstream journalism. These seven methods combine to stifle speech and even free thought in an incredible fashion.

Join Dr. Boghossian as he walks you through these points, speaking truth to “Social Justice” and fighting back for freedom of speech and cognitive liberty.


Watch Peter Boghossian’s subsequent presentation from this conference here. The audio version of this presentation is available on SoundcloudApple PodcastsGoogle PlaySpotifyStitcher, and RSS.

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SEE ALSO FROM LIGHTHOUSE TRAILS RESEARCH: 

NEW BOOKLET: S is for Social Justice The Language of Today’s Cultural “Revolution”

https://www.lighthousetrailsresearch.com/blog/?p=32824

NEW BOOKLET: Critical Race Theory, Southern Baptist Convention, and a Marxist “Solution” That Will Not Work

https://www.lighthousetrailsresearch.com/blog/?p=32684

(Higher) Education Is Destroying America-New Discourses

BY ALEXANDER ZUBATOV

SEE: https://newdiscourses.com/2021/01/higher-education-destroying-america/;

republished below in full unedited for informational, educational & research purposes:

“[Y]ou offer your pupils the appearance of wisdom, not true wisdom, for they … seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise, but only appear wise.” – Plato’s Phaedrus

“I would rather be governed by the first 2,000 people in the Boston telephone directory than by the 2,000 people on the faculty of Harvard University,” conservative icon William F. Buckley notoriously remarked. I have always thought of his oft-quoted quip as just that: a clever quip. But we have reached the point today where, given the choice Buckley was contemplating, I would vote for the 2,000 Average Joes over the 2,000 professors in a heartbeat. Even in a firmly Democratic-blue city like Boston, where the politics of ordinary citizens might resemble the professors’ political preferences far more than they would resemble mine, I wholeheartedly believe that those 2,000 random names would bring to the task of governance more common sense and more diversity of opinion. They would ultimately create a healthier, more vibrant and more livable society. And I strongly suspect that I am increasingly far from alone in that view.

Consider this apparent paradox: commanding, as they do, behemoth corporate entities, the media, the entertainment industry and the social media and tech hubs of Silicon Valley, the educated today arguably wield more power, influence and ubiquitous social control than they have ever wielded in American history, and yet they are also as scorned and distrusted as they have ever been. The prevalence of loony conspiracy theories on the political right notwithstanding, less educated people have their reasons for feeling conspired against and for distrusting those who are ostensibly their betters. They distrust the educated contingent’s claims to knowledge and expertise because they both consciously and instinctively know that such “experts” can no longer be trusted, that knowledge claims by the educated elites now routinely come packaged with liberal doses of barely concealed political prejudice. Experts are the ones who tell us that Hillary Clinton or Joe Biden will defeat Donald Trump in a blowout and that Democrats are set to pick up significant gains and take control of both houses of Congress in the 2020 election. Experts are the unelected backroom technocrats at Twitter and Google who take it upon themselves, despite having transparent political biases and no obvious qualifications for such roles, to intervene on the side of “Truth” in complex political and factual debates — inevitably citing as backup for their decisions some of their favorite sources, such as CNN or The Washington Post — and then proceed to label, take down, bury and censor competing claims and their conservatives or contrarian sources. Experts are the ones who issue confident pronouncements about Covid-19, only to issue inconsistent but equally confident pronouncements a few weeks or months later, the ones who tell us masks don’t help to protect healthy individuals only to completely reverse that guidance, the ones who command us that frequenting religious services, Trump rallies, restaurants, hair salons or family gatherings poses a mortal risk to our health while turning a blind eye to or even throwing full support behind massive #BLM protests or disregarding their own edicts and going unmasked into chic hair salons or large parties at expensive French restaurants. And, as I’ll have reason to discuss in more detail below, the kind of “expertise” that emanates from the mainstream media or the educational establishment is egregious in its political biases.

The reason for the problem is simple: the “educated” have become a stale, stagnant monoculture, a culture within which groupthink reigns, within which prejudice predominates, bad ideas go unchallenged and the worst ideas get insulated from scrutiny by strictly enforced taboos. In fact, the more “elite” the quality and quantity of the education people receive, the more herd-minded, prejudiced and intolerant of dissent they become. The danger of this predicament is not just one for political conservatives to bear; when a diversity of ideas is choked out by years of ideological indoctrination and enforced conformity when thought police patrol our public and private spaces and factual claims and ideas remain untested in the crucible of free and open debate, the resulting harm is borne by all. As I will explain in what follows, the ultimate issue springs from a tectonic shift in the complexion of our educational institutions. It will not be solved until those institutions are shaken to their very foundations and remade from the ground up.

Driving Polarization

In recent studies, education — the very thing that is supposed to open minds — has repeatedly been found, instead, to create closed-minded filter bubbles. A 2019 study by the polling and analytics firm PredictWise, retained by The Atlantic for the purpose of analyzing partisan prejudice, found that a high level of education was strongly correlated with political intolerance. The Atlantic reported as well on prior research from University of Pennsylvania professor Diana Mutz that had concluded that “white, highly educated people are relatively isolated from political diversity” and that “people who went to graduate school have the least amount of political disagreement in their lives.” Mutz’s explanation was that such people are less likely to talk with those who disagree with them.

A 2019 study by the “More in Common” project that analyzed the accuracy of people’s perceptions about their ideological opposites reached similar conclusions. Among its notable findings was that “the more educated a person is, the worse their Perception Gap” — their distorted view of and tendency to attribute extreme positions to those on the “other side.” But the “one critical exception” to this finding is that it applies only to Democrats, not Republicans:

[W]hile Republicans’ misperceptions of Democrats do not improve with higher levels of education, Democrats’ understanding of Republicans actually gets worse with every additional degree they earn. This effect is so strong that Democrats without a high school diploma are three times more accurate than those with a postgraduate degree.

Why does this differentiation exist? The “More in Common” research echoes Diana Mutz’s conclusion: “Highly educated Democrats are the most likely to say that ‘most of [their] friends’ share their political beliefs.” While the political composition of Republicans’ circle of acquaintances does not correlate with education, for Democrats the correlation is very direct: the more education they receive, the less likely they are to associate with anyone who disagrees with them. And there is good reason to believe that the composition of those with whom one pals around play a causal role in creating polarized groupthink: as research by Cass Sunstein, David Schkade and Reid Hastie has demonstrated, when people spend time discussing issues with like-minded others, their views predictably become more extreme.

