The political education of Charles Krauthammer 0

” The truth is to be discovered by contention.”

“Libertarianism is an excellent and irreplaceable critique of conservatism, but is too poor and limited to be a governing philosophy.”

“You decide your own ends – but in an ordered universe underpinned by liberty.”

Charles Krauthammer talks about his university education and the formation of his political philosophy, stressing the important influence on him of  John Stuart Mill, in conversation with Charles R. Kesler:

 

Posted under Conservatism, education, Libertarianism, Philosophy, Videos by Jillian Becker on Saturday, June 9, 2018

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The New York idiocracy’s anti-education plan 3

They’ve been the jewel in the crown of New York City’s public school system: Stuyvesant, Bronx Science, and Brooklyn Tech (here’s a longer list). They provided a chance for any of New York’s students, regardless of finances or race or creed or religion, to pass the qualifying test and get a fabulous education among their peers. 

So Neo-Neocon reports and comments.

But that opportunity has met the diversity police in the form of Mayor De Blasio, who has proposed an end to all that …

Mayor de Blasio of New York has a plan to “do away with the single entrance test, instead offering admission to the top 7 percent of graduates from all middle schools. That would make up 90 to 95 percent of admissions, with the remainder coming from a lottery”.

If this plan is implemented, either the failure rate will go up or the curriculum will be dumbed down, or both.

Michael Goodwin writes at the New York Post:

Under Mayor de Blasio, New Yorkers watch as their City Hall becomes a font of bad ideas. Day in, day out, the dumb and the dumber tumble forth with a common flaw: little bang for big bucks.

But de Blasio tops himself with his plan to impose a virtual racial quota on the city’s top high schools. In a single move, he surrenders the effort to improve hundreds of failing schools while simultaneously aiming to undermine the truly excellent ones.

Without doubt, this is his Worst Idea Ever. …

The plan would throw objective, proven test standards out the window, and thus qualifies as educational malpractice. The mayor inadvertently admits as much by saying his new chancellor, Richard Carranza, “is focused on social justice”.

The mission of the Social Justice movement is to ensure that the stupid, the mad, and the criminal (of all races, nationalities, ethnicities, ages, and “genders”, except “cis-heteronormative” white males, and Asian scholars because they are not stupid, mad, or criminal anyway) inherit the earth. (No matter that the criminals will then despatch the stupid and the insane.)

Not so long ago, chancellors were hired to run schools and promote educational excellence for all students. Now they’re hired to engineer outcomes based on race, ethnicity and family income.

The lower the family income the more virtuous and worthy the appointee.

This is justice only if you believe identity trumps all other human attributes, including effort, character and achievement. Sadly, de Blasio and Carranza worship that false god.

It follows that they aim to make the student body at the top high schools more closely reflect the citywide student population, which is 70 percent black and Latino. As it stands, black and Latino students make up about 10 percent of the 15,000 enrolled at the most selective public schools.

That is a serious and longstanding concern, but a fundamental problem with the argument that the schools are not diverse is that Asian students are the single-largest group at most of the schools. They constitute 73.5 percent at Stuyvesant, 65.6 percent at Bronx Science and 61.3 percent at Brooklyn Tech. Overall, Asians of all backgrounds comprise less than 20 percent of students.

Their extraordinary presence in the top schools belies de Blasio’s claim that the schools are exclusionary because many Asian students belong to poor immigrant families where English is not spoken in the home.

If the mayor wanted an honest answer to the imbalance, he would order educrats to study why so many Asian students excel and try to duplicate their work habits among all students. Instead, Asian success is now being treated as a problem that must be overcome, just as several generations ago, high-achieving Jewish students were restricted by quotas at Harvard and other Ivy League institutions.

De Blasio’s plan would be phased in over three years and do away with the single entrance test, instead offering admission to the top 7 percent of graduates from all middle schools. That would make up 90 to 95 percent of admissions, with the remainder coming from a lottery.

The change would be a case of fixing what isn’t broken. For generations, the vast bulk of the students admitted under the current system succeeded, making those high schools prime feeders for the best colleges in America.

But those facts are ignored by de Blasio because they reveal the real problem — too many elementary and middle schools in black and Latino neighborhoods are perennial failure factories. He talks a good game about fixing them and is throwing a ton of taxpayer money at them, but has little to show for it.

He, like Mayor Michael Bloomberg before him, is making it easier to take the selective school test and offer free prep courses. None of it has made much of a difference in part because de Blasio has turned the schools over to the teachers union and has given up trying to get rid of the teachers who can’t teach.

The mayor is also a big fan of dumbed-down tests and graduation requirements, always with an eye toward engineering a phony racial and ethnic balance in results.

