Uncommon Sense

politics and society are, unfortunately, much the same thing

Student whistleblower: Diversity class presents multiple ‘isms’ as fact without allowing debate

Student whistleblower: Diversity class presents multiple ‘isms’ as fact without allowing debate
February 10, 2017 by NATHAN RUBBELKE

What does a fictional “Normal University” look like?

It’s a place full of racism, homophobia, toxic masculinity, white privilege and sexism, according to a diversity class currently taught at the University of Massachusetts-Amherst.

At UMass Amherst, students are required to take two “social justice” classes to earn diploma, and this course — Education 115: Embracing Diversity — fulfills one of those requirements.

In it, students must act out examples of racism to prove America is racist “from A to Z.” Students must also read about how society is dominated by “white privilege” and discuss ways to combat that. They’re charged with creating a mock sexual assault awareness campaign and taught U.S. society pushes male “domination” over women. Another assignment has them coming up with ways to make a university more welcoming to a low-income black lesbian majoring in engineering. New vocabulary words thrown at students include “internalized classism” and “cultural imperialism.” And a “Man Box” assignment teaches students that when men try to prove their masculinity it ends up “with frequently disastrous consequences.”

‘It was just these are the facts and that was it’

The class is led by Professor Benita Barnes, who has a definite liberal bias, a student who took the course told The College Fix.

“She really thinks that everyone [in the United States] is inherently racist or sexist, and I think she just thinks that the school is a subset of that,” said the student, who requested anonymity to speak freely on the course.

Barnes, both a professor and Director of Diversity Advancement, did not respond to a request for comment.

The student described the course as a “hostile” environment where the professor and some students would get agitated when comments were made pointing things out that might be false or when ideas were questioned.

“There were no real discussions. There [were] no debates or anything like that. It was just these are the facts and that was it,” said the student, who provided to The College Fix a stack of assignments from the course, which he took last fall.

According to the syllabus, “Embracing Diversity” is designed for first-year students and dedicated to how students can better see themselves and others “through an appreciation of attending college as a cultural experience, with its own unique set of rules, biases, and expectations.” The course, the syllabus adds, pushes to move “the discourse of diversity beyond mere tolerance, celebration, or appreciation.”

‘Embracing Diversity’

One reading assignment in the class, “Normal University and the Story of Sam,” tells the story of Sam, a low-income black lesbian who attends “Normal University,” an Ivy League-like university whose namesake had a role in the slave trade. Sam faces all sorts of oppression during her freshman year.

Her roommate’s friends make racist remarks, funds are diverted from the campus LGBTQ organization and a protest over the use of bathrooms remind her of stories shared “about the Jim Crow era.” To top it all off, she studies in a “male-centric” engineering department where a woman has never been promoted and tenured.

At the end of the reading, students in the course are tasked with choosing an option to make the university more welcoming for Sam.

This is one of many course assignments obtained by The College Fix that were included in the course and purport a society of racism, sexism and oppression.

The course, according to the syllabus, used a “team-based learning” strategy and included numerous in-class activities that pertained to the class’s five modules.

Here’s a few examples:

Module 2: ‘Men have domination over women thus they (women) become their property’

Covering “Inequality and Oppression,” module 2 included a reading about “Social Justice University.” The case study explained four “folk beliefs” regarding sexual assault and, at the end, tasked students with creating a mock sexual assault awareness campaign for the fake university.

Expanding on one of the four “folk beliefs,” the reading stated “our society has socialized both men and women to believe that men have domination over women thus they (women) become their property as well as are required to bend to their wants and wishes.”

The document goes on to say that when a man acts aggressive or possessive towards a significant other, “women internalize this (bad) behavior as acceptable and end up feeling ‘loved’ as opposed to harmed.”

Module 3: Racism ‘from A-Z’

Dubbed “Race, Racism, and (White) Privilege,” the course’s third module included readings titled “What is Racial Domination?,” “Understanding White Privilege” and “White Institutional Presence: The Impact of Whiteness on Racial Campus Climate.”

