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Elementary School Denies Request to Start Prayer Club, Approves ‘Pride Club’

By Family Research Council

In 2015, religious freedom seemed compromised when a Washington high school football coach was fired for praying with his team after a game. Joe Kennedy waited roughly six years for the Supreme Court to hear the oral arguments for his case. He was represented by a Christian nonprofit legal organization, First Liberty Institute (FLI), which took the position that “no teacher or coach should lose their job for simply expressing their faith while in public.” This was a notable case in 2022, and recent events have caused the issue to resurface.

Earlier this year, Laura, an 11-year-old girl who attends Creekside Elementary in Washington State, requested to start an interfaith prayer club at her school. But her request was denied.

When Laura and her mom approached the principal about the matter in February, they were informed that the school’s budget for clubs had been finalized in October. And according to a spokesperson for Issaquah School District, “[C]lubs offered are student-interest driven and meet outside of the school day. At the elementary level, participation in a club also requires parent permission. Once the school year begins, the building budget is set, and additional clubs are usually not added until the following school year.” But the story doesn’t end here.

Laura’s group, which she hoped to start with her friend, was meant to include people of all different religious backgrounds. She shared with Fox News that she was feeling alone, and that she thought this would be a good idea to bring students together. “I think that this is something that I am very passionate about,” she added. “I wouldn’t be here if I didn’t really want to make this happen, if I didn’t think that it would be a great opportunity for everyone.” It was later discovered that an LGBT club was approved only a week prior to Laura’s club request being denied, which has caused spectators to raise their eyebrows.

As a result of this alleged hypocrisy, Laura filed a lawsuit on the grounds of religious discrimination with the help of FLI. Attorneys pointed out in a letter to the school, “The First Amendment ‘doubly protects religious speech.’ These First Amendment protections extend to elementary school students expressing their sincere religious beliefs through voluntary clubs. Yet the school district flouted its First Amendment obligations when they refused to allow a student-led interfaith prayer club. Its unlawful action violates both the Free Exercise Clause and the Free Speech Clause.”

Kayla Toney, associate counsel at First Liberty Institute, explained, “Denying the formation of a religious student club while allowing other clubs violates the Constitution,” drawing attention to the fact that the similar case with Coach Kennedy occurred “just a short drive away” from Laura’s elementary school. And in comments to The Washington Stand, Arielle Del Turco, Family Research Council’s director of the Center for Religious Liberty, said, “The fact that Creekside Elementary denied a religious club the same month that it approved a Pride club reveals a lot about American culture right now.”

She continued, “Sadly, the promotion of LGBT identities is held sacred while religion is sidelined and marginalized. It’s heartbreaking that Laura, a fifth-grade student, felt alone at school as a religious believer and that she knew other students who felt the same way. She reacted in exactly the right way by making an effort to build community with religious students.”

Del Turco went on to emphasize that, “Oftentimes, when people seek to prevent religious expression in government venues, they will use the excuse that they don’t want to imply that the government favors one religion over another.” However, when it comes to Laura’s case, she pointed out that “the school doesn’t even have that flimsy excuse because the students were seeking to start a … club that would be open to students of different faiths.”

Ultimately, “Any school that allows other clubs while specifically denying religious clubs is acting in a discriminatory manner and violating the First Amendment, which protects freedom of expression and the free exercise of religion.” Del Turco concluded, “Christian fifth graders shouldn’t face viewpoint discrimination from their school leadership. It shouldn’t have had to come to this, but I fully expect this injustice to be rectified in the courts.”

AUTHOR

Sarah Holliday

Sarah Holliday is a reporter at The Washington Stand.

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EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.


The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

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Affirmative Action = Limited Learning for Life Long Labor

By Karen Schoen

The more I study the results of Affirmative Action and its affect on America the more I know sadly I am right. Affirmative Action, giving each child a participation trophy, lowering standards has created a population of individuals who are totally unprepared for life and probably could not function on their own without an electronic device. Noting is more evident that listening to some of the comments about the solar eclipse. Not learning science in school is a horrid thing to do to a child because when that child becomes an adult their lack of knowledge is immense but worse, they could wind up making decisions in the government.  That is a frightening thought but it is happening right now. What do they think?

US Reprehensive Hank Johnson, (D) (2010)  thinks that if Guam is overpopulated, the island will tip over. He is on the House Armed Services committee.

Climate Change Or Tectonic Shifts? NJ Senate Candidate’s Earthquake Theory Sparks Debate And Ridicule because she choose climate change, . Christina Amira Khalil, a Senate candidate representing the Green Party in New Jersey

“The View” co-host Sunny Hostin blamed Monday’s solar eclipse, Friday’s earthquake and the expected cicada breeding season on “climate change.”

US Representative Sheila Jackson Lee (D) told students at Booker T. Washington High School in Houston that the Moon is a “complete rounded circle, which is made up mostly of gases.”  Lee serves on Crime and Federal Government Surveillance Committee, Immigration Integrity, Security and Enforcement Committee, Constitution and Limited Government Committee, and the BUDGET committee.

These people and many more are influencers.  They have large followings and influence others to their way of thinking. No wonder we have so much trouble with congress and the media.

Aside from being ignorant, they are evil. Glenn Beck just did a video documentary call “Bought and Paid For” where the congressmen are exposed for insider trading. You know the trading Martha Stewart went to prison for.  If you subscribe to Glenn Beck watch this documentary. You can also catch it on YouTube

It is quite an eye opener.  We are being fleeced. Please vet your candidates. Stop voting for RINOS.

If you have not seen this, to get a thorough appreciation of the Climate hoax I strongly recommend Climate: The Movie (The Cold Truth). The story of the corruption of Science

Affirmative Action, has many names, CRT, SEL, NCLB, ESG to name a few. These programs require you choose a worker based on race not ability. This way of thinking does not just affect science. These functionally illiterate people are in America’s industries as well. Take aviation for example. The incompetence is evident but it is the lack of understanding of precision that gets me. If you are not careful securing a door, attaching a wheel what do you think will happen?

Amy Klobuchar, U.S. Senator (D) is afraid: Trump Will Pick Judges Who Think Congress Should Make Policy Instead of Unelected Agency Officials.  How do you answer that?

Wonder why our financial balance sheet is a disaster? According to a OMG interview of the Federal Reserve, James O’Keeffe discovered that Fed Chairman Jerome Powell has promoted ESG issues like climate change and “wants to be remembered in history” “as a savior.” (from Trump).

©2024. Karen Schoen. All rights reserved.

Weekend Read: Artificial Intelligence thumbnail

Weekend Read: Artificial Intelligence

By Conlan Salgado

As human beings we name things. We classify objects and persons. These activities are the foundation of our pursuit of understanding: categorization. It may be that in classifying ourselves as homo sapiens—intelligent hominids—we set ourselves up for perpetual misunderstanding of ourselves. Lately some members of homo sapiens have convinced themselves that they have created intelligent machines, which they refer to as artificially intelligent – already projecting themselves onto their creations. More importantly, they claim that some of these machines are super-intelligent. These humans, unfortunately, possess significant power.

Many of them, such as the academic Yuval Noah Hararri, are powerful players at world-shaping institutions such as the WEF. They have already announced, with discomforting enthusiasm, how this technology will be the next great revolution in social planning, social engineering, social media censorship, giant data collection and analysis, new levels of digitization and technological centralization. The ability to generate facts, narratives, and images which serve/promote a particular ideology, and then to monopolize digital spaces for the inundating of these facts, narratives and images, will be categorically different from what we have previously witnessed.

Covid-19 was the most censored event in human history, due to intelligence community use of language-learning AI to censor online posts and information. With a totally digitized and centralized world, people will live in a matrix of carefully curated information: they will live as non-fictional characters in a fictional and digital world.

All of these radical and terrifying transformations—many of them already underway—are predicated on a more fundamental transformation in self-understanding, in who human beings are as. . .well, human beings. Thus, before attempting to cut through the much thornier territory of AI’s effects on political freedom, internet freedom, information integrity, etc., I will address the critical question of whether artificial  intelligence is intelligent in the human sense, and therefore, whether they represent a revolutionary revision in how we should view ourselves. The concise answer IT DOES NOT. AI is not intelligent in the human sense. AI is not conscious. AI does not understand language (semantically or syntactically), nor does it comprehend meaning. It has no unified perception.

A chatbot like ChatGPT does not understand language; rather, it has been fed about a trillion data points and has been programmed to analyze these word-and-image data points to predict which word would most reasonably follow the previous word. Because of the size of the data inputs, and due to the computational power of the algorithm, the chatbot’s predictions are almost always correct, giving the appearance of ChatGPT “using” or wielding language intelligently. The mechanism by which a chatbot uses language to “speak intelligibly” is completely un-mysterious. It is computational in nature, which is no surprise, since algorithms compute. That said though, it does not diminish the awesome, and potentially authoritarian, computational power of the technology.

Language is a universal and intuitive possession of human beings. The mechanism by which a unified field of perception arises—consciousness—and the mechanism by which human beings understand syntactical and semantic meanings is mysterious. As regards consciousness, the mechanism is entirely mysterious.

Unfortunately, consciousness is the very structure of our understanding, so we cannot claim to understand human beings without understanding consciousness. At the center of each of our understandings is an “I”, whom we identify with, whom we experience as free, whose every thought is our thought, whom we value intimately, whose inner life is our inner life, and whose every concern is our every concern. Therefore, the very act of understanding, for a human being, means to bring something in contact with this “I”, and to begin to value that something in relation to this “I”.

No such activities or types of understanding or self-understanding may be ascribed to any AI, for the simple reason that AI is not conscious, nor possesses a sense of self. Therefore, since consciousness is ground zero of human understanding, emotion, and perception, AI is not a true or proper analogue of human intelligence, nor does it solve the mystery of consciousness, nor does it prove that minds are simply algorithms, nor does it prove that human intelligence is pre-programmed through evolution and therefore free will is an illusion. And yet, the secularist, anti-humanist elites are using AI as a premise to project two very damaging, very wrong and very dangerous conclusions.

First, they are claiming that AI shows intelligence is computational and algorithmic, and that with the advent of intelligent machines, human uniqueness as an “intelligent species” is no longer applicable. Furthermore, because AI creates its ‘intelligence’ as algorithmic and pre-programmed, human intelligence is similarly algorithmic and pre- programmed from millions of years of evolution, so therefore, if computers are not free, neither are human beings. Obviously, much of this is simply false in light of what is written above, but the obfuscations are so blinding, a deeper analysis is needed.

The story reaches back to the Enlightenment, and the age of empiricism which it fostered and which followed it when empirical science, due partly to its unprecedented success in answering natural philosophy questions, became the paradigm of true knowledge. Because empirical science became the paradigm of true knowledge, other forms of knowledge and knowing were excluded, such as revelation, intuition, a priori knowledge – entire disciplines lost great epistemological authority or prestige, including theology and philosophy, particularly metaphysics. All realities which could not be known through the methods of empirical science were now to be categorized as non-realities, or at best, useful fictions: God, objective moral duties and laws, beauty, spirit, goodness and meaning (in the ontological sense of both words), etc.

Of course, simply saying that human beings did not need an objective meaning to their lives did not mean that people stopped looking for meaning. It only meant that people took those existential urges, which had been previously satiated by religion, and looked for them to be satiated by another meta-societal enterprise: politics. The 20th century was the century of state religions and political doctrines of faith, prophets and high priests of the proletariat; instead of dying for God, people died for ideas such as equality, or “social justice”. Instead of killing in the name of God, people killed millions of others in the name of equality, or the “common good” or “social justice”. Political policies became infallibly divined dogmas, and those who spoke out against these policies were declared heretics, and killed, or locked away.

Human nature, human history, human experience, literature, art, culture—all of these tell us that meaning is real, that it must be sought by us, that we must find some sort of transcendent meaning if we are to declare our own lives “worth living”. My point is simply this: very recently in our history, human beings allowed the outrageous success of the scientific method to justify excluding all other forms of knowledge as trivial. This exclusion of religious ways of knowing did not actually do away with an deep religious urges; indeed, they resurfaced with particular ferocity in the 20th century. However, this exclusion of religious ways of knowing did lead to a deliberate obfuscation of who we are as human beings, and what we need to make ourselves make sense. This engendered the lie that human beings did not need to believe in a higher power or purpose, which in turn led to people transforming non-religious activities into quasi-religious systems, which in turn led to the absolutizing of politics, which in turn led to authoritarianism, which in turn led to mass murder.

Similarly, AI may convince us that man is not free, that his intelligence is simply a naturally programmed algorithm, but this will not make it so. Human beings will continue to need freedom, even if it is withheld from them. It may be, for example, that the creation of AI algorithms convinces many people that the human brain is also an algorithm, and that like other algorithms, it can be cracked, and that therefore, the human mind is not free. Perhaps, then, free speech is a myth and need not be a protected right. Perhaps rights in general are fictions, perhaps liberal democracy and representative government is a “myth”, an illusion based on the outdated idea that minds are free and not biologically programmed algorithms. Perhaps elections themselves are a silly exercise, a waste of time. To assume that because our machines are not free, we are not free, is to destabilize the human identity on a fundamental level.

This brings me to another point, which Henry Kissinger touched on in a fine essay for the Atlantic  on the topic of AI:

“Through all human history, civilizations have created ways to explain the world around them—in the Middle Ages, religion; in the Enlightenment, reason; in the 19th century, history; in the 20th century, ideology.”

Unfortunately for us in the 21st century, as a society, we have rejected so many of our best ways of explaining ourselves and the world around us. As I mentioned, only science is considered true knowledge, and ever since Bacon, science has been conceived of as a technologically driven enterprise, leading to—especially in the 20th century— unprecedented technological leaps forward.

We have made science and its technology into our ideology, and we have made that ideology into our “way of truth”. Put another way, we understand ourselves, as a society, primarily though exercises of technology. This drives home, on a deeper level, the fact that so many secularist, anti-humanist elites view AI as revealing deep truths about human intelligence and the mystery of consciousness. They view AI as a technological mirror. In creating a machine which can wield language seemingly meaningfully, we created a mirror of our own meaning-making intelligence! Except we didn’t.

AI computes; it does not emote, it does not relate on a first-person basis, it does not unify perceptions, memory, abstractions and other data in an exercise of imagination which generates genuine self-understanding and self-reflection, or genuinely creates value and meaning. Emoting, relating, unifying in the sense above described is a uniquely human activity. The fact that this cannot be clearly seen indicates how desperately we need other ways of explaining ourselves outside the practice of science and technology.

Additionally, and in corroboration with the preceding point, AI has given rise to a whole slew of utopian predictions and progressive ecstasies about untold convenience, efficiency, and inter-connectedness. From talks about it curing cancer, to combatting dis- and misinformation, to enhancing human cells and brains, AI has been greeted with much the same buffoonish excitement that “scientific expertise” was greeted with in the 19th and 20th centuries, and here, I believe, a useful comparison can be drawn.