But if those results were real, he wouldn’t need a quota to gain more balance in the top schools.

He even made it next to impossible to suspend unruly and violent students because of a racial tilt, with principals complaining that many classrooms are now chaotic.

The only silver lining is that eliminating the test for some of the schools requires state legislation, and there is little chance of that happening now. Gov. Cuomo, thankfully, doesn’t appear interested, so opponents, including Asian parents’ groups, have an opportunity to organize and stop the quota travesty in its tracks.

They shouldn’t assume common sense will prevail. Not in Albany, and certainly not with de Blasio at City Hall.

 

(Hat-tip Robert Kantor)

Posted under education, Leftism, Race, Sex, Socialism, United States by Jillian Becker on Thursday, June 7, 2018

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The immiserating racism of the Left 17

The following quotations come from The Left’s War on Whiteness by John Perazzo, a booklet recently published by the David Horowitz Freedom Center:

With the university as its launching pad and megaphone, the left has set out to systematically demonize whiteness through the rapidly growing field of Whiteness Studies, which first began to appear in college curricula in the mid-1990s and since then has become a growth industry. …

Whiteness Studies programs … stigmatize whites as malevolent oppressors of  “people of color” and as authors of crimes against humanity. (pp.12,13)

The whole booklet is worth reading. These statements are the most interesting to us:

With its stranglehold on higher education secure, in the last few years leftists waging a war on whiteness have opened another battlefront in K-12 schools. Its first target has been teacher-training programs, turning them into indoctrination projects designed to produce K-12 teachers who are committed to the leftist worldview, especially the idea that “white” values and traditions pose a mortal threat to the well-being of nonwhite minorities. (p.21)

The mission of making whites feel guilty and ashamed must begin as early as possible in their childhood.

There is no virtue associated with whiteness that is not a vice in disguise. In an article published in September 2017, Pennsylvania State University professor Angela Putman criticized “whiteness ideologies” that extol the virtues of “hard work” and “meritocracy”. (p.16)

Heather Hackman, a former professor of multicultural education at St. Cloud University, exhorts schoolteachers to become political activists who reject “the racial narrative of White”, which, by her telling, aims to develop children who are “honest, hard-working, disciplined, rigorous, successful”, and capable pf speaking “proper English”. These goals, says Hackman, are actually the racist objectives of what she terms a “Super-Whitey” mentality that disrespects the cultural values of nonwhites.  (pp.21-22).

The implication is that nonwhite cultural values are: dishonesty, idleness, sloppiness, superficiality, incompetence, failure, and the inability to speak proper English. And that these are the better values.

It is a prescription for poverty, misery, and despair.

Posted under education, Leftism, Race, United States by Jillian Becker on Wednesday, May 9, 2018

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A is for Activist 9

If you are White, you must feel ashamed. If you are Black, you must feel aggrieved.

That is what rising generations are being taught in The Land of the Free.

It is an orthodoxy that is being instilled into children from Kindergarten to 12th grade, and then cemented in young adults in the universities.

Here’s (most of) an article  from the Weekly Standard, by Katherine Kersten, reporting and commenting on “social justice” schools in Minneapolis:

For decades, the public schools of Edina, Minnesota, were the gold standard among the state’s school districts. Edina is an upscale suburb of Minneapolis, but virtually overnight, its reputation has changed. Academic rigor is unraveling, high school reading and math test scores are sliding, and students increasingly fear bullying and persecution.

The shift began in 2013, when Edina school leaders adopted the “All for All” strategic plan — a sweeping initiative that reordered the district’s mission from academic excellence for all students to “racial equity”.

“Equity” in this context does not mean “equality” or “fairness”.  It means racial identity politics — an ideology that blames minority students’ academic challenges on institutional racial bias, repudiates Martin Luther King, Jr.’s color-blind ideal, and focuses on uprooting “white privilege”. 

The Edina school district’s All for All plan mandated that henceforth “all teaching and learning experiences” would be viewed through the “lens of racial equity”, and that only “racially conscious” teachers and administrators should be hired. District leaders assured parents this would reduce Edina’s racial achievement gap, which they attributed to “barriers rooted in racial constructs and cultural misunderstandings“.

You see? Those “racial constructs” and “cultural misunderstandings” cause Black students to score lower grades than White students. So,”construct” race differently (in words), and clear up the “cultural misunderstandings”,  and lo! the “racial achievement gap” will disappear.

As a result, the school system’s obsession with “white privilege” now begins in kindergarten. At Edina’s Highlands Elementary School, for example, K-2 students participate in the Melanin Project. The children trace their hands, color them to reflect their skin tone, and place the cut-outs on a poster reading, “Stop thinking your skin color is better than anyone elses!-[sic] Everyone is special!”