Education’s Left Turn

Has education always cooked up an over-saturated brew bubbling over with an overpowering flavor of left ideological extremism? No. Pew Research Center findings from 2016 show a widening ideological gap between 1994 and 2015 among those who are more versus less educated. One metric examined the extent to which people’s views have become monolithically down-the-line liberal or conservative over the years. In 1994, one percent of those whose educations stopped after their high school graduation or even earlier leaned “consistently liberal,” while that number was four percent for those with “some college,” five percent for college graduates and seven percent for post-grads — a small upward progression but, all in all, not a massive difference. By 2015, however, the educational divide had become a gulf: five percent of those in the high-school-or-less category were consistently liberal in their views, but those numbers were 12% of those with some college, 24% of college graduates and 31% of post-grads. No similar pattern obtained for those who were “consistently conservative.” Both in 1994 and in 2015, the percentage of down-the-line conservatives hovered between six percent and 11 percent across all education categories, with no particular correlation with education to be found. The massive growth in the consistently liberal-minded over the course of these two decades had not come at the expense of conservatives, but rather, largely at the expense of those with less partisan and more “mixed” political views. While 53% of the “high school or less” crowd had held ideologically “mixed” views in 1994 and 48% held mixed views in 2015, among post-grads, that number had declined from 38% in 1994 to 24% in 2015. The conclusion: something has shifted dramatically over the course of the past 20 years to yield a direct correlation between how many years of education we have had and the extent to which we are immersed in an across-the-board liberal monoculture.

What changed is education itself. Beginning in the late 1980s — not long before the political opinions of the “educated” began to veer sharply to the left — education itself went from being a universally touted pathway to personal enlightenment and professional advancement to becoming a one-sided purveyor of political ideology. Belying any notion that university professors are inherently liberal-minded mainly because liberals are simply more curious and open-minded than their conservative brethren, not so very long ago, a fairly even split in political affiliations could still be found: in 1984, 39% of college faculty identified as left/liberal, while 34% identified as right/conservative, as reported in a 2005 paper from Stanley Rothman et al. A massive sea-change materialized over the course of the ensuing decade-and-a-half, according to the same paper: by 1999, 72% of faculty (and 81% among humanities faculty) identified as left/liberal, and 15% identified as conservative. By 2018, the situation had become still more dire, especially at the most elite universities. A comprehensive National Association of Scholars report from April 2018 headed by Mitchell Langbert of Brooklyn College, which tracked the political registrations of 8,688 tenure-track professors at top liberal arts colleges, found that “78.2 percent of the academic departments in [his] sample have either zero Republicans, or so few as to make no difference.” At the leftward end of the spectrum were the newly emerged ideological fields, such as gender studies and Africana studies, in which there was not “a single Republican with an exclusive appointment.” Again, casting serious doubt upon any notion that academics are overwhelmingly liberal simply because liberals are better suited to be eggheads, the political affiliations of university administrators are now similarly skewed far to the left. A 2018 survey of 900 college administrators by Samuel J. Abrams of Sarah Lawrence College revealed that 71% identified as liberal, and only 6% identified as conservative.

I have explored the causes of this seismic shift at length elsewhere, and suffice it to say here that the gradual replacement of a highly literate elite by a techno-financial elite dislodged the academic humanities from their once-vaunted perch in which they had served a pragmatic economic function (not a function that I believe true higher education should serve in any event, as I will make clear later). This change opened the door for a takeover of these departments by 60s radicals entering their 40s and 50s and positions of peak influence in the mid-to-late 1980s and 1990s. These original culture warriors succeeded in repurposing the humanities (dragging other university departments behind them to greater or lesser extents), deflecting them from the tasks of education, enlightenment and career prep and re-orienting them to the mission of social critique. The academic humanities, having been displaced from their prestigious mission of preparing a new generation for elite careers, found a new way of clawing back what they had lost by adopting a less practical but, in their eyes, still more critical mission: preparing a new generation of those who could claim elite status by virtue of their ability to stand in judgment over the rest of us. They spawned a new array of ideological victimology departments within academia and a market for diversity consultants and sensitivity training within corporate America and for hysterical and sensationalized media coverage of alleged oppression and persecution of “marginalized” and “vulnerable” minorities of every sort.

Distorted Academic Priorities

It is the lack of ideological diversity, not liberal bias per se, that presents the bigger challenge. I would not want universities or other institutions to be dominated by conservative groupthink any more than I want the current alternative. Thoroughgoing conservative bias at universities that are supposed to cultivate out-of-the-box thinking and groundbreaking research would, I assume, result in stagnation. But this is not the reality with which we are dealing. What we have is overwhelming liberal bias, not conservative bias. And liberal bias at institutions principally intended to instill a love of learning, an appreciation of a great tradition and the pursuit of lux et veritas creates its own specific problems.

A recent study from SUNY New Paltz’s Glenn Geher et al. — a study, it should be noted, that the authors had trouble publishing because of its politically explosive conclusions — building upon the prior work of prominent NYU psychologist Jonathan Haidt, found that the profound liberal bias in much of academia today is not without consequence. The researchers surveyed 177 academics in a variety of universities about their political orientations and personality characteristics as measured on the “Big Five” model of personality and then asked them to assign weights to five possible priorities: academic rigor, academic freedom, student emotional well-being, social justice and the advancement of knowledge. What they found is not surprising, but it is disturbing: liberal professors were significantly more likely to place a higher value on social justice and student emotional well-being than were their conservative colleagues, who tended to place a higher value on academic rigor and the advancement of knowledge. While many modern-day liberal academics — whether following in the tradition leading back to the prominent mid-20th century liberal Columbia sociologist C. Wright Mills or of the Italian Marxist Antonio Gramsci ­— believe in activist scholarship, few of us would disagree that if academic rigor and the advancement of knowledge are not at the very forefront of university professors’ priorities, the reputation and reliability of scholarship suffers, and mass skepticism of the politicized professoriate starts to seem justified. Still more concerning is that these researchers found that, of the academics surveyed, those who taught in schools of education — the places that teach the teachers to whom our kids are handed over for instruction — were the most likely to hold social justice and student emotional well-being in highest esteem. Indeed, we are seeing pre-college education today becoming both radicalized (with 79% of teachers leaning left, including 87% of high school teachers and 97% of English teachers, and becoming increasingly hostile to religion, so much so that they are one of the primary causes of its decline) and racialized (with school systems throughout the country beginning to teach The New York Times’ discreditedahistorical and hate-filled “1619 Project” as actual history).

