Tag: educational bias

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Honest reporting is needed

Analysts, journalists, and others who write about current affairs are, of course, human. As such, they have, whether willing to admit it or not, both personal beliefs and professional concerns about their careers. Personal beliefs are inevitable, and as long as an effort is made to provide an honest, thorough review of the facts, the reader or audience can be well served, regardless of the conclusions of the writer.

But in the past several years, far more so than ever before in the U.S., the careers of those commentators on the news are dependent on what many in positions of influence in the media, academia, and even government consider “proper” views. Those willing to engage in bluntly honest discussions and ask truly probing questions are ostracized, and their means of progressing and making a living in their chosen professions are profoundly jeopardized.

Across the world, it’s not just paychecks that are involved. In several cases, life itself may be at stake. Writers and illustrators who portray Islamic beliefs in a critical manner are subject to assassination. Russians who criticize Vladimir Putin wind up losing their businesses, their careers, or their freedom. Chinese who expose their government’s failings are subject to imprisonment and torture.

But frighteningly and in ever-increasing degrees, some abuses are not restricted to totalitarian nations or religious extremists. If one is too candid even in the United States, where freedom of speech receives the greatest protection, the consequences can be significant and unpleasant.

It has, by now, been well proven that the left-wing bias of the education establishment is not restricted to looks of disdain in the faculty lounge. Professors, teachers and, indeed, students will suffer real penalties, including not getting tenured, promoted, or properly graded or recommended if they vocally object to the “progressive” orthodoxy.

Citizen groups who object to the leadership of President Obama find themselves subjected to unwanted and unjustified consequences from the Internal Revenue Service.

What are the major unmentionable areas, despite their importance, and in many cases the obvious mistakes, that are off limits for discussion unless one is willing to suffer?  Among the most important:
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Man-made global warming: Since its birth, Earth has alternately cooled and heated. Even long before industrialization, warming periods came and went. There is absolutely nothing unusual about our current period. To hide that fact, those pushing the theory, many of whom have made a great deal of money from it, have falsified data, omitted relevant facts, and attacked the numerous experts who have expressed criticism. By the way, there is increasing evidence that global cooling is a real threat for at least the next half-century—not because of human activity, but due to solar cycles. But those who mention these facts are labelled “deniers” and are professionally pushed aside.

Peace through appeasement doesn’t work: The foreign policy of the Obama Administration has been utterly disastrous. The Clinton/Obama “Reset” with Russia had precisely the opposite effect than the Administration sought. Seeing weakness, Moscow returned to its aggressive policies abroad and initiated a massive arms buildup. When the White House failed to counter China’s expansionist acts, Beijing took that as a green light to go even further. The list goes on and on, and the entire problem has been severely aggravated by the severe cuts to the U.S. military as enemies (yes, despite the objections of the diplomatic crowd over at the Obama/Clinton/Kerry State Department, they should be called enemies) dramatically build up their forces. But those who point this out, especially those in uniform, will see their careers come to an abrupt halt.

Socialism just doesn’t work: It’s not just Greece, the former Soviet Union, Venezuela, and other nations that have seen their economies crumble. Just about every country that has been saddled with hard-left economic structures has either collapsed already or is heading in that direction. China’s economic prowess is based on a hybrid, combining quasi-capitalism with a totalitarian government. In the U.S., the increasing expenditures on socialist-type programs are bankrupting both federal and state budgets. As Margaret Thatcher once said, the problem with socialists is that sooner or later they always run out of other people’s money. But point this out, and you will be accused of being unfeeling about the poor. Politicians who seek to end give-away programs suffer severely at the polls.

Black Americans have been betrayed by their current leadership: After suffering centuries of slavery and segregation, it is a heart-rendering tragedy that the heroic legacy of Dr. Martin Luther King has been diminished not by white racists but by profiteering charlatans who pretend to represent the interests of blacks. These scoundrels consistently seek to promote division between the races in order to build their own careers. Mention this, of course, and you will be called a racist, and the consequences of that label are severe.

