RUTHFULLY YOURS

https://amgreatness.com/2023/10/23/the-sickness-of-our-universities-and-the-cure/

The sheer madness that has gripped many elite universities since October 7 and the butchery, rape, torture, and mutilation of some 1,000 Israeli civilians by Hamas murderers have shocked the public at large.

Campus craziness is, of course, nothing new. But quite novel for campuses was the sudden jettisoning of prior campus pretenses. Universities have brazenly dropped their careful two-faced gymnastics to reveal at last–unapologetically, proudly, and defiantly–the moral decay that now characterizes American higher education.

Recent news stories have exposed this rot to the world, and will have grave repercussions for higher education in the next few years.

The Nazis once desecrated the tombstones of dead Jews. Our campuses have updated that hatred. Students now tear down pictures of Jewish captives kidnapped or murdered by Hamas. University presidents do not condemn the hate-filled rallies supporting the killing of Jews in Israel, even though, according to their own safety-first ideology and prior proclamations about systemic hatred, these rallies instill a “climate of fear” in some students.

An instructor at Stanford separated Jewish students from their belongings, ordered them to stand in the corner, boasted about denying the Holocaust, and singled them out for unhinged rantings. Screaming campus activists and professors openly support Hamas even after its brutal killing of hundreds of Israeli women, children, and infants. That for more than two weeks thousands of rockets—barrages initially designed to enhance the surprise mass murdering of October 7—daily continue to shower down upon Israeli cities is of zero concern to loud campus activists.

An even bolder Cornell history faculty member bragged that he was “exhilarated” on news that Jews were butchered on October 7. A UC Davis professor threatened to go after the children of “Zionist journalists.” “Savages”, “excrement” and “pigs” are the adjective and nouns one professor at the Art Institute of Chicago posted to describe Israelis.

At rallies and protests, hundreds shout about eliminating Israel altogether; students, faculty, and throngs in general occasionally wear masks or wrap their faces in keffiyehs, as if conceding that most would find anyone identifiably mouthing such advocacy despicable. In some sense, such campus haters have become the equivalent of anti-Semitic sheet-wearing Klansmen.

https://www.city-journal.org/article/the-campus-peril-to-western-civilization
When I interviewed in 2022 for the job of Dean of Intellectual Foundations at the just-founded University of Austin (UATX), Pano Kanelos, the university’s founding president, asked me what I thought the new institution’s mission was. “To save civilization,” I said. “And here I thought the mission was to save American higher education,” he replied.

Informed observers have known for some time that our universities are broken. But the cheerleading on American campuses for terrorists who unleashed a pogrom of a magnitude and viciousness not seen since the Holocaust has made it clear that the collapse of higher education imperils Western civilization itself. Without real higher education, we would forget the past and stumble blindly into the future. Without universities worthy of the name, there would be no civilization.

Higher education exists to preserve, transmit, and extend knowledge, including the sound judgment and knowledge of the whole we call wisdom. Universities stand at the threshold between past and future, self and society, the eternal verities above and the flow of time below. Their job is to join what would otherwise fall apart: to remember the past, fructify the present, and incubate the future. At their best, they are modern temples of Janus, the two-faced Roman god who looks backward and forward, inward and outward—a symbol of wakeful, vigilant minds that receive tradition with gratitude, seek knowledge with grace, and face challenges with grit.

But in the United States, universities have never been worse than they are today. Barbarians have invaded the temples of teaching and learning, ransacked the sanctuaries, and defiled the sacred scrolls. For decades, students have been steeped in a postmodern intellectual culture of repudiation, relativism, and reductivism. They’ve been taught to “deconstruct” the great books and noble ideals of the West; to regard morality, and even the criteria of scientific truth, as social constructions; and to understand politics and society as “discourses of power” illuminated by the doctrines of “critical theory” and “intersectionality.” Bereft of precious civilizational compasses and maps, they have learned to regard fundamental social relationships as zero-sum games of domination and servitude.

https://lawliberty.org/the-demons-weve-made/

The supporters of Hamas in the West are the products of a postmodern education.

