RUTHFULLY YOURS

https://www.frontpagemag.com/fpm/2022/04/top-ten-jew-hating-colleges-and-universities-sara-dogan/

On college campuses across America, hatred and bigotry directed against Jews is at an all-time high. It is now almost commonplace for swastikas to appear in university halls and restrooms or scrawled on Jewish fraternity houses. Hundreds of chapters of the Hamas-funded terrorist support group, Students for Justice in Palestine, hold events promoting anti-Semitic speakers who spread terrorist propaganda, describing Israel – created the same way Lebanon, Jordan, and Iraq were created—as a “settler-colonial state” that engages in “ethnic cleansing.” Under the influence of these terrorist-supporting hate groups, university departments have lined up to endorse statements incorporating the same genocidal lies.

Under pressure from Students for Justice in Palestine and other campus groups including the Muslim Brotherhood-created Muslim Students Association, student governments across the nation are promoting the Hamas-created Boycott, Divestment and Sanctions movement against Israel and its sister movement, the Academic and Cultural Boycott of Israel, efforts reminiscent of the Nazi boycotts of the past. The goal of these boycotts is to isolate and economically strangle the world’s only Jewish state and the Middle East’s only democracy.

In the rare instances when pro-Israel speakers are invited to campus, they are met by mobs shouting slogans such as “Intifada!”—a call for a new violent uprising against Israel—or “From the River to the Sea, Palestine Will be Free”—a call to destroy the entirety of the Jewish homeland. America’s universities have become a new fount of Jew hatred which then leeches into the broader culture.

https://www.nationalreview.com/2022/04/the-folly-of-english-teachers-who-oppose-reading/

The National Council of Teachers of English wants to ‘decenter’ book-reading and essay-writing as the fundamentals of English class. This is a mistake.  

The National Council of Teachers of English (NCTE) has proclaimed that it is time “to decenter book reading and essay writing as the pinnacles of English language arts education.” Apparently, they don’t teach irony in English classes anymore.

The argument in the statement isn’t new. At the turn of the century, John Dewey, a central figure in progressive education, argued that the industrial revolution necessitated a “new education.” Now, the NCTE argues that “as society and technology change, so too does literacy,” and so we English teachers must focus on videos, gifs, memes, and other media.

They absolutely shouldn’t, though. Society might change, but the cognitive architecture of our brains does not. We need explicit instruction, repeated practice, phonics, a broad base of knowledge, and models to read and reason clearly. As they did centuries ago, students must grapple with rigorous, thematically rich texts to develop the capacity for critical thought, just as anyone must strain against weights to build muscle.

Similarly, technology changes, but great ideas don’t. When I was a student, blogging and Myspace were the hot new technologies. Anything I could teach my current students about the use of social media or software will be outdated by the time they mature. However, the wisdom in great literature and the warnings and exemplars found in historical texts are timeless.

Ultimately, the insular focus on present issues and contemporary media within the NCTE statement is self-defeating. If anything, to face the challenges of the future, students will need the lessons of the past. If we value self-control with social media, Dr. Jekyll and Mr. Hyde is the perfect warning against enslavement to passions. If we want eloquence, students need models in beautiful prose. If we want them to identify bias, they must familiarize themselves with the arguments and first principles that occur over and again throughout time.

https://amgreatness.com/2022/04/22/panic-at-st-vincent/

On April 9-11, the Center for Political and Economic Thought (CPET) at St. Vincent College held a conference on “Panic, Policy, and Politics.” I was an invited speaker.

When I first read the proposed schedule, I saw that nearly half the presentations focused on the panicked response to COVID. That made sense, and was a welcome correction to the one-sided embrace of COVID policy in academia and the media. My own talk was on financial panic, of the sort that hit the United States in 2008. Other presentations addressed information manipulation, Big Tech, and education in the context of madness and hatred.

I did wonder at one title, that of David Azerrad’s talk: “Black Privilege: Racial Hysteria in Contemporary America.” Black privilege, in the form of racial preferences in education, employment, and even speech, seemed to me the product of purposeful thought, activism, and indoctrination over decades, not panic. How would this talk fit within the conference theme?

