Violent Leftists Control Universities

[Winston Smith]

Doesn't one of the Gollin-tards go to Toledo? No doubt he feels right at home.

posted on January 7, 2013 by Gary DeMar
Woman Fired for Expressing Her Personal Opinions

Crystal Dixon, formerly employed at the [regionally accredited] University of Toledo, was fired “after she wrote a personal letter to the editor of a local newspaper objecting to the characterization of homosexuality as being the same as race.” I thought our nation’s universities were bastions of diversity. They are not. They are cesspools of forced conformity to a radically liberal moral, social, cultural, and political agenda.

Comparing a person’s race to where a man sticks his penis is an insult of the highest order to those who struggle every day with how people evaluate them because of what they see.

“I take great umbrage at the notion that those choosing the homosexual lifestyle are ‘civil rights victims.’ Here’s why. I cannot wake up tomorrow and not be a black woman,” she wrote. “I am genetically and biologically a black woman and very pleased to be so as my Creator intended. Daily, thousands of homosexuals make a life decision to leave the gay lifestyle evidenced by the growing population of PFOX (Parents and Friends of Ex Gays) and Exodus International just to name a few.”

Homosexual sex is what a person does.

If you saw a picture do 20 people all dressed the same, could you point out who engaged in homosexual, bisexual, polygamous, or adulterous sexual activities? You couldn’t because all of these are behaviors.

If I showed you a picture of 20 people, could you pick out the people who are black? Most likely you could. Why? Because being black is not a behavior. Being black is in the skin.

Christians see homosexual behavior to be the issue. Sexual behavior cannot be compared to the struggle of blacks to secure full civil rights. General Colin Powell, in a 1992 letter to former congressional representative Patricia Schroeder, made this important point:

“Skin color is a benign, nonbehavioral characteristic. Sexual orientation is perhaps the most profound of human behavioral characteristics. Comparison of the two is a convenient but invalid argument.”[1]

The legal team at the American Freedom Law Center said the following in its rehearing request for Ms. Dixon:

“Dixon was fired from her employment as associate vice president for human resources with the University of Toledo because she expressed her personal, Christian views as a private citizen in an opinion piece published in the Toledo Free Press. Plaintiff did not occupy a political position nor did she publicly criticize any identified policy of her employer in her writing. Rather, plaintiff was fired for expressing her personal religious beliefs in a local newspaper on a very controversial issue: gay rights.”

Since the University of Toledo is a government-funded school and not a private non-tax-payer funded educational institution, speech and text (press), even unpopular speech and text by liberal standards, is protected under the First Amendment that guarantees “the freedom of speech” and “of the press.” Not the guarantee of some speech, but of all speech.

The First Amendment was put into the Constitution for comments like those of Ms. Dixon. Challenging the status quo, the powers that be, is an inherent American tradition protected by the Constitution.

Notes:1.Cited in John W. Whitehead, Religious Apartheid: The Separation of Religion from American Public Life (Chicago, IL: Moody Press, 1994), 126.

[ham]

If race is so basic, unquestionable and benign, why don't you have a try with Jews?
I shall warn you, however, that WWII propaganda booklets said they are not.
By the way, after the civil war Africans were included under "White" when it came to naturalization: did you know that?
PFFT!

[Herbert Spencer]

The Role of 'Educators'
Thomas Sowell
Jan 08, 2013

Many years ago, as a young man, I read a very interesting book about the rise of the Communists to power in China. In the last chapter, the author tried to explain why and how this had happened.

Among the factors he cited were the country's educators. That struck me as odd, and not very plausible, at the time. But the passing years have made that seem less and less odd, and more and more plausible. Today, I see our own educators playing a similar role in creating a mindset that undermines American society.

Schools were once thought of as places where a society's knowledge and experience were passed on to the younger generation. But, about a hundred years ago, Professor John Dewey of Columbia University came up with a very different conception of education -- one that has spread through American schools of education, and even influenced education in countries overseas.

John Dewey saw the role of the teacher, not as a transmitter of a society's culture to the young, but as an agent of change -- someone strategically placed, with an opportunity to condition students to want a different kind of society.

A century later, we are seeing schools across America indoctrinating students to believe in all sorts of politically correct notions. The history that is taught in too many of our schools is a history that emphasizes everything that has gone bad, or can be made to look bad, in America -- and that gives little, if any, attention to the great achievements of this country.

