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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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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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.

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Two recent incidents of violence against women

We are supposed to believe progressives/liberals fight for equality, women’s rights, and oppose violence against women. Consider this.

At the recent women’s march in Washington, D.C. The Rebel Media recorded a video of a male member of the march assaulting a conservative woman.

Rebel reporter assaulted at Women’s March — $1,000 reward to find him

You’ll see in the video the perp is male, the assault happens against a women, and the assault occurs in the midst of the protest (plenty of progressives/liberals present as witnesses). And how do the perp’s fellow protesters respond? By protecting HIM! Watch the video for yourself.

At West Virginia University we have another video of another leftist assaulting another woman.

Leftist student physically attacks conservatives after botched debate meeting

The hate this guy harbors is painfully obvious. Watch the video.

And what should we expect from the progressives/liberals who learn of these two incidents of violence against women? Nothing other than the same reaction we saw in the 1990’s when a certain president was sexually harassing and abusing women all over the place – total hypocrisy. Feminism looks like a fraud when it protects men who do the very things these women claim they oppose.

Political correctness and social justice are not about justice or fairness or equality. They are about the anti-diversity left wing agenda of sameness, driven and defined by powerful agenda makers. The common folk do indeed have power but not the kind of power they think they have. They are being led down a road I suspect many of them would reject if only they could see where it takes them.

The ultra left (which now seems to be the mainstream left) only selectively cares about women and violence against women and women’s rights. Reasonable leftists (if there are any) need to know about this stuff. If anyone has a chance of pulling the leftwing of the political spectrum from its extremes back toward the center it is reasonable leftists. Please spread the word whenever anything like this happens.

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HS teacher – To be white is to be racist, period

original article: ‘To be white is to be racist, period’: H.S. teacher’s classroom message exposed by angry student
October 19, 2016 by Dave Urbanski

An Oklahoma high school student became disturbed at what she was seeing and hearing during a recent class, so she pulled out her cellphone and started recording.

The teacher of the elective philosophy class at Norman North High School was heard on the recording saying “to be white is to be racist, period.”

Image source: KFOR-TV

“Am I racist?” the teacher was also heard asking the class. “And, I say ‘Yeah.’ I don’t want to be. It’s not like I choose to be racist, but do I do things because of the way I was raised?”

The student who made the recording spoke to KFOR-TV; her face was obscured and her voice was altered to protect her identity. “Half of my family is Hispanic,” she told the station, “so I just felt like, you know, him calling me racist just because I’m white … I mean, where’s your proof in that?”

She added: “I felt like he was encouraging people to kind of pick on people for being white.”

Her cellphone also caught a video being shown to students depicting an actor brushing white-out across countries on a globe and then writing a new name over the white space.

Image source: KFOR-TV

Image source: KFOR-TV

“So he was basically comparing what he’d done to the globe to what we did to America,” the student told KFOR regarding the clip that focused on Native Americans.

“Why is it OK to demonize one race to children that you are supposed to be teaching a curriculum to?” asked the student’s father, whose face also was hidden and voice also was changed.

“You start telling someone something over and over again that’s an opinion, and they start taking it as fact,” the student added to the station. “So I wanted him to apologize and make it obvious and apparent to everyone that was his opinion.”

read full article

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Should brownies be banned from public schools now?

original article: Why police were called to a South Jersey third-grade class party
June 29, 2016 by Emma Platoff

On June 16, police were called to an unlikely scene: an end-of-the-year class party at the William P. Tatem Elementary School in Collingswood.

A third grader had made a comment about the brownies being served to the class. After another student exclaimed that the remark was “racist,” the school called the Collingswood Police Department, according to the mother of the boy who made the comment.

The police officer spoke to the student, who is 9, said the boy’s mother, Stacy dos Santos, and local authorities.

Dos Santos said that the school overreacted and that her son made a comment about snacks, not skin color.

“He said they were talking about brownies. . . . Who exactly did he offend?” dos Santos said.

