“Catch and Revoke”: Rubio State Dept Deploys AI to Hunt Down and Revoke Visas of Foreign Students Who Support Hamas Terror thumbnail

“Catch and Revoke”: Rubio State Dept Deploys AI to Hunt Down and Revoke Visas of Foreign Students Who Support Hamas Terror

By The Geller Report

Secretary of State Marco Rubio announced, “Those who support designated terrorist organizations, including Hamas, threaten our national security. The United States has zero tolerance for foreign visitors who support terrorists. Violators of U.S. law — including international students — face visa denial or revocation, and deportation.”

State Department to deploy AI-powered ‘catch and revoke’ tools against Hamas sympathizers: report

By Ryan King, NY Post, March 6, 2025:

The State Department is reportedly embarking on an artificial intelligence-powered initiative to spot foreigners in the US who are sympathetic to Hamas or other terror organizations and revoke their visas.

Using AI tools, officials intend to pore through the social media accounts of foreign student visas and assess whether there’s evidence of sympathies toward Hamas in the wake of the Oct. 7, 2023, terror attack, Axios reported.

That effort, dubbed “Catch and Revoke,” will reportedly encompass a review of news articles to spot names of foreign nationals who engaged in anti-semitic activity.

“Those who support designated terrorist organizations, including Hamas, threaten our national security. The United States has zero tolerance for foreign visitors who support terrorists,” Secretary of State Marco Rubio declared Thursday.

“Violators of US law — including international students — face visa denial or revocation, and deportation.”

Authorities will also comb government databases to see whether the Biden administration permitted any visa holders who were arrested to remain within the country, per the report.

The revelation comes after President Trump declared earlier this week that all federal funds will cease for institutions of higher education that permit “illegal protests.”

“Agitators will be imprisoned/ or permanently sent back to the country from which they came,” he added on Truth Social. “American students will be permanently expelled or, depending on on the crime, arrested.”

Continue reading.

The State Department will deploy artificial intelligence to review student visa holders’ social media activity and revoke visas for those perceived as supporting Hamas.

“The AI-fueled ‘Catch and Revoke’ effort will include AI-assisted reviews of tens of thousands of student visa holders’ social media accounts, the news website reported.”

The “Catch and Revoke” initiative will scan tens of thousands of accounts, flagging foreign nationals involved in pro-Hamas demonstrations or antisemitic incidents cited in lawsuits.

Last month, President Trump signed an executive order directing a federal crackdown on antisemitism, warning that foreign student protesters who support Hamas will be deported.

The White House: “Come 2025, we will find you and will deport you.”

The order demands universities report “pro-terrorist activity” and ensures all federal agencies strengthen enforcement against antisemitic harassment and violence.It’s happening.

Bill Melugin is reporting:
Per a senior State Department official, yesterday, the State Dept. revoked the first visa for an “alien who was previously cited for criminal behavior in connection with Hamas-supporting disruptions”.

I’m told this person was a university student, and “ICE will proceed with removing this person from the country.”

The official says the State Dept. reviewed over 100,000 visas, and records showed the Biden administration canceled zero visas for pro Hamas activities or associated criminal behavior, despite the wave of protests on college campuses that broke out after the 10/7/2023 terror attacks on Israel.

The State Dept. reviewed over 100,000 visas, and records show that the Biden administration canceled ZERO visas for pro-Hamas criminal behavior on college campuses.

The State Dept. is now working with ICE to deport visa-holding students who broke the law.

Pamela Geller

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

EXCLUSIVE: Conservative Org Lays Out Roadmap To Rebuild America’s Crumbling Education System thumbnail

EXCLUSIVE: Conservative Org Lays Out Roadmap To Rebuild America’s Crumbling Education System

By The Daily Caller

The James G. Martin Center for Academic Renewal released recommendations Thursday to reform teacher training programs across the nation as student test scores have plummeted to historic lows and schools have become increasingly defined by radical ideology.

The organization, a conservative public policy group focused on higher education, first shared the blueprint with the Daily Caller News Foundation, outlining recommendations to improve university education certification programs and contending that the changes would result in improved outcomes for K-12 children. The memo recommends schools of education at universities to take steps to eliminate diversity, equity and inclusion (DEI) requirements and set standards to equip future teachers with the knowledge necessary to educate children.

“Too many teacher preparation programs ignore subject matter expertise to focus on pedagogical fads or trendy ideologies,” Jenna Robinson, president of the center, told the Daily Caller News Foundation. Robinson added that one of the causes of low student achievement in schools is the “irresponsible schools of education” training the teachers.

The blueprint further recommends that lawmakers better regulate such programs to ensure universities are teaching fundamentals and not indoctrinating students who will go on to do the same to the next generation. The center also suggests that policymakers consider creating alternative paths to obtaining a teaching certification — such as demonstrating mastery in a field rather than attending corrupted teacher education programs. Current state licensure requirements should be placed under scrutiny to ensure programs are not being overrun with divisive ideology and teachers are being properly equipped with the skills to teach students reading and math skills, the blueprint says.

Some states have taken steps to lower the bar for teaching candidates, no longer requiring aspiring educators to pass a basic reading, writing and math test for certification.

The blueprint cites a recent report from the National Assessment of Educational Progress (NAEP), which found that as many as one-third of eighth grader students failed to reach the NAEP’s reading assessment benchmark in 2024, the largest percentage ever recorded, and 40% of fourth graders tested below NAEP’s reading proficiency, the largest percentage recorded since 2002.

While some of these failures can be attributed to the learning losses suffered during the COVID-19 pandemic, when schools remained closed for over a year and students struggled under remote learning, much of the responsibility also falls on schools prioritizing teaching divisive concepts over fundamental education, the center argues in its blueprint.

“When teachers focus on inequity or social-emotional learning instead of teaching students to read using proven methodologies, they send two messages,” Robinson said. “One is that students are destined to fail. The other is that reading isn’t important.”

Under the Biden administration, the Department of Justice (DOJ) poured over $100,000,000 into DEI efforts for K-12 schools, funding projects aimed toward “LGBTQ inclusion” in which “anti-racism and anti-oppression are embedded.” Upon taking office, President Donald Trump immediately got to work eliminating some of the radical topics from schools, signing a series of executive orders banning critical race theory, diversity, equity and inclusion (DEI) and gender ideology from being taught in federally-funded schools.

“I hope this Blueprint will encourage state legislatures and university boards to take a hard look at what’s going on in their schools of education,” Robinson continued. “Schools of education must change if we want students to succeed.”

AUTHOR

Jaryn Crouson

Contributor.

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


All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

Failing to Address Root Causes thumbnail

Failing to Address Root Causes

By Anne Marie DiCarlo

Estimated Reading Time: 3 minutes

Editors’ Note:  If those of us on the Conservative side of politics can learn anything from the Left, it is how, in recent years, they particularly focused on local races such as positions of District Attorneys, School Boards, and county boards of Supervisors. These races are often not high profile or widely followed, but ignoring these races by Conservatives has allowed the Left to take over many of our institutions. The author is a close observer of what is happening in Prescott’s schools. It struck us that if this kind of willful avoidance of the deep problems is going on in a community like Prescott, we can only wonder what is happening in Tempe or Tucson. It is obvious Republicans and Conservatives (they are not always the same thing) need to spend more time and resources on local races.

It has been a little over a month since the release of the National Assessment of Educational Progress (NAEP) in which the failures of our Arizona public schools were revealed. In addition, according to a survey by Consumer Affairs, Arizona was ranked as the worst state in the country for public education in 2024. Reflecting the state-wide results, our local schools scored equally poorly in math, reading, and science, with at least half, and sometimes the majority, of students falling below levels considered proficient.

Despite this dismal assessment, our elected school board members (Prescott Unified School District) have not considered the situation critical enough to place the results of the NAEP on the school board agenda as a topic of study and discussion to determine the root cause of the failure. The February school board meeting focused its attention on the curtailing of open public comment and ensuring that taxpayer letters of concern and complaint are NOT read at board meetings.

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Just this past week, the Board held its annual retreat to discuss matters of concern with respect to the schools. In addition to the budget and financial matters, the discussion included a four-day school week and a potential change to the grading system from an objective benchmark of numerical grades to a one-to-four scale of how a student meets ‘proficiency’. The latter system would, without doubt, be rife with subjectivity, given complicated assessment metrics. What was noticeably absent from the discussion was an evaluation and assessment of the curriculum that has led to the current academic failure. This would be akin to a corporation that failed to meet its sales projections, never asking the sales team about the methods employed to attract new customers, the areas targeted, or the time spent on sales calls.

The reduction of classroom hours is being proposed as a potential solution to the budgetary problems of the PUSD and to keep PUSD competitive in terms of teacher retention and attraction. However, reducing the hours of instruction for students who are already failing to meet basic standards will not benefit the students in the long run. Our children will find themselves unable to gain admission to higher institutions of learning without loads of remedial work and as a result, will suffer in the competitive workplace. If the school system is considering extending the length of the school day to ensure that classroom instruction remains the same as under the current 4.5-day school week in lieu of reducing vacation days or breaks to meet the 180-day state requirement, students are faced with longer days. Balancing extra-curricular activities, homework and family time will only be more difficult, resulting in greater stress and reduced mental health.

I wonder if the PUSD has looked into other areas of waste in order to cut its budget. The majority of private institutions manage to educate children at a cost per student less than what the public school system spends with better results. This holds true for Prescott as well. Perhaps it would serve the PUSD to dialogue with successful private schools and other successful public schools to learn how funds are allocated and attempt to employ these ideas.

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Money alone will not solve the problem.  We need to demand accountability and excellence. The future of our community depends on it.

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Yes, Marx Advocated Violence and Political Repression thumbnail

Yes, Marx Advocated Violence and Political Repression

By Lawrence Reed

Estimated Reading Time: 6 minutes

We have the receipts to prove it.

I was recently taken aback by a lengthy piece that I read (very oddly) in the Wall Street Journal. Jacob Berger is a professor of philosophy at Lycoming College in Williamsport, Pennsylvania. He authored an article in the WSJ on January 23 entitled “Why MAGA Folks Should Read Marx,” in which he wrote:

[G]iven the history of murderous communist regimes like Stalin’s Russia, Mao’s China, and Pol Pot’s Cambodia, it is tempting to infer that Marx encouraged tyranny. But Marx did not advocate violence or political repression, and he would be appalled by the atrocities committed in his name. He pressed for revolution, but he envisioned that the ideal transition from capitalism to communism would be peaceful and democratic, like the Velvet Revolution that freed Czechoslovakia from Soviet rule in 1989.

