How the Chinese regime targets professors and schools to censor and indoctrinate worldwide thumbnail

How the Chinese regime targets professors and schools to censor and indoctrinate worldwide

By Center For Security Policy

Editor’s Note: This is the third piece in a six-part series by J. Michael Waller on Beijing’s global network of Confucius Institutes.


Pressure on other faculty

The Confucius Institutes serve as outposts to spy or inform on American professors with China expertise who have no Institute affiliation.

The intent is to influence scholars not to divert from the CCP line while teaching their students in American classrooms, and to provide the CCP with an enforcement mechanism to deny access to China that any scholar of the country would need to remain academically relevant.

Such professors “have also reported feeling pressure in their classes to watch what they say and avoid Confucius Institute taboos. Many are wary that the wrong statement might land them on a blacklist, forbidden from visiting China for research.”[42]

The Institutes’ presence on campus then allows the CCP to apply pressure on American university leaders to ensure Party conformity in their American classrooms. Similar pressure has been reported in other countries.

Targeted professors “believe university administrators are tiptoeing around China – and asking their professors to do the same – to make sure nothing interrupts the profitable relationship with the Confucius Institute. ‘This is my career and livelihood on the line,’ said one senior professor … explaining why he wished to remain anonymous in [a National Association of Scholars] critique of Confucius Institutes.”[43]

And so the United Front Work Department enlists willing and unwilling foreigners to act on behalf of the CCP.

Distinguished scholars critical of the Confucius Institutes found themselves marginalized and alienated from their own corrupt peers even before these institutes get off the ground.

A French Ministry of the Armed Forces report recounted, “the implementation of a CI [Confucius Institute] in a university often brings about controversies, and is susceptible to divide the teaching staff, if not marginalize some of the best specialists on China because they are critical of CIs and, as such, of their colleagues cooperating with the institute, or receiving its funding.”[44]

One scholar explained, “even the most well-established experts in Chinese studies can find themselves isolated and at odds with their colleagues when they raise concerns. The worst-case scenario is when academics no longer feel able to work in a university that does not respect their professional standards, suffering from ostracization, exclusion from the university, and denial of promotion….”[45]

Some academics report being physically threatened for criticizing the Confucius Institutes. The French report cites a 2021 case in Slovakia, in which the director of the Bratislava Confucius Institute “attempted to intimidate” the director of the Central European Institute of Asia Studies, Matej Simalcik, considered “one of the leading China experts in Central Europe.” After publishing research on CCP influence in the Slovakian educational system, Simalcik received a letter from the head of the Bratislava Confucius Center, who made “explicit threats” against his person.[46]

Infiltration of Western educational institutions

China infiltrated the Ministry of Education in the Australian state of New South Wales which, as the French study noted, meant that “Beijing had appointed employees (potentially agents) inside an Australian ministry.”[47] The CCP provided language curriculum and study aids, which Australian taxpayers funded, and some schools made the CCP materials mandatory. “This decision shocked many parents, some describing this program ‘as the infiltration of the Chinese Communist Party into the NSW public school system.’”[48]

Propaganda themes and non-themes

Confucius Institutes dutifully promoted CCP themes and non-themes (that is, subjects forbidden for discussion under Party policy) in their language and cultural education programming.

China and Chinese life were portrayed as the CCP wanted them portrayed, while subjects awkward for the Party, such as human rights, religious persecution, the conquest of Hong Kong, the repression of Tibet and Xinjiang, and the present status or future invasion of Taiwan, were forbidden for discussion or avoided.[49] The Uighur minority in Xinjiang, Tibet and Tibetan people, supporters of Taiwan’s independence, the Falun Gong spiritual movement, and democracy activists are referred by the CCP as the “five poisons.”[50]

Many if not most of the American institutions conceded to CCP pressure and permitted – even enforced – the self-censorship.

Some “larger, more prestigious” schools “reportedly have successfully pushed back against or prevented PRC interference in university events, such as speaking engagements by the Dalai Lama and other figures opposed by the Chinese government,”[51] but the examples are few.

North Carolina State University, after being squeezed by its own Confucius Institute, disinvited the Dalai Lama in 2009.[52] The university sponsored four outside Confucius Classrooms, ran an estimated 636,000 people through the covert CCP programs, and “trained some 1,330 teachers in how to teach and talk about China.”[53]

Then there is the issue of reciprocity. There is no genuine academic exchange between the Confucius Institutes worldwide and schools in mainland China. Everything is one-way.

Money has also been a gray area. The Congressional Research Service observed what it called “possible incomplete reporting by U.S. universities to the Department of Education regarding funds received from China for their Confucius Institutes,”[54] raising the possibility of fraud and corruption in American higher learning. This fits what appears to be a larger pattern of non-reporting of CCP funding of US education. The FBI found that even among the most prominent faculty of the most prominent universities received large sums – often millions of dollars – through secret or unreported side deals with Chinese Communist Party schools, organizations, laboratories, and companies under the Party’s “Thousand Talents” program.[55]

It isn’t only dishonest individual faculty or even academic departments, but entire schools that engage in fraudulent activity and misleading reporting to conceal cash they receive from the CCP. A bipartisan Senate investigative report found that “Nearly 70 percent of U.S. schools with a Confucius Institute that received more than $250,000 in one year for Confucius Institutes failed to properly report that information to the Department of Education.”[56]

AUTHOR

J. Michael Waller

Senior Analyst for Strategy

EDITORS NOTE: This Center for Security Policy column is republished with permission. ©All rights reserved.


Source notes

[42] Rachelle Peterson, “The Confucius Institutes.”

[43] Peterson, “The Confucius Institutes.”

[44] Charon and Vilmer, p. 305

[45] Christopher Hughes, “Confucius Institutes and the University: Distinguishing the Political Mission from the Cultural,” Issues and Studies, 50:4, 2014, p. 66. Cited by Charon and Vilmer, p. 305.

[46] Charon and Vilmer, p. 305.

[47] Charon and Vilmer, p. 302.

[48] Kelsey Munro, “Behind Confucius Classrooms: The Chinese Government Agency Teaching NSW School Students,” Sydney Morning Herald, May 29, 2016, quoted by Charon and Vilmer, p. 302.

[49] See Peterson, “The Confucius Institutes,” for details.

[50] Sarah Cook, “The Long Shadow of Chinese Censorship: How the Communist Party’s Media Restrictions Affect News Outlets Around the World,” Center for International Media Assistance, October 22, 2013, p. 11. www.cima.ned.org/wp-content/uploads/2015/02/CIMA-China_Sarah%20Cook.pdf.

[51] CRS report, p. 2.

[52] Peterson, “The Confucius Institutes”

[53] Peterson, “The Confucius Institutes”

[54] CRS report, p. 2.

[55] FBI Director Christopher Wray, “The Threat Posed by the Chinese Government and the Chinese Communist Party to the Economic and National Security of the United States,” remarks to the Hudson Institute, July 7, 2020. www.fbi.gov/news/speeches/the-threat-posed-by-the-chinese-government-and-the-chinese-communist-party-to-the-economic-and-national-security-of-the-united-states.

[56] “Senators Portman & Carper Unveil Bipartisan Report on Confucius Institutes at U.S. Universities & K-12 Classrooms,” Permanent Subcommittee on Investigations, United States Senate, February 27, 2019. www.hsgac.senate.gov/subcommittees/investigations/media/senators-portman-and-carper-unveil-bipartisan-report-on-confucius-institutes-at-us-universities_k-12-classrooms.

Saying ‘American’ Is Now RACIST and Stanford University’s List of Other UNACCEPTABLE WORDS thumbnail

Saying ‘American’ Is Now RACIST and Stanford University’s List of Other UNACCEPTABLE WORDS

By The Geller Report

The Elimination of Harmful Language Initiative is a “multi-phase” project of Stanford’s IT leaders.

“Stanford University” – now there’s an unacceptable term.

What will it take for the people rise against this leftist scourge destroying the country?

Stanford Scrambles To Hide List Calling ‘American’ Racist or ‘Harmful’ Language

By: Valient News, December 22, 2022:

Despite Stanford’s claims, the debate on the term “Americans” arises not out of racism, but linguistic differences between English and Spanish speakers.

Stanford University has demanded that citizens of the United States should not be referred to as “Americans,” deeming it harmful and racist language use.

In May, Stanford published an index of offensive words, as part of their “Elimination of Harmful Language Initiative,” which they described as a “multi-phase, multi-year project to address harmful language in IT at Stanford.”

“The goal of the Elimination of Harmful Language Initiative is to eliminate* many forms of harmful language, including racist, violent, and biased (e.g., disability bias, ethnic bias, ethnic slurs, gender bias, implicit bias, sexual bias) language in Stanford websites and code,” the university wrote on its website.

Keep reading…

Guide to Acceptable Words: Behold the school’s Elimination of Harmful Language Initiative — Wall Street Journal

By The Editorial Board, Dec. 19, 2022:

Parodists have it rough these days, since so much of modern life and culture resembles the

Babylon Bee. The latest evidence is that Stanford University administrators in May published

an index of forbidden words to be eliminated from the school’s websites and computer code,

and provided inclusive replacements to help re-educate the benighted.

Call yourself an “American”? Please don’t. Better to say “U.S. citizen,” per the bias hunters,

lest you slight the rest of the Americas. “Immigrant” is also out, with “person who has

immigrated” as the approved alternative. It’s the iron law of academic writing: Why use one

word when four will do?

You can’t “master” your subject at Stanford any longer; in case you hadn’t heard, the school

instructs that “historically, masters enslaved people.” And don’t dare design a “blind study,”

which “unintentionally perpetuates that disability is somehow abnormal or negative,

Appeared in the December 20, 2022, print edition as ‘The Stanford Guide to Acceptable Words’.

furthering an ableist culture.” Blind studies are good and useful, but never mind; “masked

study” is to be preferred. Follow the science.

“Gangbusters” is banned because the index says it “invokes the notion of police action against

‘gangs’ in a positive light, which may have racial undertones.” Not to beat a dead horse (a

phrase that the index says “normalizes violence against animals”), but you used to have to get

a graduate degree in the humanities to write something that stupid.

The Elimination of Harmful Language Initiative is a “multi-phase” project of Stanford’s IT

leaders. The list took “18 months of collaboration with stakeholder groups” to produce, the university tells us. We can’t imagine what’s next, except that it will surely involve more make-

work for more administrators, whose proliferation has driven much of the rise in college

tuition and student debt. For 16,937 students, Stanford lists 2,288 faculty and 15,750

administrative staff.

The list was prefaced with (to use another forbidden word) a trigger warning: “This website

contains language that is offensive or harmful. Please engage with this website at your own

pace.”

Evidently it was all too much for some at the school to handle. On Monday, after the index

came to light on social media, Stanford hid it from public view. Without a password, you

wouldn’t know that “stupid” made the list.

AUTHOR

Pamela Geller

RELATED ARTICLES:

Biden Regime to Drop Half a Million on Artificial Intelligence That Detects “Microaggressions” on Social Media

ABC Reporter Paid Thousands By Lobbying Firm To Write Hit Pieces On Targeted Politicians

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

Gov.-Elect Katie Hobbs to Scrap Arizona’s Position As Top State for School Choice thumbnail

Gov.-Elect Katie Hobbs to Scrap Arizona’s Position As Top State for School Choice

By Susan Berry, PhD

When Katie Hobbs becomes Arizona’s next governor, she plans to utilize the support of teachers’ union lobbyists to undo the nation’s most expansive school choice program.

Hobbs promised on her campaign website she would be “addressing unaccountable expansion of school vouchers”:

Too often, Republicans have completely disregarded public opinion in an effort to defund our public schools. At every turn, they have moved to expand school vouchers without common-sense measures of accountability, with the clear intent to eventually do away with our local public schools. Arizona Republicans pressed forward with their latest attack on our schools by passing a law to expand school vouchers universally, a decision that 65 percent of Arizona’s voters readily rejected in 2018.

“Katie continues to oppose the universal expansion of school vouchers,” her campaign website stated. “As governor, she will work to roll back universal vouchers, which the legislature enacted against the will of voters this year. Vouchers should not have been expanded to provide an unaccountable means of enriching private schools and defunding our local public schools.”

Hobbs’ campaign promise is aligned entirely with the position of national teachers’ unions, which holds that allowing taxpayer funds to follow the child, and not the government school system, is a move to “dismantle public education,” as her website stated…..

****

Continue reading this article at The Arizona Sun Times.

Revising America’s Original Sins thumbnail

Revising America’s Original Sins

By Neland Nobel

The story of Kennewick Man is a story that branches into anthropology, archeology, history, politics, DNA testing, our legal system, and the frustrations of simply attempting to derive a scientific truth while in conflict with bureaucracy.

Kennewick Man was discovered in 1996 quite by accident by two college students in south-central Washington state not far north of the Oregon border. They found skeletal remains in a river bank partially exposed, in the shallows of the Columbia River.

They called the authorities and the local law enforcement came to the scene.  The sheriff, the country coroner, and a local archeologist who was called in, soon determined they had found something unusual.  It was a complete skeleton, with an ancient arrowhead embedded in his hip. Subsequent carbon dating put the remains at more than 9,000 years old.  That is extraordinarily old for North American finds.

Further, these old remains did not appear to resemble what we call today “Native Americans”, and soon became entangled in the most horrific bureaucratic infighting and legal battles you can imagine.

The skeletal, especially cranial features, seemed different as later DNA tests would confirm.

In the courts, moving at glacial speed, contesting parties such as Native American Tribes, local authorities, the US Army Corps of Engineers, the Smithsonian Institution, The Department of Justice, The Department of the Interior, and private lawyers and archeologists fought for a decade over the right to further examine the remains for scientific purposes.  Even the House and Senate got involved in the controversy.

At stake was a scientific discovery and the influence it would have on new theories about how and by whom, humans originally came to North America.

Native Americans did not want the remains to be studied and wished for reburial in line with their beliefs. In part, this is because Indian remains had often historically been abused. However, it also seems their oral history was also on trial.  And, their reticence may also have been an excuse to avoid a sticky question.  Maybe they were not here first?

Thus, the remains possibly endangered not only the standing of their oral history but their prime position in the victimhood pecking order.  What if what we call Native Americans killed earlier inhabitants? They frequently killed their own rivals and took over their territory, but if they wiped out a different people, they could lose their moral high ground against European invaders.  They may have acted just as the Europeans did, they conquered others. Politically, that could be awkward.

It is through the manipulation of white guilt that political concessions can be extracted.  One can appreciate that Native Americans would use what leverage they have but it would seem truth would have some societal value as well.

Meanwhile, the bureaucratic rivalry continued.

The Army Corps of Engineers wanted to take control. They had important bureaucratic turf to defend. They were in sensitive negotiations with native tribes over salmon and other water issues, and seemed disinclined to risk important projects over “a bag of old bones.”

The local county coroner wanted to maintain control of the remains as did the sheriff.  These remains were found in their jurisdiction.

Scientists wanted to study the remains, and the Department of Justice with 93 lawyers on the case squared off against two private lawyers representing the scientists. The plaintiff’s lawyers agreed to work for free, hoping they might be compensated in the future.

As is customary, the full force and wealth of government, multiple agencies, and departments with unlimited resources supplied by taxpayers, mostly supporting government-subsidized Indian Tribes, did battle with determined scientists with little or no resources at all.

At stake was an extremely rare anthropological find and the history of ancient America.

Space does not permit a full recounting of the nine-year legal battle over the Native American Graves Protection and Repatriation Act (NAGPRA). It finally boiled down to a Smithsonian attached expert and 8 other scientists in a coalition convincing a court the remains were not related to any living Indian tribe today.

As for the Army Corps of Engineers, they wanted the remains returned to the tribes, who in turn, vowed they would bury it again, this time in a secret location so the remains could never be studied.

The Court later ruled the Corps acted in bad faith and fined them heavily for the legal costs of the plaintiffs.  No institutions would come to the aid of the scientists because everyone was too afraid to sue the Federal Government.

But a determined David beat Goliath. The courts ruled the NAGPRA did not apply because the skeleton did not appear to be Native American remains or related to Native Americans living today.

It was appealed all the way to the Ninth Circuit Court and the scientists prevailed. Oddly, having won their technical legal case scientists were given just 16 days to examine the remains.  Twenty-two scientists worked frantically with over 300 bones and fragments under this severe time constraint.

The product of their work was presented in a massive 670-page volume compiled by the Smithsonian Institution and published by the Texas A &M Press in 2014 entitled Kennewick Man.

In summary, the remains do not appear to share much with present-day “Native Americans” as the courts have so ruled.   Likely Kennewick Man is more closely related to pre-Polynesians or the ancient Ainu people of Japan that arose some 16,000 years ago when Japan was more closely attached to the Asian land mass.

