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EDUCATION

Threats to Conservative Students What are faculty and administrators doing about it? Jack Kerwick

Whether it is female Republican students at places like St. Olaf College and Cornell University being accosted, cursed at, threatened with physical violence and, in the latter case, actually assaulted; Cal State Fullerton Trump supporting students being assaulted by an instructor; a riot at Berkeley; or College Republicans being targeted by name as “fascists” and encouragements made to make their personal information public so that decent folks can “punch fascists”—bullying, intimidation, and threats of violence against conservative students have become staples of campus life.

While this phenomenon is an outrage in itself, equally outrageous is the fact that it has been permitted to occur and recur.

It’s inconceivable that college administrators and faculty would permit these outrages if white Republican conservative students were the perpetrators and their victims were, say, black, gay, or transgendered.

But because it is only conservative and moderate students who are being victimized by leftists, not only has no real action been initiated to stop these attacks. In some instances, faculty and administrators have even encouraged them.

In October of last year, the Young Conservatives of Texas (YCT) held a bake sale at the University of Texas that was designed to expose the moral dubiousness of “affirmative action.” Goods were sold to blacks and Hispanics for prices that were lower than those that whites and Asians were expected to pay.

Consequently, leftist students surrounded their display and shouted at them to remove it. One such student livestreamed the event on Facebook in a post titled, “Racists are live at UT.” It received nearly 230,000 views.

Eventually, students sporting black masks stole the bake sale menu and raided the inventory.

The Vice President for Diversity and Community Engagement, Dr. Gregory J. Vincent, was the only administrator from UT to issue a formal response to the incident.

Vincent blamed the conservative students.

Get Up, Stand Up All who cherish free expression, especially on campuses, must combat the growing zeal for censorship. Heather Mac Donald

Where are the faculty? American college students are increasingly resorting to brute force, and sometimes criminal violence, to shut down ideas they don’t like. Yet when such travesties occur, the faculty are, with few exceptions, missing in action, though they have themselves been given the extraordinary privilege of tenure to protect their own liberty of thought and speech. It is time for them to take their heads out of the sand.

I was the target of such silencing tactics two days in a row last week, the more serious incident at Claremont McKenna College in Claremont, California, and a less virulent one at UCLA.

The Rose Institute for State and Local Government at Claremont McKenna had invited me to meet with students and to give a talk about my book, The War on Cops, on April 6. Several calls went out on Facebook to “shut down” this “notorious white supremacist fascist Heather Mac Donald.” A Facebook post from “we, students of color at the Claremont Colleges” announced grandiosely that “as a community, we CANNOT and WILL NOT allow fascism to have a platform. We stand against all forms of oppression and we refuse to have Mac Donald speak.” A Facebook event titled “Shut Down Anti-Black Fascist Heather Mac Donald” and hosted by “Shut Down Anti-Black Fascists” encouraged students to protest the event because Mac Donald “condemns [the] Black Lives Matter movement,” “supports racist police officers,” and “supports increasing fascist ‘law and order.’” (My supposed fascism consists in trying to give voice to the thousands of law-abiding minority residents of high-crime areas who support the police and are desperate for more law-enforcement protection.)

The event organizers notified me a day before the speech that a protest was planned and that they were considering changing the venue from CMC’s Athenaeum to one with fewer glass windows and easier egress. When I arrived on campus, I was shuttled to what was in effect a safe house: a guest suite for campus visitors, with blinds drawn. I could hear the growing crowds chanting and drumming, but I could not see the auditorium that the protesters were surrounding. One female voice rose above the chants with particularly shrill hysteria. From the balcony, I saw a petite blonde female walk by, her face covered by a Palestinian head scarf and carrying an amplifier on her back for her bullhorn. A lookout was stationed about 40 yards away and students were seated on the stairway under my balcony, plotting strategy.

Since I never saw the events outside the Athenaeum, which remained the chosen venue, an excellent report from the student newspaper, the Student Life, provides details of the scene:

The protesters, most of whom wore all black, congregated outside Honnold/Mudd Library at 4 p.m. to stage the action.

“We are here to shut down the fucking fascist,” announced an organizer to a crowd of around 100 students. The protesters subsequently marched to the Ath around 4:30 while chanting. An organizer shouted “How do you spell racist?” into a megaphone; the marchers responded “C-M-C.”

The Silencing of Heather Mac Donald Lofty college statements on free speech are worthless without enforcement. By William McGurn

No one who knows her could ever describe Heather Mac Donald as a victim.

