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:

bias, bigotry, censorship, christian, corruption, culture, diversity, education, elitism, ethics, hypocrisy, ideology, indoctrination, islam, political correctness, progressive, propaganda, relativism, religion, scandal, theology, video

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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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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.”

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PP prenatal care video, is Snopes lying or merely biased?

original article: Live Action, Snopes and Planned Parenthood’s “Prenatal Care”
February 4, 2017 by Truthbomb Apologetics

Introduction

Recently, I shared the following video on social media from Live Action:

For those who haven’t seen the video, it features Planned Parenthood (PP) President Cecile Richards claiming that Planned Parenthood offers prenatal care at their clinics.  Then the video features sound bites of numerous women calling various PP clinics across the country seeking prenatal care only to be told that “PP does not provide prenatal care.”  Out of the 97 affiliates contacted, only 5 actually provided prenatal care.  The obvious conclusion of the video is that PP is being deceptive in claiming that they provide prenatal care at their clinics.

However, the folks at Snopes.com – “the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation” – have challenged the conclusion of the Live Action team.  In this response, they argue that Live Action is guilty of: 1) taking PP President Cecile Richards out of context; and 2) leading people to believe that PP has claimed to offer prenatal care at all their facilities when it has never claimed any such thing.

Now let me be clear.  I am unapologetically pro-life; however, the pro-life cause is not served by deceptive actions. If this video does include any type of deception, I want to publicly denounce it and distance myself from it.

So, is Live Action being deceptive, or does Snopes.com have it wrong?  Let’s take a look.

The Video Quotes

Quote #1

In the first quote featured in the video, Cecile Richards says, “Prenatal care. These are the kinds of services that folks depend on Planned Parenthood for.”  So here we see that she is clearly claiming that PP does provide prenatal care (a “kind of” service), but she does not explicitly say that all of PP clinics provide prenatal care.

Conclusion: This quote shows that Cecile Richards claimed that prenatal care was one of many types of care offered by PP.  Even Dan Evon in his Snopes piece writes, “…it’s clear that Richards was listing several services that Planned Parenthood provides.”

Quote #2

The second quote featured in the video features a quote from Richards while she is campaigning for Hillary Clinton.  The quote from the video says, “…a president who will fight for prenatal care.” The entire context of the quote is as follows:

“They want a president who believes access to health care isn’t a luxury — it’s a human right.

They want a president who understands that being pro-choice also means being able to choose to have a child — and a president who will fight for prenatal care, head start, health care for kids and first class public schools because it takes a village!

They want a president who will stand up to the gun lobby and demand safety for kids in schools, folks in church, and women getting healthcare — no matter what.

They want a president who will demand nobody is paid less just because they are a woman — we deserve 100 cents on the dollar!

They want a president who believes that access to health care isn’t a luxury it’s a human right. They also want a president who understands that being pro-choice actually means being able to choose to have a child. And a president who will fight for pre-natal care, and head start, and health care for kids, and excellent public education. Because as someone so famously said, it takes a village to raise a child. ”

Interestingly, Snopes claims that Richards is quoted out of context and, at first glance, this seems true. Clearly the context is not provided!  However, one can safely infer from the above quote that Richards is implying that PP provides prenatal care.  How so?  Think about it.  Here we have the president of PP saying, “…a president who will fight for prenatal care.” While I am quite sure PP has nothing to do with the majority of the other services mentioned by Richards, who else would Richards be referring to here but PP? Certainly no Republican candidate ever insinuated that they would take away all prenatal care across the country!  But they have expressed their desire to defund PP. Therefore, what Richards is essentially saying is, “We need a president that will protect PP and the prenatal care we offer.”  Otherwise, the reference to prenatal care makes no sense whatsoever.

Conclusion: In this quote, Richards claims that PP offers prenatal care.

