RUTHFULLY YOURS

https://www.americanthinker.com/articles/2020/09/the_university_as_madrasah.html

A progressive and tenured professoriate who luxuriate in a rewarding lifestyle and station have held sway over the student body politic in higher education for generations.  Bred of a style of campus Marxism seeded in the sixties and disbelievers of free-market capitalism, they shunned the rigors of the competitive workplace and snuggled up to academia as the best excuse for employment.  Their avocation is a latter-day version of critical race theory (CRT), the brainchild of a Harvard law professor and early mentor of Barack Obama that breaks everything down to race, law, and power and views the American DNA as strands of intolerance, greed, and systemic racism.  Its most recent variant ascribes social and racial injustices to frame a system so corrupt in its origins that it must all be burned to the ground. It embraces a social studies syllabus that has replaced an even-handed warts and all view of American history with an all warts set of grievance studies.

With increasing audacity, progressive faculty in social sciences and gender studies programs are preaching a groupthink that brings undergrads to a low opinion of themselves and their country.  They impugn whole races and genders over privilege and power, promote class warfare as atonement, and give a wink and nod when rioting overtakes propitious moments of social unrest.  Allegiance to this thinking requires the abrogation of all opposing views.  

The oppression of conservative views and speech on campus is an alarm few university administrations have heeded.  A study of campus speaker and teacher disinvitations and disruptions by the Foundation for Individual Rights in Education (FIRE) found that since the Trump administration took office in 2017 there have been 113 attempts or actual incidents of speaker cancellations, protests, or disturbances at public and private colleges.  In 76 of these cases, the controversy came from individuals and groups with leftist political leanings and 24 came from those on the right.

https://www.frontpagemag.com/fpm/2020/09/cultural-marxism-kids-larry-sand/

The results of a survey released last week revealed that two-thirds of 18-39 year-old Americans do not know that 6 million Jews were killed during the Holocaust. One-half of the respondents could not name a single concentration camp. One-fourth said the holocaust was a myth and one-tenth blamed it on the Jews.

I guess this shouldn’t come as a surprise. It is very much in line with other recent polls which find that just 27 percent of those under the age of 45 nationally can demonstrate a basic understanding of American history. Additionally, 57 percent  of all Americans don’t know we have nine Supreme Court justices, 60 percent don’t know which countries we fought in WWII, and only 32 percent can correctly name all three branches of government.

Instead of cleaning up its act, the education establishment is doubling down. In fact, America’s children are in the process of having their brains scrubbed clean. Instead of teaching actual history, we are seeing more and more curricula that is pointedly critical of America and its traditional values. Facts are irrelevant. Objectivity is non-existent. Lies are truth.

The new indoctrination is for the most part of the far-left race-obsessed variety. In Virginia, the state Board of Education is in the process of discussing recommendations set forth in a report commissioned by Governor Ralph Northam. It proposes revamping Virginia’s school curriculum, to include “critical race theory,” which claims that “whiteness” is a moral blight and that all white people are complicit in oppressing people of color.

https://www.nationalreview.com/corner/how-to-take-back-american-history/

Our schools have buried the glory and beauty of America’s story under a mountain of misplaced guilt and tendentious ideology. Yes, there are faults in our story — the stain of slavery above all. Yet the weight and significance of our tale lay in the striving to overcome our failings. American history is, in part, the chronicle of our attempts to more perfectly realize the principles of liberty and equality that inspired our founding. There is a way for America’s schools to grasp this truth and again impart an honest and confident pride in our story. That path emerged last week when President Trump spoke at the National Archives. Yet the full significance of the education strategy laid out by the president has been missed.

President Trump’s remarks were delivered at the White House Conference on American History. So far, news out of that event has highlighted the president’s intention to appoint a 1776 Commission to forward patriotic education in our nation’s schools. That is only a part of the picture, however. The fuller story emerges when you attend to the conference that preceded the president’s address, and to an important yet overlooked moment in his remarks.