The Marx to whom Professor Berger was referring was Karl, not Groucho. So, I read that paragraph again, thinking perhaps my eyes were playing tricks on me. Karl Marx “did not advocate violence or political repression”? That is not my recollection, and I think I’ve read everything the bohemian scribbler ever wrote, whether with pens or crayons. He “envisioned that the ideal transition from capitalism to communism would be peaceful and democratic”? Did I miss something in all that Marxist stuff I read? Marx called for a “dictatorship of the proletariat.” Can dictatorship ever be consensual and serene?

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My good friend and Spectator editor Paul Kengor urges people to read The Communist Manifesto. That’s where Marx and his sugar daddy collaborator Friedrich Engels attacked capitalism and sketched their vision for a socialist/communist future. Paul echoes a famous quip from Ronald Reagan: “How do you tell if someone is a communist? He’s someone who reads Marx and Lenin. How do you tell an anti-communist? He’s one who understands Marx and Lenin.”

What seemed to be unadulterated revisionism in Professor Berger’s article prompted me to take up Paul’s suggestion. I read The Communist Manifesto again for probably the third or fourth painful time. I arrived at the inescapable conclusion that Professor Berger does not understand it.

Despite left-wing academia’s frequent embrace of Marx, The Manifesto comes across to a reasonable and thoughtful person as mindboggling nonsense. It’s gobbledygook writ large as if cooked up by nincompoops. It’s the sort of thing one would expect from a witch doctor who misdiagnoses the problem and then prescribes all the wrong medications, who thinks the patient who suffers from a toothache needs his feet removed.

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The Manifesto consists of one oversimplification after another: Everything, including what and how a person thinks, reduces to the rigid economic “class” into which he was born. Everybody is either an oppressor or a helpless lump of the oppressed. Life is all about conflict.

The book’s generalizations are so sweeping and unsupported as to be ridiculous and meaningless, such as the claim that if you are a male capitalist employer (a “bourgeois” in Marx’s pejorative terminology), you see your wife as nothing more than “a mere instrument of production.” At the same time, you and your fellow male capitalist employers “take the greatest pleasure in seducing each other’s wives.” People are thus reduced to caricatures and homogenized in the Marxian blender so that no exceptions can corrupt the preconceived stereotypes that serve the Marxian narrative.

At one point, Marx and Engels sputter this fatuous bunk: “But does wage labor create any property for the laborer? Not a bit.” That’s right. “Not a bit,” the two pseudo-intellectuals proclaim. Nobody anywhere knows of anybody working for wages who owns a thing after they get their paycheck. Nobody has ever seen or heard of a worker who saves and invests, starts a business, or improves his economic condition by accumulating property.

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Oh, I thought, I’m sure Marx and Engels have footnoted this. I’ll look at the bottom of the page to discover the source of this absurdity… Oops, no footnotes. None! The authors of this spleen-venting screed labeled a “manifesto” expect you to take their word for it. And you’d better not disagree because, they assert in shameless arrogance, “The charges against Communism made from a religious, a philosophical, and, generally, from an ideological standpoint are not deserving of serious examination.”

Let’s return to the paragraph I cited from Professor Berger’s article. He wants us to believe that Marx was a peaceful fellow. In re-reading The Communist Manifesto, I looked for anything indicating Marx opposed violence. I found otherwise—on page after page.

Marx despised religion but postured as a prophet. History is marching inevitably toward a communist future in which all government would magically “wither away” after a period of a socialist “dictatorship of the proletariat.” He never explained what would prompt anybody with total power to suddenly proclaim of his own volition, “See you later, I’m outta here.” Did Marx know this by using tarot cards, palm reading, or a Ouija board? Did he read animal entrails? From where did his super-confident knowledge of the future come?

Don’t ask me. I don’t believe in witchcraft or soothsaying folderol. But it’s obvious from The Manifesto that Marx (and his pal Engels) saw violence to achieve the communist objective as a given. Consider this paragraph:

The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralize all instruments of production in the hands of the State, i.e., of the proletariat organized as the ruling class; and to increase the total of productive forces as rapidly as possible.

Can centralizing all instruments of production in the hands of the State be achieved peacefully? Professor Berger may think so, but Marx did not. Read on:

Of course, in the beginning, this cannot be effected except by means of despotic inroads on the rights of property, and on the conditions of bourgeois production; by means of measures, therefore, which appear economically insufficient and untenable, but which, in the course of the movement, outstrip themselves, necessitate further inroads upon the old social order, and are unavoidable as a means of entirely revolutionizing the mode of production.

That’s word salad for “We’ll have to kick the s— out of a lot of people.”

The Manifesto claims that “the theory of the Communists may be summed up in the single sentence: Abolition of private property.” Perhaps Marx somehow saw a future Professor Berger skipping over that, so he reinforced it with this assurance: “[Y]ou reproach us with intending to do away with your property. Precisely so: that is just what we intend.”

Marx criticizes socialists who do not understand the necessity of revolutionary violence. They naively “wish to attain their ends by peaceful means” that he says are “necessarily doomed to failure.” Does this paragraph from The Manifesto make you think of the non-violent Mahatma Gandhi or a maniac with violent proclivities?

In short, the Communists everywhere support every revolutionary movement against the existing social and political order of things.…They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions.

The “forcible overthrow” of not some but “all existing social conditions.” How could Professor Berger get away with claiming that a man who put his name to such a chilling statement was a peacenik?

Perhaps the most famous part of The Manifesto is the list of pithy declarations of what the communists want done—known as the “Ten Planks” of the document. Are they mere helpful tips for better living, or are they prescriptions for the violence that Professor Berger denies? Let’s look at just a few of them:

Abolition of property in land and application of all rents of land to public purposes. How is this “abolition” supposed to happen? Either everybody voluntarily hands over their belongings to the government, or the government shows up with guns and seizes them. The former is children’s fairy tale stuff; the latter is the only realistic option, and it is hardly non-violent.

A heavy progressive or graduated income tax. Don’t pay your taxes. You’ll find out whether taxes are voluntary contributions or not. You won’t even have to read The Communist Manifesto to discover what Marx intended here.

Abolition of all rights of inheritance. How do you keep Mom and Dad from passing stuff on to their kids? Give them a pamphlet explaining why they shouldn’t? Good luck with that. I think you’d better bring guns.

Confiscation of the property of all emigrants and rebels. Nothing to see here. Surely Marx intended for such confiscations to be “mostly peaceful” at the least.

Centralization of the means of communication and transport in the hands of the State. Once the government takes over radio, television, the newspapers, the Internet, and every other method by which we convey our thoughts or our bodies, it will allow us to say anything and go anywhere we want. Wake up, Professor Berger.

Equal liability of all to work. The establishment of industrial armies, especially for agriculture. When Marxists are in charge, you’re damn well gonna work. It might even be as a peon in some big, conscripted farm army.

Combination of agriculture with manufacturing industries; gradual abolition of all the distinction between town and country by a more equable distribution of the populace over the country. Remember the scene in the 1985 film The Killing Fields, in which Cambodian communists forced city dwellers into the rice patties? They took Marx seriously. He wanted the state to decide where you live and work. Can that possibly be a non-violent exercise?

Alas, methinks I belabor the point. Read Paul Kengor’s The Devil and Karl Marx if you need more evidence that Karl Marx was not just a Red Mr. Rogers.

Will someone at Lycoming College call out Professor Berger for intellectual malpractice? Maybe some of his fellow academics? I’m not holding my breath.

*****

This article was published by FEE, the Foundation For Economic Education, and is reproduced with permission.

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‘Remember the Alamo’: The Freedom Fighters Who Inspired Millions thumbnail

‘Remember the Alamo’: The Freedom Fighters Who Inspired Millions

By Catherine Salgado

Estimated Reading Time: 4 minutes

Today, March 6, marks the anniversary of one of the most famous fights in American history, the 1836 Battle of the Alamo. While the Mexican troops under brutal and dictatorial Gen. Santa Anna seized the Alamo and massacred its American and Mexican defenders, the legacy of the Alamo continues to inspire Americans even today.

“Remember the Alamo” was the rallying cry for Americans in the Texas Revolution and beyond. Why was that? What is the Alamo, and what happened there? The Alamo was originally the Spanish Catholic Mission San Antonio de Valero. Later, the church was turned into a fortress, and that’s what the Texan and Tejano defenders of the Alamo decided to use it for in 1836.

So why was there conflict? After Mexico gained independence, many Mexicans and some Americans enjoyed a fairly independent and autonomous life in the area of what is now the state of Texas. All that changed when Antonio Lopez de Santa Anna won the presidency of Mexico, abolished the 1824 Constitution, and attempted to impose centralization. In October 1835, the Texas Revolution began, with early victories for the revolutionaries against the Mexican Army, including at San Antonio de Bexár (modern-day San Antonio). The revolutionaries fortified the Alamo, including with 18 or more cannons, and garrisoned it with about 150 men.

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But a Mexican army led by Mexican President Santa Anna was marching to take Bexár back and crush the Texas Revolution. The Siege of the Alamo lasted 13 days, during which time Texas declared its independence and help was sent to the Alamo—which, sadly, would not arrive in time. The Alamo historic site explains:

‘On February 24, 1836, with the garrison surrounded and the Texan Army at the Alamo outnumbered, one of the most famous letters in American history was written by William B. Travis. It was addressed, “To the People of Texas and All Americans in the World.” This letter was a passionate plea for aid for the Alamo garrison. He ended the letter “Victory or Death” – the only outcome this battle could have. That letter left the Alamo and the siege continued.

On March 1, 1836, 32 men from the town of Gonzales arrived to aid the Alamo. This brought the number of defenders up to almost 200 men.’

Statue of Davy Crockett with the Alamo in the background

Again, it is important to note that the defenders of the Alamo not only included such famous Americans as W.B. Travis, Davy Crockett, and James Bowie, but also a number of Tejanos. While some moderns try to pretend the Alamo defenders were fighting for slavery or that it was a struggle of white Americans against Mexicans, the truth is that there were Mexicans on both sides—with the freedom lovers inside the Alamo (in fact the Tejanos started the Revolution).