Quote #3

The third and final quote featured in the video comes from Lori Lamerand, the CEO of Planned Parenthood of Mid and South Michigan.  In the video, she states, “Prenatal care! Um — and that — that is what we want to focus on. That is what is so vital.”  The context of this quote was not readily available, but Snopes.com claims that PP said, “Lamerand ‘spoke about the vital services like birth control, pap smears, and preventative cancer screenings, which PP provides to women who otherwise might go without.'”  So, according to Snopes, “PP told us that this had little to do with prenatal care; therefore, it doesn’t.”  This from the “definitive internet resource”?
So, while Snopes.com would have us believe that Lamerand was taken out of context, this is far from clear from the available evidence.  One should strive to be more modest with their claims.
Conclusion: Here, once again, we find a PP CEO (leader) mentioning prenatal care.  At best this demonstrates that a PP CEO implied that PP provides prenatal care.  At worst, it is inconclusive.  If one wants to claim the quote is “taken out of context,” they will need to demonstrate this.

So, if I am right, we have evidence that, at the very least, suggests PP’s leaders imply they offer prenatal care on a much grander scale than they actually do. However, do more explicit claims exist from Planned Parenthood regarding parental care?  To answer that question, we need more evidence.

Lifting the Fog
In this video, Cecile Richards is very clear about PP and prenatal care.  She explicitly states that it is a service they offer.

Moreover, in this tweet from Richards in May of 2016, Richards claims prenatal care is an essential service they provide.  And, as you can see, they later tried to back away from this claim after the video from Live Action was released.

Further, in February, when Governor of Ohio John Kasich signed a bill defunding Planned Parenthood, this is how Richards responded:

“This legislation will have devastating consequences for women across Ohio.  John Kasich is proudly eliminating care for expectant mothers and newborns;”1

Now, I am no doctor, but that sounds a lot like prenatal care.  Further, when has PP ever provided services for newborns?

Also, as featured in the video, a on-hold phone recording from the Virginia Beach, Virginia, Planned Parenthood says: “Did you know that Planned Parenthood can take care of all your reproductive health needs? Whether it’s an annual exam, pregnancy testing and counseling, prenatal care, we’re here for you with high-quality, low-cost services.”2

So, it seems that we have sufficient evidence to conclude that PP leaders do claim to offer prenatal care, but in fact offers very little in relation to the other services they provide.

However, one might also conclude that Live Action could have made their argument more clear. They should have simply argued that PP’s leaders have claimed, several times, that they offer much more parental care than they actually do.  They actually offer very little.

Finally, I am disappointed with the lack of balance in the Snopes.com piece.  While Live Action could have made their argument more clear, PP is certainly guilty of being misleading and deceptive.

However, I will not spend much time debating this issue.  It is secondary.  I encourage readers who are interested in learning more to checkout the links I have provided and investigate the matter on their own.  Draw your own conclusion.

The Primary Issue

The main objection I have to Planned Parenthood is expressed in the argument that follows.  If the argument is logically valid and the premises are more plausible than their negations, then the conclusion of my argument follows logically and necessarily.3

1. PP performs abortions

To confirm the truth of this premise, I will simply refer you to PP’s own website here.  Further, PP themselves reported that they performed 323,999 abortions in 2014. 4

2. If abortion is the killing of an innocent human being, it is morally right to oppose PP.

This premise seems intuitively obvious.  What morally healthy individual would claim otherwise? We should all stand against the killing of innocent human beings.  Anyone who would deny this premise is morally handicap, and their handicap should not call into question what most of us clearly see: it is our moral obligation to oppose the killing of innocent human beings.

3. Abortion is the killing of an innocent human being.

Admittedly, this is the premise my argument hinges on.  However, for those willing to follow the evidence where it leads, science, philosophy, and critical thinking demonstrate its truth.

The Scientific Case

As others have shared before me,5 conclusive scientific evidence demonstrates that human life begins at conception.  This is no longer a matter of opinion.

The conceived embryo is a individual, living, human being by definition:

Individual: The zygote is distinct from her mother, father, and all other living things.  She has her own unique and complete genetic fingerprint; distinct from either of her parents.

Living: The zygote manifests all the characteristics of biological life: metabolism, growth, reaction to stimuli and reproduction.

Human: She carries human DNA with a human genetic signature.

Being: She is a self-contained, self-integrating, living entity with her own nature.