Finally, the study found the Big-Five personality trait of “agreeableness” to be positively correlated with a preference for social justice and student emotional well-being and negatively correlated with academic rigor and advancement of knowledge. While the researchers’ proffered explanation for that result is that agreeable people are more likely to be “inclined to help students with issues that are not strictly academic,” my interpretation of their data would be different: agreeableness is known to be correlated with “conformity to social norms and expectations,” while disagreeable people are less concerned with what others think. Because liberal pro-social justice dogma is unquestionably an ascendant orthodoxy at universities, while dissent requires real intestinal fortitude, it makes total sense that those who are most agreeable are most likely to follow the herd. From this standpoint, therefore, the disturbing aspect of the role of agreeableness in these research results is that it signals that many academics are not so much joining a dominant consensus due to their own independently reasoned conclusions as they are, for fear of bucking the tide, reflexively hopping aboard a bandwagon — and, in the end, adding dead weight to what is fast becoming a sinking ship.

Sowing Ignorance and Stifling Debate

As I have already begun to suggest above, the impact of this comparatively rapid transformation in the core complexion of university staff upon the rest of society has been monumental and remains one of the great under-reported stories of the past few decades. Today, nearly three-quarters of students enrolled in U.S. News & World Report’s top ten colleges identify as liberal, while only 15% identify as conservative. Far from cultivating any spirit of open-minded inquiry of the sort one might expect to be the outcome of a university education, however — but consistent with the findings of the Glenn Geher et al. research profiled above — those top universities are leading the anti-intellectual crackdown against “disfavored” viewpoints. Here, according to FIRE’s survey of 20,000 students from a variety of American universities from earlier this year, are some of their attitudes concerning measures they think may appropriately be taken with respect to speakers with whom they disagree:

Students from Universities Ranked 50 or Below Students from Top 10-Ranked Universities
Okay to tear down speaker flyers/announcements 60% 73%
Okay to block entrances to speaker events 37% 50%
Okay to use violence to stop speakers 17% 21%

These numbers, as a whole, will be disturbing to anyone who values open-minded intellectual inquiry, but the numbers from top-ranked universities are especially alarming, showing a pronounced inability on the part of our purportedly “best and brightest” to abide opposing views.

More evidence concerning the unrepresentative and muddle-headed beliefs of the highly educated comes from the large 2018 “Hidden Tribes” demographic survey of political attitudes. The survey found that the left-most grouping — those who could be described as “Progressive Activists” — are the wealthiest and most educated subgroup in America, with 59% of this overwhelmingly white subgroup having completed college, as contrasted with a 29% average in the general population. Such people are far more likely to be politically engaged (73% as compared to a general-population average of 35%) and, for that reason, “have an outsized role in political debates.” Such people are also obsessed with what they perceive to be racism, sexism and other identity-based discrimination, and a whopping 69% of them (as compared to 24% of all Americans) are “ashamed to be American.”

Zach Goldberg’s 2019 discussion of data pertaining to such white liberals documents the fact that their leftward shift in beliefs is of relatively recent vintage but largely predates Trump’s Presidency and is, thus, not attributable to him or his policies. Among the highlights:

  • The percentage of these liberals who thought anti-black discrimination to be a “very serious” problem did not change much between 1996 (27%) and 2010 (25%), yet it shot up to 47% in 2015 and to 58% in 2016.
  • In 1995, 2000 and 2007, white liberals were evenly split among those who thought the criminal justice system fair to blacks and those who thought it biased against them. But by 2014, there was a 70%/20% gap in favor of those who thought the system biased.
  • 29% of white liberals perceived there to be “a great deal” of discrimination against immigrants in 2000; in 2013, that number had risen to 57%. The percentage of liberals feeling “very sympathetic” to illegal immigrants rose from 22% to 42% between 2006 and 2014.

Notably, in each of these cases ­— and especially in the cases of racial issues, with our first black President having still been in office through the end of 2016 — there was no obvious, relevant real-world change for the worse that would have spurred the very significant attitudinal change reflected in these numbers. It is the skewed content of their education, not rational considerations spurred by real-world changes, that is getting these highly educated liberals to alter their views.

At least four more of Goldberg’s conclusions with respect to these white liberals merit attention:

  • The attitudes of these liberals on race issues and immigration issues are significantly to the left of the attitudes of the very minorities they claim to represent.
  • These white liberals have recently developed a significant pro-outgroup bias, meaning that, by a significant margin, they prefer other racial groups to their own. Goldberg calls such an unusual bias “unprecedented,” and of course, no other group — blacks, Hispanics, Asians or non-liberal whites — exhibits such a bias.
  • Their “lack of awareness of how fast and far their attitudes have shifted fosters an illusion of conservative extremism,” whereas the data indicates that “[i]n reality, the conservatives of today are not all that different from the conservatives of years past.”
  • Consistent with the conclusion of the “Hidden Tribes” survey, Goldberg observes that while “[w]hite liberals make up 20-24% of the general population, … [they] exert an outsize political and cultural influence. They are more likely to consider themselves activists, are more active on social media, and, significantly, they are one of the most affluent groups in the country.”

That last point, in particular, merits further reflection. Rich, university-educated white liberals are precisely the kinds of people who rise to prominent and influential positions in what used to be called “media” but what, at this point (for much the same reasons professional wrestling is now commonly known as “sports entertainment”) should rightfully be called the “infotainment industry” — combining, as it does, the likes of formerly white-shoe, traditional media publications that have long since buttoned down and given themselves over to unvarnished advocacy, shameless scandal-sheet propagandists, social media “influencers,” Silicon Valley tech authoritarians, moralizing musicians, woke jocks and other species of shrill B-list celebrities.

