Category Archives: Academic Misconduct

Girl Defends Disabled Students From Bullying, School Labels Girl as Bully…

So typical. It is a story we have heard time and time again. The bullying is reported over and over and the school refuses to lift a finger to stop it. Finally either a hero or the victim raises a big enough stink about it,  so the school bureaucrats rush in to punish and silence the victim or the one reporting it. After all if no one reports it than technically they have a bully free school!

This is why school administrators have protected bullies for years and continue to do so. Occasionally a victim snaps and kills the bully or kills themselves, and that is when the school starts scrubbing records and labels everyone who new the bullying was happening a liar.

Stormy Rich
Stormy Rich, hero who stood up to bullies.

We have said it many, many times, by and large it seems that only the most incompetent people manage to get jobs as school administrators.  This story is example 2, 348, 812 of why this is true.

The Daily Commercial (Umatilla, Florida) :

THERESA CAMPBELL | Staff Writer

theresacampbell@dailycommercial.com

“Caution: This campus is 100 percent against bullying. Speak out,” reads a sign outside Umatilla High School, and one senior said she did speak out and has been punished for doing so.

Stormy Rich, 18, thought she was doing the right thing in reporting bullying incidents she witnessed against a mentally-challenged middle school girl by a group of girls on morning bus rides to school.

“I’m a very outspoken person,” Rich said. “I stick up for what I feel is right. In the school code of conduct handbook, it is clearly stated that bullying is a non-tolerable offense.”

Rich was riding that middle school bus because she earned enough credits to avoid having to take a first-period high school class and an earlier high school bus. The two schools are only a few blocks away.

Rich — who said she felt compelled to speak out because the girl couldn’t even comprehend she was being pick on — first complained to the bus driver but the bullying continued. She then complained to a high school official, who said he would contact the middle school, but nothing changed.

“I would sit on the bus every single day and see the bullying was still going on and nothing was being done,” Rich said. “It was aggravating.”

The senior demanded the bullies stop, which worked for a while. She said they then began threatening her, even though she complained about this to school personnel on almost a daily basis for about two weeks. The mother and daughter even contacted police.

“Enough is enough,” Rich said in her written complaint. “Something should be done.”

That something was a letter sent to Rich’s mother, Brenda, on May 4, saying her daughter was kicked off the middle school bus. A district school official said Rich displayed bullying behavior in her comments.

“She said what I did made me the bully, with me telling the kids that if they didn’t stop, and if the school didn’t do anything, that I would have to handle it,” Rich said. “To me, it was just going too far.”

According to Christopher Patton, communications officer for Lake County Schools, a courtesy had been extended to Rich to ride the middle school bus.

“Due to circumstances on the bus, the privileges were revoked,” he said.

Patton said he could not discuss the bullying complaints filed by Rich or her mother. He also could not say if any action was taken about those complaints.

“I can’t comment about student discipline, unfortunately,” Patton said. “I think you’re heading down a dangerous path because you’ve got one side of the story. … There are other parents that are involved in this.”

Asked if the district had additional complaints on the issue, Patton replied: “Just this one parent.”

“My daughter was punished incorrectly,” said Brenda Rich. “Stormy was standing up for a child with emotionally challenged disabilities that should not have been bullied. The district’s policy clearly states that anybody in good faith files a report on bullying will not face any repercussions and she is.”

Brenda Rich said she has met the bullied student and the young girl does not comprehend sarcasm or even understand what “hate” means. She views everybody as her “friend.”

“Just because she doesn’t understand what people are doing to her is wrong, it doesn’t mean its OK,” said Brenda Rich, who questions if the schools’ anti-bullying policies are really working.

“…This child doesn’t have the ability to stand up for herself, she has no voice. Stormy was her voice, even more so than the girl herself.”

Her daughter won’t have school transportation issues much longer.

Stormy Rich will graduate next week with a 3.67 GPA and has been awarded scholarships. She strives to continue to help others and plans to start nursing studies at Daytona State College.

The Chronicle of Higher Education = Authoritarians on Campus

When black studies PhD candidates put out marxist nonsense and label it race studies, it is as disingenuous as it gets. When black studies “scholars” trash black people for not being marxist such as Dr. Thomas Sowell and Dr Walter Williams and others why is this allowed to be passed of a great civil rights historical scholarship? It is nonsense to anyone with a residue of common sense, but to thousands of radical leftists with a stalinist bent, speaking such obvious truths results in a call for censorship.

If people want to know what more and more people think of American education as the national joke, this is a great example of why.

Bernard Goldberg:

The “higher education community,” as they like to be known, worships at the altar of diversity – unless, of course, we’re talking about diversity of opinion.  Then these supposedly smart academics show us how dumb they can be.

The Chronicle of Higher Education, which publishes articles for that community, just fired a woman named Naomi Schaefer Riley. Why? Because she expressed an opinion many of those scholars in the “higher education community” didn’t like.

Academics, liberals who brag about being open-minded, read something they disagreed with and then, like a mob, hunted down the offender and made her pay. Ms. Riley was hired to provide conservative commentary and then was canned because she provided it.

Here’s what happened:

The Chronicle published a cover story recently called “Black Studies: Swaggering Into the Future” which said in part that “young black studies scholars … are less consumed than their predecessors with the need to validate the field or explain why they are pursuing doctorates in their discipline.”  There was also a companion piece about five Ph.D. candidates who, we’re told, “are rewriting the history of race.”  Nowhere in the articles is anyone quoted who is skeptical of black studies as an academic discipline.

Enter Naomi Schaefer Riley, who wrote a piece for the Chronicle’s Web site – (that was her job) — that said that the dissertation topics the graduate students mentioned were obscure at best and “a collection of left-wing victimization claptrap” at worst.

What happened next, sadly, is no surprise.  After those oh so tolerant academics read what she wrote they bombarded her messages calling her – wait for it – a racist.

Ok, I’m not shocked, either. But that was only the beginning.  Then 6,500 academics signed an on line petition demanding that she be fired.

For a few days, the Chronicle sort of stood its ground saying, Ms. Riley’s blog was an “invitation to debate.”  But after about 72 hours, the pressure had become too much for the Chronicle’s editor, Liz McMillen.  She issued a statement that Ms. Riley says reads like “a confession at a re-education camp.”

“We’ve heard you,” Ms. McMillen wrote to the mob.  “And we have taken to heart what you said.  We now agree that Ms. Riley’s blog posting did not meet The Chronicle’s basic editorial standards for reporting and fairness in opinion articles.”

This, of course, was nonsense. Naomi Schaefer Riley – a white woman who, if it matters is married to a black man – was fired because she said things about race that are unacceptable in liberal academic circles.  She was fired because she had an unpopular opinion, which is a crime against humanity on many college campuses.  And she was smeared with the word “racist” because that’s the word liberals use to describe anybody with views on race they don’t agree with.

