New Hampshire vs. Critical Race Theory

     The teaching of Critical Race Theory and the Struggle Sessions of “diversity training” have been pushed by both the Federal government and state governments. Now, however, the state of New Hampshire is poised to ban this discriminatory and wicked ideology from within its government.

     Specifically, is bans “divisive concepts” such as:

(a) One race or sex is inherently superior to another race or sex;

(b) The state of New Hampshire or the United States is fundamentally racist or sexist;

(c) An individual, by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously;

(d) An individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex;

(e) Members of one race or sex cannot and should not attempt to treat others without respect to race or sex;

(f) An individual’s moral character is necessarily determined by his or her race or sex;

(g) An individual, by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sex;

(h) Any individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sex; or

(i) Meritocracy or traits such as a hard work ethic are racist or sexist, or were created by a particular race to oppress another race.

(j) The term “divisive concepts” includes any other form of race or sex stereotyping or any other form of race or sex scapegoating.

     Being against all this used to be part and parcel of the Civil Rights movement before it abandoned racial equality in favor of the systemically discriminatory concept of “equity”.

     Perhaps, one day, it will again.

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News of the Week (February 21st, 2021)


News of the Week for Feb. 21st, 2021

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Three Men And A Baby Are Smashing The Duo-Normative Diarchy

     The fight to dispense with that “irrational animus” off limiting the institution of marriage to two and only two people continues to advance against the duo-normative oppression of the “diarchy”: A “thruple” of three men are not only raising a baby together, they have all been recognized as the baby’s father.

“A throuple have made legal history after a court allowed three dads to be named on their children’s birth certificates.

“Ian Jenkins, Alan Mayfield and Jeremy Allen Hodges used donated embryos and surrogates to welcome their two children, daughter Piper and son Parker, into the world.

“The trio made legal history in 2017 when a judge allowed them all to be on the birth certificate of Piper – which was a huge milestone for polyamorous families to gain recognition in the US.

“Ian, a doctor, told Huff Post: ‘One of [Jeremy’s] friends offered us the embryos they had left from making their family through IVF but couldn’t use.


“Despite many people accepting their domestic set-up, the biggest challenge came before Piper was born because restrictive laws were preventing them from building a family through surrogacy.”

     The judge progressively decided that parentage has nothing to do with biology, and granted the request to have the baby listed as having three daddies.

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Quick Takes – Euthanasia in Canada: Killing the Lonely; Social Services so Bad People Would Rather Die; Homicidal Hospices

     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: O, Canada…

     First, a little mood music:

     Carrying on…

     Isolation and loneliness, especially in the age of Corona-chan, is a growing mental health issue.   In Canada, it is an excuse to kill.

“Good grief. We are told that euthanasia is ‘compassion.’ But how compassionate is it when last year in Canada, hundreds of sick people were euthanized because of loneliness?

“The country’s 2019 MAID [medical assistance in dying] Annual Report found that 13.7 percent of the 5,631 Canadians killed by doctors asked to be lethally injected because of ‘isolation or loneliness.’ If my math is right, that’s about 771 people, or 64 a month, or two per day. Good grief!

“Some of the other reasons people gave for asking to be killed:

  • Loss of ability to engage in enjoyable activities, 82.1 percent. That’s a serious concern, but with proper interventions, it can be overcome.
  • Loss of ability to perform activities of daily living, 78.1 percent. Ditto.
  • “Inadequate control of pain (or concern about it),” 53.9 percent. That’s a scandalously high percentage. Palliative and hospice pain-control experts will tell you that most serious pain in terminal illnesses can be successfully alleviated.
  • Loss of dignity, 53.3 percent. Again, this is a serious concern but can be overcome with appropriate care.
  • Perceived burden on family, friends, and caregivers, 34 percent. In other words, people put themselves out of their loved one’s misery.
  • Emotional distress/anxiety/fear/existential suffering, 4.7 percent.

These statistics are scandalous and should make Canada deeply ashamed.


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“Diversity” Is Inherently Discriminatory And Exclusionary

     “Intersectionality” makes it easy to unite people against a smaller and smaller groups of purported villains (AKA the “Kyriarchs”), by adding new “systems of oppression” and thus ways a person can be oppressed. The flip side of this is that practically anyone can be an “oppressor” despite also being “the oppressed”, depending on how one is placed on the hierarchy of oppression, relative to others.

     Case in point, a Gay man who is raising mixed-race kids was prevented from joining a parent advisory group because… is is White and that wouldn’t “bring diversity” to the group.

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Enjoy The Freedom To Travel… While You Still Can

     One of the most freedoms so basic that almost all those who enjoy it don’t even remember to include it in a list of fundamental freedoms because they are so basic is the freedom to go where you want when you want, the opinion off any one else be damned.

     Freedom of travel, dramatized:

     Perhaps, soon, people will by need have to remember what it was like to travel without government restrictions.

     Potential Biden Administration travel restrictions, dramatized”

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News of the Week (February 14th, 2021)


News of the Week for Feb. 14th, 2021

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Making Animals With Super-Brains Means One Thing: The Age of Clever Catgirls Grows Near

     We’ve already seen how the addition of the human gene MCPH1 have cause monkeys to develop a more human like brain including better memories and faster reactions.   Now the quest to create hyper-intelligent animal brains that aren’t just wired better, but bigger as well:

“During the study, Japanese and German researchers injected a gene called ARHGAP11B — which directs stem cells in the human brain — into the dark matter of marmoset fetuses, according to a release about the research.