Highlands Elementary’s new “racially conscious” elementary school principal runs a blog for the school’s community. On it, she approvingly posted pictures of Black Lives Matter propaganda and rainbow gay-pride flags — along with a picture of protesters holding a banner proclaiming Gay Marriage Is Our Right.

On a more age-appropriate post, she recommended an A-B-C book for small children entitled A is for Activist. (Peruse the book and you find all sorts of solid-gold: “F is for Feminist”, “C is for…Creative Counter to Corporate Vultures”, and “T is for Trans”.)

At Edina High School, the equity agenda is the leading edge of a full-scale ideological reeducation campaign. A course description of an 11th-grade U.S. Literature and Composition course puts it this way: By the end of the year, you will have … learned how to apply marxist [sic], feminist, post-colonial [and] psychoanalytical … lenses to literature.

And to history, geography, and even mathematics. (Go here to read about “social justice mathematics”.)

That is the skill you need as an adult in the West in the 21st century. Apply those lenses, and you will find – eureka! – the distilled essence of long-accumulated human knowledge and wisdom; the inheritance that must be handed down from generation to generation to ensure that they live long, happy, healthy, productive lives.  

The primary vehicle in the indoctrination effort is a year-long English course — required of all 10th-graders — that centers, not on reading literature and enhancing writing skills, but on the politicized themes of “Colonization”, “Immigration” and “Social Constructions of Race, Class and Gender”. 

One student …

… as yet insufficiently educated in the doctrine …

… characterized the course this way on the “Rate My Teachers” website: “This class should be renamed . . . ‘Why white males are bad, and how oppressive they are’.”  (The negative review has since been deleted from Edina High’s “Rate My Teachers” page; but this is a screenshot from before it was memory-holed.

… Like Edina students, the district’s faculty and staff must submit to racial equity re-education.

One such mandatory session for school bus drivers is illustrative. …

The training session was entitled Edina School District Equity and Racial Justice Training: Moving from a Diversity to a Social Justice Lens. In it, trainers instructed bus drivers that “dismantling white privilege” is “the core of our work as white folks”, and that working for the Edina schools requires “a major paradigm shift in the thinking of white people”. Drivers were exhorted to confess their racial guilt, and embrace the district’s “equity” ideology.

The result of all of this? Four years into the Edina schools’ equity crusade, black students’ test scores continue to disappoint. There’s been a single positive point of data: Black students’ reading scores — all ages, all grades — have slightly increased, from 45.5 percent proficiency in 2014 to 46.4 percent proficiency in 2017.

But other than that, the news is all bad. Black students “on track for success” in reading decreased from 48.1 percent in 2014 to 44.9 percent in 2017. Math scores decreased from 49.6 percent proficiency in 2014 to 47.4 percent in 2017. Black students “on track for success” in math decreased from 51.4 percent in 2014 to 44.7 percent in 2017.

The drop was most notable at the high school level. Math scores for black students in 11th grade at Edina Senior High dropped from 31 percent proficiency in 2014 to 14.6 percent in 2017. In reading, scores for black students in 10th grade at Edina Senior High dropped from 51.7 percent proficiency in 2014 to 40 percent in 2017.

Recently, conservative students at Edina High School filed a federal lawsuit, claiming the district has violated its members’ rights of free speech and association.

The suit grew out of events following a Veteran’s Day assembly in the high school gym on November 9, 2017. There, a group of veterans spoke about their military service, and the school band played the National Anthem and Taps. During the music, some black students “protested” by refusing to stand, slouching by the bleachers, talking loudly, and blaring music on their cell phones.

Members of the school’s unofficial Young Conservatives Club (YCC) responded by criticizing the protesters’ behavior, at school and on social media. In response, the protesters and their allies harassed the conservative students, with groups “as large as 30 students . . . daily surrounding club members and threatening to injure them if they did not change their political views”, according to the lawsuit complaint. In addition, a group styling itself the “Edina High School Anti-Fascists” posted a threatening YouTube video aimed at the YCC, which declared, “We will not stop until every tentacle of your evil monstrosity is sliced off at the nerve.”

Lack of education in the use of metaphor showing there, but at least it was written and the spelling was correct. Perhaps because  Spellcheck functioned well for once. But maybe the correct spelling will be a sad sign to the teachers that White culture has not yet been sufficiently eradicated.

When the conservative students complained, the school’s principal “responded to their security concerns by saying that [they had] brought it upon themselves by criticizing the protests” at the Veterans Day program, according to the complaint.

The principal disbanded the YCC after pressuring its president to show him texts its members had sent one another about these incidents on the club’s private GroupMe. Yet school authorities apparently took no disciplinary action against the protesters and other students who had threatened and harassed YCC members.