In an op-ed in the Wall Street Journal about the mob that got her fired, Ms. Riley tells us that “If you want to know why almost all of the responses to my original post consist of personal attack on me, along with irrelevant mentions of Fox News, The Wall Street Journal, Newt Gingrich, Rick Santorum and George Zimmerman, it is because black studies is a cause, not a course of study.  By doubting the academic worthiness of black studies, my critics conclude, I am opposed to racial justice – and therefore a racist.”

Liberals like to howl about the chilling effect when supposed enemies of free speech try to getthem fired for something they said.  In academia, these enemies, of course, are always conservatives.  Liberals are always the victims of the mob.  All of this proves a point: They’re not only dumb, these academic authoritarians – they’re also breathtakingly clueless.

 

More on this story can be seen at  The Weekly Standard HERE.

Half of Florida high school students fail reading test

Teach the test and don’t really educate…. it doesn’t work.

And in Indiana, the basic skills tests have gotten easier since I was in grade school, not harder. I have a hard time believing that other states really behaved differently considering how powerful teacher’s unions are.

Reuters/Yahoo News:

MIAMI (Reuters) – Nearly half of Florida high school students failed the reading portion of the state’s new toughened standardized test, education officials said on Friday.

Results this year from the Florida Comprehensive Assessment Test showed 52 percent of freshman students and 50 percent of sophomores scored at their grade levels.

Students in the 10th grade must pass the exam in order to eventually graduate but can retake it if they fail.

The results came days after the Florida State Board of Education voted to lower the standards needed to pass the writing part of the test, known as FCAT. The test is administered in public elementary, middle and high schools.

The board took the action in an emergency meeting when preliminary results indicated only about one-third of Florida students would have passed this year.

“We are asking more from our students and teachers than we ever have, and I am proud of their hard work,” Florida Education Commissioner Gerard Robinson said in a statement.

“As Florida transitions to higher standards and higher expectations, we can expect our assessment results to reflect those changes.”

Commencementgate: Colleges pick leftist commencement speakers 7-1

Washington Examiner

The liberal tilt of America’s top colleges and universities has gone off the charts with the ratio of liberal-to-conservative commencement speakers reaching 7-1, an all-time high, according to a new survey of graduation ceremonies at the top 100 schools.

“It was particularly awful this year,” said Ron Meyer of the Young America’s Foundation, which conducted the survey. “The ratio has never been this bad.”

According to the conservative youth group, of the top 100 universities in the latest U.S. News rankings, 71 featured liberal speakers while 10 hosted conservatives. And of the top 35 schools, only one asked a conservative to speak. Emory College, ranked 20th in the nation, had Obamacare foe Benjamin Carson give the commencement.

Sixteen Obama officials will speak, more than the total number of conservatives, and conservative journalists were shut out while 11 liberal and mainstream reporters, anchors and commentators were given the spotlight including Barbara Walters, Cokie Roberts, Katie Couric, Soledad O’Brien, Tom Brokaw and Brian Williams.

See their list here.

A previous YAF survey found that Bush administration officials spoke at the top 100 schools a total of 14 times, and he served eight years. In President Obama’s first three years, officials have spoken 29 times.

Documentary: Origins of Political Correctness – How Marxists Founded “Critical Theory” To Use Academia to Undermine Western Civilization & Indoctrinate Children

So much of what you saw in school and from the PC left will make more sense after to watch this documentary. It is a must see.

“Total intolerance for any view but Marxism”

Bill Whittle on the propaganda of the PC narrative. His video includes some information on “The Frankfurt School of Marxism” who invented the concepts of  “Critical Theory”, “Political Correctness”, radical feminism, etc.

“The left has been telling these lies for almost 100 years in order to resurrect a political philosophy that has killed no less than 100 million people and still will not die.”

 

UPDATE –  Video: Teachers lying to students, far left indoctrination….. LINK.

American Professors Gather in Iran for Occupy Wall Street Conference (video)

If there is any doubt about just how anti-American and radical far left academia has become…

The Weekly Standard:

An alarming news report from Iran’s Press TV, a propaganda arm of the Iranian government, showing American professors gathering in Tehran to discuss the Occupy Wall Street Movement:

See the video from MEMRI HERE.

200 Jewish Students Receive Eviction Notices from Jihadist Student Activists at Florida University

Creating a hostile and intimidating environment on campus is not protected speech. It is intended to intimidate Jewish students, interfere with their education with such a threatening environment and is designed to infringe on their liberty interest. Florida should lower the boom on this behavior, but considering how antisemitsm is pushed by academia in general I am not hopeful.

The Blaze:

More than 200 Jewish students at Florida Atlantic University in Boca Raton, FL found “eviction” notices posted on their dormitory doors Friday, unaware that it was part of a publicity stunt by Students for Justice in Palestine.

The organization’s chapter president, Noor Fawzy, explained, “We want to raise awareness about the plight of the Palestinians…The intent is to expose Israel‘s illegal policies and give students a feel of what it’s like to live under occupation.  “The ”notice” explained that more than 25,000 homes have been demolished since the “occupation of Palestine” began in 1967.

While SJP appears to have gotten university approval for the stunt (some members may have even been escorted by an employee official as they were posting the signs), the school has since removed the postings after many expressed their disapproval.

Charles Brown, the school’s senior VP for student affairs, released a statement: “The recent mock eviction postings did not comply with the policies of University Housing and Residential Life or the Office of Student Involvement and Leadership concerning the distribution of printed material, and therefore the postings were removed.”

Jackie Klein, a student at the school, explained, “Free speech is good for everyone, but this is a bit intimidating…They should be able to promote their views, but in a respectful way.”

Rayna Exelbierd, who received one of the notices, said, “We’re taking it very seriously. We’re considering it a hate crime. The flier promotes hate; it doesn’t promote peace. People were scared by it. People felt threatened by it.”

More than 50 students gathered at Hillel Wednesday to discuss the flyers, but have chosen not to contact “Students for Justice in Palestine” because its members have chanted anti-Israel slogans at their events in the past.  Scott Brockman, Hillel’s executive director, commented: “While protecting and ensuring free speech on campus, the tactic used by Students for Justice in Palestine is unacceptable.”

49 NASA employees call out NASA for bogus global warming claims…

Via The Blaze:

Just as Jim Hansen, the head of the NASA Goddard Institute for Space Studies, has recently likened man-made global warming to “a great moral issue” like “slavery,” a group of 49 former NASA scientists issued a letter to NASA Administrator Charles Bolton asking for the administration refrain from including “unproven and unsupported remarks” about climate science in its communications.

The letter, sent at the end of March, includes former scientists, astronauts and two former directors of NASA’s Johnson Space Center who believe climate science is “not settled” and wish for NASA to look at all available scientific data before making claims of carbon dioxide’s “catastrophic impact”.

Several blogs that do not consider man-made global warming a done deal, such as Watt’s Up With That, have recently picked up the story and posted the full letter.

