RUTHFULLY YOURS

https://www.nationalreview.com/2021/07/ban-critical-race-theory-from-k-12-classrooms-a-response-to-the-new-york-times/

There can be no credible objection to prohibiting the racially based shaming of children.

O ne of the interesting lexical shifts that took place during the Enlightenment had to do with the way in which we speak about civil magistrates. As the manifold forms of classical liberalism espoused by Locke, Hobbes, Spinoza, and Rousseau began to supplant throne-and-altar autocracies across Europe during the 17th and 18th centuries, political figures ceased to be called “rulers” and began to be called “leaders.”

This change was not a coincidence. Rule, as Harvey Mansfield helpfully pointed out during a recorded conversation with Bill Kristol a few years ago, is the means by which a society is given its particular character by its political institutions. Rulers indoctrinate, enforce, and set the boundaries for acceptable beliefs and behavior in a given polity. It’s always the attempt of the ruler to take his or her country or people in a given direction, and, for that reason, rule is always partisan.

The early classically liberal theorists believed that rule was not a necessary or inevitable feature of human relations. They believed that a primal state of natural freedom and equality among all people could be imagined which preceded the division of people into rulers and ruled, and they thought it possible to construct a political system that would safeguard this primordial condition by allowing each individual to exercise an attenuated form of the natural liberty which he had enjoyed in this “state of nature.”

For these liberals, then, the starting point for thinking about human action was apolitical. Furthermore, they argued that politics should only be introduced voluntarily and always with an eye towards protecting the pre-political freedoms of men and women. This view was in contrast to the older, ancient notion of Aristotle’s that “man is by nature a political animal.” From this Aristotelian perspective, human freedom and equality are thought to be political achievements rather than natural facts. No “state of nature” that pre-exists politics is admitted into this scheme of thought. Politics is inevitable, and so, as a result, is the fact of rule.

All of this might seem needlessly abstract and far removed from the debates roiling the United States today over the bans placed by several states on the teaching of critical race theory in K–12 classrooms, but an understanding of how the ancient and liberal understandings of rule differ is actually indispensable to understanding this conflict.

Earlier this week, the New York Times published a guest essay jointly authored by Kmele Foster, David French, Jason Stanley, and Thomas Chatterton Williams which argued against anti-critical-race-theory laws. The reasoning of the essay is fatally flawed. To understand why, it’s enough to understand the classically liberal conceptual framework within which its argument is made.

https://amgreatness.com/2021/07/07/keeping-up-with-nikole/

No sooner does the Nikole Hannah-Jones story turn in one direction than it veers in another. My wife has a name for roads in rural Vermont that behave like this. She calls them ziggles, a portmanteau of zigzags and wiggles. You can drive them safely, but it pays not to pick up too much speed between veering one direction and another.

It seems like only yesterday that the esteemed board of trustees at the University of North Carolina voted nine to four to grant tenure to Nikole Hannah-Jones, creator of the New York Times’ now infamous “1619 Project,” in order to quiet the controversy over the board’s previous decision to award the acclaimed journalist an academic appointment at the Hussman School of Journalism but not to award her tenure. 

Claiming racial discrimination, Hannah-Jones participated in a high-profile campaign demanding that the UNC board change its mind. And lo! It did. On June 30, the board conscientiously reviewed the case and decided, in the words of chairman R. Gene Davis, “to set the record straight.”

That’s an odd way for the road engineers to describe their plotting of a new ziggle. But let Chairman Davis explain: 

Let me be perfectly clear. Our motto is Lux et Libertas, light and liberty. We remain committed to being a light shining brightly on the hill. We embrace and endorse academic freedom, open and rigorous debate and scholarly inquiry, constructive disagreement, all of which are grounded in the virtue of listening to each other.

Academic freedom has been robustly vindicated at UNC by capitulating to a woke mob that threatened the trustees and the university if it didn’t get its way. That’s how things are set straight in Chapel Hill these days. The trustees apparently have been studying Vermont road maps.

Of course, that was last week’s news. This week’s news was Hannah-Jones’ decision, announced on CBS News’ “This Morning” on July 6, that she was declining the UNC offer of a tenured appointment in order to accept the position of the inaugural Knight Chair in Race and Journalism at Howard University.

https://www.frontpagemag.com/fpm/2021/07/moral-narcissism-national-education-association-richard-l-cravatts/

On May 19th, the 6200-member United Educators of San Francisco teacher’s union passed a grotesque “Resolution in Solidarity with the Palestinian People,” committing its members to sign on with the anti-Semitic BDS campaign, stating “that UESF endorses the international campaign for boycotts, divestment, and sanctions against apartheid in Israel,” thereby becoming the first K-12 teachers’ union in the United States to endorse the BDS movement.