An in-class assignment told students “examples of racism can be found in our society from A-Z.” To prove it, students were given 15 letters and had to “identify an act, behavior, law, practice, etc., past or present, that exemplifies racism.”

Module 4: ‘Internalized classism,’ ‘privilege,’ ‘cultural imperialism’

Dealing with “Class and Classism,” a Module 4 class activity required students to define terms like “internalized classism, “privilege” and “cultural imperialism.”

At the end of the assignment, students were asked “what are the possibilities and restraints of what students can do to create a less classist environment on campus?”

The assignment also called for students to apply five of the defined words to the stories of Emily and Matthew, two Amherst College students profiled in the book “Speaking of Race and Class: The Student Experience at an Elite College.”

Emily came to campus unsure how to talk to black students and was once called “White Trash.” However, she forms a diverse set of friends but begins to see people back home as close-minded and judgmental.

“I would never want to bring my gay friend home or my black friend,” she said in her account.

Conversely, Matthew came from an affluent family but also broadened his social group in college.

“He embraced the exposure, the learning, and the people he met and liked, all the while while increasing the awareness of his relative privilege,” the book states.

Module 5: The ‘Man Box’

The course’s final module dealt with “Gender and Sexism” and students watched the film “Guyland: Where boys become men.”

According to a class assignment, the 36-minute film “maps the troubling social world where boys become men” and shows how men try to prove their masculinity “with frequently disastrous consequences for young women and other young men.”

Following the movie, students created a “Man Box,” which the assignment described as “a figurative box made up of acceptable qualities for men to possess and society’s expectations of how men must act.”

Terms inside the box included “objectifies women, emotionless, aggressive and dominant.” The assignment forced student to either pull six traits from the box or add six from a separate list of positive traits. Words on the latter included “honest,” “open minded” and “ambitious.”

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New Jersey School District Teaches Islam But Censors Christianity

New Jersey School District Teaches Islam But Censors Christianity
February 21, 2017 by AARON BANDLER

A New Jersey middle school has no problem teaching Islam to its students, but has censored students for bringing up the Bible.

Two mothers spoke up about their children’s experiences in at a Chatham Board of Education meeting in February. One of them, Nancy Gayer, voiced displeasure that her son’s fourth grade PowerPoint presentation from years ago was shut down because it briefly cited a line from the Bible in advertising for his efforts to gather gloves and hats for poor children. Gayer said that the teacher told her son that it “belongs in Sunday school, not in the classroom” and proceeded to claim that the computer wouldn’t allow the presentation to be shown to the class.

Gayer then took the matter to the school district, but the superintendent told her that the teacher’s actions were correct due to the district’s policy of prohibiting “proselytizing” in the classroom.

The line from the Bible her son cited was, “Caring for the poor is lending to the Lord, and you will be well repaid.”

However, this same standard apparently does not apply to Islam, as Gayer pointed out that her son is being taught about the intricacies of the religion in a seventh grade class at Chatham Middle School, including being shown a video explaining the Five Pillars of Islam that featured lines like “Allah is the creator of everything, the one true God.”:

“In my opinion, I call this proselytizing, for by definition of this word it means convert or attempt to convert from one religion, belief or opinion to another,” Gayers said.

Another mother, Libby Hilsenrath, echoed Gayers’ sentiments, pointing out that the seventh grade class went into detail about the various aspects of Islam, but did not teach Judaism and Christianity. She also brought forth further course material that could be seen as proselytizing for Islam, which included a video providing an introduction to Islam that quoted excerpts from the Koran such as “And they say: Be Jews and Christians, then ye will be rightly guided. Say (unto them, O Muhammed) Nay, but (we follow) the religion of Abraham, the upright, and he was not of the idolators” and “Lo, we have sent thee (O Muhammed) with the truth, a bringer of glad tidings and warner.”

