Understanding that future generations are the key to building political power and lasting change, socialists and totalitarians of all varieties have gravitated toward government-controlled education since before the system was even founded.

The communist “Frankfurt School” was no exception in its affinity for “educating” the youth.

Almost 100 years ago, a group of socialist and communist “thinkers” led by Marxist law professor Carl Grünberg established the Institute for Social Research (ISR) at Goethe University Frankfurt in Germany. From there, they would move to the United States. And from their new home in New York City, the subversive ideas they espoused would eventually infect the entire planet like a deadly cancer—mostly through the education system.

A Cultural Revolution

The group actually had its genesis in Moscow before officially being founded in 1923. By the early 1920s, the Bolsheviks—as Antonio Gramsci would later conclude from his Italian prison cell—realized a change in tactics was needed. The much-anticipated violent revolution of the proletariat predicted by Karl Marx to bring about communism, it turned out, would be much more difficult in Western Europe and the United States than previously anticipated. In fact, it wouldn’t be possible at all without first breaking down the cultural barriers to collectivism, they reasoned.

As such, the Communist Internationale and mass-murdering Soviet dictator Vladimir Lenin’s minion Karl Radek arranged a meeting at the Marx-Engels Institute in Moscow. Among the participants, according to historical records, were Soviet secret police boss Felix Djerzhinski, Hungarian Bolshevik “cultural commissar” Gyorgy Lukacs, and Communist Internationale (Comintern) bigwig Willi Muenzenberg.

At the Moscow meeting, the conspirators decided that what was needed was a more gradual “cultural revolution,” or what eventually came to be known as “cultural Marxism,” in the West and beyond. To advance that program, the subversives agreed on a sinister but brilliant plan. This would involve the destruction of traditional religion and the Christian culture it produced, the collapse of sexual morality and the deliberate undermining of the family, and a wrecking ball to infiltrate and demolish the existing institutions.

Some of these men had experience. For instance, Lukacs, who served as “minister of education and culture” in the Bolshevik Hungarian regime of Bela Kun, had introduced all manner of perversion and grotesque “sex education” in public schools, starting in elementary school. It was part of a campaign to destroy “bourgeois” Christian morality and sexual ethics among the youth. The objective was to eventually de-Christianize Hungary, thereby facilitating a total communist restructuring of the human mind and all of society.

Moving to America

A key tool of these conspirators in Moscow would come to be known as the Frankfurt School. From the Institute in Frankfurt, and later in New York, these cultural revolutionaries would promote feminism, communism, atheism, mass migration, globalism, humanism, multiculturalism, nihilism, hedonism, environmentalism, and all sorts of other “isms” that tended to undermine individual liberty, traditional culture, and morality. Rampant morality-free sexuality and Freudian pseudo-psychology were central to the agenda.

To anyone who has studied America’s public education system today, which spends far more time peddling these “isms” to captive children than providing actual education, the stench of the Frankfurt School’s machinations is unmistakable. In fact, the whole system reeks.

Despite some differences, the group maintained close ties with the Soviet Union. Ironically, though, analysts have long argued that the work of the institute peddling Nietzsche and others helped lay the foundation for the National Socialist takeover of Germany. As the Nazi regime of Adolf Hitler gradually parted ways with the more internationally minded socialist tyranny of the butchers in Moscow, the civilization destroyers at the ISR fled to the United States.

There, with crucial assistance from socialist and humanist “education reformer” John Dewey and his disciples, these characters attached themselves to Columbia University’s important Teachers College in 1934. Dewey had been a leading “philosopher” and “educator” at Columbia, retiring just a few years before the Frankfurt School influx was in full swing. Others settled at Berkeley, Princeton, and Brandeis.

With Rockefeller money, Dewey would play a key role in helping the Frankfurt School’s operatives put down roots in America. More on the role of the major foundations in subverting American education will be detailed in an upcoming piece of this series.

The importation of Frankfurt School luminaries was a match made in totalitarian heaven, as Dewey and his disciples had much in common with the cultural Marxist social revolutionaries.

As previously recounted in this series on education, for instance, Dewey was a devoted fan of the Soviet model. In fact, he wrote glowing reports about the supposed successes of Soviet communism in the “New Republic” magazine. Dewey was especially infatuated with the indoctrination centers masquerading as schools—and particularly how they were instilling a “collectivistic mentality” in the children. Dewey’s collectivist, anti-Christian “religious humanism” also appealed to the Frankfurt operatives.