If you think that is an exaggeration, get a copy of "A People's History of the United States" by Howard Zinn and read it. As someone who used to read translations of official Communist newspapers in the days of the Soviet Union, I know that those papers' attempts to degrade the United States did not sink quite as low as Howard Zinn's book.

That book has sold millions of copies, poisoning the minds of millions of students in schools and colleges against their own country. But this book is one of many things that enable teachers to think of themselves as "agents of change," without having the slightest accountability for whether that change turns out to be for the better or for the worse -- or, indeed, utterly catastrophic.

This misuse of schools to undermine one's own society is not something confined to the United States or even to our own time. It is common in Western countries for educators, the media and the intelligentsia in general, to single out Western civilization for special condemnation for sins that have been common to the human race, in all parts of the world, for thousands of years.

Meanwhile, all sorts of fictitious virtues are attributed to non-Western societies, and their worst crimes are often passed over in silence, or at least shrugged off by saying some such thing as "Who are we to judge?"

Even in the face of mortal dangers, political correctness forbids us to use words like "terrorist" when the approved euphemism is "militant." Milder terms such as "illegal alien" likewise cannot pass the political correctness test, so it must be replaced by another euphemism, "undocumented worker."

Some think that we must tiptoe around in our own country, lest some foreigners living here or visiting here be offended by the sight of an American flag or a Christmas tree in some institutions.

In France between the two World Wars, the teachers' union decided that schools should replace patriotism with internationalism and pacifism. Books that told the story of the heroic defense of French soldiers against the German invaders at Verdun in 1916, despite suffering massive casualties, were replaced by books that spoke impartially about the suffering of all soldiers -- both French and German -- at Verdun.

Germany invaded France again in 1940, and this time the world was shocked when the French surrendered after just 6 weeks of fighting -- especially since military experts expected France to win. But two decades of undermining French patriotism and morale had done their work.

American schools today are similarly undermining American society as one unworthy of defending, either domestically or internationally. If there were nuclear attacks on American cities, how long would it take for us to surrender, even if we had nuclear superiority -- but were not as willing to die as our enemies were?

[ham]

Even in the face of mortal dangers, political correctness forbids us to use words like "terrorist" when the approved euphemism is "militant." Milder terms such as "illegal alien" likewise cannot pass the political correctness test, so it must be replaced by another euphemism, "undocumented worker."

Hmm...
Let me guess...the strategy used against Germany 1914-45?



PFFT!

[Harrison J Bounel]

Rotten to the Core: Obama's War on Academic Standards (Part 1)
Michelle Malkin
Jan 23, 2013

America's downfall doesn't begin with the "low-information voter." It starts with the no-knowledge student.

For decades, collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity and social justice. "Progressive" reformers denounced Western civilization requirements, the Founding Fathers and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed ability grouping of students (tracking) bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling and multicultural claptrap.

Under President Obama, these top-down mal-formers -- empowered by Washington education bureaucrats and backed by misguided liberal philanthropists led by billionaire Bill Gates -- are now presiding over a radical makeover of your children's school curriculum. It's being done in the name of federal "Common Core" standards that do anything but raise achievement standards.

Common Core was enabled by Obama's federal stimulus law and his Department of Education's "Race to the Top" gimmickry. The administration bribed cash-starved states into adopting unseen instructional standards as a condition of winning billions of dollars in grants. Even states that lost their bids for Race to the Top money were required to commit to a dumbed-down and amorphous curricular "alignment."

In practice, Common Core's dubious "college- and career"-ready standards undermine local control of education, usurp state autonomy over curricular materials, and foist untested, mediocre and incoherent pedagogical theories on America's schoolchildren.

Over the next several weeks and months, I'll use this column space to expose who's behind this disastrous scheme in D.C. backrooms. I'll tell you who's fighting it in grassroots tea party and parental revolts across the country from Massachusetts to Indiana, Texas, Georgia and Utah. And most importantly, I'll explain how this unprecedented federal meddling is corrupting our children's classrooms and textbooks.

There's no better illustration of Common Core's duplicitous talk of higher standards than to start with its math "reforms." While Common Core promoters assert their standards are "internationally benchmarked," independent members of the expert panel in charge of validating the standards refute the claim. Panel member Dr. Sandra Stotsky of the University of Arkansas reported, "No material was ever provided to the Validation Committee or to the public on the specific college readiness expectations of other leading nations in mathematics" or other subjects.

In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He's not alone.

Professor Jonathan Goodman of New York University found that the Common Core math standards imposed "significantly lower expectations with respect to algebra and geometry than the published standards of other countries."

Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to 9th grade, instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.