“Educated” Infotainers

As The Atlantic’s Conor Friedersdorf has written, “The New York Times, New York, The Intercept, Vox, Slate, The New Republic, and other outlets are today less ideologically diverse in their staff and less tolerant of contentious challenges to the dominant viewpoint of college-educated progressives than they have been in the recent past.” Predictably, the role of the infotainment industry in broadcasting out to the masses the messages our politicized educators have taught them cannot be understated. The “Perception Gap” research of the “More in Common” project that I discussed above reaches this conclusion about the depressing role of the media in driving distorted perceptions of reality:

You might think that people who regularly read the news are more informed about their political opponents. In fact, the opposite is the case. We found that the more news people consumed, the larger their Perception Gap. People who said they read the news “most of the time” were nearly three times more distorted in their perceptions than those who said they read the news “only now and then.”

Zach Goldberg reaches similar conclusions in an August 2020 article fittingly entitled “How the Media Led the Great Racial Awakening,” in which he presents a treasure trove of data convincingly demonstrating that, in a word, the media was in the cockpit of our careening craft. In a few short years, beginning roughly around 2010 (thus, again, well before Trump appeared on the national stage as anything other than a vulgar television personality), the media — with The New York Times leading the charge — began to racialize America, vastly expanding its coverage of race and racism, immeasurably expanding its definition of what counted as “racism” or “white supremacy” to encompass anything and everything that, regardless of the reason, did not produce total and utter demographically proportionate equality and, in the end, getting us all to believe, regressively, that “‘color’ is the defining attribute of other human beings.” The opinions of these infotainment industry thought leaders were quickly adopted by their liberal readers, viewers, listeners and followers, leading, finally, in the summer of 2020, to nationwide protesting, looting and rioting due to the mass adoption of a wildly delusional belief that black people are dying every day at the hands of racist white killer cops — the truth, as FBI data and numerous studies have shown, being that cops do not kill unarmed blacks at higher rates than the crime data would predict and, more importantly, that in all of 2019 (the last year for which there is full data on record), 14 unarmed black people, as well as 25 unarmed white people, were killed by police, as compared, for the sake of maintaining perspective, to 20 (presumably unarmed) people killed by a lightning strike in the same year. As Goldberg documents, the black victims of police shootings generated huge waves of sensationalized media coverage, while the white victims were largely met with the chirping of crickets. What the infotainment industry is doing to our perceptions of race and racism, in other words, might best be characterized as a never-ending, omnipresent Willie Horton ad driving us into irrational paroxysms of racialized mass hysteria.

What emerges from the data I have advanced thus far is a picture in which a massive leftward lurch in the composition of university faculty and administrators beginning in the late 1980s and continuing on through the ’90s and ’00s created, some years down the road, a massive leftward lurch among infotainment industry elites, leading together, in turn, to a massive leftward lurch among the “educated” public as a whole and resulting, finally, in the formation of a fissure between the educated and their less-educated peers. This is why the main axis along which pro-Trump versus pro-Biden voters were divided in 2020 is not the media’s favorite bugaboo of race, but rather, education. Trump’s many obvious faults aside, we should not mistake the joyful tears of the talking heads on our screens and the delighted yelps of urban bobos, yuppies and hipsters in the streets on that Saturday when the media called the election for Joe Biden for anything other than what it was: the relieved cry of the educated elites that the most organized mass propaganda campaign this side of Stalin had succeeded in toppling the crude, unhinged, nationalist-populist championed by the deplorable underclass and installing the easily puppeted, doddering career politician favored by the wealthy, the powerful and the educated. For this reason, as well, the Biden administration is expected to be chock-full of college faculty, a straightforward case of dancing with the ones that bring you to the dance.

Credential Inflation

So education today, and especially elite higher education, is systematically polarizing us, driving misperceptions of the “other” side, fomenting an escalating race war and skewing the composition of the electorate, all while replacing the pursuit of knowledge with politicized groupthink. But is it at least doing a good job of discharging its practical function? Are nominally great universities at least giving us our money’s worth in educating a highly qualified workforce? Not exactly. A recent study demonstrated that when 28,339 graduates from 294 universities — representing universities around the world ranging from the top 50 to 10,000 spots down — were evaluated on various facets of their job performance, for every 1,000 spots lower on the university rankings, the graduates exhibited a performance decline of a measly 1.9%. The starting salaries these students commanded, however, exhibited a far wider gap: while graduates of universities at the top of the rankings had average starting salaries in the high $80,000s or low $90,000 bestowed upon them, graduates 1,000 spots down got average starting salaries in the high $40,000s or low $50,000s, a difference of about 45%. The moral of the story for employers: save your money, and hire the kid from the university a thousand spots down on the list, the one who’ll do almost as good a job but without the political headache and petulant demands the top-tier grad is likely to bring to the job. The moral of the story for the rest of us: highly ranked universities might be paying off financially for some of their graduates (assuming they monetize their credentials rather than pursuing their passions), but they’re not paying off for society as a whole.

What such universities may be producing, in lieu of better qualifications, is what is known as “credential inflation” (a type of phenomenon likely to be especially prevalent during a pandemic-driven recession), in which jobs that never used to — and still technically don’t — require a college education go to college graduates, while jobs that require no more than a college degree go to graduates of the more elite colleges. What happens when we are all reflexively told to go to college is mass underemployment, with, as of September 2020, over half of college graduates and just under half of recent college graduates underemployed, holding down jobs that do not require a college degree. In fact, as a recent Hechinger Report article concludes, college grads could often have gotten similar or higher salaries (without incurring the national average of $28,950 in four-year college loan debt) had they pursued lucrative professional or associate’s degrees in fields such as nursing, construction management or dental hygiene.