Once the institute’s minions set up shop at Columbia and other prestigious U.S. academic institutions, the Frankfurt School’s rhetoric had to change, at least superficially, as Americans were still ardently devoted to God, country, family, and individual liberty. And so, instead of speaking openly of Marxism and communism, Frankfurt School subversives spoke of “dialectical materialism.” Instead of attacking the family, they attacked “patriarchy.” But the agenda remained the same.

Fighting ‘Fascism’

Almost as soon as they arrived, they began plotting the destruction of America’s traditional values, religion, and form of government under the guise of fighting “fascism.”

Indeed, the luminaries of the Frankfurt School, who represented a wide variety of disciplines, used “education” as a crucial tool for advancing their totalitarian, civilization-destroying philosophies. But they infected much more than just the education system, with their sick ideas spreading out like a poison throughout the intellectual veins of America: the social sciences, entertainment, politics, and beyond.

One of the ways in which Frankfurt School operatives and academics advanced their desired social changes via education was through so-called critical theory. In his 1937 work “Traditional and Critical Theory,” ISR Director Max Horkheimer argued that critical theory—a neo-Marxist tool used to demonize the market system, Christianity, and Western civilization—was aimed at bringing about social change and exposing the alleged oppression of people by capitalism.

Another useful tool for undermining freedom and traditional society was the 1950 work by key Frankfurt School theorists known as “The Authoritarian Personality.” These social “researchers” claimed to discover that the traditional American male and father was actually “authoritarian” because, among other reasons, he held traditional values. Thus, the “patriarchy” and the traditional family—among the most important barriers to tyranny—came under relentless attack as a precursor to “fascism.” Public schools were viewed as tools to combat this alleged problem, and they did so vigorously.

Influence

To understand just how central Teachers College (infected by Frankfurt School and Dewey ideas) would become to the public education in the United States, consider that, by 1950, estimates suggest that a third of principals and superintendents of large school districts were being trained there. Many of these left the college with radical ideas about reality, government, society, family, and economy that came straight from Dewey and the Frankfurt School.

Of course, the damage to America from anti-God, anti-freedom German “intellectuals” began even before the Frankfurt School migrated to Columbia. In fact, Dewey was trained by G. Stanley Hall, who was among the many Americans to study under professor Wilhelm Wundt at Leipzig University.

Among other notable highlights, Wundt pioneered the idea of the human being as a soulless animal. Essentially, he viewed people as biological stimulus-response mechanisms that could, and should, be trained in a manner similar to circus animals. This Darwinian, materialist view of the human being reigns supreme today in the education system but has been catastrophic.

Fringe left-wing extremists who support the Frankfurt School’s anti-American agenda have dishonestly attempted to paint criticism of the relevant institutions, academics, and their ideas as “anti-Semitic.” But in reality, the dangerous ideas pose a major threat to Judaism, too, and so countless patriotic and liberty-minded Jews have also joined the fight against the Frankfurt School’s poison.

The threat of these subversives and their cultural Marxism has been recognized at the highest levels of the U.S. government, even recently. Former National Security Council Director of Policy and Planning Richard Higgins, for instance, blasted it in his now-notorious 2017 “Higgins Memo” to President Donald Trump about the ongoing war against the administration and the United States.

The wars against Trump and America “cannot be separated from the cultural Marxist narratives that drive them,” warned Higgins, saying cultural Marxism was most directly tied to the Frankfurt School. “The Frankfurt strategy deconstructs societies through attacks on culture by imposing a dialectic that forces unresolvable contradictions under the rubric of critical theory,” he warned. Higgins then quotes Herbert Marcuse, a leading Frankfurt thinker, on how to crush the political and cultural right through persecution and phony “tolerance.”

To this day, reflecting the ISR influx of the early 1930s, Teachers College remains a leading purveyor of socialist poison masquerading as “education.” Its recently released book list includes titles by Bill Ayers, the communist terrorist whose terror group Weather Underground, working with communist Cuban intelligence, bombed the State Department, the Pentagon, Capitol Hill, police stations, and more. The Teachers College Press fall selection also includes endless nonsense on “social justice,” racialism, multiculturalism, and other “isms” with roots in Marxism and Frankfurt School strategies.

With society and civilization becoming increasingly unstable as the final vestiges of traditional education are destroyed, the Frankfurt School and its American allies such as Dewey would be pleased with their handiwork. After all, cultural Marxists including Gramsci and ISR thinkers believed that once the old order was destroyed via a “long march” through society’s institutions, Marxism could eventually triumph. On the education front, they now appear largely victorious.

