Tag Archives: Higher Education

Rage Against the Liberal Machine

My epiphany regarding the liberal-arts education model came to me in one definitive moment when I was a senior at Regis University. It was during an evening lecture of The Morality & Psychology of War. My professors, one a doctor of philosophy who reminded me of Herbert from Family Guy and the other a whiny social worker who said “Umm” more than a teenage girl says “Like”, were discussing Machiavelli’s The Prince. Part-way through the lecture though, the social worker stood up and said:

“My apologies for interrupting, but sometimes I think it’s appropriate for a professor to profess. I would just like to say that I went down to Occupy Denver earlier this week and was truly inspired by what I witnessed…” In that nasally voice of his, the social worker dedicated well over a half-hour to the Occupy movements and how it made him feel so good inside to see citizens – young and old – standing up to a system that was “oppressive, prejudiced and generally unfair”. He spoke about how ridiculous it was that we, college students, would soon be buried in student loan debt so great that we’d have no chance at paying it off. He stated how wrong it was that we wouldn’t be able to find jobs in our respective fields of study – philosophy, psychology, sociology and communications. But most importantly, he discussed how utterly shattered the economy was and how protests like Occupy Wall Street were the only way to incite change in our country. “Look at what the people in Egypt did,” he said at one point. “YOU guys can do that too!”

My classmates, too naïve to have opinions of their own or too frightened to stand up for the opinions they did have, cheered as if our professor hit a walk-off homerun in Game 7 of the World Series. I, on the other hand, did the only thing sensibility allowed – grabbed my stuff and walked out of the classroom.

It was in this moment that I realized how deep in the belly of the liberal beast I truly was. I went to Regis to escape the radically liberal ideology of Columbia and the University of Colorado. Unbeknownst to me though, the ideology was being pumped into my system like carbon monoxide, quietly killing me and my fellow students.

You’re probably thinking that this is an isolated incident though, that the professed ideology varied just as the liberal-arts model said it should. I’m sad to say that the above anecdote is one of many though. During another course, Punishment & Corrections, I was fed a steady diet of the Prison-Industrial Complex, the theory that states that the United States prison system is nothing more than a way to exploit the imprisoned – mainly minorities – for their free labor. Or American Literature & Ecocriticism, a course dedicated to the promotion of environmentalism and alternative energy production. Not enough for you? By university standards, all students are required to take two courses in Religious Studies. No argument with this, after all it’s a Catholic institution. The problem is that nearly all of the courses offered to fulfill this core requirement engage non-Christian religions. In fact, most of the religions covered at this Catholic university are nontheistic ones. While there is a course dedicated entirely to the Islamic religion, there isn’t one for Judaism or Mormonism. The university is covered with crucifixes and religious figures; yet, the heart of its curriculum is as secular as any state school.

My alma mater, like the rest of the liberal-arts universities, has been hijacked by radical leftists and used as a blow horn from which they spew their dangerous rhetoric.

 

The Liberal-Arts Model

Coined by Martianus Capella in the 5th Century A.D., the liberal arts were seven areas that were essential for citizens to be professionally and civically productive members of society. The seven liberal arts were grammar, dialectic, rhetoric, arithmetic, geometry, music and astronomy. As time passed and disciplines evolved, the liberal arts came to encompass literacy, mathematics, philosophy, the arts, political & social sciences, and the natural sciences. Today, every liberal-arts curriculum includes all of the aforementioned disciplines to arm graduates with an intellectual foundation that enables them to consider all opinions before coming to conclusions on their own. Essentially, the liberal-arts model teaches us to think in a mature, unbiased manner.

How then have we reached the quandary we currently face? How was the liberal-arts model hijacked by radical liberals?

Every complicated problem has an equally complicated cause; however, certain events throughout the course of history contributed to the corruption of the liberal-arts model. The first of these, of course, is the Second World War.

The Second World War was perhaps the most atrocious and diabolic war in the history of mankind. Set on two separate stages, the war far exceeded imperialistic greed and aggressively broached the sanctuary of God-given liberties. Put simply, World War II was the first war of the modern era in which one ethno-racial group was so deliberately targeted for annihilation on the bigoted basis of hatred. Hitler and Nazi Germany’s goal was not just to acquire living space for Germans – Lebensraum – it was also to exterminate a race of people that was viewed as subhuman and undesirable. This historical event, more than any other before it, brought the issue of civil rights to the forefront.

