The young black man in the video below, Frederick Wilson II, expresses views that are arguably far wiser and more helpful in the debate over justice and racial reconciliation than anything Al Sharpton, Eric Holder, or Jesse Jackson has said in recent years.

And Wilson’s views are exponentially more helpful than these inflammatory words from Louis Farrakhan who spoke recently at Morgan State University:

The young are God’s children, and they’re not goin’ down peaceful. You may not want to fight, but you better get ready. Teach your baby how to throw the bottle [Molotov cocktail] if they can [he then imitates a child throwing, while the audience laughs and applauds].

We’re gonna die anyway. Let’s die for something. Elijah Muhammad said…near fifty years ago…there were 20,000,000 of us, he said “If 10,000,000 of us lost our lives, there would be 10,000,000 of us left to go free….”

In this book [Farakkhan holds up a book], there’s a law for retaliation: Like for like. The Bible says, an eye, a tooth, a life. As long as they kill us, and go to Wendy’s, and have a burger, and go to sleep, they’re gonna keep killing us. But when we die and they die [cheering and standing ovation], then soon, we’re gonna sit at a table and talk about it We want some of this earth, or we’ll tear this G##d#mned country apart! As-salaamu alaikum.”

Perhaps this kind of rhetoric contributed to some blacks believing that the way to end racial injustice in Ferguson, Missouri was to steal and destroy the property of fellow blacks.

I hope that those high school social studies teachers who currently use tax dollars to promote their Leftist social and political views about race would show the Wilson video to students to balance out the whole “institutional racism” theme.

A few years ago when I was helping a Deerfield High School (DHS) student with a paper for her American Studies class, she shared that by the end of her first semester in that class, she hated America and hated being white. Great job, teachers. I’m sure that’s just what American taxpayers want their hard-earned money to subsidize.

Political proselytizing in public schools continues unabated. DHS teachers Ken Kramer and Neil Rigler continue to teach American Studies, and this year’s curriculum includes an essay by Leftist homosexual playwright Tony Kushner and five essays (some of which come from controversial history book A People’s History of  the United States) by Leftist American history revisionist Howard Zinn:

“American Things” by Tony Kushner

“A Kind of Revolution” by Howard Zinn

“American Ideology” by Howard Zinn

“Columbus and Western Civilization” by Howard Zinn

“We Take Nothing by Conquest, Thank God” by Howard Zinn

“Slavery Without Submission, Emancipation Without Freedom” by Howard Zinn

Other authors include Eric Foner, Barbara Kingsolver, Lorraine Ali, and Leon Litwack, all liberal.

“Progressives” will argue that these scholars are well-respected scholars and prize-winners, which is true but ignores the bias that shapes their work, determining which facts to include, which to omit, which to emphasize, and how to frame their analyses. It also ignores the academic mission of both Zinn and Foner to use their role as historians to advance their political agenda.

Let’s take a glimpse at the writers whom public school “agents of change” promote.

Former Leftist, now conservative writer David Horowitz writes this about Eric Foner:

In 2002, Columbia University hosted a conference of academic radicals called, “Taking Back The Academy: History of Activism, History As Activism.” The published text of the conference papers was provided with a Foreword by Professor Eric Foner, who is a past president of both the Organization of American Historians and the American Historical Association, and a leading academic figure. Far from sharing Professor [Stanley] Fish’s view that a sharp distinction should be drawn between political advocacy and the scholarly disciplines, Professor Foner embraced the proposition that political activism is essential to the academic mission: “The chapters in this excellent volume,” wrote Foner, “derive from a path-breaking conference held at Columbia University in 2002 to explore the links between historical scholarship and political activism….As the chapters that follow demonstrate, scholarship and activism are not mutually exclusive pursuits, but are, at their best, symbiotically related.”

Kramer and Rigler include in their coursepack the essay “And Our Flag Was Still There,”  in which well-known author and liberal Barbara Kingsolver takes aim at patriotism:

Patriotism threatens free speech with death. It is infuriated by thoughtful hesitation, constructive criticism of our leaders and pleas for peace. It despises people of foreign birth who’ve spent years learning our culture and contributing their talents to our economy. It has specifically blamed homosexuals, feminists and the American Civil Liberties Union.

In other words, the American flag stands for intimidation, censorship, violence, bigotry, sexism, homophobia, and shoving the Constitution through a paper shredder? Who are we calling terrorists here? Outsiders can destroy airplanes and buildings, but it is only we, the people, who have the power to demolish our own ideals.

