Killing the Truth in Academia


General Robert E Lee
rlee@suthenboy.com
 
Preamble: The purpose of this blog is to discuss the principal curricula being taught in academia today as well as its impact on students and consequences to America. 
I was appalled by the disgusting reaction to Trump’s victory throughout academia, particularly by college students and instructors. Their behavior was reprehensible, embarrassing to America, and sadly, expected in today’s once hallowed bastions of higher learning. Something is drastically wrong in academia when instructors and students require coloring books, animals to hug, safe spaces to mourn, crying rooms, psychological help, relief from exams, and time off to assuage their despair, despondency, and anger. Far worse however, is their blatant rejection and defiance of America’s traditional election process because it did not provide the result they sought.
 
In my opinion the root cause of this abhorrent behavior is the culture of academia into which students are being indoctrinated by far left wing instructors propagating Marxism subtly disguised as progressivism. Sound ridiculous, please read on before commenting on my sanity. I also encourage you to read my 8/26/15 blog ‘Academic Shock’ to more fully appreciate the breadth and dangers of what is being instilled in students throughout academia today.
The following statements exemplify modern day fundamental building blocks of education: 
  • There are no facts, only interpretations – Friedrich Nietzsche
  • Morals, values, truths, standards, and human nature itself are products of different historical epochs and socially constructed – Marxism’s Worldview
Academia’s Standard Curricula: The curricula throughout politically correct academia today includes radical left wing self-proclaimed elite professors/instructors teaching students to reject objective truths and replace them with relative truths: i.e., perspectives or points of view to which each person is entitled regardless of how inconsistent with the truth they are. Notwithstanding how outrageous a relative truth may be, e.g., the Holocaust is a myth, at best it is taught to be a more unfortunate perspective on the matter instead of being repudiated as a lie. This self-serving cavalier attitude within the arrogant professorial domain adversely affects students in ways that include the following:
  • Disregards and renders truth meaningless
  • Erodes the legitimacy of serious opinion
  • Deprives students of a much needed solid education founded on traditionally accepted disciplines of study  
Another result of rejecting objective truths is that facts are considered as matters of opinion relative to and dependent upon the interests, prejudices, sexual orientation, or ethnic origin of the speaker rather than the truth or falsity of what the speaker says. The premise being that truth is somehow invented rather than discovered, and ergo, relative to the speaker.
 
Harvard historian Simon Schama perfectly exemplifies this arrogant attitude toward truth in the prologue to his fatuous book “Dead Certainties” (1991). Schama assures his readers “the claims for historical knowledge must always be fatally circumscribed by the character and prejudices of its narrator.” In other words, the historian’s supposed limitations make stating historical truth impossible, which is utter nonsense.
 
The Genesis of Relative Truths: This repugnant affront to traditional education, its truths and inherent values, is rooted in Cultural Marxism. This ideology was conceived, circa 1921, at the Frankfurt School in Frankfurt Germany by a group of radical Marxist intellectuals who rejected traditional Economic Marxism because they realized it was incapable of destroying and dominating the West. Cultural Marxism was based on behavioral psychology to achieve mass compliance with a desired goal(s), and ultimately replaced Economic Marxism. It is modern day Marxism euphemistically referred to as progressivism to hide the true ideology but Marxism nonetheless. The great majority of progressives are ignorant of the ideology they are propagating and just happy following the heard of sheep.
 
Unlike Karl Marx, the founding Cultural Marxists envisioned catalyzing the complete destruction of Western traditions, values, and culture by a lengthy, indefensible, peaceful cultural revolution wherein traditional morals and authority would be rejected. Once achieved Western culture would be supplanted by Cultural Marxist ideology.
 
In 1933 as National Socialism was gaining momentum in Germany the founders fled to America and set up shop at Columbia University in NYC. They began sowing the seeds of their cultural revolution by diffusing Cultural Marxist ideology through key spheres of influence, initially focusing on academia, politics, the MSM and film industry. The founders knew that progress would be slow but remained patient and steadfast while assiduously propagating their ideology.
 
The ’60s Boomer Rebellion: The founders’ fortunes dramatically changed for the better in the middle 1960s with the student “Boomer” rebellion wherein morality and authority were rejected and individual freedom to do as one pleased was exalted. The father and ultimate leader of this rebellion throughout academia was Herbert Marcuse, a founding member of the Frankfurt School and elite, well-respected university professor. Marcuse coined the chant, “make love not war” that became poplar throughout academia.
 