Ze'ev Wurman, a prominent software architect, electrical engineer and longtime math advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations and trigonometry at the high school level.

I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:

"I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members. ...This will be done in the name of 'critical thinking' and '21st-century' skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers."

This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to "Everyday Math" nonsense. This and other fads abandon "drill and kill" memorization techniques for fuzzy "critical thinking" methods that put the cart of "why" in front of the horse of "how." In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids' heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage "conceptual" understanding -- without any mastery of the fundamentals of math.

Common Core is rotten to the core. The corruption of math education is just the beginning.

[ham]

multicultural claptrap.

It takes one to know one, apparently...



I am not an elitist by any stretch of the term, but boy oh boy, someone schooled in places like this should mum the word I suppose...

[Harrison J Bounel]

Rotten to the Core (Part 2): Readin', Writin' and Deconstructionism
Michelle Malkin
Jan 25, 2013
(This is the second part of an ongoing series on federal "Common Core" education standards and the corruption of academic excellence.)

The Washington, D.C., board of education earned widespread mockery this week when it proposed allowing high school students -- in the nation's own capital -- to skip a basic U.S. government course to graduate. But this is fiddlesticks compared to what the federal government is doing to eliminate American children's core knowledge base in English, language arts and history.

Thanks to the "Common Core" regime, funded with President Obama's stimulus dollars and bolstered by duped Republican governors and business groups, deconstructionism is back in style. Traditional literature is under fire. Moral relativism is increasingly the norm. "Standards" is Orwell-speak for subjectivity and lowest common denominator pedagogy.

Take the Common Core literacy "standards." Please. As literature professors, writers, humanities scholars, secondary educators and parents have warned over the past three years, the new achievement goals actually set American students back by de-emphasizing great literary works for "informational texts." Challenging students to digest and dissect difficult poems and novels is becoming passe. Utilitarianism uber alles.

The Common Core English/language arts criteria call for students to spend only half of their class time studying literature, and only 30 percent of their class time by their junior and senior years in high school.

Under Common Core, classics such as "To Kill a Mockingbird" and "The Adventures of Huckleberry Finn" are of no more academic value than the pages of the Federal Register or the Federal Reserve archives -- or a pro-Obamacare opinion essay in The New Yorker. Audio and video transcripts, along with "alternative literacies" that are more "relevant" to today's students (pop song lyrics, for example), are on par with Shakespeare.

English professor Mary Grabar describes Common Core training exercises that tell teachers "to read Lincoln's Gettysburg Address without emotion and without providing any historical context. Common Core reduces all 'texts' to one level: the Gettysburg Address to the EPA's Recommended Levels of Insulation." Indeed, in my own research, I found one Common Core "exemplar" on teaching the Gettysburg Address that instructs educators to "refrain from giving background context or substantial instructional guidance at the outset."

Another exercise devised by Common Core promoters features the Gettysburg Address as a word cloud. Yes, a word cloud. Teachers use the jumble of letters, devoid of historical context and truths, to help students chart, decode and "deconstruct" Lincoln's speech.

Deconstructionism, of course, is the faddish leftwing school of thought popularized by French philosopher Jacques Derrida in the 1970s. Writer Robert Locke described the nihilistic movement best: "It is based on the proposition that the apparently real world is in fact a vast social construct and that the way to knowledge lies in taking apart in one's mind this thing society has built. Taken to its logical conclusion, it supposes that there is at the end of the day no actual reality, just a series of appearances stitched together by social constructs into what we all agree to call reality."

Literature and history are all about competing ideological narratives, in other words. One story or "text" is no better than another. Common Core's literature-lite literacy standards are aimed not at increasing "college readiness" or raising academic expectations. Just the opposite. They help pave the way for more creeping political indoctrination under the guise of increasing access to "information."

As University of Arkansas professor Sandra Stotsky, an unrelenting whistleblower who witnessed the Common Core sausage-making process firsthand, concluded: "An English curriculum overloaded with advocacy journalism or with 'informational' articles chosen for their topical and/or political nature should raise serious concerns among parents, school leaders, and policymakers. Common Core's standards not only present a serious threat to state and local education authority, but also put academic quality at risk. Pushing fatally flawed education standards into America's schools is not the way to improve education for America's students."

Bipartisan Common Core defenders claim their standards are merely "recommendations." But the standards, "rubrics" and "exemplars" are tied to tests and textbooks. The textbooks and tests are tied to money and power. Federally funded and federally championed nationalized standards lead inexorably to de facto mandates. Any way you slice it, dice it or word-cloud it, Common Core is a mandate for mediocrity.

