“To compel a man to furnish funds for the propagation of ideas he disbelieves and abhors is sinful and tyrannical” – Thomas Jefferson
By Frank Roman
Did you know at the college of education at UCLA, future teachers may choose from up to 47 courses on multiculturalism and other such nonsense, while only three course titles (and descriptions) include the word math?
That’s right; we’re looking at about a 16-1 ratio of courses that trains would-be teachers how to be more “multicultural and diverse” in opposition to those courses that educate them how to teach future students in the vital subject of math. If you are a parent who is considering sending your children off to college, or currently have one attending, in order to “assure their future” keep listening.
A group called the Investor’s Business Daily, which studies the daily stock market, business news, mutual fund performance, and market analysis investigated the course offerings at 71 top teaching schools around the nation. The ratio was nearly as alarming at the University of Minnesota as it was at the college of education at UCLA because it offers 12 multiculturalism courses to every one math course. In other words there are about twice as many courses on “diversity and tolerance” as there are in mathematics and other hard sciences. In fact, only about a third of the schools gave math more emphasis than multiculturalism, diversity and other claptrap.
While some might say those are odd priorities for a university to have, there are others who understand fully what is going on — and has been — since the rise of campus Marxism and Boasian propaganda in the 1960’s. That was when the United States was turned on its head and coerced into reviling the old ways; things like respect, honor and academic excellence were cast aside in favor of relativism, racial equality and “tolerance” at all costs. So in spite of an increasingly technical world which will require students to have solid math skills, education school professors would rather push their politically correct views on diversity and “tolerance” which is not going to do much for working with numbers accurately and efficiently. But it will most certainly ensure a stronger racial identity in blacks and Asians, for example, and more white guilt in the European derived students. Additionally, 15-year olds tested in the United States came in 24th out of 30 industrialized nations in mathematics, according to the most recent figures from the Program of International Student Assessment. While trailing Iceland, Hungary, Poland, the Slovak Republic, and all of our major economic competitors in Europe and Asia, American students, the majority of which are European Americans, are losing their rightful place in the world.
According to the IBD report a number of obstacles hold back positive change and perpetuate the nation killing, mind withering trends inherent to modern day academia. On the so-called “supply side” of education many university school professors are a kind of self-perpetuating elite, and their dedication to multiculturalism and diversity makes use of a nearly fanatical approach to maintaining their grip on student’s minds. Professors control admission into their ranks by determining who will receive their doctoral diploma by deciding which doctoral graduates get hired, and then selecting which faculty member will receive that holy of holies known as tenure. So basically these people don’t want anyone in the way who doesn’t agree with their globalist race-less vision of the world. And tenured “academics” are in actual fact accountable to no one especially those who, as students, were adherents to the campus Marxists and Boasian propagandists of the 1960’s. Trust me, they dare anyone to question their motives.
So on the purported “demand side” of university education, soon-to-be teachers haven’t exactly begged for more math courses because those kinds of courses are a hell of a lot harder than those concerning multiculturalism, diversity and tolerance. You see, these future teachers know that their potential employers in public school districts would find it very disconcerting to their tender natures if they believed the applicant hadn’t been indoctrinated enough. They know that as far as the public school districts are ultimately concerned math is subjective while racial equality is objective. And of course we can’t forget the escalating funding they have to have no matter how badly some of the professors do in math. Something akin to Mr. Bush’s No Child Left Behind, or in this case No Marxist Left Behind. So they pamper themselves with a “big fish small pond” mentality by demeaning our race and culture; and urge prospective teachers to do the same thing by holding a sought after tenured career over their heads. And then there’s the issue of accrediting organizations which also helps to sanction multiculturalism. No one should be surprised there are laws that mandate education schools receive accreditation from the National Council for Accreditation of Teacher Education (NCATE). NCATE then requires education programs to meet its standards which are almost entirely devoted to diversity, but none exclusively devoted to the science or profession of teaching math. Of course, education schools that attempt to break from the interest groups’ multicultural focus is threatened with rejection of official approval in the public realm.
Now I’m no market analyst and I’m not good with math I’m sorry to admit, but you can be sure groups like the Investors Business Daily are just as interested in making tons of money in the same arena as those whom they study and advise. I’m sure the IBD group was horrified at the results of the long view they took at the close of this report. It bodes ill for groups like IBD when they discover that future investors, teachers, professors, students and workers will not have the proper technical expertise from which IBD can indirectly benefit. Then again there’s always outsourcing, open borders, and Wall Street shenanigans to bail them out. And yet it wouldn’t surprise me one bit to discover that IBD itself adheres to diversity, nonwhite immigration, miscegenation and Affirmative Action. If they do — and I’d wager they most certainly do — then they are working in a strange twilight world of cognitive dissonance and, like their clients and studies subjects are either obvious haters of European derived people in America and are actively seeking to permanently damage its existence, or they are utterly naïve.
But not if we can help it.
In fact your host has been in contact with a number of qualified members of European Americans United who are in the beginning stages of developing a syllabus aimed at homeschooling our small children. This material will not include subtle or overt calls for more diversity and, in fact, will portray history and other subjects accurately. By taking a long view and rejecting quick and dirty “activism” we will go a long way in reinforcing our children’s racial and cultural identity. Among other things our offspring will be taught is that by “celebrating diversity” they are really bowing down to the Hispanic, black and Asian peoples – and their special interest boosters — in a once clearly designated European derived America — and they will cause the North American continent to become more like the South American continent. The great prosperity and secure culture of the White United States will be traded for the poverty and instability of the revolution-torn countries south of our border. We are just now working to provide this syllabus and we want to do it right. Once it is finished and (then) taught responsibly, and when our kids are grown and gone they will be better able to handle the brain poison dished out by the politically correct high priests of public and private education. We’ll keep you posted on this badly needed curriculum.
Remember: two plus two still equals four and diversity is not our strength no matter what anyone says.