Deconstructing Truth: Marcuse’s methodology for rebellion included deconstructing the language, e.g., he coined the infamous “what does ‘is’ mean?” which fostered the destruction of American culture. Deconstruction destabilizes and reconstructs clear definitions, the content and text of language, traditions, being, institutions, objective knowledge, reason, truth, legitimate hierarchies, authority, nature, and all that is considered universal. 
 
Marcuse was esteemed by the masses rebelling against the establishment. He catalyzed the confusion and obliteration of traditionally accepted culture through deconstruction which was primarily responsible for a major breakdown in the nation’s social conformity, particularly among impressionable young people.
 
The Intent of Deconstruction: Deconstruction is used by Cultural Marxists as the method of analysis that will show the correctness of their ideology in every situation and provide the answers they seek. This is done by taking any text, removing all meaning from it and re-inserting the meaning sought. For instance, Cultural Marxists uniquely use deconstruction to prove that any text illustrates the oppression of minorities, e.g., blacks, women, homosexuals, etc., by reading that meaning into the text’s words regardless of its actual meaning. The overused ‘race card’ routine should come to mind.
Outrageous examples include Shakespeare writing about suppressing women, and the Bible being about race and gender. Furthermore, morals, values, truths, standards, and human nature itself are considered products of different historical epochs and socially constructed. Ergo, the truth is relative, dynamic, and meaningless in the hands of a deconstructionist academician poisoning young minds to suit her or his agenda.
 
The Impact on Academia: The consequences of intentionally obfuscating and skewing the truth to fit a desired end have been particularly devastating in academia. Dissident ‘Boomers’ of the ’60s and their acolytes have dominated academia’s professorial domain for years. They were spoon fed and indoctrinated into Cultural Marxism as students, and as instructors are likewise actively propagating and spoon feeding that same ideology to their students. Among other things, they have intentionally undermined the integrity and very ideas of many academic disciplines in fields of study with generally agreed upon subject matters.
 
Study Groups: Instead of academic emphasis being placed on traditional disciplines, e.g., history, math, science, and literature, it is placed on race, ethnicity, and gender taught through study groups. There is an endless proliferation of such groups throughout academia which are typically comprised of the so-called “historically disadvantaged” minorities considered as ‘sacred cows’ by today’s politically correct progressives. This situation clearly evinces a breakdown of long accepted academic disciplines and is strongly encouraged by the respective educational administrations, also highly concentrated with progressives. 
 
Superficially the common mantra and favorite code words of study groups are inclusion, tolerance, diversity, sensitivity, social justice, sex education, and other such terminology connoting kindness. Notwithstanding the seemingly innocuous terms however, they are critical components of Cultural Marxism being cleverly disguised as progressivism as mentioned aforesaid. Ironically, to force compliance with their position on a matter, these inclusive, tolerant groups spew vile hatred towards and demonize everyone in disagreement with them, particularly straight White males.
 
Radical Left Wing Professors: Ultra-radical radical left wing instructors with personal anti-American agendas teach the pseudo study groups that include the following: women’s studies; gay studies; transgender studies; Asian studies; Afro-American studies; African studies; Indian studies; and the list goes on ad nauseam. While these groups are hyped as being cross- disciplinary they are anti-disciplinary because their sole purpose is to diffuse Cultural Marxist ideology in lieu of America’s culture, values and traditions. Among other Marxist concepts instructors use relative truth and deconstruction to achieve their desired anti-American goals. Carefully note, there are no male, White, or Western European studies. The only reference to Whites in any of these study groups is in demonizing and blaming them for the perceived ‘ills’ of the world’s ‘historically disadvantaged minorities’.
 
Cultural Studies: Cultural studies is the group most repugnant to traditional education because content is entirely discretionary with the instructor and accordingly, characterized by attitudes and agendas instead of empirical facts. There are two mandatory requisites for cultural studies: (1) political animus: (2) hostility to factual truth. Generally, students are strongly encouraged and often mandated to take this ridiculous course that is underpinned by ‘White Guilt’. 
Below are examples of relative truths students are taught by politically correct radical left wing Marxist ideologues with an aversion to empirical evidence and everything American.  
  • Columbus was an evil, bloodthirsty marauder who committed the American Holocaust, while the Indians were peaceful, environmentally sensitive creatures who lived in blissful harmony with each other and the earth. 
  • Cortez, who conquered Mexico on behalf of Spain, was a mass murderer and the Aztec conquest evinced European Imperialism perpetrating the greatest genocide in all human history.
  • Early pilgrims slaughtered their Indian guests at a Thanksgiving feast
It should be abundantly clear that present day curricula taught by Marxist instructors precipitated the behavior of academia that resulted from Trump’s win. More ominous, however, is the poisonous Marxist ideology into which students are being indoctrinated by instructors that loathe and want to destroy traditional American culture and values.
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