Tag Archives: Indoctrination

Commentary

Are secular leftists on campus interested in discussing different viewpoints?

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A few stories that lead me to think that they are not.

First, Campus Reform writes:

A female student was threatened by feminist and LGBT organizations at the University of North Carolina – Wilmington after she invited them to attend a pro-life event.

Madison Marston sent personal email invitations to UNCW’s National Abortion and Reproductive Rights Action League (NARAL), PRIDE, and the Women’s and Gender Studies Student Association (WSSA), to extend an invitation to Ratio Christi’s “Abortion and Human Equality: A Pro Life Defense of the Unborn” discussion. The three organizations collectively declined while threatening Marston for sending the invitation.

“Each of the leaders of PRIDE, NARAL and WSSA ask that you no longer contact us directly,” the email, obtained by Campus Reform said. “As a student organization, your events are on the CAIC calendar, part of Hawk e-News, and disseminated in a variety of other ways, which is sufficient for us to be aware of them. We do not need, nor want, these invitations. If you continue to attempt to contact any of us, we will take further action.”

In the email, the organizations said they already had a separate event scheduled for that same date but also said they will not participate in any debates with the Christian apologetics organization as they do not share the same beliefs when it comes to abortion and LGBT issues.

“As such, we have no desire to debate them with you or your organization,” the organizations said in the email.

[…]“We have no desire to attend any event sponsored by your organization and its narrow beliefs steeped in religious bigotry and intolerance.”

[…]Ratio Christi’s event, scheduled for Feb., 26, will host Adams, an outspoken conservative professor at UNCW, “to present a scientific and philosophical argument on the topic of abortion,” according to the event’s press release obtained by Campus Reform.

The free event has a Q&A portion concluding Adams’ talk, during which Marston, a biology and chemistry major, was hoping the other student organizations could participate.

“I had naively thought UNCW’s pro-choice student organizations would jump at any and every opportunity to participate in events on the topic of abortion,” Marston told Campus Reform in an interview. “Or at least, I thought they would be somewhat interested in having a platform to defend their views. If they believe so strongly that abortion is a woman’s right—why are they afraid to defend their belief?”

[…]UNCW’s College Democrats also declined the invitation to attend the event as “our party’s views do not align with the views of the speaker.”

I think the pro-abortion folks, the LGBT folks and the Democrats are not so much interested in debate as they are in coercing anyone who disagrees with them.

Next article is from Fox News.

They write:

Students at Acalanes High School were given a handout with LGBT terminology – including words like pan-sexual, demi-boy and gray gender.

Teenagers at a California high school were publicly shamed for disagreeing with speakers allowed to push an LGBT agenda during an English class, according to several upset parents.

The Queer Straight Alliance at Acalanes High School, in Lafayette, lectured students in several ninth-grade English classes on Jan. 29 about LGBT issues, according to Brad Dacus, president of the Pacific Justice Institute, which is representing the parents.

During the class, the students, ages 14 and 15, were instructed to stand in a circle. Then, they were grilled about their personal beliefs and their parents’ beliefs on homosexuality, PJI alleges.

“The QSA had students step forward to demonstrate whether they believed that being gay was a choice and whether their parents would be accepting if they came out as gay,” PJI attorney Matthew McReynolds said. “Students who did not step forward were ridiculed and humiliated.”

PJI is a law firm that specializes in religious liberty cases. They are representing several families who had children in the freshman classes — some of whom also are angry because there was no parental notification of the LGBT lecture.

“Singling out students for ridicule based on their moral or political beliefs is a Marxist tactic that should have no place in the United States of America,” Dacus said.

Yes, and Christian parents are paying for it by force – there is no school choice. You are forced to pay for this, whether you use it or not.

And finally, an essay on the bullying of Christians and conservatives that happens in schools, from ISI Review.

Excerpt:

“The new intolerance” is shorthand for the chilled public atmosphere in which religious believers now operate. Many people of faith face unique burdens that would have been unthinkable even a couple of decades ago: burdens of ostracism, of losing the good opinion of their neighbors, of being trash-talked in the public square. Some even face the loss of livelihood or the constant threat and reality of litigation; for a primer, see the hounding last spring of Mozilla CEO Brandon Eich for his donation years earlier on behalf of traditional marriage.