Here’s it is:

March 28, 2012
The Honorable Charles Bolden, Jr.
NASA Administrator
NASA Headquarters
Washington, D.C. 20546-0001
Dear Charlie,

We, the undersigned, respectfully request that NASA and the Goddard Institute for Space Studies (GISS) refrain from including unproven remarks in public releases and websites. We believe the claims by NASA and GISS, that man-made carbon dioxide is having a catastrophic impact on global climate change are not substantiated, especially when considering thousands of years of empirical data. With hundreds of well-known climate scientists and tens of thousands of other scientists publicly declaring their disbelief in the catastrophic forecasts, coming particularly from the GISS leadership, it is clear that the science is NOT settled.

The unbridled advocacy of CO2 being the major cause of climate change is unbecoming of NASA’s history of making an objective assessment of all available scientific data prior to making decisions or public statements.

As former NASA employees, we feel that NASA’s advocacy of an extreme position, prior to a thorough study of the possible overwhelming impact of natural climate drivers is inappropriate. We request that NASA refrain from including unproven and unsupported remarks in its future releases and websites on this subject. At risk is damage to the exemplary reputation of NASA, NASA’s current or former scientists and employees, and even the reputation of science itself.

For additional information regarding the science behind our concern, we recommend that you contact Harrison Schmitt or Walter Cunningham, or others they can recommend to you.

Thank you for considering this request.

Sincerely,
(Attached signatures)
See a full list of the signatures here.

New Study Shows University of California Run by Leftist Radicals

The National Association of Scholars study can be found here:

http://www.nas.org/images/documents/A_Crisis_of_Competence.pdf

http://www.nas.org/images/documents/Noindoctrinationorg_UC_courses.pdf

Brietbart News:

Think a University of California degree is worth its weight in gold? Think again. According to a new study, you might want to rethink that second mortgage needed to send junior to a UC campus.

The California Association of Scholars, a division of the National Association of Scholars, have just released an incendiary report showing that all nine of the University of California’s campuses have been compromised by too many politicized courses and radical faculty members. CAS members include a number of current or past professors from the UC system who have taught at UC-Berkeley, UCLA, UC-Santa Cruz, and UC-San Diego.

Conservatives have long complained of a strong liberal bias in college classrooms, and this new study shows just how far off track it has gone in one of the most prestigious public university systems in the country. You can read the full CAS 81-page report here.

CAS’s president John Ellis knows very well of what he speaks; he’s a professor emeritus of German Literature from UC Santa Cruz. “The quality of education at the University of California has been jeopardized by political activism,“ Professor Ellis said in a phone interview. “Dogmatism is rapidly displacing open-minded inquiry, especially in the social sciences and humanities, to the severe disadvantage of students.”

A Crisis in Competence: The Corrupting Influence of Political Activism in the University of California isn’t trying to purge the system of differing left of center opinions. The well-documented study just hopes to even the playing field so students get a quality education – an education that has standards and teaches students to look at all sides of the issues. The CAS report emphasizes common sense observations that seem to be beyond the grasp of the assumed intelligent members of the UC Board of Regents.

One observation points out that “a political science department with one half of the spectrum of political thought missing cannot be considered a competent department.” It seems only a Marxist professor with an agenda and no common sense would disagree with that idea from this new study. Unfortunately, as the study shows, there are a lot more Marxists now teaching in the University of California system than you would think.

The CAS report took the time to carefully vet the studies it cites from various institutions, including George Mason University, the Center for the Study of Popular culture, and many others. They even scoured carefully scrutinized and recorded students complaints on the subject, many of which you can read here.

Here a just a few of the conclusions about the University of California system that CAS came to:
There has been a sharp increase in faculty members who self-identify as radicals. This has led to “one party” academic departments, such as at Berkeley, where left-of-center faculty members outnumber their right-of-center colleagues in Political Science by a ratio of 28:2, in English 29:1 and in History 31:1. A number of these professors are openly avowed Marxists! (Has Van Jones applied for one of these positions?)

Many curricula promote political activism, in violation of UC regulations. Critical Race Studies at UCLA’s School of Law, for example, aims to be a “training ground” for advocates committed to racial justice theory and practice (sounds like Harvard during the Professor Derrick Bell/Obama years).

Several departments attempt to erase the study of Western tradition. History majors are now not required to take a survey course in Western civilization on any of the nine University of California campuses. Four more UC campuses have dropped their American History requirements (many UC students cannot even answer basic questions about American or World History).

Suppression of free speech is commonplace. Speakers at UC Berkeley who have been shouted down by protesters include Israeli Prime Minister Benjamin Netanyahu, Secretary of State Madeline Albright, and Supreme Court Justice Sandra Day O’Conner (but Columbia welcomes Iran’s Ahmadinejad to speak with open arms).

Radical and left-of-center UC professors favor hiring like-minded new academics and block the hiring of new professors who don’t “think the right way.” (Why would a conservative incur the enormous debt and hassles pursuing a Ph. D. if the possibility of a professor’s job is little or nil?)

The advancement of “social justice” is now the open aim of a number of UC faculty members and even whole departments in the system (if a student asks questions or writes answers or papers that challenge these professors and their radical assumptions they can expect a poor grade).

The UC curriculum has been gutted because too many professors now show an open preference for promoting a partisan political agenda. These are just a few of the important issues confronting the UC system that the CAS study raises and documents in very credible fashion.

Iowa Republicans blast law school over refusal to hire conservative professor as faculty. Professor sues.

Those of you who follow this web site and others such as FIRE know that this kind of illegal discrimination is commonplace on campus.

Fox News:

Teresa Wagner
Teresa Wagner, pictured above, is suing a former dean at the University of Iowa College of Law for employment discrimination after she was turned down for a faculty position. The law school rejected her candidacy because of her conservative political views.

Iowa Republicans are taking aim at the state’s top law school for denying a faculty position to a conservative law professor, who an assistant dean once said embraces politics the rest of the faculty “despises.”

Teresa Wagner, who works as an associate director of writing at the University of Iowa College of Law, is suing former dean Carolyn Jones for employment discrimination, claiming she was not hired for a professor position because Jones and other law faculty disapproved of her conservative views and activism.

To hold a law faculty position at the publicly funded university is viewed as a “sacred cow,” Wagner said in an interview, and “Republicans need not apply.”

The case, which goes to trial this October, has become a chief concern for Republicans in Johnson County, who on Monday passed a resolution calling on the Iowa House of Representatives’ oversight committee to investigate hiring practices involved in Wagner’s case and others like it.
“We think the hiring policies need to be such where there a

re certainly non-discriminatory practices which relate to political philosophy, as well as to race and gender and other issues,” said Bob Anderson, chairman of the Johnson County Republican Party. He claims students are deprived of “diversity of political thought” when conservative thinkers, like Wagner, are rejected based on their politics.