However, the superintendent, Michael LaSusa, refused to eliminate the course because “it is part of the New Jersey curriculum core content standards to teach students about the various religions of the world.” He also refused to meet with Gayers and Hilsenrath.

Gayers and Hilsenrath have since been smeared as Islamophobic by various people in the area.

“We were labeled as bigots immediately following the Board of Ed meeting in an op-ed,” Hilsenrath told Fox News host Tucker Carlson, “and then all over Facebook with people who knew us or didn’t know us. Xenophobic, Islamophobe, I mean it went as far as the KKK, which I don’t know what that has to do with this.”

“Unfortunately I was stared down at a grocery store too,” Gayers added, “and I believe I was in the express line with just 10 items but yet I was still stared down. It was pretty unnerving.”

The op-ed that Hilsenrath referenced was a letter to the editor on Tap Into Chatham by resident Susan O’Brien, who called Gayers and Hilsenrath’s concerns as  “at worst veiled bigotry and at best sad and ignorant.”

“I believe that ignorance breads fear and fear breeds hatred; the more we understand about other cultures and religions the better we are equipped to deal with the issues we face in today’s world,” O’Brien wrote.

O’Brien did not attend the Board of Education meeting and nowhere in her letter did she address the glaring inconsistency of the district’s religion in the classroom policy.

As the mothers have pointed out, there is nothing wrong with being taught about the intricacies of world religions, but it’s a problem when only one religion is being taught and not others, especially when a presentation featuring a brief line from the Bible was shut down. In today’s politically correct society, voicing such concerns has resulted in Gayer and Hilsenbrath being “verbally bullied” and as smeared as “bigots,” as Gayers said in a press release sent to the Daily Wire.

The mothers’ speeches at the Board of Education meeting and their appearance on Carlson’s show can be seen below:

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Should this girl be given species-change surgery?

20-year-old Norwegian: ‘I was born the wrong species.’ I’m a cat.
February 1, 2016 Fr. Mark Hodges

“Nano,” a 20-year-old Norwegian woman, says she realized at 16 that she is, in fact, a cat.

“I was born the wrong species,” Nano says, explaining that because of a genetic defect, she is a cat trapped in a human body.

She speaks in “meows” to her friend. She hisses at dogs, hates water, and says she has a superior sense of smell and can see in the dark.

And Nano hunts mice at night (unsuccessfully).

Her declaration has started a popular YouTube video, currently with over 1.3 million views. In her video, she wears large cat ears and a tail.  She also puts on pink fluffy paws to rub her face and gets on all fours to crawl and purr.

“I was born this way,” Nano proclaims.

“I have no idea if the story of the Norwegian woman who claims in a YouTube video to be a cat is meant to be serious or is simply a hoax,” Family Research Council’s Peter Sprigg told LifeSiteNews. “But given today’s ‘identity politics,’ I would not be surprised if she is serious.”

“Of course, the temptation is to say, ‘This is obviously ridiculous.’ You could look at the makeup of her DNA and at the anatomy of her body and know that she is a human being, not a cat,” Sprigg, FRC’s senior fellow for policy studies, pointed out. “But the exact same thing could be said about a man who claims to be a woman (or vice versa), and yet today’s political correctness dictates that we treat the latter claim with deadly earnestness.”

The pro-life leader said, “I recently read an Atlantic Monthly article from the year 2000 about people who seek to amputate healthy limbs because their image of themselves is as an amputee. There was another recent story about a 50-something man who claims to be a 6-year-old girl,” Sprigg said.

“All of these are, as the Atlantic article’s headline put it, merely ‘a new way to be mad.'”

“It is time to stop the madness and recognize that the identity dictated by objective physical reality trumps that dictated by our subjective mindsets.”