The boy’s father was contacted by Collingswood police later in the day. Police said the incident had been referred to the New Jersey Division of Child Protection and Permanency. The student stayed home for his last day of third grade.

Dos Santos said that her son was “traumatized,” and that she hopes to send him to a different Collingswood public school in the fall.

And she wants an apology. She said she graduated from Collingswood High School and has two other children, a 21-year-old who also went through Collingswood schools, and a 3-year-old. Her husband, the third grader’s father, is Brazilian, dos Santos said.

“I’m not comfortable with the administration [at Tatem]. I don’t trust them and neither does my child,” she said. “He was intimidated, obviously. There was a police officer with a gun in the holster talking to my son, saying, ‘Tell me what you said.’ He didn’t have anybody on his side.”

The incident, which has sparked outrage among some parents, was one of several in the last month when Collingswood police have been called to look into school incidents that parents think hardly merit criminal investigation.

Superintendent Scott Oswald estimated that on some occasions over the last month, officers may have been called to as many as five incidents per day in the district of 1,875 students.

This has created concern among parents in the 14,000-resident borough, who have phoned their elected officials, met with Mayor James Maley, blasted social-media message boards, and even launched a petition calling on the Camden County Prosecutor’s Office to “stop mandated criminal investigation of elementary school students.”

The increased police involvement follows a May 25 meeting among the Collingswood Police Department, school officials, and representatives from the Camden County Prosecutor’s Office, where school officials and police both said they were told to report to police any incidents that could be considered criminal, including what Police Chief Kevin Carey called anything “as minor as a simple name-calling incident that the school would typically handle internally.”

The police and schools were also advised that they should report “just about every incident” to the New Jersey Division of Child Protection and Permanency, Carey said.

Previously, the school district, following the state’s Memorandum of Agreement Between Education and Law Enforcement Officials, had only reported incidents it deemed serious, like those involving weapons, drugs, or sexual misconduct. Both Carey and School Board President David Routzahn described the protocol set forth after that May meeting as a significant change in procedure.

“It was a pretty clear directive that we questioned vehemently,” Oswald said.

But a month after the meeting, and after police investigations that parents consider fruitless had begun to gain attention, Maley wrote in a public letter that the May 25 meeting was intended to “reinforce the applicability” of the MOA, “not to expand its terms.” Prosecutor Mary Eva Colalillo, in an accompanying statement, said she hoped Maley’s message “clarifies” the responsibilities of school officials.

Maley said in an interview Tuesday that there had been a “misunderstanding” during the May 25 meeting. But Oswald said the Prosecutor’s Office was shying away from its own instructions.

“At some point, it seems, they’ve realized that the intent of the MOA that they’re leaning heavily upon is not what they directed us to do,” Oswald said. “It went way above what that MOA says.”

Another point of contention between the Prosecutor’s Office and school officials is what prompted Maley’s meeting in the first place.

In a public letter issued to parents Monday, Routzahn said he was “not aware of any single event” in the district that might have prompted the Prosecutor’s Office to ask for a higher reporting standard.

But Maley said the Prosecutor’s Office had been concerned about a “delay” in reporting an incident at Collingswood High School this spring. He would not comment further, noting that the incident was under investigation by the Prosecutor’s Office.

Oswald said the high school incident had not been raised during the meeting May 25.

“I welcome discussion on that as well,” he said.

Several parents said they consider the recent police involvement not only ridiculous but harmful.

Megan Irwin, who has two daughters who have attended Collingswood public schools and who teaches first grade in Pennsauken, said the police had been called to deal with behavior the schools could easily have handled.

“Some of it is just typical little-kid behavior,” Irwin said. “Never in my years of teaching have I ever felt uncomfortable handling a situation or felt like I didn’t know how to handle a situation.”

And Pam Gessert, a Collingswood resident who works as a school counselor in Burlington County, said that because teachers have the best relationships with students, they are most qualified to determine what happened in a particular incident.