For obvious reasons, as science became more and more ascendant over the 18th and 19th centuries, the process of “scientizing” all the different fields of knowledge began. A science of society, for example, was established, now known as “sociology”; a science of the soul was established, now known as psychology. Science holds sole epistemological authority, and so as many disciplines as possible try to cast themselves as sciences. In the 19th century especially, the early sociologists and positivists believed that the optimal governing body of society was a group of social scientists, or experts in the science of society (in the case of Comte, he opted for the financial elite instead of sociologists). These experts would use their superior knowledge, intelligence, and information to scientifically deduce policies and scientifically plan society (such as  the Covid-19 response!). These radical notions were taken in by progressivism, eventually coming to be embodied in modern, supermassive, supposedly neutral and expertise-driven bureaucracies.

Second, the epoch of AI allows for an even more utopian version of this same, 19th century fallacy, for, if we should entrust society to the planning of human intelligences with limited information and computing ability, how much more ought we to trust the planning of society to a super-intelligence with almost no information horizon and unbelievable computing power? AI is the impartial, super-intelligent, super-computing expert we’ve all been waiting for!

For example, here is a brief excerpt from WEF’s Agenda 2023:

“Shopping? I can’t really remember what it is. For most of us, it has been turned into choosing things to use. Sometimes I find this fun, and sometimes I just want the algorithm to do it for me. It knows my taste better than I do by now. When AI and robots took over so much of our work, we suddenly had time to eat well, sleep well and spend time with other people.” Here we have WEF fantasizing about AI bringing about both large-scale restructurings of society and even determining the actions of individual persons: “sometimes I just want the algorithm to do it for me.”

One senses a strong flavor of Marxist thought in this.

Perhaps the most immediate way AI is re-planning and re-organizing society is through its massive censorship utilizations. As aforementioned, language learning algorithms were used during Covid-19 pandemic and the 2020 election to censor any posts having certain words or phrases associated with dissenters: antivaxx, Hunter Biden laptop, side effect, etc. Millions of posts were deleted by an AI algorithm which had been programmed to censor specific speech categories or words. AI took away the first amendment in real time from thousands of individuals, perhaps millions. Social media censorship certainly impacted the outcome of the 2020 election, and in this way, we can affirm that AI is already helping to determine who is and is not running this country. A computer algorithm helped choose the president!

The future, alas, looks to be less free than the past. Time Magazine poses this scenario:

“But as the integration of GenAI becomes ubiquitous in everyday technology it is not a given that search, word processing, and email will continue to allow humans to be fully in control. The perspectives are frightening. Imagine a world where your word processor prevents you from analyzing, criticizing, lauding, or reporting on a topic deemed “harmful” by an AI programmed to only process ideas that are “respectful and appropriate for all.”

It is undeniable that as the world becomes increasingly digitized, cultural spaces will be increasingly digital, and culture wars will be digitally waged wars. AI is not a digital enemy one wants to be fighting, but it looks as if this may be the fate of all free-speech advocates.

Technology has also impacted and changed individual human behavior in dangerous ways which cannot be understated. For example, the constant presence of image-generating machines has almost certainly stunted imagination in young people, and with the advent of AI image generators with extreme bias, this coddling and indoctrination of the young American mind will be constant.  A terrifying example of this is the recent Google’s Gemini programming of reality and history for our younger generations.

More concretely, as Kissinger observes here, it has encouraged bad intellectual habits:

“Users of the internet emphasize retrieving and manipulating information over contextualizing or conceptualizing its meaning. They rarely interrogate history or philosophy; as a rule, they demand information relevant to their immediate practical needs. In the process, search-engine algorithms acquire the capacity to predict the preferences of individual clients, enabling the algorithms to personalize results and make them available to other parties for political or commercial purposes. Truth becomes relative. Information threatens to overwhelm wisdom.”

Twitter has given rise to bite-sized history, which cannot be history at all. Social media has exacerbated the replacement of arguments (generally long and complicated) with slogans (much catchier, much simpler). Technology, in fact, has changed what it means to be human, for more and more people are relating to non-human, non-conscious, unfeeling, unthinking pieces of metal as if they are friends, or mentors, or parents. iPhones have replaced conversation in most social situations. I am a college student, I should know. Social media is replacing old-fashioned, flesh-and-blood friends. Works of art, which used to be valuable partly because they were acts of communication between human beings, or because they were self-reflections and genuine instances of self-knowledge, are now being generated by machines and algorithms which do not understand the human condition, or know what it is like to be embodied, or feel grief, or feel humiliation, or feel alone—choose any of the numerous human impetuses to create. Even art is no longer humans teaching the art of being human to other humans, but rather machines teaching the art of being human to humans.

The truth is, to understand technological agency, we must understand human agency, for technology is merely the artifactualizing and typically the automatization of human agency and intention. AI is unique technologically, because it artifactualizes mental agency, as opposed to physical agency. AI is intelligent to the extent that we have encoded our own intelligence in binary instructions, which the computer can decode, and therefore mimic intelligent behavior. Technology has allowed human agency to work on the world even in the absence of human beings, since we can capture or “artifactualize” our agency in machinery, and then automatize the machinery constantly to apply that agency.

Sadly, at this point, many of the people coding the computers have stopped acting intelligently, so our technology now artifactualizes and force-multiplies our stupidity and biases, again precisely as the launch of  Google Gemini demonstrated. We are left with the fearsome and dangerous summarizing thought that “there is machinery to this madness!”

*****

Conlan Salgado, is a college junior. He is an astute political observer and highly informed conservative. America needs more young patriots and gifted writers to awaken citizens to the existential danger our nation faces in the decades-long political war with a radical leftist party and culture increasingly out-of-control. We recommend all of his superb writings. Access Conlan Salgado’s essays in The Prickly Pear here.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

Why Are Elected Republicans Helping Democrats Reward A Failed Education System? thumbnail

Why Are Elected Republicans Helping Democrats Reward A Failed Education System?

By Neland Nobel

Editors’ Note:  We in Arizona are indeed fortunate that our Republican leaders have been leading the nation in school choice. But, Democrats and their allies the teachers’ union will always be trying to cut back school choice and so we must remain ever vigilant. On a national level, we must be sure our Representatives and Senators support cutting the funding or eliminating altogether the Department of Education.

Republicans are increasing financial support for a broken public education system that is openly hostile to conservative families.

Researchers at Harvard and Stanford have now confirmed what parents across the country have known for some time: Public education “experts” decimated an entire generation of children with their heavy-handed and politically charged Covid-era policies. Yet, rather than beg forgiveness and seek reconciliation, those very same “experts” are doubling down.

Many public schools are transforming K-12 curricula based on the Marxist tenets ingrained in critical race theory, while stories involving young women being injured by male transgender high school athletes are now commonplace. Some public school districts have even taken to grift, joining the wave of lawsuits against social media companies and their insidious algorithms, while ignoring their own contributions to the nationwide adolescent mental health crisis.

In 2014, while campaigning for president, Sen. Ted Cruz, R-Texas, was sharply criticized for stating that school choice is “the most compelling civil rights issue of the 21st century.” The senator was absolutely correct, yet a decade later only nine states have adopted policies establishing universal education freedom. To make matters worse, elected Republicans are increasing financial support for a broken public education system that is openly hostile to conservative families.

Just within the last few weeks, the Republican-led House of Representatives passed a $1.2 trillion funding package that allocates almost $80 billion to the left-wing Department of Education. Conservative parents might reasonably ask whether elected Republicans (many of whom send their own children to private school) actually have their best interests at heart. 

Pennsylvania: A Study in Bipartisan Failure

Notwithstanding the mind-boggling federal spending on public education, more than 90 percent of K-12 expenses are funded by state and local taxes. In Pennsylvania, for example, Gov. Josh Shapiro recently touted his $1 billion increase in K-12 education spending, bringing the total annual expenditures on public education to a whopping $19.1 billion, or 44 percent of the total state budget. For some perspective, spending on education in Pennsylvania was about half that, $9.6 billion, in 2019.

It would be easy to blame Democrats for this astounding display of fiscal irresponsibility, but Republicans have controlled the Pennsylvania legislature for much of that time. One would hope that this profligate spending would have led to meaningful increases in compensation and greater job satisfaction for teachers, the individuals doing the hard work of educating the next generation. But that is not the case. Four years and billions of dollars later, Pennsylvania lost nearly 10,000 teachers in 2023 alone.

So, despite doubling funding in recent years, Pennsylvania teachers are miserable and leaving the profession in droves. What about the kids? One would expect that they are thriving as a result of the billions in extra money flowing into Pennsylvania public schools, but that is not the case either. In fact, Pennsylvania kids are still struggling to recover from the immense harm caused by the state’s enforcement of unlawful policies.

Pennsylvania families are also fighting the cultural battles infecting schools throughout the country. For example, in late 2022, the Central Bucks School District was targeted by a complaint from the American Civil Liberties Union (ACLU) alleging that certain school district policies and practices were hostile toward LGBT students. After the district spent more than $1 million on the investigation, the superintendent was forced to resign and Democrats regained control of the school board in the following election. Just to rub it in, the newly elected school board president in that district took her oath of office on a stack of controversial LGBT books. At least one thing is clear — the left has mastered the lawfare game at every level.

Contrast that episode with my experience in the nearby Unionville-Chadds Ford School District. I have spent the last three years trying to hold local school officials accountable for their unlawful conduct during the Covid debacle. Because there is no ACLU equivalent for conservative families, however, the school district has thus far completely ignored my public complaint. At the same time, parents and teachers in my district are left to grapple with the destruction caused by those institutional failures.

Meanwhile, Republican politicians in the commonwealth are nowhere to be found. To be sure, the chair of the Senate Appropriations Committee has lamented the governor’s out-of-control spending, but a cursory reading of his list of grievances reveals that he is long on criticism and short on solutions. Republican officials in Pennsylvania cozy up to conservative voters when they need them, but then continue to fuel a public education system that is diametrically opposed to the primacy of parental rights.

In Meyer v. Nebraska, the Supreme Court held that parents have a fundamental right “to control the education of their own.” A few years later, in Pierce v. Society of Sisters, the court affirmed that government cannot unreasonably interfere with the liberty of parents to direct the upbringing and education of their children. Nevertheless, a century later, the state has far more control over the destiny of our children than anyone ever expected.

Parental support for school choice mirrors the overwhelming support for congressional term limits yet seems destined for the same fate. Gov. Shapiro campaigned on expanding school choice, but once he was elected promptly abandoned his promise. So Pennsylvanians are left with the status quo — teachers aren’t happy, parents aren’t happy, and children are falling behind. Yet the public education machine barrels on.

Since 2000, the public school administrative class in Pennsylvania has grown by nearly 40 percent, and the top 10 superintendents in Pennsylvania make well over $250,000 per year. Yet the average starting salary for teachers is still below $60,000 throughout much of the state. The system isn’t working for anyone but the people who decide how to control the flow of Pennsylvania’s $20 billion education budget.

What is happening in Pennsylvania is a perfect example of the extent to which Republican officials have betrayed conservative families, the very people they are supposed to represent. In an election year, it is fair for those voters to take a closer look at the people seeking their support. The data is in, and the harm to children caused by the disastrous policy decisions during the pandemic is undeniable. So what are parents to do about it?

For all the blame they can justifiably lay at the feet of Democrat politicians and their powerful union bosses, perhaps it is time to turn their attention to elected Republicans. Rather than hold the “experts” accountable and demand comprehensive school choice as a form of reconciliation, Republicans are instead rewarding a public education establishment that indisputably harmed children and still aggressively pushes policies that intentionally undermine conservative families.

It is time for Republican officials to step up for those families. If they don’t, then perhaps it is time for those families to stop supporting Republican politicians.

*****

This article was published by The Federalist and is reproduced with permission.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

Principleless, Panicked and Power-Hungry thumbnail

Principleless, Panicked and Power-Hungry

By James Allan

Pandemic Panic was a fascinating book to read, especially for a lawyer like me. It very quickly had my blood pressure way up as it reminded me of the nearly three years of governmental thuggery, heavy-handedness, imposition of idiotic and often irrational rules, and resort to lockdown lunacy. If that last sentence sounds as though I was a lockdown skeptic, full disclosure I was. From virtually day one this native born Canadian, who has lived in Australia for two decades, was an open skeptic of the lockdowns on the pages of the Spectator Australia, the British Lockdown Sceptic website (now Daily Sceptic), and once or twice in Law & Liberty in the US. I even had a couple of published peer-reviewed law articles on the topic rejected for listing by SSRN (presumably because only public health types were then deemed suitable to comment on this fiasco, and only lockdown cheerleader ones at that). Right from the start it seemed silly to me, verging on crazy, to think that in conditions of great uncertainty what you ought to do is proceed directly to some version of the precautionary principle on steroids, thereby mimicking the authoritarian response of the Chinese politburo – and in the process throw away a hundred years of data that informed the then pandemic plans of the British government (and the WHO for that matter) and that unambiguously rejected lockdowns.

The smart response in an information vacuum is to carry on as you are making changes at the margins to protect those most at risk as you wait for more information. And very early on it was known that this virus was over a thousand times more deadly to the very old than to the under-thirties. In most countries, for most of the pandemic, the average age of those dying from COVID was over the country’s life expectancy. For governments to proclaim that ‘we are all in this together’ was not true in any sense that could lead to the sort of policy response we saw everywhere in the democratic world outside of Sweden, Florida, South Dakota and a few other outliers that got their responses more or less correct (a fact that today’s cumulative excess deaths data, from start of the pandemic to today, brings home in the bluntest fashion going). Nor should it have led to the sort of massive government spending and debt and money printing that effectively (in part via asset inflation) transferred huge wealth from the young to the old and from the poor to the rich. Or that shut down schools in a way that will see many children, especially poor ones, disadvantaged for life.

So full disclosure, I came to this book very sympathetic indeed to the authors’ underlying position that the national and provincial government responses in Canada were seriously wrong-headed. The authors detail the ‘sometimes inane, often unprecedented and unusual public health measures taken over the roughly three-year pandemic period’. They recount public policy absurdities, including the Province of Quebec requiring unvaccinated people to be chaperoned in plexiglass carts through the essential aisles of big-box stores and the city of Toronto taping off the cherry blossoms and of quarantine hotel nightmares and incompetence. You can read of police heavy-handedness, sometimes more aptly described as thuggery, and of the differential treatment of anti-lockdown protesters as compared to, say, BLM protesters (both during the pandemic). Readers learn that Canada imposed a vaccine mandate for citizens to travel by plane, train or ship domestically or internationally. And that the provinces of Ontario and Quebec had some of the world’s longest lockdowns. Oh, and there are two chapters that touch on the truckers’ Freedom Convoy, especially how the Trudeau government needlessly invoked the Emergencies Act (think ‘threats to the security of Canada’, martial law type legislation) to deal with non-violent – though clearly loud, disruptive and annoying to many – truckers’ protests in Ottawa of the sort that had been dealt with elsewhere in the country using parking by-laws and the Highway Code. This emergency legislation, by the way, allowed the government to seize the bank accounts of anyone participating and assisting the convoy, which it did of many.

