Our economic survival and the strength of our military machine and national
defense capability depend on an educated workforce. Without that, our
economy will not be able to compete in the competitive global marketplace,
and our military will not have the capability to defend the U.S. in an
increasingly dangerous and threatening world. In age of technology and
information, a mediocre education system spells decline and death of an
economy and civilization.

It is clear our educational system is now incapable of continuing to provide
that educated workforce of the technologically advanced 21st century. Our
failings in education are clear and have been often documented from
kindergarten on up to the most advanced graduate studies. In Philadelphia,
the pubic schools have to worry about preventing murder and mayhem in the
schools rather than educating the students. That's how bad it has become.

Philadelphia is an unfortunate symbol of the K-12 educational failures and
we have growing evidence of the problems in institutions of higher learning.
This column addresses one problem, recently documented in an important new
book from David Horowitz, Indoctrination U.: The Left's War Against Academic
Freedom (2007). This is an issue that Horowitz has been working on for
decades, and on which he has become one of the foremost authorities. You'll
recall this column has made many references to one of his earlier books, The
Professors: The 101 Most Dangerous Academics in America (2006), which
documents how many of our colleges and universities have become centers of
anti-American, anti-capitalism, anti-military, anti-conservative,
anti-family-values, and even of outright bigotry of various forms.

Horowitz has to be credited with a rare and important achievement. He has
not only documented important problems with our educational system, but has
also set out to make needed changes. He is beginning to score important
successes, the most noteworthy of which occurred in Pennsylvania. These will
be discussed later in this column.

The theme of his new book, Indoctrination U., is that our educators are
often indoctrinating their students instead of teaching them to think and
reach conclusions on their own. Indoctrination has replaced education. These
professors, which he estimates to be a small but influential minority of "10
percent of a given faculty," meaning they number 50,000 nationally. Horowitz
says they are concentrated mainly in the humanities and social sciences
where they often hold sway.

These professors typically try to indoctrinate students with their far-left
ideology, their political views extending even to their choice of political
office holders and candidates. They also perpetuate their views in colleges
and universities by selecting the like minded as new faculty members.
Howowitz makes it clear that he is not interested in whether a professor or
teacher is liberal or conservative; he is interested in whether they teach
or indoctrinate.

Horowitz writes, "At universities like Duke, American students are being
taught to despise their own country, and are barraged with paranoid
delusions about America as an oppressive empire and a society pervaded by
'institutional racism.'" Horowitz names names and cites case study after
case study, one more astounding than the other. As you read one example
after another, they are so outrageous you don't know whether to laugh or
cry.

This anti-American bias, which these academics try to brainwash their
students into believing, is a particular outrageous bit of malfeasance when
this country is at war with Islamic/fascism/terrorism.

Horowitz also rebuts the bias, the claims, and the propaganda, which flood
forth from our institutions of higher learning, including the most
prestigious of the lot. He writes, "There has never, in the history of the
world, been a country like America. Unlike the mythical oppressor whose
'history' is presented to students at Duke, this is a country to be proud
of. And it is important to be proud of your country, in an hour when it is
at war. Because if you are not proud of your country, you cannot defend
yourself."

Horowitz documents the nature of the textbooks used at these universities.
For example, one widely used textbook, Peace and Conflict Studies, justifies
"communist policies and actions and puts those of America and Western
democracies in a negative light." Horowitz also quotes passages from the
text that justify and defend terrorists, including those responsible for the
9/11 attacks on the World Trade Center. He shows that Ward Churchill of the
University of Colorado was more of the rule than the exception.

The text, Peace and Conflict Studies, states, "Terrorists are people who may
feel militarily unable to confront their perceived enemies directly and who
accordingly use violence, or the threat of violence, against noncombatants
to achieve their political ends." Horowitz responds, "If one is weak,
apparently it is all right to murder women and children if it advances one's
cause."

Perhaps the most shocking aspect of the book is the documentation of how
indoctrination has now become widespread even at the K-12 level, with the
same kind of anti-American, anti-capitalism agenda coming from teachers and
textbooks.

