indoctrination

Bulletin To The Government And Its Indoctrination Centers: Children Have a Right To Like Whatever They Choose

/ Jack Marshall / 139 Comments

In California, that land of the not-so-free and home of the submissive, four high school students were suspended for  “liking” Instagram posts that the school administrators deemed racist. Now they have sued the school.

Good.

This has to stop.

The students, three of them Asian, were suspended after school officials were informed that they had “liked” or briefly commented on Instagram posts that included an image of a black doll juxtaposed with a KKK member, a torch and a noose, and photographs of other students at the school with jokes about their weight and appearance. Let us settle this right now: it doesn’t matter if the images and posts “liked’ advocated incest, cannibalism or Republicans. It is not the school’s role to punish students for thought crimes. This was not a school website, and the posts did not take place on school grounds. This is Big Brotherism, and the fact that the students involved need to be guided and taught does not mean crushing them under the iron boot of the state was appropriate or responsible.

Albany High School explained it was merely trying to provide “an inclusive and respectful learning environment for all of our students.” Translation: We want all our students to absorb our politically correct,  mandated beliefs, and there is no escaping our power.

Students have a right to express their own views, however misguided, in their private lives. Students have a right to hold views San Francisco progressives find offensive. If the school can punish students for “liking” a racist image, it can, and I assume will, eventually punish students who like President Trump. Or Ethics Alarms. Or Ayn Rand. Or veal. Continue reading →

Higher Education Indoctrination Easter Sunday Continues: “The Least Diverse Place On Earth”

/ Jack Marshall / 68 Comments

“College is a place where everyone is supposed to look different, but think the same.”

Can anyone honestly rebut this video?

Case Study: How Institutions Like Wellesley Get That Way

/ Jack Marshall / 16 Comments

In the previous post about Wellesley programming its students to oppose free speech, we learned to our horror (I presume you were horrified) what the liberal college culture is doing to the minds and values of your young.

Now comes this: an anonymous account on the website Quillette on how “standards” are created and maintained at some universities. All? We better hope not.

I was appointed by the dean of General Studies to serve as the chair for a writing hiring committee, a committee charged with hiring one full-time writing professor, who not only could teach first-year writing classes but also offerings in journalism. The committee of three met late in the fall semester to discuss the first group of candidates, before undertaking the second set of Skype interviews. I mentioned that I had received an email from one of the candidates and shared it with the committee members. After reading the email aloud, I argued that the missive effectively disqualified the candidate. The writing was riddled with awkward expression, malapropisms, misplaced punctuation, and other conceptual and formal problems. Rarely had a first-year student issued an email to me that evidenced more infelicitous prose. I asked my fellow committee members how we could possibly hire someone to teach writing who had written such an email, despite the fact that it represented only a piece of occasional writing. The candidate could not write. I also pointed back to her application letter, which was similarly awkward and error-laden. My committee colleagues argued that “we do not teach grammar” in our writing classes. Sure, I thought. And a surgeon doesn’t take vital signs or draw blood. That doesn’t mean that the surgeon wouldn’t be able to do so when required.

In the Skype interview following this discussion, a fellow committee member proceeded to attack the next job candidate, a candidate whom I respected. In fact, before the interview, this colleague, obviously enraged by my criticisms of her favorite, announced that she would ruthlessly attack the next candidate. She did exactly that, asking increasingly obtuse questions, while adopting a belligerent tone and aggressive posture from the start. That candidate, incidentally, had done fascinating scholarship on the history of U.S. journalism from the late 19th through the first half of the 20th Century. He had earned his Ph.D. from a top-ten English department, had since accrued considerable teaching experience in relevant subjects, and presented a record of noteworthy publications, including academic scholarship and journalism. He interviewed extremely well, except when he was harangued and badgered by the hostile interviewer. He should have been a finalist for the job. But he had a fatal flaw: he was a white, straight male.

Continue reading →

What Wellesley College Students Consider To Be Freedom Of Speech

/ Jack Marshall / 23 Comments

A recent editorial in the Wellesley College student newspaper—Wellesley, as I’m sure you know, is the alma mater of Hillary Clinton—has justly set off ethics alarms across the political spectrum. That, at least, is good news: the hostility to free thought, expression and speech that I thought had decisively corrupted one side of that spectrum apparently is not as entrenched as I thought, or at least it is being diplomatically disguised.