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Two sides of the San Antonio monument to the Alamo defenders. Photos taken by me.

The diverse group of Irish, English, German, Scottish, American, and Hispanic freedom fighters knew they would either conquer the Mexican troops, or die trying.

‘At dawn on March 6, 1836, the 13th day of the siege, the Battle of the Alamo commenced. Fighting lasted roughly 90 minutes, and by daybreak all the Defenders had perished, including a former congressman from Tennessee, David Crockett. The loss of the garrison was felt all over Texas, and even the world. The Defenders were from many different countries, including some Defenders who were native-born Mexicans. Following the battle, Santa Anna ordered the Defender’s remains burned.’

But the tragic deaths of the Alamo defenders did not prove an end of the conflict, as Santa Anna no doubt intended. In death, the Alamo’s defenders became larger than life, their heroic sacrifice spurring other men to take up the cause and fight for liberty.

Items owned by individuals connected with the Alamo, including Sam Houston’s sword, Travis’s ring, and Davy Crockett’s rifle, tin box, brush, and knife.

On April 21, 1836, the Texan Army led by Sam Houston launched an attack on Santa Anna’s army. The Texans charged the enemy on the banks of the San Jacinto River, shouting, “Remember the Alamo! Remember Goliad! God and Texas!” The brief battle—a mere 18 minutes long—was a decisive Texan victory. “The following day, Santa Anna was captured and brought to Sam Houston,” The Alamo notes. “An agreement was made and the Republic of Texas was born.”

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The men who fought and died at the Alamo did not live to see the victory and independence they dreamed of, but their defeat proved, in the long run, a powerful weapon against Santa Anna and his attempts to impose centralized authoritarianism. As the San Antonio Alamo monument says, “From the fire that burned their bodies rose the eternal spirit of sublime heroic sacrifice which gave birth to an empire state.”

Just like Houston’s Texans at San Jacinto, let us determine to fight our political and societal battles in honor of the memory of the Texan and Tejano heroes, vowing always to “Remember the Alamo!”

*****

Catherine Salgado is an accomplished writer and investigative reporter who publishes daily at her Substack column, Pro Deo et Libertate (For God and Liberty). This superb column provides news and opinion pieces from an honest, common sense perspective in the spheres of culture, politics, liberal arts, and religion. The Prickly Pear is grateful for her permission to reproduce her public writings and recommends that our readers subscribe to Catherine’s superb Substack column. Please consider a paid subscription for full access to all of her excellent and informative writings

Image credits: Catherine Salgado

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Advertising or Manipulating? The Use of AI in Children’s Advertisements thumbnail

Advertising or Manipulating? The Use of AI in Children’s Advertisements

By Family Research Council

In an era where artificial intelligence (AI) increasingly permeates various facets of society, its application in influencing behavior — particularly among vulnerable populations like children — raises significant ethical and legal concerns.

The concept of “nudging,” introduced by behavioral economists Richard H. Thaler and Cass R. Sunstein in 2008, involves subtly guiding individuals toward certain decisions by leveraging cognitive biases. While initially proposed as a tool for public policy to promote beneficial behaviors, the integration of AI into nudging strategies has transformed its scope and impact, especially in advertising directed at children. Therefore, finding a balanced regulatory approach to this issue is vital.

In May 2024, the BBB National Programs’ Children’s Advertising Review Unit (CARU) issued a compliance warning emphasizing the application of its Self-Regulatory Guidelines for Children’s Advertising and Self-Regulatory Guidelines for Children’s Online Privacy Protection to the use of artificial intelligence in advertising and data collection practices directed at children. In particular, they took issue with advertisements using AI that could mislead children about product characteristics, blur the distinction between reality and fantasy, or create a false sense of personal connection with brands, celebrities, or influencers.

Additionally, the document highlights that advertisers must ensure that AI does not reinforce harmful stereotypes or unsafe behaviors. From a privacy standpoint, companies utilizing AI in child-directed content must transparently disclose their data collection practices and obtain verifiable parental consent before gathering personal information from children.

These self-regulatory guidelines align with the Federal Trade Commission’s (FTC) Children’s Online Privacy Protection Rule (COPPA), which establishes legal procedures for obtaining parental consent before collecting, using, or disclosing a child’s personal information. However, while COPPA and CARU’s guidelines provide essential safeguards, they primarily rely on industry self-regulation, leaving gaps in enforcement and compliance.

The EU’s Stricter Regulatory Stance

The European Union (EU) has taken a markedly different approach to AI’s role in influencing children. The AI Act, the world’s first comprehensive piece of legislation on AI, explicitly prohibits AI systems from exploiting age-related vulnerabilities, recognizing children as a particularly susceptible group. Unlike CARU’s self-regulatory model, the AI Act imposes legally binding requirements on companies, particularly for high-risk AI applications such as those used in education and digital advertising.

The EU’s regulatory framework mandates that AI-generated content, such as deepfakes, be clearly labeled, and users must be notified when interacting with AI. Furthermore, high-risk AI applications must undergo strict risk assessment procedures to ensure they do not harm children’s rights. This level of regulatory scrutiny stands in contrast to the U.S.’s approach, which focuses more on corporate responsibility than on enforceable restrictions.

AI Nudging: A Form of Manipulation?

The broader ethical concerns surrounding AI nudging extend beyond children’s advertising, but adversely affect the youth as well. Behavioral nudging has become a powerful instrument in marketing, often without consumers’ explicit awareness. Yuval Noah Harari warned in 2018 that as AI advances, it will become easier to manipulate individuals by tapping into their deepest emotions and desires. This concern is particularly relevant in the digital marketplace, where AI-powered nudges shape consumer preferences in ways that challenge the foundations of liberal market economies.

In a free-market model, consumers exert counterpressure on producers by making informed choices, compelling businesses to offer competitive products at fair prices. However, AI-driven nudging distorts this mechanism by subtly influencing consumer behavior, potentially reducing genuine choice and diminishing market transparency. The same logic applies to democratic participation, as AI’s ability to shape opinions raises concerns about election integrity and informed decision-making.

The Policy Divide: Innovation vs. Regulation

The regulatory debate over AI’s role in nudging reflects broader tensions between innovation and consumer protection. The Biden administration’s Executive Order 14110 emphasized the need for safeguards in AI deployment, prioritizing responsible AI development. However, the Trump administration’s recent executive order rescinded these regulations, aiming to eliminate perceived bureaucratic obstacles to American AI dominance.

This policy shift underscores the ideological divide between a regulatory approach that prioritizes accountability and a laissez-faire model that seeks to maintain the U.S.’s competitive edge in AI innovation. While minimizing regulatory barriers may accelerate technological advancement, it also raises the risk of unchecked AI applications with significant ethical and societal implications.

The Need for a Balanced Approach

AI-driven nudging, particularly in child-directed advertising, presents a complex challenge that requires a nuanced regulatory approach. While self-regulatory frameworks like CARU’s guidelines serve as an essential first step, they lack the enforceability needed to prevent manipulative practices effectively. In contrast, the EU’s AI Act demonstrates a more robust commitment to protecting vulnerable populations from AI-driven influence.

A balanced approach should integrate elements of both models: fostering innovation while implementing enforceable safeguards to prevent exploitation. Policymakers must consider stricter transparency requirements, enforceable ethical guidelines, and independent oversight mechanisms to ensure that AI serves the public interest rather than undermining autonomy and market integrity.

As AI continues to evolve, so too must the legal and ethical frameworks governing its use.

AUTHOR

Monika Mercz

Monika Mercz is a visiting researcher at The George Washington University. She is a Hungarian lawyer, focusing on how AI can be used to better protect children.

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2025 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.

You can now report schools that support DEI to your family friendly, America First Trump administration thumbnail

You can now report schools that support DEI to your family friendly, America First Trump administration

By Florida Family Association

You can now report schools that support DEI to your family friendly, America First Trump administration.


Click here to share on X


If you see evidence that your school board is allowing, promoting or trying to hide DEI you now have an advocate in the White House.  The United States Department of Education has established a new website for reporting DEI in a taxpayer funded school system.

The Department of Education web site is:  https://enddei.ed.gov/

Please share this information with likeminded family and friends.

Parents with children in public schools, teachers and school staff need to be aware of this family friendly, America First website.  Anyone can report a school for teaching DEI.

The school, school district or state education department could lose federal funding for violating President Trump’s executive order regarding DEI.

The kinds of information being sought include the following:

  • Classroom content, includes books, worksheets, presentations, and other information being presented to students.
  • Training materials, emails, presentations, and other information being presented to teachers.
  • Posters, handouts, events, groups being organized (especially affinity groups), and other expressions of DEI being carried out within the school system.
  • Hiring based on DEI practices, creation / existence of roles that are explicitly related to DEI, other structural concerns related to maintaining the practice (even if it’s called something else.) This can include busing, especially in situations where it leads to negative outcomes.
  • Examples of administrative actions carried out in a manner that discriminates against someone based on sex/race/religion. This could be a student, a parent or a teacher. Basically, any form of retaliation based on not going along with the agenda.
  • Basically, any time the school system spends time / money on anything ‘woke’.
  • The more complaints generated about a school system, the greater the likelihood of a crackdown.

It is time to challenge DEI while we have four years of an advocate in the White House.

©2025 . All rights reserved.

How Universities Get Away With Hiring Radicals thumbnail

How Universities Get Away With Hiring Radicals

By John D. Sailer

Estimated Reading Time: 3 minutes

Fellow-to-faculty programs have seeded academia with activists.

In the days after the October 7, 2023, attack on Israel, Jemma Decristo, a UC Davis professor, took to social media to express support for the violent energies that had erupted in the Middle East. “HELL YEAH,” Decristo wrote on X, responding to a report that protesters had set fire to the Israeli embassy in Jordan. Reposting news of protests at the United States embassy in Lebanon, Decristo added, “[fire icon] to the US embassy. US out of everywhere. US GO HOME. US GO HOME.”

One of her posts roused national attention: “One group of ppl we have easy access to in the US is all these zionist journalists who spread propaganda & misinformation,” Decristo wrote. “they have houses w addresses, kids in school. they can fear their bosses, but they should fear us more.” She concluded with a series of icons: a knife, an axe, and three blood drops.