We see from science that, from conception, she has everything needed to proceed through the full series of human developmental stages.  No other human single cell has this inherent capacity.  All that is needed is proper nurturing and a proper environment to advance through all the stages of normal human development.  This is not different than you and I. 6

This is confirmed by leading embryology books.  For example, in their book The Developing Human: Clinically Oriented Embryology,  Keith L. Moore and T.V.N. Persaud write, “A zygote is the beginning of a new human being. Human development begins at fertilization, the process during which a male gamete or sperm … unites with a female gamete or oocyte … to form a single cell called a zygote. This highly specialized, totipotent cell marks the beginning of each of us as a unique individual.”7

Further, even former Planned Parenthood President Dr. Alan Guttmacher was perplexed that anyone, much less a medical doctor, would question this. “This all seems so simple and evident that it is difficult to picture a time when it wasn’t part of the common knowledge,” he wrote in his book Life in the Making.”8

The Philosophical Case

As thinkers such as Greg Koukl and Scott Klusendorf have pointed out, there are only four differences between the unborn and a newborn; none of which are morally relevant reasons for denying them personhood and protection.

Klusendorf asks us to think of the acronym SLED to illustrate these “non-essential differences:”

Size: Are preschoolers less valuable than teenagers, or women less valuable than men because they’re smaller?  Size does not equal value.

Level of Development: Is a four-year-old less valuable than her mother because she can’t reproduce? Value is not determined by abilities.

Environment: Does your value change when you cross the street, or even roll over in bed?  Where you are-in the womb or out-has no bearing on who you are.

Degree of Dependency: Should we disqualify those who rely on insulin or heart pacemakers just because they are dependent?  Viability doesn’t determine worth.

It’s far more reasonable to argue that, although humans differ immensely with respect to talents, accomplishments, and degrees of development, they are nonetheless equal because they share a common human nature.7

If you are tempted to resist the science and philosophy that demonstrates that the unborn are human persons, more critical thinking will lead you to the conclusion that, even if we didn’t have the above evidence that a fetus is a human person, abortion is murder.  George Fields explains:

“…I contend that whether the fetus is a person at any given moment of pregnancy is a non-issue, since, whatever it is now, it will, in fact, become a person. Therefore, to abort the fetus now is to annihilate the person that fetus would have naturally become.”9

He goes on:

“Abortion has the same quality as all forms of killing. If I were to kill someone, I would have fundamentally transformed the nature of the universe from one with this person to one without it. The evil of murder does not derive from the fact that a death has occurred, for death comes to all. All murder does is expedite an inevitable event. The evil of murder, rather, is in the fact that the world has changed for everyone else who keeps on living. A hole has been made in the tapestry of life; Christmas dinner now has an empty chair. So it is with an abortion.”8

For the intellectually honest individual, the evidence is clear.  Science, philosophy, and critical thinking demonstrate the truth of premise 3- abortion is the killing of an innocent human being.

4. Therefore, it is morally right to oppose PP.

Conclusion

In this brief piece, I have argued that:

1. Planned Parenthood’s leaders imply that prenatal care is an important service they offer when, in reality, they offer very little.  This is misleading and deceptive.

2. Live Action could have made their argument more clear.  They should have simply argued that PP’s leaders have claimed, several times, that they offer prenatal care when they offer almost none.

3. Planned Parenthood kills innocent human beings; therefore, it is a moral right to oppose PP.

Courage and Godspeed,
Chad

Resources for Further Investigation

An Explanation of Planned Parenthood’s “3%” Statistic

9 Things You Should Know About Planned Parenthood Founder Margaret Sanger

For Planned Parenthood abortion stats, ‘3 percent’ and ’94 percent’ are both misleading

Related Posts

Late-Term Abortion, the Life of the Mother and the 3rd Presidential Debate

When Pro-Abortion Choice Rhetoric Hurts

Could Acceptance of Abortion Be a Matter of Ignorance?

