RUTHFULLY YOURS

I get it. Donald Trump isn’t everyone’s cup of tea. Some people love him, some people hate him, and some of us just watch the left howl over the guy while personally feeling kind of “meh” about him as president.

But some Leftist academics, for example, hate him so much they wish for assassination. Here’s the latest example, as reported by The College Fix:

“Trump is a f*cking joke. This is all a sham. I wish someone would just shoot him outright,” tweeted educator Kevin Allred from his personal account Friday night.

Earlier that day, Allred also tweeted the infamous picture of comedian Kathy Griffin holding a decapitated model of Trump’s bloody head under the word “mood.”

Allred, who has a history of controversial tweets, was listed as an adjunct instructor in the Gender, Sexuality, and Women’s Studies program at Montclair State University as recently as July 29, according to a screenshot of the university’s website.

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After Allred tweeted his presidential assassination sentiments on Friday, he received reaction — and some backlash. He quickly deleted the tweet, but continued to defend it, asserting just 25 minutes later in a tweet: “saying you wish donald trump was dead is different than making a direct threat against him. just saying … ”

In 2008, before Obama was even president, a Fox News contributor was forced to apologize for a joke regarding the then senator that was, at its worst, a similar kind of remark.

In 2010, blogger Solomon “Solly” Forrell was blasted by the left after tweeting that the country had gotten over the assassinations of Lincoln and Kennedy and would get over Obama being assassinated, too. The left was furious over it.

These were just two examples of liberal outrage over similar remarks. Why is it only wrong when the right does it?

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Roanoke launches new Center for Economic FreedomRoanoke College will launch a new Center for Economic Freedom with a special event in September.

Inspired by economist Milton Friedman and his passion for free markets and individual choice, the Center for Economic Freedom’s mission is to educate students and the community on the freedom of markets and individual choice in a liberal arts setting. Dr. Alice Kassens, the John Shannon professor of economics, will direct the Center, which will be funded by grants from several foundations.

Through the Center’s programs, the goals are to:

Promote an environment of educated discourse and discovery
Explore the role of economic freedom and individual rights in prosperous societies
Motivate students to actively seek opportunities in classically liberal minded scholarship and service
Develop a network of alumni and friends that remain active in the Center for Economic Freedom

The first event will be a public lecture to mark the opening of the Center for Economic Freedom Lecture Series on September 1 with featured speaker Dr. Chris Coyne. He is the associate director of the F. A. Hayek Program for Advanced Study in Philosophy, Politics, and Economics of the Mercatus Center at George Mason University. Coyne has written several books, including Doing Bad by Doing Good: Why Humanitarian Action Fails. He is a prolific writer of articles for scholarly journals, has published numerous policy briefs, and also has written for the Daily Caller, the Richmond Times-Dispatch, and others. Coyne is the co-editor in chief of the Review of Austrian Economics, the coeditor of the Independent Review, and the book-review editor of Public Choice. He is a member of the Board of Scholars for the Virginia Institute for Public Policy.

“I have admired Milton Friedman, both his work and style, since I first studied economics,” Kassens said. “The Center for Economic Freedom is a way to bring his ideas to students and the Roanoke College community to expand the public discourse regarding markets and regulation. I am thrilled to open the Center officially in September with a lecture by Chris Coyne.”

In addition to the annual lecture series, the Center will host a variety of events and activities for students, both those majoring in economics and those studying other disciplines. Opportunities for students include an economics reading group, a research assistantship, an economic freedom group and library of materials related to economic freedom. The center also will have a seminar travel fund to help support student travel. The center also will sponsor a faculty reading group and will hold Milton Friedman Remembrance Day each year on November 16, the anniversary of his death.

For more on the Center for Economic Freedom, visit the center’s web page, follow the center on Facebook
and Twitter @CEFreedomRC for the latest information. The email address is freedom@roanoke.edu.

Progressives, crazed with identifying new forms of oppression attached to the currently fashionable catchword “privilege,” have finally embraced the stupid as a victim class. Hey, let’s celebrate stupidity! Just ponder for a moment all the potential grand marshals for the inevitable Stupidity Day Parade in New York City, once the stupid are organized into a grievance-powered pressure group.

And where else, but at a university, a temple of higher learning?