Still, last Thursday night the Manhattan Institute scholar became the latest target of the latter-day Red Guards bringing chaos to so many American campuses. Ms. Mac Donald had been invited to talk about her book “The War on Cops” at Claremont McKenna College’s Marian Miner Cook Athenaeum. Among her arguments is that if you truly believe black lives matter, maybe you should recognize “there is no government agency more dedicated to the proposition” than the police who protect the law-abiding minority residents of high-crime neighborhoods.

You can imagine how well that goes over. At City Journal, Ms. Mac Donald offers a first-person account of that ugly evening. The day before, she says, event organizers told her they were considering changing the venue to a building with fewer glass windows to break. Such are the considerations these days on the modern American campus.

That evening Ms. Mac Donald ended up live-streaming her talk to a mostly empty auditorium as protesters outside banged on the windows and shouted. As a result, she could take only two questions before authorities deemed it prudent to hustle her out for her own security. As if out of central casting, the vice president for academic affairs and president of the college each issued mealy-mouthed statements supporting her.

With one hopeful difference.

In his note defending the university’s decision not to make arrests or force the hall open, CMC President Hiram Chodosh did say that students who blocked people from entering the Athenaeum “will be held accountable.” On Monday, a university spokeswoman, Joann Young, confirmed in an email that students found responsible face a range of sanctions including “temporary or permanent separation from the college.”

If true these are welcome words. For the main reason our colleges and universities are increasingly plagued by these illiberal disturbances is that there are seldom hard consequences for those who commit them.

At Yale, for example, when lecturer Erika Christakis sent an email declaring that students should make their own decisions about Halloween costumes—even when the costumes might be “a little bit obnoxious,” she wrote—it set off a storm of protest. Her husband, Nicholas Christakis, a master of one of Yale’s colleges, was surrounded by screaming students. CONTINUE AT SITE

Yale Medical School…..Teaching doctors to give hormones to ‘transgendered’ pre-teens By Ed Straker!!!!!

Medicine continues to advance! That may explain why Yale Medical School is teaching doctors in training to give hormones and puberty blockers to kids who claim they are “transgendered”.

Hannah is a 14-year-old girl, clad in leggings and an oversize T-shirt, with long brown hair that she curls around a finger. She was also born a boy.

Hannah is using a puberty-blocking implant and getting ready to embark on the path of developing a female body by starting estrogen. Ten years ago most doctors would have called this malpractice. New data has now made it the protocol for thousands of American children.

Being transgender doesn’t affect Hannah much. She is a straight-A student and auditioning for her school’s production of “Annie.” She’s both embarrassed and excited to talk about the two boys who asked her out this year.

“I turned to him and said, ‘You know I’m transgender, right?’” she tells me. “He said that he knows I’m transgender and that he also knows I’m pretty and sweet.”

Wait… so the boy is gay? Or is the boy really a girl? I need subtitles for this relationship!

Taking her red cheeks as a sign to change the subject, we switch back to medicine. I feel around her bicep, where a hard rod just beneath her skin releases a drug that turns off the brain cells that would otherwise kick off puberty.

Does this being done to a child disturb anyone else but me?

The implant has been in place for two years, preventing the process that would have deepened her voice and given her an Adam’s apple. She has been happy with the blocker, but is ready to move on.

At 10, after a yearlong psychological evaluation, she underwent a nonmedical “social transition.” This meant changing her name from Jonah to Hannah, wearing girls’ clothes and using female pronouns. She went from the frustrated boy wearing a yarmulke to the bubbly child wearing a dress and joining the girls’ bunk at summer camp.

I wonder how the girls at her summer’s camp felt seeing a “girl” with a penis in their showers?

Melvin Schut :Why the West is No Longer Educated

Melvin Schut is an Anglo-Dutch writer and academic currently teaching in the Netherlands. His main research interests are Tocqueville and Tocqueville-related questions. He contributed “What Britain Might Learn from the Colonies” in the July-August 2015 issue.

With its precision and focus on the true, the beautiful and the good, the classical culture of reasoning is at the core of our tradition and—as Tocqueville notes—a “useful” corrective to democracy’s tendency for haste and superficiality. That is something worth restoring.
Education seems universally—and almost self-evidently—supported as a Good Thing. Few would argue that a liberal democracy could do without literate citizens. Fewer still that a modern economy could do without a skilled workforce. Accordingly, spending on education is higher than ever. But what does it mean to be educated?