Footnotes:
1. Kristi Burton Brown, “Cecile Richards tries to claim Planned Parenthood helps “expectant mothers and newborns,” Feb. 23, 2016.
2. Kristi Burton Brown, “Yes, Planned Parenthood claims to do prenatal care, and yes, it’s a lie,” Jan. 25, 2017.
3. For a brief explanation about how deductive arguments work, go here.
4. Debra Goldschmidt and Ashley Strickland, “Planned Parenthood: Fast Facts and Revealing Numbers,” Jan. 17, 2017.
5. Tim Stratton, “Pro-Choice: The Wrong Side of History, Science and Logic,” Sept. 13, 2016.
6. “Pro-Life Defense, Making Your Case,” 2015 Gregory Koukl, Stand to Reason.
7. Scott Klusendorf, “How to Defend Your Pro-Life Views in 5 Minutes or Less.”
8. Ibid.
9. George Fields, “Why Abortion Kills a Person Even If You Don’t Think the Unborn are People Yet” Jan. 28, 2017.

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Whistleblower says NOAA scientists manipulated global warming data

original article: Whistleblower: NOAA Scientists Manipulated Temperature Data To Make Global Warming Seem Worse
February 5, 2017 by Michael Bastasch

A whistleblower says the National Oceanic and Atmospheric Administration (NOAA) rushed a landmark study claiming the planet was warming much faster than expected in order to influence international climate negotiations.

Dr. John Bates, the former principal scientist at the National Climatic Data Center in Asheville, N.C., told the Daily Mail NOAA’s 2015 study was meant “to discredit the notion of a global warming hiatus and rush to time the publication of the paper to influence national and international deliberations on climate policy.”

Bates said NOAA scientists made a “blatant attempt to intensify the impact” of global warming to eliminate the “pause” in temperature rise since 1998. The Daily Mail claims Bates showed it “irrefutable” evidence NOAA’s study relied on “unverified” data.

Bates’ objections to the paper were ignored by his superiors, who let scientists make “decisions and scientific choices that maximised warming and minimised documentation” in advance of a major United Nations climate summit in Paris, France.

His statement to The Daily Mail comes amid an investigation into the NOAA study by House Republicans on the Committee on Science, Space, and Technology. Texas Rep. Lamar Smith, the committee’s chairman, subpoenaed NOAA in late 2015 for records related to the so-called “Karl study” that adjusted global sea surface temperature upwards, eliminating the “pause” in global warming since 1998.

Smith was heavily ridiculed for subpoenaing NOAA scientists, and the agency refused to hand over any internal deliberations of the “Karl study.” The study’s lead author, Tom Karl, has since left NOAA.

“Dr. Bates’ revelations and NOAA’s obstruction certainly lend credence to what I’ve expected all along – that the Karl study used flawed data, was rushed to publication in an effort to support the president’s climate change agenda, and ignored NOAA’s own standards for scientific study,” Smith said in a statement on The Daily Mail’s story.

“The Committee thanks Dr. Bates, a Department of Commerce Gold Medal winner for creating and implementing a standard to produce and preserve climate data, for exposing the previous administration’s efforts to push their costly climate agenda at the expense of scientific integrity,” Smith said.

Scientists have been debating over the so-called “pause” in global warming since at least 2013, referring to the period from 1998 to 2014 without any significant rise in global average temperature.

The Karl study made changes to historical sea surface temperature records, effectively doubling the warming trend of that period to 0.086 degrees Celsius per decade from 0.039 degrees per decade.

Karl’s study was welcomed by some scientists and environmentalists who see man-made global warming as the biggest threat to humanity; it was criticized by others in the scientific community.

Climate scientist Judith Curry, formerly of Georgia Tech, wrote at the time that NOAA excluded extremely accurate sea buoy data in order to erase the hiatus in warming.

Curry wrote that it “seems rather ironic, since this is the period where there is the greatest coverage of data with the highest quality of measurements — ARGO buoys and satellites don’t show a warming trend.”

But the Karl study may have had deeper problems.

It was based on two “flawed” temperature datasets, Bates told The Daily Mail.

NOAA has now “decided that the sea dataset will have to be replaced and substantially revised just 18 months after it was issued, because it used unreliable methods which overstated the speed of warming,” The Daily Mail learned.

