RUTHFULLY YOURS

https://www.nationalreview.com/2019/10/what-the-left-tells-young-americans/

Here are some of the messages the Left has been giving America’s young people:

Your past is terrible, and your future is terrible.

The American past is a story of genocide, slavery, racism, patriarchy, and colonialism. You should be ashamed of it.

As regards your future, your very existence is in jeopardy. You may well die at a young age unless society completely shifts from fossil fuels to wind and solar power. In fact, your future is so bleak you should probably not consider getting married and having children.

If you are a girl, you should know that American society has contempt for you. You will be paid less than a man for the exact same work and exact same number of hours of work. You will have between a 1 in 4 and 1 in 3 chance of being sexually assaulted if you attend college. There is a glass ceiling that will prevent you from professional success. And professional success, not marriage and family, is what you should concentrate on.

That none of the above is true is irrelevant to the Left. What is relevant to the Left is that these messages make young women into leftists — because they make them angry (virtually all leftists are angry), sad (there are happy liberals and happy conservatives but very few happy leftists), and lonely (singles are overwhelmingly on the left).

If you are a young black, the most important thing for you to know is that this country loathes you — that racism is “part of our DNA,” as President Barack Obama put it — and that just being black gets you suspended or expelled from school, shot by police, denied the vote whenever possible, and disproportionately imprisoned.

https://thefederalist.com/2019/10/28/three-far-left-economists-are-influencing-the-way-young-people-view-the-economy-and-capitalism/

The three most influential economists in the 2020 election promulgate falsehoods about the American economy. Could this effect the way young people view economics for the rest of their lives? 

Emmanuel Saez and Gabriel Zucman are University of California, Berkeley economics professors and key players in designing economic policy for 2020 Democratic hopefuls Elizabeth Warren and Bernie Sanders.

Saez and Zucman helped design Warren and Sanders’ wealth tax plans and have presented misleading calculations that claim “Medicare for All” would cut taxes for most Americans, despite Sanders admitting he would raise taxes on the middle class in order to achieve his “Medicare for All” plan.

Their work is based mostly on French economist Thomas Piketty. All three hold hard-left-wing values and push false bulk data on how high wealth and income inequality is.

The three most influential economists in the 2020 election promulgate falsehoods about the American economy. Could this affect the way young people view economics for the rest of their lives? The answer is yes.

https://www.thecollegefix.com/professor-

‘Grading is a great way to protect the white property of literacy in schools’

MUNCIE, Ind. — Ball State University recently hosted a presentation to “engage with the question of how English language practices in college classrooms contribute to white supremacy.”

“Freeing Our Minds and Innovating Our Pedagogy from White Language Supremacy” was the title of the 75-minute guest lecture given on October 14 by Asao Inoue, a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University.

“We are all implicated in white supremacy,” Inoue said during his presentation, co-hosted by Ball State’s English department, university writing program, and Office of Inclusive Excellence.

“This is because white supremacist systems like all systems reproduce themselves as a matter of course,” he said. “This includes reproduction of dominant, white, middle-class, monolingual standards for literacy and communication.”

White language supremacy, according to Inoue, is “the condition in classrooms, schools, and society where rewards are given in determined ways to people who can most easily reach them, because those people have more access to the preferred and embodied white language practices, and part of that access is a structural assumption that what is reachable at a given moment for the normative, white, monolingual English user is reachable for all.”

“Your school can be racist and produce racist outcomes,” Inoue said. “Even with expressed values and commitments to anti-racism and social justice.”

https://www.nationalreview.com/2019/10/the-great-society-and-opportunity-lost/

Lyndon Johnson’s 1960s spending initiatives have not paid off with any improvement in education.

In 1964, most people would have been excited to receive a signed picture from the president. But a woman known to history as “Mrs. Marlow” did not want Lyndon Johnson’s autograph.

She wanted clothes for her family. And food. “All we want is a decent chance for our children,” Marlow wrote to Johnson. Marlow felt she deserved as much because Johnson made a much-publicized visit to her family earlier that year, using the Marlows as an example of an impoverished family that Johnson’s “Great Society” programs could help.

If money was the answer, she was in luck. Johnson was about to open the spigots of federal spending like never before in the areas of education, health care, and welfare, promising that Washington would improve schools and lift families out of poverty.

Today, decades and trillions of dollars later, parents like Mrs. Marlow are still waiting for results. Johnson’s programs and their legacy have proved to be a curse on taxpayers and low-income families.

