Why is it that college students, including Christian college students, are becoming so progressive? It’s because their professors are all progressive. This isn’t just my opinion. You can look at the breakdown of political donations made by college professors to see how many of them donate to Republicans vs Democrats.
Here is the latest from Campus Reform:
A recent study found that U.S. college professors donate exclusively to Democrats over Republicans by a 95:1 ratio.
Two researchers, Heterodox Academy Director of Research Sean Stevens and Brooklyn College Professor Mitchell Langbert conducted the study, published by the National Association of Scholars. They looked at the political donations of 12,372 college professors at universities in 31 states and the District of Columbia during the past two election cycles in 2015-16 and 2017-18.
Stevens and Langbert conducted their study by looking at political donation data available from the Federal Election Commission.
Of those professors, 2,112 made political donations, 2,081 of which were donated to Democrats. Just 22 of those 2,112 professors donated to Republicans. Nine professors donated to both Republicans and Democrats, according to the study.
The findings indicate that professors donated to Democrats more than Republicans by a 95:1 ratio. In addition to the number of professors who donated to Democrats versus Republicans, the study also revealed how many professors are registered to vote as Democrats compared with professors who are registered as Republicans. Nearly half of the 12,372 professors — 48.5 percent — are registered Democrats while just 5.7 percent are registered Republicans.
Given that, it’s not hard to see why Democrats like Elizabeth Warren want to provide those college professors with $1.3 trillion of taxpayer money – which is what the student loan bailout does.
What explains all of this?
Consider this essay by secular libertarian professor Robert Nozick who explains why university professors are liberal.
Excerpt:
What factor produced feelings of superior value on the part of intellectuals? I want to focus on one institution in particular: schools. As book knowledge became increasingly important, schooling–the education together in classes of young people in reading and book knowledge–spread. Schools became the major institution outside of the family to shape the attitudes of young people, and almost all those who later became intellectuals went through schools. There they were successful. They were judged against others and deemed superior. They were praised and rewarded, the teacher’s favorites. How could they fail to see themselves as superior? Daily, they experienced differences in facility with ideas, in quick-wittedness. The schools told them, and showed them, they were better.
The schools, too, exhibited and thereby taught the principle of reward in accordance with (intellectual) merit. To the intellectually meritorious went the praise, the teacher’s smiles, and the highest grades. In the currency the schools had to offer, the smartest constituted the upper class. Though not part of the official curricula, in the schools the intellectuals learned the lessons of their own greater value in comparison with the others, and of how this greater value entitled them to greater rewards.
The wider market society, however, taught a different lesson. There the greatest rewards did not go to the verbally brightest. There the intellectual skills were not most highly valued. Schooled in the lesson that they were most valuable, the most deserving of reward, the most entitled to reward, how could the intellectuals, by and large, fail to resent the capitalist society which deprived them of the just deserts to which their superiority “entitled” them? Is it surprising that what the schooled intellectuals felt for capitalist society was a deep and sullen animus that, although clothed with various publicly appropriate reasons, continued even when those particular reasons were shown to be inadequate?
It’s very important to understand what is motivating university professors, especially ones who are in departments divorced from reality, like English and victim studies of various sorts. They are literally teaching classes in topic that have no accountability to reality. It’s just indoctrination in what the professor believes. These professors think they are smart, but they don’t earn anything like productive people in the private sector, e.g. – software engineers. It creates a deep sense of inferiority that makes them hostile to the capitalist system. Their only hope is a powerful government that redirects money from those who serve customers (private sector companies) to “wordsmiths” like themselves.
WINTERY KNIGHT 