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Shortly afterward, the university launched an investigation into Decristo’s comments, and in April of 2024, the StandWithUs Center for Legal Justice filed a lawsuit against the university for its inaction on anti-Semitism, putting the professor’s threats atop a list of examples in a press release. As of this writing, UC Davis has not disciplined Decristo.

Following Decristo’s comments, UC Davis chancellor Gary May said in a statement that calls for violence were inconsistent with the university’s commitment to “equity and justice.” Ironically, Decristo’s employment at UC Davis came about precisely because of the University of California’s purported commitment to social justice. Decristo, once described by UC Davis as a “scholar-artist-activist,” was recruited through the President’s Postdoctoral Fellowship Program (PPFP), which fast-tracks scholars showing a “commitment to diversity” into permanent faculty roles.

A growing number of like-minded activists are following Decristo’s path. For years, universities, federal agencies, and private foundations have worked to create well-funded career pathways for scholar-activists in higher education. The network includes undergraduate fellowships, graduate school funding, special hiring initiatives, and even administrator development programs. This constellation of “pipeline programs” is intended to hire more minorities; in practice, it heavily favors academics who view their scholarship as an extension of their political agenda.

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The programs also raise legal questions. Title VII of the Civil Rights Act prohibits discrimination in hiring. After President Trump’s executive order “ending illegal discrimination and restoring merit-based opportunity,” many universities will likely reassess their pipeline programs to avoid federal scrutiny.

The universities with the most influential programs, though, have framed them as race-neutral, selecting scholars based on their commitment to diversity, equity, and inclusion. So far, this has helped universities avoid legal scrutiny. But many scholars have argued that the commitment loophole has made university hiring more ideological—in a way that could still violate the First Amendment.

Over the next several weeks, I’ll be publishing stories on the pipeline model and what it means for the future of the American university. The series is based on thousands of pages of documents acquired through public records requests and interviews with more than a dozen scholars. It explores what is perhaps the most popular and effective kind of pipeline program, responsible for Decristo’s professorship at UC Davis: the fellow-to-faculty model.

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Usually, a postdoctoral fellowship is just a small step in a scholar’s career. After a fellowship ends, former postdocs apply to competitive positions on the open market. The diversity-focused fellow-to-faculty model modifies this pathway. First, the programs’ administrators select fellows with special attention to how they contribute to diversity. Fellows are then heavily favored for—often guaranteed—tenure-track positions, bypassing a competitive search. It’s a side-door into the faculty lounge.

The UC system’s PPFP, which the university recently declared the “largest and most influential academic pipeline program of its kind in the nation,” serves as a blueprint. Launched in 1984, it’s the oldest such program. By now, some former fellows have held academic posts for decades, including Mark Lawson, the program’s director.

At its inception, PPFP awarded postdocs only to women and minorities. In 1996, when California voters banned affirmative action, identity-based criteria became unambiguously illegal, forcing the program to evolve…..

*****

Continue reading this article at City Journal.

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Every Senate Democrats Voted ‘NO’ To Banning Males From Playing On Girls Sports Teams thumbnail

Every Senate Democrats Voted ‘NO’ To Banning Males From Playing On Girls Sports Teams

By The Geller Report

Senate Democrats on Monday blocked a measure that sought to ban biological males from competing on school sports teams.

With a vote of 51-45 strictly along party-lines, the US Senate Democrats blocked the “Protection of Women and Girls in Sports Act “ that, if passed, would have amended Title IX to restrict federally financial assisted recipients who operate, sponsor, or facilitate an athletic program or activity to permit a person whose sex is male to participate in an athletic program or activity that is designated for women or girls. The bill required 60 votes to advance.

Democrats Block Bill to Bar Transgender Girls From Female Sports Teams

Republicans argued the bill was essential to protecting women and girls, but also made clear they were bringing it up to portray Democrats as outside the mainstream. It stalled in the Senate.

This is the third time that I’ve had a vote on this bill. The other two times have failed because we have had almost zero Democrats help to support women and girls in sports,” Sen. Tommy Tuberville of Alabama, who co-sponsored the legislation, said ahead of the procedural vote.

Continue reading.

AUTHOR

Pamela Geller

RELATED ARTICLE: EXCLUSIVE: Trump Invites Volleyball Player Seriously Hurt By Trans Opponent To Be Special Guest At Address To Congress

POST ON X:

Not a single Senate Democrat voted to stop this madness pic.twitter.com/yn0VHJVUVt

— End Wokeness (@EndWokeness) March 4, 2025

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

DOJ anti-Semitism task force to investigate Harvard, Columbia, other universities for ‘unlawful discrimination’ thumbnail

DOJ anti-Semitism task force to investigate Harvard, Columbia, other universities for ‘unlawful discrimination’

By Jihad Watch

Finally, the truth about Islamic antisemitism is being addressed on what are ostensibly the most antisemitic campuses in the U.S. The task force “will investigate campuses that have become flashpoints since the Israel-Hamas war began in October 2023.”

Those who have been most involved in pro-Hamas activism have been complicit in bullying, intimidation, threats of violence, incitement against Jews, and the open call to obliterate the Jewish nation from the River to the Sea.

“DOJ task force to visit NYU, Harvard to investigate antisemitism,” by Sudiksha Kochi, USA Today, March 2, 2025:

WASHINGTON – Columbia Harvard, NYU and seven other universities will get a visit from the Justice Department’s antisemitism task force, which will investigate campuses that have become flashpoints since the Israel-Hamas war began in October 2023.

The universities were told by the Trump administration they “may have failed to protect Jewish students and faculty members from unlawful discrimination,” according to a statement.

The group plans to meet with university leadership, students, law enforcement, and community members and consider “whether remedial action is warranted.”

The ten universities include: Columbia University, George Washington University, Harvard University, Johns Hopkins University, New York University, Northwestern University, the University of California, Los Angeles, the University of California, Berkeley, the University of Minnesota and the University of Southern California…..

AUTHOR

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Hamas Attacked Israel on a Jewish Holiday, It Wants a Ramadan Ceasefire

South Africa’s chief rabbi slams world’s religious leaders for silence on Christian beheadings in DRC

RELATED VIDEO: In one week U.S. warfighters have killed five high value Al Qaeda and ISIS terrorist targets

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

Unlikely Courses on Diversity and Equity thumbnail

Unlikely Courses on Diversity and Equity

By Craig J. Cantoni

Estimated Reading Time: 4 minutes

The likelihood of honest and scholarly courses on diversity and equity at the University of Arizona and other colleges is almost nil.

A February 22nd story in the Arizona Daily Star said that, beginning in 2026, the University of Arizona (UA) will require undergraduate students to complete two courses on diversity and equity in order to graduate.  The story went on to say:

The new general education curriculum will require students to fulfill the diversity and equity requirement by studying “how historical and contemporary populations have experienced inequality, considering diversity, power and equity through disciplinary perspectives,” according to information posted on the university’s website in October 2023.

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Can the UA, or any university for that matter, be trusted to address these subjects in a scholarly, unbiased, and agenda-free manner?  And what would that look like?  

To answer the second question, I offer descriptions below for two hypothetical courses that would be scholarly, unbiased, and agenda-free.  

If courses like the hypothetical ones will not be part of the diversity and equity requirements at the UA, then that answers the first question about whether the university can be trusted.  The answer is no.    

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Course One:  What is Race and Racism?

A required three-credit-hour course on diversity and equity.

Objectives

1) To show that the conventional thinking about race and the official racial classifications are unscientific, misleading, and barriers to true diversity, equity and inclusion.

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2) To make an important distinction between “racist” and “racial” actions and comments.  

Foundational Disciplines

Course content is based on genetics, history, anthropology, ethnography, and sociology.  Distinguished professors from these disciplines developed the content and teach sections of the course. 

Overview

Emotionally-loaded questions are raised about whether race is a social construct, is genetically determined, is in the eye of the beholder, is changeable and malleable based on perceptions and the zeitgeist of the day, and is separate and distinct from ethnicity.

The seven official racial classifications promulgated by the US government and widely accepted in America are shown to be contrived, convoluted, non-discrete, overlapping, specious, politically motivated, and even insulting.

The seven are White, Black, Hispanic, Asian, Native American, Pacific Islander, and Middle Eastern.  They are a strange mix of color, geography, and ethnicity.

As the course details, the classifications are a political creation that reflects resentments, discrimination, identity politics, and racial spoils.  They have little to do with science, they reinforce stereotypes, and they exclude the important considerations of social class and mixed marriages.

The hundreds of unique ethnocultural groups in the world are reviewed and shown to be distributed widely among the seven official groups, resulting in each of the seven being quite diverse in ethnicity, nationality, income, wealth, education, political power, advantages and disadvantages, and histories of being both victims and perpetrators of injustice.  The denial of this fact in DEI initiatives leads to the pernicious fallacy that everyone in the White category is homogeneous in privilege, social class and racist feelings, and that no one in the category can be a minority or disadvantaged. 

An important distinction is made between “racist” and “racial.”  It is racist, as the course explains, to believe that a given race is genetically inferior in some regard and predisposed to negative behavior.  It is racial, on the other hand, to make a factual comment about a race.  For example, it would be racist to say that Italians have a genetic propensity to be mobsters.  It would be racial to state the fact that most members of the Mafia and Cosa Nostra have been Italian. 

The course drives home the point that such clarifications and distinctions are critical in diversity, equity and inclusion initiatives and in the enforcement of equal opportunity laws.  Otherwise, the unquestioned application of the seven official racial categories and the misuse of the words “racist” and “racial” can result in excluding some groups from DEI and in taking away their anti-discrimination protections.   

Course Two:  Social Injustice Through the Ages

A required three-credit-hour course on diversity and equity.

Objectives 

1) To show the universality of the dark side of human nature across all continents and peoples, throughout all of human history. 

2) To question whether violence, oppression, and conquering increased or decreased with diversity—that is, at points of contact between different tribes, nationalities, races, religions, and political and economic systems.  Is diversity a strength or a weakness, and under what circumstances is it one or the other?

3) To explain the historic roots of humanism, pluralism, equality, property rights, and civil liberties, and how these ideas came together, after great struggles and setbacks, to establish political and economic systems that, although imperfect, are the best hope for diversity, equity and justice.  