Meanwhile, Nano apparently wants people to treat her as if she were a cat. “My psychologist told me I can grow out of it, but I doubt it,” Nano says. “I think I will be cat all my life.”

culture, diversity, extremism, political correctness, relativism

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The next horizon for gender confusion

original article: SJW Internet Publishes a Guide to Being as Many Genders as You Want without Culturally Appropriating
February 13, 2017 by KATHERINE TIMPF

In case you’ve been spending a lot of time thinking about all of the different genders, and wondering if any of your or your friends’ many genders might be cultural appropriation, there’s a piece making the rounds on Social Justice Internet that’s here to help.

In a piece titled “What Does Multigender Mean? 10 Questions You May Be Afraid to Ask — Answered,” Jenny Crofton explains that there’s “an infinite diversity of genders in the world” and “at least as many genders as there have been humans who lived.”

“I say ‘at least’ because as it turns out, people can embody more than one gender in their lifetime,” Crofton writes. “We can even embody more than one gender at once.”

“We can experience them as full and independent, or as partial and mixed,” Crofton continues.

A few examples of possible gender identities offered in Crofton’s article include “amorgender,” which is “gender that changes in response to a romantic partners,” “mirrorgender,” which is “gender that changes to reflect those around you,” “chaosgender,” which is “gender that is highly unpredictable,” and “gendervex,” which is “having multiple genders, each of which is unidentifiable.” Genders can also be negative instead of positive — something Crofton calls “antigender.” For example, some people might identify as “antigirl,” and that’s not to be confused with identifying as “male.”

Now, lest you think that all of this sounds too simple and restrictive, Crofton also clarifies that your gender absolutely does not have to be something that’s included on this or any list, because even though “dominant culture wants us each to conform to a single gender,” you are totally allowed to have as many genders as you want, to change your gender or genders as often as you want, and to identify as a certain gender or genders like only a little bit instead of completely. Basically, anything goes — except, of course, for cultural appropriation.
Yes, that’s right. According to Crofton, certain gender identities can be appropriation, such as “the Two-Spirit genders of some North American Indigenous groups” and “autigender and fascigender, which are exclusive to people with autism.” “Because it’s impossible to access these genders without being part of a specific cultural context, it’s inappropriate for outsiders to claim any Two-Spirit gender,” Crofton writes, adding that if even one of your genders is “culturally appropriated,” then your whole “overarching identity also becomes problematic” — a situation that can be an issue for “pangender people.”

“Pangender people, in a literal sense, identify as all genders,” Crofton writes. “The problem is that ‘all genders’ includes culturally specific genders that must not be appropriated.”

Ahhhhhhh, yes. A huge problem indeed! I, for one, cannot believe there hasn’t been more talk about how “pangender” is, by definition, culturally insensitive, and that identifying as all genders inherently means that you’re saying that you identify with at least one gender outside of your own cultural experience. The solution, according to Crofton, is for pangender people to make sure that they describe themselves as being “all available genders” instead of as “all genders.”

Toward the end of Crofton’s article, Crofton makes sure to remind everyone that multigender people are, indeed, “oppressed” because “being multigender is fundamentally contrary to our society’s hierarchical and exclusivist gender binary.”

“We suffer stigmatization, microaggressions, and various forms of body terrorism,” Crofton writes.

Crofton’s piece most recently appeared on my favorite website, Everyday Feminism, but was originally published on The Body is Not An Apology, an online magazine and “international movement committed to cultivating global Radical Self Love and Body Empowerment.”

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What happens to societies that embrace a right to die?

Holland has been on the bleeding edge of the “right to die” movement, a movement employing Physician Assisted Suicide (PAS). Most people supporting this supposed right have never actually thought through the long term consequences on a grand scale, and that is true of such supporters in the U.S. as well as Europe.

Just last month the DailyMail reported a Dutch doctor killed an elderly patient, a woman over the age of 80. The patient at some earlier time expressed a wish to be euthanized, but later (several times) expressed her desire to live. When the doctor decided it was the “right time” to perform the medicalized killing she drugged the patient without the woman’s knowledge. But the patient unexpectedly awoke during the lethal injection and struggled and resisted so much the doctor asked the family to hold her down. The patient’s right to change her mind seems to have been entirely ignored. Or does the patient even have such a right?