At present, education seems understood primarily as coursework in vocational topics, and “useful” natural and social sciences. There is a lot to be said for such education, as individuals need to be prepared to make a living. But there is also reason for concern. It is not obvious how well the “useful” courses prepare students for the world of work. Moreover, knowledge of the foundations of our culture, prerequisites of liberal democracy and fundamental assumptions in science is transmitted haphazardly or not at all. Individuals are hence increasingly clueless about our civilisation and their responsibilities. It is also unlikely for university graduates to have even basic familiarity with the history and philosophy of their disciplines, leaving many without critical distance from the fashionable views of the day. This sits ill with democratic citizenship, innovation and a dynamic, entrepreneurial economy.

Much as in China’s stifling scholarly tradition, to be a good student has become tantamount to conformity to a maze of institutionalised dogma, rendering the rise of university “safe spaces” and formal and informal speech codes sadly unsurprising. In effect, students are socialised for bureaucracies, both governmental and corporate. Thus diplomas, more than proving good judgment, function as tokens in a signalling game for the job market. Paradoxically, as the increased number of degrees has deflated their worth, proxies for competence (accent, dress, social circle and manners) have gained renewed importance.

Taken together, these developments represent a break with the traditional understanding of education, aimed at good judgment. For most people, the practice of apprenticeships, acquiring practical skills, fulfilled exactly this purpose. They also attended church, where they might receive moral instruction.

The academically gifted followed a different path. In a logical sequence, first they were trained to think, and then they absorbed both fundamental and more specialised knowledge. This encouraged development of independent judgment, inviting an examined renewal of our civilisation. Ideally, any vocational training (such as in law, engineering or medicine) would take place after such a liberal education.

Seething Mob Shuts Down Speech by Pro-Cop Writer Heather Mac Donald as Event Turns Violent

An “angry mob” of protesters effective shut down a speech by a pro-law enforcement scholar at Claremont McKenna College on Friday, surrounding the building, screaming obscenities and banging on windows.

Manhattan Institute fellow Heather Mac Donald, who is promoting a book called The War on Cops about the Black Lives Matter movement, was forced to give her speech on livestream – to a largely empty room — and then to flee the University building under the protection of campus security when things got really scary.

A student-created poster denouncing Heather MacDonald

Black Lives Matter activists had planned the protest ahead of time, posting on Facebook that they intended to shut down the “anti-black” “fascist” Mac Donald. Their event called Mac Donald’s work “fascist ideologies and blatant anti-Blackness and white supremacy,” and claimed that “together, we can hold CMC accountable and prevent Mac Donald from spewing her racist, anti-Black, capitalist, imperialist, fascist agenda.”

Mac Donald’s book, released amidst heightened tensions between the black community and the police, argues that better community policing, and familiarity with neighborhoods could reduce crime. She suggests that law enforcement officials actually believe that “black lives matter” more than activists do, and that the narrative that police are “racist” is making minority communities less safe.

The nuances of her argument, however, fell on deaf ears at liberal Claremont McKenna college, and when the time came for Mac Donald to give her speech, protesters (who included what appear to be middle aged activists alongside college students) ringed the building, chanting a range of slogans including, “From Oakland to Greece, f– the police” and “From the river to the sea, Palestine will be free.”

An Anti-Koch Meltdown at Wake Forest Professors are attacking the billionaires and undermining academic freedom. By Naomi Schaefer Riley

Denizens of the ivory tower are rarely nuanced in their statements about Charles and David Koch. But the professorial ruminations published last month at Wake Forest University break new ground by showing that disdain for conservatives weighs more heavily on faculty minds than academic freedom.

About two years ago, Wake Forest professor James Otteson came to the administration with an idea: a new center devoted to the study of happiness. Such programs are all the rage in psychology departments, but Mr. Otteson, a scholar of classical philosophy who has written books on Adam Smith, offered a unique interdisciplinary approach. Planning began for a center that draws scholars from across the university to study the political, economic, moral and cultural institutions that encourage human happiness. It was named the Eudaimonia Institute, after Aristotle’s term for flourishing.

None of this elicited objections from the faculty until last September, when the university announced it had accepted $3.7 million from the Charles Koch Foundation to support the institute over five years. The faculty senate then formed two committees to investigate Eudaimonia: one to report on the institute itself and another to study Wake Forest’s policies related to Koch Foundation funding.

The first committee, in a report published last month, urged Wake Forest to “SEVER ALL CONNECTIONS TO THE CHARLES KOCH FOUNDATION.” The original text, which went on at some length, was also in boldface and underlined. Where, one wonders, were the exclamation points and angry emojis?