Foundational Disciplines

Course content is based on history, anthropology, archeology, sociology, economics, political science, and moral philosophy.  Distinguished professors from these disciplines developed the content and teach sections of the course. 

Overview

Findings from anthropology and archeology are reviewed to show the extent of violence, human sacrifice, and diseases in pre-history times among Stone Age cultures, including in the Americas, Africa and Polynesia, prior to contact with Europeans, as evidenced from unearthed weapons and wounds and DNA on skeletal remains.

Also reviewed is the history from antiquity to current times of conquest, bloodshed, brutality, and both European and non-European versions of colonialism, imperialism and slavery.  This bloody tour of history covers the Roman Empire, the Persian Empire, the Macedonian Empire, the Ottoman Empire, the Japanese Empire, the Russian Empire, the empires and kingdoms of medieval and later-day Europe, the conquests by the Mongol leader Genghis Khan, the rise and fall of the violent Mayan and Aztec civilizations, the warrior culture of many of the indigenous tribes of North America, and in modern times, the Holocaust and other evils of the Third Reich, the tens of millions executed and starved by communists, the bloodletting in the Balkans after the fall of Yugoslavia, the ongoing killings between Shiites and Sunnis, the genocide inflicted on Tuttis by Hutus in Rwanda, and the Islamist terror inflicted on Africans in the Sahel and in Sudan.        

The evils of the slave trade in the Americas are also covered, as well as the socioeconomic legacies of slavery that continue today.  More coverage is given to the trade in Africans by Spaniards (a k a Hispanics) because that trade began earlier and was more extensive than the trade by the British and Dutch. 

In order to elicit class discussion and debate about what systems and values are best for diversity, equity and social justice, comparisons are made between capitalism and communism, and between Judeo-Christian values and the values of Islam, Hinduism, Buddhism, Taoism, and Confucianism.

You might be thinking that it shouldn’t take special courses to learn the above—that such learning should be part of the regular K-12 and college curricula.  Unfortunately, the regular curricula are full of tropes and political agendas, especially about race, colonialism, oppression, and white privilege.

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The Prickly Pear is focused on delivering timely, fact-based news, and citizen opinion that reflects our mission to “inform, educate and advocate about the principles of limited government and personal liberty.”

To achieve that mission, Prickly Pear often engages with like-minded contributors and organizations who share our values. We encourage to support these partners in any way you can, as these partners make our efforts possible.

Direct support of the Prickly Pear can be made at the link below. Every dollar is greatly appreciated!

How Is AI Changing Student Learning—For Better or Worse? thumbnail

How Is AI Changing Student Learning—For Better or Worse?

By My Pay. My Say.

Estimated Reading Time: 4 minutes

Artificial intelligence is rapidly changing how teachers and students operate both in and out of the classroom. While it has the potential to enhance learning, it also poses a significant challenge: students using AI to generate work they should be doing on their own. Unlike traditional plagiarism, AI-generated content is often original yet not truly the student’s own work. The difficulty of proving AI misuse leaves educators in a frustrating position—suspecting academic dishonesty but struggling to verify it.

As schools attempt to navigate this new reality, many are turning to AI detection tools. But how reliable are they? Free versions exist but come with limitations, and some schools are considering investing in a paid version. The urgency is clear—we need a solution now, not later. However, the bigger question remains: does AI support education, or does it undermine learning and critical thinking?

The Challenge of Detecting AI-Generated Work

For years, plagiarism detection was relatively straightforward. You could compare student work to existing sources or look for inconsistencies in writing style. But AI-generated content has changed the game. Because AI doesn’t copy from a single source, its responses are technically original, yet they often lack the depth, nuance, or personal voice of authentic student writing. The biggest problem? AI writing can sound polished and coherent, making it difficult to prove misconduct.

Some teachers have noticed that, despite having access to AI-driven learning tools, students aren’t using them to improve their understanding but to simply complete assignments with minimal effort. Jessica, a high school teacher in Pennsylvania, has observed this trend in her classroom:

“I have not yet seen students use AI to enhance their education. For years, there has been technology that will explain how to do almost any math problem step by step. I’ve never seen anyone use it to clarify misunderstandings or to gain new skills, but I know a lot who’ve used the technology only to acquire answers. Right now, I’m not sure most students are in a mental space that would enable them to learn responsible ways to use AI tools in education because for many, the desire to take a shortcut overrides the desire to authentically learn and expand their understanding.”

With students increasingly turning to AI for quick solutions, some educators have found creative ways to catch misuse. Michelle, a high school English teacher in the Northeast, has developed her own strategy:

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“A ‘Trojan Horse’ I use when I want to be sure my students haven’t tried to pass AI writing assignments as their own is to sneak a bizarre tidbit into their instructions in a tiny, white font that blends in with the background. For instance, it might instruct them to mention peanut butter or Star Wars in their essay. When they lazily copy and paste the instructions onto AI, they often don’t notice that detail. Then, when they mention JIF or the Millennium Falcon in their essay on Romeo & Juliet, they’re busted!”

Strategies like this may help identify AI misuse in the short term, but they don’t solve the larger problem—students relying on AI to do the thinking for them. As detection tools struggle to keep up and students find new ways to evade detection, educators are left with a difficult question: How do we encourage genuine learning in a world where AI makes it so easy to fake it?

Pricing and Reliability of AI/Plagiarism Checkers

Traditional plagiarism checkers are ineffective against AI-generated writing since it isn’t copied from a single source. AI detection tools are available, but their accuracy and accessibility vary. Free versions often come with limitations, including restricted scans, difficulty detecting subtle AI modifications, and even false flags on human-written content.

Paid versions offer more advanced features, such as higher accuracy rates, better integration with school platforms, and continuous updates to keep pace with AI advancements. However, no tool is foolproof. Schools must carefully weigh cost against effectiveness, yet the urgency for a solution is undeniable. AI use in the classroom isn’t slowing down—it’s accelerating.

AI: A Tool for Learning or a Hindrance to Critical Thinking?

While AI can generate polished, coherent writing, does it actually help students learn? Right now, many students use AI as an easy way out rather than as a learning aid. But some educators see potential if it’s used the right way.

Jessica envisions a shift in classroom dynamics:

“Maybe this will lead to the biggest full-circle moment education has experienced, and we’ll end up with Socratic sessions of discussion. I’d love to see a time when students could use various methods for research and preparing for class, including AI, but then in class, they’d have to verbalize their own thoughts.”

The real problem isn’t AI itself—it’s how students use it. If AI becomes a crutch, students lose the opportunity to develop critical thinking and problem-solving skills. But if AI is integrated responsibly, it could support deeper discussions and analysis.

Preparing Students for Life with AI

Banning AI altogether is unrealistic. It’s already embedded in higher education, business, and nearly every industry. Instead of resisting change, educators may need to shift their focus to teaching students how to use AI responsibly.

This could mean using AI as a research assistant rather than an answer generator, having students defend their ideas in discussions rather than submitting written work alone, or creating assignments that require personal insights AI can’t replicate. The key is balance—leveraging AI’s strengths without letting it replace genuine learning.

The bottom line

AI in education is both a challenge and an opportunity. It’s clear that students are using it to complete work they should be doing on their own and detection remains difficult. Schools are scrambling to find effective AI-checking tools, but no system is perfect.

Ultimately, the biggest battle isn’t just against AI misuse—it’s about ensuring students value learning over shortcuts. If you can harness AI as a tool rather than a replacement for effort, the classroom of the future might not be filled with students mindlessly copying and pasting but with learners prepared for the AI-driven world ahead.

*****

This article was published by MyPay. MySay, and is reproduced with permission.

Your Support is Critical

The Prickly Pear is focused on delivering timely, fact-based news, and citizen opinion that reflects our mission to “inform, educate and advocate about the principles of limited government and personal liberty.”

To achieve that mission, Prickly Pear often engages with like-minded contributors and organizations who share our values. We encourage to support these partners in any way you can, as these partners make our efforts possible.

Direct support of the Prickly Pear can be made at the link below. Every dollar is greatly appreciated!

The Tech Dilemma: How AI Shapes Childhood and Education in the Digital Age thumbnail

The Tech Dilemma: How AI Shapes Childhood and Education in the Digital Age

By Family Research Council

In today’s hyper-connected world, artificial intelligence (AI) is no longer just a futuristic concept — it’s woven into the fabric of our daily lives. From personalized learning apps to deepfake technology, AI is shaping how children interact with the digital world. While these advancements promise innovation in education, they also introduce significant challenges. How can we harness AI’s potential while protecting children from its risks?

AI’s Expanding Role in Education

AI-powered tools are transforming education at an unprecedented pace. Personalized learning platforms use machine learning to tailor lessons to individual students, helping them grasp complex topics at their own speed. Virtual tutors provide instant feedback, making education more accessible than ever before. These technologies have the potential to bridge learning gaps and create more equitable opportunities.

But AI isn’t a flawless solution. The rise of deepfake technology — AI-generated content that manipulates images, videos, or voices — has made misinformation a growing concern. What happens when children struggle to distinguish between reality and digital fabrications? As AI becomes more sophisticated, so must our ability to critically navigate the information it generates.

The Double-Edged Sword of AI in Child Development

Technology is a powerful tool, but it’s a double-edged sword when it comes to childhood development. Studies show that excessive screen time can hinder social skills, attention spans, and emotional regulation. AI-driven content, designed for engagement, can lead to digital addiction, pulling children further away from real-world interactions.

At the same time, responsible AI integration can enhance education and creativity. Virtual reality (VR) experiences bring history lessons to life, while AI-driven storytelling platforms encourage young minds to explore new narratives. The challenge lies in creating a balance — leveraging AI for educational enrichment without letting it dictate childhood experiences.

Safeguarding the Future: Regulation and Parental Involvement

The responsibility of managing AI’s influence on children doesn’t fall on one entity alone. Governments must implement regulations that ensure ethical AI use, particularly in education and media. Schools need to adopt AI with transparency, ensuring that students are not unknowingly subjected to biased algorithms or manipulative content.

Parents play a crucial role, too. Open conversations about AI, media literacy, and digital well-being can empower children to become critical consumers of technology. Setting boundaries — such as screen time limits and AI-free zones at home — can help maintain a healthy balance between online and offline life.