A later set of DNA analyses disputes these conclusions although earlier ones supported their conclusions.  However, DNA was not the sole source of their findings.  Suffice it to say, the controversy continues.

Unlike the theory of Asians moving across a land bridge in the Bering Straits, it is probable that ancient mariners hugged the coastline from Alaska, down the coast of British Columbia, and got into what is today the US Pacific Northwest.

As a later article in the Smithsonian put it:

The discovery of Kennewick Man adds a major piece of evidence to an alternative view of the peopling of North America. It, along with other evidence, suggests that the Jōmon or related peoples were the original settlers of the New World. If correct, the conclusion upends the traditional view that the first Americans came through central Asia and walked across the Bering Land Bridge and down through an ice-free corridor into North America.”

In the year 2000, an American named John Turk tested this theory by kayaking from Japan to Alaska and down the coast on what some call the “kelp highway.”  There is considerable food along this rich coast to sustain life.

While the whole story of how North America got settled is interesting on its face, the political and cultural implications are interesting as well.

It makes it difficult to say who is “indigenous” and puts American history more in line with other geographical regions’ history in the sense it is the story of one group conquering another.  Frankly, that is human history in all its messy and confused contortions.  The sea-borne nations of Europe and Asia would at some point make contact with North America.  It would simply be a matter of time and place.

If Kennewick Man is not directly related to American Indians, the special moral position that Native Americans claim is eroded because it is likely they conquered a different people, just as they fought among themselves, and just as they were in turn conquered by Europeans.

Now, it should be said this in no way diminishes the sad conflict between Europeans and “indigenous Americans” that has become along with chattel black slavery, the “original sins” of America.

But just as slavery was hardly unique to America, so is one group of migrants conquering another group of migrants in America is not historically unique either.

The history of man is one group conquering another.  Populations move around. That was in fact the history among American Indian tribes themselves.

So, if it is a sin, it is a sin committed by all peoples and all countries. Neither slavery nor subjugation of “indigenous people” is unique to the American story.  What we did about it may be unique and different, but that is after the fact.

But beyond this, the mistreatment of “indigenous people” and slavery are the two hammers that critics of America use to bash the Constitution.

The argument in simple terms goes like this:  America did not live up to the ideals of its founding documents and philosophy, therefore that founding is illegitimate and so are its founding documents. We should abandon the Constitution and adopt socialism.

This is basically the popular history of Howard Zinn, the American communist whose works dominate our school system.

But the argument could just as well go this way:  America did not always live up to its founding principles and we need to do better by applying those principles more rigorously and consistently.  There is nothing wrong with our principles. The problem is not with the principles but that we often don’t live up to them.

America is not perfect.  No country is.  Wherever ancient stone age peoples came into contact with more advanced civilizations, the outcome was not good for the natives and better for the conquerors.  Whether Kennewick Man is Native American or not, does not obviate the Constitution or the legitimacy of the Founding.

In North America, evidence now suggests that this continent was populated in a more complex and varied way than we knew before.  It may also be the case that what we call “Native Americans” conquered a pre-existing population, just as they conquered each other.

That would not make them evil.  That makes them human, just like the Europeans and everyone else.

No wonder some people wanted the Kennewick Man buried again in a secret location.  It opens up too many interesting questions.

Republican Cracks Down on Trans Bathroom Policies After High School Restroom Assault thumbnail

Republican Cracks Down on Trans Bathroom Policies After High School Restroom Assault

By Family Research Council

The top education official in a heavily Republican state is cleaning house, demanding that all public school districts and charter school have policies respecting the privacy of female students, after a male who identifies as female allegedly beat up two teenage girls in a high school restroom.

No media outlet covered the altercation, which took place on October 26, until the website Reduxx got a copy of the police report on December 12. According to police, a teenage boy became enraged when a teenage girl ignored him when he initiated conversation inside the girl’s restroom of Edmond Memorial High School in Edmond, Oklahoma. The boy then asked if she “wanted to fight” and came at her with clenched fists, pulled her hair, and threw her to the ground. the police report says. The girl said she was too weak to fight back. An eyewitness said the boy then “kicked her in the head and the back 2 times,” then punched her repeatedly. Another female said she intervened to stop the fight, because the attacker “is a man,” but said the boy punched her in the face twice; the police report described the second girl as having sustained a “possible concussion.”

“This is unacceptable and will not be tolerated in the state of Oklahoma,” said Oklahoma Secretary of Education Ryan Walters (R) in an online video. Walters said he would launch a state-level investigation into Edmond Public Schools — but he would also require all Oklahoma public school districts to notify parents of their restroom policies and submit them to Walters for review. “Our legislature and governor passed and signed a bill that says boys cannot go into girls’ restrooms for this precise reason,” said Walters. “We will not allow the radical Left’s Woke ideology to endanger our girls by having boys in the girls’ restrooms, where assaults like this can happen.”

Walters previously critiqued public schools in Stillwater after outraged parents complained that administrators opened restrooms to teenagers of both sexes. “You have chosen radicals over your students, ideology over biology, and ‘wokeness’ over safety,” Walters wrote to Stillwater education officials on April 8. “Today I am asking you to work with your fellow board members to make it so that your students only use the bathroom of their God-given natural sex. Biological males should not receive unrestricted access to women’s restrooms, leaving our young girls uncomfortable and afraid to enter them during school.”

“It’s wonderful to see Oklahoma’s Education Secretary Ryan Walters prioritizing the safety of girls over the desires of boys to be accepted as girls,” Meg Kilgannon, senior fellow for Education Studies at Family Research Council, told The Washington Stand.

A month after Walters’s letter to Stillwater, Oklahoma Governor Kevin Stitt (R) signed S.B. 615, which requires schools to designate all restrooms or changing areas used by more than one person for the “exclusive use” of one sex. Schools must make a “reasonable accommodation” by providing a single-use restroom or changing area to students who do not wish to comply. Any school district that refuses to implement this policy would lose 5% of state funding in the next year, and parents would have a “cause of action” to sue noncompliant schools.

Three students, represented by the ACLU and Lambda Legal, sued the state Department of Education this fall, alleging in court filings that people who identify as transgender are “being singled out for discriminatory unequal treatment.”

“Education officials in school districts across the country have been pressured by outside agitators like the ACLU, SPLC, GLSEN, and the Human Rights Campaign to adopt progressive and dangerous policies that undermine children’s safety and learning. In the face of this relentless pressure, it takes leadership to restate the commonsense values that parents expect and under which all children can thrive,” Kilgannon told TWS.

Walters also criticized the legacy media for refusing to cover the story of the alleged transgender physical assault for nearly two months. A Google search found that, as of this writing, the Edmond transgender restroom assault had not been reported by The New York TimesThe Washington PostThe Wall Street Journal, the Associated PressNBC NewsABC NewsCBS NewsReutersAxios, or Vice News.

Local media also suppressed the story of the transgender restroom attack. “I don’t think it meets the threshold to be ‘news,’” wrote Wendy Suares, a reporter for the area’s Fox affiliate, KOKH. The incident came as Virginia’s Loudoun County public school officials found themselves embroiled in controversy — and ultimately indicted — for denying that a male student who identifies as “gender fluid” sexually assaulted a teenage girl in a school restroom. Instead, officials had the girl’s outraged father arrested at a school board meeting, after quietly transferring the student to another school, where he reportedly molested another female student.

“Schools are for educating children, not ‘fixing them,’ promoting politics, or virtue signaling,” Kilgannon told TWS. “Thanks to Secretary Walters for this effort.”

Edmond Public School Superintendent Angela Grunewald responded in an oddly upbeat video that the school did not know the alleged perpetrator was a male, because his birth certificate did not mark his gender. Grunewald said her school district follows all applicable state laws and punished the male for fighting, as well as using the restroom facilities of the opposite sex.

Walters, who is running to become State Superintendent for Education, has promised to thoroughly review all state schools for compliance with the law — and, most importantly, to protect the safety and privacy of underage girls.

Walters’s “review of school policies just might reveal additional work to be done in 2023,” Kilgannon told TWS. “Something tells me he’s ready to do whatever it takes to protect all the children in his charge.”

AUTHOR

Ben Johnson

Ben Johnson is senior reporter and editor at The Washington Stand.

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

Weekend Read: Plausibility But Not Science Has Dominated Public Discussions of the Covid Pandemic thumbnail

Weekend Read: Plausibility But Not Science Has Dominated Public Discussions of the Covid Pandemic

By Harvey Risch

“Attacks on me, quite frankly, are attacks on science.” ~ Anthony Fauci, June 9, 2021 (MSNBC).

Preposterous.

For one thing, Dr. Fauci has not reported accurately on scientific questions throughout the Covid-19 pandemic. For another, the essential dialectic of science is arguing, questioning, debating. Without debate, science is nothing more than propaganda.

Yet, one may ask, how has it been possible to present technical material to the American public, if not to the international public, for almost three years and achieve a general understanding that the matters were “scientific,” when in fact they were not? .I assert that what has been fed to these publics through the traditional media over the course of the pandemic has largely been plausibility, but not science, and that both the American and international publics, as well as most doctors, and scientists themselves, cannot tell the difference. However, the difference is fundamental and profound.

Science starts with theories, hypotheses, that have examinable empiric ramifications. Nevertheless, those theories are not science; they motivate science. Science occurs when individuals do experiments or make observations that bear upon the implications or ramifications of the theories. Those findings tend to support or refute the theories, which are then modified or updated to adjust to the new observations or discarded if compelling evidence shows that they fail to describe nature. The cycle is then repeated. Science is the performance of empirical or observational work to obtain evidence confirming or refuting theories.

In general, theories tend to be plausible statements describing something specific about how nature operates. Plausibility is in the eye of the beholder, since what is plausible to a technically knowledgeable expert may not be plausible to a lay person. For example—perhaps oversimplified—heliocentrism was not plausible before Nicolaus Copernicus published his theory in 1543, and it was not particularly plausible afterward for quite some time, until Johannes Kepler understood that astronomical measurements made by Tycho Brahe suggested refining the Copernican circular orbits to ellipses, as well as that mathematical rules seemed to govern the planetary motions along those ellipses—yet reasons for those mathematical rules, even if they were good descriptions of the motions, weren’t plausible until Isaac Newton in 1687 posited the existence of a universal gravitational force between masses, along with a mass-proportional, inverse-square distance law governing the magnitude of the gravitational attraction, and observed numerous quantitative phenomena consistent with and supporting this theory.

For us today, we hardly think about the plausibility of elliptic heliocentric solar system orbits, because observational data spanning 335 years have been highly consistent with that theory. But we might balk at thinking it plausible that light travels simultaneously as both particles and waves, and that making measurements on the light, what we do as observers, determines whether we see particle behavior or wave behavior, and we can choose to observe either particles or waves, but not both at the same time. Nature is not necessarily plausible.

But all the same, plausible theories are easy to believe, and that is the problem. That is what we have been fed for almost three years of the Covid-19 pandemic. In fact though, we have been fed plausibility instead of science for much longer.

Cargo-Cult Science

Charlatans purporting to bend spoons with their minds, or claiming to study unconfirmable, irreplicable “extrasensory perception” were very popular in the 1960s and 1970s. Strange beliefs in what “science” could establish reached such a level that physics Nobel Laureate Richard Feynman delivered the 1974 Caltech commencement address (Feynman, 1974) bemoaning such irrational beliefs. His remarks were not aimed at the general public, but at graduating Caltech students, many of whom were destined to become academic scientists.

In his address, Feynman described how South Sea Islanders, after World War II, mimicked US soldiers stationed there during the war who had guided airplane landings of supplies. The island residents, using local materials, reproduced the form and behaviors of what they had witnessed of the American GIs, but no supplies came.

In our context, Feynman’s point would be that until a theory has objective empirical evidence bearing upon it, it remains only a theory no matter how plausible it may seem to everyone who entertains it. The Islanders were missing the crucial fact that they did not understand how the supply system worked, in spite of how plausible their reproduction of it was to them. That Feynman felt compelled to warn graduating Caltech students of the difference between plausibility and science, suggesting that this difference was not adequately learned in their Institute educations. It was not explicitly taught when this author was an undergraduate there in those years, but somehow, we were expected to have learned it “by osmosis.”

Evidence-Based Medicine

There is perhaps no bigger plausibility sham today than “evidence-based medicine” (EBM). This term was coined by Gordon Guyatt in 1990, after his first attempt, “Scientific Medicine,” failed to gain acceptance the previous year. As a university epidemiologist in 1991, I was insulted by the hubris and ignorance in the use of this term, EBM, as if medical evidence were somehow “unscientific” until proclaimed a new discipline with new rules for evidence. I was not alone in criticism of EBM (Sackett et al., 1996), though much of that negative response seems to have been based on loss of narrative control rather than on objective review of what medical research had actually accomplished without “EBM.”

Western medical knowledge has accreted for thousands of years. In the Hebrew Bible (Exodus 21:19), “When two parties quarrel and one strikes the other … the victim shall be made thoroughly healed” [my translation] which implies that individuals who had types of medical knowledge existed and that some degree of efficacy inhered. Hippocrates, in the fifth-fourth century BCE, suggested that disease development might not be random but related to exposures from the environment or to certain behaviors. In that era, there were plenty of what today we would consider counterexamples to good medical practice. Nevertheless, it was a start, to think about rational evidence for medical knowledge.

James Lind (1716-1794) advocated for scurvy protection through the eating of citrus. This treatment was known to the ancients, and in particular had been earlier recommended by the English military surgeon John Woodall (1570-1643)—but Woodall was ignored. Lind gets the credit because in 1747 he carried out a small but successful nonrandomized, controlled trial of oranges and lemons vs other substances among 12 scurvy patients.

During the 1800s, Edward Jenner’s use of cowpox as a smallpox vaccine was elaborated by culturing in other animals and put into general use in outbreaks, so that by the time of the 1905 Supreme Court case of Jacobson v. Massachusetts, the Chief Justice could assert that smallpox vaccination was agreed upon by medical authorities to be a commonly accepted procedure. Medical journals started regular publications also in the 1800s. For example, the Lancet began publishing in 1824. Accreting medical knowledge started to be shared and debated more generally and widely.

Fast-forward to the 1900s. In 1914-15, Joseph Goldberger (1915) carried out a nonrandomized dietary intervention trial that concluded that pellagra was caused by lack of dietary niacin. In the 1920s, vaccines for diphtheria, pertussis, tuberculosis and tetanus were developed. Insulin was extracted. Vitamins, including Vitamin D for preventing rickets, were developed. In the 1930s, antibiotics began to be created and used effectively. In the 1940s, acetaminophen was developed, as were chemotherapies, and conjugated estrogen began to be used to treat menopausal hot flashes. Effective new medications, vaccines and medical devices grew exponentially in number in the 1950s and 1960s. All without EBM.

In 1996, responding to criticisms of EBM, David Sackett et al. (1996) attempted to explain its overall principles. Sackett asserted that EBM followed from “Good doctors use both individual clinical expertise and the best available external evidence.” This is an anodyne plausibility implication, but both components are basically wrong or at least misleading. By phrasing this definition in terms of what individual doctors should do, Sackett was implying that individual practitioners should use their own clinical observations and experience. However, the general evidential representativeness of one individual’s clinical experience is likely to be weak. Just like other forms of evidence, clinical evidence needs to be systematically collected, reviewed, and analyzed, to form a synthesis of clinical reasoning, which would then provide the clinical component of scientific medical evidence.

A bigger failure of evidential reasoning is Sackett’s statement that one should use “the best available external evidence” rather than all valid external evidence. Judgments about what constitutes “best” evidence are highly subjective and do not necessarily yield overall results that are quantitatively the most accurate and precise (Hartling et al., 2013; Bae, 2016). In formulating his now canonical “aspects” of evidential causal reasoning, Sir Austin Bradford Hill (1965) did not include an aspect of what would constitute “best” evidence, nor did he suggest that studies should be measured or categorized for “quality of study” nor even that some types of study designs might be intrinsically better than others. In the Reference Manual on Scientific Evidence, Margaret Berger (2011) states explicitly, “… many of the most well-respected and prestigious scientific bodies (such as the International Agency for Research on Cancer (IARC), the Institute of Medicine, the National Research Council, and the National Institute for Environmental Health Sciences) consider all the relevant available scientific evidence, taken as a whole, to determine which conclusion or hypothesis regarding a causal claim is best supported by the body of evidence.” This is exactly Hill’s approach; his aspects of causal reasoning have been very widely used for more than 50 years to reason from observation to causation, both in science and in law. That EBM is premised on subjectively cherry-picking “best” evidence is a plausible method but not a scientific one.

Over time, the EBM approach to selectively considering “best” evidence seems to have been “dumbed down,” first by placing randomized controlled trials (RCTs) at the top of a pyramid of all study designs as the supposed “gold standard” design, and later, as the asserted only type of study that can be trusted to obtain unbiased estimates of effects. All other forms of empirical evidence are “potentially biased” and therefore unreliable. This is a plausibility conceit as I will show below.

