When the 60s radicals realized that they couldn't burn down the university,....they took it over.
Today, universities turn behave as though they were akin to Christian monasteries, the difference being that monasteries admitted that their intention was to Christians.
The universities aim to turn out Liberal automatons committed to ending the America that the Founders offered to the world.
Woodrow Wilson’s speech as president of Princeton:
“Our problem is not merely to help students to adjust to themselves to world life…[but] to make them as unlike their fathers as we can.”
Michael McGerr, “A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920,” p. 111
1.Earlier views of American education:
"....idea of education, therefore, was moral and civic, not merely instrumental. ... if a state or community is to be good, its citizens must be good, so they aimed at an education that would produce virtuous people and good citizens.
a. It is striking to notice the similarity between Jefferson's ideas and those of a leader of the last great democracy prior to Jefferson's fledgling democracy. In 431 B.C., Pericles of Athens described the character of the great democratic society he wished for his community: A city "governed by the many, not the few," where in the "matter of public honors each man is preferred not on the basis of his class but of his good reputation and merit. No one, moreover, if he has it in him to do some good for the city, is barred because of poverty or humble origins."
2. ... two thousand years later, from the 16th through the 18th centuries, a different group of philosophers in Italy, England and France introduced a powerful new idea. Their world was dominated by ambitious princes and kings who were rapidly asserting ever greater authority over the lives of their people and trampling on the traditional expectations of individuals and communities.
In the philosophers' view, every human being was naturally endowed with three essential rights: to defend his life, liberty and lawfully acquired property.
3. .... values [of honor and democratic merit, of civic participation and self-sacrifice for community] have not disappeared, but in our own time they have been severely challenged. With the shock of the 9/11 terror attacks, most Americans reacted by clearly and powerfully supporting their government's determination to use military force to stop such attacks and to prevent future ones. Most Americans also expressed a new unity, an explicit patriotism and love of their country not seen among us for a very long time.
4. That is not what we saw and heard from the faculties on most elite campuses in the country, and certainly not from the overwhelming majority of people designated as "intellectuals" who spoke up in public. They offered any and all explanations, so long as they indicated that the attackers were really victims, that the fault really rested with the United States.
5. Yet many members of the intelligentsia decried the outburst of patriotism that greeted the new assault on America. The critics were exemplified by author Katha Pollitt, who wrote in the Oct. 1, 2001, edition of the Nation about her daughter wanting to fly the American flag outside their window after 9/11. "Definitely not," Ms. Pollitt replied. "The flag stands for jingoism and vengeance and war."
a. Such ideas still have a wide currency, reflecting a serious flaw in American education that should especially concern those of us who take some part in it. The encouragement of patriotism is no longer a part of our public educational system, and the cost of that omission has made itself felt. This would have alarmed and dismayed the founders of our country."
http://online.wsj.com/articles/donald-kagan-democracy-requires-a-patriotic-education-1411770193
American Power Democracy Requires a Patriotic Education
Today, universities turn behave as though they were akin to Christian monasteries, the difference being that monasteries admitted that their intention was to Christians.
The universities aim to turn out Liberal automatons committed to ending the America that the Founders offered to the world.
Woodrow Wilson’s speech as president of Princeton:
“Our problem is not merely to help students to adjust to themselves to world life…[but] to make them as unlike their fathers as we can.”
Michael McGerr, “A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920,” p. 111
1.Earlier views of American education:
"....idea of education, therefore, was moral and civic, not merely instrumental. ... if a state or community is to be good, its citizens must be good, so they aimed at an education that would produce virtuous people and good citizens.
a. It is striking to notice the similarity between Jefferson's ideas and those of a leader of the last great democracy prior to Jefferson's fledgling democracy. In 431 B.C., Pericles of Athens described the character of the great democratic society he wished for his community: A city "governed by the many, not the few," where in the "matter of public honors each man is preferred not on the basis of his class but of his good reputation and merit. No one, moreover, if he has it in him to do some good for the city, is barred because of poverty or humble origins."
2. ... two thousand years later, from the 16th through the 18th centuries, a different group of philosophers in Italy, England and France introduced a powerful new idea. Their world was dominated by ambitious princes and kings who were rapidly asserting ever greater authority over the lives of their people and trampling on the traditional expectations of individuals and communities.
In the philosophers' view, every human being was naturally endowed with three essential rights: to defend his life, liberty and lawfully acquired property.
3. .... values [of honor and democratic merit, of civic participation and self-sacrifice for community] have not disappeared, but in our own time they have been severely challenged. With the shock of the 9/11 terror attacks, most Americans reacted by clearly and powerfully supporting their government's determination to use military force to stop such attacks and to prevent future ones. Most Americans also expressed a new unity, an explicit patriotism and love of their country not seen among us for a very long time.
4. That is not what we saw and heard from the faculties on most elite campuses in the country, and certainly not from the overwhelming majority of people designated as "intellectuals" who spoke up in public. They offered any and all explanations, so long as they indicated that the attackers were really victims, that the fault really rested with the United States.
5. Yet many members of the intelligentsia decried the outburst of patriotism that greeted the new assault on America. The critics were exemplified by author Katha Pollitt, who wrote in the Oct. 1, 2001, edition of the Nation about her daughter wanting to fly the American flag outside their window after 9/11. "Definitely not," Ms. Pollitt replied. "The flag stands for jingoism and vengeance and war."
a. Such ideas still have a wide currency, reflecting a serious flaw in American education that should especially concern those of us who take some part in it. The encouragement of patriotism is no longer a part of our public educational system, and the cost of that omission has made itself felt. This would have alarmed and dismayed the founders of our country."
http://online.wsj.com/articles/donald-kagan-democracy-requires-a-patriotic-education-1411770193
American Power Democracy Requires a Patriotic Education