Fyodor Dostoevsky’s 1872 novel Demons is, at its core, a story of fathers and sons, a story of two generations typified by Stepan, the father, and Pyotr, the son. Stepan is a composite stand-in character for the Russian intelligentsia of the 1840s, who looked to fashionable Western theory and socialism as the needed tonic to cure an ailing Russia. Pyotr, on the other hand, represents the chickens coming home to roost—a nihilistic fanatic par excellence who, born in the moral and ideological morass prepared for him by his father and those of his father’s generation, endeavors for nothing less than the total overthrow of society—“quick resolution by means of a hundred million heads.”

I couldn’t help but reflect on Dostoevsky’s Demons this past week as I observed so many little “demons” descend on college campuses across the country, marching and chanting in pro-Palestine cum pro-Hamas rallies, praising the most sickening and depraved atrocities imaginable. Unfortunately, as we all know, these atrocities were not works of fiction, but all too real pogroms carried out by the fanatical terrorist group Hamas.

The national group Students for Justice in Palestine hailed the terrorist attack in Israel on October 7 that claimed the lives of more than 1,300 people and saw the kidnapping of more than 199 more “a historic win for the Palestinian people.” The group later called for a “Day of Resistance,” claiming “the Zionist entity is fragile, and Palestinian resistance is alive.” Hamas butchers are featured prominently in the promotional material of this group. At my own institution, Purdue University, the local SJP chapter hailed the massacre of Israeli civilians—the worst anti-Jewish violence since the Holocaust—by celebrating “the recent uprisings in occupied Palestine” (Israel disengaged from Gaza in 2005) and by encouraging the campus community to not “equate the violence of the oppressor” with that of “the oppressed.”

Purdue’s SJP decried “Western allies of the Zionist regime” for denouncing the massacre of innocents and claimed it as just deserts for “the decades of settler colonialism, genocide, apartheid, ethnic cleansing, forceful dispossession, military occupation, and many more atrocities happening to Palestinians on their land.” The rape of women and children before the eyes of their fathers, the decapitation of babies, the burning alive of whole families in their homes—these unspeakable acts were, in the eyes of Purdue’s SJP—nothing less than the “uprising by Palestinian freedom fighters in a direct response to the ongoing violence against innocent Palestinians.” This and other recent posts by Purdue’s SJP were “liked” on Instagram by many student groups in the Purdue community, including the Purdue Disabled Student Union, Purdue’s Latinx Student Union, the Young Democratic Socialists, and Purdue Immigrant Allies. Truly, the glories of intersectionality at work.

How is it, asks The Atlantic’s Helen Lewis, that so many “flunked the Hamas Test”? That erstwhile “Students for Palestine” turned into “Students for Pogroms in Israel,” in the words of Conor Friedersdorf?

https://spectator.org/rights-high-price-of-historical-illiteracy/

Thomas Jefferson, in an 1816 letter to a member of the Virginia General Assembly, made this observation: “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” He wrote this passage to highlight the need for a system of primary schools in the Old Dominion. Eventually, the Commonwealth did establish a public school system, though Jefferson didn’t live to see it. That is just as well, perhaps. He would certainly be horrified by the ignorance of the people who attend and receive diplomas from our public schools.
 
During recent years, numerous studies have found that most Americans don’t know enough about the nation’s history and Constitution to pass the U.S. Citizenship Test. A particularly thorough 50-state survey of 41,000 Americans was published by the Woodrow Wilson National Fellowship Foundation in 2019. Nationally, only 4 in 10 passed. In only one state, Vermont, was a majority (53 percent) able to earn a passing grade for U.S. history. This dismal state of affairs was clearly exacerbated by the ill-conceived school shutdowns that occurred during the COVID-19 pandemic, as the low 2023 ACT test scores demonstrate.
 