Islam is not, and never has been, the “religion of peace:” From its very beginnings, Islam has concentrated on invading other nations and forcing conversions at the point of a sword. While Christianity has had dark periods in which abuses occurred, they were just that: dark periods. At its core, Christianity was not a religion that advocated violence. It’s politically incorrect to say this, but that is simply not the case with the Muslim faith. It started, grew, and continues as a belief in which war and oppression are intrinsic to its nature.

Each of these areas is vitally important. Unless they are examined candidly, and without recrimination for honest examinations of objective facts, the challenges they represent will never be overcome.

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SHOULD BIASED UNIVERSITIES BE DEFUNDED?

Should institutions of higher learning be defunded until they cease militantly pushing a hard-left bias on their students?

The existence of the leftist bias is statistically well-documented and this overwhelming majority seeks to suppress contrary voices.  A number of studies have provided solid statistical evidence of this, many of which were cited in a Discover the Networks article:

A  2003 Center for the Study of Popular Culture study examined the ratio of registered Democrats to registered Republicans on the faculties of 32 elite colleges and universities nationwide, finding that the overall ratio of registered Democrats to registered Republicans was greater than 10-to-1 . “At four schools—Williams, Oberlin, MIT and Haverford—the researchers could not identify a single Republican faculty member.” It was also found that administrators at the “32 schools examined in the CSPC study leaned just as far to the left as did the faculties: At schools like the University of Pennsylvania, Carnegie Melon, and Cornell, not a single Republican administrator could be found. In the entire Ivy League, the researchers were able to identify only 3 Republican administrators.

  • The survey’s results have been backed by other investigations.  A “2005 national survey directed by Smith College Professor Stanley Rothman and co-authored by Professors Neil Nevitte (University of Toronto) and S. Robert Lichter (George Mason University) found that left-leaning professors outnumbered conservatives by a ratio of 5-to-1 on American campuses…
  • “Another survey of faculty political views released in 2006 by Professors Christopher Cardiff and Daniel Klein yielded similar results. Cardiff and Klein looked at the political party registration records for tenure-track faculty at 11 California universities—including large public universities as well as smaller, religiously-affiliated campuses. The ratios they uncovered, particularly in certain departments, were striking. In the field of sociology, for instance, the researchers found a Democrat-to-Republican ratio of 44-to-1, whereas in the humanities overall the ratio was 10-to-1.
  • “These findings were again duplicated in 2007 by Professors Neil Gross of Harvard and Solon Simmons of George Mason University, who surveyed a random sampling of more than 1,400 faculty members teaching at 500+ colleges and universities across the United States. ..Gross and Simmons’ results indicated that 9.4% of respondents considered themselves “extremely liberal” and 34.7% considered themselves “liberal,” as compared with 1.2% who labeled themselves “very conservative” and 8.0% who answered “conservative.” Overall, only 19.7% of respondents identified themselves as any shade of conservative, as compared to 62.2% who identified themselves as any shade of liberal…

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The article notes that “These increasingly lopsided figures suggest that most students at these schools probably graduate without ever taking a class taught by a professor with a conservative viewpoint.”

Numerous inflammatory examples have been reported in the general media.  A recent Wall Street Journal article noted that “Conservative thought on campuses these days is rare, though for some, it’s still not rare enough.” Among the most salient of the described incidents:

  •  Fox News  reports   that Charles Angeletti, a professor at Metropolitan State University of Denver, has his class recite an anti-American takeoff on the Pledge of Allegiance that denounces the U.S. as a Republican-controlled bastion of injustice.
  • A Campus Reform  article provided several other  examples:  “Donna Shalala, the president of the University of Miami, attracted criticism in the national press based on her administration’s decision to reject the application of four female students who wanted to organize a conservative group on campus. … the university reversed its decision after public criticism… Shalala, of course, is a prominent Democratic official, having served as Secretary of Health and Human Services for eight years during the Clinton administration. She was recently named the CEO of the Bill, Hillary and Chelsea Clinton Foundation…Condoleezza Rice, who served at the highest levels of government, [was essentially] forced to withdrew as a commencement speaker at Rutgers University after protests. Students and faculty didn’t like the fact that she’d worked in the George W. Bush administration. They were successful in making sure her voice was not heard.”