But it is so plausible that it is routinely taught in modern medical education, so that most doctors only consider RCT evidence and dismiss all other forms of empirical evidence. It is so plausible that this author had an on-air verbal battle over it with a medically uneducated television commentator who provided no evidence other than plausibility (Whelan, 2020): Isn’t it “just obvious” that if you randomize subjects, any differences must be caused by the treatment, and no other types of studies can be trusted? Obvious, yes; true, no.

Who benefits from a sole, obsessive focus on RCT evidence? RCTs are very expensive to conduct if they are to be epidemiologically valid and statistically adequate. They can cost millions or tens of millions of dollars, which limit their appeal largely to companies promoting medical products likely to bring in profits substantially larger than those costs. Historically, pharma control and manipulation of RCT evidence in the regulation process provided an enormous boost in the ability to push products through regulatory approval into the marketplace, and the motivation to do this still continues today.

This problem was recognized by Congress, which passed the Food and Drug Administration Modernization Act of 1997 (FDAMA) that established in 2000 the ClinicalTrials.gov website for registration of all clinical trials performed under investigational new drug applications to examine the effectiveness of experimental drugs for patients with serious or life-threatening conditions (National Library of Medicine, 2021). For related reasons involving conflicts of interests in clinical trials, the ProPublica “Dollars for Docs” website (Tigas et al., 2019) covering pharma company payments to doctors over the years 2009-2018 and the OpenPayments website (Centers for Medicare & Medicaid Services, 2022) covering payments from 2013 through 2021 were established and made publicly searchable. These information systems were created because the “plausibility” that randomization automatically makes study results accurate and unbiased was recognized as insufficient to cope with research chicanery and inappropriate investigator conflict-of-interest motives.

While these attempts to reform or limit medical research corruption have helped, misrepresentation of evidence under the guise of EBM persists. One of the worst examples was a paper published in the New England Journal of Medicine February 13, 2020, at the beginning of the Covid-19 pandemic, titled, “The Magic of Randomization versus the Myth of Real-World Evidence,” by four well-known British medical statisticians having substantial ties to pharma companies (Collins et al., 2020). It was likely written in January 2020, before most people knew that the pandemic was coming. This paper claims that randomization automatically creates strong studies, and that all nonrandomized studies are evidentiary rubbish. At the time of reading it, I felt it to be a screed against my entire discipline, epidemiology. I was immediately offended by it, but I later understood the serious conflicts of interest of the authors. Representing that only highly unaffordable RCT evidence is appropriate for regulatory approvals provides a tool for pharma companies to protect their expensive, highly profitable patent products against competition by effective and inexpensive off-label approved generic medications whose manufacturers would not be able to afford large-scale RCTs.

Randomization

So, what is the flaw of randomization to which I have been alluding, that requires a deeper examination in order to understand the relative validity of RCT studies vs other study designs? The problem lies in the understanding of confounding. Confounding is an epidemiological circumstance where a relationship between an exposure and an outcome is not due to the exposure, but to a third factor (the confounder), at least in part. The confounder is somehow associated with the exposure but is not a result of the exposure.

In such cases, the apparent exposure-outcome relationship is really due to the confounder-outcome relationship. For example, a study of alcohol consumption and cancer risk could be potentially confounded by smoking history which correlates with alcohol use (and isn’t caused by alcohol use) but is really driving the increased cancer risk. A simple analysis of alcohol and cancer risk, ignoring smoking, would show a relationship. However, once the effect of smoking was controlled or adjusted, the alcohol relationship with cancer risk would decline or disappear.

The purpose of randomization, of balancing everything between the treatment and control groups, is to remove potential confounding. Is there any other way to remove potential confounding? Yes: measure the factors in question and adjust or control for them in statistical analyses. It is thus apparent that randomization has exactly one possible benefit not available to nonrandomized studies: the control of unmeasured confounders. If biological, medical, or epidemiological relationships are incompletely understood about an outcome of interest, then not all relevant factors may be measured, and some of those unmeasured factors could still confound an association of interest.

Thus, randomization, in theory, removes potential confounding by unmeasured factors as an explanation for an observed association. That is the plausibility argument. The question though concerns how well randomization works in reality, and who exactly needs to be balanced by the randomization. Clinical trials apply randomization to all participating subjects to determine treatment group assignments. If in the study outcome event individuals comprise a subset of the total study, then those outcome people need to be balanced in their potential confounders as well. For example, if all of the deaths in the treatment group are males and all in the placebo group are females, then gender likely confounds the effect of treatment.

The problem is, RCT studies essentially never explicitly demonstrate adequate randomization of their outcome subjects, and what they purport to show of randomization for their total treatment groups is almost always scientifically irrelevant. This problem likely arises because the individuals carrying out RCT studies, and the reviewers and journal editors who consider their papers, do not sufficiently understand epidemiologic principles.

In most RCT publications, the investigators provide a perfunctory initial descriptive table of the treatment and placebo groups (as columns), vs various measured factors (as rows). That is, the percent distributions of treatment and placebo subjects by gender, age group, race/ethnicity etc. The third column in these tables is usually the p-value statistic for the frequency difference between the treatment and placebo subjects on each measured factor. Loosely speaking, this statistic estimates a probability that a frequency difference between treatment and placebo subjects this large could have occurred by chance. Given that the subjects were assigned their treatment groups entirely by chance, statistical examination of the randomization chance process is tautological and irrelevant. That in some RCTs, some factors may appear to be more extreme than chance would allow under randomization is only because multiple factors down the rows have been examined for distributional differences and in such circumstances, statistical control of multiple comparisons must be invoked.

What is needed in the third column of the RCT descriptive table is not p-value, but a measure of the magnitude of confounding of the particular row factor. Confounding is not measured by how it occurred, but by how bad it is. In my experience as a career epidemiologist, the best single measure of confounding is the percentage change in the magnitude of the treatment-outcome relationship with vs without adjustment for the confounder. So for example, if with adjustment for gender, treatment cuts mortality by 25% (relative risk = 0.75), but without adjustment cuts it by 50%, then the magnitude of confounding by gender would be (0.75 – 0.50)/0.75 = 33%. Epidemiologists generally consider more than a 10% change with such adjustment to imply that confounding is present and needs to be controlled.

As I have observed, most RCT publications do not provide the magnitude of confounding estimates for their overall treatment groups, and never for their outcome subjects. So it is not possible to tell that the outcome subjects have been adequately randomized for all of the factors given in the paper’s descriptive table. But the potential fatal flaw of RCT studies, what can make them no better than nonrandomized studies and in some cases worse, is that randomization only works when large numbers of subjects have been randomized (Deaton and Cartwright, 2018), and this applies specifically to the outcome subjects, not just to the total study.

Consider flipping a coin ten times. It might come up at least seven heads and three tails, or vice versa, easily by chance (34%). However, the magnitude of this difference, 7/3 = 2.33, is potentially quite large in terms of possible confounding. On the other hand, occurrence of the same 2.33 magnitude from 70 or more heads out of 100 flips would be rare, p=.000078. In order for randomization to work, there needs to be sizable numbers of outcome events in both the treatment and placebo groups, say 50 or more in each group. This is the unspoken potential major flaw of RCT studies that makes their plausibility argument useless, because RCT studies are generally designed to have enough statistical power to find statistical significance of their primary result if the treatment works as predicted, but not designed to have enough outcome subjects to reduce potential confounding to less than 10% say.

An important example of this issue can be seen in the first published efficacy RCT result for the Pfizer BNT162b2 mRNA Covid-19 vaccine (Polack et al., 2020). This study was considered large enough (43,548 randomized participants) and important enough (Covid-19) that because of its assumed RCT plausibility it secured publication in the “prestigious” New England Journal of Medicine. The primary outcome of the study was the occurrence of Covid-19 with onset at least seven days after the second dose of the vaccine or placebo injection. However, while it observed 162 cases among the placebo subjects, enough for good randomization, it found only eight cases among the vaccine subjects, nowhere nearly enough for randomization to have done anything to control confounding.

From general epidemiologic experience, an estimated relative risk this large (approximately 162/8 = 20) would be unlikely entirely to be due to confounding, but the accuracy of the relative risk or its implied effectiveness ((20 – 1)/20 = 95%) is in doubt. That this vaccine in use was observed not to be this effective in reducing infection risk is not surprising given the weakness of the study result because of inadequate sample size to assure that randomization worked for the outcome subjects in both the treatment and placebo groups.

This “dive into the weeds” of epidemiology illuminates why an RCT study with fewer than, say, 50 outcome subjects in each and every treatment arm of the trial has little to no claim to avoiding possible confounding by unmeasured factors. But it also makes evident why such a trial may be worse than a nonrandomized controlled trial of the same exposure and outcome. In nonrandomized trials, the investigators know that many factors may, as possible confounders, influence the occurrence of the outcome, so they measure everything they think relevant, in order to then adjust and control for those factors in the statistical analyses.

However, in RCTs, investigators routinely think that the randomization has been successful and thus carry out unadjusted statistical analyses, providing potentially confounded results. When you see RCTs paraded as “large” studies because of their tens of thousands of participants, look past that, to the numbers of primary outcome events in the treatment arms of the trial. Trials with small numbers of primary outcome events are useless and should not be published, let alone relied upon for public health or policy considerations.

Empirical Evidence

After reading all of the foregoing, you might think that these arguments concerning randomized vs nonrandomized trials are very plausible, but what about empirical evidence to support them? For that, a very thorough analysis was carried out by the Cochrane Library Database of Systematic Reviews (Anglemyer et al., 2014). This study comprehensively searched seven electronic publication databases for the period from January 1990 through December 2013, to identify all systematic review papers that compared “quantitative effect size estimates measuring efficacy or effectiveness of interventions tested in [randomized] trials with those tested in observational studies.” In effect a meta-analysis of meta-analyses, the analysis included many thousands of individual study comparisons as summarized across 14 review papers.

The bottom line: an average of only 8% difference (95% confidence limits, −4% to 22%, not statistically significant) between the RCTs and their corresponding nonrandomized trials results. In summary, this body of knowledge—the empirical as well as that based upon epidemiologic principles—demonstrates that, contra so-called “plausibility,” randomized trials have no automatic ranking as a gold standard of medical evidence or as the only acceptable form of medical evidence, and that every study needs to be critically and objectively examined for its own strengths and weaknesses, and for how much those strengths and weaknesses matter to the conclusions drawn.

Other Plausibilities

During the Covid-19 pandemic, numerous other assertions of scientific evidence have been used to justify public health policies, including for the very declaration of the pandemic emergency itself. Underlying many of these has been the plausible but fallacious principle that the goal of public health pandemic management is to minimize the number of people infected by the SARS-CoV-2 virus.

That policy may seem obvious, but it is wrong as a blanket policy. What needs to be minimized are the harmful consequences of the pandemic. If infection leads to unpleasant or annoying symptoms for most people but no serious or long-term issues—as is generally the case with SARS-CoV-2, particularly in the Omicron era—then there would be no tangible benefit of general public-health interventions and limitations infringing upon natural or economic rights of such individuals and causing harms in themselves.

Western societies, including the US, take annual respiratory infection waves in stride without declared pandemic emergencies, even though they produce millions of infected individuals each year, because the consequences of infection are considered generally medically minor, even allowing for some tens of thousands of deaths annually.

It was established in the first few months of the Covid-19 pandemic that the infection mortality risk varied by more than 1,000-fold across the age span, and that people without chronic health conditions such as diabetes, obesity, heart disease, kidney disease, cancer history etc., were at negligible risk of mortality and very low risk of hospitalization. At that point, it was straightforward to define categories of high-risk individuals who on average would benefit from public health interventions, vs low-risk individuals who would successfully weather the infection without appreciable or long-term issues. Thus, an obsessive, one-size-fits-all pandemic management scheme that did not distinguish risk categories was unreasonable and oppressive from the outset.

Accordingly, measures promoted by plausibility to reduce infection transmission, even had they been effective for that purpose, have not served good pandemic management. These measures however were never justified by scientific evidence in the first place. The Six-Foot Social Distancing Rule was an arbitrary concoction of the CDC (Dangor, 2021). Claims of benefit for wearing of face masks have rarely distinguished potential benefit to the wearer—for whom such wearing would be a personal choice whether or not to accept more theoretical risk—vs benefit to bystanders, so-called “source control,” wherein public health considerations might properly apply. Studies of mask-based source control for respiratory viruses, where the studies are without fatal flaws, have shown no appreciable benefit in reducing infection transmission (Alexander, 2021; Alexander, 2022; Burns, 2022).

General population lockdowns have never been used in Western countries and have no evidence of effect for doing anything other than postponing the inevitable (Meunier, 2020), as Australia population data make clear (Worldometer, 2022). In the definitive discussion of public health measures for control of pandemic influenza (Inglesby et al., 2006), the authors state, “There are no historical observations or scientific studies that support the confinement by quarantine of groups of possibly infected people for extended periods in order to slow the spread of influenza. A World Health Organization (WHO) Writing Group, after reviewing the literature and considering contemporary international experience, concluded that ‘forced isolation and quarantine are ineffective and impractical.’ … The negative consequences of large-scale quarantine are so extreme (forced confinement of sick people with the well; complete restriction of movement of large populations; difficulty in getting critical supplies, medicines, and food to people inside the quarantine zone) that this mitigation measure should be eliminated from serious consideration.”

On travel restrictions, Inglesby et al. (2006) note, “Travel restrictions, such as closing airports and screening travelers at borders, have historically been ineffective. The World Health Organization Writing Group concluded that ‘screening and quarantining entering travelers at international borders did not substantially delay virus introduction in past pandemics … and will likely be even less effective in the modern era.’” On school closures (Inglesby et al., 2006): “In previous influenza epidemics, the impact of school closings on illness rates has been mixed. A study from Israel reported a decrease in respiratory infections after a 2-week teacher strike, but the decrease was only evident for a single day. On the other hand, when schools closed for a winter holiday during the 1918 pandemic in Chicago, ‘more influenza cases developed among pupils … than when schools were in session.’”

This discussion makes clear that these actions supposedly interfering with virus transmission on the basis of plausibility arguments for their effectiveness have been both misguided for managing the pandemic, and unsubstantiated by scientific evidence of effectiveness in reducing spread. Their large-scale promotion has demonstrated the failure of public-health policies in the Covid-19 era.

Plausibility vs Bad Science

An argument could be entertained that various public-health policies as well as information made available to the general public have not been supported by plausibility but instead by bad or fatally flawed science, posing as real science. For example, in its in-house, non-peer-reviewed journal, Morbidity and Mortality Weekly Reports, CDC has published a number of analyses of vaccine effectiveness. These reports described cross-sectional studies but analyzed them as if they were case-control studies, systematically using estimated odds ratio parameters instead of relative risks to calculate vaccine effectiveness. When study outcomes are infrequent, say fewer than 10% of study subjects, then odds ratios can approximate relative risks, but otherwise, odds ratios tend to be overestimates. However, in cross-sectional studies, relative risks can be directly calculated and can be adjusted for potential confounders by relative-risk regression (Wacholder, 1986), similar to the use of logistic regression in case-control studies.

A representative example is a study of the effectiveness of third-dose Covid-19 vaccines (Tenforde et al., 2022). In this study, “… the IVY Network enrolled 4,094 adults aged ≥18 years,” and after relevant subject exclusions, “2,952 hospitalized patients were included (1,385 case-patients and 1,567 non-COVID-19 controls).” Cross-sectional studies—by design—identify total numbers of subjects, whereas the numbers of cases and controls, and exposed and unexposed, happen outside of investigator intervention, i.e., by whatever natural processes underlie the medical, biological and epidemiological mechanisms under examination. By selecting a total number of subjects, the Tenforde et al. study is by definition a cross-sectional design. This study reported a vaccine effectiveness of 82% among patients without immunocompromising conditions. This estimate reflects an adjusted odds ratio of 1 – 0.82 = 0.18. However, the fraction of case patients among the vaccinated was 31% and among the unvaccinated was 70%, neither of which is sufficiently infrequent to allow use of the odds ratio approximation to calculate vaccine effectiveness. By the numbers in the study report Table 3, I calculate an unadjusted relative risk of 0.45 and an approximately adjusted relative risk of 0.43, giving the true vaccine effectiveness of 1 – 0.43 = 57% which is substantially different and much worse than the 82% presented in the paper.

In a different context, after I published a summary review article on the use of hydroxychloroquine (HCQ) for early outpatient Covid-19 treatment (Risch, 2020), a number of clinical trials papers were published in an attempt to show that HCQ is ineffective. The first of these so-called “refutations” were conducted in hospitalized patients, whose disease is almost entirely different in pathophysiology and treatment than early outpatient illness (Park et al., 2020). The important outcomes that I had addressed in my review, risks of hospitalization and mortality, were distracted in these works by focus on subjective and lesser outcomes such as duration of viral test positivity, or length of hospital stay.