During the court proceedings, the panel charged with handling the matter wanted the case to go to court not to prosecute the doctor, but to have “greater clarity” on the rights of the physician who engages in medicalized killing. Read the full article to see the horrific reasoning used to justify the situation. Those of you who didn’t have your head buried in the sand during the Obamacare debates may remember warnings of “death panels” and other dangers that corrupt health care by allowing elitist government bureaucrats to interfere. Keep in mind, the right to die movement is already here in the U.S. and is growing with the help of various left wing groups.

This is by no means the first incident of PAS where the patient was euthanized against their wishes. But when a society embraces the right to die, with not only the approval but also with the assistance of the state, any person capable of thinking past their own nose should see the obvious problems that will arise. In the name of a persons’s “choice” to die we are seeing government endorsement of medicalized killing without the patient’s consent.

How does government-endorsed medicalized killing go so wrong? Ryan T. Anderson examines this important question in his report Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality from March, 2015. It’s a lengthy report but touches on very important issues such as:

  • changing how society deals with the marginalized
  • fundamentally altering the doctor-patient relationship
  • compromising the nature of the family
  • damaging the essential premise of human dignity

It might be funny if this weren’t so serious hearing people pretend to be well informed on this issue while they insulate themselves from the anti-euthanasia side of the debate. When “thinking for yourself” involves intentionally avoiding a view you disagree with (which implies you may not actually know what you disagree with) it becomes a euphemism for not thinking at all. If you claim to care about people you should read the full report. And while you do, think about how compassionate a health care system is when the state is run by enlightened people who think overpopulation is one of the greatest dangers the world faces.

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Violent behavior is condoned—as long as the politics are correct

original article: There Really is Climate of Violence on Campuses
February 13, 2017 by WILLIAM M BRIGGS

Time for our News Quiz! How many were arrested and punished in Berkeley among those who rioted, vandalized and violently beat a man with shovels, almost killing him, when the right-wing comedian Milo was to visit that campus?

Hint: The total was the same as the number of student militants menacingly brandishing automatic weapons who violently occupied Cornell’s Willard Straight Hall in 1969 in protest of Cornell’s “racist attitudes” and “irrelevant curriculum.”

Still not sure? Then here, at the risk of being too generous, is another hint. The number of violent actors arrested at Berkeley is the same as the number punished for their violent storming of the stage at the University of Wisconsin, Madison to prevent mild-mannered Ben Shapiro from speaking on the subject of decency, an event at which “Campus police watched but did nothing to stop the interruptions.” Violent students also blocked Shapiro from UCLA.

If you still don’t have it, the number you’re looking for is the usual count of those arrested, expelled or otherwise punished for their use of violence to further political causes at colleges and universities all across this fair country. It is a number fewer than the fingers on your right hand to the left of your thumb.

No more clues. Unless you find the answer too distasteful to admit, you have at least an inkling of this circular figure.

The Violent in Charge

Now that we have finished the first question, it is time for our … Political Science Quiz! Ready?

What do we call those people in a society who are licensed or allowed to use violence?

No hints this time. We call these the people in charge.

Since the violent are in charge, and since folks regularly use violence on college campuses as a means of politics — violence that just as regularly goes unpunished or is countenanced — we can therefore say that there is an officially approved climate of violence many campuses in the United States.

It really is this simple. Violent students (and professors) are in charge, have been in charge, and will continue to be in charge as long as they are allowed to use violence.

Violence in and around universities is so commonplace that its presence is thought natural and necessary. Pepper sprayings, calls for muscle, assaults of speakers calling for free speech (another Berkeley incident), a brawl and students rushing the stage, students occupying by force various campus offices.