Social Instability

What universities may also be producing today is social unrest, not only by miseducating and radicalizing the public, as I have described at length above, but also by contributing to what the U. Conn. scientist and cultural evolution researcher Peter Turchin has dubbed “elite overproduction,” the phenomenon that occurs when a society manufactures many individuals who would appear to have some claim to elite status — such as by virtue of their educational credentials — without there being enough actual elite job slots to go around to satisfy their inflated self-conceptions. In such circumstances, Turchin argues, history repeatedly shows that these individuals become troublemaking malcontents. They begin to comprise a “counter-elite” that lays the groundwork for revolution by fulminating against their own society, its ruling class and the legitimacy of its governing principles, e.g., against the very notion of American meritocracy. Revolutions, in this empirically driven conception, are not made by Marx’s romanticized immiserated proletarians having reached their breaking point, but rather, by aspiring status-seekers and would-be intellectuals stymied by structural roadblocks that prevent their advancement through acceptable, conventional routes. Consistent with Turchin’s thesis, terrorism — the ultimate outlet for malcontents — is also normally not driven by ignorance or poverty, but rather, by a “lack of adequate employment opportunities for educated individuals.”

That social instability is generally summoned up by alienated elements within the “thinking classes” is something prophetic writers like Dostoevsky understood some time ago: his “commoners” tend to be preternaturally virtuous or preternaturally vicious, but it is various disaffected thinkers — students and the like — who tend to become possessed by dangerous ideas. As Adam Garfinkle has written in an article on the decline of deep literacy published in National Affairs earlier this year, superficial education not vivified by a habit of lifelong learning and deep reading, largely serves to make people ideal victims of and disseminators of propaganda. Such “scantily educated” individuals, emboldened by the official sanction of university credentials and enabled by social media, “contribute scantily supported opinions about things they don’t really understand, validating the old saw that a little bit of knowledge can be a dangerous thing” and bringing into being the kind of “distributed mob … the ancient Greeks warned against.” I would add to Garfinkle’s diagnosis just one more proviso: with education configured as it currently is, more does not equal better. In fact, more education will only make the problem worse, adding more dug-in groupthink, more unwarranted self-assurance and more specialized steeping masking deep ignorance.

For all these reasons, fewer people going to college — and especially to high-price-tag, uber-politicized elite colleges — today is a win-win-win, a win for employers who can pay significantly lower salaries without a comparable drop-off in performance quality, a win, paradoxically, for employees, provided they make strategic choices to go into in-demand fields that pay almost as much as or even more than they would have made without incurring crushing debt in the process and a win for society as a whole, which will be saved much of the polarization, systematically skewed politics and social instability associated with contemporary education.

A Higher Calling

But what of education for its own sake? After all, don’t we want people to aspire to the enlightenment that knowledge itself confers? Yes, absolutely. I am far from being one of those philistine conservatives who value only that which can be monetized. I believe firmly that all of us who are truly willing and able to study “the best which has been thought and said” should have that opportunity … but that is certainly not what universities are teaching today. Contemporary universities are little more than social clubs and credentialing degree mills where kids get to stave off the responsibilities of adulthood for four years while insulating themselves (unless they happen to be conservative) from true challenges and discomforts and learning, repeatedly, the pat PBS children’s moral that everyone (except, perhaps, white male heterosexuals) is great exactly as they already are.

There is, moreover, no reason for those intent not on the pursuit of knowledge but on lucrative careers as doctors, lawyers, financiers and techies to waste four unproductive, costly years suffering through classes in elite universities in which they will get little more than some inadequately considered radical politics and an admission ticket into the intolerant American intelligentsia. Just like nurses, auto mechanics or electricians, such careerists should go straight from high school into their professional training schools and not be invited to delude themselves into believing that they are informed aristocrats merely by virtue of their elite credentials and resulting compensation packages. It is only when we take the ruse of career prep out of higher education and reserve such education for those few who want to be working their way, line by line, through the glories of Shakespeare or musing about the wildest implications of quantum mechanics that we will have any chance of purging the universities of the unintellectual students not up to the task and the anti-intellectual academics who thrive by giving those very students the sour-grapes license they need to reject our finest traditions.

To say this another way, the bottom-line problem is that when we made the mistake of trying to open higher education to everyone, we opened the campus gates to people who neither had any interest in learning “the best which has been thought and said,” nor the ability to breathe that rarefied air. We then found ourselves in the position of facing and acceding to strident calls of elitism, racism and other -isms and began to dumb our education down to meet people where they were. A wise observation from T.S. Eliot’s mid-20th-century compendium of essays published as Notes Toward the Definition of Culture puts this point better than I could:

[W]hether education can foster and improve culture or not, it can surely adulterate and degrade it. For there is no doubt that in our headlong rush to educate everybody, we are lowering our standards, and more and more abandoning the study of those subjects by which the essentials of our culture — of that part of it which is transmissible by education — are transmitted; destroying our ancient edifices to make ready the ground upon which the barbarian nomads of the future will encamp in their mechanised caravans.

Eliot’s essay also contains this absolutely critical observation: “A high average of general education is perhaps less necessary for a civil society than is a respect for learning.” While I will leave it to those more qualified for that task to debate whether or not a trickle-down approach works in the realm of economics, in the realm of culture and education, such an approach is exactly what we need. A society in which higher education is reserved for the few who actually crave the precious gifts it confers is one in which higher learning remains an appropriately lofty and difficult arcana unadulterated by the need to condescend to a mass audience. In such a society, elite educated mandarins and, more importantly, the knowledge they command are held in high esteem because they serve as its protectors, keeping it sacrosanct. Then knowledge retains its luminescence, a polestar towards which would-be-initiates will aspire and a guiding light towards which even their less capable brethren among the masses will incline. Lit up by the glow at the top, an entire society is haloed over.

When, instead, the seal is broken, when higher education is instrumentalized in the service of financial rewards or bastardized to avoid bruising the fragile egos of second-rate students, then sacred syllables and profound mysteries are de-solemnized and set adrift in a generalized sea of indifference in which every crown jewel will be lost and every drop of holy water will be diluted. The more open to the barbarian hordes are the gates of our ivory towers, the more closed will remain the minds of those who scramble in their unimpeded headlong rush to the top. When the unreconstructed barbarian resurfaces at the tower’s very apogee and peers down from his newfound perch upon those he now thinks are his inferiors, he may be shocked to find that, far from inspiring the kind of reverence he had imagined came with the role, he will see gazing up from below slightly more ungroomed and unpolished — though also less haughty and more grounded — versions of himself, a sea of expressions betraying skepticism of his claims to expertise and mirroring his own scorn. And when he flings boulders down in disgust to crush dissent, he will find them hurled unceremoniously right back at him.