Not to be outdone by its union brethren further north, chapter chairs of the United Teachers Los Angeles, an affiliate of the American Federation of Teachers and the second largest teacher’s union in the country, also voted overwhelmingly in May in support of a statement, almost identical to the San Francisco version, that expressed its “solidarity with the Palestinian people and call for Israel to end bombardment of Gaza and stop displacement at Sheikh Jarrah . . , [called] on the administration of U.S. President Joe Biden to stop aid to Israel [and endorsed] the international campaign for boycotts, divestment, and sanctions against apartheid in Israel.”

The engagement of public school teachers in activism against the Jewish state continued unabated in June when the 3-million member National Education Association proposed two anti-Israel resolutions, New Business Item 29, which committed the NEA to “publicize its support for the Palestinian struggle for justice and call on the United States government to stop arming and supporting Israel,” and NBI 51, which would create a campaign to “use existing digital communication tools to educate members and the general public about the history, culture, and struggles of Palestinians.”

The rectitude of the NEA educators pushing for condemnations of Israel manifests itself as what has been termed “moral narcissism,” the tendency of members of the well-meaning, intellectual elite to align with causes and ideological positions which are based, not on the actual viability or justice of a cause, but on how the moral narcissist feels about him- or herself by committing to a particular cause or movement.

So, apparently, vilifying Israel and focusing singularly and obsessively on the Jewish state make the NEA’s moral narcissists feel that they are standing up for something important and making a moral cause for a people they see as victimized and oppressed, even when so many much more pressing and tragic social upheavals are taking place around the world. But it is Israel that the NEA puts in its crosshairs.

https://www.nationalreview.com/corner/important-reading-on-the-critical-race-theory-in-schools-debate/?utm_source=recirc-desktop&utm_

Conservatives are on the march in the political offensive against the teaching of Critical Race Theory and related racialist concepts in K-12 public schools, a battle that has moved into state legislatures. I have written about some of the philosophical problems with the “anti-anti-CRT” movement. But it is also the case that the anti-CRT initiatives must navigate a series of political and legal obstacles, and prudent consideration of those is a worthwhile task for those of us who believe in that cause.

Greg Lukianoff, CEO of the Foundation for Individual Rights in Education (FIRE), has some thoughts worth reading in a blog post co-authored with three other FIRE staffers. FIRE is, as I have detailed, an essential defender of free speech rights in higher education, without which conservative college and graduate students would be in a much worse situation. As you might expect, Lukianoff is somewhat skeptical of using state laws to limit the teaching of ideas in any school, particularly universities, but he takes a thoughtful approach to the important distinctions: between public and private schools, between universities and K-12 schools, between academic freedom and the power of government to intimidate and indoctrinate students. On the legal and political status of public K-12 education:

The modern view of education as a pipeline designed to carry children from preschool to graduate school tends to obscure the fact that K-12 education had a very different evolution from the university system. Compulsory public education was a project advanced by politicians and enacted by legislatures for a political purpose [as far back as 1794]…[W]hat will become the curriculum in most public K-12 schools is democratically decided by a combination of state legislatures, local school boards, and individual schools. As such, they represent the will of the people, as expressed in local and state elections. The individual schools cannot exceed the scope granted them by their school boards, which themselves derive power and authority from the state…Because K-12 attendance is compelled by the state and, at public schools, funded predominantly by local taxes, it is understandable that the substance of that teaching is subject to democratic oversight, through state legislatures and elected (or appointed by those who were elected) school boards. Legislators are expected to exercise oversight when citizens with children in the schools voice legitimate concerns about curricular matters.

https://thefederalist.com/2021/07/07/its-critical-race-theory-that-is-un-american-not-laws-banning-it/

Without breaking a sweat, the New York Times has gone from insisting critical race theory doesn’t exist to arguing state legislatures must let public schools inflict it on kids. Kmele Foster, David French, Jason Stanley, and Thomas Chatterton Williams claim in the Times that “Anti-Critical Race Theory Laws Are Un-American.”

This is exactly backwards. It’s teaching critical race theory that is un-American. The reframed Marxist ideology aims to destroy core American cultural and legal norms, including those these authors claim as the basis of their support for forcing taxpayers to subsidize its racism.

Just to name a few, critical theorists oppose free speech, the consent of the governed, freedom of association, and equal justice under the law. This is not about banning them from speaking, but in using representative government to deny them the privilege of taxpayer sinecures to help them foment America’s subversion and collapse.

CRT teaches not only that people are defined by their skin color but also that paler skin is inherently evil. So this theory is used to justify the insistence that the United States is inherently evil, which is also patently anti-American.

The concepts of “systemic racism,” “white privilege,” “anti-racism,” and “equity [as opposed to equality]” all stem from critical theory. Since this ideology is obviously false and toxic, state legislatures have moved to protect children from being taught it as gospel in the public education systems they directly oversee.