As things turned out, it fit extraordinarily well. Azerrad’s talk was the only one that generated something like panic.

St. Vincent’s administration sent an armed guard to Azerrad’s presentation, and only his. After the talk, the administration hastily forbade CPET from publishing the videos of all the presentations. They relented a few days later in the face of outcries over academic freedom. Still, the college dean was required to publish a Soviet-style “regret” that more or less labeled Prof. Azerrad a bigot. One of the college’s trustees gave an interview to the local paper calling the talk “rage-inducing.”

https://nypost.com/2022/04/20/critical-race-theory-advocates-are-gaslighting-americans-for-power-and-profit/

America’s supposed racial divide has a class element that we are all supposed to ignore. But for the past two years, I couldn’t ignore the number of media outlets and supposed intellectuals who have discarded the legitimate concerns of the middle class because they, the elite, supposedly know what’s best for us and our children.

The anti-racism movement has come to Main Street, and no one asked for its arrival.

The average American isn’t very ideological because that is a luxury most Americans can’t afford when they’re trying to make ends meet and support their families, unlike the economic and intellectual elite. Men and women who have made their entire careers hypothesizing about the makeup of America never actually listen to Americans.

We recoil listening to their conception of American life for all races. Then the ideologues gaslight us, claiming we fight it because of our hatred of the truth rather than our disgust for radical elitists who find pleasure in telling us how to behave.

Anti-racists use race as a weapon for compliance and domination over the sensibilities of good people. Their intention is to hyper-racialize Americans by having you see all aspects of life through the prism of race — including education for your children. If you are white and choose to resist, you are labeled a white supremacist, and if you are black and resist, you are labeled a sympathetic character for a white-supremacist society. The only solution in their eyes is compliance, not dialogue.

https://www.frontpagemag.com/fpm/2022/04/joe-biden-teacher-union-toady-larry-sand/

As a presidential candidate in 2019, Joe Biden agreed with National Education Association president Lily Eskelsen García’s claim that charter schools – independently operated public schools of choice, that don’t have to follow the litany of rules and regs that traditional public schools do and are rarely unionized – are “very misguided school reforms.” The fact that charters are very popular, which over a million waitlisted students will attest to, doesn’t make a whit of difference to Biden or teacher union leaders.

Then in May 2020, Biden said that if he is elected, “Charter schools are gone.” Period. His policy advisor Stef Feldman tried to soften the statement, explaining that Biden doesn’t want to get rid of charters, but instead would “require them to be authorized by and accountable to democratically-elected school bodies such as school boards and be held to the same levels of transparency and accountability as district schools.” In other words, he would not eliminate charters, but he would eviscerate them.

To assist Biden with policy decisions, the National Education Association came out with a “policy playbook” in November 2020, which details specific actions the union wanted the Biden administration to adopt. Predictably, their prescriptions are all far left and cover a multitude of issues, including some harsh words for charters. In a nutshell, NEA wants to regulate them to death, so that there is no effective difference between them and traditional government-run schools. The union also vaguely states that it opposes “all charter school expansion that undermines traditional public schools.”

https://www.city-journal.org/radical-gender-lessons-for-young-children

The Evanston-Skokie School District adopts a curriculum that teaches K-3 students to “break the binary” of gender.

The Evanston–Skokie School District has adopted a radical gender curriculum that teaches pre-kindergarten through third-grade students to celebrate the transgender flag, break the “gender binary” established by white “colonizers,” and experiment with neo-pronouns such as “ze,” “zir,” and “tree.”

I have obtained the full curriculum documents, which are part of the Chicago-area district’s “LGBTQ+ Equity Week,” which administrators adopted last year. The curriculum begins in pre-kindergarten, with a series of lessons on sexual orientation and gender identity. The lesson plan opens with an introduction to the rainbow flag and teaches students that “each color in the flag has a meaning.” The teacher also presents the transgender flag and the basic concepts of gender identity, explaining that “we call people with more than one gender or no gender, non-binary or queer.” Finally, the lesson plan has the teacher leading a class project to create a rainbow flag, with instructions to “gather students on the rug,” “ask them to show you their flags,” and “proudly hang the class flag where they can all see it.”