“We have a very active, conservative Republican community within the University of Iowa, which has not been met with an appropriate sense of respect for their ideas,” he told FoxNews.com. “We see generally the climate as unfavorable.”
Wagner, who graduated with honors from the law school in 1993, has taught at the George Mason University School of Law. She has also worked for the National Right to Life Committee, which opposes abortion, and the conservative Family Research Council.

In 2006, Wagner applied for a full-time instructor position with the law school and was denied. She was also rejected for an adjunct or full-time position in four subsequent attempts, according to her attorney, Stephen T. Fieweger.
“For the first time in years, there are more registered Republicans in the state of Iowa than there are Democrats, which is obviously not reflected at the University of Iowa,” Fieweger told FoxNews.com.

Fieweger said Wagner’s candidacy was dismissed because of her conservative views, and he cited a 2007 email from Associate Dean Jonathan C. Carlson to Jones in which Carlson wrote: “Frankly, one thing that worries me is that some people may be opposed to Teresa serving in any role, in part at least because they so despise her politics (and especially her activism about it).”

Read more: http://www.foxnews.com/us/2012/04/05/iowa-republicans-blast-law-school-over-refusal-to-hire-conservative-professor/

American School Books Already Re-writing 9/11 Attacks: Attackers Not Muslims…..

Who didn’t see this one coming? Your Democrat Party union controlled schools at work….

Drew Zahn:

Who perpetrated the terrorist attacks of Sept. 11, 2001 – a group of men merely fighting “for a cause,” or a band of radical Muslims bent on violent jihad?

According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America’s children are being taught a very different answer to that question than many alive to witness 9/11 remember.

The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers like McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled “Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks,” compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America’s textbooks are laced with “historical revisionism.”

“This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed,” explained ACT! for America Education founder Brigitte Gabriel in an email. “To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

“In just a few years after Sept. 11,” she continues, “the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today’s young teens, who don’t remember 9/11, to really understand what happened that day – and why.”

According to the executive summary of the report, “The full reportreveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism.”

The summary continues, “Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive.”

For example, the report notes the textbook “World History: Patterns of Interaction,” published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

“In Medina, Muhammad displayed impressive leadership skills,” the textbook asserts. “He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing.”

But did Muhammad win converts among and build a peace accord with the Jews? The study’s founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

“This language is a gross falsification of the relationship between Muhammad and the Jews of Medina,” the report states. “Muhammad … expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it.”

More Indoctrination: Virginia middle-schoolers assigned opposition research on GOP candidates – UPDATED!

This is a rampant problem. Civil rights groups such as FIRE, ADF and others are so swamped that they can only take the most egregious cases.

The Daily Caller:

A Virginia middle school teacher recently forced his students to support President Barack Obama’s re-election campaign by conducting opposition research in class against the Republican presidential candidates.

The 8th grade students, who attend Liberty Middle School in Fairfax County, were required to seek out the vulnerabilities of Republican presidential hopefuls and forward them to the Obama campaign.

“This assignment was just creepy beyond belief — like something out of East Germany during the Cold War,” one frustrated father, who asked for his family to remain anonymous, told The Daily Caller.

The assignment was for students to research the backgrounds and positions of each of the GOP candidates for president and find “weaknesses” in them, the parent explained. From there, students were to prepare a strategy paper to exploit those weaknesses and then to send their suggestions to the Obama campaign.

Liberty teacher Michael Denman, who declined to comment, unveiled the assignment in mid-January when he broke the Civics Honor’s class into four groups, one for each Republican candidate. The students were then to collaborate as a group and research the backgrounds of their assigned candidate.

Denman assigned two kids to write a paper revealing the identified “weaknesses,” two to write the attack strategy paper and two others to locate an individual inside the Obama campaign to whom they could send the information.

“My classmates don’t actually know a lot, but a few of us tended to agree that the most recent instruction on this project just didn’t seem right,” one of the students told TheDC. “Mr. Denman didn’t tell us where to find the information, just to research on them.”

 This is priceless, check out the excuse that the school administrator offers up: 

As a result, the school received multiple phone calls from parents frustrated with the political nature of the assignment, the father told TheDC.

“I was shocked that a school teacher would so blatantly politicize the curriculum of a middle school classroom,” the parent said. “I asked [my child] if a similar assignment had been handed out to examine the background and positions of President Obama to see if the teacher was at least being bipartisan.”

No similar assignment was given to research Obama’s history, identify his weaknesses or pass them along to the Republican candidates.

John Torre, a spokesman on behalf of the Fairfax County Public School system, insists that students were never instructed to actually send their results to the Obama campaign.

“Instead, the teacher simply asked his students to find out the name of the office that would receive such information,” Torre wrote in an email to TheDC.

OH! It is all OK because they never sent the results to the Obama Campaign office, as if that makes a residue of difference. Of course, the only reason the results were not sent in is because they got caught. Notice how the excuse completely fails to address the main issue at hand, which is blatant indoctrination. After seeing countless hundreds of instances of this kind of misbehavior and much worse at public schools, I sometimes wonder if there is an unwritten rule that one may not have an IQ of over 90 to be a public school administrator.

Lawsuit: School administrators force 12 year old to give up her Facebook password

I am considering authoring a book called School Administrators Gone Wild simply because the volumes of the most incredible stupidity coming from public school administrators is shocking. Most parents have no idea of the scope of this problem. There are at least five civil rights groups that focus just on legal violations at schools and they are overwhelmed with more cases than they can handle (and that isn’t even including the ACLU).

Legal papers, filed by the ACLU say the 12 year old girl, “was intimidated, frightened, humiliated and sobbing while she was detained in the small school room,” while school staff and a sheriff’s deputy read her private messages…

UK Telegraph:

The case has been brought by the American Civil Liberties Union (ACLU), and comes amid growing concern in the United States about individuals’ ability to keep their email and other online accounts secret from their school, employer and government authorities.

A number of prospective employees have complained that they were forced to hand over their passwords to Facebook and Twitter when applying for jobs.

In the Minnesota case, the 12-year-old girl, known only as RS, is said to have been punished by teachers at Minnewaska Area Middle School for things she wrote on Facebook while at home, and using her own computer.

The ACLU is arguing that her First and Fourth Amendment rights, which protect freedom of speech and freedom from illegal searches respectively, were violated.

She is said to have been punished with detention after using Facebook to criticise a school hall monitor, and again after a fellow student told teachers that she had discussed sex online.

Legal papers, filed by the ACLU say: “RS was intimidated, frightened, humiliated and sobbing while she was detained in the small school room,” while school staff and a sheriff’s deputy read her private messages.

It went on: “RS was extremely nervous and being called out of class and being interrogated.” The lawsuit says that the mother of RS had not given permission for the viewing.

A spokesman for the school district said: “The district is confident that once all facts come to light, the district’s conduct will be found to be reasonable and appropriate.”