The White House Conference on American History helped to introduce a new solution to the decline of history education in this country. American Achievement Testing (AAT), a new non-profit company, has formed an alliance with the historian Wilfred McClay, whose extraordinary new American history textbook, Land of Hope, is unlike any text currently available. In partnership with the National Association of Scholars (NAS), AAT recently received a grant from the National Endowment for the Humanities (NEH), to design instructional materials for K–12 U.S. history courses, with Land of Hope as their core text. Theodor Rebarber, CEO of AAT, Wilfred McClay, author of Land of Hope, and Peter Wood, president of NAS, all spoke at the White House Conference on American history, as did Jordan Adams, who supervises history instruction at the system of charter schools associated with Hillsdale College, where Land of Hope is used as a text. (Other presentations less directly related to AAT’s project are well worth watching.) President Trump touted the NEH grant during his speech and asked Rebarber, McClay, and Wood to stand and be recognized. (You can see a video of the conference, with talks by Wood, McClay, Rebarber, Adams, and others here, and video of the president’s remarks here.) AAT’s U.S. history course materials — and the way they will be adopted — hold the key to the president’s new education reform plans.

ttps://www.nationalreview.com/2020/09/trump-1776-commission-patriotic-education-worthy-cause/

America’s proud history is worth defending, and it is worth defending through government and politics. There are fair arguments about how best to go about that task consistently with a duly conservative skepticism about the proper powers of federal and local government, but conservatives should not shy away from conserving the core of our national history, ideals, and culture — a goal that not so long ago was neither partisan nor ideological.

The current lines of battle are joined around the teaching of the New York Times 1619 Project, Howard Zinn’s 1980 screed A People’s History of the United States, and other fact-challenged efforts to supplant the story of America, its ideals, and its exceptional history with critical-race and gender theory and leftist agitprop. It is wrong to fill the heads of children with falsehoods, or to subject them to outside-the-mainstream theories until they are old enough to learn to evaluate them critically. It is right and important to commemorate what makes this nation great and special.

Control of public-school curricula is properly a local matter, but presidents can provide moral leadership, start national conversations, and raise alarms in this area. So long as there is a federal Department of Education with its hands in school curricula, its actions, too, should aim to be constructive rather than destructive. A proper American history does not mean feeding children Parson Weems’s whitewashed just-so stories. It is, rather, what Ronald Reagan called for in his Farewell Address in 1989, an “informed patriotism”:

An informed patriotism is what we want. And are we doing a good enough job teaching our children what America is and what she represents in the long history of the world? . . . We’ve got to do a better job of getting across that America is freedom — freedom of speech, freedom of religion, freedom of enterprise. And freedom is special and rare. It’s fragile. . . . Let’s start with some basics: more attention to American history and a greater emphasis on civic ritual.

https://www.nationalreview.com/magazine/2020/10/05/against-the-1619-curriculum/?utm_source=recirc-desktop&utm_

Choice and local control remain the best defenses.

It has been a year since the New York Times kicked off a national controversy by devoting an issue of its Sunday magazine to the 1619 Project, a factually flawed effort to portray all of American history as little more than the product of slavery and racism. Since then, our country has been convulsed by a cultural revolution dedicated to the proposition that America is a systemically racist country. This is no coincidence.

In the wake of the death in May of a black man named George Floyd from what gives every indication of having been mistreatment while in police custody, mass protests against allegedly endemic police racism spread across the country. Those protests soon devolved into rioting, looting, and — especially in Portland — daily violence in behalf of vaguely defined revolutionary goals. All of this has occurred despite extensive evidence that claims of “systemically” racist mistreatment of blacks by police are false.

Amid a national wave of monument destruction set off by the George Floyd disturbances, Portland rioters tore down a statue of George Washington, tagging it with graffiti such as “White Fragility,” “F*** Cops,” and “1619.” When Charles Kesler of the Claremont Institute responded by dubbing the disorders “the 1619 riots,” Nikole Hannah-Jones, organizer and lead essayist of the 1619 Project, tweeted that “it would be an honor” to have the statue-toppling and riots so named.

https://www.frontpagemag.com/fpm/2020/09/trying-purge-skidmore-faculty-student-run-anti-richard-l-cravatts/

“The power to be found in victimization, like any power,” wrote Shelby Steele in The Content of Our Character, “is intoxicating and can lend itself to the creation of a new class of super-victims who can feel the pea of victimization under twenty mattresses.” Evidently, the new campus victims in the culture of aggrievement since George Floyd’s death have been irritated by the ‘hard pea’ of racism and want everyone else on campus to know and feel their pain, as well, since coddled, narcissistic college students have weaponized their professed victimology and have turned it on administrators and the professoriate as a way of extorting concessions, influence, and power on their respective campuses.