Having said all that, the book is very much focused on the law and the legal aspect of the governmental responses to the pandemic. The overarching approach starts with Canada’s entrenched bill of rights, the Canadian Charter of Rights and FreedomsThe two authors, both constitutional lawyers, look at how some of the key enumerated rights fared in protecting Canadians against government overreach. The book is structured so that each chapter considers a different one of the key rights provisions. For example, chapter two considers freedom of assembly, chapter eight freedom of expression, chapter seven the equality right, and so on including religious freedom and privacy rights. Moreover, in terms of running readers through some of the key decisions by the top judges in Canada (and occasionally the US) the book is a handy little primer of cases brought, their outcome, and how the judiciary treated attempts to wind back government pandemic regulations and rules. The short answer to that, of course, is that in case after case after case the judges upheld governments’ COVID measures. The Charter of Rights did nothing. Nor, for that matter, did any bill of rights in any jurisdiction in the democratic world – leave aside one or two ‘churches can open if big stores can, too’ cases in the US and Scotland. But essentially one way to read this book is as a compendium of the myriad failures as regards the attempt to beat (or at least to ameliorate or even just to take the edge off) the lockdown heavy-handedness through the courts.

Thus far thus good then. The book is interesting, informative and with an underlying sense of a pervasive disbelief at just how panicked, principleless and even power-hungry the public health and political castes were during the pandemic. Throw in most journalists too if you wish.

Yet having conceded all that, for my way of thinking the core premise of this book is all wrong. You see I am a long-time skeptic of the desirability of bills of rights and in a way that many Americans will not have encountered. In essence my view is that when you buy a bill of rights you are ultimately just buying the views of the lawyerly caste and of the unelected ex-lawyers who are the top judges. Worse, if you are outside the US there is no way to import US First Amendment jurisprudence, along with your post-WWII Bill of Rights, so that you will almost certainly end up with outcomes that downplay free speech outcomes much more than in the US. In Canada and Europe rights analysis takes place in two steps – first judges decide on the proper scope of the enumerated right and then they move on to consider whether the governmental legislation is a reasonable, justifiable and proportional inroad on it. So stage one is something of a freebie and allows judges to virtue signal because all the work is done at stage two. Worse, this proportionality analysis is at its core plastic and – much as with the claim of Lon Fuller’s hypothetical judge in his famous The Case of the Speluncean Explorers – allows its user to reach either outcome in play perfectly plausibly. You tell me the answer you want, said Justice Keen in that Fuller mock hypothetical Speluncean case, and I can use the approach to give it to you. Ditto proportionality analysis or the second stage in Canadian Charter analysis. (Of course this is not to say that rights in the US are treated as absolute. They are not. It is just to say that in American analysis there is only one step, deciding the scope of the right. This may impose slightly more constraints on the deciding judges. Maybe.)

At any rate, during the lockdowns judges in Canada (and let’s be blunt, around the democratic world) were as panicked as all the other elites. Retired UK Supreme Court Justice Jonathan Sumption may have noted early on that the authoritarian response to COVID amounted to the biggest inroads on our civil liberties in two hundred years. Yet he was a very solitary voice. Nearly all the judges were as frightened and panicked as most everyone else. There was next to no chance litigants were going to roll back governmental regulations through the courts. I said so in print at the start of the crisis and I believe events have proved that true. My take was that we would have to wait till everyone calmed down and the panic subsided and then you would see the judges discover a bit of a willingness to overturn some of these rules and regulations. But as far as the COVID years were concerned the entire edifice of human rights law, and all its accoutrements, was totally useless. Worse than useless in fact.

But I suppose my deeper objection to the foundational worldview on which this book rests is that I do not think we really should even want to live in a world where the lawyerly caste – whose political and social views the evidence today clearly shows to be an order of magnitude or more to the left of, and more ‘progressive’ than, that of the median voter’s – could decide these sort of issues through the courts. And that is true even when we strongly, even vociferously, disagree with what the government is doing, as I did throughout the pandemic. The remedy here had to be political. Elect someone who will stand up to the panic and show what should be done. If we lived in a world where unelected judges could roll back what elected governments did (however stupidly and pusillanimously) trying to deal with a worldwide pandemic then it’s not clear to me what would ultimately be left to the voters and democracy. Put more bluntly, after decades of working in university law schools around the Anglosphere and knowing the lawyerly and judicial caste very well indeed I can tell you that I fully agree with the sentiment William Buckley conveyed when he said that he would rather be governed by the first 2,000 people in the Boston telephone directory than by the Harvard University faculty. For me, make that also the lawyerly caste that gives us our top judges. The authors of this book implicitly disagree with that core sentiment of mine, though our view of the pandemic overreach is much the same. Wherever readers stand on both those issues, this is a book well worth reading.

*****

This article was published by AIER, American Institute for Economic Research, and is reproduced with permission.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

Is Learning Standard “White” English Oppressive for Black Students? thumbnail

Is Learning Standard “White” English Oppressive for Black Students?

By George Leef

Among the many destructive ideas loose in American education is that black students should not be expected to master standard English because doing so is demeaning and demoralizing for them. Standard English is part of the power structure of “whiteness” that must be overthrown before we can have an equitable society. Professors at esteemed universities are making that argument and it appears to be catching on. Faculty who want to prove their “anti-racist” dedication are changing their teaching and grading to avoid penalizing black students who, after all, already face terrible obstacles in a society that supposedly looks down on them.

The most prominent advocate of this position is University of Michigan professor April Baker-Bell. In her view, “traditional approaches to language education do not account for the emotional harm or consequences these approaches have on Black students’ sense of self and identity.”

Before we go any further, do all black students suffer emotional harm if their English is corrected? There are many black scholars who write in perfect English. I don’t think either Thomas Sowell or Walter Williams ever decried their anguish at having to adopt standard English in their academic work. Professor Baker-Bell herself appears to have overcome the “emotional harm” of writing in standard English. It’s hard to believe that any of those academics would have been better off if teachers and professors had said to them, “Your writing is fine; it’s authentic. No need for you to adjust to the needless, old-fashioned rules of standard English.”

Another advocate of allowing black students to keep “their” language is Professor Asao Inoue of the University of Washington at Tacoma. In his book Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future, Inoue contends that writing instructors should evaluate students based on their “effort” in writing and not on whether they succeed in producing perfect or even acceptable standard English work. In his view, black students must be handled with kid gloves lest they think that “white” America is looking down on their preferred manner of communicating. Once we get over that, we can have a just future.

Are those ideas good? Will it help make for a socially just country if we allow blacks to write as they’re used to? There is some disagreement over this, and not just from white professors.

One dissenter is Professor Erec Smith, who teaches at York College. He has written a book entitled A Critique of Anti-Racism in Rhetoric and Composition and in it, he makes a devastating attack on the notion that it’s wise to give black students a pass when they write poorly.

First, Smith (who is black) doubts that black students are so caught up in their identity that it would be harmful for them to change the way they communicate. He observes that many blacks have mastered standard English without any apparent suffering. A particularly telling case is W.E. B. DuBois, who is known for his opposition to the racist attitudes of 19th and 20th century America.

Smith relates that when DuBois was a student at Harvard, he once received a low grade on an English paper. That bothered him, but he had the good sense to realize that the grade had nothing to do with his race and that if he wanted to make his criticism of society as effective as possible, he needed to make his writing the best it could be.  So he bore down in that course and signed up for other English courses that would sharpen his writing skills.

DuBois, in short, saw standard English as a tool he could use to help accomplish his objectives. Mastering it would empower him.

Conversely, the “anti-racist” writing notions abounding today disempower black students. Smith argues that the likes of Baker-Bell and Inoue allow blacks to retreat into self-pitying victimhood. Doing so solves no problems in America and actually gets in the way of constructive actions. Obsessing over “white privilege” doesn’t help black students succeed.

Another dissenter is Professor Jason D. Hill of DePaul University. In his article “The New Ebonics Movement and the Elimination of Whiteness,” Hill excoriates the “anti-racist” educators. He states that their ideas are “rooted in the de-colonialist and Anti-Western civilization agendas that seek to eradicate from school curricula any European universal foundations that underlie pedagogy, method and content.” That stance is politically expedient for them, but their hostility to teaching standard English will only damage the prospects for black students as they compete for jobs against others, including immigrants, who speak and write in better English.

The costs of this attack on language competency fall on black students, not on these “anti-racist” professors. Hill observes that they “are paid large sums to lecture white progressives on how they should alter their pedagogical styles to expurgate standard English requirements.” They desire to serve “as a managerial vanguard over Black victimization and suffering.”

Where would the “anti-racist” educators be if black students were able to improve their use of language so that they could obtain good jobs and no longer feel victimized by “white” society? They wouldn’t be nearly so famous and would have to do more of the onerous work of correcting student papers.  Not a good trade.

And if composition instructors don’t correct black students on their poor English, what is the point of having classes? As Professor Smith observes, with the “anti-racist” approach, “Nothing exists to master; nothing is there to be taught.” Black students will like the high grades they receive for their efforts, but the time and money spent will have been for naught.  W.E.B. DuBois would be disgusted.

I’d like to point out that getting language right isn’t the only aspect of life where learning to do things “the right way” matters. Consider music. If a black pianist wants to have a career in classical music (which is often attacked as oppressively “white,” but strangely enough, some black musicians still desire to succeed in it), he will have to master performance conventions developed in white Europe centuries ago.  Is that a painful affront to his identity? If he thinks so, he’ll have to set his sights on a different career, but if he loves the music, he’ll eagerly learn how to play Bach and Beethoven the right way, not as he might instinctively prefer. Many have done so.

The notion that black students are somehow harmed by insisting that they master standard English is one of those many ideas so ridiculous that only a university professor could ever believe it.

*****

This article was published by AIER, The American Institute for Economic Research, and is reproduced with permission.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

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Saving American Children a.k.a. Saving America — Part 2

By John Droz, Jr.

Please read Saving American Children – Part 1.

What should be the primary objectives of competent U.S. public K-12 schools?

Good question, as this is a highly debated topic. Many hundreds of articles, reports, and books have been written on this matter.

IMO one of the main reasons that the US education system is in a quagmire, is that we have not fully and properly addressed this fundamental question. As a result, the States end up being pushed Left — as the Left has a very aggressive, well-coordinated K-12 education strategy (e.g., Next Generation Science Standards).

One good answer to this question is that schools should teach their students to be productive, healthy, happy citizens. Sounds good, but what does that translate to?

Let me suggest some major objectives in their approximate order of priority:

  1. How to Think (being a Critical Thinker),
  2. Functional Basics (the 3 R’s),
  3. Knowledge (covering a wide range of topics),
  4. Curiosity (a desire to learn more),
  5. Communication Skills (to better convey ideas, etc.),
  6. Empathy (sensitivity to others),
  7. Teamwork (cooperatively working together),
  8. Flexibility (to adapt to changing situations),
  9. Patriotism (appreciate the sacrifices of our forefathers),
  10. Foster Interests (for each child).

Again, the most important one is the first! In fact, if you consider things carefully, almost all of the others depend on the ability to do Critical Thinking!

An interesting survey (February 2024) of States that have published their K-12 education priorities, concluded that the top one is Critical Thinking! (See Figure 1. Most Commonly Cited Skills & Competencies.)

Note 1: Be forewarned that just because a State says that Critical Thinking is prioritized, it doesn’t mean they are actually doing it! For example, my home state of NC officially declares that Critical Thinking is a top priority — but I could find no evidence that Critical Thinking was being prioritized (properly taught and utilized). On the other hand, I found considerable evidence that the opposite is being taught.

The opposite of Critical Thinking is to teach children to conform: defer to experts, be politically correct, adhere to consensus opinions, accept without question what computer programs say, ignore inconvenient facts, etc., etc.

Note 2: I am specifically de-emphasizing “readiness for college,” as readiness for life should be a much more important priority. Further, college has gone downhill over the last few decades (while becoming much more expensive), so it makes more sense than ever before for many high school graduates to forego college.

Note 3: My list purposefully minimizes teaching values (e.g., responsibility), as the primary sources for such education should be parents. A supplement to that is to send children to private schools. [A major distinction between public and private schools is that values (e.g., Judeo-Christian standards) are taught in the latter.]

Why not teach values in public schools? Because they are petrified of having any traditional religion (e.g., Judeo-Christian) connections (separation of church and state). The main way public schools fill this value void, is by teaching atheism — even though technically that is a religion. The other primary result is that relativism is endorsed, which is actually the opposite of teaching values, as it effectively says that there are no value standards, as everything is relative.

In other words, when public schools attempt to teach values (think SEL), they not only contradict the Judeo-Christian standards that were the basis of our country, but the children are worse off than if the schools had stayed out of the value arena.

I think that there is merit to this assessment:

Many American schools follow a strictly economics-based model. This kind of economic-driven model emphasizes certification, centralization, and standardization. In this system, students are subject to a rigorous and often inflexible curriculum to advance numeracy, literacy, and science skills. The ultimate purpose of an economics-driven education system is to form productive workers. While success in the job market should be one of the top priorities of any school, a truly high-skilled workforce can only be generated if schools address all facets of student development.

To sum up: We need to discuss and agree on the primary objectives of competent US public K-12 schools, or else it will continue to be dictated by Left-leaning activists. (Critical Thinking MUST be a primary objective.) The most practical way to initiate this is to have one State set a good example for other States to emulate. (I’m working on North Carolina to be such a state.)

Some Resources:

What Is Education For?

The Purpose of K-12 Education

Should US Public Schools be Teaching SEL?

Principles Of Child Centered Education

The purpose of a K-12 education: Who decides and how do we get there?

What is the Goal of the American Education System?

The Purpose of K-12 Public Education Today: Readiness for College, Career & Life

Report: Education, K-12

©2024. John Droz, Jr. All rights reserved.

Here are other materials by this scientist that you might find interesting:

Check out the Archives of this Critical Thinking substack.

WiseEnergy.orgdiscusses the Science (or lack thereof) behind our energy options.

C19Science.infocovers the lack of genuine Science behind our COVID-19 policies.

Election-Integrity.infomultiple major reports on the election integrity issue.

Media Balance Newsletter: a free, twice-a-month newsletter that covers what the mainstream media does not do, on issues from COVID to climate, elections to education, renewables to religion, etc. Here are the Newsletter’s 2023 Archives. Please send me an email to get your free copy. When emailing me, please make sure to include your full name and the state where you live. (Of course, you can cancel the Media Balance Newsletter at any time – but why would you?

Fomenting Race Wars Begins in Kindergarten thumbnail

Fomenting Race Wars Begins in Kindergarten

By Linda Goudsmit

Globalism is a replacement ideology that seeks to reorder the world into one singular, planetary Unistate, ruled by the globalist elite. The globalist war on nation-states cannot succeed without collapsing the United States of America. The long-term strategic attack plan moves America incrementally from constitutional republic to socialism to globalism to feudalism. The tactical attack plan uses asymmetric psychological and informational warfare to destabilize Americans and drive society out of objective reality into the madness of subjective reality. America’s children are the primary target of the globalist predators.


National sovereignty is to a country what individual sovereignty is to a human being. In The Collapsing American Family: From Bonding to Bondage,[i] I describe the globalist strategy of using reformulated Marxism in American schools in order to replace American individualism with collectivism. The goal is to persuade the individual to stop being an individual:

The Left had a new marketing, lobbying, and advertising strategy that targeted first American universities and then K–12. American education was chosen as the vulnerable soft target for revolution—no bullets required. The long-term strategy was that two generations of leftist educational indoctrination would transform America from a capitalist constitutional republic into the socialist state required for internationalized one-world government.