The case highlights growing concern in the US about the extent to which supposedly private communications can be kept from those in authority.

The ACLU recently forced the Department of Corrections in Maryland to stop requiring applicants to provide their Facebook passwords when applying for jobs.

16 Scientists: No compelling scientific argument for drastic action to ‘decarbonize’ the world’s economy.

16 Scientists:

A candidate for public office in any contemporary democracy may have to consider what, if anything, to do about “global warming.” Candidates should understand that the oft-repeated claim that nearly all scientists demand that something dramatic be done to stop global warming is not true. In fact, a large and growing number of distinguished scientists and engineers do not agree that drastic actions on global warming are needed.

In September, Nobel Prize-winning physicist Ivar Giaever, a supporter of President Obama in the last election, publicly resigned from the American Physical Society (APS) with a letter that begins: “I did not renew [my membership] because I cannot live with the [APS policy] statement: ‘The evidence is incontrovertible: Global warming is occurring. If no mitigating actions are taken, significant disruptions in the Earth’s physical and ecological systems, social systems, security and human health are likely to occur. We must reduce emissions of greenhouse gases beginning now.’ In the APS it is OK to discuss whether the mass of the proton changes over time and how a multi-universe behaves, but the evidence of global warming is incontrovertible?”

In spite of a multidecade international campaign to enforce the message that increasing amounts of the “pollutant” carbon dioxide will destroy civilization, large numbers of scientists, many very prominent, share the opinions of Dr. Giaever. And the number of scientific “heretics” is growing with each passing year. The reason is a collection of stubborn scientific facts.

Perhaps the most inconvenient fact is the lack of global warming for well over 10 years now. This is known to the warming establishment, as one can see from the 2009 “Climategate” email of climate scientist Kevin Trenberth: “The fact is that we can’t account for the lack of warming at the moment and it is a travesty that we can’t.” But the warming is only missing if one believes computer models where so-called feedbacks involving water vapor and clouds greatly amplify the small effect of CO2.The lack of warming for more than a decade—indeed, the smaller-than-predicted warming over the 22 years since the U.N.’s Intergovernmental Panel on Climate Change (IPCC) began issuing projections—suggests that computer models have greatly exaggerated how much warming additional CO2 can cause. Faced with this embarrassment, those promoting alarm have shifted their drumbeat from warming to weather extremes, to enable anything unusual that happens in our chaotic climate to be ascribed to CO2.

The fact is that CO2 is not a pollutant. CO2 is a colorless and odorless gas, exhaled at high concentrations by each of us, and a key component of the biosphere’s life cycle. Plants do so much better with more CO2 that greenhouse operators often increase the CO2 concentrations by factors of three or four to get better growth. This is no surprise since plants and animals evolved when CO2 concentrations were about 10 times larger than they are today. Better plant varieties, chemical fertilizers and agricultural management contributed to the great increase in agricultural yields of the past century, but part of the increase almost certainly came from additional CO2 in the atmosphere.

Although the number of publicly dissenting scientists is growing, many young scientists furtively say that while they also have serious doubts about the global-warming message, they are afraid to speak up for fear of not being promoted—or worse. They have good reason to worry. In 2003, Dr. Chris de Freitas, the editor of the journal Climate Research, dared to publish a peer-reviewed article with the politically incorrect (but factually correct) conclusion that the recent warming is not unusual in the context of climate changes over the past thousand years. The international warming establishment quickly mounted a determined campaign to have Dr. de Freitas removed from his editorial job and fired from his university position. Fortunately, Dr. de Freitas was able to keep his university job.

This is not the way science is supposed to work, but we have seen it before—for example, in the frightening period when Trofim Lysenko hijacked biology in the Soviet Union. Soviet biologists who revealed that they believed in genes, which Lysenko maintained were a bourgeois fiction, were fired from their jobs. Many were sent to the gulag and some were condemned to death.

Why is there so much passion about global warming, and why has the issue become so vexing that the American Physical Society, from which Dr. Giaever resigned a few months ago, refused the seemingly reasonable request by many of its members to remove the word “incontrovertible” from its description of a scientific issue? There are several reasons, but a good place to start is the old question “cui bono?” Or the modern update, “Follow the money.”

Alarmism over climate is of great benefit to many, providing government funding for academic research and a reason for government bureaucracies to grow. Alarmism also offers an excuse for governments to raise taxes, taxpayer-funded subsidies for businesses that understand how to work the political system, and a lure for big donations to charitable foundations promising to save the planet. Lysenko and his team lived very well, and they fiercely defended their dogma and the privileges it brought them.

Speaking for many scientists and engineers who have looked carefully and independently at the science of climate, we have a message to any candidate for public office: There is no compelling scientific argument for drastic action to “decarbonize” the world’s economy. Even if one accepts the inflated climate forecasts of the IPCC, aggressive greenhouse-gas control policies are not justified economically.

A recent study of a wide variety of policy options by Yale economist William Nordhaus showed that nearly the highest benefit-to-cost ratio is achieved for a policy that allows 50 more years of economic growth unimpeded by greenhouse gas controls. This would be especially beneficial to the less-developed parts of the world that would like to share some of the same advantages of material well-being, health and life expectancy that the fully developed parts of the world enjoy now. Many other policy responses would have a negative return on investment. And it is likely that more CO2 and the modest warming that may come with it will be an overall benefit to the planet.

If elected officials feel compelled to “do something” about climate, we recommend supporting the excellent scientists who are increasing our understanding of climate with well-designed instruments on satellites, in the oceans and on land, and in the analysis of observational data. The better we understand climate, the better we can cope with its ever-changing nature, which has complicated human life throughout history. However, much of the huge private and government investment in climate is badly in need of critical review.

Every candidate should support rational measures to protect and improve our environment, but it makes no sense at all to back expensive programs that divert resources from real needs and are based on alarming but untenable claims of “incontrovertible” evidence.

Claude Allegre, former director of the Institute for the Study of the Earth, University of Paris;

J. Scott Armstrong, cofounder of the Journal of Forecasting and the International Journal of Forecasting;

Jan Breslow, head of the Laboratory of Biochemical Genetics and Metabolism, Rockefeller University;

Roger Cohen, fellow, American Physical Society;

Edward David, member, National Academy of Engineering and National Academy of Sciences;

William Happer, professor of physics, Princeton;

Michael Kelly, professor of technology, University of Cambridge, U.K.;

William Kininmonth, former head of climate research at the Australian Bureau of Meteorology;

Richard Lindzen, professor of atmospheric sciences, MIT; 

James McGrath, professor of chemistry, Virginia Technical University;

Rodney Nichols, former president and CEO of the New York Academy of Sciences;

Burt Rutan, aerospace engineer, designer of Voyager and SpaceShipOne;

Harrison H. Schmitt, Apollo 17 astronaut and former U.S. senator;

Nir Shaviv, professor of astrophysics, Hebrew University, Jerusalem;

Henk Tennekes, former director, Royal Dutch Meteorological Service;

Antonio Zichichi, president of the World Federation of Scientists, Geneva.