The Edina Public Schools’ policies suggest that “all are welcome here” … but what [they] really mean is that “all are welcome except conservatives”.

The Edina school district is just one example of the ideological hijacking of legitimate academic instruction in the name of racial equity. There’s more to come. Last October, the Star Tribune …

… the largest circulation newspaper  in Minnesota …

… ran an op-ed that praised the Edina schools’ racial equity crusade, and condemned what the author described as America’s vicious history of violence and oppression — evidenced today by “Eurocentric curricula”, “hypersegregated schools”, and “biased standardized tests”. Our nation’s “racist practices”, she wrote, are what “allowed this country to expand geographically and to amass its great fortune”.  White students, she asserted, must become “racially conscious” to learn “how their own worldviews are limited by whiteness”.

The writer was Dr. Annie Mogush Mason, program director of elementary teacher education at the University of Minnesota-Twin Cities, where the next generation of Minnesota’s teachers are being formed.

What outcome is to be expected from this agenda – to inculcate millions of American children with the ideas that Whites are the ancestral oppressors of Blacks and must be punished for it by Blacks, and that men are the historical oppressors of women and must be punished for it?

In crystal minds, not crystal balls, may be discerned a shadowy picture of predictable events.

Will it be race war?

Or the dwindling away of the White race because it has lost the will to reproduce and survive?

And what becomes of those who do survive? Will they have long, happy, healthy, productive lives? Will the light of science shine in their eyes? Will their innovative skills advance technologies for the betterment of the human race?

Or will they find themselves collectivized, ignorant, poor? Their lives nasty and short?

Posted under education, Leftism, United States by Jillian Becker on Sunday, March 4, 2018

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Spend less on education for better results 4

Seems that the less tax-payers’ money spent on education, the better. (No – of course not to zero.)

Good teachers are needed. Non-unionized teachers.

And parents that take their children’s education seriously.

Rob Shimshock writes at the Daily Caller:

The Trump administration requested $59.9 billion for 2018 — an amount $7.1 billion smaller than its 2017 budget. Lance Izumi, senior director of education studies at the Pacific Research Institute, explained to The Daily Caller News Foundation why that is a good thing.

The education scholar highlighted the after-school, learning-oriented 21st Century Community Learning Centers (one of the initiatives the Department eliminated) as a particularly wasteful program.

To eliminate those programs is a real plus for taxpayers and a real plus for students,” Izumi said, commenting on the Education Department’s elimination of funding to 17 programs it described as “duplicative” and “ineffective”. 

It “eats up about $2 billion per year, and it’s supposed to provide these after school and other supplemental programs,” Izumi told TheDCNF. “The problem is that virtually all the studies and research that’s been done on the program shows that there’s no connection between participation in this program and improved student performance in reading and mathematics.”

He said the U.S. Government Accountability Office examined 58 different 21st Century Community Learning Centers and discovered no correlation between enrollment in the programs and increased reading scores.

In fact, “Students produced lower reading scores by participating compared to those who did not,” the scholar said. “You have very poor attendance among the student participants in the program…less than 50 percent of the students who attend more than 30 days.”

“Why should we be spending all this money, these billions of dollars on a program that all of the data shows is not achieving its purpose?”

Izumi also commented on the $1.1 billion the Education Department hopes to dedicate to school-choice initiatives. He explained that even if the federal government bolsters charter-school funding, it makes little difference if state laws still impede the schools from opening.

“If a charter can’t get approved under state law, it really doesn’t matter how much money the feds give to charter schools because those charters will never be started in the first place,” the scholar added.

Izumi opined on the special interest groups criticizing the Department’s budget cuts to teacher training programs.

The teachers organizations are crying bloody murder,” the scholar acknowledged. “It may be a perk for the teachers to get a day off or to get professional-development training and it may fund an industry of professional-development trainers, but it’s not doing any good for the students, which is the reason the system exists in the first place.”

But the most important question is what are teachers teaching? What are students learning? What does too-much-money actually buy for the rising generations?

An article at the Mises Institute by Carol A. Vance and Loyd S. Pettegrew, published in September 2016, revealed dismal findings:

Since 1980, during the Carter Administration, America’s K-12 education system has come under increasing control by the dictates of the federal Department of Education (DOE) with failing results, taxing states and filtering the money through Washington to return a portion of it back to the states. In 2002, the Bush Administration approved the No Child Left Behind (NCLB) Act creating punishing amounts of federal paperwork and bureaucracy for local schools, requiring a $1B grant in special funding to help state and local education systems comply. In 2015 Congress enacted new legislation, Every Student Succeeds Act (ESSA), to allegedly overcome the NCLB federal intervention. The Heritage Foundation’s Lindsey Burke says, “ESSA does not accomplish these critical policy priorities” to reduce the interference and excessive hours of standardized testing time. The 2016 DOE budget is $70.7B excluding a Presidential request for an additional $75B mandatory funding over ten years for Pre-K education.