But their overall victory is hardly assured. What comes next depends on whether Americans can be roused from their slumber in time to restore civilization. As the socialists and totalitarians understood well, education will be the key either way.

This article was originally published by The Epoch Times, and is one report in a series of articles examining the origins of government education in the United States.

Schools across America are “weaponizing whiteness,” according to the scandal-plagued Southern Poverty Law Center (SPLC). To combat this alleged problem, teachers must let children run classrooms while indoctrinating them into hating the very foundations of the United States and viewing everything through the lens of “race,”  explained the far-left hate group.

Infamous for its grotesque bigotry against people of faith and even for inspiring a Christian-hating terrorist to attempt mass murder, the SPLC offers a range of materials to “educators” through its “Teaching Tolerance” program — a program that praised communist terrorist Bill Ayers as a role model for educators. Its latest initiative to further weaponize government schools by promoting “Critical Race Theory” is now drawing nationwide scrutiny.

It begins with a lie. “Weaponizing whiteness happens in schools every day,” reads a report about the supposed problem in the latest issue of the SPLC’s “Teaching Tolerance” magazine, which also works to promote homosexuality, transgenderism, hatred against Christians, and other controversial ideas in government schools. It is a bold claim from the SPLC. However, it is supported by zero credible evidence, as the piece itself shows.

The first actual example provided of this alleged “weaponization” of “whiteness” supposedly happening in schools is offered by “humanities” teacher Charles McGeehan, a guilt-ridden white man who founded an outfit (that seems to be mostly a Facebook page with 678 likes) called “Building Anti-Racist White Educators” (BARWE). Yes, seriously.

His oh-so-horrifying example of this alleged scourge is that “minor issues — like a student coming to class late or cutting class—end up spiraling into more serious disciplinary issues that can have dire consequences for students.” Yes, seriously: Consequences for tardiness or cutting class is the very first example of this ubiquitous plague said to be afflicting children all across America.

Simply being a teacher and doing what teachers are hired to do — exercise authority in the classroom while teaching children — makes McGeehan feel guilty over his racism. “I have to actively resist the urge to maintain power or control in my classroom, and especially to resist the anger that can bubble up in me when that control is called into question,” he told the SPLC.

The second example of this alleged “weaponization” of “whiteness,” even more ludicrous than the first, comes from a 2016 “study” using “eye-tracking technology.” According to the “study,” teachers — especially black teachers — were supposedly 8 percent more likely to look at black boys than white boys when looking for indications of “challenging behavior” in the classroom. Ironically, the same study found teachers were also more likely to look at white girls than black girls.

And yet, despite the almost comical nature of the easily discredited “findings” and conclusions, the fake media and the SPLC trumpeted this “study” as proof that teachers are somehow systemically racist against black children. Apparently, black educators supposedly being harsher on black children is also evidence of white supremacy and weaponizing whiteness.

Of course, there is a far simpler explanation than systemic racism and “implicit bias” for the findings. The number of black boys coming from single-parent homes is significantly higher than the number of white children, and every study that has looked at the issue shows children without fathers at home are far more likely to get in trouble. The same argument applies to the SPLC’s claim that black children are more likely to be referred to law-enforcement.

Incredibly, disciplining children without regard to race and even exasperated teachers crying in the classroom are offered as additional examples of the supposed weaponization of whiteness. Yes, seriously. Indeed, when a female teacher requests support from law-enforcement to deal with an out-of-control child, this is tantamount to “recreating the dynamics that were used as excuses for racial terror,” SPLC propagandist Coshandra Dillard claims in the fall 2020 issue of Teaching Tolerance.

Even teachers denying their racism and “weaponization of whiteness,” or insisting that they did not mean any harm, is inflicting “further damage” on children, according to the SPLC. Yes, seriously: If teachers refuse to confess their alleged guilt and collective sin stemming from their lack of sufficient melanin in their skin, they are somehow hurting children. Welcome to the absurd world of the SPLC and its allies in government “education.”

Ironically, studies show the sort of “diversity” indoctrination being advocated by the SPLC and other race-mongers actually makes people more racist. As the Harvard Business Review put it, “a number of studies suggest that it can activate bias or spark a backlash.” Of course, the SPLC and the race-mongers know this. But since they thrive on fomenting racism and hate to bring in money, it is no surprise to see them peddle quackery that encourages racism and hate.