 

FIRE: Harvard Fires Economics Professor over Political Article Published in India

It is really simple. Islamists blow up Hindu’s in horrible attack, professor writes piece about how to combat militant Islamists, censor happy lefties on campus totally freak, and after the Harvard Administration brags about it’s commitment to free speech and academic freedom said professor is fired. FIRE intervenes….

Details at FIRE.

Study: Leftist Academics Skew History Against Republican Presidents

Washington Times:

Call it history’s conservative curse.

According to a University of Miami study, those historical rankings of American presidents that pop up every year or so are significantly weighted in favor of Democrats, thanks to the liberal leanings of academia.

Political science professor Joseph E. Uscinski, one of the study’s authors, said the new analysis shows that the overwhelmingly liberal academic community consistently ranks Republican presidents about 10 spots lower than the public would.

“I don’t think anyone is surprised,” Mr. Uscinski told The Washington Times. “Among the political scientists and historians that I work with, Democrats outnumber Republicans 8 to 1.”

What was eye-opening, he said, was the stark difference between the historians’ assessments of Republicans and the grades given by the public.

“On average, all the Republicans get the short end of the stick,” he said. “But the one it impacts the most is [Ronald] Reagan. It’s often difficult for people to fathom why he’s ranked as low as he is.”

The University of Miami report, to be published in the scholarly journal White House Studies, looks at presidential rankings from historian Arthur Schlesinger’s seminal 1948 survey through more recent polls, including the Wall Street Journal’s 2005 list and C-SPAN’s 2009 survey.

In the C-SPAN rankings – the focus of much of the University of Miami analysis – Reagan in 2009 broke into the Top Ten, behind Abraham Lincoln, George Washington, Franklin Roosevelt, Theodore Roosevelt, Harry Truman, John F. Kennedy, Thomas Jefferson, Dwight Eisenhower and Woodrow Wilson.

Study: 82% of medical students agreed to perform intrusive exams on unconscious patients without consent

This shows about how well medical students, (at least in Australia and Britain where the study was done) are being taught ethics.  If medical students cannot uphold even the most common sense ethical standards, imagine how bad journalism students are.

News.com Australia:

AUSTRALIAN medical students are carrying out intrusive procedures on unconscious and anesthetized patients without gaining the patient’s consent.

The unauthorised examinations include genital, rectal and breast exams, and raise serious questions about the ethics of up-and-coming doctors, Madison reports.

The research, soon to be published in international medical journal, Medical Education, describes – among others – a student with “no qualms” about performing an anal examination on a female patient because she didn’t think the woman’s consent was relevant.

Another case outlined in the research describes a man who was subjected to rectal examinations from a “queue” of medical students after he was anaesthetised for surgery. 
“I was in theatre, the patient was under a spinal (anaesthetic) as well and there was a screen up and they just had a queue of medical students doing a rectal examination,” a student confessed. 

“[H]e wasn’t consented but because … you’re in that situation, you don’t have the confidence to say ‘no’ you just do it.”

The author of the study, Professor Charlotte Rees, voiced concerns about senior medical staff ordering students to perform unauthorised procedures, leaving the students torn between the strong ethics of consent in society and the weak ethics of medical staff. 

Of students who were put in this position during the research, 82 per cent obeyed orders.

“We think that it is weakness in the ethical climate of the clinical workplace that ultimately serves to legitimise and reinforce unethical practices in the context of students learning intimate examinations,” writes Prof Rees.

The study consists of 200 students across three unnamed medical schools in Britain and Australia. 

Global Warming Conference Delegates Sign Petitions to Ban Water and “Destabilize U.S. Economy”

Via The Blaze:

I’ve got to hand it to the folks at the Committee for a Constructive Tomorrow. They‘ve come up with a creative new way to expose the scientific ignorance of many of today’s climate change fanatics.

In a Penn & Teller-style prank, CFACT asked attendees of the United Nations Conference on Climate Change in Cancun, Mexico, to sign two different petitions. The first asked participants to support the purposeful destabilization of the United States economy:

The first project, entitled “Petition to Set a Global Standard” sought to isolate and punish the United States of America for defying the international community, by refusing to bite, hook, line and sinker on the bait that is the Kyoto Protocol. The petition went so far as to encourage the United Nations to impose tariffs and trade restrictions on the U.S. in a scheme to destabilize the nation’s economy. Specifically, the scheme seeks to lower the U.S. GDP by 6% over a ten year period, unless the U.S. signs a U.N. treaty on global warming.

This would be an extremely radical move by the United Nations. Even so, radical left-wing environmentalists from around the world scrambled eagerly to sign.

And to prove that some people will sign anything that has the right buzz words — think “global effort,“ ”international community,“ and ”planetary” — COP 16 participants were asked to sign in support of a ban on a dangerous chemical compound: water.

The second project was as successful as the first. It was euphemistically entitled “Petition to Ban the Use of Dihydrogen Monoxide (DHMO)” (translation water). It was designed to show that if official U.N. delegates could be duped by college students into banning water, that they could essentially fall for anything, including pseudo-scientific studies which claim to show that global warming is man-caused.

Despite the apparently not-so-obvious reference to H2O, almost every delegate that collegian students approached signed their petition to ban that all too dangerous substance, which contributes to the greenhouse effect, is the major substance in acid rain, and is fatal if inhaled.

The video experiment helps us draw one of two conclusions: a) these people are absolutely clueless, or b) they really do hate water.  Either way, who really thinks these people should be considered “experts” when it comes to science?

Live Sex With a Powertool in Class at Northwestern University. Your Tax Dollars at Work…

Live Sex Demo at Northwestern University’s ‘Human Sexuality’ Class…  complete with a power-tool. Your tax dollars at work.

They also used a power-tool with a sex-toy connected to the end to use on the female “subject”. The university paid them $500.00 an hour.

Here is a look at the “teachers”…

John Bailey
Ken Melvoin-Berg

My Fox Chicago:

Evanston, Ill. – More than 100 Northwestern students watched as a naked woman was penetrated by a sex toy wielded by her boyfriend during an after-class session of the school’s popular “Human Sexuality” class.

The demo, which was optional, was part of the popular class taught by Prof. John Michael Bailey, the Sun-Times is reporting. More than 600 students take the class, which the course description says “will treat human sexuality as a subject for scientific inquiry.”

The woman involved in the demonstration was not a student, according to the Daily Northwestern, NU’s student newspaper.

“Her boyfriend did the penetration on her,” said Ken Melvoin-Berg, who narrated what was happening for the class. He operates the “Weird Chicago Red Light District Sex Tour.”

In an email, Northwestern defended the class and its professor.

