RUTHFULLY YOURS

https://humanevents.com/2022/01/10/report-more-than-230-colleges-universities-include-some-form-of-critical-race-theory-training/

More than 230 colleges and universities in the United States have some form of mandatory student training or coursework on ideas related to critical race theory. 

As reported by Fox News, at least 236 colleges or universities have some form of student training on critical race theory. Of those are 149 institutions that have some kind of mandatory faculty or staff training, with 138 mandating school-wide curricular requirements. 

CriticalRace.org, which compiles research from more than 500 institutions, told Fox News that these programs focus on things like “anti-racism,” “equity,” “implicit bias” and critical race theory. 

“Our database shows how race has become a pervasive focus in higher education with a near universal insistence that racism is systemic in the United States,” William A. Jacobson, a Cornell law professor who founded the database, said. 

He added that “higher ed is focused on what divides people, exacerbating rather than solving problems.” 

The critical race theory-associated content appears within curriculum, staff training and sometimes within training related to hiring. 

Some colleges and universities even have required diversity-related content as part of students’ coursework. 

https://www.nationalreview.com/corner/reading-between-the-lines-in-the-washington-post-on-anti-asian-discrimination-in-schools/

It’s barely even concealed anymore that ‘more diverse’ means ‘fewer Asians’ in the context of academics.

Northern Virginia resident Alex Godofsky tweets:

Utterly fascinating, indeed.

“TJ” here refers to Thomas Jefferson High School for Science and Technology, the Fairfax County, Va., magnet school that’s one of the best high schools in the country. Godofsky’s screenshot is from this story in the Washington Post. You’ll note that one major racial group goes unmentioned explicitly in that paragraph: Asians. Of course, Asians are mentioned implicitly by process of elimination. All percentages must add to 100. If the percentage of black students increased, the percentage of Hispanic students increased, and the percentage of white students stayed the same, then the percentage of Asian students must have declined. You don’t have to have gone to TJ to figure that one out.

It’s barely even concealed anymore that “more diverse” means “fewer Asians” in the context of academics. TJ’s new application process sounds a lot like the “holistic” process at Harvard that rated Asian students lower based on their personalities. From the Post story:

TJ adopted a “holistic review” process that asks admissions officers to weigh four “experience factors” including whether English is an applicant’s first language, whether the applicant has a disability, whether the applicant’s family qualifies for free or reduced-price meals at school and if the applicant attends a middle school that has historically sent a small number of students to TJ. Only qualified eighth-graders — those who possess a 3.5 GPA while taking certain high-level math and honors courses — can go through the “holistic” review, and must also submit a math or science problem-solving essay as well as a “Student Portrait Sheet.”

https://www.nationalreview.com/2022/01/where-critical-race-theory-comes-from/?utm_source=recirc-desktop&utm_medium=blog-post&utm_campaign=river&utm_content=more-in&utm_term=third

Critical pedagogy is the anti-Enlightenment wellspring from which CRT and other suspect activist ideologies flow.

T here is a fundamental change occurring in American education. You have likely heard from some that it is critical race theory, a fringe understanding of race in America, and from others that this is just a bogeyman. Neither assertion is correct. Rather, critical pedagogy — a politicized theory of education of which CRT is but one branch — has become the prevailing theory in American colleges of education, influencing curriculum, instruction, and policies across the country.

In place of academic skills and a worldview grounded in Enlightenment thinking, critical pedagogy teaches students political activism and a worldview of oppression. We shouldn’t be surprised, then, that the results of such a pedagogy leave students angry but with a paucity of literary, mathematical, and historical knowledge — the very things they need to live a fulfilled, thoughtful, successful life.

While showing every shortcoming of critical pedagogy is beyond the bounds of one essay, conservatives need to understand that this problem extends far beyond a few racialized, politicized lessons in coastal schools. One English curriculum, the Units of Study, which thousands of schools use, bases its work on critical theories, including CRT, but also postcolonial, feminist, and other radical ideologies. The curriculum cites Kimeberlé Crenshaw, a founding scholar of CRT, as well as other progressive activists such as Angela Davis, a Marxist scholar, and Judith Butler, a gender theorist.