“They found that the primates’ brains soon became more human-like by developing larger, more advanced neocortexes — the area that controls cognition and language, according to the study published in the journal Science in June.

“According to images released by the researchers, the modified monkey brains nearly doubled in size at around 100-days into gestation.

“‘We found indeed that the neocortex of the common marmoset brain was enlarged and the brain surface folded,’ said study author Michael Heide.

“The neocortex is the newest part of the brain to evolve — one sign that ARHGAP11B may have caused brain growth during human evolution, the researchers said.”

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Quick Takes – Woke Gender In Education: Inclusive Curriculum; Compelled Speech; Financially Punishing “H8rz”

     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: Everyone is welcome… if they say only what they are allowed to say.

     First, a little mood music:

     Carrying on…

     A curriculum so inclusive that the knowledge of what it is is a paragon of exclusivity.

“Multiple requests from The College Fix to Haverford College inquiring into its Department of Biology’s recent initiative to create a more equitable and ‘inclusive’ biology curriculum have been met with complete silence.

“The initiative was adopted by the biology department in reaction to a campus strike that erupted over the Walter Wallace shooting in late October, according to the school’s independent paper, The Clerk.

“While the private college’s administration eventually capitulated to demands posed by the student strikers, the biology department was reportedly among the first to commit to substantial change.”

     You can disagree with pronoun usage or calling someone “mister” or “miss”… just as long as you do it alone… in the closet.

“Calling a man a woman ‘is to participate in a specific political and social activity’

“One paragraph.

“That’s all it took for U.S. District Judge Susan Dlott (right) to tell Nicholas Meriwether he had to violate his conscience in order to placate his students at Shawnee State University.

“In a three-page order last week that mostly recited the background of the professor’s First Amendment lawsuit against the taxpayer-funded institution’s compelled-speech policy, the jurist conclusorily alleged that ‘the manner by which he addressed’ a transgender student was not protected speech”

     A Catholic school has embraced the faith of wokeness by punishing a student who dared to support Catholic doctrine.

“Melanie Didioti, a graduate student at the Catholic university outside of Philadelphia, recently tweeted criticism of the school’s athletic department for its Pride Month tweet on June 22. The tweet said: ‘Love is Love. Happy #PrideMonth – We are proud to be an ally of the LGBTQ+ Community.’

“In response, Didioti tweeted: ‘Villanova is proud to be an ally of the LGBTQ community and ashamed to be Catholic so I’m ashamed to attend here and that’s that.’

“She said that this led to a contentious meeting with her academic advisor in the theology department, Professor Jennifer Jackson”.


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Illinois Public Schools Going Woke

     Illinois is poised to enact “Culturally Responsive Teaching and Leading Standards” and trash old standards which were focused on actual leaning.

“[GOP Rep. Steven] Reick pointed specifically to a portion of the new standards that call on teachers to ‘understand and value the notion that multiple lived experiences exist, that there is not one “correct” way of doing or understanding something, and that what is seen as ‘correct’ is most often based on our lived experiences.’

“He also pointed to another provision calling on teachers to ‘(a)ssess how their biases and perceptions affect their teaching practice and how they access tools to mitigate their own behavior (racism, sexism, homophobia, unearned privilege, Eurocentrism, etc.)’

“Another provision calls on educators to ‘(b)e aware of the effects of power and privilege and the need for social advocacy and social action to better empower diverse students and communities.’”

     Unless at least some Democrats oppose this new set of standards, it will automatically be enacted and take effect in four years.

     The full proposals can be read here or at the end of this post, but here are some highlights of the new standards, which start on page 176 of the document and page 14576 of the register:

  • Self-Awareness and Relationships to Others – Culturally responsive teachers and leaders are reflective and gain a deeper understanding of themselves and how they impact others, leading to more cohesive and productive student development as it relates to academic and social-emotional development for all students.
  • Systems of Oppression – Culturally responsive teachers and leaders understand that there are systems in our society that create and reinforce inequities, thereby creating oppressive conditions. Educators work actively against these systems in their everyday roles in educational institutions.
  • Students as Individuals – Culturally responsive teachers and leaders view and value their students as individuals within the context of their families and communities.
  • Students as Co-Creators – Culturally responsive teachers and leaders (whofundamentally believe all students are capable) center learning around students’ experiences and position them as co-creators, with emphasis on prioritizing historically marginalized students.
  • Leveraging Student Activism – Culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom.
  • Content Selections in All Curricula – Culturally responsive teachers and leaders intentionally embrace student identities and prioritize representation in the curriculum. In turn, students are not only given a chance to identify with the curriculum, they become exposed to other cultures within their schools and both their local and global communities.
  • Student Representation in the Learning Environment – Culturally responsive teachers and leaders ensure the diversity of their student population is equally represented within the learning environment. In turn, all members of the student population feel seen, heard, and affirmed. Exceptionally well-versed culturally responsive teachers and leaders provide exposure to underrepresented or misrepresented minority groups, even when they are not present within the population of their school and community at large.

     The evil unwoke provisions that are being repealed:

  • Content Knowledge – The competent teacher understands the central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that make the content meaningful to all students.
  • Human Development and Learning – The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
  • Diversity – The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  • Planning for Instruction – The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
  • Learning Environment – The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  • Instructional Delivery – The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.
  • Communication – The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  • Assessment – The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
  • Collaborative Relationships – The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.
  • Reflection and Professional Growth – The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
  • Professional Conduct and Leadership – The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve students’ learning and well-being.

Register Volume44 Issue 37 by ThePoliticalHat

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