The Need for Thoughtful AI Integration

Artificial intelligence holds immense potential to revolutionize education, but it must be used responsibly. By prioritizing ethical considerations, fostering digital literacy, and advocating for smart regulations, we can create a future where AI enhances childhood experiences rather than diminishing them.

For this purpose, I believe that banning smartphones in classrooms — a step that Hungary has taken last year — allows students to focus on learning, but does not deprive them of guided use of AI. Sadly, there is a growing social media addiction among our youth, to which a banning of smartphones in school could provide a temporary relief. However, all countries desire a strong digital economy with great professionals, which requires us to embrace technology and live with it, but not be ruled by it.

The key isn’t to reject AI but to integrate it thoughtfully — ensuring that technology remains a tool for learning, not a replacement for genuine human connection.

AUTHOR

Monika Mercz

Monika Mercz is a visiting researcher at The George Washington University. She is a Hungarian lawyer, focusing on how AI can be used to better protect children.

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2025 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.

AI: How to Teach Critical Thinking thumbnail

AI: How to Teach Critical Thinking

By John Droz, Jr.

We are in agreement that Critically Thinking citizens would be a MAJOR benefit to themselves (e.g., see hereand to America.

Now that we have dismissed the specious argument that Critical Thinking is not teachable (and IS transferrable from one subject area to another), the question is: how do we teach it in K-12?

I made a stab at this exceptionally important question here. My argument was: to break down the common attributes a Critically Thinking person has and teach each of those separately. When done it stands to reason that you will almost certainly end up with a Critically Thinking person.

I decided to pose this question to ChatGPT: “What is the best way to teach Critical Thinking to K-12 students?” *

I thought that the ChatGPT answer was decent, so am republishing it:

“Teaching critical thinking to K-12 students is essential for helping them develop the skills to analyze information, make informed decisions, and solve problems effectively. Here are some effective strategies for teaching critical thinking to students of various age groups:

  • Foster curiosity: Encourage students to ask questions about everything they learn. Promote an environment where they feel comfortable exploring ideas and expressing their thoughts.
  • Model question-asking: Teachers can ask open-ended questions that stimulate thinking, such as “Why do you think that?” or “What evidence supports your view?”
  • Real-world problems: Present students with real-world problems or scenarios where they must analyze information, evaluate options, and create solutions.
  • Collaboration: Let students work together in groups to solve these problems. This fosters critical thinking through dialogue and the exchange of ideas.
  • Deductive and inductive reasoning: Introduce the basic concepts of logical reasoning, such as distinguishing between generalizations and specific conclusions.
  • Argument construction: Teach students how to make a valid argument by supporting their ideas with evidence and reasoning, as well as how to recognize weak arguments.
  • Self-assessment: Have students reflect on their thinking process, asking themselves questions like, “What was my reasoning?” or “Did I consider all the information?”
  • Think-pair-share: This strategy encourages students to first think about a question on their own, then discuss it with a partner, and finally share ideas with the class.
  • Open-ended discussions: Hold class discussions where students are encouraged to think critically, listen to others’ perspectives, and respond with thoughtful arguments. Use open-ended questions to guide the conversation.
  • Respect differing viewpoints: Teach students how to respectfully disagree and build on others’ ideas.
  • Evaluate sources: Teach students to analyze and question information found online, especially with the rise of misinformation.
  • Media literacy: Provide exercises that require students to critically evaluate advertisements, news articles, and social media content.
  • Awareness of bias: Help students understand common cognitive biases and logical fallacies so they can recognize them in their own thinking and in others’ arguments.
  • Fallacy detection exercises: Use examples from real life (such as media articles or debates) to identify fallacies and biases.
  • Structured debates: Let students engage in structured debates on various topics, encouraging them to argue from different perspectives. This improves their ability to think critically and argue persuasively.
  • Classroom discussions: In addition to formal debates, give students time to voice their opinions and challenge each other’s ideas in a constructive way.
  • Brainstorming: Teach students to generate multiple solutions to a problem, emphasizing the importance of creativity in thinking.
  • Scenario-based activities: Create hypothetical scenarios where students must think outside the box to find solutions.
  • Graphic organizers: Tools like Venn diagrams, mind maps, and flowcharts can help students visualize their thinking process and organize ideas clearly.
  • Visual learning: These visual aids can help students structure their critical thinking process, making complex ideas easier to understand and analyze.
  • Emphasize effort over ability: Teach students that intelligence and critical thinking skills can be developed through hard work and persistence. Encourage them to view challenges as opportunities to grow.
  • Gradual complexity: Start with simple tasks and gradually introduce more complex problems that require deeper analysis. This approach helps students build their skills over time.
  • Step-by-step instruction: Break down critical thinking skills into smaller, manageable steps, like gathering evidence, making inferences, and drawing conclusions.

By integrating these strategies into teaching, K-12 students develop the critical thinking skills that are essential not only for academic success but also for navigating the world as informed and thoughtful individuals.”

So, what do you think?

A profoundly significant question is: which of the fifty States formally teach these concepts (preferably in Science curriculum), and then formally incorporate these ideas into the rest of their curricula?

To my knowledge, the answer is: NoneZeroNada.

This is one of many reasons why eliminating the federal Department of Education (DOEd) and leaving the K-12 education system to the fifty States would be like jumping from the frying pan into the fire.

On the other hand, if DOEd buys into the extreme importance of teaching Critical Thinking to K-12 students, they could publicly state that as part of their Mission Statement.

Then they could say to States: “If you want any of our $100B± discretionary money, we need satisfactory proof that you are formally teaching your K-12 students to be Critical Thinkers.”

That simple DOEd change would arguably be the most beneficial improvement to US K-12 education in the last 50+ years.

For newer subscribers, here are some of my prior relevant commentaries on this exceptionally significant topic:

* If Critical Thinking was unteachable, that would have been the answer provided by ChatGPT — but it was not. Therefore, the logical deduction is that ChatGPT agrees that Critical Thinking is teachable. That said, I specifically asked ChatGPT the questions: 1) is Critical Thinking teachable? and 2) Is Critical Thinking transferrable from one subject area (domain) to another? I will publish the AI answers in a future column.

©2025   All rights reserved.

Here is other information from this scientist that you might find interesting:

I am now offering incentives for you to sign up new subscribers!

I also consider reader submissions on Critical Thinking on my topics of interest.

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 2024 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 Constitution and Education thumbnail

The Constitution and Education

By Jerry Newcombe, D. Min.

President Trump wants to abolish the Department of Education. Sounds outrageous to some.

Writing for The Hill, Justin Hawkins notes, “The Trump administration is reportedly preparing an executive order that could eliminate or roll back significant parts of the Department of Education, a move that has already received significant criticism from Trump’s political opponents.”

Hawkins also says, “Regardless of whether you support such programs, the Constitution does not allow for the vast majority of what the Education Department does today.”

The White House declares: “President Trump’s Department of Education canceled $881 million in unnecessary contracts that were not benefiting students, including a $4.6 million contract just to coordinate Zoom and in-person meetings.”

I interviewed Dr. Paul Kengor on a radio segment and asked him about the president’s plan to abolish the Department of Education. Kengor is a bestselling author on American politics and history, as well as a professor of history and political science at Grove City College in Pennsylvania.

Kengor reminded our listeners that the Department of Education is a relative Johnny Come Lately. It was only established by President Jimmy Carter in the late 1970s: “Americans think it was created not in 1978, but 1778—as if the founders were talking about it in the Federalist Papers.”

Kengor, added, “When Ronald Reagan, just months after that, talked about eliminating it, they treated Reagan as if he was some sort of domestic terrorist. Somebody who was out of his mind. ‘Eliminate the Department of Education? That’s the craziest thing I’ve ever heard.’” Kengor has called the department “a menace” and “a force of destruction.”

Kengor answers the common question, “What will happen if this federal agency were to be abolished?” He observes, “People will fund education the way they’ve always done—at the local level, at the state level.”

The Constitution does not mention education per se. In my Foundation of American Liberty series of documentaries on our nation’s Judeo-Christian roots, the late Dr. Walter Williams of George Mason University made an interesting observation.

Williams, a syndicated columnist, stated, “The founders thought that education was very, very important, but they gave the federal government no authority to deal with education—that is, education was mostly a state function.  And if you look at James Madison and others who wrote in the Federalist Papers, trying to get the colonies to ratify the United States Constitution, James Madison and other founders had a very limited view of the federal government.  In fact, in Federalist Paper 45, James Madison, who was trying to explain what’s in the Constitution, said that the powers that we left to the federal government are few and defined, and mostly restricted to external affairs.”

In 1789, America’s founders passed the Northwest Ordinance, so that as new territories became new states, they would follow a common template.

In Article III, they mentioned education. America’s founding fathers wrote, “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” They didn’t intend to banish Christianity in the schools but to encourage it. And these schools were voluntary.

In fact, most of the education at that time was conducted by churches or in home settings. The Bible was the chief textbook in one way or another. And back then, society was much more literate than we are today.

Reagan warned about education that removed God. Dr. Kengor wrote an article about the 40th president and some remarks he made about education at Georgetown in 1988 at its 200th anniversary. Said Reagan, “At its full flowering, freedom is the first principle of …Western society…. And yet freedom cannot exist alone. And that’s why the theme for your bicentennial is so very apt: learning, faith, and freedom. Each reinforces the others, each makes the others possible. For what are they without each other?”

Reagan went on to say, “Learning is a good thing, but unless it’s tempered by faith and a love of freedom, it can be very dangerous indeed. The names of many intellectuals are recorded on the rolls of infamy, from Robespierre to Lenin to Ho Chi Minh to Pol Pot.”

He went on to say that the “twin beacons of faith and freedom” have “brightened the American sky.”

Why is modern education so vacuous for so many? I believe for too long we have forgotten the Biblical counsel that “the fear of the Lord is the beginning of wisdom.”

President Trump points out that we pay more for education for each pupil than do other industrialized nations. We are first in spending, but far down the list in results. No wonder people could well ask: Is the Department of Education a part of the solution or a part of the problem?

©2025   All rights reserved.

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Childhood Favorite “Little Golden Books” Excludes President Trump From World Leaders

By The Geller Report

Little Golden Books has long been a cherished part of our childhoods. So it is deeply disturbing that Little Golden Books publisher Penguin Random House would omit President Trump from their world leaders section in a glaring, glaring omission. Kamala Harris, Joe Biden, Barack Obama, Jimmy Carter, John McCain, George Bush, but no Trump.