 

HOMESCHOOLING: America’s Broken Education System; Leigh Bortins Talks Classical Education, Homeschool

As we enter 2021 and contemplate new beginnings, we sit down with homeschooling expert Leigh Bortins, founder of the curriculum company Classical Conversations, to discuss how American public education has declined in the past century, the responsibility of parents in educating their children, and how classical education can enrich the lives of America’s next generation. This is American Thought Leaders 🇺🇸, and I’m Jan Jekielek.

NORTH CAROLINA: Board Considering Placing Ten Commandments Displays Near Entrance of Schools Within District

BY HEATHER CLARK

SEE: https://christiannews.net/2021/01/12/nc-board-considering-placing-ten-commandments-displays-near-entrance-of-schools-within-district/;

republished below in full unedited for informational, educational & research purposes:

SHELBY, N.C. — A school board in North Carolina is considering the possibility of having the Ten Commandments displayed at or near the entrance of every school in the district.

According to the Shelby Star, the Cleveland County School Board agreed during a Dec. 14 meeting to draft a policy requiring the Decalogue to be erected “in a prominent place at or near the main entrance to all of our campuses.”

Board member Ron Humphries introduced the resolution, noting that a state law passed in 2000 allows for displays with “historical significance” and when used to “exemplify the development of the rule of law,” such as the Magna Carta and Justinian Code.

The Ten Commandments display would need to be accompanied by at least one other historical tribute to be permissible under the law.

Board member Dena Green, however, expressed caution in moving forward with the idea, stating that she would like to hear from an attorney on the matter as she is concerned about potential lawsuits.

“I would think that the ACLU would really come down on us,” she stated. “We are probably going to get a lot of backlash on that, and it’s going to cost us a lot of money.”

Meanwhile, the Wisconsin-based Freedom From Religion Foundation (FFRF) has sent a letter to the district attorney to assert that the display would be unconstitutional.

“It would be a flagrant violation of the Establishment Clause for the Board to require all of its schools to display the Ten  Commandments. The Supreme Court has ruled on Ten Commandments displays in public schools, finding that they violate the Establishment Clause,” its correspondence reads in part.

“Any student will view a Ten Commandments display in school as being endorsed by the school,” FFRF wrote, adding, “The district’s promotion of the Bible and religion over non-religion impermissibly turns any non-Christian or non-believing student, parent, or staff member into an outsider.”

Webster

As previously reported, in 1828, just 41 years after the signing of the Constitution, Noah Webster, known as the Father of American Scholarship and Education, wrote, “In my view, the Christian religion is the most important and one of the first things in which all children, under a free government, ought to be instructed. … No truth is more evident to my mind than that the Christian religion must be the basis of any government intended to secure the rights and privileges of a free people.”

He also wrote in his publication “Letters to a Young Man Commencing His Education”:

“Let it then be the first study of your early years to learn in what consists real worth or dignity of character. To ascertain this important point, consider the character and attributes of the Supreme Being. As God is the only perfect being in the universe, His character, consisting of all that is good and great, must be the model of all human excellence, and His laws must of course be the only rules of conduct by which His rational creatures can reach any portion of like excellence.”

Romans 13:8-10 outlines that God’s law teaches what it means to love one another.

“Owe no man anything but to love one another, for he that loveth another hath fulfilled the law,” it states. “For this, Thou shalt not commit adultery, Thou shalt not kill, Thou shalt not steal, Thou shalt not bear false witness, Thou shalt not covet, and if there be any other commandment, it is briefly comprehended in this saying, namely, Thou shalt love thy neighbor as thyself. Love worketh no ill to his neighbor; therefore, love is the fulfilling of the law.”

 

Johns Hopkins University: Anti-Semitic Muslim teaching assistant accused of lowering Jewish students’ grades

BY ROBERT SPENCER

SEE: https://www.jihadwatch.org/2021/01/johns-hopkins-university-anti-semitic-muslim-teaching-assistant-accused-of-lowering-jewish-students-grades;

republished below in full unedited for informational, educational & research purposes:

Anayah “said she has been the victim of hate crimes, threats and fixing since the allegations became public.”

Claiming victim status is a well-established response of Islamic supremacists whenever they are caught doing anything untoward. No one should threaten this person, or even insult her, or harm her in any way. And she shouldn’t be anywhere near a teaching position of any kind.

“Johns Hopkins teaching assistant suspected of lowering Jewish students’ grades,” by Stewart Ain, Forward, January 7, 2021:

Johns Hopkins University in Baltimore has launched a probe into allegations against a university teaching assistant for “alleged anti-Semitism and potential abuse of authority in the discharge of academic responsibilities on our campus.”

The campus Hillel is calling upon students to contact its office if they suspect the teaching assistant lowered their grade as an act of antisemitism.

Published reports have identified the teaching assistant as Rasha Anayah, who is also a graduate student in the chemistry department at Johns Hopkins. It is alleged that in a tweet she posted Nov. 15, she wrote, “ethical dilemma: if you have to grade a zionist students exam, do you still give them all their points even though they support your ethnic cleansing? Like idk.” When 77% of the respondents replied, “Free Palestine! Fail them,” she wrote, “like I agree but also too many of you want me to get fired.”

Howard Libit, executive director of the Baltimore Jewish Council, said to his knowledge none of Anayah’s students have complained about their grades as yet. The fact that Hillel waited until Jan. 6 to ask students if they believed their grade was unfair suggests that grades are only now being sent.

In an email to the Forward, Anaya [sic] said she has been the victim of hate crimes, threats and fixing since the allegations became public.

“In regards to my teaching and evaluation of students,” she wrote, “I have always acted with the utmost integrity and fairness. I am a dedicated teacher and scholar with a commitment to social justice and to my role. My record as a teaching assistant is a testament to these facts.”

Anayah’s Facebook page has either been deleted or restricted to a limited number of people….

 

Conservative Christian Education is SURGING in the US and Europe!!!