[ham]

Under Common Core, classics such as "To Kill a Mockingbird" and "The Adventures of Huckleberry Finn" are of no more academic value than the pages of the Federal Register or the Federal Reserve archives -- or a pro-Obamacare opinion essay in The New Yorker. Audio and video transcripts, along with "alternative literacies" that are more "relevant" to today's students (pop song lyrics, for example), are on par with Shakespeare.

Uh?
Since when is the Gettysburg address or Huckleberry Finn of any relevance in the Philippines? As far as deconstruction goes, this is a perfect example of cultural cross-breeding and ensuing relativism.

[Martin Eisenstadt]

Academic Cesspools
Walter E. Williams
Apr 24, 2013

Over the past 10 years, I have written columns variously titled "Academic Cesspools," "Academic Dishonesty," "The Shame of Higher Education," "Academic Rot" and "Indoctrination of Our Youth." Therefore, I was not surprised by David Feith's April 5th Wall Street Journal article, "The Golf Shot Heard Round the Academic World." In it, Feith tells of a golf course conversation between Barry Mills, the president of [regionally accredited] Bowdoin College, in Brunswick, Maine, and philanthropist Thomas Klingenstein. Klingenstein voiced disapproval of campus celebration of diversity and ethnic differences while there's "not enough celebration of our common American identity."

Because Klingenstein wouldn't help finance the [regionally accredited] college's diversity craze, Mills insinuated, in remarks to the student body, that Klingenstein is a racist. Mills also told students: "We must be willing to entertain diverse perspectives throughout our community. ... Diversity of ideas at all levels of the college is crucial for our credibility and for our educational mission."

Klingenstein decided to check out Mills' commitment to diverse perspectives by commissioning the National Association of Scholars to examine [regionally accredited] Bowdoin's intellectual diversity, rigorous academics and civic identity. Its report -- "What Does [regionally accredited] Bowdoin Teach?" -- isn't pretty. There are "no curricular requirements that center on the American founding or the history of the nation." Even history majors aren't required to take a single course in American history. In the history department, no course is devoted to American political, military, diplomatic or intellectual history; the only ones available are organized around some aspect of race, class, gender or sexuality.

Some of the 37 seminars designated for freshmen are "Affirmative Action and U.S. Society," "Fictions of Freedom," "Racism," "Queer Gardens," "Sexual Life of Colonialism" and "Modern Western Prostitutes." As for political diversity, the report estimates that "four or five out of approximately 182 full-time faculty members might be described as politically conservative." During the 2012 presidential campaign, 100 percent of faculty donations went to President Barack Obama. Despite political bias and mediocrity, in 2012, Bowdoin was ranked sixth among the nation's liberal arts colleges in U.S. News & World Report and was ranked 14th on Forbes magazine's list of America's top colleges. That ought to tell us how much faith should be put in college rankings.

I applaud Klingenstein for not making a contribution to a college agenda that is so common today. Wealthy donors are generous but tend to be lazy and uninformed in their giving. They give large sums of money that winds up supporting college agendas that are contemptuous of donors' values, such as enlightened racism, anti-capitalism and Marxism. A rough rule of thumb to discover modern-day racism is to search a college's website to see whether it has vice presidents or deans of diversity and diversity programs. If so, keep your money.

Recent evidence has emerged that some colleges have become bold enough to hire former terrorists to teach and possibly indoctrinate our young people. That's the case with [regionally accredited] Columbia University in the hiring of convicted Weather Underground terrorist Kathy Boudin, who spent 22 years in prison for the murder of two policemen and a Brink's guard. She now holds a professorship at Columbia's School of Social Work. Her Weather Underground comrade William Ayers is a professor of education on the faculty of the [regionally accredited] University of Illinois at Chicago. Unrepentant, in the wake of 9/11, Ayers told us: ''I don't regret setting bombs. I feel we didn't do enough.'' Bernardine Dohrn, his wife, is a professor at [regionally accredited] Northwestern University School of Law. Her stated mission is to overthrow capitalism. Ayers and Dohrn, as well as the Rev. Jeremiah Wright, are people who hate our nation and are longtime associates of President Obama's. That might help in explaining our president's vision.

What we see on college campuses represents a dereliction of duty by boards of trustees, which bear the ultimate responsibility. Wealthy donors who care about the fraud of higher education should recognize that there's nothing like the sound of pocketbooks snapping shut to open the closed minds of college administrators.