RUTHFULLY YOURS

https://www.israpundit.org/why-is-there-so-much-saudi-money-in-american-universities/

One spring afternoon last year, protesters gathered on a sidewalk alongside a busy street in Cambridge, Mass. City buses rolled past. Car horns sounded. A few pedestrians paused briefly before continuing on their way. The location was 77 Massachusetts Avenue, in front of a limestone-and-concrete edifice that serves as the gateway into the Massachusetts Institute of Technology. The building’s lobby leads to a long hallway known as the Infinite Corridor and into the heart of one of America’s most vaunted academic institutions.

Mohammed bin Salman, the crown prince of Saudi Arabia, would be visiting the next day. The protesters, a mix of students and local peace activists, wanted his invitation revoked. They were opposed to the prince being welcomed as an honored dignitary and were calling attention to the Saudi state’s financial ties to M.I.T. — and to at least 62 other American universities — at a time when the regime’s bombing of civilians in a war in neighboring Yemen and its crackdown on domestic dissidents were being condemned by human rights activists.

Prince Mohammed, who is 33, became Saudi Arabia’s de facto leader in 2017, when he was named crown prince by his ailing father, King Salman. He was in the midst of an American tour and had already been to the White House to meet President Trump, who said, as they sat together in the Oval Office, that they had become “very good friends over a fairly short period of time.” The president thanked the prince for what he said was the kingdom’s order of billions of dollars of American-made military hardware. “That’s peanuts to you,” he quipped.

From Cambridge, Prince Mohammed’s travels would take him to California, where he rented the entire 285-room Four Seasons hotel in Beverly Hills and was the guest of honor at a dinner hosted by Rupert Murdoch and attended by numerous entertainment-industry grandees. In Silicon Valley, he met with Tim Cook, the chief executive of Apple, and other tech executives; in Seattle, he met with Jeff Bezos, the Amazon chief executive. Saudi Arabia was already an investor in Uber through its sovereign wealth fund, which is controlled by the crown prince, and Prince Mohammed was negotiating to buy a stake in Endeavor, the Hollywood conglomerate that includes the WME talent agency and the Ultimate Fighting Championship business.

https://thefederalist.com/2019/07/08/using-u-s-qatari-funding-duke-university-teaches-k-12-teachers-biased-info-islam/

Documents shed light on the workings of Duke University’s unique influence operation targeting the U.S school system with funds from a global terrorism supporter.

By accepting more than $111,000 from Qatar Foundation International to provide U.S. teachers anti-Israel training, Duke University is abusing its status as one of only 14 Middle East National Resource Centers funded by the U.S. Department of Education to provide guidance on curriculum materials and teacher training for K-12 Middle East studies.

From June 30 to July 5 on the Duke campus this year, “Dimensions of the Middle East” was an immersion program for grades 6-12 U.S. educators. Presented by the Duke Islamic Studies Center, Duke University Middle East Studies Center, and Qatar Foundation International, the institute trains 40 teachers who are hand-selected by QFI, according to a Duke University spokesman.

Qatar Foundation International (QFI), based in Washington, DC, is a subsidiary of the Qatar Foundation (QF), with direct ties to the Sharia-law government of Qatar. While QFI cuts a moderate, even scholarly image in public, its parent QF has been tied to supporting terrorist organizations like the Muslim Brotherhood. QFI partners with other elite universities for student outreach, but will resort to lawsuits to keep the financial details of these programs secret once the public begins to ask questions.

Documents received by the Haym Salomon Center shed light on the workings of Duke University’s unique influence operation targeting the U.S school system.

https://www.city-journal.org/richard-carranza-racial-bias

Speaking at a recent middle school graduation, New York City Schools Chancellor Richard Carranza said, “We’re going to move the agenda to serve our students, and people that have been very comfortable for a very long time doing absolutely nothing for the children that they’re supposed to serve are going to feel uncomfortable.” Talk like this is cheap, and Carranza’s approach—mandatory anti-bias training and charges that the opposition is racist—is deflection. He’s covering up his lack of a programmatic approach to school improvement and the mayor’s abandonment of any meaningful school accountability. 