Effective propaganda can be as subtle as it is insidious. When it’s obvious, loud, and galling, it’s easy to identify and reject. When it’s no more noticeable than a few mold spores, it can go on spreading until it has rotted entire institutions. We must absolutely confront the media-grabbing practices such as privilege walks, but picking such battles is akin to wiping away a few mold spots from rotting floorboards.

Traditional conceptions of education trace back to the Greeks and the Romantics, and comparing these ideas to critical pedagogy can isolate exactly what this philosophy is and, perhaps more importantly, isn’t. In his Republic, Plato portrays education as the process of extracting individuals from a cave of shadows into the light of reality. In Aristotle’s Nicomachean Ethics, the goal of education is the forming of virtuous habits. In both cases, education directs us beyond ourselves — discovering the world as it is and aligning our characters to an objective law from without.

These beliefs dominated European thought up until and through the Enlightenment; medieval universities built themselves upon the liberal arts, and Loyola attempted to systematize education for the youth in his Ratio Studiorum. Then, romantics such as Rousseau suggested that children follow their natural inclinations, that any ascription to outside influence is only corrupting, and John Dewey popularized this vision in the 20th century. Dewey went so far as to say that no content had inherent value in learning. Rather, what interests the child ought to lead the way. Education came to focus on the self.

Both Greek and Romantic theories manifest today in classical and project-based learning, respectively. We can debate their relative efficacy, but in both cases, the focus remains primarily on academics and moral formation. If traditional education asks us to step into our backyard to explore the world, and romantic education asks us to explore what’s inside, critical pedagogy would have us burn down the house and trench the garden.

https://www.bloombergquint.com/gadfly/yale-princeton-covid-policies-are-hard-to-take-seriously

For anyone who believes that America’s elite institutions of higher learning are taken far too seriously — and I count myself among the believers — the last two years have been bracing. Of course I am referring to Covid policy, in particular the current efforts of Princeton and Yale to restrict the off-campus movements of their students in fairly radical ways.

This week Yale sent out an email laying out requirements for returning students. According to the Yale Daily News, there will be a campus-wide quarantine until Feb. 7, which may be extended. Furthermore, students “may not visit New Haven businesses or eat at local restaurants (even outdoors) except for curbside pickup.”

Meanwhile, in Princeton, the university issued this announcement on Dec. 27: “Beginning January 8 through mid-February, all undergraduate students who have returned to campus will not be permitted to travel outside of Mercer County or Plainsboro Township for personal reasons, except in extraordinary circumstances. … We’ll revisit and, if possible, revise this travel restriction by February 15.”

My first reaction, as someone who teaches at George Mason University in northern Virginia, is to be amazed that the life of the Yale campus and the life of New Haven can be so readily separated. If Yale truly has evolved to be a separate enclave, then that is a sign of trouble, pandemic or not.

My school is so integrated with the local community — including a large number of commuting students — that such a regulation would be unthinkable. Princeton at least is recognizing that the university and the town are pretty much inseparable.

My second reaction is that these two elite American institutions have lost their moorings. Can you imagine your school telling you not to leave the county? (Though Princeton sports teams are somehow exempted.)

https://www.frontpagemag.com/fpm/2022/01/california-has-kids-worshiping-aztec-gods-matthew-vadum/

California’s long-running descent into madness continues as its bizarre Ethnic Studies Model Curriculum (ESMC) now encourages public school students to pray to bloodthirsty Aztec deities.

The California State Board of Education approved the almost 900-page ESMC in March 2021, saying teaching children about the systemic racism that supposedly plagues America has never been more urgent, as Fox News reported at the time.

“The curriculum’s unequivocal promotion of five Aztec gods or deities through repetitive chanting and affirmation of their symbolic principles constitutes an unlawful government preference toward a particular religious practice,” Frank Xu, president of Californians for Equal Rights Foundation, said months ago as his organization filed a lawsuit against the state.

“This public endorsement of the Aztec religion fundamentally erodes equal education rights and irresponsibly glorifies anthropomorphic, male deities whose religious rituals involved gruesome human sacrifice and human dismemberment.”