In this case, one funded by taxpayers. The following is from a genuine column in the student newspaper of the University of Iowa. A student suddenly has discovered that being smart is just like being white: an unfair privilege. Dan Williams writes: http://daily-iowan.com/2017/07/25/williams-what-is-privilege-and-what-do-we-do-with-it/

Any of us could have been born the unluckiest person on the planet, which, by definition, picks out precisely one person. But we all have the privilege of not being that person. We are all privileged by comparison.There are many kinds of privilege besides white privilege: cognitive privilege, for example. We now know that intelligence is not something we have significant control over but is something we are born with. We are living in a society in which success is increasingly linked to one’s intelligence. This is not to say that intelligence is the only factor that is important. All that is implied is that below a certain threshold of intelligence, there are fewer and fewer opportunities. These opportunities are being shifted upward to jobs that require heavier cognitive lifting or else are being replaced by robots. Thus, the accident of having been born smart enough to be able to be successful is a great benefit that you did absolutely nothing to earn. Consequently, you have nothing to be proud of for being smart.

Once we have admitted the reality of privilege itself and identified some species of privilege, we are better able to talk about the temperature-rising topic of racial privilege.

I am not certain if Williams is an actual sophomore, but he certainly is sophomoric. He understands nothing about intelligence, though he pretends he does. (In fairness, I was once an undergraduate college student intoxicated with the new ideas I was learning. And it was my privilege to learn from scholars immersed in classical thought not progressive propagandists.)

Intelligence is not merely an inherited characteristic that exists independent of effort, practice, and practical application. In fact, genuine intelligence is a skill, best analogized to athletics, the other thing that the University of Iowa is famous for. Skills of any sort demand practice, effort, critical self-evaluation, coaching, and many other requirements.

Athletes can be born with excellent physical endowments, but unless they practice and try hard, they will end up as duffers. Pete Rose became a baseball legend, known as “Charlie Hustle” because he proved the point that sheer willpower is a major factor in athletic excellence. True enough, I will never be an NBA star owing to my meager physical endowments. But I would have been a much less awkward and pathetic amateur if I had at least tried.

You have to feel for Social Justice Warriors. No matter how hard they try, they just can’t get away from white people.

They’re everywhere! Why, you even find them in the supermarket, at the movie theater, and — worst of all — in schools. Where our children go to be educated. Where our kids should be sheltered from the depredations and poisonous proclivities that all white people possess.

It makes one weep to think about all this white privilege on display for our children and other delicate flowers to be offended by.

Thankfully, Columbia University wants to do something about it. The Ivy League college — one of America’s most celebrated universities — held a conference for K-12 educators that featured workshops on ho to combat the evil of white privilege in our schools.

The Campus Fix:

The “Reimagining Education Summer Institute” conference, organized by Columbia University’s Teachers College, was held in mid-July and concentrated on “opportunities and challenges of creating and sustaining racially, ethnically and socio-economically integrated schools,” according to its website.

The event, in its second year, drew 300 participants that mostly consisted of K-12 teachers and principals, the institute’s director Amy Wells said in a phone interview with The College Fix. The four-day conference included plenary sessions, dozens of workshops and dialogue sessions.

One presentation, called “Whiteness in schools,” provided “a history of Whiteness, and will invite participants into a discussion of how Whiteness and White culture shapes what happens in schools,” according to a description.

One workshop discussed “3 ways to face white privilege in the classroom.” Presented by Teachers College postdoctoral fellow Jamila Lyiscott, a summary of the workshop states it included “activities and critical dialogue around White privilege to connect personal responsibility to pedagogical possibilities for the classroom.”

And a workshop on “Teaching for Social Justice” sought to challenge colonialist and racist pedagogies.

“We will challenge Eurocentric pedagogical approaches that not only under-prepare students for the realities of our increasingly multiethnic, multilingual, globalized society, but are also rooted in colonial and racist ideologies that stifle the voices, identities, and realities of students of color,” a description states.

There was also a “Deconstructing Racial Microaggressions” workshop in which attendees pledged to address racial insults at their schools.

Institute director Wells, a professor of sociology and education at the Teachers College, said the conference came about out of her belief that the “missing piece” regarding issues of integration in education is what goes on inside the classroom.

“It’s always about getting kids into the building and I just think … we’re always missing the educators who actually do the work and who actually interact with the kids on daily basis and help them understand race in terms of how they’re relating to other students,” she said. CONTINUE AT SITE

It’s been a rough year for free speech on campus, but there are glimmers of hope in Southern California. The colleges of the Claremont University Consortium have been laying down the law in response to those who act out to advance their idea of social justice.