What is America getting for federally-funded interference in education? The US spends over 23.2% of per capita income on its students each year, 9% more than Singapore while over 26 other countries that spend less outscore US students. Charles Murray says that even after substantial resources were dedicated to assist minorities over a 10 year period, SAT scores have indeed dropped for Amerindians ( -28%), Latinos (-26%), Blacks (-14%) and Whites (-6%) while substantially increasing for Asians (+54).

Of 64 countries in the International Student Assessment, the U.S. ranks 35th in math and 27th in scienceSingapore spends almost half of what the U.S. spends in primary education and about 70% on secondary education while internationally scoring first in math and second in science. Ironically, while more than 1.7M students are now homeschooled, the National Center for Educational Statistics does not produce statistics on the likely difference in achievement between homeschooled students and public education students.

Students in institutional schools are measured repeatedly, however. A typical student takes 112 mandated standardized tests between pre-K classes and 12th grade; by contrast, most countries that outperform the U.S. on international exams test students three times during their entire school careers.

In spite so much testing and measuring, the standards are being manipulated to enhance the illusion of improving student performance. The modern thinking appears to be that “everyone must be a winner”.  A variation of this is “average is over”, a perverse twist on economist Tyler Cowen’s thesis. In K-12, only children with extremely low I.Q.’s, juvenile delinquents or truants receive average grades, and rarely do students receive D’s or F‘sIn most states, students with English as a second language are passed along with C grades regardless of performance. Piereson & Riley note that the Department of Education released data showing that from 1990-2000 high school graduate GPAs rose a third of a point and one public school district in northern California altered student grading so that students scoring above 80% received A’s and students below 20% were given F’s.

In the past 30 years, the Department of Education has exerted an increasing influence on K-12 education. K-12 teachers, overwhelmingly if not exclusively, are the products of schools of education whose influence is largely left-leaning and their teachings politicized. David Labaree, Professor in Stanford’s Graduate School of Education has states that “education schools are solidly in the progressive camp ideologically.” Stotsky concludes that K-12 English classes have increasingly become ersatz social studies classes with biased content taught by moralizing pedagogues who are untrained in either history or social science. Teachers Unions maintain a strangle hold on local school districts and principals’ ability to terminate ineffective teachers.

In 2000 Clinton created the National Education Standards and Improvement Council for teaching American history. None of the 31 standards mentions the U.S. Constitution; the National Standards Advance Placement history exam also politicized American history in a highly progressive manner.

Revisionist history books represent the horrors of the American revolutionists and their colonial oppression. No period of American history is being celebrated; instead the historians have apologetically presented our forefathers as war mongers and racists. We foresee the day when the Constitution will be burned in effigy because so many authors were slave owners.

Science exists in a sustainability vacuum where climate change is presented as gospel in place of the scientific truths of the elective courses in Physics.

States have banned classic literature for its “incendiary” themes including Huckleberry Finn, The Great Gatsby, Moby Dick, Catcher in the Rye; while age appropriateness is certainly a valid concern, an outright ban is unconstitutional. As a by-product of this censorship, Yale freshmen recently petitioned faculty to remove the “nondiverse” English literature of Shakespeare, Dickens and Bronte from the required curriculum.

Notably some of the brightest spots in K-12 education exist in isolated places including New York and California where parents fought the government and union to take charge through organizations like Excellent Educational Solutions and the Harlem Success Academy.

President Obama’s 2013 State of the Union Address, mandated government controlled pre-school education for millions of young children and represents a new stealth opportunity for left liberal indoctrination. The U.K. adopted Pre-K in 2007 for children age 3-4, with underwhelming results which don’t include educational attainment of the children. While a child’s academic gains were at best marginal in the U.K. (small improvements by age 5 and no improvements by age 11), was free child care for parents. Gerard Robinson argues that with the Pre-K schooling now an educational reality, the government not parents has clearly become the controlling force in early childhood education. We can only imagine that in the U.S., this is another opportunity to create a new entitlement and progressively indoctrinate even younger children without any parental controls.

Then Donald Trump was elected to the presidency. Now, Rob Shimshock tell us, less money is being spent by the federal government on education.

If, in addition, Common Core were to be eliminated, and much more attention paid to what is taught, American children might become better educated.

At least up to 12th. grade. After that, if they enter a university and are forced to study blackness, femaleness, whiteness, Hispanicness, and anthropogenic-global-warmingness, whatever good their school did them will rapidly be undone.