Quality is distributed inequitably within New York’s school system, but not because of deep-seated racial bias among employees. Rather, it is the outcome of specific policies and programs that could be changed if the political will existed to do so. For 40 years, each of Carranza’s predecessors pursued policies that they believed would improve educational outcomes for the city’s low-income minority children. Some were successful, others less so, but all were dedicated to educational equity. Carranza speaks constantly of his experience as a minority, as though he were the first to hold the chancellor’s job in New York—but two-thirds of his predecessors dating back to 1978 were minorities, too.

Carranza does differ from them in one significant way: he has yet to articulate an approach to identifying the policies and people that stand in the way of meaningful school improvement. A generation ago, then-mayor Ed Koch’s first chancellor, Frank Macchiarola, centered his efforts around affirmations that “all children can learn,” and that “it is the responsibility of the public-school system to promote learning and equality for all children.” These statements, made in 1978, stood in direct conflict with the consensus among policymakers and social scientists that schools have little effect on student outcomes, relative to a student’s family background. 

https://www.wsj.com/articles/an-education-horror-show-11562532467

The National Education Association held its annual convention this past weekend, and the Democratic presidential candidates made their pilgrimage to promise the teachers union more money—and even more money. One word we didn’t hear on stage was “Providence,” as in the Rhode Island capital city whose public schools were recently exposed as a horror show of government and union neglect.

Peeling lead paint, brown water, leaking sewage pipes, broken asbestos tiles, rodents, frigid and chaotic classrooms, and student failure were all documented in a 93-page review by the Johns Hopkins Institute for Education Policy. The review was conducted in May at the request of the Rhode Island education commissioner, and it deserves attention nationwide as an example of government failure.

“Very little visible student learning was going on in the majority of classrooms and schools we visited—most especially in the middle and high schools,” the report says. “Our review teams encountered many teachers and students who do not feel safe in school. There is widespread agreement that bullying, demeaning, and even physical violence are occurring within the school walls at very high levels.”

No surprise, then, that only 5% of Providence eighth graders on average scored proficient in math in the 2015 through 2017 school years. That compares to 21.3% in Newark, N.J., where students have similar socioeconomic backgrounds. Low-income students in Worcester, Mass., not far away, were twice as proficient as those in Providence.

https://www.realclearpolitics.com/articles/2019/07/05/a_delusive_assurance_that_all_is_well_on_campus_140713.html

For many decades, defenders of liberal education — not only conservatives — have been warning the public about colleges’ and universities’ hostility to free speech. If the warnings are unsound, why has controversy persisted? If they are sound, why hasn’t the problem been corrected?

One tranquilizing possibility explains away the problem: Malcontents there will always be. The boundaries of free speech are inherently uncertain and always fluctuating. Free speech, and debate about free speech’s limits, are welcome on campus. Controversy only persists because of outside agitators ignorant of university culture and determined to extract partisan advantage by misrepresenting campus life to a polarized public.

But the persistence of the criticism is also consistent with an alarming possibility: Universities’ determination to regulate speech and curtail dissent is entrenched on campus; unfree speech is entwined with the structure of university governance; and censorship, both open and covert, serves the interests of the huge and self-reproducing progressive majorities that dominate university administration and the professoriate. Consequently, higher education is exceedingly resistant to reform.

The question is of special concern because all of our other freedoms are bound up with free speech, which enables us to contribute to and learn from public debate, hold officials accountable, and associate with others to advance our private interests and the public good. The security and vigor of free speech depends in turn on the lessons about liberty of thought and discussion taught — both in the classroom and through the norms and rules that constitute the educational enterprise — by our schools, not least institutions of higher education.

The president of Columbia University says not to worry, all is well. In last month’s Atlantic, in an article headlined “Free Speech on Campus Is Doing Just Fine, Thank You,” Lee Bollinger asserts that First Amendment norms are evolving as they have throughout American history. And he offers his assurance, as a free speech scholar as well as a university president, that higher education is standing fast in its commitment to present both sides of the argument. “At Columbia and at thousands of other schools across the United States,” he writes, “controversial ideas are routinely expressed by speakers on both the left and the right, and have been for decades.”

https://www.nationalreview.com/2019/07/intellectual-dark-web-quiet-revolution/

A group of mostly young writers challenge the Left’s excesses.