Although this new intolerance has begun to attract attention and debate, the connection between that phenomenon and the rise in unbelief among twenty-somethings remains to be explored. And the scrutiny is overdue. It is well known, and well documented by social science, that many students, not only in America but all over, lose their religion in college. The interesting question is why.

[…]Students, like any other human beings, cannot help being sensitive to atmospherics. Let’s think again of the new force that drives a CEO out of his post for having donated to defend traditional marriage. If the new intolerance can penalize an “alpha” like him so dramatically, how much more menacing must it be to people just starting out, whose futures and livelihoods depend so heavily on the opinion of their peers?

[…]It’s time to air the idea that college students do not stay out of church or synagogue because their education leads them to enlightened conclusions about the big questions. No, the more likely dynamic is that thanks to the new intolerance, the social and other costs of being a known believer in the public square mount by the year—and students take note. Hence intimidation on the quad, multiplied over many years and campuses, is an unseen engine of secularization.

This intimidation didn’t work on me, but I have met Christian women who were very sensitive to peer approval when they got to college. They went from Bible verse memorization to shacking up to abortion to divorce. They started to drift because of the peer-shaming and the professor-shaming, and then it is cemented by the repeated experiences of binge-drinking, hooking up and shacking up. The repeated experience of putting aside God and moral boundaries in order to have fun forms a new worldview at a deep level, and it continues as they age.

Even if they come back to the Christian faith at a superficial (emotional, devotional) level, the underlying worldview is hard to fix. Attempts to re-orient them towards an effective Christian life that addresses the real problems that Christians are facing today in the culture will not be accepted. The self-centered life-plan that was formed in college remains intact, with just a veneer of piety on top to justify it when it’s called into question.

News

New study: college freshmen reading lists contain no conservative books

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Lots of leftist books, though. Here’s the post about the study from The College Fix.

Excerpt:

Young America’s Foundation has surveyed the required reading programs for incoming college freshmen nationwide and found that, over the past three years, none of the colleges have assigned a conservative-leaning book.

None of them.

Young America’s Foundation surveyed the top 50 schools as noted by Forbes, and “found that many of the ‘required’ books only offered left-wing perspectives on topics such as race, feminism, socialism, inequality, and wealth redistribution.”

[…]“Young America’s Foundation believes young people should be exposed to a true liberal education-one that includes both liberal and conservative ideas, but there appears to be no balance in these readings that are required by colleges and universities,” YAF states. “From the moment students enroll in college through graduation day, they are exposed to liberal themes-and few, if any, will read a conservative book or heard from a conservative professor.”

That’s not all, check this out from National Review.

Excerpt:

Although it has barely registered yet in our public debates, the teaching of American history in our high schools has just been seized in what a few sharp-eyed critics rightly call a “curricular coup.” The College Board, the private company that creates the SAT test and the various Advance Placement tests, has issued a new set of guidelines that is about to turn the teaching of American history into exactly the sort of grievance-based pedagogy that D’Souza decries in his film.

Leftist academics have finally figured out a way to circumvent state and local control over America’s schools and effectively impose progressive political indoctrination on the entire country. Once the AP U.S. History test demands blame-America-first answers, public and private schools alike will be forced to construct an American history curriculum that “teaches to the test.”

Up until the last few months, the College Board has provided high school teachers with only a brief topical outline for the AP U.S. History test. The brevity of this outline has permitted states, school districts, and teachers across the country to approach American history in their own way.  Now, however, the College Board has created a lengthy and detailed “framework” for their AP U.S. History test.  That framework effectively forces teachers to adopt an ideologically left-leaning approach to American history, heavily emphasizing our country’s failings while giving short shrift to our founding principles.

If you’re going to send your kids to college, try to keep them in a STEM field. If not STEM, then trade school. Non-STEM programs are just swimming in left-wing propaganda. You don’t went to go 30K into debt just to pay for brainwashing by narrow-minded academics.

News

Psychologist recommends Darwinian storytelling to suppress design intuitions

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Amy Hall of Stand to Reason linked to this post by David Klinghoffer on Evolution News.