Why wouldn’t Penguin Random House want our children to learn about America’s greatest modern President?

Can parents trust so highly politicized children’s book publisher? What other subversive, anti-American messages is Little Golden Books sending our children?

Joseph Stalin airbrushed photos to erase the presence of those who had fallen out of favor. How is this different?

This is the world leaders page. Biographies include Kamala Harris, Joe Biden, Barack Obama, Jimmy Carter, John. McCain, George Bush, but no Trump. Why?

AUTHOR

Pamela Geller

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

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Report: Popular History Textbook Is Biased toward Marxist, Anti-American Agenda

By Family Research Council

“A People’s History of the United States” by Howard Zinn is a textbook used in as many as one in four high school history classrooms. Its unassuming title makes it hard to differentiate it from other literature that could be found on the shelves of nearly any school. And yet, as a report recently found, this textbook was inspired by the controversial German philosopher Karl Marx and “misinforms students” by presenting American history as a “conflict between capital and labor.”

Zinn is a self-proclaimed “democratic socialist” who “believe[s] in the wiping out of national boundaries.” As The College Fix reported, his textbook “has become one of the most widely used history textbooks in American education, both at the high school and college level.” Concerned by the number of Americans who are reportedly not proud to be American, Goldwater Institute chose to compare Zinn’s history textbook to a lesser known (but significantly more conservative-based) textbook created by Hillsdale College Professor Wilfred McClay entitled, “Land of Hope: An Invitation to the Great American Story.”

The report was written and released by Goldwater’s Tyler Bonin and Matt Beienburg. “Americans’ civic memory is fading,” they wrote. “[T]he share of adults who can name even the fundamental rights of the First Amendment has dropped by as much as half in recent years,” which is in addition to the decreased number of citizens proud to be American — a percentage that went from 90% to 67% in 2004.

But what the authors discovered is that, instead of “renewing civic literacy and enthusiasm among the rising generations, many instructional programs and school resources are actively compounding the erosion of confidence in our constitutional republic.” And their report only seemed to prove that as fact.

Zinn’s heavily utilized textbook, when compared to McClay’s, presents two radically different narratives of American history. Goldwater’s researchers felt it was important for parents, teachers, and school leaders to understand how a textbook’s underlying motivations can drastically affect how a student learns of the world around them. Concerning American history, the report states that McClay’s text specifies that the primary objective is to “offer to American readers, young and old alike, an accurate, responsible, coherent, persuasive, and inspiring narrative account of their own country.” On the other hand, Zinn shared that, in the crafting of his book, “Marx’s Communist Manifesto was … immensely useful and inspiring.”

“This report provides merely a few snapshots of the competing versions of American history told through each work,” the researchers wrote. And “these differing accounts are likely to leave students either inspired or embittered in their attitudes toward the United States, depending on which text they receive.”

For example, Zinn presented the American Revolution as a result of “economic manipulation and political oppression perpetrated by wealthy elites at the expense of the poor.” McClay explained that this war was “a historically unprecedented advancement in declaring and securing liberty, equality, and self-determination advanced by flawed but extraordinary figures.” Concerning the Civil War, Zinn emphasized “resentment toward Abraham Lincoln and the people of Northern states … for insufficient opposition to the institution of slavery.” Comparatively, McClay highlighted “an appreciation for the extraordinary arc of history advanced by abolitionist leaders against anti-capitalist apologists of slavery.”

Zinn’s text seemed to support the spread of communism under the USSR, while McClay offered “a sober assessment of the threat, duplicity, and illiberal designs of the communist totalitarian regime, even while acknowledging the excesses of McCarthyism.” Zinn’s text even goes as far as to portray the Constitution as “uniquely responsible for legitimizing slavery, even as its framers had scrupulously crafted the document to avoid even recognizing the terms ‘slave,’ ‘slavery,’ ‘master,’ or ‘owner,’ and even as many of the framers expected slavery to die out.”

The report highlights that “while McClay makes no attempt to shield students from the horrors and hypocrisies of slavery — nor deny the unequal treatment endured by many of the groups living within the new American nation — he ensures that students are not left cheated of the surrounding historical backdrop as they are with Zinn.”

The full report goes into fine detail on how these texts compare, but in summary, the authors concluded:

“Howard Zinn’s A People’s History advances misrepresentations, lacks nuance, and aims to misinform our young people about landmarks of American history. The book has a near-exclusive focus on understanding every major event as a conflict between capital and labor, borrowing from Marx to scrub individual actors’ motivations free of all principles beyond greed and economic exploitation.

“The reason to oppose Howard Zinn’s book in school curricula is not because it criticizes the United States or even solely because of its ideologically driven narrative. The reason to oppose it is because it flattens America’s dynamic history into a simplistic and repetitive thesis of oppression that engenders skepticism and contempt for American institutions within our students. … Textbooks presented to high school students need not ‘whitewash’ American history — indeed they should make apparent the periods of our past in which the peoples of this nation have failed to live up to the ideals on which the United States was founded. But trying to convince students that the American republic is thus fundamentally corrupt is an entirely different — and toxic — message.”

As Family Research Council’s Meg Kilgannon told The Washington Stand, “Mary Grabar wrote an excellent book debunking Howard Zinn that I recommend to people interested in this topic.” At the end of the day, “The anti-American, anti-capitalism animus in Zinn’s work should have long ago disqualified it for purchase with public dollars.” Especially since now, Kilgannon pointed out, “we are … blessed with many truly excellent and accurate historical curricula for use in schools that will encourage a love of country and appreciation for the important contributions America has made to the world.”

Ultimately, the report emphasized that students must be reminded “that ideas and decisions matter” — reminders that should “encourage them toward responsible citizenship. In an age of increasing cynicism, stilted portrayals of history, and faltering civic literacy, the richness of texts like Wilfred McClay’s offer a much needed glimmer of hope.”

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. ©2025 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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A Tribute To George Washington

By Mark Wallace

Estimated Reading Time: 4 minutes

It was around December 1777, the darkest time in American history. The Continental Army had suffered crushing defeats in and around New York City and had to retreat to a place called Valley Forge, about 25 miles from Philadelphia. A day or two earlier, they had been encamped at White Marsh. If anyone was interested, it would have been possible to track the Army’s movements from White Marsh to Valley Forge by the blood on their feet that was left in the snow.

Valley Forge, the Continental Army’s winter quarters, was a massive unrelenting nightmare. The soldiers were in rags. Smallpox raged through the encampment. Some of the men had no shoes and stood on their hats to keep their bare feet out of the snow.

Isaac Potts was a Quaker and a pacifist who lived in a home near Valley Forge. Potts had sympathies toward the Patriot cause but found it impossible to believe that there was any chance of prevailing against the might of the British Empire and the British Army. Accordingly, he remained neutral and aloof.

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One dark evening Potts was returning to his home when he came upon a strange sight. It was a man kneeling in the snow and praying. His hat was off and on the ground on one side of him, his sword on the other. The man was all alone — no one else was in sight.

The man kneeling in the snow and praying was George Washington.

Potts passed silently at a respectful distance and returned to his home. When he entered the front door of his house, he greeted his wife and said with great conviction, “we are going to win this war!” From that moment forth, he was no longer a neutral but a committed Patriot. Potts knew instinctively that any national leader who could kneel alone in the snow and pray to his God would never suffer defeat.

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There are many stories that illustrate the greatness of George Washington, and this is but one of them. As we honor his February 22 birthday, each of us should thank the Almighty that He gave us a leader of this caliber at the time of our Nation’s foundation.

If you go to Mount Vernon today and visit Washington’s home, you will see in the museum a collection of Washington’s dish ware upon which is inscribed “ Order of the Cincinnati.” But this is not a reference to the American city of Cincinnati. Rather, it’s a reference to a great ancient Roman named Cincinnatus.

He was a man much admired by George Washington, so much so that Washington had his name inscribed on his dish ware and formed an organization entitled “Order of the Cincinnati.”

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So who was Lucius Quinctius Cincinnatus, and why did Washington admire him so much?

Cincinnatus had been active in politics but had retired and returned to his farm. In 458 B.C., Rome was under threat from the Aequi, a mortal enemy. The Roman Senate, recognizing that Rome’s very existence was in the balance, elected Cincinnatus Dictator for a term of six months and dispatched a group of Roman Senators to inform Cincinnatus of his election and to explain Rome’s great peril.

Cincinnatus answered the call. He had his wife bring him his toga, and he returned to Rome. He organized the Roman Army and led it to victory against the Aequi. He then retired as Dictator and returned to his farm, all within the space of 15 days even though his term as Dictator still had five and one-half months to run under Roman law.

Through the many centuries since 458 B.C., Cincinnatus had been regarded as a model of civic virtue, a man more interested in serving his country than in lining his own pockets, gaining fame, or gaining power. That was the type of man George Washington viewed as a role model. And so should we all.

The other Roman Washington admired was Marcus Portius Cato, a contemporary and opponent of Julius Caesar. Tom Holland, in his wonderful book “Rubicon,” describes Cato as follows: “At an age when most senators would sit in respectful silence to listen to their seniors, Marcus Portius Cato had a voice that boomed out across the Senate House floor. Rough and unadorned, it appeared to sound directly from the rugged, virtuous days of the earliest Republic. As an officer, Cato had ‘shared in everything he ordered his men to do. He wore what they wore, ate what they ate, marched as they marched.’ As a civilian, he made a fashion out of despising fashion, wearing black because the party set all sported purple, walking everywhere, whether in blazing sunshine or icy rain, despising every form of luxury . . . To Cato . . . the inheritance of the past was something infinitely sacred. Duty and service to his fellow citizens were all. . . Plagued by a sense of its own corruption as it was, the Senate was not yet so degenerate that it could fail to be impressed by such a man.” In the end, Cato committed suicide rather than surrendering to Caesar. Patrick Henry’s immortal words “give me liberty or give me death” have been attributed to Cato.

Through the centuries, Cato has been regarded as one of the last model citizens of the dying Roman Republic, an icon of liberty and unselfish service to one’s country. In 1713, playwright Joseph Addison wrote a play on Cato that was first performed in 1714. Washington was so impressed by Cato, and so admired him, that he arranged at Valley Forge for a presentation of Addison’s play about Cato. It’s not hard to imagine Washington and his officers tramping through the snow and cold at Valley Forge to the building in which the play was performed. We can picture Washington sitting through this inspiring play and hoping that his officers would understand that the cause of liberty is so important, so vital, that good men are willing to lay down their lives for it rather than live under despotism.