The editorial with the Orwellian title of  “Free Speech Is Not Violated At Wellesley ” (it would have been accurate if the headline read “We Think Free Speech Is Not Violated At Wellesley Because Wellesley Hasn’t Taught Us What Free Speech Is”), contained several month’s worth of Ethics Alarms Unethical Quotes of the Week, such as

Many members of our community, including students, alumnae and faculty, have criticized the Wellesley community for becoming an environment where free speech is not allowed or is a violated right….However, we fundamentally disagree with that characterization, and we disagree with the idea that free speech is infringed upon at Wellesley. Rather, our Wellesley community will not stand for hate speech, and will call it out when possible.

Translation: We don’t oppose free speech. We just oppose speech we disagree with.

Wellesley students are generally correct in their attempts to differentiate what is viable discourse from what is just hate speech. Wellesley is certainly not a place for racism, sexism, homophobia, Islamophobia, transphobia or any other type of discriminatory speech. Shutting down rhetoric that undermines the existence and rights of others is not a violation of free speech; it is hate speech.

By this definition, the editorial itself is hate speech. This is the kind of rhetoric that Captain Kirk used to make evil computers blow their circuits on “Star Trek.”

The founding fathers put free speech in the Constitution as a way to protect the disenfranchised and to protect individual citizens from the power of the government. The spirit of free speech is to protect the suppressed, not to protect a free-for-all where anything is acceptable, no matter how hateful and damaging.

Now we know they don’t teach American History at Wellesley as well as philosophy and logic.

We have all said problematic claims, the origins of which were ingrained in us by our discriminatory and biased society. Luckily, most of us have been taught by our peers and mentors at Wellesley in a productive way. It is vital that we encourage people to correct and learn from their mistakes rather than berate them for a lack of education they could not control.  While it is expected that these lessons will be difficult and often personal, holding difficult conversations for the sake of educating is very different from shaming on the basis of ignorance.

Wait, wasn’t this endorsement of indoctrination written by Lenin or Stalin? Surely this section should be in quotes with attribution.

This being said, if people are given the resources to learn and either continue to speak hate speech or refuse to adapt their beliefs, then hostility may be warranted.

I’m sorry, I just ran screaming from my office and momentarily lost my train of thought.

Pointing to the worst sections of the editorial fail to convey its gobsmacking intellectual flaccidity, smug certitude and hostility to the open exchange of ideas. We know where this came from, too: the  education at Wellesley. This month, six Wellesley professors who comprise the college’s Commission on Race, Ethnicity, and Equity signed a letter maintaining that Wellesley should not allow challenges to the political and social views that the campus has decreed are the correct ones, arguing that speakers who are brought to campus to encourage debate may “stifle productive debate by enabling the bullying of disempowered groups.” Continue reading →

Yale’s Core Values Betrayal: The Case Of The Student’s Unnecessarily Provocative Philosophy Essay

/ Jack Marshall / 18 Comments

It certainly appears as if U.S. higher education is sailing toward the shoals of ethics bankruptcy, full speed ahead. It also appears that Yale, although it’s part of a tightly bunched armada, is leading the way.

A law suit called Doe v. Yale tells a jaw-dropping tale that once would have been unbelievable, “once” meaning “before a large segment of the culture accepted the proposition that free expression and thought were undesirable unless they met certain lockstep requirements that will ease the way to a progressive utopia.” The plaintiff, a male student, claims that Yale punished him for the offense of writing a class essay that offended a female teaching assistant.

According to his lawsuit, in late 2013 a philosophy teaching assistant filed a complaint with the university’s Title IX office, complaining about a short paper “Doe” had written in the class she was helping to teach.  The essay discussed Socrates’ discussion, recounted in Plato’s “Republic,” of the three divisions of the soul and their relationship to justice. It applied the Greek philosopher’s ideas to rape, arguing that the crime was also an irrational act in which  the soul’s appetites and spirited components overwhelm its reason, which must have primacy for mankind to be moral and just.