★★★ A NEW CONSERVATIVE AGE IS RISING ★★★

Conservative Christian Education is SURGING in the US and Europe, that’s right, in the midst of an extremely depressing situation here in the States, I’d like to cheer you up with some wonderful news about an educational renewal that’s sweeping America and Europe. In this video, we’re going to take a look at the explosion of a conservative educational renewal going on all around us, precisely WHY this educational renewal is happening, and why it promises to be only just the beginning, you are NOT going to want to miss this!

RESIGNATIONS FROM TRUMP ADMINISTRATION

Betsy DeVos resigns as Education Secretary

BY JOSEPH CHOI

SEE: https://thehill.com/homenews/administration/533281-betsy-devos-resigns-as-education-secretary;

republished below in full unedited for informational, educational & research purposes:

Education Secretary Betsy DeVos tendered her resignation to President Trump on Thursday, making her the latest in a line of senior officials to exit following the riot at the Capitol on Wednesday.

In her resignation letter, DeVos cited the Capitol breach carried out by violent pro-Trump supporters as an “inflection point.”

DeVos is the second White House Cabinet member to resign due to the Capitol breach. Transportation Secretary Elaine Chao tendered her resignation on Thursday, directly citing the events that occurred at the Capitol.

"We should be highlighting and celebrating your Administration's many accomplishments on behalf of the American people," DeVos wrote to Trump. "Instead, we are left to clean up the mess caused by violent protestors overrunning the U.S. Capitol in an attempt to undermine the people's business. That behavior was unconscionable for our country. There is no mistaking the impact your rhetoric had on the situation, and it is the inflection point for me."

"Impressionable children are watching all of this and they are learning from us," she continued. "I believe we each have a moral obligation to exercise good judgment and model the behavior we hope they would emulate. They must know from us that America is greater than what transpired yesterday.

"To that end, today I resign from my position effective Friday, January 8, in support of the oath I took to our Constitution, our people, and our freedoms. Holding this position has been the honor of a lifetime, and I will be forever grateful for the opportunity to serve America and her students," DeVos concluded.

During her time as education secretary, DeVos has faced a great deal of controversy, much of it stemming from her lack of experience in education. Before Trump tapped her for the position, she had been a major donor to Republican campaigns.

DeVos on Monday sent a letter to Congress as one of her last acts as secretary making a case to expand federal tax dollars going to private schools, a cause DeVos supported long before she became education secretary.

During a virtual meeting in December, DeVos reportedly told Department of Education staffers to "resist" the incoming Biden administration.

"Let me leave you with this plea: Resist,” DeVos said. “Be the resistance against forces that will derail you from doing what’s right for students. In everything you do, please put students first — always.”

Updated: 9:32 p.m.

Brett Samuels contributed.

________________________________________________________________________

Transportation Secretary Chao resigns in protest

BY REID WILSON

SEE: https://thehill.com/policy/transportation/533167-transportation-secretary-chao-resigns-in-protest;

republished below in full unedited for informational, educational & research purposes:

Transportation Secretary Elaine Chao will resign in protest after a violent mob overran the Capitol after being incited by President Trump, a source with knowledge of her decision said Thursday.

Chao would become the first Cabinet official, and the highest-ranking member of the administration, to resign in the wake of Trump’s incendiary rally and its violent aftermath on Wednesday.

“Yesterday, our country experienced a traumatic and entirely avoidable event as supporters of the President stormed the Capitol building following a rally he addressed,” Chao wrote in a letter to Transportation Department staff, obtained by The Hill. “As I’m sure is the case with many of you, it has deeply troubled me in a way that I simply cannot set aside.”

Her exit is a sharp rebuke of a president who has alienated even some of his closest supporters with his increasingly unhinged rhetoric. Chao has served as Transportation secretary since Trump’s inauguration. She served as Labor secretary for eight years under President George W. Bush.

Chao is married to Senate Majority Leader Mitch McConnell (R-Ky.), who spent much of Wednesday locked in an undisclosed and secure location under armed guard as Trump-backing rioters marauded through the Capitol.

In her letter to employees, Chao said she would resign effective Monday. She said her team would continue assisting President-elect Joe Biden’s Transportation secretary-designate, former South Bend, Ind., Mayor Pete Buttigieg, with the transition.

Chao’s exit will absolve her of uncomfortable questions over whether she would join any effort to remove President Trump from office two weeks before his term expires by invoking the 25th Amendment, which allows the majority of the Cabinet to replace a president with the vice president.

Her departure will anger those who wanted the Cabinet to take the historic step of replacing Trump with Vice President Pence. But Chao’s resignation is not effective until Monday, which could give Cabinet members time to organize their vote.

_________________________________________________________________________

Capitol Police chief announces resignation after pro-Trump riots

BY CRISTINA MARCOS

SEE: https://thehill.com/homenews/house/533262-capitol-police-chief-announces-resignation-after-pro-trump-riots;

republished below in full unedited for informational, educational & research purposes:

Capitol Police Chief Steven Sund said Thursday that he will resign later this month after his police force failed to contain mobs who tried to prevent Congress from ratifying President-elect Joe Biden's victory.

His resignation letter came hours after Speaker Nancy Pelosi (D-Calif.) called for him to step down.

Sund will have only been on the job for about seven months when he resigns effective Jan. 16. He made no mention in the letter of Wednesday's riots in the Capitol, but noted he will transition into a "sick leave status" starting Jan. 17 until he uses up his available sick leave balance of about 440 hours.

"It has been a pleasure and true honor to serve the United States Capitol Police Board and the Congressional community alongside the men and women of the United States Capitol Police," Sund wrote to the other members of the Capitol Police Board. 

Other members of the Capitol Police Board are also resigning or are under pressure to follow suit. 

Pelosi announced Thursday that the House sergeant at arms, Paul Irving, had tendered his resignation. Senate Minority Leader Charles Schumer (D-N.Y.) also said Thursday that he would fire the Senate sergeant-at-arms, Michael Stenger, when Democrats take over the majority later this month. 

Irving has served in his role since 2012. 

"I think we have to have a full review," Pelosi told reporters in the Capitol earlier Thursday. "What was underestimated? That the president of the United States would not be as inciteful? Perhaps somebody thought for a moment that he would be patriotic before he leaves office for just this once."

