RUTHFULLY YOURS

https://amgreatness.com/2021/09/07/finding-a-remedy-for-the-crt-pandemic/

Critical race theory is metastasizing at a rapid rate, spreading into many American institutions. The woke ideology has even inserted itself in the medical field. A recent article in the New England Journal of Medicine titled “How Structural Racism Works—Racist Policies as a Root Cause of U.S. Racial Health Inequities” argues that modern American medicine has “historical roots in scientific racism and eugenics movements,” and asserts that “Black communities became medical training grounds and a source of profit, reinforcing the American medical caste system that we have today.”

The American Medical Association also endorses CRT, and denounces equal opportunity and meritocracy as “malignant.” The AMA also claims that the “detrimental effects of colonization, racial capitalism, and enduring forms of supremacism . . . have upheld slavery, genocide, abuse and exploitation of resources.”

At the same time, medical schools are lecturing future doctors about intersectionality, implicit bias, identity, oppression, power and privilege, etc.

Our legal system is no better. As George Leef writes, “Progressivism Surges Through America’s Law Schools.” He cites Columbia University president Lee Bollinger, a former law dean, who insists that introducing CRT is “urgent and necessary.” In the same vein, Yeshiva University’s Cardozo Law School is going to mandate that students take a CRT course in order to graduate.

Additionally, many businesses have submitted to CRT orthodoxy. The latest domino to fall is Verizon. Christopher Rufo explains that the telecom conglomerate’s diversity trainers “instruct employees to deconstruct their racial and sexual identities and, according to their position on the ‘privilege’ hierarchy, embark on a lifelong ‘anti-racism journey.’”

https://www.nationalreview.com/2021/09/we-cant-let-foreign-influence-compromise-our-universities/

Donors, and the terms of their gifts, must be disclosed to reveal possible conflicts of interest.

Tucked inside the Innovation and Competition Act, recently passed by the Senate and now on the House’s agenda, are crucial updates to foreign-gift transparency laws — and some big opportunities for improvement.

The public should know when foreign donors make substantial gifts to colleges and universities. In the last few years, foreign governments have bought the right to pick curricula, as the Chinese Communist government did with Confucius Institutes. Royal-family foundations endow campus centers in their own names, as did Saudi Arabia’s Prince Alwaleed bin Talal with $20 million gifts to Harvard and Georgetown. Foreign tech companies such as Huawei and ZTE, both designated by the FCC as “national security threats,” contract with colleges for research collaboration.

Since the 1980s, colleges have been required to disclose gifts and contracts with foreign sources that exceed $250,000 per year. But from the beginning, colleges and their lobbyists have fought that law, Section 117 of the Higher Education Act. Many institutions simply do not file the required disclosures.

When the Trump administration reviewed Section 117, it found widespread noncompliance. A scathing 2020 report from the Department of Education found that Yale “underreported its foreign gifts and contracts by $375 million.” Another university, whose name is redacted, professed itself “dumbfounded” when the department asked how it forgot to document more than $760 million in foreign funding. In 2020, colleges back-reported over $6.5 billion in foreign funding that should have been disclosed years before, but never was.

https://www.wsj.com/articles/notable-quotable-tearing-down-princeton-11630965255?mod=opinion_major_pos4

Dan-el Padilla Peralta, associate professor of classics, in a video shown at Princeton University’s freshman orientation:

When I speak about the privileges that we have I am particularly intent on one of those privileges. This is the privilege—especially for those of us who have the benefits of tenure—to exercise free speech. But I don’t mean free speech in the masculinized, bravado sense . . . I envision a free speech and an intellectual discourse that is flexed to one specific aim, and that aim is the promotion of social justice, and an anti-racist social justice at that.

And in order for that work to be realized richly and capaciously it behooves all of us who are on the faculty to think about ways in which we can provide effective mentoring to our students—instruct and guide them about the institutional peculiarities of Princeton and Princeton culture—but not with a view to habituating them into a practice of assimilation or indoctrinating them in the belief that somehow this is the best damn place of all, but in order to supply them with the tools with which they can tear down this place and make it a better one.

https://www.americanthinker.com/articles/2021/09/american_education_is_rotten_from_top_to_bottom.html

In reading the “overview” of Dr. Jill Biden’s 2006 doctoral dissertation from the University of Delaware, I am reminded just how rotten, from top to bottom, are America’s schools of graduate education.  That a doctor of anything could write a sentence like the one that follows speaks to the historic worthlessness of most graduate programs in education:

Three quarters of the class will be Caucasian; one quarter of the class will be African American; one seat will hold a Latino; and the remaining seats will be filled with students of Asian descent or non-resident aliens.

An advisory committee had to approve this mumbo-jumbo. Apparently, none of the committee members noticed that when you add three fourths to one fourth, you’ve pretty much exhausted all the “fourths” available — all the seats as well.  Although the temptation is to write Dr. Jill’s dissertation off to the power of political pull, her dissertation, from my experience, represents something of a norm in the illiteracy, innumeracy, and race obsession of grad-level education.

