Skip to comments.This Is Columbia University-the Left’s depraved rule over academia
Posted on 04/03/2013 5:28:07 AM PDT by SJackson
What the hiring of convicted killer Kathy Boudin tells us about the Lefts depraved rule over academia.
This article first appeared at National Review Online.
People who ask how it is possible that a convicted killer a participant in a failed plot to blow up a social dance attended by 18-year-old draftees and their dates; a murderess who abetted the cold-blooded massacre of three law-enforcement officers, including the first African-American on the Nyack police force; a woman whose actions left nine children fatherless and who has shown no genuine remorse for that should be hired as an adjunct professor at an elite school like Columbia University havent been paying attention to whats happened to our educational system from kindergarten to the university level, which has long been under the academic thumb of a Left that is comfortable supporting Islamic supremacists and anti-American terrorists both at home and abroad. After all, it was at Columbia that, in the wake of 9/11, Professor Nicholas De Genova told 3,000 Columbia protesters against Americas war on terror that he wished for a million Mogadishus and that a peaceful world would have no place for America.
The prestige of Columbia derives from its scientific and professional divisions (Social Work and Education excepted), in which traditional standards drawn from the Enlightenment and the scientific revolution and including two sides to controversial questions are still observed. Over the past several decades, the liberal-arts divisions and the aforementioned professional schools have reverted to their religious origins, except that the doctrines being rammed down students throats without the benefit of opposing views are Marxist rather than Christian.
Conservatives have been lame in opposing this ominous development. They have abdicated responsibility at the trustee level, they have had little or nothing to say about it at the policy level, and they have been inattentive to it at the political level, despite the fact that 85 percent of college students attend state universities whose curricula and liberal-arts faculties are as monolithic, intellectually deficient, and politically perverse as Columbias. For example, a course at the University of California, Santa Cruz, is described in the official catalogue in these exact words: The goal of this seminar is to learn how to organize a revolution. The course description goes on to explain that this would be an anti-capitalist revolution. Kathy Boudin would feel right at home there. In fact, her colleagues Bill Ayers and Bernardine Dohrn, who organized the terrorist Weather Underground in which Kathy Boudin was a soldier, were not adjunct faculty members like Boudin but full-fledged professors (at Northwestern and the University of Illinois). Ayers, a Columbia graduate, is an iconic figure at Columbias Teachers College (a third professional school at Columbia that is an ongoing disgrace) and has edited its series of classroom guides on how to use subjects like Mathematics to teach social justice which, as Ayers understands and articulates it, is indistinguishable from the principles of the Communist gulags that the Cold War disposed of.
But of course it is terribly outré to mention all this, and those of us who do are marginalized not only by the academic profession but by the editorial supporters of political bomb throwers at institutions that function as the arbiters of the intellectual culture such as the New York Times, which played an active role in securing Boudins undeserved release from a federal prison. These are sad times for our country, and the hour is late.
In fairness to Northwestern they should also be credited for employing Arthur Butz, a prominent Holocaust denier for 40 years.
Does Columbia University have an elected board of directors or trustees? If so, that’s where the changes need to be made.
Unfortunately races like those are the ones most commonly ignored. We had a chance to put a true tea partier on the University of Michigan board of regents but less than half the Romney voters bothered to vote in that race or the other state level education spots.
I thought this piece of detritus was still in prison
Ayers and Dorhn and the other terrorists all got academic jobs. All were protected from prosecution.
Columbia aka the Frankfurt School of Behavioralism.Enuff said....
This hiring by Columbia University should be offensive to any decent person. The leftist members of the faculty think they can get away with it because they are “above” us all.
Birds of a feather flock together.
That is a lie.
They would be unemployed and unemployable if they were not celebrated ‘counter cultural’ terrorists.
Take back the schools, and we can take back the country. In the long term, no other objective ought to be more pressing for conservatives.
How is it that the left managed to hijack academia in the first place? I see nothing at Free Republic but carping about how the press, entertainment media and academia have been taken over by the left and damned little analyses about how this happened. At some point it must be admitted that this constitutes a strategic, if not ultimate, victory for the left. Yes, they kicked our butts in those critical areas and are about to do the same in the economic sphere. How did we manage to lose these battles? Try to man up and formulate your answer free of cliches, evasions and excuses.
Columbia University is private.