The radical leftists on campus in the ’60s did not go quietly into the night after Woodstock. They graduated and became the teachers, professors, textbook writers, psychologists, sociologists, politicians, doctors, lawyers, and decision makers in charge of public education, including curriculum content, that reflected their anti-American bias and globalist views. Gradually the individualism and critical-thinking skills that had created the vibrant, independent, upwardly mobile middle class and supported the American dream were deliberately dumbed down to encourage dependence, collectivism, groupthink, and a victim mentality.

In a sweeping effort that eventually transformed public education, collectivism was repackaged, marketed, lobbied, advertised, and sold to an unsuspecting American public. The former pro-American curricula that proudly promoted individualism, meritocracy, capitalism, and the middle class was replaced. The revised curricula teach American students to be anti-American, self-loathing, dependent, fragile collectivists, unapologetically preaching global citizenship in a New World Order. (The Collapsing American Family: From Bonding to Bondage, pp. 123–124)

Collectivism is the core of John Dewey’s infamous progressive education, discussed in Chapter 8. Progressivist instructional methods focus on group work and group projects, and promote the experience-centered focus of the progressive philosophy. Progressivism defines itself as a contrast to Perennialism. Perennialism,[ii] the foundation of American education established in Colonial America, emphasizes objective reality, universal truths, and an educational curriculum that cultivates students’ individual intellectual skills with the “three R’s”—reading, writing, and arithmetic.

Education reformer Dr. Samuel Blumenfeld (Chapter 5) describes the destructive ideological foundation of progressive education in his damning analysis of Dewey’s 1898 article, “The Primary-Education Fetich.” Blumenfeld titled his essay “Preface to John Dewey’s Plan to Dumb-Down America,”[iii] and both were posted April 30, 2013, by Camp Constitution,[iv] an association of Constitutionalists who support the Samuel L. Blumenfeld Literacy Foundation.[v]Blumenfeld writes:

The dumbing-down of America is no accident. It is not the result of uncontrollable natural forces floating in the air we breathe or the water we drink. It is the result of a planned scheme launched in 1898 by Progressive-in-Chief John Dewey outlined in an article titled “The Primary-Education Fetich” [sic]. Dewey was a diehard socialist with a deep hatred of capitalism, individualism, and orthodox Christianity. He, and his small army of academic followers, were determined to turn America into a humanist collectivist society and he figured out that the best way to separate Americans from their constitutional freedoms and individualism was to dumb them down.

And the easiest way to do this was to change the way children were taught to read in their primary schools. Get rid of intensive phonics, the foundation of language mastery and independent intelligence, and put in its place a “sight” or “look-say” method that teaches children to read English as if it were Chinese. Have them memorize a sight vocabulary so that they develop a whole-word reflex and cannot see the phonetic structure of our alphabetic words. Thus, they will become reading disabled, dyslexic, or simply low-level readers….

We are reprinting Dewey’s article because it is important for Americans to understand how they’ve been deceived by their so-called educators. The plan to deliberately dumb down the nation has been hidden from the public for almost 100 years. Reading it today is to become finally aware of the deceit and treachery behind this treasonous conspiracy to destroy the intellect of millions of Americans behind the benign façade of Progressive education….

Dewey, of course, is long dead, but his disciples control American public education, and whether they know it or not they are continuing to implement Dewey’s plan. And we see the results every day. In 2007, the National Endowment for the Arts released its report on the decline of American literacy. Its chairman, Dana Gioia, stated:

This is a massive social problem. We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading.

The only way to reverse this situation is to make sure that every child in every American school is taught to read with intensive, systematic phonics. We know how to restore high literacy to America. But is there the will to do it? Many parents are doing it by homeschooling their own children. But will it be done in the schools? It will be done only if there is enough of an outcry from concerned parents and citizens. That is why we urge readers of this article to distribute copies of it to as many people as possible. If this article is read by millions of Americans, it will have an impact that the educators and politicians will not be able to ignore.

Blumenfeld’s Preface was a warning to parents not to be seduced by the humanitarian hoax of progressivism and the deceit of its hucksters. Undeterred, progressive education marched ahead to create an illiteracy epidemic, along with new levels of societal destruction through its anti-American ideological content. Following the precepts outlined in Dewey’s plan and the rationalizations it provided for compliance, America’s education industry embraced socialism; disguised it as progressive education; and marketed it as the modern, scientific approach to education. In Dewey’s own words:

To educate on the basis of past surroundings is like adapting an organism to an environment which no longer exists. The individual is stultified, if not disintegrated; and the course of progress is blocked….

The existing status [perennialism] was developed in a period when ability to read was practically the sole avenue to knowledge, when it was the only tool which insured control over the accumulated spiritual resources of civilization.

Scientific methods of observation, experimentation, and testing were either unknown or confined to a few specialists at the upper end of the educational ladder….We often fail to see that the dominant position occupied by book-learning in school education is simply a corollary and relic of this epoch of intellectual development….

When ability to read and write marked the distinction between the educated and the uneducated man, not simply in the scholastic sense, but in the sense of one who is enslaved by his environment and one who is able to take advantage of and rise above it, corresponding importance attached to acquiring these capacities.

Reading and writing were obviously what they are still so often called––the open doors to learning and to success in life. All the meaning that belongs to these ends naturally transferred itself to the means through which alone they could be realized. The intensity and ardor with which our forefathers set themselves to master reading and writing, the difficulties overcome, the interest attached in the ordinary routine of school-life to what now seems barren––the curriculum of the three R’s––all testify to the motive-power these studies possessed. To learn to read and write was an interesting, even exciting, thing: it made such a difference in life….

Methods for learning to read come and go across the educational arena, like the march of supernumeraries upon the stage. Each is heralded as the final solution of the problem of learning to read; but each in turn gives way to some later discovery. The simple fact is––that they all lack the essential of any well-grounded method, namely, relevancy to the child’s mental needs. No scheme for learning to read can supply this want. Only a new motive—putting the child into a vital relation to the materials to be read––can be of service here. It is evident that this condition cannot be met, unless learning to read be postponed to a period when the child’s intellectual appetite is more consciously active, and when he is mature enough to deal more rapidly and effectively with the formal and mechanical difficulties….

All this amounts to saying that school reform is dependent upon a collateral wider change in the public opinion which controls school board, superintendent, and teachers. There are certain minor changes; reforms in detail, which can be effected directly within the school system itself. But the school is not an isolated institution: it is one of an organism of social forces. To secure more scientific principles of work in the school means, accordingly, clearer vision and wiser standards of thought and action in the community at large….

Let the community once realize that it is educating upon the basis of a life which it has left behind, and it will turn, with adequate intellectual and material resources, to meet the needs of the present hour.

American education was the vehicle for seismic social change, and Dewey’s dream for the politicization of America’s education has been wildly successful. The American education industry continues to perpetuate his progressive education, and has shifted its mission from teaching children fundamental knowledge and how to think, to indoctrinating children in what to think. Teachers have become agents to effect radical social change, students are the unsuspecting target, and parents are the enemy.

The anti-American social engineers understood that the earlier educational indoctrination begins, the more effective it is. The decision was made to introduce divisive critical race theory to the youngest children. Fomenting race wars now begins in kindergarten.

On June 30, 2021, the National Education Association (NEA), the largest teachers’ union in America, voted to approve a plan to promote critical race theory in all 50 states. Investigative journalist Christopher F. Rufo describes the shocking decision in his July 15, 2021, article, “Going All In: The NEA pledges to bring critical race theory to a public school near you.”[vi]

Union delegates representing 3 million public school employees approved funding for three separate items related to “increasing the implementation” of “critical race theory” in K–12 curricula; promoting critical race theory in 14,000 local school districts; and attacking opponents of critical race theory, including parent organizations and conservative research centers.

In the resolution, the union agreed publicly to “convey its support” for critical race theory, oppose restrictions in state legislatures, and use schools to promote political activism. The delegates pledged to “join with Black Lives Matter at School and the Zinn Education Project” to hold a “national day of action” on George Floyd’s birthday, recruiting teachers to hold political demonstrations and “teach lessons about structural racism and oppression.”

The resolution also promised to develop a study to critique “empire, white supremacy, anti-Blackness, anti-Indigeneity, racism, patriarchy, cisheteropatriarchy, capitalism, ableism, [and] anthropocentrism [human exceptionalism]”—that is, adapting the most fashionable and intellectually bankrupt ideas from the universities for use in grade school classrooms.

Finally, the NEA passed a resolution to “research the organizations” that oppose critical race theory—including grassroots parent organizations—and provide resources to groups and individuals targeting them. The national teachers’ union will use union dues, collected from public employees paid by taxpayers, to attack parents who oppose the racial indoctrination of their children…. The teachers’ union has nationalized critical race theory and committed to the full range of left-wing radicalism, including opposition to “capitalism” and “anthropocentrism.”

Parents of students, regardless of race, must stand up to oppose racism, regardless of race. Parents cannot allow themselves to be intimidated, and their power usurped, by the corrupt, politicized, anti-American education industry.

Christopher F. Rufo’s Parent Guidebook: Fighting Critical Race Theory in K–12 Schools[vii] (Chapter 12) is an essential tool. He begins with its definition:

Critical race theory is an academic discipline that holds the United States is a nation founded on white supremacy and oppression, and that these forces are still at the root of our society. Critical race theorists believe that American institutions such as the U.S. Constitution and the legal system preach freedom and equality but are mere “camouflages” for naked racial domination. They believe that racism is a constant, universal condition that simply becomes more subtle, sophisticated, and insidious over the course of history. In simple terms, critical race theory reformulates the old Marxist dichotomy of oppressor and oppressed, replacing the class categories of bourgeoisie and proletariat with the identity categories of White and Black. But the basic conclusion is the same: in order to liberate man, society must be fundamentally transformed through moral, economic, and political revolution.

All Marxist species, variations of the “genus” of ideological Marxism described in Chapter 11, plan to fundamentally transform society by using the familiar divide-and-conquer strategy. Divisiveness is deliberately exacerbated and then exploited in order to destroy the existing political infrastructure. Societal collapse is followed by replacement with the desired variation of collectivism.

Critical race theory serves the needs of any and all enemies of the state whose political goal is destruction of our constitutional republic. Black supremacists dream of a black-supremacist America. Radical leftists, including Antifa and the loathsome National Education Association, dream of a socialist America.

The problem for all domestic enemies of America is that they all share the same globalist funding sources. They have not yet realized that there is no place for agitators in globalism’s planned totalitarian Unistate. Like Vladimir Lenin’s “useful idiots” throughout history, they will all be eliminated once their usefulness expires. The anarchy and toxic racism convulsing America today has only one long-term beneficiary: the globalist elite.

©2024. Linda Goudsmit. All rights reserved.

Please visit Linda’s Pundicity page: goudsmit.pundicity.com  and her website: lindagoudsmit.com 


[i]  The Collapsing American Family: From Bonding to Bondage, Linda Goudsmit, Contrapoint Publishing, 2022; https://www.barnesandnoble.com/w/the-collapsing-american-family-linda-goudsmit/1141049764?ean=9781953255181

[ii]  Perennialismhttps://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-4-perennialism/

[iii]  Preface to John Dewey’s Plan to Dumb-Down Americahttp://alpha-phonics.weebly.com/uploads/2/4/6/5/24650255/181591329-john-dewey-s-plan-to-dumb-down-america-the-primary-education-fetich-forum-1898.pdf

[iv]  Camp Constitutionhttps://campconstitution.net/mission-statement/

[v]  Samuel L. Blumenfeld Literacy Foundationhttp://alpha-phonics.weebly.com/in-remembrance-of.html

[vi]  Going All In: The NEA pledges to bring critical race theory to a public school near youhttps://www.city-journal.org/nea-to-promote-critical-race-theory-in-schools

[vii]  Parent Guidebook: Fighting Critical Race Theory in K–12 Schoolshttps://christopherrufo.com/p/crt-parent-guidebook

Saving American Children, a.k.a. Saving America. – Part 1 thumbnail

Saving American Children, a.k.a. Saving America. – Part 1

By John Droz, Jr.

We all agree that “Our children are our future.”

However, many of us then make the fatal mistake of saying something like: “Yes, but it’s a long way off before they will have an impact on the country, and I have more pressing things to attend to now.”

This single critical error is a primary reason why our country has been going downhill over the last few decades. Fact 1: we are losing to the Left. Fact 2: the main reason why is that Left is playing a very effective, long game.

The long game the Left is engaging in means that they plan to gradually subvert our country over a few decades — while we are attending to other matters. Their subversion is across the board: our education system, our values, our civility, our Science, our economy, our executive branch, our legislature, our judicial system, etc.

I’ve recommended this before, but it is worth repeating: PLEASE WATCH THIS FIVE MINUTE VIDEO, as it spells it out very clearly.

AGENDA – Grinding America Down (Trailer 2) from ChristianRemix on Vimeo.

We are like live lobsters in the pot where the temperature is gradually being turned up.

Consider one astounding reality… Fact 1: Some four million US students graduate from US high schools every year. Fact 2: a conservative estimate is that some three million of those graduates are heavily propagandized with Left ideology, and have almost no Critical Thinking skills. Fact 3: Most of these propagandized, non-critical thinking people will shortly become voting citizens.

How long can America survive with 3± million new voters every year, who have been propagandized with Left ideology and who have no Critical Thinking skills???

With the above understanding, what should be the objectives of conscientious parents, in bringing up their children?

Good question, as this is a highly debated topic. Many hundreds of books have been written on this matter. Some of the better ones are by John Rosemond.

One common answer to this question is that parents should teach their offspring to be productive, happy adults. Sounds good, but what does that translate to?

Let me suggest 5 major objectives that quality parents would want to teach their kids:

  1. How to Think (being a Critical Thinker),
  2. Strong Values (e.g., Judeo-Christian standards),
  3. Useful Knowledge (covering a wide range of life topics),
  4. Good Habits (like brushing their teeth), and
  5. Worthwhile Skills (like knowing how to cook).

Let me posit further that the most important one is the first!

Considering things carefully, ALL of the others actually depend on the ability to do Critical Thinking! Conversely, a Critically Thinking child will not only do better on each of the other items, but will need less parental involvement with them as well.

Let’s say, for example, that your top priority is Christian values — like going to Church on Sunday. That’s an admirable start, but will your child continue to attend weekly Church services after they have left the nest?

IMO, unless they have done Critical Thinking about the merits of going to Church (vs. doing it because they were told to, or out of habit), they are very likely to stop. Is that what you want? Is that what you would call success?

STEP ONE is parents understanding the importance of this special skill. Please read this list of amazing benefits of your child being a Critical Thinker.

STEP TWO is understanding that it is very unlikely that your child is being taught to be a Critical Thinker in school — especially public. Worse, it is almost certain that they are being taught the OPPOSITE of being a Critical Thinker!

What? Yes, that is what is happening in the majority of K-12 schools, during the most formative years of their life. As I’ve written before, the appropriate subject area for children to be taught HOW to be a Critical Thinker, is Science. That’s because real scientists are people who instinctively ask questions: who? when? why? An essential ingredient of being a Critical Thinker is to ask questions when non-parents (teachers, older kids, media, authorities, etc.) are telling them something.