Subsequently, RCTs of outpatient HCQ use began to be published. A typical one is that by Caleb Skipper et al. (2020). The primary endpoint of this trial was a change in overall self-reported symptom severity over 14 days. This subjective endpoint was of little pandemic importance, especially given that the subjects in studies by this research group were moderately able to tell whether they were in the HCQ or placebo arms of the trial (Rajasingham et al., 2021) and thus the self-reported outcomes were not all that blinded to the medication arms. From their statistical analyses, the authors appropriately concluded that “Hydroxychloroquine did not substantially reduce symptom severity in outpatients with early, mild COVID-19.” However, the general media reported this study as showing that “hydroxychloroquine doesn’t work.” For example, Jen Christensen (2020) in CNN Health stated about this study, “The antimalarial drug hydroxychloroquine did not benefit non-hospitalized patients with mild Covid-19 symptoms who were treated early in their infection, according to a study published Thursday in the medical journal Annals of Internal Medicine.”

But in fact, the Skipper study did report on the two outcomes of importance, risks of hospitalization and mortality: with placebo, 10 hospitalizations and 1 death; with HCQ, 4 hospitalizations and 1 death. These numbers show a 60% reduced risk of hospitalization which, though not statistically significant (p=0.11), is entirely consistent with all other studies of hospitalization risk for HCQ use in outpatients (Risch, 2021). Nevertheless, these small numbers of outcome events are not nearly enough for randomization to have balanced any factors, and the study is essentially useless on this basis. But it was still misinterpreted in the lay literature as showing that HCQ provides no benefit in outpatient use.

Conclusions

Many other instances of plausible scientific claptrap or bad science have occurred during the Covid-19 pandemic. As was seen with the retracted Surgisphere papers, medical journals routinely and uncritically publish this nonsense as long as conclusions align with government policies. This body of fake knowledge has been promulgated at the highest levels, by the NSC, FDA, CDC, NIH, WHO, Wellcome Trust, AMA, medical specialty boards, state and local public health agencies, multinational pharma companies and other organizations around the world that have violated their responsibilities to the public or have purposely chosen not to understand the fake science.

The US Senate recently voted, for the third time, to end the Covid-19 state of emergency, yet President Biden stated that he would veto the measure because of “fear” of recurring case numbers. My colleagues and I argued almost a year ago that the pandemic emergency was over (Risch et al., 2022), yet the spurious reliance on case counts to justify suppression of human rights under the cover of “emergency” continues unabated.

Massive censorship by the traditional media and much of social media has blocked most public discussion of this bad and fake science. Censorship is the tool of the undefendable, since valid science inherently defends itself. Until the public begins to understand the difference between plausibility and science and how large the effort has been to mass-produce science “product” that looks like science but is not, the process will continue and leaders seeking authoritarian power will continue to rely on it for fake justification.

References

Alexander, P. E. (2021, December 20). More than 150 Comparative Studies and Articles on Mask Ineffectiveness and Harms. Brownstone Institute. https://brownstone.org/articles/more-than-150-comparative-studies-and-articles-on-mask-ineffectiveness-and-harms/

Alexander, P. E. (2022, June 3). CDC Refuses to Post the Fix to Its Mask Study. Brownstone Institute. https://brownstone.org/articles/cdc-refuses-to-post-the-fix-to-its-mask-study/

Anglemyer, A., Horvath, H. T., Bero, L. (2014). Healthcare outcomes assessed with observational study designs compared with those assessed in randomized trials (Review). Cochrane Database of Systematic Reviews, 4, Article MR000034. https://doi.org/10.1002/14651858.MR000034.pub2

Bae, J.-M. (2016). A suggestion for quality assessment in systematic reviews of observational studies in nutritional epidemiology. Epidemiology and Health, 38, Article e2016014. https://doi.org/10.4178/epih.e2016014

Berger, M. A. (2011). The admissibility of expert testimony. In National Research Council, Committee on the Development of the Third Edition of the Reference Manual on Scientific Evidence, Reference Manual on Scientific Evidence, Third Edition (pp. 11-36). National Academies Press. https://nap.nationalacademies.org/catalog/13163/reference-manual-on-scientific-evidence-third-edition

Burns, E. (2022, November 10). Another Day, Another Terrible Mask Study. Let’s look under the hood of the newest piece of low quality science on masks. Substack. https://emilyburns.substack.com/p/another-day-another-terrible-mask

Centers for Medicare & Medicaid Services. (2022, June). Search Open Payments. U.S. Department of Health and Human Services, Centers for Medicare & Medicaid Services. https://openpaymentsdata.cms.gov/

Christensen, J. (2020, July 16). Hydroxychloroquine also doesn’t help Covid-19 patients who aren’t hospitalized, new study finds. CNN Health. https://www.cnn.com/2020/07/16/health/hydroxychloroquine-doesnt-work-hospitalized-patients/

Collins, R., Bowman, L., Landray, M., & Peto, R. (2020). The Magic of Randomization versus the Myth of Real-World Evidence. New England Journal of Medicine, 382(7), 674-678. https://www.nejm.org/doi/10.1056/NEJMsb1901642

Dangor, G. (2021, September 19). CDC’s Six-Foot Social Distancing Rule Was ‘Arbitrary’, Says Former FDA Commissioner. Forbes. https://www.forbes.com/sites/graisondangor/2021/09/19/cdcs-six-foot-social-distancing-rule-was-arbitrary-says-former-fda-commissioner/

Deaton, A., & Cartwright, N. (2018). Understanding and misunderstanding randomized controlled trials. Social Science & Medicine, 210, 2-21. https://doi.org/10.1016/j.socscimed.2017.12.005

Feynman, R. P. (1974). Cargo Cult Science. Engineering and Science, 37(7), 10-13. https://resolver.caltech.edu/CaltechES:37.7.CargoCult

Goldberger, J., Waring, C. H., & Willets, D. G. (1915). The prevention of pellagra: A test of diet among institutional inmates. Public Health Reports, 30(43), 3117-3131. https://www.jstor.org/stable/4572932

Hartling, L., Milne, A., Hamm, M. P., Vandermeer, B., Ansari, M., Tsertsvadze, A., Dryden, D. M. (2013). Testing the Newcastle Ottawa Scale showed low reliability between individual reviewers. Journal of Clinical Epidemiology, 66, 982-993. https://doi.org/10.1016/j.jclinepi.2013.03.003

Hill, A. B. (1965). The environment and disease: association or causation. Proceedings of the Royal Society of Medicine, 58(5), 295-300. https://doi.org/10.1177/003591576505800503

Inglesby, T. V., Nuzzo, J. B., O’Toole, T., Henderson, D. A. (2006). Disease mitigation measures in the control of pandemic influenza. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, 4(4):366-375. https://doi.org/10.1089/bsp.2006.4.366

Meunier, T. (2020, May 1). Full lockdown policies in Western Europe countries have no evident impacts on the COVID-19 epidemic. medRxiv. https://doi.org/10.1101/2020.04.24.20078717

MSNBC. (2021, June 9). Fauci responds to attacks from Republicans [Video]. YouTube. https://www.youtube.com/watch?v=z-tfZr8Iv0s

National Library of Medicine (2021, May). ClinicalTrials.gov. History, Policies, and Laws. U.S. Department of Health and Human Services, National Institutes of Health, National Library of Medicine. https://clinicaltrials.gov/ct2/about-site/history

Park, J. J. H., Decloedt, E. H., Rayner, C. R., Cotton, M., Mills, E. J. (2020). Clinical trials of disease stages in COVID 19: complicated and often misinterpreted. Lancet Global Health, 8(10), e1249-e1250. https://doi.org/10.1016/S2214-109X(20)30365-X

Polack, F. P., Thomas, S. J., Kitchin, N., Absalon, J., Gurtman, A., Lockhart, S., Perez, J. L., Pérez Marc, G., Moreira, E. D., Zerbini, C., Bailey, R., Swanson, K. A., Roychoudhury, S., Koury, K., Li, P., Kalina, W. V., Cooper, D., Frenck, R. W., Jr., Hammitt, L. L., …, Gruber, W. C. (2020). Safety and efficacy of the BNT162b2 mRNA Covid-19 vaccine. New England Journal of Medicine, 383(27), 2603-2615. https://www.nejm.org/doi/full/10.1056/nejmoa2034577

Rajasingham, R., Bangdiwala, A. S., Nicol, M. R., Skipper, C. P., Pastick, K. A., Axelrod, M. L., Pullen, M. F., Nascene, A. A., Williams, D. A., Engen, N. W., Okafor, E. C., Rini, B. I., Mayer, I. A., McDonald, E. G., Lee, T. C., Li P., MacKenzie, L. J., Balko, J. M., Dunlop, S. J., …, Lofgren, S. M. (2021). Hydroxychloroquine as Pre-exposure Prophylaxis for Coronavirus Disease 2019 (COVID-19) in Healthcare Workers: A Randomized Trial. Clinical Infectious Diseases, 72(11), e835-e843. https://doi.org/10.1093/cid/ciaa1571

Risch, H. A. (2020). Early Outpatient Treatment of Symptomatic, High-Risk COVID-19 Patients That Should Be Ramped Up Immediately as Key to the Pandemic Crisis. American Journal of Epidemiology, 189(11), 1218-1226. https://doi.org/10.1093/aje/kwaa093

Risch, H. A. (2021, June 17). Hydroxychloroquine in Early Treatment of High-Risk COVID-19 Outpatients: Efficacy and Safety Evidence. EarlyCovidCare.org, https://earlycovidcare.org/wp-content/uploads/2021/09/Evidence-Brief-Risch-v6.pdf

Risch, H., Bhattacharya, J., Alexander, P. E. (2022, January 23). The Emergency Must Be Ended, Now. Brownstone Institute. https://brownstone.org/articles/the-emergency-must-be-ended-now/

Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: what it is and what it isn’t. BMJ, 312, Article 71. https://doi.org/10.1136/bmj.312.7023.71

Skipper, C. P., Pastick, K. A., Engen, N. W., Bangdiwala, A. S., Abassi, M., Lofgren, S. M., Williams, D. A., Okafor, E. C., Pullen, M. F., Nicol, M. R., Nascene, A. A., Hullsiek, K. H., Cheng, M. P., Luke, D., Lother, S. A., MacKenzie, L. J., Drobot, G., Kelly, L. E., Schwartz, I. S., …, Boulware, D. R. (2020). Hydroxychloroquine in Nonhospitalized Adults With Early COVID-19 : A Randomized Trial. Annals of Internal Medicine, 173(8), 623-631. https://doi.org/10.7326/M20-4207

Tenforde, M. W., Patel, M. M., Gaglani, M., Ginde, A. A., Douin, D. J., Talbot, H. K., Casey, J. D., Mohr, N. M., Zepeski, A., McNeal, T., Ghamande, S., Gibbs, K. W., Files, D. C., Hager, D. N., Shehu, A., Prekker, M. E., Erickson, H. L., Gong, M. N., Mohamed, A., …, Self, W. H. (2022). Morbidity and Mortality Weekly Report, 71(4), 118-124. https://www.cdc.gov/mmwr/volumes/71/wr/mm7104a2.htm

Tigas, M., Jones, R. G., Ornstein, C., & Groeger, L. (2019, October 17). Dollars for Docs. How Industry Dollars Reached Your Doctors. ProPublica. https://projects.propublica.org/docdollars/

Wacholder, S. (1986). Binomial regression in GLIM: estimating risk ratios and risk differences. American Journal of Epidemiology, 123(1), 174-184. https://doi.org/10.1093/oxfordjournals.aje.a114212

Whelan, R. (2020, August 3). 2020-08-03 – CNN COVID with Interview Harvey Risch, Yale Epidemiologist [Video]. YouTube. https://www.youtube.com/watch?v=gGO6Ke81bUQ

Worldometer. (2022, November 15). Total Coronavirus Cases in Australia. Worldometer. https://www.worldometers.info/coronavirus/country/australia/

*****

This article was published by Brownstone Institute and is reproduced with permission.

Elon Musk Nukes Scott Kelly Over Wokeness And Dr. Fauci thumbnail

Elon Musk Nukes Scott Kelly Over Wokeness And Dr. Fauci

By Ryan Saavedra

Twitter CEO Elon Musk slammed Scott Kelly, astronaut and the brother of Sen. Mark Kelly (D-AZ) in a tweet Sunday evening after Kelly called out the 51-year-old executive over mocking the use of pronouns.

“Elon, please don’t mock and promote hate toward already marginalized and at-risk-of-violence members of the #LGBTQ+ community,” Kelly tweeted. “They are real people with real feelings. Furthermore, Dr. Fauci is a dedicated public servant whose sole motivation was saving lives.”

Musk responded, “I strongly disagree. Forcing your pronouns upon others when they didn’t ask, and implicitly ostracizing those who don’t, is neither good nor kind to anyone.”

“As for Fauci, he lied to Congress and funded gain-of-function research that killed millions of people,” Musk added. “Not awesome imo.”

Kelly’s comments were in response to a tweet that Musk posted early Sunday morning, in which he stated, “My pronouns are Prosecute/Fauci,” an hour after another tweet warning that things were about to “get spicy.”

Musk’s latest tweets could suggest damning information might soon be revealed about Fauci, the government virologist whose advice set COVID policies — including school lockdowns, economic shutdowns, and mask and vaccine mandates — under two administrations.

Fauci’s defenders have elevated him to god-like status over the last three years, with yard signs saying “In Fauci We Trust” and votive candles bearing his image. But a growing chorus of critics blame the octogenarian head of the National Institute of Infectious Diseases and current chief medical adviser to President Joe Biden for blocking investigation into the possibility thaCOVID leaked from a Chinese lab, where his office had funded dangerous bat virus research, as well as his heavy-handed advice to close schools and businesses during the pandemic.

*****

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

Taiwan Semiconductor’s Travails in Phoenix thumbnail

Taiwan Semiconductor’s Travails in Phoenix

By Craig J. Cantoni

Lessons about American education and bureaucracy.

A recent Wall Street Journal news story detailed the problems encountered by Taiwan Semiconductor Manufacturing Company in getting a $12 billion plant up and running in Phoenix.  The company is planning to produce state-of-the-art 3-nanometer chips at the plant.

The company cited federal regulatory requirements, construction roadblocks, and additional site preparation as causes of delays and additional costs.  It also said that it isn’t easy to recreate in America the manufacturing ecosystem that has been built in Taiwan.

Surprisingly, even with these difficulties, TSMC subsequently announced the construction of a second plant in Phoenix, taking its total investment in the metropolis to a staggering $40 billion.

It was particularly sobering to read that one of the biggest challenges facing the company is finding qualified engineers in the U.S.  The company said that American engineers have to be sent to Taiwan for a year or more of training.

One would think that there would be ample engineering talent in metro Phoenix, considering that Intel has a large presence there, with two fabs already in existence and two more being planned, with a projected construction cost for both of $20 billion.  (My wife worked for several years for Intel in the suburb of Chandler, and my son worked there as a summer intern during engineering school.)

This raises the question of how a tiny island nation lacking in natural resources can be such an engineering and manufacturing powerhouse, as well as being a country with a low crime rate, low poverty, low drug addiction, little if any homelessness, and high social cohesiveness.

Diversity doesn’t explain it.  As with mainland China, Han Chinese comprise 70% of the population, and they set the cultural norms and hold the majority of leadership positions.

Perhaps the explanation can be found in the legacy of rice culture and the dominant spiritual beliefs of Buddhism and Taoism, combined with Confucian philosophy.  But I posit that the best explanation for Taiwan’s success is its K-12 education system and culture.

First, the population is universally committed to education, and not in a phony, superficial, virtue-signaling way.  Helicopter parenting is a social norm.

Second, teachers are highly esteemed in the community.  It helps that a Taiwanese teaching degree is academically rigorous and that colleges of education are highly selective.

On a related note, Norway went from being in the middle of the pack in international test scores to being at the top or near the top, by a similar national commitment to rigor and selectivity.

Third, there is a strong emphasis on standardized test scores.

Fourth, Taiwanese children are well-behaved and can be trusted to show up on time, do their work, and not require constant supervision.  It’s a safe bet that schools don’t have resource officers (police officers) on duty.

Fifth, Taiwan has an extensive early education program.  This is a true education program.  It is not phony early education or a disguised child care program, as is the case in the U.S.  Over 96% of Taiwanese five-year-olds are reported to be enrolled in preschool.

Sixth, statistics can’t be found for Taiwan, but teachers in the nation are probably not buried under layers of bureaucracy, as they are in America.