Ten years later, the Civil Rights Movement began in the United States. For the next decade, the country was set ablaze with social unrest and revolution. African-Americans, inspired by the awareness of civil liberties that were so grossly violated during the Second World War, united to extend the phrase “All men are created equal” to include them. With the aid of monumental figures like Martin Luther King Jr. and Rosa Parks, oppressive Jim Crow Laws were abolished and all Americans, regardless of race, were considered equal.

Dovetailing the Civil Rights Movement was the Vietnam War and more importantly, Lyndon B. Johnson’s Great Society. If World War II was the spark for the corruption of the liberal-arts model, LBJ’s Great Society was the gasoline that fueled it. The Great Society introduced arguably the worst legislation in the history of the United States, a social welfare package even more debilitating than FDR’s New Deal. Like so many liberal policies, the Great Society had a marvelous and noble intention: help those who couldn’t help themselves. The problem though was that the Great Society did not just aid people caught in difficult circumstances, it made them wholly dependent on social welfare programs. To use the adage of “Give a man a fish, he eats for a day; teach a man to fish, he eats for life”, The Great Society not only gave that man a fish, The Great Society also cooked that fish for him, chewed it for him, and pushed it down his throat for him. The Great Society brought the word entitlement to the conservative vocabulary, and ever since the 1970’s, we’ve been battling this cultural sense of privilege and right.

Despite the tremendous efforts and policies of conservative leaders in the 80’s and 90’s, this sense of entitlement grew at fever pitch. Liberal educators preached about civil liberties and how life, liberty and happiness were our natural-born (NOT God-given) rights. All coherent American citizens can recognize the gross distortion of this teaching though –

 

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness.”

                                                                              -The Declaration of Independence-

 

Pursuit – a key to this affirmation’s meaning. Our founding fathers built this country on the basis of three unalienable rights: life, liberty, and the pursuit of happiness. Nowhere in that statement does it say that happiness is guaranteed, and yet, that is precisely what is being taught in our schools and universities. No wonder Generation Y has become the Entitlement Generation.

But even this doesn’t fully explain the hijacking of the liberal-arts education model. After all, the Civil Rights Movement wasn’t a bad thing – it was a terrific step for our country!

Let us introduce the next culprit – Affirmative Action – again, a social program with great intentions but horrific applications. Although Affirmative Action assisted those in the minority population with achieving an education and landing a quality job, it has created a monster to which conservative commentators refer as “White Guilt”. Essentially, Affirmative Action is an apologetic policy that begs for the forgiveness of the African-American population for the sin of slavery. Fine and dandy, right? Wrong. Affirmative Action had two effects: it encouraged the entitlement mentality in the African-American population and it perpetuated (not alleviated) the guilt of slavery felt by American whites. Now, more than ever before, whites feel the insatiable need to help the African-American population. It has caused us to lower education enrollment standards for African-Americans, it has caused us to hire workers on a basis of race and not qualification, and – believe it or not – it caused us to elect a president who is wholly incompetent! What’s worse though – racially-focused programs like Affirmative Action have caused us to hate America.

I recall another core class my liberal-arts education forced me to endure: Roots of Racism. The class might as well have been called White Guilt, for it was a cesspool of anti-America sentiment and rhetoric. In this class, we devoted an entire month – one-third of the semester – to Howard Zinn’s A People’s History of the United States. This text defiles the history of our nation by focusing solely on the mistreatment of minority groups, namely Native Americans and African-Americans. Our class discussions focused on how awful our founding fathers were and how much we should hate and feel guilty for how our country was conceived. You know the sad part of this – I was exposed to it so much that I started believing it! It was Joseph Goebbels who said, “If you tell a lie big enough and keep repeating it, people will eventually come to believe it.”

This statement by one of the most diabolic figures in the planet’s history summarizes the state of the liberal-arts model wonderfully. The liberal-arts model – the model that history’s greatest minds created to mold citizens into educated and productive members of society – is now being used as a propaganda machine for radically liberal ideology. The curriculum, rather than focusing on exposure to numerous beliefs, now focuses on the liberal ideologies of entitlement, anti-Americanism, and anti-capitalism. Social science classes now only teach Marxist beliefs and political science classes now only teach liberal policies that are not only impractical but also corrosive to the integrity of our country’s values. Worst of all, though, is the hijacked liberal-arts model snuffs out any opposing beliefs and ideologies; it suppresses the freedom to express one’s opinion openly and without the fear of scorn.