Racists Can Still Speak Freely, Just Not on My Dime

Despite the obvious anti-American racial toxicity of this worldview, here’s the core of the four men’s NYT argument against banning its promulgation in public schools:

They are speech codes. They seek to change public education by banning the expression of ideas. Even if this censorship is legal in the narrow context of public primary and secondary education, it is antithetical to educating students in the culture of American free expression.

https://www.wsj.com/articles/the-teachers-unions-go-woke-11625697757?mod=opinion_lead_pos1

Parents didn’t ask to be thrown into the trenches of America’s culture war, but progressives aren’t giving them a choice. Witness the way the national teachers unions are adopting woke values and pressing them into K-12 curriculums across the U.S.

The National Education Association, the largest teachers union, held its annual meeting last week and the measures approved by delegates deserve broader attention. One calls for the union to support and lead campaigns that “result in increasing the implementation of culturally responsive education, critical race theory, and ethnic (Native people, Asian, Black, Latin(o/a/x), Middle Eastern, North African, and Pacific Islander) Studies curriculum in pre- K-12 and higher education.”

Critical theory is a neo-Marxist ideology that is pervasive in higher education and teaches that a person is defined above all else by race, gender and sexual orientation, and that American institutions are designed to ensure white supremacy and “the patriarchy.”

The delegates also directed the NEA to lobby for “professional development around cultural responsiveness, implicit bias, anti-racism, trauma-informed practices, restorative justice practices and other racial justice trainings” for “all school employees.” The delegates called for similar training for students. Just what second-graders need: instruction on how to distrust kids with different skin colors.

https://amgreatness.com/2021/07/06/class-at-yale-compares-american-prisons-to-nazi-concentration-camps/

In the fall of this year, the Ivy League university of Yale will be offering a class that explicitly compares the American prison system to Nazi concentration camps, Soviet gulags, and other brutal authoritarian regimes throughout history, the New York Post reports.

The class, titled “Mass Incarceration in the Soviet Union and the United States,” falsely claims that the United States is currently operating “one of the most brutal prison societies in human history.” The course description says that the class will be “an investigation of the experience and purposes of mass incarceration in the Soviet Union and the United States in the twentieth century.”

To this end, the class will also compare the American prison system to “important comparative cases, such as Nazi Germany and Communist China.”

“Incarceration is central to the understanding, if not usually to the self-understanding, of a society,” the course description claims. “This course proposes a frontal approach to the subject, by investigating two of the major carceral systems of the twentieth century, the Soviet and the American.”

The class will be taught by History professor Timothy Snyder and Philosophy professor Jason Stanley. Stanley took to Twitter to further justify the course’s existence, claiming that “the United States is the nation with the highest incarceration rate in the world…almost 10 percent of the world’s prison population comes from the US’s traditionally oppressed minority, the 38 million black Americans.” He then went on to further claim, without any evidence, that “US prisons are famous for brutality.”

In the Soviet Union, such concentration camps – known as “gulags” – were primarily used for the imprisoning of minorities and political prisoners, often put to heavy labor or starved to death for opposing the Communist regime. In Nazi Germany, similar concentration camps were primarily used for rounding up and executing various minorities that did not support the Nazi regime, with Jews being the primary target, as well as Christians, Communists, homosexuals, and other groups.

https://thefederalist.com/2021/07/06/how-alumni-established-a-beachhead-for-open-discourse-on-bucknells-campus/

The small, classically pillared bank building at the center of the little town of Lewisburg, Pennsylvania, could be the Bailey Brothers Building and Loan in Bedford Falls from the film “It’s a Wonderful Life.” But it’s at the center of revolutionary new trends emerging in American higher education.

The new headquarters of the Open Discourse Coalition (ODC) was established this spring by Bucknell University alumni to support innovative programming for the nearby campus, and will feature seminar rooms, space for receptions and talks, and offices for student and faculty research. The goal: Encourage viewpoint diversity and civil discussion on campus about the “great books” of the liberal arts tradition, at a university where faculty and staff increasingly seem to many students to only advocate for one set of extreme ideological views.

“We want to open up higher education to new ideas and not let it stagnate in static ideology, to prepare students adequately for a dynamic twenty-first century ahead,” explains Allison Kasic, an alumna involved in the project, which has seen initial financial support from alumni in the seven figures since its launch in November 2020. The alumni involved include a former chair of Bucknell’s Board of Trustees, Judge Susan Crawford, and Home Depot co-founder Ken Langone.