To the above point, from 2000 to 2019, the number of administrators in American public school districts increased by 87.6%, while the number of students and teachers increased by 7.6% and 8.7%, respectively.  (Source:  the Imprimis newsletter of November 2022, based on U.S. Department of Education statistics.)

Seventh, education in Taiwan is not held hostage by politically powerful, rapacious teacher unions, unions that make it virtually impossible to fire bad teachers.

In summary, Taiwan’s education system and culture are conducive to making sophisticated computer chips, while America’s education system and culture are conducive to making and eating potato chips.

Recent Stories Illustrating ‘Education’ Can Be Worse Than Ignorance thumbnail

Recent Stories Illustrating ‘Education’ Can Be Worse Than Ignorance

By Catherine Salgado

“Do not be so open-minded that your brains fall out.” —GK Chesterton

In case you were blissfully unaware lately of the perverted craziness increasingly dominating American educational institutions, I bring you three reminders that sometimes “education” is worse than ignorance. The Founding Fathers, who dreamed of a classical education for everyone, would be crushed.

First, there’s Harvard University, which inadvertently villainized homosexuality while trying to blaspheme Jesus Christ in a musical. The Bible explicitly condemns homosexuality as a sin which, if unrepented, merits damnation (see 1 Cor. 6:9-10 and Gen. 19), but Harvard University seems determined to go to Hell in a handbasket.

“Harvard University’s Agassiz Theater put on a musical titled ‘Iscariot’ that portrays Judas Iscariot as a gay individual who falls in love with Jesus.

The musical ‘reimagines Judas Iscariot as a queer Asian American high school senior who falls in love with Jesus, betrays him, and learns to take control of his own narrative,’ The Harvard Crimson wrote.

The musical’s Instagram page has mocked Jesus…Producer of the play, Sophie Kim, described the musical to The Harvard Crimson as a ‘heretical gaysian love story’.”

The Instagram post gleefully declaring Jesus is having a “gay awakening” was put together by such grossly ignorant students that the statue they thought was Jesus is actually a statue of St. Jude, the apostle with the same name as Judas who did not betray Our Lord and went on to become the patron of impossible causes (maybe Jude can do something with Harvard?). Since St. Jude statues are very distinctive, the Harvard musical’s Instagram post shows just how little the musical’s participants cared to learn about the reality behind what they’re perverting.

Then there’s this load of excrement from University of Illinois Urbana-Champaign (UIUC), which is asking its transgender and “non-binary” students to journal about their bathroom experiences in order to help the school make its restrooms more “inclusive.” The only possible advantage I see is if the university accidentally turns up a sexual assaulter. Loudoun County schools could sure have used that sort of evidence about its skirt-wearing male assaulter.


“UIUC is also offering to ‘compensate’ these students for submitting their writings to the school library, according to an image of a flyer obtained by Young America’s Foundation.

In collecting these journal submissions, the university hopes to make bathrooms in the library ‘more inclusive and accessible, particularly for trans and gender nonconforming (TGNC) individuals,’ the flyer reads.

According to the library website, ‘During this Fall 2022 semester, we are interested in collecting anonymous ‘journal entries’ from users, particularly members of the trans and gender nonconforming community, addressing the good and bad about toileting within the University Library and across campus.’”

UIUC has since seemingly removed the information from its library website.

Meanwhile, Syracuse University is training a generation of ignorant Marxists:

“[Campus Reform] Syracuse University’s (SU) student-led news outlet, The Daily Orange, recently published an article titled ‘The Seated Lincoln statue does not represent SU’s current ethics’ which calls for the removal of a statue of Abraham Lincoln.

The statue of Lincoln is located outside of the Maxwell School of Citizenship at SU.

Author Dominic Zaffino, an MA student at SU, wrote in his Nov. 15 piece that ‘the ironic placement of Lincoln, cradled by a school that values citizenship, ethics and justice to promote the public good, is indeed, contradictory.’

Zaffino justifies his position by pointing to Lincoln’s ordering ‘the execution of thirty-eight Dakota natives for rebelling,’ and ‘unbending belief in a racial hierarchy.’

The author does not mention the executions were ordered by Lincoln due to the Dakota natives massacring men, women, and children who had settled in the area.”

Zaffino is also apparently uninterested in mentioning that Abraham Lincoln fought a long and bloody war to end slavery, called former slave and civil rights activist Frederick Douglass his “friend,” said Douglass’s opinion was more valuable to him than any other man’s in America, and was assassinated specifically for supporting full citizenship for black Americans (few academics seem to remember that hundreds of thousands of black and white Americans died to end slavery). I’d be interested to know just what Zaffino has sacrificed for justice, freedom, and equality.

*****

This article was published by Pro Deo et Libertate and is reproduced with permission.

A Midterm Reality Check thumbnail

A Midterm Reality Check

By Paul Gottfried

The Nov. 8 midterm election, which was preceded by early voting that invariably favors the Democrats, has come and gone. On the basis of what we now know, the Republicans have a small majority in the House of Representatives and—since their misfortune increased Tuesday through Hershel Walker’s loss to Sen. Rachael Warnock in Georgia’s runoff—a 49–51 minority in the Senate.

Save for a few bright spots like Florida, the non-coastal regions of California, and Long Island, the midterms represented a remarkable achievement for the Democratic Party. Despite failing grades in all polls on inflation, crime, foreign policy, and immigration, and a mostly senile president who keeps putting his foot in his mouth whenever he tries to speak, President Joe Biden’s party more than held its own.

Unlike President Barack Obama and other earlier chief executives, Biden did not sustain the huge losses in his party that one would expect. In fact, the Democrats made significant electoral gains, as in my state of Pennsylvania, where a perceptibly brain-damaged representative of the eccentric far left, John Fetterman, coasted to victory against centrist Republican Mehmet Oz.

Such a turn of events cannot be reasonably attributed to a single cause, whether National Review’s fixation on blaming every Republican setback on its bête noire, Donald Trump, or even dishonest vote counts (which may have occurred in some states). I also don’t question that lots of college students turned out for the Democrats, imagining that Joe would cancel their student loan debts, but because of America’s still-in-force “separation of powers,” it is not the president but Congress that is permitted to take such an unwise step.

Curiously, after the Democrats incited mass protests against the Dobbs decision overturning Roe v. Wade in June, abortion rights became a less electorally charged issue during the following months. By fall, abortion even sank to third or fourth place in polling behind inflation, crime, and, according to some pollsters, immigration. Abortion rights, however, remained a critical issue that Democrats kept alive throughout the election season, although most Republican campaigns, like Oz’s in Pennsylvania and gubernatorial candidate Lee Zeldin’s in New York, tried to run away from it.

Democrats typically exaggerated the devotion of Republican candidates to the pro-life cause and attributed to them, usually counterfactually, an unconditional opposition to abortion (including for victims of rape and incest). The Democrats pounced on this divisive question and wouldn’t let it go, because, like the so-called Jan. 6 insurrection and the so-called Republican threat to democracy, it resonated well with their base. Given the Democrats’ lack of popularity on most other issues, hammering on abortion rights, even in states where such rights were fastidiously protected, was a convenient tactic to fall back on.

Abortion, as we now know, was far more central to election outcomes than the polls suggested or than I had previously thought. But it was not an isolated social issue in determining votes. Unrestricted abortion rights, which many voters, particularly single women, seem fixed on, is part of a larger package of woke positions. Democratic candidates like Fetterman, Sen. Warnock in Georgia, Gov. Gretchen Whitmer in Michigan, and Lt. Gov. Mandela Barnes in Wisconsin have embraced a wide range of woke causes, from LGBT rights and critical race theory to sexual reassignment, the elimination of bail for violent criminals, and open borders.

Those who voted for Democrats were getting behind a lot more stuff than unrestricted abortion rights. They were endorsing a far-reaching woke agenda, which Democratic candidates had backed for years. Democratic voters, I would submit, were voting for Democratic candidates at least partly because they agreed with their cultural radicalism. Despite rampant crime, galloping inflation, deliberately kept-open borders, and other evidence of a disastrous Democratic administration, those who voted for radical left candidates were placing woke politics, and not only abortion, above bread-and-butter and safety issues.

It seems almost childish to pretend that the Republicans brought this on themselves by not nominating the proper candidates. Next to the Democrats they opposed, Republicans like gubernatorial candidate Kari Lake and senatorial candidate Blake Masters in Arizona, Zeldin in New York, senatorial candidate General Donald Bolduc in New Hampshire, and gubernatorial candidate Tudor Dixon in Michigan were brilliant, inspirational political warriors.

Did the Democrats really offer anything more impressive than these Republicans in Fetterman, Whitmer, or Sen. Mark Kelly and Governor-Elect Katie Hobbs in Arizona? In my state, the Democrats won handily with an incoherent stroke victim who backs state-subsidized heroin dens and wants to release from captivity violent criminals, up to second-degree murderers. Fetterman’s campaign won decisively because it appealed to socially and culturally radicalized demographics.

Therefore, blaming Republican defeats on Donald Trump’s endorsement of bad candidates, who in most cases were actually able campaigners, is a questionable explanation for what just took place. One can reach this conclusion even without backing Trump’s further presidential ambitions. Noting Trump’s very limited responsibility for Republican defeats and looking for causes elsewhere is, contrary to the opinion of The National Review, Fox News anchor Bret Baier, and Daily Wire commentator Ben Shapiro, by no means an endorsement of the former president’s candidacy.

Republicans lost key electoral contests for many reasons, but a critical one became clear to me while reflecting on the election results. Republicans have not been radical enough on social issues to appeal to those who voted for the Democrats. Moreover, the Democratic vote in favor of unrestricted abortion rights was not an isolated social stance. The same voters would likely be mobilized if the issue of gay marriage were returned to the states. This of course won’t happen because Republicans are joining Democrats in the Senate to nationalize that right (the Constitution be damned!).

This cultural radicalization was at first gradual but then turned viral after the meteoric rise of former president Obama to quasi-divine status. As president, this gushingly lionized celebrity was supposed to help us transcend our racist (and presumably sexist and homophobic) past.

Obama and his cult have helped us overcome nothing more than the remnants of our constitutional republic. They have also been governmental icebreakers for the cultural left. Even before Biden, these revolutionaries started weaponizing the permanent state, particularly the clandestine services and military, against the so-called radical right, white nationalist threat to democracy. The Biden administration has mobilized the same forces against those who reject their leftist programs, and judging by their most recent election, our radicalized Democrats continue to make headway.

But the left has not been alone in leading us astray. Long after the woke left had marched through all our major institutions, gurus from Conservative Inc. were still assuring us that America remains a firmly conservative country. They were woefully wrong and even delusional. The recently concluded election may not have been a fluke but an accurate indication of where we are as a country.

*****

This article was published by Chronicles and is reproduced with permission.

RYAN WALTERS: We Are Fighting Back Against The Left’s Radical Education Agenda In Oklahoma. Here’s How… thumbnail

RYAN WALTERS: We Are Fighting Back Against The Left’s Radical Education Agenda In Oklahoma. Here’s How…

By The Daily Caller

Despite Republicans securing a narrow majority in the House, Democrats have managed to maintain control of the Senate. To make matters worse, Joe Biden still sits in the White House where he can cram his radical education agenda down American parents’ throats across the country.

The tide is turning.

Oklahoma’s parents said “enough is enough,” and helped me crush my Democratic opposition in order to stop the left from indoctrinating our children in the classroom. I intend to take the fight to the left as the State Superintendent for Education.

The election night results speak for themselves. My Democratic opponent lost the race by a large margin. If that doesn’t say Oklahomans want a change, I don’t really know what does. Our state wants to send a message to Biden and his left-wing allies: “Oklahoma won’t go woke!”

Conservative states are fighting back against the radical Biden agenda and ensure that students receive an education that ensures students know American history without indoctrination, maximizes parental empowerment and provides transparency so that taxpayers can hold bureaucrats responsible for every dollar spent by our schools.

We are stopping Critical Race Theory from being taught, stopping access to obscene pornography in our schools, and ending the tenure of radicalism and indoctrination of our kids because the left is waging a civil war in the our classrooms. No child should be told that they are racist.

Kids should graduate knowing how our country was founded and what those foundational elements are because it opens their future to be actively involved long-term.

Increase teacher pay so we get highly qualified teachers who know how to teach. Fifty-one percent of every dollar in Oklahoma goes to administrative costs. Oklahoma has invested more than $1 billion in recurring revenue for schools in the last 10 years.

That money has failed to reach the classroom and we must reverse that trend.

Decrease the bureaucracy by eliminating duplication and social-emotional learning that is the backbone of indoctrination. By holding administrators accountable we can return classroom teaching back to the basic fundamental needs that teach kids skill sets that prepare them for the workforce.

Every dollar should follow the kids. Parents should direct where their kids go to school. No exceptions. Empowering parents with choices and decisions is the only way to move Oklahoma from being bottom in education to leading the country in reform.

Radical change is the only way to move forward. We will not allow our kids to be collateral damage in this fight and we will not let the status quo be the standard for Oklahoma’s future.

The left has pushed for the most radical agenda we’ve ever seen.

We are fighting back, we will improve our kids’ education, and we will win this war.

Ryan Walters is the secretary of Education for Oklahoma. He is currently running for State Superintendent. 

The views and opinions expressed in this commentary are those of the author and do not reflect the official position of the Daily Caller News Foundation.

AUTHOR

RYAN WALTERS

Contributor.

RELATED ARTICLE: JAMES PINKERTON: As BlackRock Becomes BlueRock, A RedRock Is Coming

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.

PODCAST: What do all Communist Globalists have in common? They LIE! thumbnail

PODCAST: What do all Communist Globalists have in common? They LIE!

By Karen Schoen

Until we recognize that the Globalists are our enemy, that they are in both parties, and unless we call them our enemy, we lose. These people are NOT true Americans. They want the destruction of America. For the past 60 years, they have taught our kids that America is the enemy. Where are these kids today? In government, media, and wall street. Who is their enemy? Americans.

Slowly these globalists have turned America’s bureaucratic agencies into the private military operation Barack Obama wanted.

Help Wanted: “Candidate must CARRY A FIREARM AND BE WILLING TO USE DEADLY FORCE.”

A new ad for police? NO! for the IRS!

Who is at risk from armed IRS agents? Why Americans, of course. After all, Americans, MAGA, are the enemy.

What do they think of us?

The common enemy of humanity is man. In searching for a new enemy to unite us, we came up with the idea that pollution, the threat of global warming, water shortages, famine, and the like would fit the bill. All these dangers are caused by human intervention, and it is only through changed attitudes and behavior that they can be overcome. The real enemy, then, is humanity itself.” – Club of Rome, a premier environmental think-tank, consultants to the United Nations.

What do Globalists believe: “Global Sustainability requires the deliberate quest of poverty, reduced resource consumption and set levels of mortality control.” – Professor Maurice King, Agenda 21.

Americans are the enemy. They are too rich, have too many luxuries, and must be cut down to the rest of the world. They want us controlled, impoverished, enslaved, or dead. They will stop at nothing to maintain power. So they merged agencies and armed them while taking away Americans’ means of protection.

All policies in the Green Broke Deal can be found in UN Agenda 21. This document is over 300 pages, 40 chapters of total control over the means of production and distribution of all means of human activity. Today this document goes by many names, i.e.:

  • Great Reset,
  • Green New Deal,
  • Build Back Better,
  • Agenda 2030,
  • Sustainable Development,
  • Resilient Cities.

But remember, a name change is not a content change. They all lead to one place, the destruction of America and western civilization.

Who are these Globalists? Where did they get their ideas? Remember, as I said before, these people are not Americans. They want the destruction of America and will do whatever it takes to make that happen. Globalists follow their leaders. The original elite was educated in the Frankfort School; today, the Aspen Institute, UN, and WEF carry the agenda. Sadly, Globalists take the worst from each ideology, and merge them together into an illogical, incoherent, overly expensive policy designed to destroy American values and culture.

Here are a few of the founders of the Marxist DNC and RINOs and what they promote:

John Maynard Keynes – Keynesian economics 1883-1946 – Keynes stated that if Investment exceeds saving, there will be inflation. If saving exceeds Investment, there will be a recession. “For the engine which drives Enterprise is not Thrift, but Profit.” businesses and people tighten their belts and spend less money. Lower spending results in demand falling further, and a vicious circle ensues of job losses and further falls in spending. Keynes’s solution to the problem was that governments should borrow money and boost demand by pushing the money into the economy. Once the economy recovered, and was expanding again, governments should pay back the loans. Keynes’s view that governments should play a major role in economic management is marked.

Karl Marx – 1883  Communism, Das Kapital – While many equate Karl Marx with socialism, his work on understanding capitalism as a social and economic system remains a valid critique in the modern era. In Das Kapital (Capital in English), Marx argues that society is composed of two main classes: Capitalists are the business owners who organize the process of production and who own the means of production such as factories, tools, and raw material, and who are also entitled to any and all profits.