Joseph Goebbels also said, “It thus becomes vitally important for the State to use all of its powers to repress dissent, for the truth is the mortal enemy of the lie, and thus by extension, the truth is the greatest enemy of the State.”

They can call it what they’d like, but the fact of the matter is that the liberal-arts education model is nothing more than a propaganda machine that deliberately suppresses the truth. The Nazi’s of Germany did this, Communist Russia did this, and now, the United States of America is doing this.

SCOTUS and Affirmative Action in Higher Education




Is affirmative action in the determination of higher education admission ending? In 2003, the Supreme Court (SCOTUS) upheld the race-conscious admissions policy at the University of Michigan’s law school. In making its 5-4 decision, SCOTUS reasoned that a diverse student body prepares students for their professional careers, as “the skills needed in today’s increasingly global marketplace can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints.” But on Tuesday, February 21, 2012, SCOTUS agreed to revisit the concept, to hear a case that could end race-based affirmative action as we know it. SCOTUS agree to hear the case, but arguments aren’t expected until the court’s 2012-13 term, beginning in October, 2012.

Justice Samuel Alito, who replaced retired Justice Sandra Day O’Connor who cast the deciding vote for affirmative action in 2003, is more realistic about affirmative action. In 2007, Alito and four other Justices issued a ruling that barred public-school districts from promoting diversity through race-conscious pupil-assignment plans. Justice Elena Kagan has recused herself from the current case because she worked on the 2003 decision.

This case centers on the University of Texas’ (UT) undergraduate admission policy. UT said in a statement that it is “firmly committed to a holistic admissions policy that is narrowly tailored to achieve the educational benefits of a diverse student body.” But the UT statement did not bother to explain what the ultimate goal of its admissions policy is, to specifically explain “holistic admissions policy” or “educational benefits of a diverse student body.”

Dr. Adam Winkler, a constitutional-law professor at UCLA, wrote, “Any decision will apply nationwide, meaning that racial minorities will find it more difficult to gain entrance to all public universities.” He continued, “And white students, who will gain more slots, will also lose by having fewer diverse students to learn from once admitted.” Thomas Lifson, lead editor at American Thinker, adds, “This is stunningly disingenuous coming from a professor [Winkler] at a campus where affirmative action has been abolished (by an initiative vote of Californians), revealing that the principal victims of affirmative action in California were minorities themselves: Asian-heritage students.

But that’s just my opinion.

Taxpayers are paying People Millions to Teach Stupidity

I have absolutely come to believe that I live in a nation where millions of American citizens must be voluntarily taking stupid pills. There can be no other explanation for the allowance of all the stupid ideas and idiotic practices that are being tolerated or, worse yet, accepted by many American taxpayers. From this country’s liberal political arena, to many of this country’s “places of higher learning” (i.e., colleges and high schools) stupid is being tolerated on unprecedented levels.

In what is supposed to be our Nation’s hallowed halls of Congress, politicians are doing anything but what is hallowed—and many people in this country have no problem with that! Now I understand that this nation has always had some “loony-tunes” in the political arena. And I also understand that there have always been a few citizens on the fringe who have supported these political weirdoes. The problem we are having today in this nation is that there are a lot of people who are blindly supporting the liberal ideologies that have permeated many aspects of American life.

In many of our nation’s colleges and high schools professors/teachers are allowed to teach (i.e., spew out) things that would have been considered “crazy-man talk” (by a vast majority of Americans) in days gone by. Some of the most ridiculous philosophies imaginable are being passed off as higher learning in many of America’s schools.

This nation has way too many socialistic college (and even high school) teachers pushing and forcing (not truthfully teaching) ridiculous political or philosophical babblings without being held accountable for their absurdity. We have literally thousands of professors in colleges who are promoting (not teaching) socialism, communism, fascism and even terrorism as though they are a good thing. A professor at a Brooklyn College was recently fired for promoting openly Palestinian bombers in his classroom.