Why have I excluded parents? It’s because those people have a very special love for their children. No one else has this same commitment. As a result, children should never question parental authority. (That understood, children can certainly respectfully question parental opinions on things like politics, religion, etc.)

So how are schools teaching the opposite of Critical Thinking? The opposite is to be a robotic lemming. Schools are teaching children that they should: be politically correct, follow the advice of experts (e.g., re COVID), accept the conclusions of computers (e.g., re climate), go along with consensus (e.g., secularism), believe that reality is what is on the Internet and social media, etc.

That’s one of the main reasons I’m so opposed to the Next Generation Science Standards that have been totally (or mostly) adopted by 49 states! The progressive NGSS is a key part of the K-12 curriculum, and it is teaching conformance and compliance, not Critical Thinking.

STEP THREE is like many other things: parents teach Critical thinking by setting a good example. Actions are more impactful than words. Show your children how to constructively question what they see on their screens, by the parents doing the same for what is on TV, in the newspaper, on the Internet, etc.

STEP FOUR is to help them perfect this skill by doing some real-world exercises. For example, some parents have told me that they ask their teenager to read my twice-a-month Newsletter. Then the child picks one of the dozen or more topics covered by the Newsletter to discuss. The parent then chooses one of the articles in that section.

Twice a month they set aside at least 30 minutes for some parent-child private time, with no interruptions (which is a good thing in itself). The child then reads the article out loud to the parent, and they discuss what’s good (or bad) in the article. This provides an outstanding opportunity to see that your child is somewhat up on current events, and from a reliable source.

Further, it provides the parent a glimpse of their child’s thinking on this topic, as well as being an outstanding opportunity for the parent to share with their child their perspective on an important societal issue. And, of course, this happy event is also about Critical Thinking — e.g. conversing with your child how this article compares to what she has seen in the media, or taught in school, or heard from their friends, etc.

For pre-teens these are good: How to Teach Your Child to Be a Critical ThinkerFour Strategies for Sparking Critical Thinking in Young Children, and Critical thinking is a 21st-century essential — here’s how to help kids learn it.

For anyone with refinements of this exercise — or other effective ways to teach children to be Critical Thinkers — please post them in the comments below.

Some sample reference material:

PS — I’ll publish Saving American Children – Part 2 in a few days. It will be about the role of the K-12 education system in saving America.

©2024. John Droz, Jr. All rights reserved.

Here are other materials by this scientist that you might find interesting:

Check out the Archives of this Critical Thinking substack.

WiseEnergy.orgdiscusses the Science (or lack thereof) behind our energy options.

C19Science.infocovers the lack of genuine Science behind our COVID-19 policies.

Election-Integrity.infomultiple major reports on the election integrity issue.

Media Balance Newsletter: a free, twice-a-month newsletter that covers what the mainstream media does not do, on issues from COVID to climate, elections to education, renewables to religion, etc. Here are the Newsletter’s 2023 Archives. Please send me an email to get your free copy. When emailing me, please make sure to include your full name and the state where you live. (Of course, you can cancel the Media Balance Newsletter at any time – but why would you?

The Tailspin of American Boys and Men

By Brenda M. Hafera

American males are turning off, and tuning and dropping out.

Many boys and men are struggling to flourish in their roles as sons, students, employees, and fathers, and to achieve the sense of purpose that comes from being rooted within marriages, communities, churches, and country.

Much of the literature on the boy crisis contains impressive, even essential social science work that clearly demonstrates that boys and men are falling behind. My recent essay, “Men Without Meaning: The Harmful Effects of Expressive Individualism,” is an attempt to distill this literature and explore how expressive individualism—the notion that the inner self is the true self and is radically autonomous—plays a central role in the boy crisis.

The ascendance of expressive individualism, which can be traced to the Sexual Revolution, is partially responsible for the breakdown of marriage and has gained a foothold in religious institutions. Among others, it combines the thinking of Simone de Beauvoir, who divorced sex from gender; psychologist Sigmund Freud, who elevated human sexuality as central to identity; and philosopher Jean-Jacques Rousseau, who argued that man is innocent and corrupted by society.

Political scientist Warren Farrell and counselor John Gray’sThe Boy Crisis: Why Our Boys are Struggling and What We Can Do About It is the go-to text for understanding the dad deprivation that is the primary cause of the boy crisis. It lays out how a dad’s presence can positively impact a child’s scholastic achievement, verbal intelligence and quantitative abilities, and development of trust and empathy. Likewise, it shows that the absence of a father’s presence increases the likelihood that a child will drop out of school, commit suicide, use drugs, become homeless, end up in poverty, develop hypertension, and be exposed to or commit bullying and violent crime, including rape.

Fathers, like mothers, contribute in unique and indispensable ways to the raising of children. One example is through play, which helps children develop, learn the limits of their bodies, and properly channel aggression. According to, “Theorizing the Father-Child Relationship: Mechanisms and Developmental Outcomes”: “Children seem to need to be stimulated and motivated as much as they need to be calmed and secured, and they receive such stimulation primarily from men, primarily through physical play.”

Dad deprivation is especially disastrous for boys. As mimetic creatures, theoretical arguments about masculinity and virtue fall short of a father’s lived witness of their mastery. Boys learn how to become good men by imitating a good man, and the mentors of their lives are their fathers.

Thanks to expressive individualism’s effect on our moral imagination, however, today many people dismiss the benefits of embodied play and assume that fathers and mothers are interchangeable. We have accepted the premises that the mind and body are disconnected and the body is unimportant.

Expressive individualism has also changed the way we think about marriage, making it more fragile. Marriage is no longer geared towards the character formation of each spouse and to providing a loving environment for the raising of children, but rather is now primarily viewed as a means to achieving emotional satisfaction and personal improvement. Rather than both husband and wife sacrificing for the good of the marriage, each spouse aims separately to achieve his and her personal subjective idea of “self-actualization.”

As Andrew Cherlin, a sociology and public policy professor at Johns Hopkins University, articulates in The Marriage-Go-Round: The State of Marriage and the Family in America Today, marriages based on expressive individualism involve:

Growing and changing as a person, paying attention to your feelings, and expressing your needs…[M]arriages are harder to keep together, because what matters is not merely the things they jointly produce—well-adjusted children, nice homes—but also each person’s own happiness.

Over twenty years ago, in The War Against Boys: How Misguided Policies are Harming Our Young Men, philosopher Christina Hoff Sommers drew attention to the fact that boys were falling behind in school. Some of the precipitating causes were newer, such as zero-tolerance policies, the decline of free play and recess, and the rise of a self-esteem centered safety culture. Others reach back much further. Our education system, in many ways, is not designed for boys. Simultaneous shifts in our economy have lengthened the time spent in school and raised the stakes of getting an education.

On average, the energy level of boys makes it difficult for them to sit still for long periods. They can be unorganized and frustrate their teachers, who factor behavior into grading. Perhaps some teachers, mired in expressive individualism, expect girls and boys to behave the same, as “boys on average receive harsher exclusionary discipline than girls for the same behaviors.” In truth, as senior fellow in economic studies at the Brookings Institute Richard Reeves writes: “The parts of the brain associated with impulse control, planning, future orientation, sometimes labeled the ‘CEO of the brain,’ are mostly in the prefrontal cortex, which matures about 2 years later in boys than in girls.”

The progressive style of education, relying on Rousseau’s romantic vision and promulgated by reformers like John Dewey and others, contends that theoretically children should direct their own educational trajectory. This has been particularly harmful to boys. Approximately since the 1970s, as Sommers writes, children have been treated as their “own best guides in life. This turn to the autonomous subject as the ultimate moral authority is a notable consequence of the triumph of the progressive style over traditional directive methods of education.”

Changes in education were greeted with changes in the economy itself. Precipitated by free trade and automation, America is now a global knowledge economy. Overall, those most negatively impacted have been men without much education. According to “The Declining Labor Market Prospects of Less-Educated Men”: “Between 1973 and 2015, real hourly earnings for the typical 25-54 year-old man with only a high school degree declined by 18.2 percent, while real hourly earnings for college-educated men increased substantially.” American Enterprise Institute scholar Nicholas Eberstadt’s Men Without Work: America’s Invisible Crisis details how over seven million men ages 25-55 have checked out of the workforce. Such men often receive disability payments or are living with a relative who serves as a source of income.

These disengaged men are spending a great deal of time in front of screens that promote disembodied expressive individualism. This includes an average of 5.5 hours of movies and TV per day, not to mention the rise of exceedingly popular online pornography. Some estimate that Gen Z boys are being exposed to porn at the average age of nine. Studies indicate that pornography rewires the brain, causing boys and men to desire more and more novel content rather than a relationship with a real woman. Male employment is often tied to family structure, and marriage rates for low-income men have declined, demonstrating the unique causes and reinforcing mechanisms of the boy crisis.

The devastating impact of the opioid epidemic is another factor. Some estimate that it could account for 43 percent of the decline in male labor force participation from 1999 to 2015. During that time, the number of overdoses quadrupled, and men made up almost 70 percent of such deaths. The incarceration rate has also risen, and years behind bars reduce the likelihood of finding employment.

These phenomena are not equally distributed across the country, and some have hypothesized that increased deaths of despair (deaths from suicide, overdose, etc.) “among less-educated middle-age Americans might be rooted in ‘a long-term process of decline, or of cumulative deprivation, rooted in the steady deterioration in job opportunities for people with low education.’” The second leading cause of death for American men under 45 is suicide.

All this has left many men without purpose and hope. The boy crisis both reflects and contributes to the broader crisis of America and the West, in no small measure driven by the expressive individualism that has left men and women disconnected from relationships, human nature, and objective truth. America and the West are running on the fumes of our heritage, no longer able to articulate our principles or the gratitude we owe the past.

For much of history, human beings have been most willing to give the last measure of their devotion for what truly provides identity: God, family, and country. Each of these encompasses the individual, pulling him out of himself and toward a life of sacrifice, responsibility, and devotion. Expressive individualism is a stark deviation from the traditional understanding that freedom and virtue are intertwined. As articulated in the classic work Habits of the Heart: Individualism and Commitment in American Life: influenced by modern psychological ideals, to be free is not simply to be left alone by others; it is also somehow to be your own person in the sense that you have defined who you are, decided for yourself what you want out of life, free as much as possible from the demands of conformity to family, friends, or community.

Solutions to the boy crisis must counteract such messaging and ideas, putting forth a substantive view of marriage, revitalizing religious institutions, and honoring fatherhood and male mentorship as fundamental sources of meaning. They will reestablish a proper understanding of the human person and the ties between happiness and virtue. Sadly, there are no silver bullet solutions to these issues. The devastation is far-reaching and multitudinous, and the work we have to do matches the price we have paid.

*****

This article was published by The American Conservative and is reproduced with permission.

Review of Climate: The Movie (The Cold Hard Truth) thumbnail

Review of Climate: The Movie (The Cold Hard Truth)

By Peter Murphy

Editors’ Note:  The film reviewed by CFACT we have viewed and think is excellent.  It is factual and scientific, but easily understood by a layperson.  A link is provided in the third paragraph.  View the movie.  You will enjoy it and be better informed for doing so.

Our (mankind’s) ability to control the weather and change the planet’s climate is greatly exaggerated. More precisely, it is a fruitless and wastrel endeavor and unnecessary besides.

That is the main takeaway from the new film Climate: The Movie (The Cold Hard Truth), written and directed by Martin Durkin and released last week.

The film can be viewed here.

Climate will always change, no matter how many square miles of solar panels and wind turbines desecrate the landscape and oceans, regardless of how many strip-mined electric vehicles the government attempts to force-feed us, and no matter how many trillions of dollars are printed and spent by politicians and virtue-signaling multi-billionaires.

Climate change is a natural phenomenon primarily influenced by solar activity, including sunspots, solar winds, and cloud formation. That’s right: the sun impacts Earth’s climate, something I learned by drawing pictures in kindergarten science, yet is disregarded by the vast climate change mega-industry of governments, corporations, media, grant-receiving scientists and professors, and the entertainment world.

Instead, said the industry is obsessed with carbon dioxide, which is a trace atmospheric gas comprising four ten-thousandths of the atmosphere, or 0.04 percent, that is essential to human, animal, and plant life. Indeed, CO2 makes the world livable and thriving, yet is falsely labeled a “pollutant” that somehow threatens the existence of Earth itself and must be curtailed. In fact, carbon in the atmosphere has been much higher at temperatures cooler and hotter than today, at levels resulting from temperature changes, rather than the cause of them.

Climate: The Movie features a series of interviews of prominent and credentialed scientists, including Steven Koonin, NYU professor and former Assistant Secretary of Energy in the Obama administration; Richard Lindzen, retired atmospheric physicist from Harvard University and the Massachusetts Institute of Technology; Roy Spencer, meteorologist at the University of Huntsville in Alabama and an award-winning veteran of NASA; Willie Soon, an astrophysicist and aerospace engineer at Harvard and the Smithsonian; and others, some of whom were blackballed for daring to challenge the prevailing climate change group-think narrative.

Another major feature of the film is data. How warm is the planet today compared to previous decades, centuries, and millions of years ago? Based on rock formations, temperature can be estimated going back as long as 500 million years. At the present day, it turns out Earth is in a colder period than the planetary norm. Measured over thousands of years, the climate has been quite stable, ranging within a few degrees, and now in an overall warming trend by about one degree since the late 1800s, during which average global temperature has varied modestly up and down.

Another key data point is the amount of carbon dioxide in the atmosphere, which was four and five times higher than the levels of today, at 2,000-plus parts per million, including during ice ages. Yet, such realities have eluded climate obsessives like John Kerry and countless others who assert that nameless scientists warn of exceeding 400 parts per million means the planet is headed to a proverbial danger zone.

In sum, the climate changes of recent decades and centuries have ebbed and flowed in an unremarkable, non-threatening fashion.

The film also discusses the importance of accurately measuring global temperature change by making apples-to-apples comparisons, which the climate alarmist industry routinely ignores to fulfill its political narrative. Temperature records of 100 or more years past were commonly taken from thermometers in sparse areas when the U.S. was a more rural nation. These readings do not properly compare to results taken in dense areas of today due to the “urban heat effect,” studied by Dr. Spencer. By contrast, temperature data measured by satellites, ocean or rural-based thermometers show smaller vicissitudes over time.

How did it get this way? How did climate change alarmists become a pervasive influence? Money. It always comes back to the money, primarily from government.

After a global cooling period in the 1970s, when actor Leonard Nimoy (“Mr. Spock”) and many others warned of the coming ice age (even as man-made carbon emissions were sharply increasing since World War II), temperature reverted slightly upward. This spawned a movement championed by then-U.S. Senator Al Gore, who became Vice President in the Clinton administration, which sharply increased funding to study global warming.

Government research funding typically chases problems to “study” and solve, the film asserts. The climate change issue, with its growing alarm bells, unscrupulously parroted in the media for decades, has since gone far beyond government research grants to subsidizing big corporate industries (e.g., solar, wind, EVs) to purportedly lower the temperature.