The other, much larger class comprises labor (which Marx termed the “proletariat”). Laborers do not own or have any claim to the means of production, the finished products they work on, or any of the profits generated from sales of those products. Rather, labor works only in return for a money wage. Marx argued that because of this uneven arrangement, capitalists exploit workers.

Fabian – 1884

Fabianism became prominent in British socialist theory in the 1880s. The early Fabians rejected the revolutionary doctrines of Marxism, recommending instead a gradual transition to a socialist society. When Fabianism emerged in the United Kingdom during the 1880s, collectivism was widely considered necessary for human flourishing. believed that substantial state intervention would be necessary if ordinary individuals were to prosper. That dominant position also involved  collective responsibility for children’s education and nutrition, housing, and employment, along with support for care of the sick and aged.

Thomas Robert Malthus – 1766-1834 best known for his theory that population growth will always tend to outrun the food supply and that betterment of humankind is impossible without stern limits on reproduction. This thinking is commonly referred to as Malthusianism. The population will always expand to the limit of subsistence. Only “vice” (including “the commission of war”), “misery” (including  famine or want of food and ill health), and “moral restraint” (i.e., abstinence) could check this excessive growth.

Machiavellianism – named after the political philosophy of Niccolò Machiavelli,  In the field of personality psychology, Machiavellianism is a personality trait centered on manipulativeness, callousness, and indifference to morality. The political philosophy is that “the ends justify the means.” Those who follow this political concept are likelier to have a high level of deceitfulness and an unempathetic temperament.

Hegelian Dialectic – The ruling elite creates the crisis. They let the crisis fester until it becomes normalized. Something other than the real cause is blamed. Once the crisis escalates, the people demand a solution. The solution is offered by the same elite who created the problem.  This process is repeated over and over and simultaneously until the desired elite agenda is achieved.

World Economic Forum WEF – Klaus Schwab “You will own nothing and be happy.” The first thing to go is your personal car.

WEF Dr. Harari: Just give the humans drugs and video games, and they will be happy.

FBI terror list: https://republicbrief.com/fbis-cheat-sheet-for-dangerous-militia-symbols-includes-betsy-ross-flag/

‘Extremist’ symbols on the leaked FBI list include the so-called ‘Betsy Ross’ flag from 1777, The ‘Don’t Tread on Me’ Gadsden flag, the ‘2A’ abbreviation for the Second Amendment, and the ‘Tree of Liberty.’

Globalists believe that humans are nothing more than animals and should be corralled into cities where they will be easier to control. The government will control electricity, energy, food, healthcare mobility, housing, employment, and education. They do not care about the damage they do to the people because the people are the enemy. After they have destroyed MAGA, they will find another group to vilify.

As the late, great George Carlin said, “They have a club, and we ain’t in it.” As long as the Globalists are living la vida loca, they do not care. We can rot. You can see their indifference and disdain for the illegals sent to Martha’s Vinyard. Thanks to Obama’s parting gift of executive order 12333,

Expanding Surveillance Powers to spy on Americans, all agencies are merging information and are now armed to fight Americans. New rules issued by the Obama administration under Executive Order 12333 will let the NSA — which collects information under that authority with little oversight, transparency, or privacy concern — share the raw streams of communications it intercepts directly with agencies, including the FBI, the DEA, and the Department of Homeland Security, according to a New York Times report.

How do they want us to live?

Sustainable Development means control. Humans will be forced off rural lands and forced into cities so rural land can go back to the animals and humans can be controlled. They can’t get me, you say. Have a smart meter? The globalists control the power in your house. Find out more.

The Globalists know:

  1. Everything in America today is connected.
  2. There are no coincidences or random acts.
  3. Everything has a plan.
  4. All plans are based on lies.

Money, Power, and Control are their mantra. The Next time you hear about Diversity, Equity, and Inclusion (DEI), switch the words around and say Diversity, Inclusion, Equity to DIE. That is what they want us to do, and you will make them nuts.

Is America worth saving?

©Karen Schoen. All rights reserved.

RELATED VIDEO: The Marxification of Education

Elite Chicago Private School Official Brags About LGBTQ+ Health Center Teaching ‘Queer Sex’ to Minors thumbnail

Elite Chicago Private School Official Brags About LGBTQ+ Health Center Teaching ‘Queer Sex’ to Minors

By Project Veritas

*CLICK HERE TO TWEET THE VIDEO*


Project Veritas released a new video today exposing a high-ranking private school official, Joseph Bruno, who admitted that he teaches underage children about sex with items such as “butt-plugs” and “dildos.” Bruno, who works as the Dean of Students at an elite school in Chicago called Francis W. Parker, said that these were the items brought into the classroom by an LGBTQ+ group.

Here is some of what is revealed in today’s video:

  • Joseph Bruno, Dean of Students, Francis W. Parker School: “So, I’ve been the Dean for four years. During Pride — we do a Pride Week every year — I had our LGBTQ+ Health Center come in [to the classroom]. They were passing around butt-plugs and dildos to my students — talking about queer sex, using lube versus using spit.”
  • Bruno: “They’re just, like, passing around dildos and butt-plugs. The kids are just playing with ‘em, looking at ‘em…They’re like, ‘How does this butt-plug work? How do we do – like, how does this work?’ That’s a really cool part of my job.”
  • Bruno: “We had a Drag Queen come in — pass out cookies and brownies and do photos.”

You can watch the full video HERE.

Project Veritas encourages students and parents to reach out to VeritasTips@protonmail.com with any information regarding teacher malfeasance in the classroom.

We will expose all the corrupt school officials and administrators one by one!


*CLICK HERE TO TWEET THE VIDEO*


RELATED TWEET:

Huge Wave of Liberal Men are Getting Vasectomies to Protest Overturning Roe – https://t.co/uruRCknYho https://t.co/1Fsa9bttWG

— Bo Snerdley (@BoSnerdley) December 7, 2022

EDITORS NOTE: This Project Veritas video expose is republished with permission. ©All rights reserved.

War on Parents: The Left Calls Out the Big Guns thumbnail

War on Parents: The Left Calls Out the Big Guns

By The Daily Skirmish – Liberato.US

The Left has called out the big guns in the War on Parents.  For those concerned about the early sexualization of children, there’s a lot more to worry about than just the small arms fire of individual school boards and teachers.  It’s time to pay attention to the infrastructure and institutionalized support networks behind them.

The biggest child abuser of them all just may be the state of California.  The state has been moving for the early release of inmates to reduce the prison population for the last five years.  The result has been more than 7,000 sex offenders convicted of “lewd or lascivious acts” with children under 14 being released in the same year they were convicted.  Those released early include kidnappers and rapists.

California is closely followed by Planned Parenthood whose sex education director has claimed babies are sexual from birth and children should be given pornography.  Planned Parenthood propaganda proclaims “sexuality is a part of life through all the ages and stages.”  If pornography is taught in the classroom, some kids will want to watch it and that’s a good thing, the director says.  This from a guy who wants to start sex education in kindergarten.

Big Philanthropy is not far behind.  The Walton family and their Walmart Foundation have given millions of dollars for LGBTQ-related causes, including drag queen story hours and drag shows for children.  Their money also funded a kid zone at a gay pride festival and a nearby ‘Sensory Zone’ targeting autistic children.  Why autistic children?  Because they have trouble grasping gender concepts, making them perfect fodder for the transgender-industrial complex.

The American Library Association is another big gun.  The ALA views any attempt to keep pornography out of the hands of children as ‘censorship’.  It works with well-funded LGBT pressure groups to train librarians how to thwart the efforts of parents and public officials to fight pornography in public libraries and how to disarm the media.  Hostility to religion is on full display.  Demonization of parents is a go-to technique.  So are shutting up parents at library board meetings and making them jump through hoops to challenge particular books.  The purpose of libraries pushing pornography is to “change lives” and soften kids up for acceptance of the gay political agenda.  Librarians relabel pornography as ‘diverse materials’ and deflect criticism by saying libraries just put books out there and it’s up to parents to monitor what their kids are reading.  But the ALA’s actions go way beyond that, feverishly collaborating with left-wing groups to oppose parental oversight boards and other parental rights measures in state legislatures around the country.

In essence, what public libraries are demanding is for taxpayers to continue to fund them, but for the public not to have any say in what materials are placed on their shelves.  That’s crazy.

The early sexualization of children is metastasizing and institutionalizing, with further examples of TV ads featuring teddy bears in bondage attire, a doll company telling kids how to get puberty blockers without their parents knowing, and hospitals offering sex toys to minors.

I’ve documented in previous commentaries how the early sexualization of children is a communist technique intended to destroy society.  I’ve also mentioned no society has survived the loosening of its sexual mores.  If you support the gay rights groups and others I’ve mentioned here today in their attempts to sexualize children early, understand you are being manipulated by the professional political Left every step of the way.  Understand also you are playing with fire, and it will burn your house down.  Let’s leave adult activities to the adults, OK?

©Christopher Wright. All rights reserved.

Give The Gift Of True American History With These Wonderful Biographies For Children thumbnail

Give The Gift Of True American History With These Wonderful Biographies For Children

By Joy Pullmann

Photo credit: Joy Pullman/The Federalist

Everyone was reading the Heroes of Liberty books in my home for Thanksgiving, from the early elementary kids to their twenty-something aunts and uncles to their grandpa.


After I opened a box containing the children’s history series Heroes of Liberty and set the books on the playroom table, I hardly saw five of my six kids for the next three days. (My sixth is 2 years old and never sits still.) They were all gobbling down the beautifully illustrated biographies of notables such as Supreme Court Justice Amy Coney Barrett, Harriet Tubman, and Alexander Hamilton, pitched at ages 7 to 12 — exactly the ages of my oldest four.

Even though my children are notorious readers because we don’t allow them screen time except for Monday movie night, this was still a slightly startling development. Usually, I have to carefully source books for my kids by interest and age. Even low-screen kids like mine turn up their noses at certain books, according to each one’s persnicketies. This series, however, captured the attention of every one of my readers. And not just them.

When several dozen people filled my home for the long Thanksgiving weekend, the phenomenon repeated among all ages. Everyone was reading the Heroes of Liberty books, from the early elementary kids to their twenty-something aunts and uncles to their grandpa. They sat in the living room passing the volumes around like a funny cat video. Except these held their attention far longer and gave them far more meaningful scope for thought.

Kid-Attractive and Sturdy

The series consists of well-bound, engaging, inspiring, and accurate biographies with child-attractive illustrations. They have a high-quality look and feel. As a mom of kids who read books to bits, I know that the strong hardcover binding will help these books last, hopefully all the way to my grandkids.

I prefer a slightly more elegant and detailed illustration style, but I’m unusual in my strong taste for the traditional. It makes sense for the illustrations in these books to meet at the intersection of quality comic book and animation. It is certainly several steps up in quality from the illustrations I like least in children’s books: those that imitate the artistic efforts of preschoolers, who have the excuse of undeveloped fine motor skills.

The poor bindings and illustrations of many good older books I regularly introduce to my kids often repel them before they even open the cover. This series cleverly attracts children even if its pictures don’t rise to Sistine Chapel-level artistic standards. If I had to choose between the two artistic possibilities, I’d make the same choice as the series editors, because there’s no point in putting out a book people don’t read.

Extremely High Production Quality

Also delightfully surprising was the amount of text these books contained, and how interesting the fact-driven storytelling was. I’ve read thousands of picture books with my children and hundreds of children’s books about American history. This series is competitive with the best I’m aware of, if not the best of their own category. It is delightful to see something at this level of quality from a smaller and conservative-marketed publisher, due to the cliché of religious and conservative materials often not being quality-competitive with big corporate.

There are indeed good history books for kids (try the Cornerstones of Freedom series; a few are politicized but most are solid), but I don’t know of any this good that provide a toe-for-toe counterpart to the heavily politicized junk biographies filling library shelves in the children’s history section. That is why I also set aside my reservations about writing biographies of living people such as Amy Coney Barrett — those already exist of leftist counterparts like Ruth Bader Ginsburg, so they ought also to exist of exemplary Americans such as Barrett. These biographies should truly be on every school library’s shelves.

If your public library doesn’t already have these and allows patrons to request titles as mine does, request that your local library purchase this set. Also, or alternatively, buy your own if you’re able — you won’t regret this investment in your family’s self-education. Since this series is sadly less likely to land on those shelves due to the library and teaching profession’s deep political bias, parents, grandparents, and others have an obligation to provide children good histories when our corrupted public institutions will not.

Honest about American History

Like me, the Heroes of Liberty editors are clearly not interested in replacing leftist propaganda in children’s history with conservative propaganda. The series does no propagandizing, as I (perhaps foolishly) worried given its affiliation with conservative personalities. The books instead simply state true and compelling facts in an easy-to-follow story form and let the truth speak for itself.

Here’s an example from the Harriet Tubman biography in the series: “…blacks were not only free in Philadelphia,” where Tubman escaped from slavery. “They were also active in public and religious life. The city was home to the Pennsylvania Society for the Promotion of the Abolition of Slavery, the oldest anti-slavery society in the country. Its first president was Benjamin Franklin.”

As mentioned, these are all simple and simply stated facts. Yet in themselves they undercut several false narratives about race and American history, including that black Americans lack agency, and that the American founders were wholesale slavers and the Constitution they produced a “pro-slavery document.”

It’s utterly refreshing. These books destroy false historical narratives without displaying bitterness or bias and without fulfilling the lies and smears always launched against such efforts, such as claims that conservatives “don’t want to talk about slavery or America’s sins.” When appropriate, these books absolutely do so. The Tubman biography, for example, is not at all shy about illustrating the horrors of slavery in age-appropriate detail. In fact, it does an exemplary job of educating about American chattel slavery.

Here’s another example of that from the Hamilton biography: “Then there were also the slave markets where human beings were bought and sold, like cattle, in plain sight. Young Alexander saw it all. And he never forgot what he saw. It all shaped who he would become.” On the same page as this text is an illustration of a slave auction.

Although the books do not shy away from tragedy in their subjects, both personal and national, they also are deeply hopeful because they show how these great Americans worked to rise above the inevitable tragedies of life. This is why biography is known as an inspirational genre, even when it necessarily treats of difficult subjects. At its best, biography reveals human nature and ideally human greatness amid life’s suffering and sometimes crippling constraints. Very little better reading material can be made available to all, but especially children, who like all of us need such examples to look toward as they grow.

Definitely Worth Buying

I’ll admit, I was skeptical of this series until I looked at them. Now I and my children are dedicated fans. My 7-year-old, whom I required to tell me what he had learned in exchange for giving him the next book in the set, summed up with this: “If you stop reading anywhere, it’s a cliffhanger.”

It’s refreshing as a parent to be able to trust the writers and publishers of a book so I don’t have to pre-read, scrutinize, and pre-emptively guard my children’s minds from those who seek to prey upon them with popular lies. It’s refreshing to learn facts about my beloved country and its wonderful people that celebrate the human spirit and especially its peculiar American expressions. It’s refreshing to let my guard down and just enjoy reading about American history with my children from a trustworthy source that isn’t trying to push us in any direction politically, but just to tell true human stories of our ancestors and their dreams, failures, and achievements.

The review copies the Heroes of Liberty team sent me will be donated to a K-12 school library to encourage, educate, and inspire as many children as possible. We will be buying the forthcoming books as they arrive and donating those, too — after we’ve all gobbled them up in our living room. For Christmas, birthdays, and beyond, the Heroes of Liberty team is offering Federalist readers an amazing 20 percent off with the special code FED22.

Quite frankly, I would go with the 12 books for $129 or all 14 currently published for $159 Christmas specials — that’s a ridiculous steal for brand-new hardbacks, and the series is worth it. It’d be a wonderful and enduring present for a special child or family in your life. The two-year book-of-the-month subscription offers a similar value with the bonus of your recipient getting to look forward to personalized mail each month — something my kids absolutely adore.

*****

This article was published at The Federalist and was reproduced with permission.

Joy Pullmann is executive editor of The Federalist, a happy wife, and the mother of six children. Here’s her printable household organizer for faith-centered holidays. Sign up here to get early access to her next ebook, “101 Strategies For Living Well Amid Inflation.” Her bestselling ebook is “Classic Books for Young Children.” Mrs. Pullmann identifies as native American and gender natural. She is the author of several books, including “The Education Invasion: How Common Core Fights Parents for Control of American Kids,” from Encounter Books. Joy is also a grateful graduate of the Hillsdale College honors and journalism programs.

Weekend Read: The Promise of Habit-Based Learning thumbnail

Weekend Read: The Promise of Habit-Based Learning

By Barbara Oakley

Subconscious, habitual learning is far more common, complex, and important than we’d realized. This type of learning has been making a comeback everywhere except where it’s needed most—education.