NOAA’s revised data will show “lower temperatures and a slower rate in the recent warming trend.”

The “land temperature dataset used by the study was afflicted by devastating bugs in its software that rendered its findings ‘unstable,’” and based on an “alpha” version that was never verified. It still hasn’t been approved.

“None of the data on which the paper was based was properly ‘archived’ – a mandatory requirement meant to ensure that raw data and the software used to process it is accessible to other scientists, so they can verify NOAA results,” The Daily Mail reported.

bias, climate change, corruption, environment, ethics, fraud, global warming, hypocrisy, ideology, indoctrination, scandal, science

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How to be anti-science while pretending to be pro-science – a look at abortion rights

For years you’ve believed telescopes helped us learn those white fuzzy lights in the night sky are stars and galaxies. You’ve believed math showed us the universe is intelligible. And you thought ultrasounds showed a heartbeat of the child growing in the womb.

Well, surprise, all that might just be anti-science! The Atlantic has a new article written by Moira Weigel telling us ultrasounds in fact don’t show us a heartbeat, that such an idea is just an illusion. Keep in mind she is not a scientist, but she’s a woman so she can comment as if she were a scientific expert. According to Weigel, you shouldn’t believe your eyes when you see an ultrasound of a pregnancy (which is real time imagery of what’s going on inside the womb).

Contrast Weigel’s article with a recent scientific study in Nature showing the autonomous nature of the embryo from its inception. The study reveals new knowledge on the nature of the human condition, with implications on questions of human life and reproductive rights. Another woman, Ana Maria Dumitru, writing for Public Discourse, wrote a piece on this study. If Weigel, a woman getting a doctoral degree in comparative literature is qualified to write on the scientific nature of the subject of abortion, surely Dumitru (a fifth-year MD/PhD candidate at the Geisel School of Medicine at Dartmouth College) is qualified to do the same.

Weigel’s article appears to be an anti-science diatribe attempting to get you to dismiss what you see with your own eyes, urging you to dismiss the evidence and focus on the politically correct opinion to hold (that a woman’s right to kill her unborn child is sacred). Dumitru has some interesting and far more reasonable insights on abortion, bioethics, and science (such as the interchangeability of concepts like autonomy and personhood) and attempts to show how a Planned Parenthood type ideology actually corrupts one’s view of the evidence and indoctrinates even scientists. Give her article a read.

Science, Embryonic Autonomy, and the Question of When Life Begins, by Ana Maria Dumitru.

abortion, corruption, culture, ethics, ideology, indoctrination, medicine, political correctness, pro-life, relativism, science, scientists

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So you think Planned Parenthood provides prenatal care?

Published on Jan 23, 2017
“Planned Parenthood offers abortions, so they don’t offer prenatal care.” Though Planned Parenthood claims that women depend on them for prenatal care, Live Action investigators had an incredibly hard time finding facilities that offered prenatal care—though they found plenty of facilities offering abortions.

5 Out of 97 Planned Parenthood Facilities Provide Prenatal Care

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Scholars warn higher ed seized by leftist indoctrination

original article: Scholars warn higher ed seized by leftist indoctrination – but debate on fixing it unresolved
January 23, 2017 by KATE HARDIMAN

A new report suggests left-leaning professors have transformed the teaching of traditional civics with an emphasis on activism, creating a pipeline of students eager to serve the goals of secular-progressive causes.

But how best to fix the problem is one area that remains unsettled among some scholars.

“Making Citizens: How American Universities Teach Civics” argues that “instead of teaching college students the foundations of law, liberty, and self-government, colleges teach students how to organize protests, occupy buildings, and stage demonstrations.”

Universities in America have redefined civics to mean “progressive political activism,” and the notion of a “good citizen” is now synonymous with “radical activist,” according to the report, recently published by the National Association of Scholars, a right-of-center academic watchdog group.

After surveying curricula at four major universities as a case study the report finds they are teaching fewer traditional civics classes while placing a greater emphasis on directing free student labor to progressive organizations in large part through the rise of “service learning” and “community engagement” courses.