Horowitz has fashioned a campaign against those who believe in
indoctrinating students with their own ideology, instead of teaching them to
think and to formulate their own ideology. He argues that this kind of
indoctrination and what goes on in class is already condemned by all kinds
of controlling academic pronouncements at the national level and by the
policies of the colleges and universities in question.

One of the highlights of the book is how professors, teachers, and their
unions have denounced as dangerous and radical Horowitz's proposals to end
indoctrination in place of education and to end the denial of academic
freedom to students. Yet these academics and unions are denouncing what has
long been accepted as controlling principles promulgated by prestigious
organizations such as the "1940 Statement of Principles on Academic Freedom
and Tenure" of the American Association of University Professors. That
statement says, "teachers are entitled to freedom in the classroom in
discussing their subject, but they should be careful not to introduce into
their teaching controversial matter which has no relation to their subject."

Horowitz has waged a national campaign to force colleges and universities to
pay attention to their own principles of academic freedom, which are now
more often honored in the breach rather than the observance. In this battle,
he achieved his two most noteworthy successes in Pennsylvania.

Horowitz had the help of Representative Gil Armstrong, who served as a
Marine in Mogadishu before entering politics. Working with Armstrong,
Horowitz succeeded in getting the Pennsylvania legislature to create a
"Select Committee on Academic Freedom in Higher Education in Pennsylvania."
The Committee held a series of hearings on these questions, which, Horowitz
writes, "led directly to the first university adoption of an academic bill
of rights."

In May 2006, the Faculty Senate of Penn State University included students
under existing academic freedom rules. This move "enjoined professors from
using their authority to indoctrinate students, or persuading them to adopt
the professor's personal viewpoint on matters that were controversial. Under
the old policy, professors were expected to follow these professional
restraints, but students had no right to object if they did not."

Then in July 2006, trustees of Temple University announced the adoption of
new policies that would protect students from political abuse and
indoctrination in the classroom. At hearings, there were many stories of how
professors pressure students in the classroom to adopt controversial views
via indoctrination. To give you the flavor of the kind of complaints
students lodged, consider this typical example:

"This professor always had something negative to say not only about the Bush
Administration, but about conservatives in general. She stated on one
occasion that it is impossible to be a moral capitalist. She stated the U.S.
does not have the right to say anything about the Taliban's record of
oppressing women because the U.S. oppressed women too... I began to feel
physically sick from her misrepresentation of facts, and on numerous
occasions I stood up to her and tried to advocate my opinion. She'd cut me
off in mid-argument."

There is a long way to go despite those two triumphs in Pennsylvania.

Horowitz concludes: "'Intellectual pluralism and academic freedom,' in the
words of the American Council on Education, 'are central principles of
American higher education.' In the liberal arts faculties of American
universities - in particular those departments and fields that form the core
curriculum of a civic education - these principles are no longer honored.
Yet the future of this nation as a free society depends on their being so
honored."

http://www.frontpagemag.com/Articles...e.asp?ID=27628
--
__________________________________________________ _______________
Est autem fides credere quod nondum vides;cuius fidei merces est videre quod
credis
HD RADIO is here! http://www.HDRadio.com
DUNCAN HUNTER for PRESIDENT http://www.GoHunter08.com
WHAT THE LEFT WON'T TELL YOU http://www.FrontPageMag.com
WHAT COMMUNISTS WON'T TELL YOU http://China-E-Lobby.blogspot.com
WHAT ISLAM WON'T TELL YOU http://www.WhatTheWestNeedsToKnow.com
__________________________________________________ _______________

On Apr 2, 6:36?pm, "HD Radio?" wrote:
Our economic survival and the strength of our military machine and national
defense capability depend on an educated workforce. Without that, our
economy will not be able to compete in the competitive global marketplace,
and our military will not have the capability to defend the U.S. in an
increasingly dangerous and threatening world. In age of technology and
information, a mediocre education system spells decline and death of an
economy and civilization.