Thomas Sowell (who happens to be black), Senior Fellow at Stanford’s Hoover Institution ), has this to say about Howard Zinn’s A People’s History of the United States of which Kramer and Rigler are so enamored:

It speaks volumes about our schools and colleges that far-left radical Howard Zinn’s pretentiously titled book, “A People’s History of the United States,” is widely used across the country. It is one indictment, complaint, and distortion after another.

Anyone who relies on this twisted version of American history would have no idea why millions of people from around the world are trying, sometimes desperately, to move to this country. The one virtue of Zinn’s book is that it helps you identify unmistakably which teachers are using their classrooms as propaganda centers.

One wonders if all the “progressive” public school “agents of change” around the country tell their students and their parents that Zinn is a controversial historian. One wonders if they require their students to read criticism of Zinn’s revisionist history and discuss Zinn’s open admission that he used his work to advance his Leftist political goals. One wonders if Leftist “educators” require students to spend equal time reading the work of Thomas Sowell, and Abigail and Stephan Thernstrom—you know, in the service of diversity, balance, and “critical thinking.”

It’s not just curricula that are infected with biased Leftist ideas that distort American history and foster division rather than unity among disparate groups. School administrations also promote Leftist assumptions through professional development conferences, workshops, and seminars that taxpayers subsidize. These include controversial racism-profiteer Glenn Singleton’s National Summit for Courageous Conversations, Regional Summits for Courageous Conversations, and “Beyond Diversity” seminars, which suck money from Americans through their public schools.

For the uninitiated, liberal theories regarding oppression almost always address homosexuality. Here’s an excerpt  from one of the sessions offered at last fall’s National Summit for Courageous Conversations in New Orleans:

Phase 2 seminar. Journey back to a time when homosexual men and women were exalted in their native cultures (”Two Spirits”), only to have it stripped away when Eurocentric ways took control.

And we can’t forget one of the most infamous wastes of taxpayer money: the annual White Privilege Conference that seeks to persuade whites that they are racist oppressors by virtue of nothing other than their skin color.

The curricular choices of liberal teachers present a lopsided picture of America that over-emphasizes America’s flaws and de-emphasizes those aspects of America that have made this the greatest nation in history. Biased Leftist resources transform education into indoctrination and exacerbate rather than mitigate racial hostility.  The Leftist assumptions about race, oppression, and justice that emerge from the writings of Brazilian Marxist Paulo Freire, Peggy McIntosh’s invisible knapsack, the White Privilege Conference, and Glenn Singleton’s dizzying array of money-making seminars and summits are corrupting education and disuniting Americans.

Race ballyhooers who line their pockets from the sale of their snake oil that aggravates racial wounds thus ensuring the perpetuation of their schemes claim they seek courageous and honest conversations.  They don’t. The only kind of “conversations” they want are ones that involve them pontificating and others sycophantically echoing.

It would behoove taxpayers to send an email to their local school administrators, asking if any district money has been or will be spent on any of these professional development conferences.

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WARNING: Not for younger readers

Let’s hope that audience members at the Dan Savage speaking engagement this coming Sunday, April 29, 2012 at Elmhurst College demonstrate the good sense and courage that several high school students recently demonstrated.

Dan Savage, the vulgar, vitriol-spewing, homosexual sex columnist was for some bizarre reason invited to be the Friday keynote speaker at a national convention for high school journalism students held in Seattle, Washington last week.

Savage, being Savage, employed his usual anti-religious, obscene rhetoric, and when some offended high school students walked out, the middle-aged Savage called them “pansies.”

In the convention’s program, Savage is described as a “popular, sex advice columnist” who offers “frank, funny advice on sex and relationships” and “creates a safe space for all audiences to discuss ‘taboo’ topics.” Two things to note: 1. The event planners knew exactly what they were getting in hiring Savage for an event for high school students. 2. In academia, a “safe space” means a place where volitional homosexuality must be affirmed as moral. The presence of any dissenting ideas renders a space “unsafe.”

After Savage’s presentation, faculty adviser for students from Overland Park, Kansas, Jim Mccrossen, told his students that “‘it is important to be challenged in what you believe because you never become stronger in anything if you are not challenged.'” When I worked at Deerfield High School, English teacher Jeff Berger-White made this same claim in our local press when defending his decision to teach the obscene, homosexuality-affirming play Angels in America: A Gay Fantasia on National Themes by homosexual playwright Tony Kushner:

‘There are going to be times during their years in high school, if we (teachers) are doing are (sic) jobs well, when most students should feel intellectually, emotionally, and even morally challenged.’ 