Excerpt:

The Wall Street Journal salutes the research of Boston University psychologist Deborah Kelemen. She has discovered that it’s possible with Darwinian storytelling to suppress common sense in children of the kind that leads them to recognize artifacts of intelligent design in nature.

The Journal notes that quite apart from religious instruction, kids are primed to see life as reflecting “intentional design.” It’s intuitive. The corrective is to catch them at an early age and train them to see things in a Darwinian light.

By elementary-school age, children start to invoke an ultimate God-like designer to explain the complexity of the world around them — even children brought up as atheists. Kids aged 6 to 10 have developed their own coherent “folk biological” theories. …

Dr. Kelemen and her colleagues thought that they might be able to get young children to understand the mechanism of natural selection before the alternative intentional-design theory had become too entrenched. They gave 5- to 8-year-olds 10-page picture books that illustrated an example of natural selection. The “pilosas,” for example, are fictional mammals who eat insects. Some of them had thick trunks, and some had thin ones. A sudden change in the climate drove the insects into narrow underground tunnels. The thin-trunked pilosas could still eat the insects, but the ones with thick trunks died. So the next generation all had thin trunks.

Before the children heard the story, the experimenters asked them to explain why a different group of fictional animals had a particular trait. Most of the children gave explanations based on intentional design. But after the children heard the story, they answered similar questions very differently: They had genuinely begun to understand evolution by natural selection. That understanding persisted when the experimenters went back three months later.

One picture book, of course, won’t solve all the problems of science education. But these results do suggest that simple story books like these could be powerful intellectual tools. The secret may be to reach children with the right theory before the wrong one is too firmly in place.

There are a number of interesting points here. First, that the example of natural selection is fictional. The mammalian order Pilosa (anteaters and sloths) is real, but “pilosas” are not. Second, it is decidedly in the micro-evolutionary realm — a kind of evolution that no one disputes, certainly not advocates of the theory of intelligent design. There’s no reason to think that the “pilosas” are on their way to true speciation, of the kind that evolutionary theory is really challenged to account for, any more than Darwin’s finches. The extrapolation from such a trivial thing into the origin of all species and all biological complexity by unguided natural processes is a cheat.

Most enlightening is that Dr. Kelemen and her colleagues would, to begin with, seek to talk children out of their intuitive response. Among ID researchers, the approach would be to test that intuition, objectively weighing the empirical evidence without preconceptions. Dr. Kelemen would “suppress” it: her own word!

The abstract of her research publication calls the Darwinian storytelling “interventions”. 

I do think it’s important for parents to counter what these educators are interested in doing to their children.

First, it’s important for parents to consider whether teachers are paid for their work (by parents who use privates schools) or whether their salary is coming from the government (parents are forced by law to pay taxes for government-run “public” schools), which has other purposes for children than parents have.  Second, it’s important for parents to decide how they intend to explain to their children the difference between macroevolution and microevolution, lest naturalistic educators use evidence for microevolution as a way of persuading children to accept macroevolution. Third, parents have to decide how to teach their children about the the standard cosmology, cosmic fine-tuning, the origin of life and the Cambrian explosion – each of which is lethal to naturalism, and each of which is more rooted in experimental science than clumsy storytelling. Unfortunately, the good evidence that modern science offers is largely unknown to most parents, who still trust teachers to teach children truth and practical skills.

I do think it’s important for parents to have some sort of plan for dealing with this, and money to fund their plan. The BU professor is obviously not capable of winning an argument about Darwinism with a grown-up with a good knowledge of the facts, but that’s not her purpose. She is a psychologist in Boston – it’s unlikely she is familiar with actual experimental science related to origins. She’s not interested in debating William Lane Craig or Stephen C. Meyer – she’s never even heard of them. She doesn’t want to talk about the details of experimental science with someone who has an awareness of it, she just wants to pass her own religion (naturalism) on to your children when they are too young to know how to resist her. And I’m sure that she’d like the assistance of a secular government to accomplish that. And believe me, there are powerful people who are very interested in helping her, and in making sure that no parent can stop her from indoctrinating their children.