It is clear our educational system is now incapable of continuing to provide
that educated workforce of the technologically advanced 21st century. Our
failings in education are clear and have been often documented from
kindergarten on up to the most advanced graduate studies. In Philadelphia,
the pubic schools have to worry about preventing murder and mayhem in the
schools rather than educating the students. That's how bad it has become.

Philadelphia is an unfortunate symbol of the K-12 educational failures and
we have growing evidence of the problems in institutions of higher learning.
This column addresses one problem, recently documented in an important new
book from David Horowitz, Indoctrination U.: The Left's War Against Academic
Freedom (2007). This is an issue that Horowitz has been working on for
decades, and on which he has become one of the foremost authorities. You'll
recall this column has made many references to one of his earlier books, The
Professors: The 101 Most Dangerous Academics in America (2006), which
documents how many of our colleges and universities have become centers of
anti-American, anti-capitalism, anti-military, anti-conservative,
anti-family-values, and even of outright bigotry of various forms.

Horowitz has to be credited with a rare and important achievement. He has
not only documented important problems with our educational system, but has
also set out to make needed changes. He is beginning to score important
successes, the most noteworthy of which occurred in Pennsylvania. These will
be discussed later in this column.

The theme of his new book, Indoctrination U., is that our educators are
often indoctrinating their students instead of teaching them to think and
reach conclusions on their own. Indoctrination has replaced education. These
professors, which he estimates to be a small but influential minority of "10
percent of a given faculty," meaning they number 50,000 nationally. Horowitz
says they are concentrated mainly in the humanities and social sciences
where they often hold sway.

These professors typically try to indoctrinate students with their far-left
ideology, their political views extending even to their choice of political
office holders and candidates. They also perpetuate their views in colleges
and universities by selecting the like minded as new faculty members.
Howowitz makes it clear that he is not interested in whether a professor or
teacher is liberal or conservative; he is interested in whether they teach
or indoctrinate.

Horowitz writes, "At universities like Duke, American students are being
taught to despise their own country, and are barraged with paranoid
delusions about America as an oppressive empire and a society pervaded by
'institutional racism.'" Horowitz names names and cites case study after
case study, one more astounding than the other. As you read one example
after another, they are so outrageous you don't know whether to laugh or
cry.

This anti-American bias, which these academics try to brainwash their
students into believing, is a particular outrageous bit of malfeasance when
this country is at war with Islamic/fascism/terrorism.

Horowitz also rebuts the bias, the claims, and the propaganda, which flood
forth from our institutions of higher learning, including the most
prestigious of the lot. He writes, "There has never, in the history of the
world, been a country like America. Unlike the mythical oppressor whose
'history' is presented to students at Duke, this is a country to be proud
of. And it is important to be proud of your country, in an hour when it is
at war. Because if you are not proud of your country, you cannot defend
yourself."

Horowitz documents the nature of the textbooks used at these universities.
For example, one widely used textbook, Peace and Conflict Studies, justifies
"communist policies and actions and puts those of America and Western
democracies in a negative light." Horowitz also quotes passages from the
text that justify and defend terrorists, including those responsible for the
9/11 attacks on the World Trade Center. He shows that Ward Churchill of the
University of Colorado was more of the rule than the exception.

The text, Peace and Conflict Studies, states, "Terrorists are people who may
feel militarily unable to confront their perceived enemies directly and who
accordingly use violence, or the threat of violence, against noncombatants
to achieve their political ends." Horowitz responds, "If one is weak,
apparently it is all right to murder women and children if it advances one's
cause."

Perhaps the most shocking aspect of the book is the documentation of how
indoctrination has now become widespread even at the K-12 level, with the
same kind of anti-American, anti-capitalism agenda coming from teachers and
textbooks.

Horowitz has fashioned a campaign against those who believe in
indoctrinating students with their own ideology, instead of teaching them to
think and to formulate their own ideology. He argues that this kind of
indoctrination and what goes on in class is already condemned by all kinds
of controlling academic pronouncements at the national level and by the
policies of the colleges and universities in question.