On the first day of classes at Skidmore College, for instance, a rally was held, sponsored by the student organization Pass the Mic, at which the protestors called for the end of racism at the school and conveniently presented the administration with 19 specific demands aimed at facilitating “. . . transformative healing work for Black and Indigenous people of color, and trying to cultivate a sense of community that isn’t here on campus,” as one of the organizers put it.

In order to create this brave new anti-racist world at Skidmore, the 19 demands included the predictable ones, such as “a zero-tolerance policy toward racism among faculty, staff, students and administrators” and “mandatory and reoccurring anti-racist training for all professors and students,” but also more radical and delusional requests such as: “full access to all Campus Safety officers’ background records;” a “ban [of] all police presence from campus including as responses to disputes and for large-scale public events;” and, frighteningly, a policy that “all bias reports filed against professors/faculty [be made] public and accessible while concealing the identity of the person who filed.” But perhaps most troubling on this list was the one very specific demand that called for “The immediate firing of Mark Vinci, David Peterson, and Andrea Peterson,” three Skidmore faculty members. And what were the offenses that would justify these professors’ termination?

https://www.americanthinker.com/blog/2020/09/san_francisco_state_university_once_against_embraces_terrorism.html

San Francisco State University (“SFSU”) has a history of overt leftism and anti-Semitism going back at least to the 1970s, so perhaps it’s merely business as usual that the campus is hosting an online event featuring Leila Khaled. Still, even for S.F. State, Khaled is extreme. She is a violently anti-Semitic, anti-Israel member of the hard left Popular Front for the Liberation of Palestine, a group more radical than the PLO. In 1969, she was part of a team that hijacked a TWA flight with 80 people on board and, in 1970, she attempted to hijack another flight while armed with two hand grenades.

Naturally, Khaled is feted on the left. Although she is still affiliated with the PFLP, which the U.S. and the European Union classify as a terrorist organization, in 2017 she spoke to the European Parliament. While there, she said that the Israelis are worse than the Nazis because they haven’t been punished:

“You can’t compare the actions of the Nazis to the actions of the Zionists in Gaza,” she claimed, later adding, “The Nazis were judged in Nuremberg but not a single one of the Zionists has yet been brought to justice.”

SFSU, although a taxpayer-funded institution, is entirely on board with inviting a member of an anti-Semitic terrorist organization to give a speech:

San Francisco State University’s Arab and Muslim Ethnicities and Diasporas Studies (AMED) is scheduled to host later this month a virtual conversation with a known Palestinian terrorist.

The Sept. 23 event, “Whose Narratives? Gender, Justice, & Resistance: A conversation with Leila Khaled,” will take place via Zoom. It will be hosted by SFSU professors Rabab Abdulhadi and Tomomi Kinukawa, the former of whom has a history of anti-Israel activism.

https://www.wsj.com/articles/princetons-confession-of-bias-11600469066?mod=opinion_lead_pos3

The folks at Princeton are supposed to be smart. But you have to wonder about the intelligence of inviting federal scrutiny by declaring their own school guilty of racism.

Amid a struggle session with progressive faculty and students this month, Princeton President Christopher Eisgruber published an open letter promising to combat “systemic racism” at the school. That’s an eye-opener since Princeton has assured students and the federal government that it doesn’t discriminate. Has the university been lying?

Enter the Education Department, which wants to know. On Wednesday Assistant Secretary Robert King wrote Mr. Eisgruber requesting records related to his confession of bias. “Among other things,” Mr. King writes, “you said ‘[r]acism and the damage it does to people of color persist at Princeton . . .’ and ‘[r]acist assumptions . . . remain embedded in structures of the University itself.’”

Title VI of the Civil Rights Act of 1964 provides that no one on the basis of race should “be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” Colleges each year must certify to the Education Department that this is true to receive federal funds.