A 35-year-old woman participating in the violent riots was shot by a Capitol Police officer as she tried to force her way toward the House chamber. Glass panels adorning the Speaker's Lobby — where she was trying to enter — are now cracked and broken due to the mob.

Sund said in a statement Thursday that the officer involved has been placed on administrative leave and is under investigation.

Sund also said that more than 50 Capitol Police and Metropolitan Police officers were injured, including several who were hospitalized with serious injuries.

Most of the insurrectionists were not wearing masks despite the COVID-19 pandemic and attacked police officers with metal pipes and chemical irritants.

The Capitol Police said earlier this week that it would have additional personnel on duty Wednesday in anticipation of demonstrations over Congress meeting in a joint session to formally certify the Electoral College votes.

But the Capitol Police were vastly overwhelmed by the raging mob. The D.C., Virginia and Maryland National Guard and state troopers were all called in to help contain the terror attack and it took about four hours to clear the Capitol complex.

Sund said in the earlier statement Thursday that the Capitol Police is conducting a "thorough review" of Wednesday's security planning and procedures but defended his force's actions.

"Maintaining public safety in an open environment – specifically for First Amendment activities – has long been a challenge. The USCP had a robust plan established to address anticipated First Amendment activities. But make no mistake – these mass riots were not First Amendment activities; they were criminal riotous behavior. The actions of the USCP officers were heroic given the situation they faced, and I continue to have tremendous respect in the professionalism and dedication of the women and men of the United States Capitol Police," Sund said. 

Rep. Zoe Lofgren (D-Calif.), who chairs the House Administration Committee, said that she had been misled about the state of preparedness in a briefing with Sund and House Sergeant at Arms Paul Irving earlier in the week.

"We were told that was all in place and there was no doubt completely able to keep us secure in the Capitol,"  she said, specifying that she had been told that the coordination with the National Guard was ready to go. 

"Well, that was not correct. Not only were they not prepared, what they told me about the National Guard was just not true. The guard was not even activated," she said.

Lofgren also indicated that President Trump was slow to react to requests to mobilize the National Guard, an issue that normally falls to governors, but rests on the commander-in-chief when it comes to the District of Columbia. 

A call from Congress's bipartisan leaders, she said, was necessary to get the Defense Department to mobilize the National Guard.

Niv Elis contributed.

 
 
 

The Candace Owens Show: Canceled on Campus

One student's story of harassment for trying to start a campus group promoting Western values.

BY PRAGER UNIVERSITY

SEE: https://www.frontpagemag.com/fpm/2021/01/candace-owens-show-canceled-campus-prager-university/;

republished below in full unedited for informational, educational & research purposes:
Students who hold conservative ideas are shunned on college campuses today. Nick Engstrom, a student 
at Trinity College, shares with Prager University's Candace Owens how he was harassed and received 
death threats for simply trying to start a group promoting Western values. Don’t miss his powerful story 
below:

CORONAVIRUS INSANITY: MERKEL ADVISES CHILDREN TO DO ‘SQUATS’ AND ‘CLAP’ TO STAY WARM IN FRIGID CLASSROOMS (VIDEO)

BY RENEE NAL

SEE: https://rairfoundation.com/coronavirus-insanity-merkel-advises-children-to-do-squats-and-clap-to-stay-warm-in-frigid-classrooms-video/;

republished below in full unedited for informational, educational & research purposes:

German chancellor Angela Merkel callously recommends that school children do squats and clap in order to stay warm in frigid classrooms, where students are forced to freeze with mandated open windows as part of Chinese coronavirus response.

As one of many arbitrary and ridiculous policies designed ostensibly to ward off the coronavirus, schools are required to keep windows open for ventilation, even when temperatures are freezing. The requirement to open windows for a portion of each class is “part of a package agreed by a standing committee of regional education ministers from Germany’s sixteen states,” as reported at the Telegraph back in October.

The SAGE group, or the British “Scientific Advisory Group for Emergencies” has also recommended that windows stay open in classrooms, and states clearly that children must “get used to being cold.” The mandate follows advice from former director at the World Health Organization Anthony Costello, who commented in September that children “can survive a bit of cold, and they’re going to have to, because ventilation is so important.”

The Washington Post reported, insanely, that teachers in America are hesitant to keep doors open for ventilation because they are worried about people firing guns into their classrooms. English teacher Tiffany Mumm was quoted from Twitter, “Do I keep my classroom door open to improve air circulation or close it to protect my students from an active shooter?”

Watch the following RAIR exclusively-translated videos:

Will keeping windows open stop children from getting the coronavirus?
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Many thanks to Nash Montana for the translations!

Video #1:

…And Madam Chancellor recommends doing squats!

Tina Schippe starts the day with teaching her class 2A.

But not before everyone really bundles up because it is pretty cold.

The thermometer says the temperature is at 16.7° Celsius [62°F], even though the windows are
closed at the moment.

Yeah, I am cold.

I’ve brought an extra thick blanket, and then I put on a heavy… I put on a heavy coat.

I think it would be a lot better if the windows weren’t this wide open all the time.

…the matter with the ventilation. This may sound a bit odd, but letting in fresh air is the best
thing to do.

And that is why we now have a special winter, and one maybe really should bring something warmer to put on, maybe one should do a couple of small squats, or something, or uhhh… clap one’s hands so one can warm up a little, Anyway, it is an unusual winter, but it is very expensive for all classrooms to have air filtration. Whoever has some, great, but then one shall not forget to air out the room as well.”

And that is why: wrap up and mask up, Which, by the way, the kids are wearing voluntarily.

Video #2:

This is why you will get sick a lot faster when you are exposed to cold air in wintertime.

Cold air streams into the room.

The problem: This air contains zero relative humidity, and therefore it is very dry.

Dry air extends the longevity of viral droplets in the air.

Add to this the fact that in cold temperatures your body is more receptive to viruses, because:
Cold air dries out your mucous membranes and they lose their protective abilities.

Which is good for viruses!

Conclusion: Cold, dry air increases the risk of catching a cold.

And coronaviruses can spread more easily as well.

What helps against viruses: Increased humidity in classrooms.

For instance, by keeping clay pots filled with water, or with plants.

 

Read the following RAIR articles on Coronavirus tyranny in Germany:

 
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