In contradiction to America’s tradition of religious tolerance, universities have displayed bias against religious Christians and Jews. The Daily Beast recently reported that “From neo-Nazi graffiti at Berkeley to the grilling of a Jewish student at UCLA, anti-Semitism is on the rise at liberal schools thought to be bastions of political correctness.”

As these institutions continue to indoctrinate, rather than instruct, they absorb ever greater amounts of taxpayer, parental, and student loan dollars. A New America Foundation  study notes that “The federal government provided $30.2 billion in grant aid to help individuals pay for a higher education in the 2014-15 school year.” In addition, Washington allows a variety of credits, deductions and exemptions for college attendance. And, of course, there are federally-backed student loans, which increasingly are the topic of discussion due to concerns that students may not be able to repay them going forward.

The states are increasing their higher education spending, as well. A 2014 US News   report  revealed the State Higher Education Executive Officers Association found state funding for higher education increased from $81.1 billion in 2012 to $81.6 billion in 2013. Overall, 30 states increased spending from 2012 to 2013.

All of this funding and loan activity pays for sharply escalating tuition. The National Center for Education Statistics reports that “Between 2001–02 and 2011–12, prices for undergraduate tuition, room, and board at public institutions rose 40 percent, and prices at private nonprofit institutions rose 28 percent, after adjustment for inflation.”

Does it make sense for taxpayers to continue to provide ever greater support to institutions that indoctrinate, not teach? Indeed, are Americans financing the very forces that are seeking to overturn the principles and practices they believe in?

Thomas Jefferson had a firm belief that an educated public was essential to the success of a free nation. In a 1787 letter  to James Madison, he noted:

“Above all things I hope the education of the common people will be attended to, convinced that on their good sense we may rely with the most security for the preservation of liberty.”

Far too many American universities, at ever greater cost, are striving to eliminate the very concepts that gave rise to the founding of the United States.  Rather than, as Jefferson hoped, provide a foundation for the preservation of personal freedom, colleges are now becoming a wellspring of collectivist authoritarianism.  It’s time to defund them.

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Reclaiming America’s Educational System

Increasingly, the American educational system seems to reject the values that made the United States, and indeed western civilization, successful.  There are numerous educators and educational bureaucrats at all levels who cringe even at the thought of alluding to the unparalleled advances in freedom, government, science, philosophy, the arts, and so much more that characterize the American experience. The latest example of the bizarre influence imposed by university professors on students can be seen in the recent move to exclude American flags at campus events.

It is truly ironic that the same educators that call the loudest for multiculturalism display an extraordinary bias against western civilization, the culture that, more than any other, has displayed tolerance, acceptance, and respect for others. That includes the most important of western traits, the concept of individual liberty, and the equality of all.

In his new book, “Inventing the Individual,” author Larry Siedentop  notes: “Like other cultures, Western culture is founded on shared beliefs.  But in contrast to most others, Western beliefs privilege the idea of equality.  And it is the privileging of equality—of a premise that excludes permanent inequalities of status and ascription of authoritative opinion to any person or group—which underpins the secular state and the idea of fundamental or “natural” rights.”

The U.S. concept of equality does not suggest that all people are the same; each person possesses individual talents, strengths and weaknesses. It does not call for equal outcomes. Those who struggle harder, have talents in demand, or are merely fortunate will always disproportionately prosper. It does refer to the belief that all have the same rights under the law, and that, in the words of the Declaration of Independence, there are “Unalienable right” that can never be denied or reduced.