Truly, George Washington, the Father of His Country, was a national leader for the ages.

*****

Image Credit: Wikimedia Commons

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To achieve that mission, Prickly Pear often engages with like-minded contributors and organizations who share our values. We encourage to support these partners in any way you can, as these partners make our efforts possible.

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K-12 Education: Knowledge vs Skills thumbnail

K-12 Education: Knowledge vs Skills

By John Droz, Jr.

An Interesting and Important Matter

One of the most significant K-12 education battles today (and also among the least discussed) is between the forces who want to prioritize the teaching of Knowledge vs those who advocate for more emphasis on Skills. To the detriment of students and the public, the Knowledge proponents are winning by a landslide. I’ll explain why this is not a good development, below.

Skills are also called Competencies in the education business, but for here, I’ll stick with Skills… Some states claim to promote several Skills (e.g., here). This sounds nice, but there are two problems. First, these Skills are treated as if they are all of equal value, and they are not. Critical Thinking is the Master Skill — learning that will make an individual better at all the other listed Skills! However, it is not prioritized as it should be.

Second, despite assurances that “graduates will have these Skills” there is no evidence that any of them — especially Critical Thinking — are formally taught. For example, there are no Professional Development (PD) classes focused on educating teachers on how to teach Critical Thinking. Worse, there are no K-12 classes that are dedicated to teaching children how to be a Critical Thinker — and explaining all the benefits of doing so.

In other words, the advocacy of K-12 Skills is mostly aspirational and political. (I say political as State education departments know that legislators, parents, and citizens want to hear that their school system is producing Critical Thinkers, so they tell them what they want to hear.) No one is bothering to investigate whether that is really happening. An innate trait of bureaucracies is that their effort on any topic is in direct pro-portion to the investigative attention paid to it — which here is near zero.

Knowledge is also called Content in the education trade, but for layperson purposes, I’m going to use the term Information. Right now, in most States, the Information vs Skills ratio of what is taught in K-12 schools is about 95/5. This is way off the mark for multiple reasons. There’s no scientifically proven perfect ratio, but 60/40 would be much better.

Here are some concerns about the over-emphasis of Information —

Point #1: Would we (as a Country) rather have a graduate (citizen) who has: a) high Information and low Skills, or b) lower Information and higher Skills? The evidence says we would be better off with “b,” but our public schools are designed to produce “a”.

Point #2: How many times have you heard someone say: “I was taught ABC {Information} in high school, but I’ve completely forgotten it”? How many times have you heard someone say: “I was taught to Critically Think in high school, but I’ve completely forgotten it”? The point is that skills stay with us longer than information.

Point #3: How many times have you heard school officials say: “Many of the jobs our K-12 students will eventually be employed in, don’t even exist today”? What that indicates is that Information is relative, and in a fast-changing world, much of it can soon become outdated. Skills, on the other hand (like Critical Thinking), are largely independent of technical progress.

Point #4: All information is not good, as some is inaccurate. For example, teaching K-12 students that we need millions of wind turbines to save the planet from extinction, is provably false.

Point #5: All information is not good, as some is incomplete. For example, teaching K-12 students that fossil fuels are bad is a political view, not a representation of scientific reality. There are numerous well-documented benefits of fossil fuels.

Point #6: All information is not good, as some is counter-productive. For example, teaching students that they should just go along with: a) what is politically correct, or b) what the consensus view is, or c) what some experts assert, or d) what a computer program projects — are all messages that convey: “There is no need for you to spend time and effort on thinking about XYZ, as people much smarter than you have already determined what’s right and wrong, so just keep your thoughts to yourself.” This is all about producing conformists, who are the opposite of Critical Thinkers!

Point #7: All information is not good, as some is age-inappropriate. For example, teaching eight-year-olds about LBGTQ is not age-appropriate.

Point #8: Interestingly the argument for focusing on Information is being undermined by technology. Today we can electronically query what the facts are about almost anything — so what’s the point of memorizing it?

Point #9: Being deluged with information gradually dulls the senses of students. Unconsciously, they focus on information retention, rather than the much more important information processing (a Skill).

Point #10: The Left acknowledges that they want to take control of our children’s thinking. As such, they are largely behind the emphasis on Information, as that is something they can easily control. And they are doing just that (e.g., see the NGSS). Who is paying any real attention to exactly what is being taught in K-12 subjects like Science?

Point #11: On the other hand, the number one fear of the Left is to have Critically Thinking citizens. As such they have gone to great lengths to squelch the teaching of Critical Thinking (a Skill) in K-12 education. As an example, one strategy being used is their false claim (see here) that Critical Thinking is not teachable.

Point #12: Having knowledge about something does not make you skilled in it. Likewise, being skilled at something does not mean you have all the required knowledge to excel at it. The proper balance is key.

Point #13: How has this intensive focus on teaching Information worked out? The standing of US K-12 students (on standardized tests in subjects like Science) has continued to go downhill for decades. At what point do we conclude that enough is enough, and we ought to seriously re-examine all of our education assumptions?

Essentially everyone agrees that the US K-12 public school system is awash with serious problems. However, one of the reasons that we are making little headway is that the efforts of many good people are diluted by being aimed at good issues, but of secondary importance — like school choice.

There needs to be broad agreement that our top priority should be to produce Critically Thinking K-12 graduates. Until we are laser-focused on that, our decline will continue.

Some sample references:

©2025 All rights reserved.

Here is other information from this scientist that you might find interesting:

I am now offering incentives for you to sign up new subscribers!

I also consider reader submissions on Critical Thinking on my topics of interest.

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 2024 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?

BREAKING SCHOOL: The Last Days of Federal Education thumbnail

BREAKING SCHOOL: The Last Days of Federal Education

By EKO

Estimated Reading Time: 3 minutes

The Department of Education building stands quiet this President’s Day. But inside its arteries, something extraordinary is happening. In just 48 hours, over $370 million in taxpayer dollars earmarked for diversity, equity, and inclusion (DEI) programs vanished into thin air.

Seventy DEI training grants were terminated by @DOGE led by @elonmusk.

Among them: a $9.7 million grant to UC Berkeley aimed at developing “a cohort of Cambodian youth with enterprise-driven skills.”

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And that was only the beginning.

Last week, 89 contracts worth $881 million were terminated in rapid succession. Another $900 million earmarked for student tracking systems disappeared into digital silence.

Inside the concrete walls, bureaucrats scramble to block access, hide files, protect their machinery. They know what’s coming next: exposure.

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Adding to the pressure, Linda McMahon’s testimony last Thursday, timed alongside the fallout from the landmark Valentine’s Day “Dear Colleague” letter sent last week.

That letter warned all 50 state education departments to remove DEI policies within 14 days—or risk losing federal funding.

Clock is ticking.

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“The law is clear,” the letter stated. “Treating students differently on the basis of race to achieve nebulous goals such as diversity, racial balancing, social justice, or equity is illegal under controlling Supreme Court precedent.”

What are they so desperate to hide?

The numbers tell the story:

Each terminated contract reveals another thread in their web of control. The $881 million wasn’t just vendor agreements—it funded systems designed to track, measure, and condition young minds.

That $900 million for “student tracking” wasn’t measuring academic progress—it was mapping neural pathways across generations.

And the $370 million in DEI grants? Now labeled as “wasteful and ideologically driven spending.”

Late Thursday, folks like @realchrisrufo posted cryptic warnings about “insane videos, slides, and documents” exposing the department’s inner workings. And hours later, @DOGE confirmed:

Ten contracts with Regional Educational Laboratories—$336 million gone. Another $33 million stripped from Equity Assistance Centers accused of promoting critical race theory and gender identity training.

For decades, this brutalist structure on Maryland Avenue has housed more than offices. Its been monitoring every student, every score, every federal dollar spent to shape young minds. Now those systems are unraveling.

First, the contracts die.

Then, the tracking and indoctrination stops.

Finally, the foundations themselves will crumble.

And the bureaucrats? They’re still missing the bigger picture. This isn’t about saving money. It’s not even about politics. What’s unfolding reveals something far more profound:

When natural learning emerges, artificial control becomes impossible.

The spell that bound young American minds for generations is about to break. And once broken, such spells can never be remade.

You can imagine how the cracks will spread:

Homeschool networks sprouting like wildfire. Community learning pods forming organically. Master craftsmen taking apprentices. Parents remembering their power. Children rediscovering divine wonder.

Their worst nightmare becomes reality:

People learning without asking permission.

Teenagers mastering quantum physics + computer science through YouTube.

Dropouts building million-dollar businesses.

Grandmas teaching fine art to neighborhood kids.

A mechanic’s garage becoming a hands-on laboratory.

It won’t be chaos—it’ll be creation. Not anarchy—but natural order. Not the death of learning—but its true rebirth.

Here’s what they never wanted you to see:

True learning has its own architecture. Not built of concrete and steel and scantrons—but written in the cosmic order itself.

Consider how knowledge naturally flows:

A father teaching his daughter to weld—neural pathways forming in real-time. A chess master challenging a prodigy—pattern recognition deepening with each move. A farmer showing his son how seeds become food—biology learned through life itself. A furniture designer opening her studio to neighborhood kids—creativity igniting creativity.

This is education’s true blueprint:

Wonder drives discovery.

Experience builds expertise.

Understanding creates wisdom.

Knowledge flows between generations.

No walls needed. No artificial divisions. No separation of “school” from life. Just the natural rhythm of human evolution. Look around—and you’ll find that it’s
already happening on the edges. The system calls this “uncontrolled learning.” They’re right. It can’t be controlled. Because it’s alive.

Feel the shift now:

A child’s eyes lighting up with real curiosity.

A teenager discovering their true purpose.

A community remembering its strength.

As the old structures falter, something stronger rises in their place—not built by bureaucrats, but grown through living networks of minds awakening to their destiny.

America remembers why it exists.

Follow @EKOLovesYou on X…

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The Prickly Pear is focused on delivering timely, fact-based news, and citizen opinion that reflects our mission to “inform, educate and advocate about the principles of limited government and personal liberty.”

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