But the problem predates the pandemic, which arrived on our shores a year after the foundation’s survey was conducted. The real explanation can be derived by breaking out the scores by age group: In the 65+ group, 76 percent passed. Only 51 percent of the 45 to 64 group passed. In the under 45 group, a mere 27 percent passed. This suggests that history instruction has been neglected in public schools for decades. As Timothy S. Goeglein explains in his book, Toward a More Perfect Union: The Moral and Cultural Case for Teaching the Great American Story, this neglect of history in public schools comes at a high price:

When there is no historical context to draw upon, no shared history, and no understanding of how government works, it becomes seed to sow division and discord in hearts and minds. When people are not equipped to refute an argument and lack the critical thinking skills to see beyond the rhetoric, they tend to accept it at face value. They become easy prey for demagogues — from the Left and the Right alike. They become tools to be exploited for a certain agenda.

https://nationalinterest.org/feature/hamas-and-immorality-decolonial-intellectuals-206933

Left-wing intellectual fads aligned with horrific terrorism do not belong in higher education.

Intellectuals have a deep addiction to terror. From the French revolutionaries of the late 18th century who invoked Jean Jacques Rousseau to the physician ideologues of ISIS like Ayman al-Zawahiri, intellectuals have been at the forefront of justifying and instigating mass violence.

The latest iteration of this intellectual tradition of terror is “decolonization.” The invasion of Israel and the murder of over 1300 Israelis to date have illustrated this mindset at work.

In the wake of the slaughter, Walaa Alqaisiya, a research fellow at Columbia University, wrote “Academics like to decolonize through discourse and land acknowledgments. Time to understand that Decolonization is NOT a metaphor. Decolonization means resistance of the oppressed and that includes armed struggle to LITERALLY get our lands and lives back!”

Likewise, for Uahikea Maile, Assistant Professor of Indigenous Politics in the Department of Political Science at the University of Toronto, “From Hawaiʻi to Palestine—occupation is a crime. A lāhui [Nation, race, tribe, people, or nationality] that stands for decolonization and de-occupation should also stand behind freedom for Palestine.”

Leave aside the malleable notion of “settler colonialism,” which is regularly leveled at Israel as well as Western states like the U.S. and Australia but never at Muslim, Arab, or African ones. Many pro-Palestinian intellectuals have long claimed that “resistance” may include any means and may not be criticized. For academics, who dominate wide swaths of academia, the notion of “decolonization” has been cited but with little specificity regarding the term’s meaning, at least in practical terms.

https://www.city-journal.org/article/more-pro-hamas-than-hamas

To call someone “more Catholic than the Pope” is to satirize their presumptive piety. What should we call it when someone is more pro-Hamas than Hamas? That is the level to which the terrorist organization’s cheerleaders in the West, most vocal on American university campuses, have sunk.

Hamas terrorists committed the worst atrocities imaginable in Israel last weekend, on a scale difficult to fathom. Their barbarities are stomach-churning—and Hamas even admitted as much, in an official statement released on Wednesday, in which it claimed that it did “not target children,” and that those who believed it had done so were blindly siding with “the Zionist narrative, which is full of lies and slander.” In other words, it would be a slander, says Hamas, to claim that its terrorists had massacred children in their beds, beheaded them, burned them alive, or kidnapped them.

Of course, they are lying. They cannot un-publicize the horrific scenes Hamas terrorists gleefully projected across social media. But they are backtracking, because they now recognize that they overplayed their hand, overestimating the world’s tolerance for atrocities against Jews. They have lost their PR edge and now understand that murdering children is wrong, always—even for them.

This about-face catches Hamas’s Western allies in an awkward position. American members of groups like Students for Justice in Palestine (SJP) now appear in a uniquely atrocious light. While Hamas has chosen to deny (falsely) its atrocities, thereby confirming them as atrocities, SJP and similar organizations have already accepted that Hamas’s inhumane actions are true—and celebrated them.

When reports of beheaded babies and kidnapped Holocaust survivors first emerged into public awareness, the National SJP organization posted on social media that Hamas’s actions were “a historic win for the Palestinian resistance,” cheering, “this is what it means to Free Palestine: not just slogans and rallies, but armed confrontation with the oppressors.” Drawing on the language of Frantz Fanon-style post-colonial academics and activists, these ostensible progressives went further even than Hamas, celebrating the slaughter of Jewish babies and the rape of Jewish women.