The Title IX coordinator, an associate dean in the Graduate School of Arts and Sciences named Pamela Schirmeister, told Doe that his essay was “unnecessarily provocative.” By daring to discuss rape, he had committed an offense against the teaching assistant. He was told to have no contact with the teaching assistant, and ordered to attend sensitivity training at the university’s mental-health center—re-education and indoctrination, in other words. “Doe” was now, he was told, a “person of interest” to Yale, meaning that that the college was now going to be watching him with a grounded suspicion that he was a potential danger to the campus.

What followed, a few months later, were two dubious accusations of sexual assault by female students, both handled with the slanted, pro-accuser, due process-avoiding  approach that has become epidemic on campuses since President Obama’s Dept of Education issued its infamous “Dear Colleague” letter in April of 2011.  Ethics Alarms has discussed some of these cases and the letter, but that is not the topic before us today.

Today the topic is the suppression of free speech, thought, and expression on college campuses.  Continue reading →

Dear Betsy DeVos: Can You Condemn This Pervasive Child Abuse And Anti-Gun Indoctrination In The Public Schools, Please? Thanks!

/ Jack Marshall / 51 Comments

Caitlin Miller, 5, was playing with her best friends during recess at the Raeford, North Carolina school playground. Her two friends were pretending to be a king and queen, and Caitlin was in charge of protecting the kingdom. She picked up a small stick (above) and pretended to shoot imaginary intruders entering the kingdom.

The 5-year-old was sent to the principal’s office and suspended for one day for “turning a stick into a gun and threatening to shoot and kill other students,”  the school’s ridiculous assistant principal wrote in a note to Caitlin’s parents. Caitlin, says her mother, doesn’t understand why she was being punished. I don’t blame her. She may soon come to the conclusion that using one’s imagination is wrong, and that guns, even imaginary guns are evil. Or, in the alternative, she may decide that teachers and principals are fools, authority is abusive, and public school is a something to be feared and distrusted.

I would urge her toward the second conclusion rather than the  first.

The Hoke County School District issued a statement that “will not tolerate assaults, threats or harassment from any student.”

See what I mean, Caitlin? You didn’t do any of that, but you are being taught by lying, authoritarian jackasses. Continue reading →

Silence U Part 2: Indoctrination At Yale, and Beyond

/ Jack Marshall / 23 Comments

A new, intensely short documentary about the cultural rot underway at Yale (but not only at Yale) is worth viewing, if you have a firm grip on your skull. Yale, is, of course, the source of many U.S. leaders and opinion-makers, including Supreme Court justices and recent Presidents. As one can see from the video, it is either indoctrinating the young minds in its charge in oppressive, anti-speech and liberty ideology, or, to give a large benefit of the doubt, failing to disabuse students of toxic and anti-democratic ideas that the educational system has also seeded.

Needless to say, but I’ll say it anyway, Yale is an elite institution, a role model for others, and supposed to represent the best of higher education. Its students will take their place among the intellectual and economic elite. Nobody who has been paying attention to the logical and legal contortions being used by the supporters of “the resistance” should be surprised that our most promising students are being trained to reason like this. The question is: does it make sense for a nation to actively support an educational system that appears to have become dedicated to undermining the basic values its founding was based upon?

The former-Provost of Stanford University, John Etchemendy, recently gave a speech he called “The Threat From Within” in which he said in part.

Over the years, I have watched a growing intolerance at universities in this country – not intolerance along racial or ethnic or gender lines – there, we have made laudable progress. Rather, a kind of intellectual intolerance, a political one-sidedness, that is the antithesis of what universities should stand for. . . . We need to encourage real diversity of thought in the professoriate, and that will be even harder to achieve. It is hard for anyone to acknowledge high-quality work when that work is at odds, perhaps opposed, to one’s own deeply held beliefs. But we all need worthy opponents to challenge us in our search for truth. It is absolutely essential to the quality of our enterprise.