In kindergarten, the lessons on gender and trans identity go deeper. “When we show whether we feel like a boy or a girl or some of each, we are expressing our gender identity,” the lesson begins. “There are also children who feel like a girl and a boy; or like neither a boy or a girl. We can call these children transgender.” Students are expected to be able to “explain the importance of the rainbow flag and trans flag” and are asked to consider their own gender identity. The kindergartners read two books that affirm transgender conversions, study photographs of boys in dresses, learn details about the transgender flag, and perform a rainbow dance. At the end of the lesson, the students are encouraged to adopt and share their own gender identities with the class. “Now you have a chance to make a picture to show how you identify,” the lesson reads. “Maybe you want to have blue hair! Maybe you want to be wearing a necklace. Your identity is for you to decide!”

https://americanmind.org/salvo/inclusive-segregation/

The following is an excerpt from A Dubious Expediency: How Race Preferences Damage Higher Education, edited by Gail Heriot & Maimon Schwarzschild.

The idea of “inclusion” was born in debates in the 1980s over how colleges and universities should deal with disparities in academic performance, mainly between black students as a category and all other students. Any explanation that pointed to average differences in ability, especially as measured by standardized tests, were deemed outrageous and insulting. Explanations that focused on the inadequacy of earlier academic preparation were more bearable but still carried the implication that black students as a whole were not capable of performing at the level of other students. The socially acceptable explanation that emerged was that the black students were victims of multiple forms of racism. American society had short-rationed their schools; college teachers treated them as racially inferior; racist assumptions were built into everyday life in America; and universities were “structurally racist.”

This last is the bridge to the conception of “inclusion.” Inclusion means recognizing that black students must be recognized as possessing their own cultural standards of expression, achievement, and excellence. Judging them by “white standards” is racist—structurally racist. A non-racist college or university would accommodate black students by judging them by black standards.

The connection to multiculturalism is evident. Inclusion, as a doctrine, incorporates the idea that black students have a separate culture, the norms of which must be respected. Eradicating all the “white assumptions” that pervade the university, however, is no small task. It requires a deep dismantling, the name for which is “Anti-Racism.” We get to “inclusion” by identifying and removing anything that might make black students feel disrespected or that might cast their academic performance in unflattering contrast to the average performance of other students.

https://www.newsweek.com/whiteness-physics-latest-front-woke-wars-opinion-1696124

Science education is no stranger to America’s culture wars, but traditionally the battle involved right-wingers attacking biology textbooks. Fields like physics—which I teach—largely escaped this fate, probably thanks to being less directly connected to matters of evolution, sex or the origin of life. Nonetheless, education in any field is a social activity; physics instruction cannot forever stay aloof from social controversies. Thus the reported excesses of K-12 education—including claims that right answers or acronyms are white supremacy—now seep into college-level science education.

The latest salvo on the science front involves an article titled “Observing whiteness in introductory physics: A case study.” Physics professor Amy Robertson and her collaborator Tali Hairston use critical whiteness studies (CWS) and critical race theory (CRT) to interpret a case study of three students working on a mundane physics problem. The article has—unsurprisingly—drawn harsh criticism online.

However, the high-profile publication venue (one of the most prestigious education journals in the physics community) and the public resources underwriting the work (a $495,847 grant from the National Science Foundation) indicate that the intrusion of CRT into physics has become mainstream. Those who value rigorous science and rational analysis cannot afford to merely mock this work. We must instead shine light on it, demonstrate how stifling and unproductive CRT and CWS can be when applied to science classrooms, and highlight missed opportunities for insight.

Robertson and Hairston recorded and analyzed a six-and-a-half minute video of three students (identified as Hispanic, Middle Eastern and white) working on a problem involving heat, energy and temperature change, with occasional input from an instructor (identified as biracial). The students were asked to solve the problem using a particular technique that the instructor had previously outlined for them. Robertson and Hairston also conducted follow-up interviews with the instructor and two students.