“Northwestern University faculty members engage in teaching and research on a wide variety of topics, some of them controversial and at the leading edge of their respective disciplines,” said spokesman Alan Cubbage. “The University supports the efforts of its faculty to further the advancement of knowledge.”

Do Academics Hate Your Religious Parents?

Public School Teacher: We hate you. Now give us your kids so that we can turn them against you.

That is what it is like for many schools. Every few days I have to sit down with my child and undo the damage that is done in public school. I have to undo the union propaganda they push on my child in class, the one sided politicking, the slanted history education, and the eco-extremism.

David French via National Review:

Over at the Alliance Defense Fund’s Academic Freedom File, my colleague Jeff Shafer has written a fascinating blog post analyzing the intellectual roots of academic efforts to stigmatize Christianity and divorce kids from their religious upbringing. It begins:

The late American philosopher Richard Rorty (d. 2007) in describing his assessment of the role of university professor wrote:  “When we American college teachers encounter religious fundamentalists, we do not consider the possibility of reformulating our own practices of justification so as to give more weight to the authority of the Christian scriptures.  Instead, we do our best to convince these students of the benefits of secularization.”  The re-education imperative is one that he, “like most Americans who teach humanities or social science in colleges and universities, invoke when we try to arrange things so that students who enter as bigoted, homophobic, religious fundamentalists will leave college with views more like our own.”  Rorty explains to the “fundamentalist” parents of his students:  “we are going to go right on trying to discredit you in the eyes of your children, trying to strip your fundamentalist religious community of dignity, trying to make your views seem silly rather than discussable.”  He helpfully explains that “I think those students are lucky to find themselves under the benevolent Herrschaft [domination] of people like me, and to have escaped the grip of their frightening, vicious, dangerous parents.”

In fact, some of our student clients have heard simplified versions of this very sentiment, and I can distinctly remember my own southern, religious upbringing being venomously caricatured during my law-school days. The fact that my father was a math professor who earned his doctorate (a real-life Good Will Hunting) in a mere ten months was irrelevant compared with his status as an elder in a very conservative evangelical church. I had to be “rescued” from my own heritage.

I stubbornly resisted rescue, but many students — eager for acceptance and feeling isolated — give up, surrendering to the dominant culture and feeding an academic beast that demands conformity, in speech and belief.

Just how stupid are Columbia University professors???

They are so stupid… and in this case stupid is the best word….that their latest rant against the military is that it is discriminatory against the aged and the physically disabled.

Wow.

We have reported just how stupid the nonsense that comes out of Columbia Journalism Review and to be honest I was virtually certain that stupidity in such a degree could not be surpassed. I now stand corrected.

Columbia Professors against ROTC:

Equally important is the fact that ROTC will remain a discriminatory institution even after DADT has become a relic of history. There are many reasons–from physical disability to age–for which people are disqualified from admission.

Lee Doren from “How The World Works” posted a brilliant rant about academic stupidity and of course, the latest abject stupidity form Michael Moore.

Mary Katharine Ham vs. Michael Moore: http://goo.gl/LBP4v

Global Warming Caused Earthquake: http://goo.gl/20scw

Discriminates Against the Disabled: http://goo.gl/19QBD

ROTC: http://goo.gl/RwwM3

Columbia Journalism Review is a Smear Outfit. MSNBC Lefty Talker Admits Hiring Actors as Callers.

[Flashback of a piece I wrote in March 2011 – Editor]

 

Too many journalists like to smear, too may far left activists like to smear, too may far left academics like to smear. Put it all together and you get Columbia Journalism Review (CJR).

An example is this story that came out accusing Sean Hannity, Rush Limbaugh, and Glenn Beck of secretly hiring actors to call in.

FM “Morning Zoo” shows often use a service to have an actor call in with a crazy story everyone can laugh at. Anyone who has worked in radio knows this. FM “zoo” shows have to because those people who they call up for those great laughs have to be actors due to FCC rules. You see it is illegal to put someone on the air unless you can be reasonably sure they know who they are talking to.

So a CJR “reporter” decided to take such a known service and accuse them of calling political news/talk shows with no evidence whatsoever. Said reporter never even called the company who has the service for comment, nor did the reporter call Limbaugh or Hannity to even ask the question. Instead the reporter just made the allegation.

The story gets worse, the story is from Columbia Journalism Review (CJR), allegedly from the finest teaching journalism professors in the country. Journalism teachers who cannot follow the basic ethics rules found in any j-school textbook. CJR is partially funded by George Soros.

UPDATE – MSNBC lefty talker Ed Schultz admits he used hired actors coached by Congressional Democrats as callers. (H/T The Blaze)

His excuse is lame. When my radio show started we had nothing and I built it up with hard work and talent to beat the competition. I never used staged ringers as callers. A good host should be ready to go an entire show filled with great content and never have to take a call. The most obvious reason why is that at times technical difficulties will prevent you form taking calls. People do not listen to a show to hear callers so quite frankly callers are not that important. That is why I never took very many calls on my show.

What will CJR have to say now?

I will have more on CJR in my upcoming book.

Ann McElhinney: How public schools teach children to hate freedom and humanity

In the video Ann McElhinney says that kids are fed anti-capitalist, anti-freedom propaganda almost daily. I would say that my experience in college almost mirrors that description. She also explains how our kids are shown Al Gore’s debunked movie several times before they graduate with no attempt at balance or to tell both sides of the argument. I know this is true as I just went through this with Riley High School.

McElhinney says no one, and I mean no one will stand up in public schools and tell kids how capitalism lifts people up. How it brings wealth and gives people more of a chance for upward mobility. In my case in college that was not completely true as I did have one professor who spoke very well about capitalism. The administration fired him for it.

Ann mentions “The Story of Stuff” Marxist indoctrination video – you can see it and a complete refutation HERE.

Ann McElhinney, director/producer of “Not Evil Just Wrong”, speaking at Tea Party American Policy Summit in Phoenix (AZ) on February 26th 2011. For more, please see http://www.noteviljustwrong.com and follow Ann on Twitter @annmcelhinney.

Lou Dobbs on this indoctrination video called “The Story of Stuff”

The Sustainability Inquisition: The beginning of Marxist litmus tests for professors.

Sustainability. It sounds like such a yummy word, such a responsible word. Doesn’t it?

Do not be fooled. Sustainability is a euphemism for leviathan government, eco-extremism, the consolidation of wealth and power to an elite few, and the central planning of not just our economy, but our communities as in where and how we live.

The more the planner’s plans fail the more the planners plan, so in reality these ideas are anything but sustainable.

Academics and administrators who push this nonsense are violating the most basic academic rules of conduct. The purpose of an education is to prepare people to think for themselves, not to indoctrinate them. Believe it or not academics there is a difference between a school and a political party. Consider this a friendly warning; if you keep going down the path you are going, which is making public education subversive, you are inviting legislation to fix these problems permanently. The American people are waking up and they have had just about enough of government’s nonsense and that very much includes your behavior. Straighten up or face legislation that will either mandate your curriculum for you or defund your institutions.