My oldest brother, an exceptional high school principal, refused to pursue a doctorate in education — the key to becoming a school superintendent — because he thought the courses he took to get his Master’s a waste of everyone’s time.  My middle brother became a very good high school math teacher without getting any education degrees.  He simply retooled through a special quickie program after retiring as an engineer from Exxon.

On the other hand, an in-law, since deceased, did go on to get his Ed.D.  As a “doctor,” he quickly climbed the ranks and became a school superintendent.  Oh, one caveat: I took his Graduate Record Exams for him.  He could not have passed on his own.  My bad.

https://www.nationalreview.com/2021/09/the-intellectual-conformity-of-international-relations-faculty/

A dearth of conservative professors deprives students of crucial perspectives.

Americans may be repulsed by the fiasco in Afghanistan — a recent poll suggests only 25 percent approve of President Biden’s handling of the situation — but there is one constituency that fully supports his decision: the ivory tower. International-relations professors have been near-unanimous in their calls for American retreat from Afghanistan (and elsewhere.) When surveyed, fewer than 3 percent believed the war in Afghanistan is a top-three foreign-policy issue for the United States. In a May poll, nearly three quarters of international-relations faculty endorsed President Biden’s decision to withdraw all U.S. troops from Afghanistan. Similarly, 85 percent of professors approved of Biden’s handling of national security and 81 percent approved his approach to international human-rights issues. When the Trump administration temporarily called off peace talks with the Taliban in January 2020, a stunning majority of academics said the decision would have a negative effect on U.S. credibility with our allies, whereas today many argue the debacle will likely not damage U.S. credibility elsewhere.

Unfortunately, the academic debate about Afghanistan is the norm, not the exception. As survey after survey demonstrates, university faculty — particularly international-relations faculty — harbor worldviews that are wildly out of step with the American people and leaders of both political parties. Their worldview informs the courses they teach and the syllabi they assign. Absent greater exposure to more sensible and realistic points of view, we risk producing a generation that is out of touch and out of depth with the challenges at hand. From a totalitarian and expansionist Chinese Communist Party to a revisionist Russia to a murderously ideological Iran and North Korea, challenges to American leadership cannot be overstated. Given the generational nature of these challenges, one would think that our faculty’s priority would be to educate college students on these threats and equip them with the skills to emerge victorious, however defined.

https://www.americanthinker.com/blog/2021/09/proof_that_modern_academic_leftism_is_insanely_stupid.html

I quickly realized as I shepherded my children through public school and college that leftists in education are incredibly uninformed to the point of abject stupidity. My kids became used to the fact that I would become almost incoherent with rage when I read through illiterate and factually inaccurate lessons or assignments from their teachers. However, I have never come across anyone as spectacularly uninformed as Dr. Linda ManyGuns who works at Mount Royal University, in Alberta, Canada. Dr. ManyGuns has declared war on oppressive capital letters.

What you must appreciate before getting into Dr. ManyGuns’ truly astonishing dive into stupidity is that she really is a faculty member at Mount Royal University, in Calgary, a public university with a $99 million (Canadian) endowment and over 14,000 students. Just this April, Mount Royal University proudly announced that she was its new “associate vice-president of indigenization and decolonization,” responsible for “providing vision, strategy, leadership and direction to advance indigenization and decolonization commitments.”

Dr. ManyGuns is a woman with a long, successful academic career as both a student and educator. In addition to the obvious qualification of being a “Blackfoot woman” and an elder for “the Buffalo Women’s Society and part of the Beaver Bundle Society,”

ManyGuns has a Bachelor of Arts from St. Thomas University, a Master’s from Carleton University, a law degree from University of Ottawa and a doctorate from Trent University. Her academic papers and projects are always on Indigenous subjects and informed by traditional knowledge.

For 11 years, ManyGuns was a professor in the University of Lethbridge’s Department of Indigenous Studies. She understands the importance of Indigenous students succeeding in their education and while serving as chair, updated the 45-year-old curriculum. Previously, as a waitress, high steel construction worker and chef, ManyGuns experienced discrimination and lateral violence but refuses to let it define her.

https://capx.co/why-we-are-reclaiming-history-from-the-distortions-of-critical-race-theory/

Writing history is about critical assessment, not the imposition of a political agenda
Critical Race Theory is a dangerously simplistic way of explaining both the past and the present 
CRT is lightweight, imprecise and totally unconcerned with an authoritative account of the past

In 1984 George Orwell wrote, ‘Who controls the past controls the future. Who controls the present controls the past.’  The idea of controlling the past can be traced back long before the emergence of Soviet Russia or Nazi Germany. It is the backdrop to boastful inscriptions on the walls of ancient Egyptian temples at Luxor.

Today this idea has taken a new form. A way of reading the past is being imposed in universities, schools and wider society that is justified not by its historical accuracy but by its political message. The adherents of so-called Critical Race Theory (CRT) have no sense that the task of the historian is to expound the evidence, rather than to indulge in moralising jargon. They have no sense that it is important to engage in argument, rather than to impose one’s views. They have no sense that the dogma they are spreading is not taken seriously by very many historians. Or rather, it does need to be taken seriously by its opponents, for it is a dangerously simplistic way of explaining both the past and the present.