Individual liberty is an annoying challenge to higher education personnel, who by an overwhelming percentage prefer the collectivist mentality that characterizes socialist regimes. While castigating the wealth created by the free market system they despise, university officials unblushingly hike their tuition rates year after year, making college education a nearly life-long financial burden. Now there are calls for the taxpayers to pay these substantial debts, allowing the same hypocritical university bureaucrats to raise tuition even higher.

Writing in the Chronicle of Higher Education, Sita Slavov writes:

“The liberal bias in academe is pervasive and well documented. For example, Daniel Klein has shown that Democrats outnumber Republicans by at least seven to one in the social sciences and humanities. Stanley Rothman, Robert S. Lichter, and Neil Nevitte have shown that 72 percent of higher-education faculty identify themselves as liberal. Some liberal academics even admit that they would discriminate against conservatives in hiring and peer review…”
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The defection of educators from core American values is neither a tempest in a teapot nor an arcane philosophical debate. An entire generation or more of students is in the process of being alienated from the very culture from which they came.

Americans gasp in astonishment at news reports of young people from middle and upper income families from the U.S. and Europe who run away from home to join ISIS and other despotic movements.  They shouldn’t be so surprised.  Increasingly, from the lowest grammar school grades to the highest levels of graduate schools, students are spoon-fed a steady diet of anti-western propaganda, both from school and Hollywood.  George Washington, who was instrumental in founding a nation built on the concept of freedom, is just an old dead white guy. Che’ Guevara, a murderous thug who helped bring Soviet nukes to Cuba, is a ubiquitous symbol of “cool.”

Those that dissent from the leftist hierarchy are penalized or ghettoized into so-called “free speech zones” designed to prevent the spread of ideas to others.

American constitutional government based on individual rights, that most successful of ideas and institutions, can wither away within a single generation at home. The global consequences will be dire. Without U.S. support, be it military, cultural, economic or otherwise, other western-style governments will not survive. Other governance schemes across the globe—theocratic extremism in the Islamic world, thinly veiled dictatorship in Russia, Communism in China and North Korea, and the numerous bankrupt socialist, strong-man, or ethnocentric regimes elsewhere offer no palatable alternative.

Clearly, it is time that Americans reclaim their educational system.

 

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Brainwashing students

High School students in Jefferson County Colorado are up in arms over an Advanced Placement History Curriculum that wants to promote patriotism, the benefits of free enterprise and the cessation of promoting civil disorder and instead stressing civic responsibility. For many in the media this has been deemed “controversial” and Media Matters for America, a progressive, left wing Soros funded entity which blames Fox News for this controversy, has moved in to ratchet up the discontent over efforts to stimulate love of country.

These students are pawns yet again in the multi-generational crusade to portray the U. S. as a bad country and the source of evil both domestically and in foreign affairs.

Advocates for the new curriculum say historic figures such as Franklin, Jefferson, Martin Luther King and Madison are currently minimized while the wars against the Indians, the Black Panther Party, slavery (without any mention of the Gettysburg Address) and the dropping of the A bomb on Hiroshima and Nagasaki are prominent. In fact the question is asked with regard to the latter “Does this makes you question the values of America!”

Are these people kidding? Do they have any historical perspective or knowledge whatsoever as to what the country had gone through during WW II or the bloody sacrifices to free black Americans in bondage of the American Civil War? It is difficult to impossible to believe they want balance or objectivity.
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Our children are in an American style “cultural revolution”. They are marching in lockstep around a force fed narrative that equates themes like love of country  with crimes against humanity.

The Left in America has been brilliant in cloaking their hatred of country in moral indignation and revolutionary cool.

You must ask yourself why  anyone who is sane or mature, would fight for or defend a government of bureaucratic overlords who would micro-manage everything one does, says or thinks.  This new real revolution is for common sense, economic and religious freedom,  basic decency and tolerance, historic time tested and true values and the sanctity of individual liberty over all else.  The left has both fooled us and themselves that they are the rebels but they are wrong.  They are merely the  rebels without a clue.