One of the highlights of the book is how professors, teachers, and their
unions have denounced as dangerous and radical Horowitz's proposals to end
indoctrination in place of education and to end the denial of academic
freedom to students. Yet these academics and unions are denouncing what has
long been accepted as controlling principles promulgated by prestigious
organizations such as the "1940 Statement of Principles on Academic Freedom
and Tenure" of the American Association of University Professors. That
statement says, "teachers are entitled to freedom in the classroom in
discussing their subject, but they should be careful not to introduce into
their teaching controversial matter which has no relation to their subject."

Horowitz has waged a national campaign to force colleges and universities to
pay attention to their own principles of academic freedom, which are now
more often honored in the breach rather than the observance. In this battle,
he achieved his two most noteworthy successes in Pennsylvania.

Horowitz had the help of Representative Gil Armstrong, who served as a
Marine in Mogadishu before entering politics. Working with Armstrong,
Horowitz succeeded in getting the Pennsylvania legislature to create a
"Select Committee on Academic Freedom in Higher Education in Pennsylvania."
The Committee held a series of hearings on these questions, which, Horowitz
writes, "led directly to the first university adoption of an academic bill
of rights."

In May 2006, the Faculty Senate of Penn State University included students
under existing academic freedom rules. This move "enjoined professors from
using their authority to indoctrinate students, or persuading them to adopt
the professor's personal viewpoint on matters that were controversial. Under
the old policy, professors were expected to follow these professional
restraints, but students had no right to object if they did not."

Then in July 2006, trustees of Temple University announced the adoption of
new policies that would protect students from political abuse and
indoctrination in the classroom. At hearings, there were many stories of how
professors pressure students in the classroom to adopt controversial views
via indoctrination. To give you the flavor of the kind of complaints
students lodged, consider this typical example:

"This professor always had something negative to say not only about the Bush
Administration, but about conservatives in general. She stated on one
occasion that it is impossible to be a moral capitalist. She stated the U.S.
does not have the right to say anything about the Taliban's record of
oppressing women because the U.S. oppressed women too... I began to feel
physically sick from her misrepresentation of facts, and on numerous
occasions I stood up to her and tried to advocate my opinion. She'd cut me
off in mid-argument."

There is a long way to go despite those two triumphs in Pennsylvania.

Horowitz concludes: "'Intellectual pluralism and academic freedom,' in the
words of the American Council on Education, 'are central principles of
American higher education.' In the liberal arts faculties of American
universities - in particular those departments and fields that form the core
curriculum of a civic education - these principles are no longer honored.
Yet the future of this nation as a free society depends on their being so
honored."

http://www.frontpagemag.com/Articles...e.asp?ID=27628
--
__________________________________________________ _______________
Est autem fides credere quod nondum vides;cuius fidei merces est videre quod
credis
HD RADIO is here!http://www.HDRadio.com
DUNCAN HUNTER for PRESIDENThttp://www.GoHunter08.com
WHAT THE LEFT WON'T TELL YOUhttp://www.FrontPageMag.com
WHAT COMMUNISTS WON'T TELL YOUhttp://China-E-Lobby.blogspot.com
WHAT ISLAM WON'T TELL YOUhttp://www.WhatTheWestNeedsToKnow.com
__________________________________________________ _______________

Get a life ! Get a job ! Get laid !

Philadelphia,K-12 (public school) edcuational system? Well,Gee,,,, the
way some people like to beat down so much on my home state of
Mississippi,I guess the whole World does too.
I saw that ''news article'' about Mississippi is at the bottom of the
list,again.Whoever came up with that ''article'' didn't bother to
mention the good things about Mississippi.Hollywood hates Mississippi
too.
cuhulin

"helmsman" wrote in message
...
On Mon, 2 Apr 2007 14:36:46 -0500, "HD Radio¹"
wrote:

OFF TOPIC
PLONK!!!
Double Plonk!!!