History Reclaimed is a new website that challenges the increasingly dominant dogma of the Theorists, and demands proper debate about the distorted view of history that lies at the heart of the new thinking. History Reclaimed supports the art of writing history as it has been written ever since the time of Herodotus in ancient Greece: collecting the evidence and assessing it before spinning any general theories about the nature of human development.

Interestingly, Karl Marx understood perfectly well the need to accumulate large amounts of data before moulding the arguments of Das Kapital. The days he spent in the imposing Reading Room of the British Museum were given over to serious study, as even those of us who reject his conclusions have to concede. By comparison, CRT is lightweight, imprecise in its use of terms such as ‘capitalism’, ‘imperialism’ and ‘colonialism’, and much more concerned with righting supposed wrongs in the past than in writing authoritatively about the experience of our ancestors.

At the core of the ideas that we are challenging is the notion that history has been moulded by the racism of white people towards black people. Racism is seen as an invention of white people in western Europe who sought to create worldwide empires through the brutal exploitation of the labour of black Africans. These Africans were transported in vast numbers across the Atlantic from the early sixteenth century right up to the nineteenth century, and no one can deny that their treatment was at best callous and at worst murderous. It is possible that as many as 12.5 million slaves were imported to the Americas, the largest number towards the sugar plantations of Brazil, others towards similar plantations producing sugar, cotton and tobacco in the Caribbean islands and in what became the United States.

In this interpretation, the oppression of African slaves was not merely based on pseudo-scientific ideas that different races possess different levels of intelligence. It is also argued that the Industrial Revolution that took off in 18th-century Britain was funded by the profits of the sugar industry, which depended on slave labour. The fact that there were more significant sources of capital in the agricultural transformations taking place in Britain is conveniently ignored. So too is the fact that the main source of slaves was African kingdoms that willingly sold their war captives.

https://www.city-journal.org/philly-suburbs-schools-adopt-critical-race-theory

Lower Merion Township’s beauty and wealth belie its proximity to the impoverished neighborhoods of West Philadelphia, which borders the township just east on Route 30. Being the first suburb on the Main Line, Lower Merion is home to many of the region’s wealthy residents. With a median income of nearly $140,000 per year has come an extraordinarily well-funded, high-achieving public school district.

The 83-percent-white township is also unabashedly progressive. The town has about 2.8 times as many registered Democrats as Republicans. The school board is run exclusively by Democrats. Local church lawns are filled with colorful T-shirts emblazoned with the names of black people killed by police. And shoppers at Suburban Square, a high-end local shopping center, are enveloped in the pride flags that decorate shops and sidewalks every few steps in the month of June.

But despite the town’s progressive vibe, a battle over local schools’ embrace of critical pedagogy is burgeoning. To try and understand this cultural conflict in a place where “wokeness” is part of the atmosphere, I spoke with public and private school parents and a person with experience on the school board, and I attended a meeting of local residents and Republican Party officials. All involved requested anonymity.

When local Republicans hosted a meeting in late June at a home not far from Lower Merion High School, about two dozen people stood in the living room, Rolls-Royces and Honda Civics alike parked along the ornate stone curb. Following a brief overview of local budget issues and political polling came the main issue of the evening: the school district’s left turn. Such terms as “race essentialism” and “transgenderism” were tossed around. Still, agreement on the origins and shape of the ideology that these people found themselves contending with remained elusive.

https://www.wsj.com/articles/soviet-jewish-schools-yeshiva-yevsektzia-schneersohn-yaffed-antisemitism-first-amendment-11630613080?mod=opinion_lead_pos7

Mr. Margolin is a senior editor at Chabad.org.

After the Russian Revolution, the Bolsheviks launched a harsh war on religious education throughout the Soviet Union, with devastating consequences for Judaism. To avoid accusations of anti-Semitism, Soviet attacks on traditional Jewish schools, known as cheders or yeshivas, were led by the Yevsektzia, the militant Jewish sections of the Communist Party, whose members were often more ideologically zealous than their gentile counterparts. In an effort to win Jewish hearts and minds, in January 1921 the Yevsektzia organized a particularly grotesque episode called the Trial of the Cheder.

Held in Vitebsk, the six-day show trial was similar to the medieval disputations with which Jews had contended for centuries. “Experts” on education and hygiene testified that the cheder was backward and dirty. The spectacle quickly devolved into a blatant attack on Judaism.

Despite a valiant defense by Vitebsk’s Jewish community, the verdict was a foregone conclusion. Every cheder in Vitebsk was ordered to close. In the early 1920s, more than 1,000 cheders were closed in the U.S.S.R.

My grandfather’s Jewish education was terminated at a second-grade level by this crackdown. Born in Ukraine in 1920, my great-grandparents wanted him to receive authentic Jewish schooling. Even as communism destroyed their world, they persisted and sent their young son to a cheder.

“I barely got past alef beis”—the Hebrew alphabet—“and it was closed,” my grandfather told me shortly before his death last spring at 100. “Some teachers were arrested or shot, others scared away. Before long it was all gone.”