The problem bites when a particular ideological sect gains power, and meticulously and systematically sets out to make diversity of thought inaccessible. Professors and scholars inhospitable to progressive cant are becoming extinct on college campuses, by design, just as they are an endangered species in newsrooms and Hollywood. Over at the increasingly had-left legal website “Above the Law”—you know, the one that kept erasing my e-mail alert requests every time Ethics Alarms criticized the site; the one that employs Ellie Mystal, a black lawyer who has advocated that black jurors refuse to convict black defendants—writer Joe Patrice  mocked the concept of advocacy for “viewpoint diversity” as argued in this letter from a group of law professors: Continue reading →

Ethics Hero: Notre Dame Political Science Professor Vincent Phillip Muñoz

/ Jack Marshall / 15 Comments

Vincent Phillip Muñoz is the Tocqueville Associate Professor of Political Science and Concurrent Associate Professor of Law at The University of Notre Dame. Following the violent protest that prevented his announced lecture at Middlebury College earlier this month, Prof. Muñoz invited Murray to speak at the University of Notre Dame next week. This occasioned some protests and objections from students and faculty at his own college, and he responded with an essay at RealClearPolitics, writing in part…

Charles Murray is speaking at Notre Dame because I and another Political Science professor assigned his book “Coming Apart” in our classes. His visit is one of several outside lectures that are part of this semester’s Constitutional Studies offerings. My class, “Constitutional Government & Public Policy,” addresses some of the most important and divisive issues in American politics: abortion, gay marriage, religious freedom, inequality, freedom of speech, death penalty, race and the meaning of constitutional equality, immigration, euthanasia, and pornography.

 The class is designed to prompt students to think more deeply and thoughtfully about contemporary moral and political issues. I don’t assign a textbook or “neutral” readings that summarize the issues; I require students to read principled thinkers who advocate vigorously for their respective position. I want my conservative students to read smart, persuasive liberal thinkers, and I want my liberal students to read thoughtful conservatives. Educated citizens can give reasons for their beliefs and can defend intellectually the positions they hold. That requires that we understand and articulate the positions with which we disagree.

…“But Murray is controversial and will make students feel uncomfortable,” my faculty colleagues say. Don’t I know that he has been accused of being racist, anti-gay, and a white nationalist? I’m told that bringing him to campus is not fair to Notre Dame’s marginalized students.

I have no desire to inflict unwanted stress or anxiety on any member of the Notre Dame community, especially our minority students. I appreciate the concern for student well being that motivates some of the opposition to Murray’s visit. But I believe what is most harmful to students—and, to speak candidly, most patronizing—is to “protect” our students from hearing arguments and ideas they supposedly cannot handle.To study politics today requires handling controversial, difficult, and divisive topics…

The price of a real education is hearing powerful arguments that make us realize our opinions are based on untested assumptions. Only then, when we realize that we do not know as much as we think we know, can genuine learning occur.

I invited Dr. Murray to Notre Dame months ago…Given what happened at Middlebury, it would be cowardly to disinvite Murray now. Rescinding his invitation would communicate that violence works; that if you want to influence academia, sharpen your elbows, not your mind. It would tell those who engaged in violence—and those who might engage in or threaten violence—that universities will cower if you just appear intimidating. Rescinding Murray’s invitation would teach exactly the wrong lesson…

Notre Dame faculty critical of Murray have implored me to think about the larger context of what his visit means. I am. That is why I will not rescind his invitation. As a professor and program director, my job is to do what we are supposed to do at universities: pursue the truth through reasoned dialogue and discussion. Whether you find Charles Murray’s scholarship persuasive or objectionable, his visit offers an opportunity to learn. That is why I invited him to speak at Notre Dame. After Middlebury, it’s all the more important that he do so.