These violent actions are not only in protest of freedom and traditional morality. Sometimes plain old-fashioned greed is the excuse. As when students violently burst into and occupied various buildings at University of California at Davis to whine that tuition should not increase.

There isn’t any point in continuing the examples. The reports of violent behavior and temper tantrums of campus denizens appear in the news as often as storm reports, ever since the 1960s. Everybody knows this to be true. Everybody expects it. And except for noting these incidents, as I am doing now, few do anything about them.

Don’t Call Them Snowflakes

The mistake is to label violent, fit-throwing students as they crowd into “safe spaces,” fill their diapers and demand to be changed, with being “snowflakes.” Those who do so, says Anthony Esolen in his new book Out of the Ashes, “are wrong in their diagnosis and inaccurate in their criticism.”

It is also something of a mistake to point at the students and laugh at them for being weaklings. The students hold the hammer, and they know it … in our world of inversions, power is granted to people who claim that they have no power and who resent the greatness of their own forebears. They do not seek “safety.” They seek to destroy. The strong man is bound and gagged, and the pistol is pointed at his head — the seat of reason itself.

On paper, at least, university presidents, deans and trustees are in charge. Almost none of these people, duly accepting their office and possessing the right to administer punishment and keep order, fulfill their duties to maintain order and keep the peace. Sometime these officials share the political goals of the violent on campus, and so excuse the violence.

But often those purportedly in charge do not want the grief associated with doing the right thing. If a president expelled a violent student, the national media would be against him, a large part of his faculty would be against him, the student body would be against him, even the trustees buckling under the weight of publicity would be against him. It is easier to look the other way or issue a non-binding We-Love-Tolerance-And-Repudiate-Violence missive.

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And we are supposed to believe BLM is not racist

Black Lives Matter co-founder appears to label white people ‘defects’
February 11, 2017 by ANTHONY FUREY

TORONTO – A co-founder of Black Lives Matter Toronto argued that white people are “recessive genetic defects” and purportedly mused about how the race could be “wiped out,” according to a post on what appears to be her Facebook page.

Yusra Khogali has faced increased scrutiny over the past year after BLM Toronto gained political influence following their disruption of the Toronto Pride parade and confrontations with Ontario Premier Kathleen Wynne.

On Friday, Toronto Police announced they would not participate in this year’s upcoming parade. This has been a longstanding demand of BLM TO and one that the board of Pride Toronto recently backed in a controversial vote.

Khogali has a track record of inflammatory, divisive rhetoric.

Only last week during a protest in front of the US consulate Khogali shouted into a microphone that “Justin Trudeau is a white supremacist terrorist” and urged the crowd to “rise up and fight back.”

“Look at us, we have the numbers,” she said.

She also faced controversy in the news for a tweet posted a year ago stating: “Plz Allah give me strength to not cuss/kill these men and white folks out here today.”

While these remarks alarmed many Canadians, they pale in comparison to a statement numerous sources forwarded to the Sun that Khogali appears to have posted on Facebook in late 2015.

“Whiteness is not humxness,” the statement begins. “infact, white skin is sub-humxn.” The post goes on to present a genetics-based argument centred on melanin and enzyme.

“White ppl are recessive genetic defects. this is factual,” the post reads towards the end. “white ppl need white supremacy as a mechanism to protect their survival as a people because all they can do is produce themselves. black ppl simply through their dominant genes can literally wipe out the white race if we had the power to.”

Khogali did not respond to requests for comment from the Sun. But if she did in fact write the post, her thesis doesn’t pass muster for one of America’s leading scholars of the history of eugenics.

“The document mirrors the racism of American eugenicists who claimed in the first third of the 20th century that native whites were genetically superior not only to blacks but also to immigrants from Eastern and Southern Europe,” Daniel Kevles, a professor at Yale University, wrote to the Sun. “Their claims were without any scientific foundation and added up to expressions of naked white racism.”

Kevles’ book “In the Name of Eugenics: Genetics and the Uses of Human Heredity” is considered a leading text in the field.