Somehow, campus chapters managed to outdo even the National SJP’s sorry record. At UC–Berkeley, 51 student organizations signed a Bears for Palestine statement offering “unwavering support” for Hamas’s actions. “We honor Palestinians who are working on the ground on several axes of the so-called ‘Gaza envelope’ alongside our comrades in blood and arms, and what is coming is greater,” they wrote. “Victory or martyrdom.” They concluded: “We support the resistance, we support the liberation movement, we indisputably support the Uprising.”

The University of Virginia’s SJP chapter announced that it “unequivocally” supports “Palestinian liberation . . . by whatever means they deem necessary.” Remember that the people writing such statements already had access at this point to many of the details of the pogrom. Reports had circulated widely about mobile killing squads mowing down Jews by the time the UVA chapter of SJP wrote, “by whatever means.” Dozens of SJP chapters, among other “human rights” groups and identity-based organizations, have issued similar statements. They have staked out their positions, justified them with jargon, and proudly declared, in effect: spill more Jewish blood, rape more Jewish women, kill more Jewish children.

University administrators have long tolerated SJP and downplayed anti-Jewish rhetoric couched in academic pseudo-babble coming from pro-Palestinian campus groups. But the stark contrast between Hamas’s disingenuous denial of the mass murder of children and SJP’s even more extreme stance in favor of it makes it clear that SJP as an organization should be considered beyond the pale of decent American society. Yet campus administrators, fearful of blowback from these vocal and ruthless cheerleaders of terrorism, continue to issue mealymouthed statements that try to placate, as always, “both sides.”

Campus administrators should consider making significant changes before the American people realize what they are condoning. Our universities are under no obligation to tolerate groups that have shown themselves to be adherents to a moral code more repugnant than even Hamas’s, and at least equally thirsty for Jewish blood. These organizations are no better than any hate group that our universities routinely (and rightly) condemn and exclude. Indeed, they have revealed themselves as worse.

https://www.mcall.com/2023/10/11/act-test-scores-for-us-students-drop-to-new-30-year-low/

High school students’ scores on the ACT college admissions test have dropped to their lowest in more than three decades, showing a lack of student preparedness for college-level coursework, according to the nonprofit organization that administers the test.

Scores have been falling for six consecutive years, but the trend accelerated during the COVID-19 pandemic. Students in the class of 2023 whose scores were reported Wednesday were in their first year of high school when the virus reached the U.S.

“The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career,” said Janet Godwin, chief executive officer for the nonprofit ACT.

The average ACT composite score for U.S. students was 19.5 out of 36. Last year, the average score was 19.8.

The average scores in reading, science and math all were below benchmarks the ACT says students must reach to have a high probability of success in first-year college courses. The average score in English was just above the benchmark but still declined compared to last year.

Many universities have made standardized admissions tests optional amid criticism that they favor the wealthy and put low-income students at a disadvantage. Some including the University of California system do not consider ACT or SAT scores even if submitted.

Godwin said the scores are still helpful for placing students in the right college courses and preparing academic advisors to better support students.

“In terms of college readiness, even in a test-optional environment, these kinds of objective test scores about academic readiness are incredibly important,” Godwin said.

At Denise Cabrera’s high school in Hawaii, all students are required to take the ACT as juniors. She said she would have taken it anyway to improve her chances of getting into college.

“Honestly, I’m unsure why the test was ever required because colleges can look at different qualities of the students who are applying outside of just a one-time test score,” said Denise, a 17-year-old senior at Waianae High School.

She’s looking at schools including the California Institute of Technology, which implemented a five-year moratorium on the standardized test score requirements during the pandemic. Denise said she knows the school is not considering scores but she doesn’t want to limit her options elsewhere.

About 1.4 million students in the U.S. took the ACT this year, an increase from last year. However, the numbers have not returned to pre-pandemic levels. Godwin said she doesn’t believe those numbers will ever fully recover, partly because of test-optional admission policies.