A dentist or doctor who teaches, promotes or practices dangerously stupid medical ideas is arrested and has their medical license revoked. A semi-driver who teaches, promotes or practices dangerous driving procedures is stopped from being allowed to not only drive but liable for teaching or promoting unsafe driving practices. An airplane pilot who teaches and/or practices unsafe flying procedures soon loses his license, and is definitely not allowed to teach others in an educational environment. And yet we have a nation full of college professors who are not only teaching young, naïve, vulnerable college students many stupid (and sometimes dangerous) anti-American philosophies and ideologies, they are openly practicing them without really being held responsible. Occasionally you hear or read of some fruit-cake professor being fired for not be correct or factual for something they taught, but that is the exception rather than the rule.

True-blooded American Patriots need to put a stop to all this taxpayer supported “educational” foolishness. Just as we need to end taxpayer supported abortions, things done in the name of “art” and “public” (i.e., liberal) television and radio. Below is a partial list of the some of the idiotic things that we the taxpayer are “supporting” through our tax monies.

Literature and Language

These courses will help you learn to do a wide variety of things, from conversing with the elves of Lord of the Rings to analyzing the deeper meanings of zombies and vampires in popular literature.

  • Arguing with Judge Judy: Popular “Logic” on TV Judge Shows: Ever felt like the plaintiffs on TV judge shows have some pretty questionable logic? This class addresses that subject directly, allowing students to pull apart courtroom excuses just like Judge Judy. [University of California, Berkeley]
  • The Adultery Novel In and Out of Russia: Who doesn’t love a good tale of adultery? This class asks students to consider it as a literary theme, however racy or immoral it may be. [University of Pennsylvania]
  • The Vampire in Literature and Cinema: The growing popularity of vampires in popular media should make many students out there pretty jealous they can’t take this class focusing on the infamous bloodsuckers. [University of Wisconsin]
  • Invented Languages: Klingon and Beyond: You don’t have to be a sci-fi nerd to appreciate the subject matter in this course at the University of Texas focusing on the reasons, rules, and social realities of created languages. [University of Texas, Austin]This course was taught by the world’s foremost expert on this language, who was even a consultant to the makers of the films. While not practical, it certainly speaks to super fans of the series. [University of Wisconsin]
  • Harry Potter Lit: If you want to appreciate the Harry Potter novels as more than just a fun read, head to The Ohio State University to spend good money exploring the larger themes within the seven book series. [The Ohio State University]
  • Those Sexy Victorians: While sexy usually isn’t the first thing that comes to mind when you think of an era shocked by the sight of ankle, this course delves into the interest in sexual matters behind the prudish exterior during the Victorian era. [Ole Miss]
  • The Living and UnDead: An Inquiry into Zombies in Cinema and Literature: While you might often feel like a zombie stumbling to your early morning classes, this course takes a deeper look at what is so fascinating and horrifying about these brain-craving monsters. [Ole Miss]

History

Learn about the aspects of history that are often overlooked in these courses:

  • The Phallus: Explore the role this part of the male body has played in society from the early, often sexist, works of Freud to newer feminist theories. [Occidental College]
  • American Degenerates: Learn more about the relationship between writers and early Americans and their sense of personal identity in this course. [Brown University]
  • Comparative History of Organized Crime: While the streets may be education enough for real gangsters, this course aims to teach students about the history and culture of the mafia around the world. [Williams College]
  • European Witchcraft: While so-called witches are still around today, you can learn about the origins of what people thought were witches and the often extreme and illogical measures they took to get rid of them. [Oneonta College]
  • Sex, Rugs, Salt, & Coal: Not only does this course have a snappy name, it also is full of topics students find compelling, including sex, slavery, money, and more. [Cornell University]
  • Age of Piracy: Johnny Depp’s kooky but sexy Jack Sparrow has gotten many students interested in learning more about the pirating arts, and this course offers them the chance to take a look at the much less appealing, real-life lives of pirates. [Arizona State University]

Sociology, Psychology, and Anthropology

Gain a deeper understanding of social and cultural issues through these courses on often touchy subjects:

  • The Lucifer Effect: Understanding How Good People Turn Evil: This course examines a question that many people ask themselves–how can good people do bad things? [Massachusetts Institute of Technology]
  • Border Crossings, Borderlands: Transnational Feminist Perspectives on Immigration: Here you can understand what feminists think about immigration. [University of Washington]
  • The American Vacation: Study your vacation time more closely with the knowledge this historical and social course offers. [University of Iowa]
  • Mail Order Brides? Understanding the Philippines in Southeast Asian Context: As off-putting as it sounds to most people, mail order brides are a real thing, and students at this prestigious university can learn why the phenomenon exists and is so prevalent in the Philippines through this course. [Johns Hopkins University]
  • Whiteness: The Other Side of Racism: This course teaches students about their role as white members of society and has been much criticized for promoting guilt about students’ race. [Mount Holyoke College]
  • Alien Sex: Explore the weird, wild and depraved aspects of sex between humans and monsters alike. [University of Rochester]
  • Daytime Serials: Family and Social Roles: Students in Wisconsin can take this course that explores the familial relationships of characters on soap operas–essential for those who just can’t get enough of their programs. [U of Wisconsin]
  • It’s the End of the World as We Know it (And I Feel Fine): While we all hope the world won’t be ending anytime soon, this course explores the variety of Armageddon scenarios out there and why we’re so obsessed with the end of it all. [Alfred University]
  • Purity and Porn in America: Through this course, students can learn about the role between sexuality and modesty–taking a hard look at the way it’s dealt with in modern society. [Alfred University]
  • UFOs in American Society: If you’re the Fox Mulder type, then you’ll be jealous of students at Temple University who get to learn more about the role of UFOs in popular culture in this course. [Temple University]
  • The Good, the Bad, and the Revolting: You might think you know what is revolting and what’s not, but this course offers to teach you what it really means to be disgusting, shameful, and pitiful–among other things. [Alfred University]

Science

Make your science education a little more interesting with these courses that draw on sexuality, garbage, and fiction for inspiration:

  • The Science of Superheroes: While it might sound like fun and games, this course takes superheroes as a means to teach students real lessons about physics. [University of California, Irvine]
  • The Science of Harry Potter: Unicorns and magical spells might not be real, but this course addresses the magical happenings of the Harry Potter series through a scientific lens, applying physics to things like quidditch. [Frostberg State University]
  • Joy of Garbage: While it might sound like an ideal course for clutter bugs, this course is actually designed to teach students how to manage garbage and encourage them to make less waste and recycle more. [University of California, Berkeley]
  • “Far Side” Entomology: The much-beloved Far Side comics form the basis for this course that addresses the relationship between people and insects. [Oregon State University]
  • Facial Reconstruction: This course isn’t so much ridiculous as it is weird, being one of the few in the country that teaches students how to puzzle together the bones of the face to help figure out the identity of recovered remains. [University of Montana]
  • The Amazing World of Bubbles: No, this course isn’t about bubble baths or even bubble wrap. Instead, it explores the energy potential of the bubble. [California Institute of Technology]
  • Fem-Sex: Women of all ages and orientations enrolled in this course, teaching women about different definitions of sex, orgasms, sexual norms, and even taboos like incest. [Carleton College]

With all the ridiculous stuff that is being taught in many of America’s colleges these days it is absolutely the grace of God which has been keeping this country from becoming a hell-bent, hedonistic country. A hundred years ago these anti-American, anti-God, anti-morality college professors would have been arrested for treason. Two hundred years ago many of them would have been hunted down for promoting and practicing witchcraft-like philosophies. I truly believe that if the Founding Fathers had the ability to see the future there would have added an addendum to the Amendment dealing with freedom of speech which would have limited freedom of speech for anti-American, anti-constitutional liberals who teach, promote, or support the likes of communists, Marxists, fascists, socialists and even terrorists.

And what is really sad is the fact that not only do all these anti-capitalistic, anti-American (i.e., unpatriotic) pro-Marxist/fascist/communist/socialist professors and students spew out their political rhetoric in many college campuses paid for with Capitalistic (i.e., taxpayers) monies, many of these students are only in college because of the financial donations of big, rich capitalistic business owners.

Conservative American taxpayers not only need to put a stop to supporting all these anti-American, anti-constitutional college philosophies with their tax dollars, Americans must unite and simply put an end to these types of anti-American teachings all-together—especially if they are supported by the our tax money. Americans who love this country need to seriously start cleaning house. Instead of allowing logical truth and moral and political absolutes to determine right from wrong, we have allowed political correctness to determine right from wrong, and good from evil. I believe we need to start calling out these anti-American, anti-constitutional, tree hugging, whale saving, baby killing professors and teachers for what they are; people purposely trying to destroy the very moral fiber (God and His ways) that this country was founded on.

“The highest glory of the American Revolution was this: it connected in one indissoluble bond the principles of civil government with the principles of Christianity.”
-John Quincy Adams 6th US President and son of John Adams