“The anger and frustration that animates the Black Lives Matter movement is altogether understandable, but the way to contest pseudo-science and white prejudice is not with an alternative pseudo-science and black prejudice,” notes Kevles. “It is with moral argument and political action.”

The BLM TO website explains their stated goals are “to dismantle all forms of state-sanctioned oppression, violence and brutality committed against African, Caribbean, and Black cis, queer, trans, and disabled populations in Toronto.”

There is no indication the group or any of its other members supports the sentiments expressed in the alarming post.

The Sun did not hear back from BLM TO and the main Black Lives Matter umbrella group in the United States following various requests for comment.

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New level of anti-diversity programming at college

original article: Stepford School: Princeton students forced to abandon individuality, freshman says
February 13, 2017 by JENNIFER KABBANY

Carrie Pritt, a freshman at Princeton University studying computer science, has penned a powerful piece illustrating the stranglehold political correctness has on her Ivy League institution.

Dysfunctional. Dystopian. Oppressive. Writing in Quillette, the picture she paints of her campus is chilling and creepy — think a Stepford School — with militant students and scholars creating an environment that ensures people say the right things, conform, avoid insulting others at all costs:

Like many other schools, Princeton has become disturbingly homogeneous because of this phenomenon. Not only that, but the pressure to respect other groups on and off campus is pushing my generation into left-wing uniformity. We are encouraged to mind our own business by mimicking politically correct values without ever thinking them through on our own. No one questioned the students and faculty members who disrespectfully walked out of Charles Murray’s lecture hall after he was invited to speak on campus this winter.

My teachers and classmates openly referred to Trump’s voters as uneducated bigots throughout the election season, while taking any criticism of Clinton as an attack against women. Anyone who dares to voice a religious opinion is regarded as unintelligent. The fear of being called racist draws our attention to a black woman’s skin instead of her character, and the fear of being called homophobic emphasizes a gay man’s sexuality over his personality. We have been trained to tiptoe around each other and distribute trigger warnings with generosity.

Where did this training start? Try mandatory freshman orientation. Pritt writes:

“Stand up if you identify as Caucasian.”

The minister’s voice was solemn. I paused so that I wouldn’t be the first one standing, and then slowly rose to my feet. “Look at your community,” he said. I glanced around the auditorium obediently. The other students looked as uncomfortable as I felt, and as white. ¨Thank you,” the minister said finally. After we sat down, he went on to repeat the exercise for over an hour with different adjectives in place of “Caucasian”: black, wealthy, first-generation, socially conservative. Each time he introduced a new label, he paused so that a new group of students could stand and take note of one another. By the time he was finished, every member of Princeton University’s freshman class had been branded with a demographic.

This doesn’t sound like a university — more like a re-education camp.

Writing about “Princeton’s Surreal ‘Diversity Training’ for Students,” Amelia Hamilton in Acculturated points out: “Academia is openly intolerant of diversity of thought, but exercises like the one Pritt experienced at Princeton are even worse. They strip students of one of the most important things for creating genuine diversity and intellectual rigor: individuality.”

culture, diversity, education, extremism, ideology, indoctrination, left wing, liberalism, oppression, pandering, philosophy, political correctness, progressive, propaganda, tragedy, unintended consequences

Filed under: culture, diversity, education, extremism, ideology, indoctrination, left wing, liberalism, oppression, pandering, philosophy, political correctness, progressive, propaganda, tragedy, unintended consequences

UC Berkley student paper defends violent protests

original article: UC Berkeley’s Student Newspaper Published 5 Op-Eds in One Day All Defending Violence at Protests
February 8, 2017 by William Hicks

In one day UC Berkeley’s student newspaper The Daily Californian published five opinion pieces defending the violent protests over last week’s Milo Yiannopoulos talk. At the protests, which turned into a riot, people were pepper sprayed and hit with sticks, a man was knocked  unconscious and beaten on the ground, and various buildings were vandalized.