The SPLC has a long and almost unbelievable history of absurdity. For instance, it was forced to pay millions of dollars after libeling a practicing Muslim as one of the world’s top “anti-Muslim extremists.” The group also smeared a top black law professor for supposedly enabling “white supremacy” by supporting border security. The SPLC even claimed a Cherokee Indian married to a direct descendant of Sacajawea as the “matriarch” of the “anti-Indian movement.”

Perhaps more alarming, the SPLC’s vicious hate-mongering even inspired homosexual terrorist Floyd Corkins to try to massacre employees of the Family Research Council for speaking against the LGBT agenda. Using the SPLC “hate map” as a guide, Corkins admitted to the FBI he was inspired by the SPLC and planned to rub Chik-Fil-A sandwiches in the faces of his victims after slaughtering them.

To normal people, the SPLC’s unhinged whining about the supposed “weaponization of whiteness” by school teachers probably sounds more like the rantings of a madman than a legitimate concern about a legitimate issue. However, despite the outlandishness of it all, the implications are deadly serious. The far-left group claims to reach over half a million educators, many of whom have also been conditioned by propaganda and substandard “education” into believing the absurdities of the Marxist ideology known as “Critical Race Theory.”

In addition to its widespread influence, the lies being peddled by the SPLC would lead to the collapse of the United States as a constitutional Republic guaranteeing God-given rights for all. For instance, in the SPLC rant on the “Weaponization of Whiteness in Schools,” the writer peddles the false notion that “anti-Blackness and white supremacy are baked into our country’s foundation.”

In reality, America’s Founders made a revolutionary claim that remains at the foundation of America: That all men are created equal and are endowed by their Creator with certain unalienable rights. The argued that this was a self-evident truth. But if the false narrative pushed by the SPLC about the nation’s biblical foundations in liberty were to become widely accepted, it would literally lead to the crumbling of the America that sits on those foundations.

More importantly, the racist arguments made by the SPLC are preposterous from a Christian perspective — and the overwhelming majority of Americans (whose taxes pay for public schools) continue to describe themselves as Christian. While the Bible speaks of tribes, nations, and tongues, the God of the Bible never divides people by “race.” In fact, the Scriptures never even mention “race” in the same sense as modern-day race-mongers such as the SPLC.

We are committed to upholding truth while resisting and opposing the rising wave of delusional thinking and tyrannical laws/mandates that have afflicted our state and nation. IFI will continue to provide our supporters with timely alerts, video reports, podcasts, pastors’ breakfasts, special forums, worldview conferences, and thought-provoking commentaries—content that is increasingly hard to find.

We encourage you to join us in our efforts. Your support will help us to continue our vital work in 2021. A vigorous defense of biblical truth is needed more than ever in Illinois. #GivingTuesday

Many Americans find President Obama’s obsession with income inequality troubling. Many think the goal of equality of outcome as opposed to equality of opportunity is misguided and harmful. Many are concerned with his hyper-focus on race, class, gender, and the dubious classification “sexual orientation.” Well, get used to it, folks, because the government is breeding a new generation of Obamas, chiefly through public education.  

This indoctrination occurs in schools, colleges, and departments of education that train teachers and then through them, filters down into our high schools, middle schools, and elementary schools. 

One of the scores of ways the Obama/Bill Ayers/Peggy McIntosh/Paulo Freire worldviews are promulgated is through the annual “White Privilege Conference” being held this March 26-29 in Madison, Wisconsin. And one sure sign that this conference is up to no good is that the morally impoverished Southern Poverty Law Center (SPLC) will be participating through its ironically named “educational” project: Teaching Tolerance. Yes, the Southern Poverty Law Center, which identifies the Family Research Council, American Family Association, Concerned Women for America, Liberty Counsel, and IFI as “hate groups” because of our orthodox Christian belief that homosexual acts are immoral thinks of itself as the teacher of tolerance. 

The documents for this conference include a glossary of terms for the uninitiated in which the term “Christonormativity” is defined: “The system of oppression which assumes Christianity as the norm, favors Christians, and denigrates and stigmatizes anyone that is not Christian. Equates Americanness with Christianity.”

Oddly, I couldn’t find the term “Christophobia,” which is the system of oppression which assumes Christianity is the source of all evil and stigmatizes anyone who is an orthodox Christian.