“The New Civics seeks above all to make students into enthusiastic supporters of the New Left’s dream of ‘fundamentally transforming’ America,” the report states, adding pet causes pushed include environmentalism, socialism, identity politics, expanding government bureaucracy, and teaching students to essentially despise America’s founding.

“I was most startled that a number of these service learning professors cited Maoist China as one of their models for instruction,” David Randall, the association’s director of communications and report author, told The College Fix in a phone interview.

Randall said the new way of teaching civics is “grossly politicized,” adding “this is a reason for the public to be alarmed.”

He pointed to a specific example at Pomona College where a service learning course, and its funding, contributed to an anti-Trump rally.

Joy Pullman, an education pundit writing on the report at The Federalist, defines this new civics as “actually anti-civics: it teaches students how to be bad citizens, how to dismantle rather than preserve and improve their country.”

“New Civics teaches young people to revolt against the country that, among other things, educated them, provided for their security against foreign aggressors, and secured liberties most people in the world never had and still don’t have: freedom of speech, freedom of association, the right to a representative government dependent on citizen consent,” according to Pullman.

Reaction to the report has been mixed. Some agree it should sound alarm bells.

“It’s well-known that America’s K-12 schools are mediocre, when compared to the grammar schools of other countries. Less well known is just how mediocre our colleges are. The NAS report helps us understand why that is,” law professor Francis Buckley of George Mason University’s Scalia Law School told The College Fix via email.

But others are concerned about the report’s remedial recommendations, which include a coordinated civic literacy curriculum at the high school and college levels, a required course in traditional American civics, and a mandate that the traditional civics requirement be met only through classroom instruction. The report also suggests cutting all federal and state funding for service-learning and civic engagement at the university level.

Such recommendations pose “a severe threat to academic freedom because government officials would be imposing their judgments on college campuses rather than allowing universities to do what they think is best,” author and co-editor of Academe blog, John Wilson, told The College Fix via email.

“It’s particularly disturbing because the NAS wants the government to destroy purely voluntary programs of civic education that no students are forced to participate in,” Wilson said.

NAS’ Randall said he disagrees such oversight would hurt academic freedom.

“A state government has the right to determine what is being taught in a civics class. The setting of the syllabus is a matter appropriately governed by the state authorities,” he said. “The most basic thing is that I don’t believe the method, service-learning, has educational value. I think it is within the government’s right to provide funding only to those courses and programs that it believes have educational value.”

Another critique of the report came by way of respected law Professor Stanley Fish, who suggests the association’s call for the promotion of virtuous citizenship is akin to a political goal, much like the progressive left’s goals.

“Fostering intellectual freedom? Yes! Search for truth? Yes! Promotion of virtuous citizenship? No! Promoting virtuous citizenship is no doubt a worthy goal, but it is not an academic goal, because, like the programs the report derides, it is a political goal,” Fish argued in a Chronicle of Higher Education piece titled “Citizen Formation is Not Our Job.”

Meanwhile, some university officials have defended themselves in the wake of the report.

For example, a top official at the University of Colorado at Boulder, one of the institutions focused on in the study, has issued a statement calling the NAS report “an opinion piece” and taking issue with the characterization of CU Boulder.

“CU Boulder offers students the chance to choose from a wide variety of classes and community experiences — from courses in Western civilization to working with local K-12 students experiencing poverty and homelessness,” Provost Russell Moore stated. “Our faculty, as required by regent law and academic custom, have developed a high-quality, balanced curriculum that helps us to shape tomorrow’s leaders and positively impact humanity.”

bias, corruption, culture, education, government, ideology, indoctrination, left wing, liberalism, nanny state, oversight, progressive, propaganda, public policy, reform, relativism, scandal, study

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Hiding data is not how to prove something

original article: Why NYT Hid The Numbers For The ‘Hottest Year On Record’
January 18, 2017 Robert Tracinski

When you read a science report claiming that 2016 was the hottest year on record, you might expect that you will get numbers. And you would be wrong.