The other committee concluded that the foundation’s “parasitical” behavior threatened Wake Forest’s “academic integrity, financial autonomy, and institutional governance.” The faculty worrying about the Kochs’ fortune seem to have forgotten that their campus exists in large part thanks to donations from the family behind R.J. Reynolds Tobacco Co.

The situation was deemed so grave that the latter committee recommended canceling the Eudaimonia Institute’s April conference, freezing all hiring, and requiring that its publications and presentations be reviewed by another group of faculty ahead of time. Earlier this year the faculty announced they would not give credit to students taking a business class taught by Mr. Otteson—even though the course had nothing to do with Eudaimonia or the Koch Foundation. According to Daniel Hammond, a Wake Forest economics professor, the course would have earned students credit only if they remained business majors. If they changed their major, it would not count for graduation. Under pressure, the business school dropped the class as a prerequisite for majors. CONTINUE AT SITE

Harvard Students Launch ‘Resistance School’ By Tom Knighton

My, how times change.

Remember when — of course you do, it was just three months ago — opposing the president was considered racist and unpatriotic? Back then, anything President Obama said or did was holy writ, and anyone taking issue with it was told, one way or another, to shut up.

Today, however, resistance to the president isn’t just a natural part of the American process, but something that students at the John F. Kennedy School of Government at Harvard University think everyone should be taught how to do:

President Donald Trump has a new enemy in town, and thy name is Harvard student.

Specifically, it’s students at Harvard’s John F. Kennedy School of Government, who’ve just launched a “Resistance School” to fight all things Trump. Guess the name “Propaganda School” was already taken.

The group makes clear it’s student-run, and not officially affiliated with Harvard. But this is what our best and brightest have to offer the country?

Anyhow, the school’s not really a school, but rather a free four-week online course that bills itself as a means for participants to “sharpen the tools we need to fight back at the federal, state and local levels” with an overall goal of keeping “the embers of resistance alive through concrete learning, community engagement and forward-looking action.”

That’s a mouthful.

So let’s break it down into what’s really going on here: Democrats, or more to truth progressives and socialists-in-training, are just ticked to high heaven their beloved Hillary Clinton lost the White House. And Barack Obama, through his Obama Foundation, has created “a living, working start-up for citizenship — an ongoing project for us to shape, together, what it means to be a good citizen in the 21st century.”

University President Under Fire for Not Supporting ‘Safe Spaces’ By Tom Knighton

Many colleges have bought into the idea of “safe spaces,” places where certain groups are permitted to shut themselves away from the rest of the world and not have to face the fact that the real world doesn’t work like that. The nonsense is so prevalent that even saying you don’t agree with them makes students feel “unsafe.”

Just look at what’s happening at Northern Arizona University:

During the forum, one student asked President Rita Cheng how she could support safe spaces when she doesn’t “take action in situations of injustice,” citing an incident the previous week “when we had the preacher on campus and he was promoting hate speech against marginalized students.”

Cheng corrected the student, explaining that she doesn’t support safe spaces at all, according to KPNX.

“As a university professor, I’m not sure I have any support at all for safe space,” Cheng asserted. “I think that you as a student have to develop the skills to be successful in this world and that we need to provide you with the opportunity for discourse and debate and dialogue and academic inquiry, and I’m not sure that that is correlated with the notion of safe space as I’ve seen that.”

The NAU Student Action Coalition was infuriated by Cheng’s response, leading its members in a walkout from the meeting and demanding that Cheng be removed from her position.

University Warns Not Using ‘Gender-Sensitive’ Language Will Hurt Your Grades By Tom Knighton

When many of us were first learning how to use pronouns, it seemed unlikely that they’d ever be at the center of public debate. After all, the whole thing is pretty straightforward. John gets “he,” while Jane gets “she.” It wasn’t really rocket science, right?

Unfortunately, it’s a lot more complicated than that these days. At one university, that complication is being codified — students’ grades will suffer if they fail to use the approved language:

Students at Hull University are being told to use gender neutral language in their essays — or risk losing marks.

According to documents obtained by the Sunday Times, students are told to “be aware of the powerful and symbolic nature of language and use gender-sensitive formulations. Failure to use gender-sensitive language will impact your mark.”

The document, which was released following a Freedom of Information request, was part of a course on religious activism being taught at the university.

A senior lecturer in religion at the university said: “Should any student use language which is not deemed gender-neutral, they will be offered feedback as to why. Deduction of marks is taken on a case-by-case basis.” CONTINUE AT SITE