Are Universities the Trojan Horse of the West? What can be Done?

You may wonder what attempting to stop brainwashing in universities has to do with the survival of western civilisation against ideological and military invaders. The answer is---EVERYTHING! Unless western youth can think clearly about the world, and assess the opportunities and threats that are clearly present in the world, they will make foolish political and personal decisions. These foolish decision they make will leave the western world vulnerable to destruction from within and without.

Yesterday I presented the problem of the "indoctrination university"--a place for students to go to be brainwashed rather than to be taught different styles of thinking and viewing the world, so as to be able to forge their own unique style.

The Students for Academic Freedom have published on their site the Academic Bill of Rights, as a guideline for universities who seek to bring open-mindedness back to universities, to replace the politically and philosophically one-sided hyper-bias of current universities in North America.

.....Academic freedom consists in protecting the intellectual independence of professors, researchers and students in the pursuit of knowledge and the expression of ideas from interference by legislators or authorities within the institution itself. This means that no political, ideological or religious orthodoxy will be imposed on professors and researchers through the hiring or tenure or termination process, or through any other administrative means by the academic institution. Nor shall legislatures impose any such orthodoxy through their control of the university budget.

This protection includes students. From the first statement on academic freedom, it has been recognized that intellectual independence means the protection of students – as well as faculty – from the imposition of any orthodoxy of a political, religious or ideological nature. The 1915 General Report admonished faculty to avoid “taking unfair advantage of the student’s immaturity by indoctrinating him with the teacher’s own opinions before the student has had an opportunity fairly to examine other opinions upon the matters in question, and before he has sufficient knowledge and ripeness of judgment to be entitled to form any definitive opinion of his own.” In 1967, the AAUP’s Joint Statement on Rights and Freedoms of Students reinforced and amplified this injunction by affirming the inseparability of “the freedom to teach and freedom to learn.” In the words of the report, “Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion.” ....

Source.

If you read the ABR carefully at the link above, you will see that it does not call for any type of faculty quota. I will quote from the ABR below so that you can see exactly what is being called for:

1. All faculty shall be hired, fired, promoted and granted tenure on the basis of their competence and appropriate knowledge in the field of their expertise and, in the humanities, the social sciences, and the arts, with a view toward fostering a plurality of methodologies and perspectives. No faculty shall be hired or fired or denied promotion or tenure on the basis of his or her political or religious beliefs.

2. No faculty member will be excluded from tenure, search and hiring committees on the basis of their political or religious beliefs.

3. Students will be graded solely on the basis of their reasoned answers and appropriate knowledge of the subjects and disciplines they study, not on the basis of their political or religious beliefs.

4. Curricula and reading lists in the humanities and social sciences should reflect the uncertainty and unsettled character of all human knowledge in these areas by providing students with dissenting sources and viewpoints where appropriate. While teachers are and should be free to pursue their own findings and perspectives in presenting their views, they should consider and make their students aware of other viewpoints. Academic disciplines should welcome a diversity of approaches to unsettled questions.


5. Exposing students to the spectrum of significant scholarly viewpoints on the subjects examined in their courses is a major responsibility of faculty. Faculty will not use their courses for the purpose of political, ideological, religious or anti-religious indoctrination.



6. Selection of speakers, allocation of funds for speakers programs and other student activities will observe the principles of academic freedom and promote intellectual pluralism.



7. An environment conducive to the civil exchange of ideas being an essential component of a free university, the obstruction of invited campus speakers, destruction of campus literature or other effort to obstruct this exchange will not be tolerated.



8. Knowledge advances when individual scholars are left free to reach their own conclusions about which methods, facts, and theories have been validated by research. Academic institutions and professional societies formed to advance knowledge within an area of research, maintain the integrity of the research process, and organize the professional lives of related researchers serve as indispensable venues within which scholars circulate research findings and debate their interpretation. To perform these functions adequately, academic institutions and professional societies should maintain a posture of organizational neutrality with respect to the substantive disagreements that divide researchers on questions within, or outside, their fields of inquiry.

Many people when first exposed to the concept of intellectual diversity, assume that those who are ideologically being actively excluded from faculties would naturally call for an affirmative action or quota policy, to ensure the inclusion of their own political point of view on faculties. As you can see by reading the Academic Bill of Rights, that is not the case.

Unfortunately, going from the present absurdly skewed and biased system, to a more principled and inclusivist, and less biased, system, will not be easy. The faculty stands ready at the barricades to repel all invaders to their sacred ground of power and indoctrination.

Rationality does not signify here, for these faculty defenders live in the post-modern world, the post-rational world as it were. These will be interesting times on the battlefields of academic freedom. You have to watch the definitions, because in the post modern world, words no longer mean what you think they mean.
:-)