Head Start, the federal pre-kindergarten program for low-income children launched under Johnson, has had no lasting learning gains for enrolled students. What’s more, a new report from the Government Accountability Office (GAO) found Head Start centers inflating enrollment numbers by doctoring student applications. Taxpayers have spent more than $240 billion on the initiative since its launch in 1965.

https://www.americanthinker.com/articles/2019/10/the_developing_dystopia_of_dumbeddown_america.html

A song called “Lost My Marbles” by Pixie Lower & Friends (British, I believe, current around 1987), was a hint of the condition of the mainstream, approaching the turn of the century. It was a cute number with the line “Too much confusion in my brain” and begged out from making sense out of anything. A propos of that sentiment, a young man at that time told me that he didn’t like to think. Of the shocks I’ve had in life, this new one flew off the chart. Was choosing to think now something like choosing a flavor of ice cream?

It set me thinking. A scenario of the future spun in my head . . .

The 21st Century will make confusion a thing of the past. Hey, what are think tanks and the Internet for? Why sweat it when all the ideas and opinions you need are ready-made and delivered to your TV, computer, tablet or phone “for about a dollar a day” (a refrain in commercials, years ago)?

“Thinking syndrome” (TS) is what this disorder would be called, a vestigial malfunction of the brain still prevalent in some lines of evolution. While there are mitigating drugs for TS, none overcomes entirely an inherent resistance of the thinking tendency to act up in some individuals, causing confusion, indecision, bad decision, and sometimes violence, and worse, crime. But that will change when a non-invasive procedure permanently alters certain synaptic centers of the brain with a tiny implanted interactive chip that will cause rogue paths of thought to cancel out and be redirected to specified centers of cognition and confidence.

The Best and Worst Schools for Free Speech and Viewpoint Diversity

https://www.realcleareducation.com/articles/2019/10/24/2019_survey_of_campus_speech_experts.html

Controversies over free speech on college campuses are in the news seemingly every week, whether it’s an unpopular guest speaker being shouted down, a voluntary student group being banned from campus, or a professor losing his job over something he said in the classroom. While most Americans consider open inquiry and academic freedom essential to the mission of a university, the debate over what can or cannot be said on campus is far from settled at most schools today.

How serious is the speech problem in higher education? Is the problem widespread or just relegated to a small group of campuses? Which colleges and universities are doing a good job of protecting speech? RealClearEducation conducted a survey of experts on the campus speech climate in order to explore these questions.

About This Survey

This survey is designed to show how schools stack up in the opinions of experts who are concerned about free speech on campus. It’s a small sample of opinions and is not, to be clear, a scientific poll. If you look closely at our survey respondents, it’s evident that conservatives outnumber liberals. We originally invited 70 academics, pundits, and policy experts to participate. About half were recognizably on the left end of the political spectrum. Some of them accepted. Panelists such as Jonathan Haidt, Gregory Lukianoff, and Jeffrey A. Sachs, for instance, are certainly not political conservatives.

Nevertheless, a majority of the 22 invitees who ultimately completed our survey are recognizably on the right side of the political spectrum. This imbalance is itself instructive. A recent Pew Research Center study showed that Republicans are far more likely than Democrats to be worried about professors bringing their political and social views into the classroom (79% to 17%). Republicans are also far more likely than Democrats to believe that colleges are too concerned with protecting students from views they might find offensive (75% to 31%). The greater number of conservatives who agreed to participate in our panel reflects the greater concern conservatives have about campus speech. There are several identifiable libertarians on our panel as well.

There is an obvious reason for the special concern about the campus speech climate among conservatives. They are often outnumbered and underrepresented among the faculty and administration, particularly at elite schools. However, political liberals are increasingly raising concerns about censure on campus as well. On the other hand, there are those who say the entire notion of a campus speech crisis is overblown.

To gain more insight into this issue, we asked our panelists for their opinions on which U.S. colleges and universities have the best climate for free speech, viewpoint diversity, and open inquiry. We also asked them to tell us which schools they think have the most room for improvement in these areas. Finally, we asked panelists to share their thoughts on how free speech, viewpoint diversity, and open inquiry relate to the proper mission of a university. (Click here to download a full report on the survey in PDF format.)

Best Schools for Campus Speech

We conducted the survey in September 2019. Panelists were asked to name up to five schools that serve as positive role models in the areas of free speech, viewpoint diversity, and open inquiry.

University of Chicago – Best school with respect to campus speech climate according to RealClear’s 2019 survey of campus speech experts. (RealClearEducation)

• The University of Chicago was the clear winner for best speech climate, according to our survey. With its famous “Chicago Statement” guaranteeing students and faculty broad latitude for speech and strong protection of academic freedom, the vast majority of our panelists chose the University of Chicago as one of their top five picks.

• Next were Purdue University, Princeton University, the University of Virginia, Arizona State University, and Claremont McKenna College. These schools stood out to our panelists as positive role models with respect to campus speech climate.

https://www.americanthinker.com/blog/2019/10/mathematics_a_tool_of_racial_oppression_seattle_public_schools_committee_says.html

Something called the “K–12 Math Ethnic Studies Framework,” created by a Seattle Public Schools “Ethnic Studies Advisory Committee,” is intended to instruct students that math is intimately connected to racial oppression.  Students will be taught “how technology and/or science have been and continues [sic] to be used to oppress and marginalize people and communities of color.”  The framework, the final draft of which is scheduled to be completed by September 2020, will also attempt to “explain how math dictates economic oppression.”  That’s correct: math.