Among innovative projects underway sponsored by ODC:

A non-credit leadership seminar in the fall by a Bucknell professor emeritus and former Goldman Sachs general partner and naval officer, whose courses earned rave reviews from generations of alumni, with grants for students who successfully complete it.
Support for paradigm-shifting student research, faculty curricular development, and faculty work that comes under attack by colleagues for ideas at odds with conventional campus political wisdom.
Speaker programming featuring dialogues and thoughtful viewpoints on issues often excluded from campus.

https://issuesinsights.com/2021/07/07/the-lefts-critical-race-theory-is-ruining-public-education-in-the-u-s/

A radical teachers’ union has a message for parents: We control your children, not you. And it means to prove it by shoving Marxist Critical Race Theory (CRT) down your kids’ throats, part of the union’s ongoing effort to “fundamentally change” America. If you want the best for your children’s education, you’ll say “hell, no!” to this pernicious, anti-American ideology.

Unfortunately, many centrist and conservative parents have looked the other way as our nation’s once-superior public schools have been taken over by leftist unions and their “educator” allies, using race-based Marxist CRT as their tool. It’s a pity.

Just last weekend, the 3-million-strong National Education Association, the largest labor union in America, stated its outright opposition to parents’ groups and state legislatures seeking to end CRT’s baleful influence on a whole generation of school kids.

Doubling down, the NEA announced not just its support for CRT, but also said it would encourage teachers to hold a “national day of action” each year on martyr George Floyd’s birthday to “teach lessons about structural racism and oppression.”

No parents needed. In fact, teachers are actively opposing parents who don’t like what they’re doing. The NEA last week, for instance, also voted to “research” (that is, spy on and politically attack) groups that oppose CRT in our nation’s schools.

“NEA will research the organizations attacking educators doing anti-racist work and/or use the research already done and put together a list of resources and recommendations for state affiliates, locals, and individual educators,” the union threatened.

Meanwhile, “More than 5,000 educators have signed a petition vowing to break anti-critical race theory laws being considered in multiple state legislatures – as the controversial curriculum faces a reckoning in districts across the country,” the New York Post reports.

And why is this so important to the left? It thinks it owns your children. Don’t you remember? “It takes a village.” So it has a right to push hateful CRT and the wholly specious 1619 Project on gullible students.

http://getinsight.pro/schools/intro_video.htm

My way of coping with this situation was to create an online curriculum to teach my children to question the propaganda that they learn in school and to expose them to information that is being left out by schools.  This online curriculum is free for everyone.  The lessons have condensed video clips by some of the best experts on the different topics and added explanatory texts.  I unexpectedly have learned a lot by doing this.  The lessons are full of history that I didn’t know.  Although the original intent was to counter propaganda a side benefit is that my children are learning a lot of science and history and most importantly they are learning to think critically about what they are being taught in school.

I asked my son what he thought would motivate children to learn the online lessons.   He suggested that I make a quiz for them to take on each page.  Once they take the quiz the computer will display a certificate that shows that they took the quiz and how they scored which they can show their parents.  Then their parents can reward them for it.  Of course he wants rewards every time he takes a lesson and I give one to him.  Usually it’s a dollar or a treat.  It’s cheaper than private school and a lot of private schools indoctrinate as much as the public schools do anyway. 

Regarding quizzes. There are two kinds of questions those with circles in front of the answers and those with squares in front of the answers.  The ones with circles have only one answer.  The ones with squares can have more than one answer but might only have one answer.  Lets say a question has 2 right answers and your child checks the correct boxes but also checks two boxes that are the wrong answer.  In that case your child will get a score of zero on the question even though 2 of the answers were correct.

The Lesson List of the web site lists all the pages on the site so children can make sure they didn’t miss a lesson.  If children learned a lesson the color of the link to that lesson in the Lesson List changes.  This only works if the child took the lesson on the same computer with the same browser.  Children can print the Lesson List and check off what quizzes they took to help them keep track.  If a child wants to look up a topic they learned in school, they can do a search on the Lesson List page for a keyword by typing CTRL F and entering the keyword.

The site is arranged by topic.  These topics were chosen to counter what my children are being taught in school.  For example my daughter was taught that voter ID wasn’t fair.  That falls under the topic of discrimination.  So there will be the topic Discrimination on the home page of the web site.  Clicking on it will take your child to a web page on some aspect of discrimination.  That page will in turn have a link on the bottom to another page about another aspect of discrimination which in turn leads to another until your child gets to the voter ID.  The fastest way to get to it is from the Lesson List page.  There is a link to that at the bottom of most pages.

Some of the words on the lesson pages are highlighted in yellow.  If your child places the cursor over those words the page will show the definition of the word.

This website is continually being improved and extended.

One of the challenges of a site like this is that children come in all ages.  Some of the material may be too difficult or advanced for some children.  I’ve tried to make it as easy as possible but some of the videos were made by adults for adults.  Sometimes I have put definitions of difficult words before the video to help the child understand what is being said.  My children often surprise me with how well they understand what they are reading but they are 9 and 12.