Education is a vital discipline, but something has gone awry. For example, over the past decades, the U.S. has dropped to the bottom of international rankings for developed countries in math. This decline has coincided with education reform, a shift that has emphasized understanding and downplayed practice. Could something that sounds so sensible have possibly been responsible for the drop? The science that underpins our understanding of teaching and learning can help us answer this question.

The brain has two major learning systems. One is based on practice, and leads to fast, automatic behavior. This system is not accessible by conscious thought and is the source of intuition. The second system is based on deliberate thought—it is slow but flexible. You are consciously aware and can verbalize what you have learned. These two systems are roughly analogous to Nobel Prize winner Daniel Kahneman’s “thinking, fast and slow.”

Students need both fast and slow systems to learn well. Yet over the past fifty years, education, and math education in particular, has dismissed the importance of fast automaticity in learning—insisting instead that students can always look up whatever they need to know, and that drill equates to kill. But focusing primarily on slow, flexible thinking, appealing as it may be, is akin to asking a sprinter to run faster by hopping on only one leg.

As management consultant Peter Drucker has noted: “culture eats strategy for breakfast.” The culture of modern, Western approaches to teaching has long held that chasing after fluency kills student interest and creativity. Thus, although achieving fluency has now been written into current standards for teaching math, these standards are often minimized or ignored in actual practice by teachers.  After all, for close to fifty years, fluency, especially in math, has been de-emphasized and even ridiculed by educational leaders.

Fast thinking often involves the procedural system, which deposits neural links in long-term memory primarily through the basal ganglia, a part of the brain with no conscious access. Slow thinking, on the other hand, uses the declarative system, which deposits links in long-term memory primarily through the hippocampus. This latter system allows you to “declare” what you’re learning—in other words, you’re conscious of it.

The Neuroscience of Fast and Slow Learning

An area toward the front of your brain, in the prefrontal cortex, monitors what you do and think.  When you repeat something enough times—as when you are learning a new language, practicing with the multiplication tables, or learning a new route for driving home—your prefrontal cortex gradually creates a new, accompanying set of procedural, habitual neural links. This is why you may at first have to think consciously (declaratively) about how to drive home from work if you move to a new city. But gradually, after you’ve driven to your new home enough times, you find that you can head home without even being aware of the decisions you are making about how you get there. Your procedural links take over, so you can find yourself driving while daydreaming about the night’s dinner or a birthday party you might be planning instead of consciously thinking about whether to turn right or left at the intersection. Incidentally, the procedural links you gradually lay are easy and fast to access, but also inflexible.  That’s why you may tell yourself to stop by the store on your way home, but find that you inadvertently drive right past the exit as you are thinking about other things.

These fast and slow neural links in memory are accessed and used differently, depending (naturally) on whether you are doing something habitually or deliberately. But the two systems often work together—as when you are reading these letters with the aid of your procedural system and simultaneously grasping the key ideas with your declarative system. The two ways of learning work together seamlessly like a hand in a glove, helping each other navigate the vicissitudes of the real world.

But what’s with the procedural system? Why is it such an essential part of learning and thinking in general? Why can’t we just use the declarative system and have done with it? Part of the issue is that declarative learning is flexible—but that very flexibility means it is also slow. After all, deliberation can cost precious time—from an evolutionary perspective, you could be dead before you figured out which hand to use to pick up a spear. By contrast, procedural learning involves activities you do a lot—so often, that you don’t even want to bother to think consciously about them. If you practice a lot with a spear, for example, throwing becomes speedy second nature. Practice a lot with writing, and eventually, you can write without worrying about punctuation. Practice a lot with arithmetic operations, and you can do them without conscious thought, allowing the brain to focus its deliberate, conscious thinking on more complex ideas.

Although the procedural system has been dismissed as the domain of undesirable “rote” learning, in reality, it is an extraordinarily powerful pattern-recognition system. This is the system that allows us to solve a Rubik’s cube, learn the intricate patterns of our native language, or feel, intuitively, why 2 × 6 = 13 must be wrong. (Our procedural systems gradually intuit that 2 multiplied by any number must be an even number.) Constructivists are right—children do construct their own knowledge. But they can’t construct that internal, neurally-based knowledge if we insist, as do some modern educators, that students can always just “look things up.”

When chess genius Magnus Carlsen’s company created the app Play Magnus, some chess players were surprised because the app emphasized mastering the fundamentals of chess through repetitive practice.

When animals or humans receive a reward, even though the reward was initially a motivation, the acquired habitual behavior survives long after that reward is gone. This has important implications for educators. It means that educational efforts to make learning more fun, in large part by avoiding any type of rote learning, are barking up precisely the wrong tree. Students must internalize key ideas if they are to develop intuition and expertise in a subject.

Properly varied rote learning, accomplished with modern insights such as spaced repetition and “interleaving” (that is, interweaving similar materials during study so that students swiftly and intuitively know the difference), means that students can carry out even complex activities without conscious thought. This, of course, is part of why learning to play a musical instrument well, speak a foreign language easily, smoothly perform a magic trick, or gracefully slalom down a steep ski trail, can bring such great intrinsic pleasure.

As modern mathematical genius Terrence Tao pointed out in an interview for the New York Times, he “believes that his younger self, the prodigy who wowed the math world, wasn’t truly doing math at all. ‘It’s as if your only experience with music were practicing scales or learning music theory… I didn’t learn the deeper meaning of the subject until much later.’’’ The reality is that Tao couldn’t be making his breakthrough accomplishments in mathematics—which bring him and human society so much practical insight as well as pleasure—unless he had first practiced with his mathematical equivalent of the scales.

It is well known that the more chess games you play, the better you get, and to become a grandmaster, you need to devote years of your life to chess. This same route was taken by DeepMind in training an AI program, AlphaGo, that beat the World Go Champion in 2017. The AI learning algorithm used was the same one we have in our brains for procedural learning. AlphaGo played itself millions of times (without complaint), and became better and better, eventually discovering brilliant moves and positions no human had ever seen before. Kie Jie, the Go champion, was not expecting such a strong player and said after the match “After humanity spent thousands of years improving our tactics, computers tell us that humans are completely wrong.” Creativity emerged out of practice! Not only does practice make you perfect, practice can also make you smarter.

As distinguished psychologist Robert Bjork of UCLA observes, “deliberate practice,” the difficult-to-master activities that most support our learning, takes work. It’s not all fun and games.  But the upshot can be the joy of acquiring deep expertise. It’s a little like riding a bicycle—at first, you fall off and it hurts. Only later do you experience the pleasure of riding easily along the breezy pathways. Perhaps this is why, when chess genius Magnus Carlsen’s company created the app Play Magnus, some chess players were surprised. Why? The app emphasized mastering the fundamentals of chess through repetitive practice.

The Paradox of Praise

Perhaps more surprisingly, with modern educational approaches, even simply giving a student right-or-wrong feedback—which is critical for learning—has been subverted. When students give a wrong answer, teachers are often taught not to state that a student’s answer is wrong (that might, after all, hurt their feelings), but rather, to sidestep direct feedback, so that only later does the class learn the correct answer. This time-consuming approach runs counter to how the brain’s reward system helps with learning, and can be outright frustrating for students, who can’t understand why the teacher is going around in circles.

The “praise wrap” approach makes matters even worse—this is the idea that three or even four layers of praise must be provided for every criticism. The never-ending, increasingly saccharine and artificial-sounding praise means that praise becomes expected. This expectation of reward, even when a student doesn’t deserve it, can in turn kill feelings of pleasure about successful learning. This is because the “aha!” of solving a problem or understanding a concept causes a spritz of dopamine—a fertilizer for neural connections—to cement in the new neural pathway that caused the unexpected, but successful, solution. But when a reward becomes expected whether a student has figured out a problem or not, the dopamine neurons stop their spritzing. Why bother to learn when a reward is received in any case? This is why these approaches are a significant waste of time and can turn frustrated students away from school. Worse yet, students can become cynical about their teachers, never certain about whether they are receiving praise or pablum.

Another problem involves the idea that students only understand a concept if they can explain it. Declarative explanations can be memorized and regurgitated with no real understanding of the concept at hand. By contrast, a student who has learned a concept well through their procedural system may find it well-nigh impossible to put their understanding into words even though they have developed a superb intuition and can perform an expected calculation in their head with ease. This can result in the strange outcome that a student with no understanding can receive a perfect grade as they “explain” a concept they are simply regurgitating from memory, while a student with well-developed intuitions and speedy and accurate problem-solving skills receives a failing grade. The cookie-cutter, one-size-fits-all declarative-only approach can be a disaster when it comes to inclusive teaching in today’s diverse classrooms, causing talented students to become more frustrated with school and ultimately to tune out altogether.

Textbooks are needed that provide insight into balanced approaches that value traditional, rote methodologies even as they bring insight about the value of declarative learning.

If educators discourage procedural fluency with, for example, the times tables, they are undercutting students’ ability to grasp the relationships inherent in fractions instantly, which derails the long-term process of making math easier, and thus more fun for learners. The “drill to skill” part of habitual learning that ultimately makes learning easy and, yes, more enjoyable, has been banished. Modern educators’ discouragement of students’ efforts to gain easy, swift fluency with materials to reduce stress is precisely the opposite of what neuroscience suggests. In fact, research has shown that the modest amounts of stress students experience, such as during timed exercises and even during a typical end-of-marking-period test, help students learn better, faster, and more deeply, and also helps more generally to enhance cognition. And fluency developed through plenty of practice with the habitual system can, in the end, make learning more enjoyable. As researchers Szu-Han Wang and Richard Morris have observed: “we rapidly remember what interests us, but what interests us takes time to develop.”

The Jesuits had a maxim: “Give me a child until the age of seven, and I will give you the man.” There is some truth to the expression (at least if it’s modernized to gender-neutral form) because evidence suggests that the procedural system is strongest in the young. It is easier for children to learn to downhill ski, play the violin, or do math than it is for adults. Reading is another example of a skill that takes years of practice starting from an early age. But acquiring math and reading skills in particular is essential—they contribute to intelligence in ways that we are just beginning to understand.

K-12 teaching matters enormously in allowing students to gain the solid procedurally-based skills that they need to excel at the college level in much-desired-by-society subjects such as STEM. Procedural skills like language and math take time to develop. Indeed, it’s virtually impossible to develop strong ability in math—the foundation of most professional and STEM disciplines—using just a remedial course or two when a disadvantaged student, taught using only typical modern mathematics approaches, might arrive at college. In the final analysis, the way such students have been taught to learn, especially in STEM, can cripple their ability to learn in the very subjects they, and society—want them to excel at. Sadly, even relatively bright people and generally well-prepared students who were not given the procedural foundations in math can flounder when trying to master more advanced mathematically-based subjects. Private conversations with the many foreign-educated professors in mathematically-based US graduate programs, for example, reveal their feelings that wholly US-trained students often shy away from such programs, not because of other opportunities, but because they are just not comfortable with the math.

Course Correction

Perhaps the field of education finds it difficult to alter course precisely because of the highly intelligent leaders who excel in less flexible procedural-type learning. For example, it is troubling that reform leaders in mathematics diagnose ever-declining math scores as being due to the perseverance of so-called “drill and kill” approaches, when it is clear that most Western math educators do everything possible to avoid those approaches. It is hard not to see this as a case of their convictions, rooted in the unconscious but tremendously influential “value function” produced by their own procedural system, doing them a disservice. In fact, there is little evidence that insistence on “drill and kill” approaches to teaching is continuing in today’s math teachers—reform educators have taken over the entire system, including pedagogical instruction taught in schools of education; key thought leaders in major educational societies; and journal editors, reviewers, and panelists for appraising grant proposals.

Both schools of pedagogy and educational societies need to find a more scientifically balanced approach to learning. This new approach would take advantage of the flexibility of declarative learning and also take advantage of the habitual ease and enjoyable comfort that procedural learning can bring. Some visionary groups with more open-minded leaders are beginning to embrace these research-based approaches to learning. For example, Jacqueline El-Sayed, Chief Academic Officer at the American Society for Engineering Education, is leading the society into new initiatives, growing out of the information in workshops based on solid research based on neuroscience that include practice, and yes, even some balanced use of varied rote learning that includes interleaving and spaced repetition. And Singapore, acknowledged as a leader in education, is embracing neuroscientific approaches that promote creativity in part by including procedurally-based approaches to learning.

Textbooks are needed that provide insight into balanced approaches that value traditional, rote methodologies even as they bring insight into the value of declarative learning. Massive online courses can be developed that reach broad audiences of teachers with new, balanced approaches to good teaching. Professional development trainers and keynote speakers can bring out the additional value of “drill to skill” approaches. Journal editors and proposal reviewers can do their part to bring in fresh perspectives that value the benefits of habitual, rote-type learning instead of dismissing it out-of-hand. Much research needs to be done.

What is the best balance between procedural and declarative learning in different subjects, for different students, with different backgrounds? How do we find that balance point and turn it into methods and practices? Implementation of these new approaches and findings will give our children—and the world—the best possible educational tools to embrace the realities that science has unveiled.

*****

This article was published by Law and Liberty and is reproduced with permission.

ESG Is A Non-Starter That We Are Being Pushed Into thumbnail

ESG Is A Non-Starter That We Are Being Pushed Into

By Thomas C. Patterson

The world of finance is turning bullish on ESG, an investment strategy directing funds to corporations with woke environmental, social, and governance policies. Trillions of dollars have already flowed into ESG funds, projected to hit $50 trillion in two years.

ESG boosters claim the funds enable investors to do well by doing good. You can make good money while simultaneously bettering the world.

Wish it were so. In fact, ESG funds do neither.

Investing goals that compete with shareholder profitability have predictable results. A recent NYU study compared investment results created by firms with high versus low ESG scores, which are generated by professional rating agencies. Over the past five years, high ESG funds have returned 6.3% compared with 8.9% for others. Over time, that’s a chunk of change.

Thus, Kentucky AG Daniel Cameron warned his state’s pension fund managers to avoid funds that “put ancillary interests before investment returns” which would “violate statutory and contractual fiduciary duties” to the pensioners depending on them. Seniors deserve better than to have their retirements hijacked by an ideology they might not share.

The basic tenants of ESG are radical environmental policy, primarily the elimination of fossil fuels woke social policies promoted by the company, and corporate governance that replaces merit with preferences based on race or gender.

The driving forces behind the growth of ESG are three very powerful financial firms. BlackRock, Vanguard, and State Street are among them the largest shareholders in 80% of the companies in the S&P 500. Their financial heft gives them the ability to force companies to implement ESG, making them in effect upstream controllers of these companies.

ESG is based on the foundational principle of progressivism – the notion that the most beneficial governance comes from giving experts, the best and the brightest, control over our lives. Personal freedoms and democratic processes must yield to a governing elite that knows best.

No goal is pursued more tenaciously than the elimination of carbon-based fuels.  Consumers must be pushed into using renewables, principally by regulating fossil fuels into being scarce and expensive.

Green New Dealers may be thrilled to have the backing of the ESG behemoths, but the problem is that Europe is already experiencing a full-blown energy crisis, with America not far behind. For a year now, a post-Covid demand surge, combined with nuclear plant closures worldwide, long-standing over-investment in impractical renewables, and a global drop of over 50% in oil and gas investment since 2014 have combined put serious pressure on economies worldwide.

Aluminum smelters, glass factories, and other EU manufacturers have had to shutter plants for lack of affordable energy. In the UK, the number of people behind on their energy bills ballooned from 3 million to 11 million earlier this year. Even in relatively secure Germany, there is deep concern over looming shortages of heating oil this winter after being shut off by Russia.

The hard fact is that, in our current state of technology, fossil fuels are the mainstay economic resource, whether we like it or not. We need more oil, natural gas, and nuclear energy, not less.

The hard-core environmental left, now join by ESG interests, has worked itself into a lather insisting we can only avoid global catastrophe by achieving zero carbon emissions by 2050. Environmental alarmists achieve about the same accuracy with their predictions as the apocalyptic preachers of yesteryear. But even in the early stages of the project, it’s becoming obvious that it’s simply can’t be done.

Even if eliminating all emissions of carbon would significantly reduce atmospheric temperatures, even if humans are the main villains of global warming and even if we could somehow convince China and India to not sabotage the effort, it doesn’t matter. It’s neither economically nor politically possible to deprive humankind of the benefits of carbon fuels.

The financial titans pushing ESG are blowing an opportunity to do some real good. We need respected leaders who can stand up to the hysteria and exaggerations to propose practical, feasible solutions that would protect humanity from the worst effects of atmospheric warming.

Instead, the self-appointed experts are using other peoples’ trillions to push us down the road to dystopian government and perpetual poverty.

The Joys of Being a Californian thumbnail

The Joys of Being a Californian

By Bruce Bialosky

Our California governor Gallivanting Gavin has his eyes on running for President, assuming the octogenarian in the White House bows out.  Gavin will be telling America what a wonderful job he has done here in California to deserve being promoted to ruling over all fifty states.  We should review the sparkling aspects these days of being a Californian.