Politicians from President Biden on down who peddle climate exaggerations, dutifully echoed by most national media, will go on ignoring the science and reality presented in Climate: The Movie. To otherwise embrace the scientific evidence from this robust film would mean the end of the climate gravy train and the climate alarmist crusade to expand government power and control over society.

*****

This article was published by CFACT, Committee for a Constructive Tomorrow, and is reproduced with permission.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

Questions for UA’s Provost Candidate thumbnail

Questions for UA’s Provost Candidate

By Craig J. Cantoni

It’s almost a certainty that he wasn’t asked penetrating questions when he spoke the party line about diversity.

Two news stories on March 27 exposed what is wrong at the University of Arizona (UA), and, by extension, the Tucson metropolis.

The first was a story in the Arizona Daily Star about a presentation by Fouad Abd-El-Khalick to 75 staffers of UA and to 300 others who watched via Zoom.  Who’s he?  He is a candidate being considered for the position of provost at the university.

The second was a story in the Wall Street Journal about a South Korean company announcing plans to build a $4 billion advanced microchip plant in the small town of West Lafayette, Indiana, which is the home of Purdue University.  The chips are targeted for the burgeoning industry of artificial intelligence.  Like UA, Purdue is a land grant university.

Abd-El-Khalick’s presentation was replete with de rigueur and pro forma platitudes, sophistries, and banalities about his commitment to diversity, the disadvantaged, and the larger Tucson community.  He knew his audience.

No doubt, he didn’t get one question on why a $4 billion chip plant is going to be built in West Lafayette and not Tucson.

The reason is that Purdue has world-class and world-renown engineering programs in microelectronics and semiconductors.  Purdue has also benefited tremendously from the outstanding leadership of recently retired university president Mitch Daniels, the former governor of Indiana.

For sure, Abd-El-Khalick wasn’t asked the following question:  What would help minorities, the disadvantaged, and the larger Tucson community more:  a) hollow, unoriginal rhetoric about diversity; or b) a $4 billion chip plant?

Abd-El-Khalick seemed to suggest that he is the embodiment of diversity, although his skin shade is not any darker than mine.  And with a PhD in science education, he certainly isn’t disadvantaged.

Given that I had a long career at the vanguard of equal rights and equal opportunity, I have additional questions for Abd-El-Khalick:

Dear Mr. Abd-Ell-Khalick:

The following questions are not intended to be glib or provocative.  They’re being asked because it’s important for a candidate espousing diversity to be clear about the meaning of the word and to be explicit about the admissions criteria he would establish at the university.

You’re from Lebanon.  Does that make you a White person or a racial minority for purposes of diversity, equity, and inclusion?

If that makes you a racial minority, why so?

Israel is to the south of Lebanon.  Are Jews minorities for purposes of DEI?  Why or why not?

How about Armenians?

At one time, Lebanon was an example of a successful multicultural, multiethnic, and multiracial society.  It no longer is.  Why did diversity stop working well there?

Mexican Americans account for approximately 40 percent of the population of the City of Tucson.  Italian Americans account for approximately five percent.  Are both groups considered minorities?

If Mexicans are considered to be both minorities and disadvantaged for DEI purposes but Italians are not, why are they seen differently?

Is it because Italians as a group have more income and wealth than Mexicans as a group?  How would you know that?  Wouldn’t it be fairer (and legal) to consider an individual’s income and wealth instead of the income and wealth of the person’s assigned group identity?

By the way, are you aware that of the 38 million Americans in poverty, 16.7 million of them are non-Hispanic Whites?

You seem to be saying that the University of Arizona should give special consideration to certain identity groups.  That implies that the university has been discriminating against qualified applicants from these groups and needs to take remedial actions.  Has the university engaged in discrimination?

These questions show why I’m not qualified to be a university provost or professor.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

The Panic Over Climate Change Is Not Catching On thumbnail

The Panic Over Climate Change Is Not Catching On

By Thomas C. Patterson

The Great Climate Change Revolution is headed for failure. You can tell that because it is already in big trouble before the ultimate heavy lifting has even started.

International accords, (i.e. Paris Agreement) passed with great fanfare to ensure cooperation on emissions reductions, are ignored by most of the signers, notably China. Consumers worldwide are balking at increased energy prices. Unsold EVs are piling up.

All this resistance is occurring well before the full rollout of the regulations and restrictions needed to achieve zero net carbon emissions by 2050, the agreed-upon goal of climate activists worldwide.

It may not seem at first glance like the climate change movement is struggling. After all, mainstream dogma still holds that man-made warming has us careening toward disaster, possibly an uninhabitable planet. The only solution is to “just stop oil” along with coal and gas.

As John Kerry explains, there is no alternative. Biden’s proposals have nothing to do with politics nor ideology. “It’s entirely a reaction to the science, to the mathematics and physics that explain what is happening”.

It was no surprise, then, when Biden officials recently rolled out new CO2 emissions requirements, maintaining the same endpoint by 2032. The only way for auto makers to comply would be for gas-powered cars to comprise only 30% of new car sales.

But there’s a telling detail. The 2030 requirements have been relaxed, which means that they’re still going to put the squeeze on to force more EV sales, just not right now. But what’s going to change to make regulations more palatable in 2032 then in 2030? There’s no evidence that the demand for EVs will be greater or that consumers will be more interested in purchasing them.

EVs were envisioned as the cutting edge of the “zero by fifty” campaign. If we could replace the outmoded, smoke-belching anachronisms on the roads with sleek new vehicles lacking tailpipe emissions, the new atmospheric standards would be a piece of cake.

But there are problems. Consumers aren’t wild about EVs. After years of the feds promoting them and subsidizing them in every way thinkable, they still account for just 8% of new car sales.

They are still too expensive, refueling can be difficult and they have poor resale value. Moreover, the giant batteries are a disposal nightmare. EVs increase soot pollution. Depending on the fuel source used to produce the electricity, they may produce no net carbon reduction anyway!

Auto makers for now are slashing prices on the mandated EVs and making up for it with profits from gas-powered cars. Ford alone lost $4.7 billion last year on EV production, a whopping $64,000 per EV sold.

Yet the Biden administration soldiers on, insisting EVs can capture 70% of all sales within eight years. Hint: they can’t. Look for other accommodations to reality to be made. Meanwhile they are doing a lot of economic damage, for no possible benefit.

Americans are less caught up in climate panic than ever. Surveys revealed that of all the issues in this year‘s election, voters rank climate change 10th in importance. “We’re number 10” may not make an inspiring campaign slogan, but the massive media, academic, and governmental infrastructure dedicated to its promotion means the climate change industry won’t disappear anytime soon.

As Swedish economist Björn Lomborg points out, climate change is a problem but only one of several mankind must grapple with. Meta-analysis of all scientific estimates shows climate change costs will likely average one percent of GDP across the century, a figure sure to be dwarfed by anticipated economic growth. Meanwhile, the proposed solutions insisted upon by the panic advocates will average $27 trillion annually, or seven times more than the problem itself.

Costs aside, we lead better lives because of fossil fuels. Abundant energy has more than doubled lifespans, dramatically reduced hunger and increased personal income tenfold. Climate-related deaths from droughts, storms, floods, and fires have declined an astonishing 97% over the last century.

The worst thing we could do is to drive ourselves into poverty by “following the (false) science“. We need to stay economically and technically strong to be able to accommodate change as needed. Human beings do that, you know.

*****

Thomas C. Patterson, MD is a retired Emergency Medicine physician, Arizona state Senator and Arizona Senate Majority Leader in the ’90s. He is a former Chairman, Goldwater Institute.

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

COLUMBIA & CORNELL: The Impact Of Pro-Hamas Educators thumbnail

COLUMBIA & CORNELL: The Impact Of Pro-Hamas Educators

By Canary Mission

Antisemitism at Cornell and Columbia universities has escalated following the October 7th Hamas massacre to the point where both schools are now the subject of federal investigations and lawsuits filed by Jewish students.

The role played by professors in fomenting this hate cannot be understated. Professors openly express anti-Israel sentiments and support terror groups like Hamas.

Their academic positions lend credibility to these views, which has led to the normalization of antisemitic on these once-esteemed campuses.

SEE CAMPAIGN


FEATURED VIDEO

“We are able to take what we learn in the classroom about decolonial theories … and put these theories into practice in real time,” says Columbia SJP activist Safiya O’Brien, who was featured in an Al Jazeera video.

WATCH to find out what “real-time” decolonization means.

“We are able to take what we learn in the classroom about decolonial theories…and put these theories into practice in real time,” says @ColumbiaSJP activist Safiya O’Brien, who was featured in an @ajplus video. What exactly is “real time” when it comes to decolonization? WATCH pic.twitter.com/ooE0RKilsQ

— Canary Mission (@canarymission) March 22, 2024


FEATURED POST

“It’s crossed such a line into physical violence.” Listen to University of California Berkeley’s Jewish students describe what it’s like to be Jewish at Berkeley these days. Shocking testimony about a PUBLIC university in America.

“It’s crossed such a line into physical violence.” Listen to @UCBerkeley‘s Jewish students describe what it’s like to be Jewish at Berkeley these days. Shocking testimony about a PUBLIC university in America. https://t.co/bL7AwpqA0K

— Canary Mission (@canarymission) March 19, 2024


FEATURED PROFILE

Katya Castell, a counselor at NYC’s Discovery Mental Health Counseling, posted an image that read: “Anti-Semitism: ‘Ideology that is implied to keep the Palestinian in subjugation and to keep the world silent about what is happening to Palestinians.’”

POSTED ON X

Katya Castell, a counselor at NYC’s Discovery Mental Health Counseling, posted an image that read: “Anti-Semitism: ‘Ideology that is implied to keep the Palestinian in subjugation and to keep the world silent about what is happening to Palestinians.’” https://t.co/ZdFF1gTQ5u pic.twitter.com/2f3PAwKNag

— Canary Mission (@canarymission) March 20, 2024

READ HER PROFILE 

©2024. . All rights reserved.

Dem Claims Men ‘Don’t Compete in Women’s Sports’ as Stolen Titles Near 300 thumbnail

Dem Claims Men ‘Don’t Compete in Women’s Sports’ as Stolen Titles Near 300

By Family Research Council

Does Rep. Jerry Nadler (D) live in New York or an alternate universe? People certainly wondered after a House Judiciary hearing where the 76-year-old declared, “Men do not compete in women’s sports.” Is the president’s senility contagious or is Nadler living in complete denial of a global phenomenon that’s plunged communities into chaos? Not only are men competing in women’s sports, they’re winning women’s titles — a fact Riley Gaines was more than happy to point out.

“Ironic he says this on the EXACT 2 year anniversary of this photo being taken,” the former University of Kentucky swimmer posted alongside a picture of Lia Thomas holding a trophy he never should have had the chance to race for. “This 6’4” man isn’t fooling anyone with any amount of common sense,” Gaines fumed. “2 years ago today I had a fire lit under me and communists like Nadler continue to fuel it.”

And yet, Nadler was so determined to suppress reality that he actually moved to have evidence of the debate stricken from the record. Republican Rep. Harriet Hageman (Wyo.) had catalogued a number of times that biological boys had stolen girls’ titles and opportunities in the last several years. The group SheWon puts the number at an eye-popping 292 stolen first-place podiums. “I ask for unanimous consent to submit for the record instances of men hijacking women’s sports and the various examples that we have demonstrating not only injuries that have been suffered by women as men have participated in girls’ sports, but also the women — the girls and women who have been affected by this, including Riley Gaines, when Will Thomas decided to join the … women’s swimming team in Pennsylvania,” she requested.

Nadler, the committee’s ranking member, fired back, “I object to concluding these mistruths in the record.” Shocked, Hageman replied how telling it was that he didn’t want the facts included in the record — to which the New Yorker replied, “Men do not compete in women’s sports.”

That’s news to the 25 (going on 26) states who’ve stepped in to stop this madness from overtaking their girls at the pool, track, court, field, and gym. If it wasn’t happening, then this was sure a monumental waste of legislative time.

Slack-jawed, conservatives kept up the pressure, giving a passionate defense of girls and the opportunities, safety, and privacy they’re losing by this absurd introduction of men in women’s sports. Rep. Victoria Spartz (R-Ind.) showed a video montage of girls who’ve been physically injured playing against biological boys in volleyball, field hockey, and basketball. From Massachusetts to North Carolina, members watched as girls screamed in pain, lost teeth, were carted off with head injuries. One of the victims, Payton McNabb, still suffers from blurred vision, partial paralysis, and memory loss.

We have examples, Spartz insisted, of “much stronger guys playing sports against biologically not-as-strong women.” “Girls actually get hurt by biological males playing sports,” she argued. “I mean, it is really unbelievable for me that this is an issue that we cannot stand with women and girls on.” Instead, Spartz went on, “the other side tries to really deter the conversation in a different direction and divert it. … Let’s talk about how we are going to protect our women and girls.”

When the talk turned to privacy rights, Democrat Eric Swalwell (Calif.) joined Nadler’s delusion, claiming that men in girls locker rooms “is not a thing.”

Tell that to the 16 plaintiffs suing the NCAA. One of them, Gaines’s teammate and SEC champion Kaitlynn Wheeler, describes in agonizing detail how they were put in a “fundamentally unfair situation that no student-athlete, let alone a teenage girl, should ever have to face.” The collegiate sports body “did not simply make my teammates in the 100-, 200-, and 500-yard freestyle races face a biological male swimmer in the pool,” she insisted. “The NCAA also decided that Lia Thomas, a 6-foot-4-inch, 22-year-old transgender swimmer with a male body and full male genitalia, would be undressing with us.” She writes of that traumatizing experience in a new Washington Examiner op-ed:

“The moment I realized Thomas would be sharing our most private space, I was engulfed by a whirlwind of emotions — shock, disbelief, horror. The sanctity of our locker room, a space that should have been ours and ours alone, was shattered without warning. The presence of male genitalia in a space that was supposed to be safe, where we were vulnerable and exposed, was not just uncomfortable; it was a visceral invasion of our privacy and dignity.

“Feeling my stomach churn as whispers turned to silence, I stood there, naked and exposed, not just physically but also emotionally, grappling with a reality I couldn’t comprehend. The NCAA’s decision to transform our sanctuary into a ‘unisex’ locker room without our consent felt like a betrayal of the highest order. It was a stark reminder that our voices, our comfort, and our boundaries did not matter.”

And yet, the effort to protect these girls is what Swalwell called “creepy” — not forcing innocent teenagers to share a room with a naked man. That’s what really stings, the girls say. No one has their backs. As so many female athletes admitted to Senate Republicans, they feel “helpless.” “This is kind of a theme that we got,” Senator Bill Cassidy (R-La.) said of his committee’s investigation on trans inclusion in sports: “‘Why am I even trying? I don’t have any hope whatsoever.’” “Our voices as women were completely silenced,” another admitted.

Fortunately for Wheeler and the thousands of American daughters living this nightmare, Republicans do care. Over the objections of Democrats, conservatives on the House Judiciary Committee passed Rep. Greg Steube’s (R-Fla.) Protection of Women in Olympic & Amateur Sports Act last Thursday. To Wheeler, who watched Thomas stand on top of a podium meant for her sport, maybe it will mean the end of the silence of the adults in the room. “That silence spoke volumes of the injustice, pain, and anger brewing in the hearts of not just the competitors but of every woman forced into silence by a system that refuses to listen.”

