Quick Takes – School Indoctrination; School Stupefaction; School Neurosis

     Another “quick takes” on items where there is too little to say to make a complete article, but is still important enough to comment on.

     The focus this time: I went to your institutional learning facilities…

     First, a little mood music:

     Carrying on…

     Because propaganda is now the prime purpose of higher education…

“The University of Cincinnati welcomed its faculty back to campus with a set of ‘recommendations’ on how to write tolerant syllabi and behave ‘inclusively’ in the classroom.

“The 30-page document, drafted by UC’s ‘Creation of Inclusive Classrooms’ working group and obtained exclusively by Campus Reform, details the preferred definitions of terms like ‘people of color,’ ‘oppression,’ and ‘racism.’

“Racism, for instance, ought to be thought of as ‘a complex system of beliefs and behaviors, grounded in a presumed superiority of the white race,’ strongly suggesting that racist behavior can only be attributed to white persons.”

     So, either you are nothing because you are non-White and oppressed, or you are nothing because you are White and a morally irredeemable oppressor…

     Of course, to make sure students buy all this silliness, it becomes necessary to de-educate what little many students have learned:

“By 1990, the cost of four years at an elite private college had passed the median price of a house in the United States. But a survey sponsored by the National Endowment for the Humanities in 1989 found that a majority of college seniors would flunk even a basic test on Western cultural and historical literacy: 25 percent could not distinguish between the thoughts of Karl Marx and the United States Constitution (or between the words of Winston Churchill and those of Joseph Stalin), 58 percent did not know Shakespeare wrote ‘The Tempest,’ and 42 percent could not place the Civil War in the correct half-century.

“Most seniors were unable to identify the Magna Carta, Reconstruction, or the Missouri Compromise”

     The brainwashing and ignorance, rather than create the “new new Soviet man non-gender specific person“, is creating students with neuroses… and worse, especially when the child is targeted:

“Modern anti-discrimination laws seek to protect students against such bullying on the basis of factors such as race, national origin, sex, and disability.

“Gay or transgender students receive even higher levels of attention, thanks to the alliance between powerful LBGT lobbies and the federal government. President Obama’s administration has displayed a single-minded devotion to this specific area of discrimination with his personal endorsement of the ‘It Gets Better Project,’ which offers special insulation to students who identify as gay or transgender.

“At first glance it may seem these special protections help students. But the problem with such anti-bullying programs is that they depend on dividing and labeling children into categories. Children can sense the disparate levels of treatment proffered to them according to their outward appearance or political categorization—and this is not a good thing.

“Rather than promoting an overarching ethic that respects human dignity across the board, anti-discrimination laws (ironically) divide and discriminate. They don’t allow us to point to the Golden Rule, which commands us to treat others as we would like to be treated, with an understanding that we all share a common humanity. Instead, they encourage separatism and impede friendship.”


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