Consider the case of Jonathan Higgins. In June, Pomona College announced that Mr. Higgins had been hired as the new director of the Queer Resource Center of the Claremont Colleges, which Pomona administers. Elliot Dordick, a student and writer at Pitzer College, looked at the new administrator’s Twitter feed and reported his findings at TheCollegeFix.com and in the Claremont Independent, a conservative student newspaper where I currently serve as deputy editor. Mr. Higgins, who is black, had responded to a tweet asking, “Who are you automatically wary of/keep at a distance because of your past experiences?” His answer: “White gays and well meaning white women.” In another tweet he asserted: “I finally have nothing to say other than police are meant to service and protect white supremacy.”

A day after the Fix and the Independent ran the article, Pomona announced that Mr. Higgins wouldn’t be taking the position after all. In an email to the Pomona student body, Associate Dean Jan Collins-Eaglin wrote that “we have reopened the national search for the Director of the Queer Resource Center.”

Then, two weeks ago, Claremont McKenna College announced punishments for 10 students who had violated college policy in April during a raucous protest against Manhattan Institute fellow Heather Mac Donald, author of “The War on Cops.” The protesters, who spent the evening chanting “No cops, no KKK, no fascist USA!,” blockaded entrances to the building where Ms. Mac Donald was speaking, so that she ended up addressing an almost empty hall.

“The blockade breached institutional values of freedom of expression and assembly,” the college declared in a statement. “Furthermore, this action violated policies of both the College and The Claremont Colleges that prohibit material disruption of college programs and created unsafe conditions in disregard of state law.” The punishments included suspensions, in contrast with Vermont’s Middlebury College, where students who disrupted a lecture by social scientist Charles Murray —and attacked and injured a professor as she was leaving the venue—received nothing more severe than “probation.”

So instead of defending Dr. Higgins for his high “intersectional” victim status—Pomona had originally touted him as “a motivational speaker dedicated to empowering all LGBTQ students with an emphasis on students of color”—they treated him as a professional whose behavior made him unfit for the job. And Claremont McKenna kept its promise to protect free speech on campus. In his original statement following the protest, the college’s president, Hiram Chodosh, wrote, “The breach of our freedoms to listen to views that challenge us and to engage in dialogue about matters of controversy is a serious, ongoing concern we must address effectively.” Bravo to him for keeping his word.

Even at the University of California, Berkeley, where spring riots shut down speeches by conservative controversialists Milo Yiannopoulos and Ann Coulter, administrators now say they’ll allow the College Republicans to bring author Ben Shapiro for an appearance in the fall, a request the dean of students initially denied.

That actions such as these are considered unusual, even courageous, is a sign of just how bad things are on campus today. But colleges and universities across the country should be following the examples being set in California. CONTINUE AT SITE

In a stunning display of reverse discrimination Columbia University’s Teachers College organized a conference exploring the “problem of whiteness” and how to combat whiteness.

300 participants mostly K-12 teachers and principals were “reeducated” in ways to frame being white as the primary social problem to be addressed in elementary schools. Workshops and presentations titled “Whiteness in Schools,” “Three Ways to Face White Privilege in the Classroom,” “Teaching for Social Justice” are representative of the blatant prejudice and reverse discrimination intrinsic in the conference designed to “Reimagine Education.”

Black history exposes how black children were made to feel ashamed of being black. How does making white children feel ashamed of being white remedy the situation? It can’t.

Similarly, at a diversity conference for employees at Jesuit colleges Dr. Kris Sealey, associate professor of philosophy at Fairfield University, spoke about race in the university classroom. She has taught race based courses such as “Black Lives Matter” and “Critical Race Theory.”

“So more and more, the courses that I teach on race have become courses in which I expect my students to engage in the hegemonic power of whiteness.” Really?

Let’s discuss hegemonic theory. Early 19th century Italian political theorist Antonio Gramsci was made famous by his theory of cultural hegemony which posits that the state and ruling class (the bourgeoisie in Italy) use cultural institutions to maintain power in capitalist societies. Hegemony is just another word for dominance. The ruling class uses ideology rather than military force to achieve compliance to its cultural norms. The idea is that the lessons of accepted normative behavior are repeated and reinforced at home, at school, and at worship. The cultural norms become codified into laws which further enforce the cultural norms and thus cultural hegemony rather than force is used to maintain power.

Dr. Sealey and the presenters at Teachers College are criticizing cultural hegemony as the evil method used for maintaining white power while they are hypocritically attempting to reformat American cultural institutions with reverse discrimination to establish cultural hegemony and establish black power. Reverse discrimination is still discrimination and cannot remedy the problem of discrimination it can only exacerbate it.