 

(Hat-tip to Don L for the Mises Institute link)

Fight for free speech 27

This video, published September 13, 2017, records the concluding part of a discussion between Mark Steyn and Jordan Peterson.

“Free speech is racism.”

That’s what the rising generation is taught to believe by the Left.

The video of the entire interchange, from which this is an extract of the closing minutes, may be found here.

Posted under education, Leftism, Race, Videos by Jillian Becker on Friday, February 16, 2018

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The fight of our lives 2

The Fight of Our Lives – Defeating the Ideological War Against the West, is a hard-hitting new documentary film by Gloria Z. Greenfield that examines the internal and external threats facing the West. The 66-minute film is scheduled for release on 2/19/18.

Heres’ the trailer:

Deconstructing whiteness 7

This is not a satirical sketch by us or The Onion. It is a true report (we trust) found at Breitbart, written by Thomas D. Williams:

A student group formed to address “white privilege” at Ohio’s Kenyon College bars white members from asking questions of a person of color as part of a process to combat racism.

“Racism is a white people problem,” said the group’s student founder, Juniper Cruz—a self-described “Queer Afro-Latinx Muslim”—at the first meeting, which drew about 50 students.

The Whiteness Group, run through the school’s multicultural center, “works to educate students on whiteness, what it means to be white, and ways to deconstruct whiteness to work towards anti-racist actions”, Cruz said …

“The discussions explore what it means to be a white person while benefiting from societal privilege, as well as what it means to be a white ally to marginalized groups,” according to campus news reports from the Gambier, Ohio, college.

The group’s second meeting was attended by Rachel Kessler, an Episcopalian priest and chaplain of Kenyon College, who afterward wrote in an email to the school newspaper, “As white people, we can become paralyzed by our sense of shame for our racial privilege or by our fear of accidentally saying something problematic. Neither of those impulses are actually productive for combating racism and white supremacy.”

Founded as a Christian seminary for the formation of Episcopal clergy, Kenyon College opened its doors to women in 1969 and now takes great pride in its diversity, as well as its commitment to “green initiatives”. 

“At Kenyon, we see diversity as central to who we are and what we do — an ideal of inclusiveness that we strive to put into practice every day,” the school’s website states. “We believe that it’s vital to foster diversity in all facets of campus culture, from the people who work and study here, to the experiences they have, to the environment in which they live — the spirit of the place.”

The Whiteness Group exemplifies the school’s quest for a certain sort of diversity typical of modern liberal arts colleges in America, where all opinions and viewpoints are welcome as long as they do not challenge the liberal Zeitgeist.

The group encourages a certain amount of debate but also has regulations.

“Some ground rules at the Snowden Multicultural Center’s Whiteness Group: If you have an unpopular opinion, speak up. No white person can ask a person of color questions; white people must try to answer their questions for themselves. And no spreading rumors about what people say during the meetings,” the Kenyon Collegian reported.

Cruz said the chief aim of the group is to create “a sustainable form of activism”.

Leftist activism forever!

Now, students, write an appreciation of the Whiteness Group and its aims, using these words, phrases, names, slogans, prefixes, each of them at least once: “Racist”, “racism”, “diversity”, “inclusiveness”, “who we are”, “white privilege”, “patriarchy”, “dead white men”, “green”, “sustainable”, “renewables”, “multicultural”, “activism”, “resistance”, “global warming”, “open borders”, “pro-choice”, “abortion”, “sexist”, “sexism”, “LGBQT”, “gender”, “xie”, “ze”, “zir”, “Islamophobia”, “hijab”, “religion of peace”, “xenophobia”, “xenophobic”, “bigot”, “bigotry”, “KKK”, “Nazi”, “neo-Nazi”, “Hitler”, “fascist”, “Trump”, “Russia”, “collusion”, “womyn”, “gender”, “social construct”, “social justice”, “cis-“, “trans-“, “fair share”, “rape”, “vagina”, “pussy”, “nasty woman”, “Linda Sarsour”, “Michelle Obama”, “Nancy Pelosi”, “Hillary”, “black lives matter”, “hands up don’t shoot”, “pigs”, “flag”, “anthem”, “black”, “brown”, “whiteness”, “deconstruct”, “hegemony”, “empower”, “narrative”, “conversation”, “liberation”, “post-modern”, “post-humanist”, “sanctuary cities”, “safe place”, “hate crime”, “Dreamers”, “DACA”, “refugees”, “Palestine”, “intersectionality”. Plagiarism will not be penalized. 

Agenda 21 and the Ministry of Loneliness 19

In our town, and almost certainly in your town, and most of the towns (cities) of the United States, tall buildings are springing up at or near railway and bus stations, consisting of hundreds of very small living-units for single occupants. No areas are provided for cars, though there is accommodation for a limited number of bicycles. Occupants are encouraged to use public transport.