The legal action, Californians for Equal Rights Foundation v. State of California, was filed Sept. 3, 2021, in the Superior Court of California, County of San Diego, by attorneys from the Thomas More Society, a national public interest law firm focusing on religious freedom. The foundation is a non-profit civil rights organization headquartered in San Diego.

https://www.nationalreview.com/2022/01/two-american-crises/

Last January 6 was terrible. The ongoing abuse of our children in schools will do far more lasting damage.

A mericans are reflecting on two important crises this week. One, last year’s January 6 Capitol riot, was thoroughly investigated and its perpetrators are being severely punished. The other, the ongoing systemic abuse of our children by the Democrat-run education system, has been shrugged at, has gone wholly unpunished, and is barely acknowledged even as millions of us observe it in horrified disbelief that such hideous mistreatment can be official policy in the greatest country on earth.

One event was properly labeled something that must never be allowed to happen again, and it almost certainly won’t. (Because the Capitol Police will be prepared next time.) One event will continue every day, indefinitely, until Democrats finally get tired of subjugating our children and decide to stop.

The Capitol riot was a series of spectacular crimes that deserved spectacular punishment, as we at NR argued at the time. But what’s going on in schools is likely to do far greater long-term damage to America. The number of children being significantly harmed by nonsensical Covid restrictions such as closed schools, forced masking, forbidden talking at lunch, and canceled extracurricular activities vital for social, emotional, and physical development is in the millions. And how many young people are we killing by driving them into depressions from which there is no exit?

The invaluable David Leonhardt of the New York Times published this week a grueling summation of what pandemic restrictions — not the pandemic, which has more or less bypassed children — are doing to the youngest and most vulnerable among us. Every day our kids spend under this nightmare regime is a day of development that is lost forever. “Kids are resilient,” we tell ourselves. Are they? It seems to me something closer to the opposite is the case: Severe psychological traumas endured in childhood rarely disappear, and very often they mutate into major problems in adulthood. Psychologically speaking, kids are fragile. What kind of future are we building if we allow this horror to continue? It’s been nearly two years of this. How alienated, bitter, antisocial, and resentful are these kids going to be when they’re grown? We are poisoning our most valuable crop.

“American children are in crisis,” Leonhardt baldly and accurately states, citing sagging test scores, a spike in demand for emergency treatment of children, a 51 percent increase in suicide attempts leading to ER visits by teen girls, and anecdotal evidence of an increase in misbehavior by pupils in school. Yet some 2,200 schools are closing this week all over the country — in Atlanta, Cleveland, and some New York City suburbs. In Chicago, in-person classes are canceled. In Massachusetts, the largest teachers’ union is calling for school closings.

https://www.nationalreview.com/corner/yales-anonymous/?utm_source=recirc-desktop&utm_medium=homepage&utm_campaign=right-rail&utm_content=corner&utm_term=third

The Yale Daily News granted anonymity to a Chinese student who published a column on Peng Shuai’s disappearance by the Chinese Communist Party. The student paper’s editors explained why they published the piece that way:

Editor’s Note: The News has granted the author of this piece anonymity due to a risk to their family’s safety. The author is a University student with family in China who might be harmed by the piece being published with the author’s name. As a policy, the News does not accept anonymous submissions. However, we believed this piece could not be published without guaranteeing the author’s anonymity.

It’s an important piece that, fitting in with other recent events, deserves attention:

As a concerned Yale student, who has to remain anonymous for fear of putting those I love in danger, I’m writing to you so that she won’t be forgotten. We won’t forget her. And I want to tell you what I think #WhereIsPengShuai is really about. If we trivialize Peng Shuai’s allegations as just another social media hashtag, what she did will be for nothing…

The Yale endowment needs to divest from China. The track record of the CCP has made it more than clear that every dollar of investment in China is unethical, until the CCP is willing to positively respond to, and act on, allegations by Peng Shuai and many others. Despite having a significant Chinese portfolio, which includes top-earning tech companies like Tencent and JD.com, the Yale Investments Office currently has no publicly available ethical policy specific to China or a review of its ethical implications.

There are two critical points to take from this.