California ranks first in many ways. For example, we have the highest gas prices in the country.  We unfortunately have fallen behind Hawaii and come in at number two for having the highest energy prices in the country. Again, we are falling behind in another key area. We come in at #3 for the highest cost of living, falling behind Hawaii and New York. We are really slumping when it comes to overall tax rates ranking just #3. That is despite ranking first for individual tax rates.  We are all confident that in his second term as governor, Gallivanting Gavin will strive to get us back to being number one in all these categories.

And then there is our poverty rate.  Mississippi comes in at the top with the highest. That is before you adjust for the cost of living.  California ranks 26th when you just look at the poverty figures.  When adjusted for the cost of living, we then climb back to first place. Paying for all that expensive stuff really hurts the people at the lower end of the economic ladder.

These are all things we can be proud of as Californians. That is why our elected officials are so willing to pay for others with our tax dollars. Here Gallivanting Gavin is leading the way.

You never hear about California shipping illegal aliens to other states. We welcome all of them.  We provide them with every benefit as if they were here legally and paying taxes. We give them driver’s licenses to keep us safe on the roads.  But we are thoughtful by not requiring them to have insurance if they are driving like other Californians because that would be too much to ask of these people who are facing inordinate challenges.

But we are not without our challenges. They are kind of minor: water and power.  We are tough Californians, and we are willing to sacrifice for the environment. And for others.

As you may know, we just asked residents to significantly cut back their personal water usage.  After all, the residents use 10% of all the water in California – that is 38.5 million of us.  40% of the water is used for commercial and farming purposes.  We would not want to cut back on that. That is what pays for all of what our government provides. The remaining 50% goes out to sea but protects the fish. It would be totally unreasonable to have a cut there because you know the snail darters need their water. 

Gallivanting Gavin promised that he would build more reservoirs, but for the past forty years, we have done nothing while our population soared by 14 million (not counting all the illegals).  Gavin even endorsed the building of desalination plants. Forget the fact that the California Coastal Commission voted 7-0 to kill one days later; Gavin is on the job.

How about that power stuff? Gavin is leading us. He is leading us by eliminating any devices that use that nasty natural gas. We are properly ignoring that natural gas replacing coal has cut our national output of CO2 by 30% even while the economy grew 28%.  We in California only need windmills and solar power. And thankfully we have a deal with our neighboring states to buy power from them — if they do not need it themselves.  He did have us avoid a blackout during a recent heatwave except for limited areas.  That is because we all raised our thermostats to 78 degrees. Someone did ask why Arizona and Texas had similar heatwaves and were fine.  Gavin answered them with billboards about abortion.

Our glorious Governor Gavin vetoed 169 bills sent to him by the California Legislature.  What a brave leader he is.  We are just left to figure out what laws we are breaking with the 997 bills he signed.  What is a Californian to do?

Considering all this, we Californians are generous people. We welcome all illegal aliens. We also welcome all homeless people; or, as Gavin calls them – “unhoused.” We properly disregard that roughly 50% of them come to California from elsewhere not because of “the weather,” but because of the benefits, we provide them. Who else would build them living units costing $500,000 each to help them make their transition back to a normal life? We do not care if they came here from Nebraska; they are all Californians now.

Because of our generosity, our Governor has instituted two new things we will pay for to help people from other states or nations. Women (yes, women) who want to get an abortion will be paid to come to California and have the service provided by the residents of Californian. We approved unfettered abortion up to the day of birth for any woman wanting an abortion for any reason. Fifteen weeks is not good enough and forget those nasty pictures of those things in the womb. We have broad shoulders and can carry the load.

Gallivanting Gavin wants to add even more new humane services. That is the right of anyone of any age to receive transgender medical services. Ten-year-olds need to be protected from parents who have no clue what their child is going through with their sexual identity. When our doctors are not busy doing triage for gunshot wounds in emergency rooms, they can work on gender transformation surgery.

A recent report from the Hoover Institute cited that 352 companies moved their headquarters from California between 2018 and 2021.  They cited the following challenges:  burdensome overtime work rules, litigation risk, high costs for labor and worker’s compensation insurance, oppressive taxes, surging electricity rates, a permitting morass, diminishing quality of life, lousy public schools, and exorbitant housing costs.

And there are our elections.  You get to vote for a month and find out a month later who won.  Someone who relocated to another state was asked a real question – “Since you were paying premium prices for government in California did you get premium services.”  I am not sure whether he answered with an emphatic no or just a belly laugh.  Try calling a tax agency in another state and you will hear a friendly voice.  In California, after waiting for hours after calling multiple times, you will get someone who speaks broken English.

Who would question Gallivanting Gavin telling Governors of other states how to do things? Of course, he should run for president if Biden does not.  Why would he not when he can bring California values and policies to everyone? And remember we have really nice weather.

Hillsdale Imprimis: Education as a Battleground thumbnail

Hillsdale Imprimis: Education as a Battleground

By Larry P. Arnn

The following is adapted from remarks delivered on November 3, 2022, at a Hillsdale College reception in Santa Clara, California.

If you want to see the problem with American education, look at a chart illustrating the comparative growth in the number of students, teachers, and district administrators in our public schools in the period between 2000 and 2019. (See the chart below.) The number of district administrators grew by a whopping 87.6 percent during these years, far outstripping the growth in the number of students (7.6 percent) and teachers (8.7 percent).

In illustrating the difference in these rates of growth, the chart also illustrates a fundamental change that has come over our nation as a whole during this period—a change in how we govern ourselves and how we live. To say a change is fundamental means that it concerns the foundation of things. If the foundation changes, then the things built on it are changed. Education is fundamental, and it has changed radically. This has changed everything else.

One way of describing the change in education today is that it provides a different answer than we have ever known to the question: who owns American children? Of course, no one actually owns the children. They are human beings, and insofar as they are owned, they own themselves. But by nature, they require a long time to grow up—much longer than most creatures—and someone must act on their behalf until they mature. Who is to do that?

Not many people raise this question explicitly, but implicitly it is everywhere. For example, it is contained in the question: who gets to decide what children learn? It is contained more catastrophically in the question: who decides what we tell children about sex?

Are these decisions the province of professional educators, who claim to be experts? Or are they the province of parents, who rely on common sense and love to guide them? In other words, is the title to govern children established by expertise or by nature as exhibited in parenthood? The first is available to a professionally educated few. The second is available to any human being who will take the trouble.

The natural answer to this question is contained in the way human beings come to be. Prior to recent scientific “advances,” every child has been the result of a natural process to which people have a natural attraction. “Natural” here does not mean what every single person wants or does—it means the way things work unless we humans intervene.

In its essence, “nature” means the process of begetting and growth by which a mature, living thing comes to be. Not quite every human being is attracted to the natural process of human reproduction, but nearly all are—and when the process works to produce a baby, it works that way and no other way.

This process of human reproduction and growth works for two reasons. The first is that human beings, when mature, are capable of so much more than other creatures. Almost from birth we learn to talk, a rational function that indicates decisive differences from other creatures. Because of reason and speech we are moral beings, capable of distinguishing among kinds of things and therefore of knowing and doing right and wrong. Also because of them we are social beings, able to understand and explain things to one another that other creatures do not understand and cannot discuss. This draws us closer together than even herd or swarm animals.

We are unique in possessing these capacities, and it is in this specific respect that our nation’s founders declared that “all men are created equal.” This equality has nothing to do with the color of anyone. Its source is the unique, immaterial, rational soul of the human being. One of my teachers used to respond to the claims of animal rights advocates that one must not be cruel to any creature, but that only those who can talk are entitled to vote.

The second reason in nature that makes human reproduction unique is our especially long period of maturation. For months, human babies are simply helpless; without constant attention they will starve. For years afterwards they must develop the skills and knowledge that are uniquely available to the human being. Both the skills and the knowledge are natural, meaning all human beings can obtain them, but both take time. Each child does the work of obtaining them, but each child needs help. Modern educators often mistake the work of helping them to learn for actually doing the learning for them. The second is impossible.

The skills of reading, writing, and arithmetic are direct exercises of the rational faculty. They are in principle the same thing as talking, and in principle every child will learn much of them unassisted. Just watch a child grow up to the age of two. He or she begins very early to respond to things with comprehension. Words soon follow. Children copy adults for the use of words, but they are doing all the work of learning. Little wonder that human beings take a long time to mature: they have so much to learn.

Raising a child has always been difficult and expensive. With rare exceptions, it has always been true that the parents who conceive the child raise him the best. And throughout American history, it has been thought that the family is the cradle of good citizenship and therefore of free and just politics. Public education is as old as our nation—but only lately has it adopted the purpose of supplanting the family and controlling parents.

***

The political successes of Governor Ron DeSantis in Florida, Governor Glenn Youngkin in Virginia, and many other politicians in other states have largely been won on this battleground of education. One can look in history or in literature to see the danger of where the idea of supplanting the family might lead. Study the education practices that existed in the Soviet Union and Nazi Germany and that exist today in Communist China. Or read the terrifying account in Orwell’s 1984. They tell us that children, by distorting their natural desire to grow up and end their dependence, can be recruited to the purposes of despotic regimes, even to the extent of denouncing their parents to the state.

We do not yet have this in America. But we do have children being turned against their country by being indoctrinated to look on its past—of which all parents, of course, are in some way a part—as a shameful time of irredeemable injustice. We also increasingly have children being encouraged to speak of their sexual proclivities at an age when they can hardly think of them.

To cite just one example, Christopher Rufo has discovered, on the website of the Michigan Department of Education, detailed instructions for how teachers should open the question with students of their sexual orientation—or maybe I should say sexual direction, since “orientation” implies something constant, whereas children are now being taught that sexuality is “fluid” and can take them anywhere.

Also on the website are detailed instructions on how to keep this activity from the parents. And as we learned last year, when parents get angry and complain of things like this, the FBI is likely to become interested.

Who “owns” the child, then? The choice is between the parents, who have taken the trouble to have and raise the child—and who, in almost all cases, will give their lives to support the child for as long as it takes and longer—or the educational bureaucracy, which is more likely than a parent to look upon the child as an asset in a social engineering project to rearrange government and society.

***

The revolutionary force behind this social engineering project is a set of ideas installed in just about every university today. Its smiting arm is the administrative state, an element of America’s ruling class. The administrative state has something over 20 million employees, many of them at the federal but most at the state level. Directly and indirectly, they make rules about half the economy, which means they affect all of it.

Most of the bureaucrats who staff the administrative state have permanent jobs. The idea behind this was that if they do not fear dismissal and have excellent pay and benefits that can’t be reduced, then they will be politically neutral. Today, of course, the public employee unions that represent this administrative state are the largest contributors in politics and give overwhelmingly to one side. They are the very definition of partisanship.

The fiction is that these bureaucrats are highly trained, dispassionate, nonpartisan, and professional, and that therefore they can do a better job, of almost anything, than somebody outside the system can do. They proceed by rules that over time have become ever more hopelessly complex. Only they can read these rules—and, for the most part, they read them as they please.

Judges have up to now, for the most part, given deference to the bureaucrats’ reading of their own rules. It is a rare happy fact that this judicial practice is under challenge in the courts. If it should ever become settled doctrine that the bureaucracy is constrained by the strict letter of the laws made by elected legislators and enforced by elected executives, that will exercise some restraint upon the administrative state. That explains why, after decades of defending judicial supremacy, progressives are beginning to question the authority of the courts and speak openly about packing the Supreme Court.

***

Public education is an important component of the prevailing administrative system. The roots of the system are in Washington, D.C., and the tendrils reach into every town and hamlet that has a public school. These tendrils retain some measure of freedom, especially in red states where legislatures do not go along automatically. In some red states, the growth of administrators has been somewhat slower than average. But this growth has been rapid and large everywhere. In every state, the result has been to remove authority and money away from the schools where the students learn. In every state, the authority and money drained from the schools have flowed toward the bureaucracy.

The political battle over this issue is fraught with dishonesty. Any criticism of public education is immediately styled as a criticism of teachers. But as the numbers show, the public education system works to the detriment of teachers and for the benefit of bureaucrats. The teachers unions themselves, some of the largest of the public employee unions, claim to be defending teachers and children. That cannot be more than half true, given that they are defending an administrative system that has grown by leaps and bounds while the number of teachers has grown very little.

Worse even than this is the tendency the system sets in all of us. Bureaucracy is a set of processes, a series of prescribed steps not unlike instructions for assembling a toy. First this happens, then that happens, and then the next thing. The processes proceed according to rules. It is a profession unto itself to gain competence in navigating these rules, but nobody is really competent. Today we tend too much to think that this kind of process is the only thing that can give legitimacy to something. A history curriculum is adopted, not because it gives a true account of the unchangeable things that have already happened, but because it has survived a process. The process is dominated by “stakeholders”—mostly people who have a financial or political interest in what is taught. They are mostly not teachers or scholars but advocates. And so we adopt our textbooks, our lesson plans, and our state standardized tests with a view to future political outcomes once the kids grow up.

I have said and written many times that the political contest between parents and people who make an independent living, on the one hand, and the administrative state and all its mighty forces on the other, is the key political contest of our time. Today that seems truer than ever. The lines are clearly formed.

***

As long as our representative institutions work in response to the public will, there is thankfully no need for violence. As the Declaration of Independence says, “Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes.”

The Declaration guides us in our peaceful pursuits, too. In naming the causes of the American Revolution, it gives a guide to maintaining free and responsible government. The long middle section of the Declaration accuses the King of interfering with representative government, violating the separation of powers, undermining the independence of the judiciary, and failing to suppress violence.

And in an apposite phrase, it says of the King: “He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance.”

So it is today. And so it is our duty to defend our American way of life.

*****

Larry P. Arnn is the twelfth president of Hillsdale College. He received his B.A. from Arkansas State University and his M.A. and Ph.D. in government from the Claremont Graduate School. From 1977 to 1980, he also studied at the London School of Economics and at Worcester College, Oxford University, where he served as director of research for Martin Gilbert, the official biographer of Winston Churchill. From 1985 until his appointment as president of Hillsdale College in 2000, he was president of the Claremont Institute for the Study of Statesmanship and Political Philosophy. From October 2020 to January 2021, he served as co-chair of the President’s Advisory 1776 Commission. He is the author of several books, including The Founders’ Key: The Divine and Natural Connection Between the Declaration and the Constitution and Churchill’s Trial: Winston Churchill and the Salvation of Free Government.

Newly Elected Conservative School Board Fires Superintendent bans CRT thumbnail

Newly Elected Conservative School Board Fires Superintendent bans CRT

By Lyle J. Rapacki, Ph.D.

With full acknowledgement and appreciation to Epoch Times for covering the story below. Parents across the country finally have had enough of the indoctrination of their children in the school systems. A newly elected conservative School Board back by “Moms for Liberty,” a conservative activist group supporting parental rights and the solid education for children, not the political indoctrination of children, made serious changes during their first meeting. Moms and parents elsewhere, do NOT give up! Double down if need be but fight the good fight to save your children.

Here in Arizona newly elected Superintendent of Public Instruction, Tom Horne, Esq. (a former Superintendent and Attorney General) will hit the ground running when he assumes office in January. His passion for the welfare of children, their proper education and preparation for higher education will become evident most clearly as he moves into office. The story below is heart warming, and I pray more will follow across America. Prepare Arizona education system for your atmosphere is about to change drastically, and away from the CRT, Woke, and socialist models you have championed.

Newly Elected Conservative School Board Fires Superintendent, Bans Critical Race Theory

By Jackson Elliott

In one meeting, Deon Jackson went from South Carolina’s Berkeley County school superintendent to unemployed.

His firing came at the hand of a newly-elected school board, which appears to have declared a judgment day for woke practices in its district.

In its first meeting after the Nov. 8 election, the board fired superintendent Jackson and school counsel Tiffany Richardson. Then it hired Anthony Dixon as superintendent and retained Brandon Gaskins as counsel. And before the day was over, the board banned teaching critical race theory and created a board to review library books for pornographic content.  Moms for Liberty, an activist group that supports parental rights in education, endorsed six of the board’s nine members. Many Moms for Liberty candidates won school board elections this November, as reported previously. The group’s leaders say more aggressive school management decisions may soon be in order.

In Berkeley, the candidates’ aggressive approach was a response to student discipline policies and slow learning post-COVID-19, said Christi Dixon, the Moms for Liberty chapter chair for Berkeley.  “Parents were seeing that their children weren’t achieving at the levels that they had been previously. And there were a lot of changes,” Dixon said.

Read more.

RELATED LETTER: Berkeley County School District Issues Statement regarding termination of former Superintendent Deon Jackson

©Lyle J. Rapacki, Ph.D. All rights reserved.