You first, sweetie...
Hey! Columbia University is just a little guy “speaking truth to power” to the elitists at Pacific Coast Bible College! /sarc
You are absolutely right.
We can curse the media, academia, Hollywood, and the other major molders of our culture which have been taken over by liberals.
A better solution is to get busy trying to take back what the liberals have stolen by way of cultural influence. That means either creating new colleges, new media, new entertainment venues, new churches, etc., or in the cases where we can retake individual institutions, training young people to go into occupied territory and fight back.
Pacifism and defeatism are both dead wrong.
School of Education
Department of Student Development (SD)
Social Justice Education Concentration
Social Justice Education is an interdisciplinary graduate program of study with a focus on social diversity and social justice education particularly as they apply to formal educational systems, kindergarten through higher education. The masters program of study focuses upon the use of reflective practice in Social Justice Education; the doctoral program of study focuses upon research that is informed by the use of reflective practice in SJE and the development on systemic approaches building and maintaining socially just educational learning environments. Our goals are to generate knowledge about social justice education and to apply new knowledge to the design and delivery of effective social justice educational techniques and systems.
Social Justice Education's central focus is the preparation of professional educators, counselors, and change agents who are able to understand and work effectively with social justice issues in formal educational settings. It provides graduate degree programs of study for educational professionals who teach and practice at all levels of the educational system, kindergarten through college. We hope to attract educational professionals whose primary responsibilities include teaching, school guidance and counseling, the supervision or professional development of teachers or school counselors, education administrators, student affairs programmers, special educators, or college residential educators.
Social Justice Education
Bodies of Knowledge and Practice
The approaches to theory and practice taken by Social Justice Education are rooted in the civil rights social movements of the past forty years, within which concepts such as social justice, oppression and liberation are central categories for analyzing, evaluating and transforming interlocking systems of discriminatory institutional structures and cultural practices and social behavior.
Students in social justice education study the inequities that people experience on the basis of their social group memberships, through systems of constraint and advantage reproduced through the social processes of exploitation, marginalization, powerlessness, cultural imperialism, and violence.
Social justice education pays attention to the resources that individuals, families, social groups and communities bring to personal and social change and to the transformation of educational institutions and practices.
Social justice education also pays careful attention to process in educational and structural interventions and practices. This attention to process includes balancing the emotional with the cognitive; acknowledging and supporting the personal while analyzing and intervening in social systems; attending to social relations within and among families, schools and communities; developing competencies in collaboration and interpersonal and intergroup relationships as well as education and advocacy.
The bodies of knowledge, research and practice that inform social justice education are interdisciplinary, drawn from anthropology; Black and ethnic studies; cognitive, developmental and social psychology; education; gay, lesbian bisexual, and transgender studies; history; literature; Judaic and middle eastern studies; women's studies; and sociology. It includes the following areas:
theories and research on socialization that inform the development of social identity and social group affiliations within families, schools, communities and other social institutions;
the formation, maintenance, and interaction among in-groups and out-groups, and interventions that foster positive inter-group relations;
prejudice and discrimination, the dynamics of power and privilege, and interlocking systems of oppression;
forms of resistance and processes of empowerment and liberation created by individuals, families, and communities, and implemented within educational and other social systems;
socio-cultural and historical contexts for, and dynamics within and among the specific manifestations of oppression (ageism, anti-Semitism, ableism, classism, ethnocentrism, heterosexism, racism, sexism, ) in educational and other social systems;
socio-cultural and historical contexts for the Civil Rights Movement and other social liberation movements that found inspiration in it (such as the women's liberation movement, the lesbian, gay, bisexual, transgender rights movements, the disability rights movement, and liberation movements for communities of color);
the interaction of students and families within multicultural schools and communities;
models for designing, delivering and evaluating curriculum-based social justice education;
models for designing, delivering and evaluating system-based social justice interventions within or among families, schools, school systems, and communities
social justice intervention strategies such as conflict resolution, collaboration, or advocacy
These bodies of knowledge provide the basis for the core competencies included in the masters, CAGS and doctoral programs.
For further discussion of the approaches taken in this program, please refer to M. Adams, L.A. Bell, P. Griffin (Eds) (2007), Teaching for Diversity and Social Justice: Second Edition (New York : Routledge).
For more information about SJE, please click http://www.umass.edu/sje/