First, a counter-CCP campus divestment movement is taking shape, and this piece serves as a reminder of its significance. In October, Catholic University of America’s student government voted to support the school’s divestment from firms implicated in the Uyghur genocide, leading school officials to pledge to take steps toward that goal.

Rory O’Connor of the Athenai Institute, the group coordinating a nationwide boycott campaign, told me at the time that his organization is targeting a number of other schools across the country in the coming months.

https://amgreatness.com/2022/01/04/dei-must-die/

Researchers extraordinaire Jay Greene and James Paul have released a series of three carefully crafted studies on Diversity, Equity, and Inclusion that detail many aspects of the harmful scheme. In a nutshell, the authors find DEI to be “counterproductive and politically radical.”

The part of the study that examines DEI’s effects on elementary schools is particularly damning. It looks at school districts with at least 15,000 students, of which there are 554, and finds that schools with Chief Diversity Officers (CDOs) “actually have larger gaps in achievement between black and white students, Hispanic and white students, and non-poor and poor students than districts without CDOs. And those gaps are growing wider over time. This pattern holds true even after controlling for a host of other observable characteristics of those districts.”

The authors explain that the gaps occur because CDOs “are more focused on promoting a political agenda than they are on finding effective educational interventions.” And that political agenda includes advancing policies that typically exacerbate achievement gaps, such as eliminating gifted programs and advanced math classes “while selecting English and Social Studies content for its political orthodoxy rather than educational quality.”

Why would such a bad idea be such an easy sell? Because when you dress up the words, they can sound good, at least to true believers. But in reality, it’s a nightmare for all concerned, except of course for the “progressive” elites who financially benefit from the racket.

One part of the study deals with the anti-Semitic nature of DEI. Interestingly, Greene and Paul compiled Twitter feeds of 741 DEI officials at 65 universities and find “605 tweets that bash Israel and just 28 that praise the Jewish state.” They add that 62 percent of the tweets that reference China were favorable.

When it comes to educational malfeasance, California, as usual, does its best to be the national leader. In fact, there are potholes galore on Equity Road in the Golden State. For starters State Superintendent of Public Instruction and Indoctrinator-in-Chief Tony Thurmond hired Daniel Lee as the state’s first “superintendent of equity.” But shortly thereafter, Politico revealed that Lee, a psychologist, life coach, and self-help author, is also a Pennsylvanian, and was given a job that was never publicly posted by the California state Education Department. Apparently being buddies with Phony Tony was enough to land Lee the $180,000 a year job. When asked if others were interviewed for the job besides Lee, Thurmond replied, “I can’t recall.” If nothing else, Thurmond is living proof that cronyism is alive and well in California.

https://www.americanthinker.com/articles/2022/01/dumbing_down_minority_students.html

For years now, the educational establishment and the Democrat Party have colluded to damage pride of accomplishment within the black community.  Now that the Democrat Party is essentially a Marxist outlet, the drive for weakening American children’s education is on full display. In fact, “dumbing down education [is the] key to dismantling America.” It is the communists’ dream to destroy the American dream. 

As the debate over Critical Race Theory has emerged, Richard L. Cravatts, Ph.D., explains “the insidious nature of this radical new ideology now being taught to American schoolchildren and the myriad ways in which public school students are being groomed to carry out the agendas of the Left.”  It is also ultimately the pathway to pit white people against black people.

Candace Owens clearly articulates what is happening.

“…they’re trying to teach a Marxist ideology.’ Hard academics such as learning science and mathematics subjects are being replaced.

‘They’re learning how to hate white people. They’re learning how to hate their country, and this is problematic for the future. What they’re trying to do is guarantee that they have an ignorant group of people that vote based on emotion. It’s a Democrat long-term strategy, and it’s finally coming into fruition.’

And in perfect lockstep, the latest example can be found in the Arlington County School Board in Virginia, which has introduced a proposal that would eradicate the traditional grading system. 

The justification for this change is that “certain basic standards — like having late penalties — could potentially harm poor and minority children who they claim may not have access to resources necessary to complete assignments on time.” Or “students should not be graded on homework assignments because the fear of making mistakes will have a negative impact on their learning process.”

This comes as no surprise as the Left tightens its rapacious control over every aspect of society.