To give you a clearer picture of the ideologies that infect public education, below is a sampling of bios and workshops from the White Privilege conference. (Remember as you read the following that when the terms “racism” and “bias” are used, they do not refer primarily to actual racism and bias, but rather to “institutional racism” and “bias” which are horses of an entirely different color—definitely not white. Just know that if you’re a white, male, heterosexual, orthodox Christian you’re automatically guilty of racism, patriarchy, heteronormativity, Christonormativity, and hegemonic practices):

Paul Kivel: “The Roots of Racism in Christian Hegemony: Decolonizing our Thinking, Behavior, and Public Policy”: Before Europeans understood themselves as white they thought of themselves as Christians participating in a cosmic battle between good and evil against all those labeled Other. Today, Christian hegemony punishes the poor, destroys the environment, and contributes to our seemingly endless “war on terror.” As our crises of financial meltdown, war, racism and environmental destruction intensify; it is imperative that we dig beneath the surface of Christianity’s benign reputation to examine how it undermines our interpersonal relationships, weakens our communities and promotes injustice. Join me in a discussion of the impact of dominant Christianity on our lives and on how Christians and those who are not Christian have resisted oppression and built communities of healing and justice. 

Emily Chiariello: The Teaching Tolerance Anti-bias Framework, “Understanding Identity, Diversity, Justice and Action,” will orient participants with the first-ever road map for anti-bias education. Organized into four domains: Identity, Diversity, Justice and Action, the framework represents a continuum of engagement in anti-bias, multicultural and social justice education, moving anti-bias educators from prejudice reduction toward collective action….Participants will walk away with a copy of the complete framework and strategies for integrating the framework into classroom instruction.

Rosemary Colt and Diana Reeves: “Examining White Privilege and Building Foundations for Social Justice Thinking in the Elementary Classroom”:  Learn how to design and implement curriculum around concepts of power, justice, relationship and community building. How does white privilege impact our society at a community level, a global level? …In this session, we will share curriculum that allows children to construct an understanding of how race and privilege have determined what our neighborhoods look like. Even young students can learn to understand and think critically about white privilege and power, as well as detect bias, assume perspectives different from their own, and take social action.

Christine Saxman: “Saxman is an English teacher [at Deerfield High School, Deerfield, Illiniois], Equity leader, Pacific Education Group Affiliate and “Seeking Educational Equity and Diversity” facilitator. She works for racial justice inside her classroom, school district and community….She will be co-facilitating “Interrupting White Privilege at WPC and Beyond: How Interruption Can Strengthen Relationships and Build Community Relationships and Build Community.” What do you do if you see white privilege asserting itself at WPC? What do you do when someone shares that you’ve been asserting privilege and you didn’t realize it? This workshop, facilitated by a Woman of Color and a White woman, will examine how to recognize privilege and how to interrupt it in the service of relationships, community, and justice.   

Andrea Haynes Johnson: Johnson is a Black, female anti-racist leader and educator. Currently she serves as the Director of Diversity and Grants for [Deerfield and Highland Park High Schools], and she is an Affiliate with Pacific Educational Group. She will be the co-facilitator of “Moving K-12 Public Schools to Anti-Racist Action,” in which Participants will engage in a vibrant conversation about the paths and pitfalls to transforming Public Schools into spaces that interrupt White Privilege and promote anti-racist practices. Strategies for accountability, staff development and student engagement will be shared. The dialogue will empower participants to return to their home schools armed with language and concrete practices that can foster a more inclusive environment for all stakeholders.

White Privilege Conferences are attended by public school teachers who will take these controversial ideas about race, gender, class, “sexual orientation,” and bias into the classroom in subtle and not-so-subtle ways. There is no reason for teachers to attend this voluntary conference other than to bring the dubious ideas they ingest back to the classroom. And folks, we often pay for it. 

Take ACTION: Contact your local high school and ask if any teachers are speaking at or attending this dubious conference, and if so, ask whether the school district is footing the bill.

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“Teachers should teach their subjects. They should not teach peace or war or freedom or obedience or diversity or uniformity or nationalism or antinationalism or any other agenda that might properly be taught by a political leader or a talk-show host”
(Stanley Fish http://chronicle.com/jobs/news/2003/01/2003012301c.htm).

I sincerely hope that the notoriety of former Weather Underground terrorist Bill Ayers that has been resurrected as a result of his affiliation with Barack Obama will result in a more critical look at the content of his “social justice” theories that undermine the legitimacy of public education.