The living-units we have seen contain a narrow bunk bed, a small wardrobe and a couple of drawers to hold a few (standard issue) clothes, a desk big enough for a (frequently called-in and replaced) lap-top computer to stand on, a shelf where a very few books or a framed photograph or two might be displayed. And there is a narrow shower-closet, with the usual facilities, where the luxuries of rationed soap and toilet tissue may perhaps be enjoyed in the hours when the water is centrally turned on. We do not know for sure that there are recording devices hidden here and there, but we very reasonably suspect there are.

These buildings are part of the implementation by your local council of Agenda 21.

A video, issued in January 2009, explains what Agenda 21 is:

So families are to be broken up or never formed. That’s why the new living-units are for single people only.

Yes, the single persons will be lonely. That’s a vital part of the plan. 

The British Prime Minister (by what accumulation of errors?) Theresa May is the first political leader to appoint a Minister of Loneliness. Her name (it would of course be a woman) is Tracey Crouch. She is also the Minister of Sports (and “Digital, Culture, and Media”) who knows everything about team work, uniforms, mass transport, rules, penalties … Good choice, Theresa!

So as not to offend the Muslim community – which must never be offended even if its members rape and murder that little daughter of yours who has been taken away to be educated in group-think – males and females will be separated for all communal activities (pretty well the only kind of activities that will be allowed).

But also not to offend the LGBQTetc communities, there will have to be further separation for sports teams, work forces, organized social gatherings … Public toilet facilities, however, will be as open to all-comers as the borders of the late nation-states.

The human race will be relieved of the sin of private ownership. And of the burden of self-support. And of the responsibility of family support.  And of any cause to envy your neighbor.

Oh, brave new low-CO2 world that has such collectives in it!

The white man’s tale 29

The Left rules that whiteness is bad, and white maleness is very bad.

Yet white men of the Left trust that they can just stubbornly go on being white and male and it will be okay, they will still be accepted by their party comrades. After all, they have oodles of Leftist credentials.

But no. They are not acceptable.

Professor Bret Weinstein – still a far-left Bernie Sanders supporter – was hounded out of Evergreen College because he would not accept punishment for being a white male. Ordered to stay away for a day, he refused. Now he’s out of the university – though not yet formally fired.

Here he is being interviewed on HBO. A cellphone film of him being confronted by stupid arrogant aggressive students accusing him of being – you guessed it – a “racist” is included. And the weak principal of Evergreen, George Bridges, concedes ruefully that he himself could be called a “white supremacist” as he is  “a white man in a position of privilege”.

 

And Professor Michael Rectenwald, who was – and maybe still is sort of – a communist, has been brought down by campus totalitarianism. He too has not been fired but put on “paid leave”. Not for expressing unacceptable opinions, his New York University employers insist. No!  There is no connection whatsoever between his being sent away and the opinions he expresses on, say, Fox News.  Absolutely none. (Though no other reason is given.)

He has been hounded for those opinions by his colleagues at NYU.

No mention is made anywhere in what follows about his being white while male. Or male while white. But he is guilty of both those evil things. You can be sure his attackers will not have overlooked that grave double fault among all the others they accuse him of.

Mark Tapson writes at Front Page:

“In the fall of 2016,” New York University professor Michael Rectenwald recently told The Daily Caller, “I was noting an increase of this social justice ideology on campuses, and it started to really alarm me. I saw it coming home to roost here at NYU, with the creation of the bias reporting hotline, and with the cancellation of the Milo Yiannopoulos talk because someone might walk past it and hear something which might ‘trigger’ them.”

Rectenwald, himself a leftist, created an initially anonymous Twitter account, @antipcnyuprof, to speak out against that ideology and the “absolutely anti-education and anti-intellectual” classroom indoctrination he was witnessing, as well as the collectivist surveillance state that the campus was becoming, as students were urged to report each other for the sin of committing microaggressions.

In October of that year, he outed himself as the man behind the controversial Twitter account, and “all hell broke loose”. He swiftly found himself the target of shunning and harassment from his colleagues and the NYU administration. In true Cultural Revolution fashion, several colleagues in his department in the Liberal Studies Diversity, Equity and Inclusion Working Group published an open letter declaring him guilty of incorrect thinking. “The thing that is interesting here is that they were saying that because I don’t think like them, I am sick and mentally ill,” Rectenwald said to the Daily Caller.

Instead of kowtowing to the campus totalitarians, Rectenwald declared himself done with the Left in a February 2017 tweet (“The Left has utterly and completely lost its way and I no longer want anything to do with it.”) and has gone on to become an even more fervent defender of free speech and academic freedom. He has appeared often in conservative media to discuss those issues and the harassment he has received from the Left.