Some questions emerge from these teachers’ claims: First, is it really the job of public high school teachers to challenge students emotionally and morally? Second, if it is, how often do teachers in public schools provide resources or activities that challenge “progressive” views of homosexuality? How often do they have students read essays by scholars who dissent from the views of Dan Savage or Tony Kushner? How many students have read an essay by Princeton law professor Robert George or Providence College English professor Anthony Esolen or Amherst professor Hadley Arkes? How many students have read any essays at all by a conservative scholar on topics related to homosexuality?

Dan Savage’s signature project, the effort for which he is most well-known, is the “It Gets Better” Campaign in which actors, politicians, and ordinary people affirm homosexuality while telling hurting kids who experience same-sex attraction that life will get better. This has the superficial gloss of a positive message but is based on foundational assumptions that are ultimately socially irresponsible, intellectually bankrupt, and an affront to human dignity — the very opposite of the values Elmhurst College claims to hold.

Here are some of the values and visions that Elmhurst College affirms:

Mission

Elmhurst College inspires its students…to prepare for …ethical work in a multicultural, global society. … [W]e foster learning, broaden knowledge, and enrich culture through…scholarship.

Vision for the Future

Elmhurst College …asks our students to become… academically grounded, intellectually engaged, and socially responsible citizens, who understand and respect the diversity of the world’s cultures and peoples.

Core Values

Intellectual Excellence
We value intellectual freedom, curiosity, and engagement; [and] rigorous debate.

Community
We are committed to… mutual respect among all persons…and fairness and integrity in all that we do.

Stewardship
We are committed stewards of the human, fiscal, and physical resources entrusted to us.

Faith, Meaning, and Values
We value the development of the human spirit in its many forms and the exploration of life’s ultimate questions through dialogue and service. We value religious freedom and its expressions on campus. Grounded in our own commitments and traditions as well as those of the United Church of Christ, we cherish values that create lives of intellectual excellence, strong community, social responsibility, and committed stewardship.

Let’s see if Dan Savage reflects the mission of Elmhurst College to prepare students for “ethical work”; or its vision to have students become “academically grounded” and socially responsible citizens who “respect the diversity of the world’s peoples”; or the college’s core values regarding “mutual respect,” “integrity,” “intellectual excellence,” and “social responsibility.”

Here are some quotes from Savage (with links to videos, lest anyone think I’m cherry-picking quotes or pulling them out of context):

He describes conservative Christians like “Tony Perkins” as “right-wing, fundamentalist, bat sh*t, a**h*le, dou**ebag Christians,” and as the “Evangelical Taliban Christian Family Association.” He also tells “progressive” Christians to start “screaming in Tony Perkins’ face.”  I wonder if such rhetoric creates a “safe space” for people who hold orthodox, historical theological beliefs?

Even with asterisks, I can’t repeat what Savage says at his speaking engagements. If you choose to watch the ones we’ve provided links to, bear in mind that Savage has an adopted son who was between 10-12 years old when Savage was saying things publicly that no father should say even privately (WARNING—GRAPHIC,  OBSCENE LANGUAGE):  HERE, HERE,  HERE, HERE and HERE.  (UPDATE:  We discovered last night that a number of Savage’s YouTube videos were removed after this article was published.)

What is ironic is that after Rush Limbaugh used offensive language to describe a feminist activist, the Obama Administration took him to task, but even Dan Savage’s well-documented history of referring to conservative Christians as “bat sh*t, a**h*le, d**chebags” and advocating the most perverse sexual practices in the most foul language doesn’t stop President Obama from inviting him to the White House.

Elmhurst College claims to value “rigorous debate,” the “exploration of life’s ultimate questions through dialogue,” intellectual engagement, and diversity. If so, will the college be inviting speakers who espouse different views of the nature and morality of homosexuality than Savage and who do so in a different manner, that is to say, without obscene language that degrades rather than develops the human spirit.

Savage’s invitation seems to be part of a larger effort on the part of Elmhurst College to promote arguable assumptions about the nature and morality of homosexuality. Some months ago, Elmhurst College made the national news for being the first college in the nation to ask on its college application whether applicants identify as homosexual, bisexual, or transgender. The administration defended this question by asserting an offensive and absurd comparison of race to conditions constituted by subjective desire and volitional sexual acts.

In so doing, Elmhurst College administrators reveal their own ignorance. And by promoting contemporary ideas about “LGBT identity,” they reveal their theological heresy — not that theological orthodoxy is important to Elmhurst College, which bears virtually no imprint of its theological heritage. But boy oh boy does it proudly show the mark of sexual unorthodoxy to which even pedagogical soundness must bow in obeisance.

Elmhurst College’s Hammerschmidt Memorial Chapel, which once echoed with the thoughtful, civil voices of Elie Weisel and Martin Luther King Jr., will now be polluted by the odious rhetoric of Dan Savage.