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One college defends free speech despite its hateful intent

Among the many examples of hate speech punished on college campuses there are still two topics on which free speech trumps all. These are anti-Americanism and Antisemitism.

Numerous instances have been reported about differences of opinion and policy about academic freedom. Oberlin College shows us another example of a higher ed. administration defending free speech when it is anti-American or anti-Israeli in nature, even if it’s racism. In any other situation, speech like this would simply be deemed hate speech and prosecuted.

The head of a prestigious Ohio school appeared to have defended a professor whose Facebook posts blaming Israel and Jews for everything from 9/11 to the creation of ISIS created an uproar earlier this week.

Oberlin College President Marvin Krislov said in a letter to the college community Wednesday that professor Joy Karega’s posts on social media affected him on a personal level and also challenged his professional beliefs, according to The Chronicle-Telegram.

To be honest, the way Oberlin is treating this instructor’s comments is how speech ought to be treated across the spectrum, on every campus in the US. Approved speech is the opposite of free speech; setting rules on what is approved or where it is approved naturally invites further restriction. That is not how free speech works. If Oberlin will defend all speech like this, kudos to them. But will they?

read full article:
Oberlin College president appears to defend controversial professor in letter
March 3, 2016 by FoxNews

Rutgers University can also be found defending free speech recently.

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Poop Nazis

original article: Poop Nazis
Dec 14, 2015 by Mike Adams

Matt Walsh is among the best conservative writers in America. I appreciate his insights on a number of issues. I was especially happy when he wrote about the recent race debacle at the University of Missouri (Mizzou). However, I think his correct observations about the veracity of certain alleged hate crime claims were supplemented with an incomplete analysis of their causes. I write today to offer some additional insights, if not incites.

First, as Walsh points out, if someone made a swastika out of fecal matter, it would not have been an example of anti-Semitism. Just as someone covering an American flag in fecal matter would have been expressing anti-American sentiment, a poop swastika would have been a statement against Nazism. In other words, the rise of a Turd Reich would have been a statement against the Third Reich. Of course, people who write messages with their own poo are seldom led by reason. The same is true of those who concoct stories about non-existent poop crimes.

Second, none of this is relevant to the Black Lives Matter movement. Black civil rights leaders – all the way from Farrakhan to Jackson to Sharpton – have long been openly anti-Semitic. It’s been that way ever since Martin Luther King was assassinated. In fact, Black Lives Matter should apologize for attempting to build a phony civil rights movement on the foundation of a very real Holocaust.

Given their obvious illegitimacy, what can be said about the causes of these contrived incidents? Matt Walsh believes the cause is simply immaturity. But I think immaturity is just another effect from a common cause. That common cause is better described as narcissism. It is a growing narcissism that I have been dealing with for 45 semesters as a college professor.

When I first became a professor in the early nineties, the universities had just started implementing speech codes. These codes promised students they had a right to be free from being offended. It didn’t take long for the most self-absorbed students to demand that the university make good on the promise of an offense-free environment. I’ll share just one early and salient example.

In 1993, the first time I taught Introduction to Criminology, a black student was offended by my explanation of Social Disorganization Theory, which is a theory of juvenile delinquency. She thought the theory was anti-diversity because it implied that ethnically diverse neighborhoods were less cohesive and thus more likely to experience crime. She announced in class that I had offended her and demanded I stop teaching the theory. It was a harbinger of things to come.

In more recent years, our university administration has supplemented the speech codes with campus “safe spaces.” They have also printed up “ally” stickers for faculty members to put on their doors. That way, if the KKK suddenly appears on campus attempting to lynch blacks, feminists, and homosexuals, the students have a place to run and hide.

But that hasn’t happened. Instead, leftist students have started trolling Facebook pages looking for comments they deem “offensive” or that make them feel “unsafe.” Some actually file complaints with the Dean of Students about faculty and student speech expressed on social media. In other words, students actively seek out dissenting opinions made off campus, pretend to be offended and threatened, and then use the false claims to get authorities to intervene and restore their sense of comfort and safety on campus.