National Association of Scholars:

Do you teach sustainability? Do you research sustainability? Will you promote sustainability? Are you setting an example in sustainability? Give us details.

Rather intrusive questions like these are popping up in faculty surveys across the country. This week, two Argus volunteers—one on the East coast, one on the West—wrote to us after they were each startled by the bluntness of their universities’ inquiries.

Faculty members at San Diego State University recently received an email from Provost Nancy Marlin asking them to “take a few minutes to respond to San Diego State’s first survey on faculty teaching and research related to sustainability.”

The survey asks nine questions. The first is, “Do you teach sustainability focused courses?” Fine print under the question explains that these are “Courses in which the primary content focuses on the Environment, Social Justice, Economic Equality, Human Health; Resource Management; Environmental Ethics, Economics or Law; Sustainable Tourism Management, Conservation and/or Preservation, Land Use Planning and Development, Biodiversity and Ecosystem Management.”

While such subjects as the environment, ecosystem management, conservation, and resource management make immediate sense as names for stewardship of the earth, a few aren’t so obvious. Social justice, economic equality, economics, and law don’t seem to be specifically “sustainability focused” or fit with the environmental theme.

That’s because there’s a lot more to sustainability than just the environment. For a great many of its proponents, the environment serves as a cover to smuggle in a host of other ideologies. As the University of Delaware framed it in its 2007 residence life materials, “sustainability is a viable conduit for citizenship education and the development of a particular values system.”

Part of that “particular values system,” we’ve found, is a proclivity to big government, economic redistribution, and politically correct preferences for certain identity groups. That’s how sustainability is able to include ideas such as social justice, economic equality, economics, and law. Indeed, the top of the survey says:

Sustainability curriculum and research activities are not limited to considerations of environmental impact of human development or climate change but include content on interrelated social, economic, ethical, and environment dimensions.

The tension between sustainability’s shared aims is commonly depicted in a Venn diagram, with three interlocking circles labeled “Environment,” “Economy,” and “Society.”
This intrusion into partisan politics and economics is what makes “sustainability” unfit to be “the foundation of all learning and practice in higher education,” as powerful advocacy groups such as Second Nature are trying to make it.

Second Question:

But let’s move on to the second, more important question: “Do you incorporate sustainability as a distinct course component or deal with a single sustainability issue in any of your courses that are not specifically sustainability focused? Please indicate how many courses you teach that have a sustainability related course component.

Selecting a number, 0-9, is the sole possible response here. Answering “no” isn’t an option—in fact, only four out of the nine questions have a “no” option.

This question is a net to catch all courses that aren’t explicitly sustainability focused (which are themselves quite widely defined). The implication is that there is no course that sustainability can’t touch, no subject too self-contained for sustainability to be squeezed in.

There’s where that phrase “the foundation of all learning and practice in higher education” comes in. Sustainability, say its advocates, should be the primary goal of academic learning. Not only if you’re studying to be an environmental engineer—or even an economist or lawyer—but also if you want to be a nurse, a mathematician, or a philosopher. Like diversity, sustainability doesn’t stop with administrators but turns a greedy eye toward the curriculum. And it won’t be content with just some of it.

Third Question:

The third question presses for specifics: “How do you incorporate sustainability into your courses that are not sustainability focused? Check all that apply:”

Followup  Question:

A follow-up question to this one is intended to gauge faculty members’ commitment levels: “Would you be willing to integrate (or integrate more thoroughly) sustainability concepts in the courses you teach that are not sustainability focus [sic]? This may be phrased as a question, but its message is loud and clear. Essentially it means, “Get on board with our agenda.”

“No, it does not relate to my subject,” and “No, I am not interested in sustainability” are in the drop-down menu as options. It would be interesting to know how respondents who select these answers will be marked in the university’s records. Will they be asked or given incentives to reconsider?

Fourth Question:

Conforming Students to the New Ethics.

The answer set for the fourth question is where things really get strange. Most courses are now required to announce in advance a list of student learning outcomes—things students should have mastered by the end of the semester. Student learning outcomes as a concept tends to encourage professors to come up with low aims and high-sounding words. Here are the ones SDSU wants to see, some of which sound as if they came from the educational jargon generator:
Do the courses you teach include any of the following student learning outcomes? Check all that apply:
  • Understand and be able to effectively communicate the concept of sustainability
  • Develop and use an ethical perspective in which students view themselves as embedded in the fabric of an interconnected world
  • Become aware of and explore the connections between their chosen course of study and sustainability
  • Develop technical skills or expertise necessary to implement sustainable solutions
  • Understand the way in which sustainable thinking and decision-making contributes to the process of creating solutions for current and emerging social, environmental, and economic crises
  • Contribute practical solutions to real-world sustainability challenges
  • Synthesize understanding of social, economic, and environmental systems and reason holistically

“An ethical perspective”? We’ve seen sustainability’s strange, non-humanistic definitions of “ethics,” its stricter-than-Puritan moral codes, and its overtly religious nature. We’ve also seen that a nation’s manner of educating shapes the character of its people. So what character quality does sustainability ethics seek to instill in students? The ability to “view themselves as embedded in the fabric of an interconnected world.”
What does that even mean? It sounds more like burying your face in a planet-sized pillow than using “an ethical perspective.” The word perspective is also troublesome. Higher education’s role is not to tell students which perspectives they should adopt, but to give them the tools to develop their own.

There Is a Right Answer

In her email, Provost Marlin said that taking this survey is “critical” in order to “ensure that San Diego State is more competitive in many of the external ‘green’ ratings and rankings, which are increasingly important to students.” She does not point to any evidence that incorporating sustainability into more of the curriculum will give students a better education or give faculty members a deeper knowledge of their disciplines. The rationale, instead, is to do something that students think is important. This seems on plane with parents who appease their children by giving them whatever they want. Is that wise? Is it good for students in the long run?

SDSU’s choice to conduct this kind of assessment has some serious implications. Such a survey has the weight of institutional authority behind it. If you’re a faculty member and receive Provost Marlin’s email, you’re going to feel obliged to answer a certain way, and to indicate some eagerness to get on the bandwagon. Again, while there aren’t known incentives or consequences for answering one way or the other, this one-track survey says clearly, “Follow the pattern we laid out for you.”

This pressure means that many professors will exaggerate their interest in sustainability, which likely means the university will brag about its high faculty involvement rate. Green ratings will soar and outsiders (including prospective students) will get the “right” picture.

As of today, hundreds of college and university presidents have vowed to make sustainability “part of the curriculum for all students.” The president of Unity College declared, “It has to be ubiquitous, it has to be done by everyone, it has to be part of the whole infrastructure.” Colleges and universities are on the verge of a major overhaul of higher education to refit it around sustainability. Questions such as, “How do you incorporate sustainability courses?” are only the beginning.