Up until this past August, I worked at Deerfield High School (DHS) which is located in a suburb north of Chicago. For too many years the public has been unwittingly subsidizing the efforts of a small group of academic activists who arrogantly believe that their job description includes transforming the culture.

What is even more troubling is the direction in which they seek to transform the culture. Their socio-political vision comes straight out of Bill Ayers’ playbook. In fact, one of the preeminent social justice activists at Deerfield High School has signed the “Support Bill Ayers” petition.

Unfortunately, the presence of social justice advocacy is not a problem at just Deerfield High School. This cancer has metastasized throughout our nation’s public schools via our teacher-education programs, like the one at University of Illinois (Chicago) where Bill Ayers teaches.

If the innocuous term “social justice” referred to helping those in need who are incapable of helping themselves, then we should support it in both theory and practice. The problem is that the “social justice” movement in public education refers to a very particular set of beliefs that are anything but innocuous.

In regard to economics, it’s essentially repackaged socialism with its focus on income redistribution. Its other dominant features pertain to race, gender, class, and sexual orientation/sexual identity/ or sexual expression. Social justice theory encourages students to view the world through the divisive lens of identity politics that demarcates groups according to who are the “oppressors” and who are the “oppressed.” It has nothing to do with individual acts of actual persecution or oppression.

For example, as one of the social justice proponents at DHS has said nauseum, “If you’re white, male, and heterosexual, you are automatically an oppressor.” Apparently, he doesn’t notice that this is a prejudiced, racist, sexist, heterophobic stereotype.

Social justice theory robs minorities of a sense of agency in and responsibility for their own lives, telling them that their lot in life cannot improve through their own efforts but only through an appropriate degree of guilt on the parts of the purported oppressors. It cultivates a sense of perpetual victimization and powerlessness on the parts of minorities and an irrational and illegitimate sense of guilt on the parts of the “oppressors.”

There are a number of influential social justice “educators” (or grievance-mongers) whose names taxpayers would be wise to know: Paulo Freire, a Brazilian Marxist whose book, Pedagogy of the Oppressed has been hugely influential; Bill Ayers (Teaching for Social Justice); Asa Hilliard, bell hooks, Jane Elliot, Peggy McIntosh (SEED), and Glenn Singleton (Pacific Education Group, Courageous Conversations).

In an Oct. 28, 2008 online Education Week article, “Election Renews Controversy Over Social-Justice Teaching,” writer Kathleen Kennedy Manzo writes that the fact that social justice teaching tends “to highlight the more unseemly details of U.S. history as well as the nation’s enduring problems, is what most disturbs critics of the movement.” One student I worked with on the writing center at DHS told me that at the end of her first semester in an American Studies class, she hated America and hated being white.

Despite claims made by Bill Ayers, social justice “educators” do not in practice demonstrate a commitment to intellectual inquiry. Ayers wrote on the blog “eduwonkette” that “in a democracy one would expect . . . commitment to free inquiry, questioning, and participation.” But social justice teachers rarely, if ever, introduce resources that challenge their own biased view of American history, their controversial theories on how to think about race, or their arguable, unproven theories about the nature and morality of homosexuality.

In a new book by well-respected–not conservative–scholar Stanley Fish, Save the World on Your Own Time, he chastises educators who use the classroom for purposes for which they were not hired:

Teachers can also put students in possession of the analytical tools employed by up-to-date researchers in the field. But teachers cannot, except for a serendipity that by definition cannot be counted on, fashion moral character, or inculcate respect for others, or produce citizens of a certain temper. Or, rather, they cannot do these things unless they abandon the responsibilities that belong to them by contract in order to take up responsibilities that belong properly to others. But if they do that, they will be practicing without a license and in all likelihood doing a bad job at a job they shouldn’t be doing at all. When that happens–and unfortunately it does happen–everyone loses. The students lose because they’re not getting what they paid for (it will be said that they are getting more, but in fact they are getting less). The university loses because its resources have been appropriated for a nonacademic purpose.

He further argues that “Higher education loses . . . when teachers offer themselves as moralists, therapists, political counselors, and agents of global change.”

Taxpayers should do as I did: Send an email or letter to the superintendent, principal, assistant principal, library staff, and all department chairs of your public schools, urging them to purchase, read, study, and discuss this important book during staff development time. The exploitation of the classroom by “social justice” advocates who use our money to effect “social change” in the direction of their socio-political vision must stop now, and it won’t unless taxpayers speak up.