Like their Marxist professors, they seek global domination. They want to turn the entire world into one giant safe space where only their ideas are disseminated. If Matt Walsh had it right and all of this was simple immaturity we could expect students to grow out of it. But none of these students ever contemplated feigning offense in order to silence dissent before going off to college. In other words, it is not something they failed to grow out of (like ending sentences with prepositions). It is something they grew into with the help of campus leftists.

The combination of this new generation’s narcissism and the old generation’s ideology is potent. The only good news is that leftist students have started going after the jobs of leftist administrators who refuse to accede to their demands.

Hopefully, some day history will be revised to say that one Marxist consumed many.

abuse, bias, bullies, censorship, corruption, culture, diversity, education, elitism, extremism, free speech, hate speech, hypocrisy, ideology, indoctrination, intolerance, left wing, liberalism, marxism, nanny state, oppression, political correctness, progressive, racism, relativism, scandal, unintended consequences

Filed under: abuse, bias, bullies, censorship, corruption, culture, diversity, education, elitism, extremism, free speech, hate speech, hypocrisy, ideology, indoctrination, intolerance, left wing, liberalism, marxism, nanny state, oppression, political correctness, progressive, racism, relativism, scandal, unintended consequences

New Survey Exposes Threats to Free Speech on Campus

original article: New Survey Exposes Threats to Free Speech on Campus
October 28, 2015 by Haley Hudler

On Monday, Yale University’s William F. Buckley, Jr. Program released a national surveymeasuring U.S. college students’ attitudes towards free speech on campus. The results were troubling.

The 2015 Buckley Free Speech Survey, which was conducted by pollster McLaughlin & Associates, sheds light on how students view topics including the First Amendment, intellectual diversity, academic freedom, campus speech codes, political correctness, and trigger warnings.

At first glance, some of the findings seem to bode well for campus free speech. For example, 95 percent of the 800 college students surveyed said that campus free speech is important to them, and almost nine in ten (87 percent) agreed that there is educational value in listening to and understanding views and opinions that they may disagree with and are different from their own.

However, upon closer examination, the survey reveals some alarming insights into the anti-free speech mentality on college campuses today. Here are just a few of the highlights:

  • Nearly one-third (32 percent) of students could not identify the First Amendment as the constitutional amendment that deals with free speech. 33 percent of those who correctly identified the First Amendment said that the First Amendment does not protect hate speech.
  • More than half (51 percent) of students are in favor of their college or university having speech codes to regulate speech for students and faculty.
  • 72 percent of students said they support disciplinary action against “any student or faculty member on campus who uses language that is considered racist, sexist, homophobic or otherwise offensive.”
  • 49 percent of students said they have often felt intimidated to share beliefs that differ from their professors, and exactly half (50 percent) said they have often felt intimidated to share beliefs that differ from their classmates.
  • 55 percent of students said they are aware of “trigger warnings,” and 76 percent of these students favor their professors using them.
  • By a 52 to 42 percent margin, students believe that their institution should forbid people from speaking on campus who have a history of engaging in hate speech.

While these results are disconcerting, they are not surprising. Indeed, they illustrate many of the campus behaviors FIRE President and CEO Greg Lukianoff and best-selling author and social psychologist Jonathan Haidt recently critiqued in their cover story for The Atlantic, “The Coddling of the American Mind.”

You can check out the full results of The 2015 Buckley Free Speech Survey on McLaughlin & Associates’ website.

CORRECTION: An earlier version of this story incorrectly stated the survey was released yesterday. The release date was Monday, October 26. The Torch regrets the error.

censorship, culture, diversity, education, extremism, free speech, hate speech, ideology, indoctrination, intolerance, left wing, liberalism, political correctness, progressive, study

Filed under: censorship, culture, diversity, education, extremism, free speech, hate speech, ideology, indoctrination, intolerance, left wing, liberalism, political correctness, progressive, study

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