Tracy Castro-Gill, the ethnic studies program manager at Seattle Public Schools, noted that the framework is intended to redress the fact that the district has not been properly serving minority students.  Castro-Gill said, “The goal is to disrupt the status quo and do something different.”  Disrupting the status quo is the goal — and sacred quest — of all progressives.  She added, “It’s important to break down barriers while valuing our differences.”  Those of her ilk love breaking down barriers.  And fences.  And standards.

The framework curriculum will consist of four themes: Origins, Identity, and Agency; Power and Oppression; History of Resistance and Liberation; and Reflection and Action.  Riddle me this: how is telling minorities that mathematical concepts have historically enslaved them providing them with a great service?  Resist those integers!  Free yourselves from the bonds of multiplication!

https://www.nationalreview.com/news/nyu-newspaper-pulls-ad-for-lowrys-nationalism-book-out-of-concern-it-might-marginalize-people-of-color/

The editor of New York University’s independent student-run newspaper, Washington Square News, pulled an advertisement for National Review editor Rich Lowry’s upcoming book from the paper because exposure to the ad may have “marginalized people of color,” according to a statement released Thursday.

Lowry purchased the ad in order to promote a talk he will deliver Thursday night at NYU on his new book, The Case for Nationalism: How It Made Us Powerful, United, And Free, which will be released on November 5th.

The paper’s business team accepted the ad and charged Lowry for its placement last week. He found out that it would not appear in the paper’s Monday edition only when he saw that his payment had been refunded.

When no explanation was forthcoming, Lowry wrote a post informing National Review readers that his ad, which “invited people to learn why their pre-conceptions about nationalism are incorrect,” had been pulled without justification.

In response, the Washington Square News editor explained that she had unilaterally decided to pull the ad in order to shield “people of color on campus” from exposure to the phrase “Nationalism is a good thing,” which, in keeping with the book’s topic, was placed prominently at the top of the page.

https://www.nationalreview.com/2019/10/harvards-student-newspaper-chooses-ethical-journalism-over-pc-mobs-demands/ 

The Crimson had the audacity to present balanced coverage of an anti-ICE protest.

Harvard University’s student newspaper, the Harvard Crimson, was accused of “cultural insensitivity” and “blatantly endangering undocumented students” last month — all because it had adhered to journalistic ethics.

It’s true: According to an article in the Washington Post, all that the newspaper had done to deserve this was ask U.S. Immigration and Customs Enforcement representatives for comment on a story about an “Abolish ICE” protest. In other words? The paper’s reporters were attacked because they demonstrated basic journalism skills. It is, after all, not only not controversial to ask both sides for their views in a straight-news piece; it would actually be controversial not to.

Despite this, the Post reports that “hundreds” of students signed a petition calling on the newspaper to stop talking to ICE completely. Their cause was quite obviously absurd, and it depresses me that hundreds of our nation’s (supposedly) best and brightest could actually be ignorant enough to sign something like that.

The good news? Rather than back down from the pressure, the newspaper stood its ground. Earlier this week, Crimson editors Angela N. Fu and Kristine E. Guillaume published a defense of the paper’s work.

https://www.nationalreview.com/2019/10/universities-breed-anger-ignorance-ingratitude/

In turning out woke and broke graduates, they have a lot to answer for.

What do widely diverse crises such as declining demography, increasing indebtedness, Generation Z’s indifference to religion and patriotism, static rates of home ownership, and a national epidemic of ignorance about American history and traditions all have in common?

In a word, 21st-century higher education.

A pernicious cycle begins even before a student enrolls. A typical college-admission application is loaded with questions to the high-school applicant about gender, equality, and bias rather than about math, language, or science achievements. How have you suffered rather than what you know and wish to learn seems more important for admission. The therapeutic mindset preps the student to consider himself a victim of cosmic forces, past and present, despite belonging to the richest, most leisured, and most technologically advanced generation in history. Without a shred of gratitude, the young student learns to blame his ancestors for what he is told is wrong in his life, without noticing how the dead made sure that almost everything around him would be an improvement over 2,500 years of Western history.

Once admitted, students take classes from faculty who, polls reveal, are roughly 90 percent liberal. According to one recent survey, Democrat professors on average outnumber Republican faculty by a 12-to-1 ratio on the nation’s supposedly diverse campuses. But such political asymmetries are magnified by a certain progressive messianic self-righteousness that turns the lectern into the pulpit, the captive class into a congregation. The rare conservative professor is more resigned to the tragedy of the universe and, in live-and-let-live fashion, vacates the campus arena to the left-wing gladiators who wish to slay any perceived heterodoxy.