Reverse racism taken to its extreme will necessarily end in a race war – the white population will not submit without a fight. The social chaos of a race war will not end well for America. The police force will be nationalized and the federal government will declare martial law and all individual freedoms will be suspended.

There is an alternative.

America’s judicial system was created with the dream of blind justice. This meant that the judicial system would focus exclusively on the WHAT of behavior and ignore the WHO. To realize the dream of fairness requires a commitment to the ideal of the meritocracy not a campaign to institutionalize reverse racism. Racism and reverse racism are the opposite of fairness because they focus on the WHO of behavior not on the WHAT of behavior.

Consider the blind auditions for orchestras. They are the fairest system and yield the most talented artists for positions in the orchestra. Musicians sitting behind a screen play for judges – there is only the music – it does not matter if the musician is white, black, hispanic, Asian, old, young, Jewish, Christian, or Muslim. Only the music matters. The competence and achievement of the musician is measured – not the color of his/her skin.

The meritocracy is the structure of fairness that supports the American dream of upward mobility. The meritocracy focuses exclusively on the WHAT of behavior and ignores the WHO.

City College was among the finest in the nation. It was called the “Harvard” of Convent Avenue and listed as one of the regional leaders in quality education. The list of alums includes seven Nobel laureates, prominent jurors, scientists, artists and intellectuals….tuition was free and admission based on meritocracy.In 1970, response to the spring 1969 building takeovers and riot threats by Puerto-Rican and black City College students, they instituted a policy of open admissions, guaranteeing every New York City high-school graduate acceptance to a CUNY campus and remedial courses anyone requiring them. …..the rest is history….rsk

When the president of the City College of New York resigned unexpectedly in October during a financial scandal, the school quickly named an interim leader and said it planned to pick a replacement by the end of the academic year.

But with the new school year less than a month away, no candidate has been chosen to replace Lisa S. Coico, who remains under federal investigation for using money from a college foundation to pay personal expenses.

Last month, in an unusual letter to the City College community, James B. Milliken, chancellor of the City University of New York, the college’s parent entity, cautioned that the search could take longer than anticipated.

“The search committee and our consultant continue their good work on this critically important responsibility, and I have assured them they should take the time required to see this process to a successful conclusion,” Mr. Milliken wrote.

Whether a successor is named in weeks — or months, as some officials are now speculating — the continued vacancy in the president’s office comes at a pivotal moment for City College, the flagship of CUNY, the country’s largest public urban university.

The CUNY system is playing a central role in Gov. Andrew M. Cuomo’s newplan to help make public colleges in New York tuition-free for middle-class students, and has been attracting more national attention as an affordableengine of upward mobility. With 16,000 students, most of whom are undergraduates, City College has been called “the poor man’s Harvard” for educating thousands of poor, minority and immigrant students.

But its more recent history has been troubled. In May 2016, The New York Times reported that the 21st Century Foundation, a nonprofit group affiliated with the college, had paid for some of Ms. Coico’s personal expenses when she took office in 2010. The foundation was then reimbursed for more than $150,000 by the Research Foundation of CUNY, which manages research funds for the entire system. As questions swirled over the handling of Ms. Coico’s expenses, the United States attorney for the Eastern District of New York began issuing subpoenas seeking records.

Ms. Coico resigned one day after The Times informed the college that a memo from 2011 concerning her reimbursements appeared to be fabricated, possibly to mislead prosecutors.

Surprisingly, their survey of psychology students revealed that white students at “predominantly white institutions” had “greater awareness of racial oppression” than those who attended “racially balanced” schools.

Mary Ann Priester and Ronald Pitner, both of whom teach in the College of Social Work at USC, advanced that claim in a July 19 research article examining the prevalence of color-blind attitudes among psychology students.

“Deficits in awareness are not only unethical, but can also perpetuate White norms within the professions.” Tweet This

Defining color-blindness as “denial or lack of awareness of race-based privilege, institutional racism, and/or racial discrimination,” they argue that “this lack of awareness has been identified as a barrier to developing therapeutic rapport with racially diverse populations.”

“Color-blind racial attitudes may prevent White individuals from developing a deeper level of awareness of racial oppression,” the professors assert, later adding that “deficits in awareness are not only unethical, but can also perpetuate White norms within the professions.”

Because of the harm allegedly caused when white people subscribe to color-blind racial attitudes, the professors surveyed 409 college students to determine the prevalence of “color-blind racial attitudes” among students with varying levels of “diversity exposure.”

Students were considered to be color-blind if they agreed with meritocratic statements such as “Everyone who works hard, no matter what race they are, has an equal chance to become rich” and “Race plays a major role in the type of social services that people receive in the United States.”