They say that mathematics is the language of science, which is a way of saying that science is quantitative. It is moved forward by numbers and measurements, not just by qualitative observations. “It seems hot out” is not science. Giving a specific temperature, measured by a specific process at a specific time, compared to other systematically gathered measurements—that is science.

So when you read an article proclaiming that, for the third year in a row, last year was the hottest year on record, you might expect that right up front you will get numbers, measurements, and a statistical margin of error. You know, science stuff. Numbers. Quantities. Mathematics.

And you would be wrong.

I just got done combing through a New York Times report titled, “Earth Sets a Temperature Record for the Third Straight Year.” The number of relevant numbers in this article is: zero.

We are not told what the average global temperature was, how much higher this is than last year’s record or any previous records, or what the margin of error is supposed to be on those measurements. Instead, we get stuff like this.

Marking another milestone for a changing planet, scientists reported on Wednesday that the Earth reached its highest temperature on record in 2016—trouncing a record set only a year earlier, which beat one set in 2014. It is the first time in the modern era of global warming data that temperatures have blown past the previous record three years in a row.

Note to the New York Times: “trouncing” and “blown past” are phrases appropriate to sports reporting, not science reporting. Except that no sports reporter would dare write an article in which he never bothers to give you the score of the big game.

Yet that’s what passes for “science reporting” on the issue of global warming, where asking for numbers and margins of errors apparently makes you an enemy of science. Instead, it’s all qualitative and comparative descriptions. It’s science without numbers.

It wasn’t just the New York Times. Try finding the relevant numbers ready at hand in the NASA/NOAA press release. You get numbers comparing 2016’s temperature with “the mid-20th century mean” or “the late 19th century.” But there’s nothing comparing it to last year or the year before except qualitative descriptions. So the government’s science bureaucracy is setting the trend, making reporters dig for the relevant numbers rather than presenting them up front.

It’s almost like they’re hiding something. And that is indeed what we find. I finally tracked down an exception to this reporting trend: the UK newspaper The Independentgives us the relevant numbers.

They should have been in the first paragraph, but at least they’re in the third paragraph: “This puts 2016 only nominally ahead of 2015 by just 0.01C—within the 0.1C margin of error—but….” There’s stuff after the “but,” but it’s just somebody’s evaluation. Even this report can’t give us a straight fact and leave it alone.

For the benefit of science reporters and other people who are unfamiliar with the scientific method, let me point out that the margin of error for these measurements is plus or minus one tenth of a degree Celsius. The temperature difference that is supposedly being measured is one one-hundredth of a degree—one tenth the size of the margin of error. To go back to sports reporting, that’s like saying that the football is on the 10-yard line—give or take a hundred yards.

I think you can see why they didn’t lead with these numbers in the first paragraph or the headline, because if they did everyone would stop reading and move on to the next article. “This Year’s Temperatures Statistically Identical to Last Year’s” is not a headline that grabs anybody’s attention.

That’s not the worst part. The worst part is that this isn’t the first year they’ve done this. Two years ago, government agencies and gullible reporters repeated the exact same claims about the hottest year on record, along with some other howlers. What was the margin for that year’s record? Two one-hundredths of a degree, also much smaller than the margin of error.

Lest I be accused of not giving you numbers, global temperatures for 2015 were reported to be higher than 2014 by as much as 2.9 degrees Celsius, though you have to read to the 18th paragraph before the New York Times deigns to tell you this. That’s not as impressive as it may seem, because both 2015 and 2016 were El Nino years, when there is a normal, natural increase in temperatures.

This highlights a bigger problem with the global warming theory. For all the excitement over records set over the past 137 years—precise global thermometer measurements date only to 1880—current temperatures still are not clearly out of the range of normal variation in the 10,000 years or so since the planet bounced back from the last ice age, despite all of the furious attempts to hype them up.

Yet here is Arizona State University “theoretical physicist”—and, of course, media personality—Lawrence M. Krauss taking to Twitter to ask: “When will the evidence of the need to act be enough?” This is above a link to, you guessed it, the number-free New York Times report.

Yes, I really do wonder how anyone could possibly be skeptical of claims about the climate made by science “advocates” and by the media. It’s a total mystery.

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