The dominant assumption in conservative circles is that college campuses are left-wing echo chambers with little room for dissenting opinion. But this assumption misses a host of previously apolitical or liberal college students who are voluntarily seeking out conservative thought as an alternative to the contemporary liberal-arts curriculum.

The leading figures of this movement, known colloquially as the Intellectual Dark Web, are a loose assortment of young intellectuals who have gained notoriety for articulating opposition to some aspect of what they see as the porous narratives of identity politics, The IDW has become an industry of sorts — Ben Shapiro, Jordan Peterson, and Joe Rogan are wildly popular — and it is leading something of a quiet grassroots insurgency against campus intelligentsia throughout America. As a collective, the IDW provides college students with an alternative to the intersectional narrative that is the foundation of the contemporary progressive belief system. Identity politics is not gospel, they say, and it is not mandatory to accept its premises as unquestionable truth. To be sure, so far there is no readily available evidence that demonstrates the ubiquity of this movement, but the explosive popularity of many IDW members — particularly among young people — makes it difficult to conclude that their influence is not significant.

At first glance, it may be difficult to identify any uniform ideological trait they all share. The IDW contains religious conservatives and liberal atheists alike; its diverse cohort includes traditionalists, rationalist liberals, gay comedians, libertarian potheads, and others. Jonah Goldberg wrote last year that members of the IDW are unified only by their objection to the corrosive dogmas of trendy discourse and by the fact that they have all provoked the ire of those who espouse them.

Yet this new class of intellectuals serves for many as the new gatekeeper to the Right. Through them, many college students — myself included — have found their way to Edmund Burke. And to the convert whose access to the conservative tradition came through this cohort of thinkers, it is no coincidence that, despite the variety of political beliefs espoused by individual members of the IDW, they often lead many of their followers to a more traditionalist conservatism.

https://thefederalist.com/2019/07/05/georgetown-professor-equates-american-flag-nazi-swastikas/

On MSNBC Wednesday, Georgetown Professor Michael Eric Dyson equated the American flag to Nazi swastikas and Klu Klux Klan cross-burning.

“Those symbols are symbols of hate,” Dyson said.

MSNBC host Hallie Jackson interviewed Dyson in light of the controversy ignited by Nike’s terminated shoe design featuring the American Betsy Ross flag in response to protests by former NFL quarterback Colin Kaepernick.

Addressing the argument that Nike’s decision was “PC [political correctness] culture run amok,” Jackson asked Dyson to articulate why the American flag is so offensive to some.

“Why don’t we wear a swastika for July 4th?” Dyson said. “Because, I don’t know, it makes a difference. The cross burning on somebody’s lawn. Why don’t we just have a Nike celebration of the cross, those symbols are symbols of hate. So we can take PC culture back.”

https://www.frontpagemag.com/fpm/274193/prager-u-video-students-celebrate-marxist-che-prager-university

Prager U’s Will Witt went to the Che Cafe, named after communist revolutionary Che Guevara, at UC San Diego and asked what students think about it. Check out the short new video from Prager U below:

https://www.frontpagemag.com/fpm/274152/history-class-presentation-exalts-liberal-traits-sara-dogan

A teacher at Rock Hill High School in South Carolina has been accused of indoctrination after showing her class a slide presentation which included universally positive definitions of the term “liberal” and disparaging ones of the term “conservative.”

The slide was part of a presentation on the history of America’s political parties. Described as a “meme,” the slide listed synonyms for the term “Liberal” which include “tolerant, generous, enlightened, broadminded, lavish, charitable.” It goes on to state that the antonym of “Liberal” is “Conservative” which is defined as “stingy, miserly, regressive, narrow-minded, reactionary, bigoted, prejudiced, biased.”

The slide claims that the definitions were taken from Roget’s Thesaurus. While these may be true dictionary definitions of these terms in various contexts, the slide in question contains the image of three American flags, making clear that in this instance the definitions are being applied to the political realm.

Unsurprisingly, many parents and others in the district were outraged by this negative characterization of conservative views.