It is almost an insult to academia to call Prof. Muñoz ‘s statement heroic. It should be obvious. Dissenters from the position he articulates should be instantly recognizable as regrettable outliers, the opponents of academic freedom and freedom of thought, the advocates of censorship and ideological indoctrination. Yet increasingly it is this traditional view of higher education that Muñoz advocates that is under attack. Continue reading →

From The “It’s No Fun Being An Ethicist” Files: I Offend Some Seminar Attendees…

/ Jack Marshall / 76 Comments

mao

I facilitated a professional ethics seminar a while ago for a scholarly institution, (The locale, names and client have been changed to protect the guilty.) The discussion came around to rationalizations and my favorite on the list, #22:

22. The Comparative Virtue Excuse: “There are worse things.”

If “Everybody does it” is the Golden Rationalization, this is the bottom of the barrel. Yet amazingly, this excuse is popular in high places: witness the “Abu Ghraib was bad, but our soldiers would never cut off Nick Berg’s head” argument that was common during the height of the Iraq prisoner abuse scandal. It is true that for most ethical misconduct, there are indeed “worse things.” Lying to your boss in order to goof off at the golf course isn’t as bad as stealing a ham, and stealing a ham is nothing compared selling military secrets to North Korea. So what? We judge human conduct against ideals of good behavior that we aspire to, not by the bad behavior of others. One’s objective is to be the best human being that we can be, not to just avoid being the worst rotter anyone has ever met.

Behavior has to be assessed on its own terms, not according to some imaginary comparative scale. The fact that someone’s act is more or less ethical than yours has no effect on the ethical nature of your conduct. “There are worse things” is not an argument; it’s the desperate cry of someone who has run out of rationalizations.

In this case I did a sarcastic riff that is usually well received, about the common example of #22, “It’s not like he killed somebody”:

“Well, you can’t argue with that logic, can you? And if he did kill somebody, it’s not like he killed two people. And even then, that’s not as bad as being, say, a serial killer, like Son of Sam, who, when you think about it, isn’t nearly as bad as a mass murderer like Osama bin Laden. But he’s not as bad as Hitler, and even Adolf isn’t as bad as Mao, who killed about ten times more people than Hitler did. And Mao’s no so bad when you compare him to Darth Vader, who blew up Princess Leia’s whole planet…”

It made the point, and the audience laughed. Then, quite a bit later, I received an e-mail from a participant, complaing about this section. Can you guess what the complaint was?

Think about it a bit…

Time’s up!

Do you have an answer? Continue reading →

From The “How Often Can Something Like This Happen In An Ethical Profession?” Files: The Art Teacher’s Meltdown

/ Jack Marshall / 34 Comments

I know a lot of teachers get angry with me for my increasing certitude that they are in an unethical profession with some ethical members (like them), rather than an ethical profession with isolated unethical exceptions. This incident supports my critical views. Unless mental illness is involved, an adult doesn’t belong to a profession with well-defined standards and ethics rules and act like this.

At W.H. Adamson High School in Dallas, Texas, art students were treated to an epic meltdown by their teacher, Payal Modi, who screamed “Die!” and shot President Trump’s image on the screen with a water gun as students watched his inauguration on TV.  A student caught this on video, and Modi, who was proud of the planned display, posted it to her Instagram account.

This is more political indoctrination the classroom, which educators not today only tolerate but nurture. A teacher modelling violence toward any individual, but especially the President of The United States, in front of students, is such a stunning breach of professional ethics that no teacher should  have the idea even flicker across her mind. Payal Modi planned it.  A teacher who behaves like this cannot be trusted with students. A teacher like Modi calls into question everyone and every institution connected with her.

Adamson High School assistant principal Bobby Nevels confirmed that Modi shot the squirt gun at the TV, during class and in front of students. It is six days later. Why does she have a job? Why has the school not made a public apology? Why hasn’t the teachers’ union condemned her actions?

In eight years, no teacher did anything displaying close to this level of hostility and disrespect to President Obama. What do you think the reaction would have been by a school district if one had? Would the official position be, as Nevels’ was, “The district will not comment on personnel issues.” How about reassuring parents and the public that the district recognizes that this isn’t just a personnel issue, but an incident that calls into question the integrity of the education system and the  teaching profession? Modi is the product of an unethical culture that is rotting public education from within.

Is there a specific Teachers Code of Conduct provision, enforced and universal, that would guide a teacher not to do something this outrageous? The NEA has a Code, but there is no enforcement mechanism. There is also no prohibition against demonstrating hostility and disrespect toward public figures, or engaging in violent displays in class. Here are the provisions relevant to Modi’s meltdown: Continue reading →