Until then, she vowed, women will “stand against the erasure of our voices,” whether or not this president or his party stands with them. “We demand a future where female athletes are respected, where our safety and privacy are not just acknowledged but fiercely protected.”

AUTHOR

Suzanne Bowdey

Suzanne Bowdey serves as editorial director and senior writer at The Washington Stand.

RELATED ARTICLE: Does Transgender Visibility Day Override Resurrection Sunday?

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.


The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Charlie and the Social Justice Factory: Is Harvard right to teach chocolate is racist? thumbnail

Charlie and the Social Justice Factory: Is Harvard right to teach chocolate is racist?

By MercatorNet – Navigating Modern Complexities

If you’re white and you buy your children chocolate eggs to eat this Easter, aren’t you training them to become infant white supremacists? This question is so incredibly stupid that it could only be posed by someone with a PhD.

Sad to say, even chocolate has now been tarred with the brush of “white supremacism” – at least according to the Harvard African and African-American Studies (AAAS) module E119, “Chocolate, Culture and the Politics of Food”. This subject at Harvard Extension School, a continuing education division at the University, now appears to have been discontinued. But its legacy lives on in high-school lesson plans.

Looking up the course’s content online, it would appear to be entirely free of any known nutrients, intellectually speaking. Particularly notable is the warning to students with chocolate allergies that the course does involve eating chocolate, especially in “Unit 4: Eating Chocolate”.

As useful as a chocolate teapot

How can chocolate be racist? You would have to ask Carla D. Martin, PhD, the designer of the course in question, founder of the Fine Cacao and Chocolate Institute, which bills itself as “a scholar-led research organisation that seeks to reduce information asymmetry in the cacao and chocolate value chain.” What does this actually mean? Having spent some time looking through their extensive website, I’m none the wiser.

I suppose this is why I never managed to get into Harvard.

A “social anthropologist with interdisciplinary interests that include history, agronomy, ethnomusicology, linguistics” and saying silly things about chocolate, which she does at length on her Bittersweet Notes blog, Martin is an academic specialising in the vital field of chocolate politics. Operating both as an “open enrolment class” for info-hungry members of the general public, and as a module for full-time students, her E119 course would set scholars back between $1,250 and $2,200 in course fees.

That’s an awful lot of chocolate coins to spend. Nonetheless, Martin says, the module proved highly popular, as “the course does not involve any traditional written papers or exams”, and instead allowed students to pass simply by turning up, taking part in quizzes, talking about chocolate with “a phenomenal team of graduate student teaching fellows … [with] expertise in Haitian Vodou, the American prison system [hopefully not actual convicted criminals?], the history of Islam, and medieval European food culture” and then producing blog posts and a “multimedia presentation”, involving things like drawing posters or imaginary new anti-racist advertising campaigns for chocolate bars.

For a certificate from Harvard.

Chocolate fountains of knowledge

What, precisely, would you be getting for your money? Well, if you head over to a special website, Chocolate Class, you can find numerous blog posts and multimedia presentations from Professor Martin’s students.

One essay, “European Appropriation of Chocolate“, condemns “Christopher Columbus, the founder of chocolate”. The Aztecs used cacao beans in their religious ceremonies and white men appropriated this ancient foodstuff for their own nefarious colonial ends. It is “only those with power who get to write history” and this fact applied to chocolate as much as to everything else.

Another student organised a chocolate-tasting for fellow students and asked them to criticise brands upon weird identitarian lines, as shown by his or her valuable account, “Exploring Cultural Appropriation Through a Chocolate Tasting”, which features sentences like the following: “When prompted to comment on the fact that the Spicy Mayans [brand of] chocolates were not, in fact, made by Mayans, a chorus of ‘UGH!’ ensued.” How could they have been made by the Mayans? Their civilisation has been extinct for centuries. It’s like complaining Arctic Roll isn’t made by actual Eskimos.

Another blog post, “Misogynoir and Cocoa Throughout History”, uses the ultra-obscure 1976 comment of a random magazine editor that the black supermodel Iman resembled “a white woman dipped in chocolate” to condemn white Western capitalism wholesale on the grounds that “This association of a person with an edible object further solidifies the idea that black people are false commodities.” Meaning what, exactly? Another post, “The Consumption of Black Bodies as Chocolate“, explains:

“When we look at the history of chocolate production, we are looking at a history of African slave labor. Between 10 and 15 million slaves were stolen from Africa and brought to work in various farms and plantations that manufactured cacao … and sugar … [This] has led to the fetishization and fantasy of black bodies as representing the products that they create … In a sense, the black body has been so ‘delicious’ for whiteness to consume that it has become a deeply embedded aspect of our culture, because its consumption has been associated with the sweetness of sugar and chocolate and not the bitter truth of slave labor … Look at … the hyper-policing, monitoring, and brutalization of black youth by police. These are all current manifestations of the notion that black bodies are meant to be owned, controlled, exploited, and consumed, just like the association between chocolate and blackness … Black people are not made of chocolate, but chocolate is made of black people, in the sense that it has been historically created through their oppression and forced labor.”

According to the student, there is a tradition in Belgium of selling severed chocolate hands, which represent the right hands of Congolese slaves chopped off by their Belgian colonial overlords in the late 1800s. Horrific, if true … but it isn’t. The Belgians did chop off black slaves’ hands, but the link with the cookies is an urban myth. They actually nod back to a legend about the founding of Antwerp.

Chocolate spread of discord

Possibly the most interesting item on the website is a lesson plan for high school students. This aims to help children “to understand race and racism through the lens of chocolate”.

But how?

There is a disease called “colourblind racism”, which seeks to treat people of all skin-colours just the same, but this is wrong. People are not all the same, white people are all evil, and black and brown people are all brilliant, without any single exceptions, not even Idi Amin or Emperor Bokassa. Thank God, therefore, that Carla D. Martin discovered “how chocolate can be used as a salient pedagogical tool for constructing anti-racist knowledge not only at the university level, but for all learners, especially those who are white and middle-class.”

The best way to do this, apparently, is to make children spend THREE WHOLE DAYS watching racially “offensive” clips from one of the film versions of Roald Dahl’s classic kids’ novel Charlie and the Chocolate Factory, before asking them, “Who Is Willy, Really? The Racist Origins of the Chocolate Factory”.

Slaves to their own appetites

Willy is really just an avatar of Nazi death-camp doctor Josef Mengele: “he also performed unethical experiments on them at his own leisure, such as turning them into blueberries. This treatment reflects the real violent ways that enslaved Black and Brown people have been treated by Europeans and the United States in the production of chocolate both historically and even in many ways in today’s world.”

Even worse is the way Herr Wonka transported his Oompa-slaves across to his English factory/death-camp in the first place. According to Dahl’s original account, the imperialist fiend “shipped them over here, every man, woman, and child in the Oompa-Loompa tribe. It was easy. I smuggled them over in large packing cases with holes in them, and they all got here safely.” Supposedly, this reflected the way real black slaves were once transported across to America during the days of the Middle Passage. Granted, this stuff may seem unlikely to the likes of you or me – but it must be true. After all, it’s being taught at Harvard, the world’s most prestigious university.

Do you think teachers waste their time delivering pathetic nonsense like this in China? Possibly not, but, the Harvard-born lesson plans reassure readers, once the children have learned to condemn Willy Wonka as a neo-Nazi, they will go out and begin “creating a community action project to address an issue of racial inequality in their community in partnership with a local chocolate shop/producer”, thereby remaking their society into one every bit as Communistic in its nature as President Xi’s own currently is.

And, to reinforce the learning experience further, obedient kids who have absorbed the correct lessons will be tossed a few chocolate buttons as a small reward (but only “ethically-sourced” ones – i.e., not manufactured by Ooompa Loompas in a sweatshop).

Isn’t that how we used to train dogs?

Happy Easter, Comrades!


What is your favourite chocolate? Should you feel guilty when eating it? Tell us in the comments box below.  


AUTHOR

STEVEN TUCKER

Steven Tucker is a UK-based writer with over ten books to his name. His next, Hitler’s & Stalin’s Misuse of Science, comparing the woke pseudoscience of today to the totalitarian pseudoscience of the past, will be published in summer 2023.

EDITORS NOTE: This Mercator column is republished with permission. ©All rights reserved.

Young People Aren’t Nearly Angry Enough About Government Debt thumbnail

Young People Aren’t Nearly Angry Enough About Government Debt

By Laura Williams

Young people sometimes seem to wake up in the morning in search of something to be outraged about. We are among the wealthiest and most educated humans in history. But we’re increasingly convinced that we’re worse off than our parents were, that the planet is in crisis, and that it’s probably not worth having kids.

I’ll generalize here about my own cohort (people born after 1981 but before 2010), commonly referred to as Millennials and Gen Z, as that shorthand corresponds to survey and demographic data. Millennials and Gen Z have valid economic complaints, and the conditions of our young adulthood perceptibly weakened traditional bridges to economic independence. We graduated with record amounts of student debt after President Obama nationalized that lending. Housing prices doubled during our household formation years due to zoning impediments and chronic underbuilding. Young Americans say economic issues are important to us, and candidates are courting our votes by promising student debt relief and cheaper housing (which they will never be able to deliver).

Young people, in our idealism and our rational ignorance of the actual appropriations process, typically support more government intervention, more spending programs, and more of every other burden that has landed us in such untenable economic circumstances to begin with. Perhaps not coincidentally, young people who’ve spent the most years in the increasingly partisan bubble of higher education are also the most likely to favor expanded government programs as a “solution” to those complaints.

It’s Your Debt, Boomer

What most young people don’t yet understand is that we are sacrificing our young adulthood and our financial security to pay for debts run up by Baby Boomers. Part of every Millennial and Gen-Z paycheck is payable to people the same age as the members of Congress currently milking this system and miring us further in debt.

Our government spends more than it can extract from taxpayers. Social Security, which represents 20 percent of government spending, has run an annual deficit for 15 years. Last year Social Security alone overspent by $22.1 billion. To keep sending out checks to retirees, Social Security goes begging to the Treasury Department, and the Treasury borrows from the public by issuing bonds. Bonds allow investors (who are often also taxpayers) to pay for some retirees’ benefits now, and be paid back later. But investors only volunteer to lend Social Security the money it needs to cover its bills because the (younger) taxpayers will eventually repay the debt — with interest.

In other words, both Social Security and Medicare, along with various smaller federal entitlement programs, together comprising almost half of the federal budget, have been operating for a decade on the principle of “give us the money now, and stick the next generation with the check.” We saddle future generations with debt for present-day consumption.

The second largest item in the budget after Social Security is interest on the national debt — largely on Social Security and other entitlements that have already been spent. These mandatory benefits now consume three quarters of the federal budget: even Congress is not answerable for these programs. We never had the chance for our votes to impact that spending (not that older generations were much better represented) and it’s unclear if we ever will.

Young Americans probably don’t think much about the budget deficit (each year’s overspending) or the national debt (many years’ deficits put together, plus interest) much at all. And why should we? For our entire political memory, the federal government, as well as most of our state governments, have been steadily piling “public” debt upon our individual and collective heads. That’s just how it is. We are the frogs trying to make our way in the watery world as the temperature ticks imperceptibly higher. We have been swimming in debt forever, unaware that we’re being economically boiled alive.

Millennials have somewhat modest non-mortgage debt of around $27,000 (some self-reports say twice that much), including car notes, student loans, and credit cards. But we each owe more than $100,000 as a share of the national debt. And we don’t even know it.

When Millennials finally do have babies (and we are!) that infant born in 2024 will enter the world with a newly minted Social Security Number and $78,089 credit card bill for Granddad’s heart surgery and the interest on a benefit check that was mailed when her parents were in middle school.

Headlines and comments sections love to sneer at “snowflakes” who’ve just hit the “real world,” and can’t figure out how to make ends meet, but the kids are onto something. A full 15 percent of our earnings are confiscated to pay into retirement and healthcare programs that will be insolvent by the time we’re old enough to enjoy them. The Federal Reserve and government debt are eating the economy. The same interest rates that are pushing mortgages out of reach are driving up the cost of interest to maintain the debt going forward. As we learn to save and invest, our dollars are slowly devalued. We’re right to feel trapped.

Sure, if we’re alive and own a smartphone, we’re among the one percent of the wealthiest humans who’ve ever lived. Older generations could argue (persuasively!) that we have no idea what “poverty” is anymore. But with the state of government spending and debt…we are likely to find out.

Despite being richer than Rockefeller, Millennials are right to say that the previous ways of building income security have been pushed out of reach. Our earning years are subsidizing not our own economic coming-of-age, but bank bailouts, wars abroad, and retirement and medical benefits for people who navigated a less-challenging wealth-building landscape.

Redistribution goes both ways. Boomers are expected to pass on tens of trillions in unprecedented wealth to their children (if it isn’t eaten up by medical costs, despite heavy federal subsidies) and older generations’ financial support of the younger has had palpable lifting effects. Half of college costs are paid by families, and the trope of young people moving back home is only possible if mom and dad have the spare room and groceries to make that feasible.

Government “help” during COVID-19 resulted in the worst inflation in 40 years, as the federal government spent $42,000 per citizen on “stimulus” efforts, right around a Millennial’s average salary at that time. An absurd amount of fraud was perpetrated in the stimulus to save an economy from the lockdown that nearly ruined it. Trillions in earmarked goodies were rubber stamped, carelessly added to young people’s growing bill. Government lenders deliberately removed fraud controls, fearing they couldn’t hand out $800 billion in young people’s future wages away fast enough. Important lessons were taught by those programs. The importance of self-sufficiency and the dignity of hard work weren’t top of the list.

Boomer Benefits are Stagnating Hiring, Wages, and Investment for Young People

Even if our workplace engagement suffered under government distortions, Millennials continue to work more hours than other generations and invest in side hustles and self employment at higher rates. Working hard and winning higher wages almost doesn’t matter, though, when our purchasing power is eaten from the other side. Buying power has dropped 20 percent in just five years. Life is $11,400/year more expensive than it was two years ago and deficit spending is the reason why.

We’re having trouble getting hired for what we’re worth, because it costs employers 30 percent more than just our wages to employ us. The federal tax code both requires and incentivizes our employers to transfer a bunch of what we earned directly to insurance companies and those same Boomer-busted federal benefits, via tax-deductible benefits and payroll taxes. And the regulatory compliance costs of ravenous bureaucratic state. The price paid by each employer to keep each employee continues to rise — but Congress says your boss has to give most of the increase to someone other than you.

Federal spending programs that many people consider good government, including Social Security, Medicare, Medicaid, and health insurance for children (CHIP) aren’t a small amount of the federal budget. Government spends on these programs because people support and demand them, and because cutting those benefits would be a re-election death sentence. That’s why they call cutting Social Security the “third rail of politics.” If you touch those benefits, you die. Congress is held hostage by Baby Boomers who are running up the bill with no sign of slowing down.