The Professor said:

I explained in numerous interviews and essays, I was not a Trump supporter; I was never a right-winger, or an alt-right-winger; I was never a conservative of any variety. I wasn’t even a classical John Stuart Mill liberal.

In fact, for several years, I had identified as a left or libertarian communist. My politics were to the left (and considerably critical of the authoritarianism) of Bolshevism! I published essays in socialist journals on several topics, including a Marxist critique of postmodern theory, analyses of identity politics and intersectionality theory, analyses of political economy, and an examination of the prospects for socialism in the context of transhumanism. I became a respected Marxist thinker and essayist. I had flirted with a Trotskyist sect, and later became affiliated with a loosely organized left or libertarian communist group.

It wasn’t only strangers who mistook me for rightwing or conservative. So too did many who knew better. An anti-Trump mania and reactionary fervor now gripped liberals and leftists of nearly all stripes. Previously unaffiliated and warring left and liberal factions consolidated and circled the wagons. Anyone who failed to signal complete fidelity to “the resistance” risked being savaged. 

After my appearance on Fox Business News, such rabid ideologues ambushed me. The social-justice-sympathetic members of the left communist group to which I belonged denounced me in a series of group emails. Several members conducted a preposterous cyber show-trial, bringing charges against me and calling for votes on a number of alleged transgressions. From what I could tell, my worst offenses included appearing on Fox News, sounding remotely like a member of an opposing political tribe, receiving positive coverage in right-leaning media, and criticizing leftist milieus just as Trump became President.

I denied that these self-appointed judges held any moral authority over me and declared their arbitrations null and void. Meanwhile, the elders of the group (one a supposed friend of mine) had remained silent, allowing the abuse to go on unabated for a day. When the elders finally chimed in, they called for my official expulsion. I told them not to bother as I wanted nothing further to do with them; I quit.

In their collectivist zeal, they later stripped my name from three essays that I’d written for publication on their website, and assigned their authorship to someone else entirely. Upon discovering this fraudulence, I publicly berated them for plagiarism. A prominent member of the American Association of University Professors noticed my complaint and investigated the alleged breach of intellectual integrity. Verifying my authorship of the essays, he condemned the group’s actions in a popular blog. Only then did the benevolent dictators return my name to the essays’ mastheads.

Friends and acquaintances from other communities also turned on me with a vengeance, joining in the groupthink repudiation. After my appearance on “The O’Reilly Factor” on Fox News, the Twitter attack was so fierce, vitriolic, and sustained that my associate Lori Price and I spent a whole night blocking and muting tweeters. But the worst banishment came from the NYU Liberal Studies community – to which I had contributed a great deal, and of which I had striven for years to be a well-regarded member. Soon after the open letter appeared, I recognized a virtual universal shunning by my faculty colleagues. One after another, colleagues unfriended and blocked me on Facebook. The few that didn’t simply avoided me entirely, until I saved them the trouble and unfriended them. Most stinging were the betrayals of those who once relied on my generosity, some whose careers I had supported and considerably advanced. 

Despite the harsh treatment doled out to me by the social justice left and the warm reception I received from the right, I did not become a right-winger, or a conservative. But after the social-justice-infiltrated left showed me its gnarly fangs and drove me out, I could no longer identify as a leftist.

What took him so long? Even now he cannot quite bring himself to recognize that every political opinion he expresses is conservative. The final step to saying “I am on the right of the political divide” is still too hard for him to take. (As it was for Christopher Hitchens, who became a conservative in the last years of his life, in all but name.)

Here is Professor Rectenwald, daring yet again to appear on Fox, talking to Stuart Varney:

 

And then there is Mark Farrell, who has been appointed interim mayor of San Francisco.

Of San Francisco! In a condition of whiteness and maleness! 

Needless to say, he is a Democrat.

He has replaced London Breed, a black woman.

His appointment has been greeted with fury because he is a white man.

KQED’s reporter Scott Shafer says:

As soon as it became apparent that the first African-American woman to lead San Francisco was being replaced by a white male representing some of the city’s wealthiest neighborhoods, the board chambers erupted.

Some members of the audience, infuriated by the turn of events, chanted, “Shame, shame, shame.”

“This is war!” some shouted as board members left the chamber.”

Will all white men on the Left get the message soon? Will Bernie himself? How long before all white males are shamed and expelled from whatever posts they hold in Democratic fiefdoms?

Can’t say there isn’t a certain satisfaction for the less forgiving of us Righties in watching this happen!

Robespierre comes to mind. He set the guillotine achopping, and the day came when it chopped his head off.

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