The professors determined that “being White was associated with higher scores on the color-blindness measure, indicating a greater lack of awareness of White privilege and racial discrimination among White students,” and speculate that this might be due to the fact that “race is often not as central” to the identity of white individuals.

Curiously, they also found that “students who attended predominantly White undergraduate institutions had greater awareness of racial oppression than students who attended institutions that were racially balanced,” a result that runs contrary to conventional wisdom.

Citing “greater levels of exclusion and racial microaggressions at predominantly White institutions,” they suggest that “White students may become more sensitized to racism when they witness differential treatment of racial/ethnic minority students on campus.”

Reiterating their assertion that color-blindness presents a barrier to establishing “therapeutic rapport with clients,” the professors conclude that “understanding how diversity exposure influences color-blind racial attitudes…can better inform multicultural training curriculum and strategies.”

Neither Priester nor Pitner responded to requests for comment from Campus Reform.https://www.campusreform.org/?ID=9502

The University of Michigan is looking to hire a new “Bias Incident Prevention and Response Coordinator” to clamp down on “students of concern” and “enact cultural appropriation prevention initiatives.”
The full-time job, which pays between $46,000 and $57,000, oversees handling of “bias incidents” reported on campus, as well as various “social justice initiatives.”
The role also has crisis-management components, such as providing “a safe listening space in which to offer compassion, support, and guidance to students” after especially severe “bias incidents.”

The University of Michigan is looking for someone to clamp down on “students of concern” and “enact cultural appropriation prevention initiatives.”

A job posting on the school’s website seeks candidates to fill the role of “Bias Incident Prevention and Response Coordinator,” a full-time position within the Dean of Students Office that comes with a starting salary range of $46,000 – $57,000.

“Provides a safe listening space in which to offer compassion, support, and guidance to students.” Tweet This

UMich estimates that about 40 percent of the job will involve coordinating “bias incident response efforts,” which entails coordinating “appropriate and effective intervention and communication between multiple campus offices…and the provision of support to individuals and groups targeted by bias behaviors.”

Over the last century America has gone from a nation that prized self-reliance to one where millions seem unbothered by dependency. For a political leader just to hint at curtailing entitlements or adding a work requirement certifies him as evil. This is hardly surprising is that Washington itself promotes dependency and this training for irresponsibility begins early in life. Long before a youngster can vote, he or she learns, regardless of what economist say, that there really is such a thing as a free lunch.

A recent Wall Street Journal article (July 19, 2017, A3) highlighted how this sorrowful condition is encouraged. The Journal article concerns government financed school meals (lunches but increasingly larger numbers of breakfasts). This generosity, in addition to providing daily vitamins and minerals also supplies a daily message that government, not parents, put food on the table. To be specific, in 2016, 73.3% of all school children availing themselves of school lunches ate either free or reduced priced lunches; this compares to 15.1% in 1969.

More is involved than just instructing youngsters in the statist Lord’s Prayer where the Department of Agriculture (USDA), not the Lord, gives us our daily bread. This “instruction” also applies to the millions of other youngsters whose families do not financially qualify for subsidized meals and must therefore pay something toward their daily bread. At least they, unlike those on the subsidized meal plan, ought to see the connection between the sweat of somebody’s brow and their daily bread.

No such luck. Though the Department of Agriculture that administers school food programs explicitly requires schools to notify parents when junior is a deadbeat, inaction regarding no-pays is commonplace. Yes, some school districts are cracking down, for example, banning freeloaders from attending graduation or even withholding meals until the bill is paid (legally permissible), but many other school districts permit junior (and his parents) to stiff Uncle Sam. For example, the Los Angeles Unified School District recently absorbed $629,000 in debt for these unpaid meals; the Yonkers New York School District had an even more forgiving policy and thus wound up with a deficit of $800,000.

This tolerance for freeloading is predictable. Public schools are not like McDonald’s and few educators seem alarmed over burgeoning education costs. In fact, some educators resist any effort to get deadbeats to pay up for their meals and if a school instead supplies a bag lunch to lunchroom deadbeats, the school is condemned for “lunch shaming” (nearly half of all schools engage in some form of shaming). Though shaming is permitted by USDA rules, Texas and New Mexico currently prohibited it and other states are now considering anti-shaming measures. A proposed federal law — the Anti-Lunch Shaming Act of 2017 — has even been introduced in Congress. And needless to say, a no money, no food policy is unthinkable in today’s educational hyper-compassionate environment.