Young people generally support Social Security and the public health insurance programs, even though a 2021 poll by Nationwide Financial found 47 percent of Millennials agree with the statement “I will not get a dime of the Social Security benefits I have earned.”

In the same survey, Millennials were the most likely of any generation to believe that Social Security benefits should be enough to live on as a sole income, and guessed the retirement age was 52 (it’s 67 for anyone born after 1959 — and that’s likely to rise). Young people are the most likely to see government guarantees as a valid way to live — even though we seem to understand that those promises aren’t guarantees at all.

Healthcare costs tied to an aging population and wonderful-but-expensive growth in medical technologies and medications will balloon over the next few years, and so will the deficits in Boomer benefit programs. Newly developed obesity drugs alone are expected to add $13.6 billion to Medicare spending. By 2030, every single Baby Boomer will be 65, eligible for publicly funded healthcare.

The first Millennial will be eligible to claim Medicare (assuming the program exists and the qualifying age is still 65, both of which are improbable) in 2046. As it happens, that’s also the year that the Boomer benefits programs (which will then be bloated with Gen Xers) and the interest payments we’re incurring to provide those benefits now, are projected to consume 100 percent of federal tax revenue.

Government spending is being transferred to bureaucrats and then to the beneficiaries of government spending who are, in some sense, your diabetic grandma who needs a Medicare-paid dialysis treatment, but in a much more immediate sense, are the insurance companies, pharma giants, and hospital corporations who wrote the healthcare legislation. Some percentage of every college graduate’s paycheck buys bullets that get fired at nothing and inflating the private investment portfolios of government contractors, with dubious, wasteful outcomes from the prison-industrial complex to the perpetual war machine.

No bank or nation in the world can lend the kind of money the American government needs to borrow to fulfill its obligations to citizens. Someone will have to bite the bullet. Even some of the co-authors of the current disaster are wrestling with the truth.

Forget avocado toast and streaming subscriptions. We’re already sensing it, but we haven’t yet seen it. Young people are not well-informed, and often actively misled, about what’s rotten in this economic system. But we are seeing the consequences on store shelves and mortgage contracts and we can sense disaster is coming. We’re about to get stuck with the bill.

*****

This article was published by AIER, American Institute For Economic Research, and is reproduced with permission.

Image Credit: Shutterstock

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

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Chris Rufo, Man in the Arena

By Anastasia Kaliabakos

On March 15, the Intercollegiate Studies Institute honored Chris Rufo, an activist and senior fellow at the Manhattan Institute for Policy Research, with their Conservative Book of the Year Award at the National Press Club in Washington, D.C.

Rufo finished his first book, America’s Cultural Revolution: How the Radical Left Conquered Everything, in 2023. In his speech after receiving the award, he said to the gathered crowd, “What I tried to do with this book is to make sure that it was not oriented just towards good prose, solid research, good line of argument, some historical value, but it was actually oriented towards active political life.”

This emphasis on active political life transcends the pages of America’s Cultural Revolution and bleeds into Rufo’s personal life. Rufo gained notoriety in 2020 for his fight against DEI and critical race theory, particularly in school curricula.

Most recently, Rufo collaborated with Chris Brunet, a contributing editor to The American Conservative, to expose Harvard’s former President Claudine Gay for plagiarism. Their joint efforts sparked a nationwide conversation about the detriments of DEI policies at the university level.

Tackling such prevalent issues was at the center of Rufo’s book as well: “What’s critical race theory?” he asked the audience. “It’s an academic discipline that has captured elite institutions with public funding, even though in many cases, the public never voted for these ideas to be installed. It’s not just in California, New York, it’s actually you know, almost everywhere.”

He went on, asking, “The point being is that these ideas proliferated and propagated through institutions, and the real question is how?… The worst answer is to say, well, they’re bad or stupid at what they’re doing and it doesn’t work. The better question is, so how do they do it? What can you learn from it? And then, how can you adjust your own politics to respond effectively?”

Daniel McCarthy, editor of Modern Age and contributing editor of The American Conservative, asked Rufo his opinion on a sense of complacency in America that has allowed DEI initiatives and critical race theory to take such a strong hold: “Some complacency or some weakness on the part of that stronger and more virtuous America opened the door to the insanity that we’ve seen the last 20 plus years. I’m curious, what do you think has created this sense of complacency, or this obliviousness, among so many conservative people towards the threat that they’re facing from a very radical revolutionary level?”

Rufo explained that, in his opinion, baby-boomers and libertarians were to blame for the current state of conservatism in America, concluding that it is important to understand and be educated about the history of the ideologies ripping through today’s society in order to restore a recognizable American order. 

Nevertheless, even in the midst of this significant culture war, Rufo maintained that conservatives should hold the high ground and never mimic the often violent and aggressive fighting strategies of the left.

“And, and I think, look, the right shouting and getting in people’s faces is always a loser for us,” he said. “The left can burn down a city and the media will cover for them. If there’s one bad person in a crowd at a conservative rally or something, it tars everybody. We have to avoid that.”

*****

This article was published by The American Conservative and is reproduced with permission.

Image Credit: YouTube Screenshot Manhattan Institute

TAKE ACTION

The Prickly Pear’s TAKE ACTION focus this year is to help achieve a winning 2024 national and state November 5th election with the removal of the Biden/Obama leftist executive branch disaster, win one U.S. Senate seat, maintain and win strong majorities in all Arizona state offices on the ballot and to insure that unrestricted abortion is not constitutionally embedded in our laws and culture.

Please click the TAKE ACTION link to learn to do’s and don’ts for voting in 2024. Our state and national elections are at great risk from the very aggressive and radical leftist Democrat operatives with documented rigging, mail-in voter fraud and illegals voting across the country (yes, with illegals voting across the country) in the last several election cycles.

Read Part 1 and Part 2 of The Prickly Pear essays entitled How NOT to Vote in the November 5, 2024 Election in Arizona to be well informed of the above issues and to vote in a way to ensure the most likely chance your vote will be counted and counted as you intend.

Please click the following link to learn more.

House Launches Broad Probe into China’s Infiltration of U.S. thumbnail

House Launches Broad Probe into China’s Infiltration of U.S.

By Dr. Rich Swier

On Thursday, the House Oversight Committee announced the launch of a wide-ranging investigation into the Chinese Communist Party’s (CCP) efforts to infiltrate “every sector and community” in the U.S.

The probe, which has the stated objective to “thwart the CCP’s political and economic warfare campaign,” is being initiated with letters sent to nine different federal agencies requesting reports on what the agencies are doing to counter the communist regime’s efforts, along with how the agencies are coordinating their efforts with each other.

“Without firing a single bullet, the Chinese Communist Party is waging war against the U.S. by targeting, influencing, and infiltrating every economic sector and community in America,” Committee Chairman James Comer (R-Ky.) stated. “The lives and security of all Americans are affected. The Oversight Committee has a responsibility to ensure the federal government is taking every action necessary to protect Americans from the CCP’s ongoing political warfare.”

The sectors that the investigation will focus on include education, agriculture, critical infrastructure, research, energy, business, space, and technology. Examples of the CCP’s incursion into these sectors have been making headlines for decades. Here are some recent examples in each sector.

Education: Almost 150 U.S. K-12 schools have been linked to “Confucius Classrooms” which attempt to spread communist propaganda. In higher education, “Confucius Institutes” (which have now been rebranded but have the same communist goal) have popped up in dozens of American universities. In addition, the regime has given over $426 million to U.S. universities since 2011, which experts say has led to increasing influence behind closed doors.

Agriculture: Chinese companies have purchased hundreds of thousands of acres of American farmland, some of which are near U.S. military installations.

Infrastructure: The Chinese government is attempting to “covertly plant offensive malware inside U.S. critical infrastructure networks,” which is currently at “a scale greater than we’d seen before,” according to a report from FBI Director Christopher Wray in February.

Research and Technology: The CCP’s efforts to steal American scientific research and technology are well documented. Comer wrote to the National Science Foundation noting that the regime’s efforts to steal and influence research “takes a holistic approach and includes covert and legal means” and that it is attempting to weaponize “U.S.-backed research and technology for uses that are contrary to U.S. national security and competitiveness.”

Energy: In a letter to the Environmental Protection Agency (EPA), Comer writes that the CCP has “successfully pressured U.S. environmental players and industries into adopting initiatives that plainly benefit China at great costs to American businesses and consumers.”

Business: China’s influence over corporate America was illustrated quite clearly recently when a room full of U.S. corporate executives gave Chinese President Xi Jinping multiple standing ovations in his visit to the U.S. last November. Comer also noted the CCP’s efforts to launder money through America’s real estate and casino industries. “These activities allow the CCP to engage in corporate espionage, feed the fentanyl crisis in the U.S., influence our nation’s schools and culture, and otherwise advance destructive goals on American soil,” he wrote in a letter to the Treasury Department’s Financial Crimes Enforcement Network.

Space: As previously reported, the regime is currently pursuing “a ‘space coercion’ strategy that includes the use of both ground-based missiles ‘capable of hitting satellites orbiting at all altitudes,’ as well as orbital missiles — including nuclear warheads.” Comer argued in a letter to NASA that China’s space program should be “properly understood for what it is: an arm of its military, the People’s Liberation Army.”

Many other threats to the U.S. posed by the CCP abound, such as a massive influx of Chinese nationals of military age being apprehended at the southern border, balloon surveillance, the discovery of CCP “police stations” in U.S. cities, and the discovery of a suspicious biolab with ties to China in California. In a letter to the Drug Enforcement Administration, Comer also voiced concern over the CCP engaging in “chemical warfare seeking to poison America with fentanyl, and how the Drug Enforcement Agency is responding.” Reports indicate that “nearly all the precursor chemicals that are needed to make fentanyl come from China.”

In a press release announcing the House investigation, Comer concluded, “Actions taken by the Committee today are just the beginning and I look forward to full cooperation from agencies as we work to thwart China’s efforts to influence and infiltrate the United States of America.”

In comments to The Washington Stand, ChinaAid Founder and President of Bob Fu stated, “It is indeed way overdue for the American people and government across the political spectrum to pay close attention and take an all of society approach to address the serious threat of the CCP’s well designed, decades in the making, comprehensive infiltration effort with unlimited warfare strategy.”

AUTHOR

Dan Hart

Dan Hart is senior editor at The Washington Stand.

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.


The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Did Anti-white, DEI Bias Steal a State Final Spot From a White Basketball Team? thumbnail

Did Anti-white, DEI Bias Steal a State Final Spot From a White Basketball Team?

By Selwyn Duke

Some say it was the worst call they’ve ever seen in high-school basketball.

The scene was the recent NJSIAA Group 2 state semifinal game between New Jersey team Camden — a powerhouse that hadn’t lost to another NJ public-school squad in five years — and underdog Manasquan. Down 46-45 after Camden player Alijah Curry sank a couple of free throws, Manasquan drove down the floor with 5.8 seconds left on the clock. One of its players took a long shot, which bounced off the rim — into the waiting hand of teammate Griffin Linstra, who laid the ball up through the hoop, releasing it with 0.6 seconds left on the clock.

The Central Regional High School gymnasium erupted in celebration, with Linstra’s shot being called good. But then it happened.

A Camden coach ran over and tapped one of the exiting officials, Kevin Torres, on the shoulder, and “a group of Camden coaches pleaded for the referees to meet,” reported NJ.com. The refs then consulted for a short time — and overturned the call. Incredulity among sober observers was the result.

Then there was a secondary result: accusations of anti-white bias.

You see, Camden appears an entirely black team, while Manasquan appears entirely white.

Know that subsequent video review left no question that the call was errant. “In an email to the NJSIAA [New Jersey State Interscholastic Athletic Association], cited in the legal papers, Torres admitted his call was wrong after seeing videos of the play,” NJ.com also writes. The NJSIAA made the same admission and issued an apology.

So the whole situation was most odd, indeed. As NJ.com further related, the “sequence of events” that led to the reversed call “is not standard…,” and a veteran official “told NJ Advance Media on Tuesday morning, ‘That [ref group] conversation never should have happened.’”

Manasquan appealed the decision and even filed a lawsuit to delay the championship game, scheduled for four days later (3/9), until the matter could be settled. But despite its apology, the NJSIAA “pointed to its bylaws that say once the referees leave the court after a game, the final score is official and cannot be appealed,” NJ.com tells us. As for the lawsuit, a judge rejected Manasquan’s request.

The CBS News segment below includes the video evidence of the blown (biased?) call.

This may not be popular, but I understand NJSIAA’s decision. Rules are rules, and if they dictate that a game’s outcome is to be considered irreversible once the referees depart, this standard must be followed. The rules can be changed if they’re deemed insufficient, of course. But our society’s increasing disregard for rules and laws (as reflected in the ignoring of 2020-election ballot standards) is a sign of civilizational decline. I also accept the judge’s ruling: It’s not a good idea having courts make any and all societal decisions from the monumental to the mundane.

What I don’t accept is the racial double standard apparent here. Good luck finding mainstream media that even allude to it; anti-white prejudice is their Voldemort of biases. However, the blogosphere addressed it, as did Internet commenters.

“A DEI call if there ever was one,” wrote a YouTube poster here. (Another respondent then asked him what DEI was, proving that Rip Van Winkle wasn’t alone in being able to sleep 20 years straight.)

“Can’t let the white kids win,” opined a tweeter on X.

“-2pts for white privilege,” stated another.

And while we can’t read minds, five questions do suggest themselves. Were the situation reversed:

  1. Would the Manasquan coaches have similarly importuned the refs to reverse their call?
  2. If they had, would the officials have likewise complied?
  3. If so, would the story’s racial aspect be ignored by media?
  4. Would the NJSIAA have still adhered to their no-reversal ex post facto rule?
  5. Would the judge still have rejected an appeal?

My answers:

  1. This would’ve been less likely.
  2. No, the probability is vanishingly low.
  3. Not a chance.
  4. Probably, but it’s not a given.
  5. Most likely.

It’s hard to imagine the refs reversing such a call for the white team. And had they, the media would’ve made a federal case out of it, screaming “Racism!” all the way. The pressure on the NJSIAA would’ve consequently been extreme, too, which is why we can’t be sure they would’ve taken the same principled rules stance.

To be clear, I think it’s unlikely the refs were purposely biased. In all probability, however, politically correct conditioning and social pressure — fashionable prejudice — did cloud their judgment. (The Left calls this “unconscious bias.”) Remember that many today are programmed to respond to and be intimidated by black grievance; no one wants to be that guy who robs a dominant black team of a title with a possibly bad call (that’s a career-ender). I also suspect that the errant decision reflects our time’s emotionalism, where principle is subordinated to feelings.

After all, what could the Camden coaches have said when pleading their case that was so convincing? “The shot was after the buzzer!”? That they claimed to have seen it differently than the refs is unsurprising and is neither proof nor even an argument. I mean, if non-official feedback matters, why didn’t the refs then just take a poll of all the players and spectators present?

Of course, with all our country’s problems, this is small potatoes. Significant, however, is what this incident may be an example of — that very real phenomenon called “black privilege” (see Fani Willis et al.),

Oh, Camden would go on to “win” the championship game. It’s a victory that should forever be accompanied by history’s biggest asterisk.

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©2024. Selwyn Duke. All rights reserved.