Let’s see how they rationalize that.

Alumnus Nisa Dang demanded other students “check your privilege” when decrying violence at the protests. Student Juan Prieto claimed violence helped ensure the safety of students (just not the conservative ones). Neil Lawrence called the tactics by the black bloc antifa protesters not an act of violence, but one of self defense and said they were doing what the university should have done.

Desmond Meagley said condemning protesters was promoting hate speech. Josh Hardman questions whether breaking windows even counts as violence, while neglecting to mention the real people who were pepper sprayed and beaten up.

In fact, not a single one of the articles bothered to mention the real people who were physically assaulted on video, people who were neither fascists nor Nazis. The violence was completely written off as property damage, which is simply intellectually dishonest. You think one out of the five essays could have bothered to mention it, considering actual students were hurt by the protesters.

But thanks to The Daily California, next time Berkeley protests, the students will know the violence they use is not only effective but intellectually justified.

 abuse, bias, bullies, culture, education, ethics, extremism, hate crime, hate speech, hypocrisy, ideology, intolerance, left wing, liberalism, political correctness, progressive, propaganda, relativism, scandal, terrorism

Filed under: abuse, bias, bullies, culture, education, ethics, extremism, hate crime, hate speech, hypocrisy, ideology, intolerance, left wing, liberalism, political correctness, progressive, propaganda, relativism, scandal, terrorism

How tolerance became so intolerant

original article: Why the New Definition of Tolerance Is Dangerous
March 11, 2016 by Amy Hall

I received an email objecting to one of Greg’s commentaries on tolerance. In the commentary, Greg explains that tolerance “involves three elements: (1) permitting or allowing (2) a conduct or point of view one disagrees with (3) while respecting the person in the process.” In other words, only disagreement calls for toleration; otherwise, it’s simply agreement (or apathy). But not according to the email I received:

You said on Feb 4, 2013 – “Tolerance is reserved for those we think are wrong.”

Wrong. Tolerance is removing the right/wrong judgement from your view of other people & beliefs, as long [as] those people and their beliefs don’t impede the freedom or well-being of others.

What you’re describing is holding your nose and lying about being tolerant. That’s not tolerance, that’s empty condescension.

“We should therefore claim, in the name of tolerance, the right not to tolerate the intolerant.” – Karl Popper

Of course, this response perfectly illustrates Greg’s description of the current understanding of “tolerance,” and it struck me, as I read it, how dangerous this view of tolerance is. Here’s what he’s really saying: “It’s wrong for you to think my views are wrong. Therefore, if you think my views are wrong, then I have a right to shut you up.”

Keep in mind that his complaint here isn’t even about “intolerant” actions; it’s about beliefs. He argues that “intolerance” means holding a judgment in your mind against someone else’s beliefs. And intolerance (i.e., incorrect beliefs), according to him, should not be tolerated. How far people will go to uphold this new “tolerance” remains to be seen. Considering the fact that 40% of Millennials favor government censorship of speech, the future doesn’t look promising.

Notice also that his reasoning doesn’t work the other way around—i.e., Greg wouldn’t be allowed to say to him, “‘Tolerance’ means that if you think I’m wrong, then I have a right to shut you up,” because baked into this new definition is a preference for a particular set of political positions (i.e., anything his side deems essential for the “well-being of others”). If you agree with those positions, you’re declared “tolerant.” If you disagree, you’re intolerant.

This new definition of tolerance is nothing but a political tool to accomplish the very opposite of tolerance.

censorship, culture, elitism, ethics, extremism, free speech, hypocrisy, ideology, intolerance, left wing, liberalism, oppression, philosophy, political correctness, progressive, relativism, tolerance

Filed under: censorship, culture, elitism, ethics, extremism, free speech, hypocrisy, ideology, intolerance, left wing, liberalism, oppression, philosophy, political correctness, progressive, relativism, tolerance

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