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Thread: Multiculturalism's War on Education

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    Multiculturalism's War on Education

    Multiculturalism's War on Education


    By Elan Journo
    FrontPageMagazine.com | Monday, August 27, 2007

    Back to school nowadays means back to classrooms, lessons and textbooks permeated by multiculturalism and its championing of "diversity." Many parents and teachers regard multiculturalism as an indispensable educational supplement, a salutary influence that "enriches" the curriculum. But is it?

    With the world's continents bridged by the Internet and global commerce, multiculturalism claims to offer a real value: a cosmopolitan, rather than provincial, understanding of the world beyond the student's immediate surroundings. But it is a peculiar kind of "broadening." Multiculturalists would rather have students admire the primitive patterns of Navajo blankets, say, than learn why Islam's medieval golden age of scientific progress was replaced by fervent piety and centuries of stagnation.

    Leaf through a school textbook and you'll find that there is a definite pattern behind multiculturalism's reshaping of the curriculum. What multiculturalists seek is not the goal they advertise, but something else entirely. Consider, for instance, the teaching of history.

    One text acclaims the inhabitants of West Africa in pre-Columbian times for having prosperous economies and for establishing a university in Timbuktu; but it ignores their brutal trade in slaves and the proliferation of far more consequential institutions of learning in Paris, Oxford and elsewhere in Europe. Some books routinely lionize the architecture of the Aztecs, but purposely overlook or underplay the fact that they practiced human sacrifices. A few textbooks seek to portray Islam as peaceful in part by presenting the concept of "jihad" ("sacred war") to mean an internal struggle to surmount temptation and evil, while playing down Islam's actual wars of religious conquest.

    What these textbooks reveal is a concerted effort to portray the most backward, impoverished and murderous cultures as advanced, prosperous and life-enhancing. Multiculturalism's goal is not to teach about other cultures, but to promote--by means of distortions and half-truths--the notion that non-Western cultures are as good as, if not better than, Western culture. Far from "broadening" the curriculum, what multiculturalism seeks is to diminish the value of Western culture in the minds of students. But, given all the facts, the objective superiority of Western culture is apparent, so multiculturalists must artificially elevate other cultures and depreciate the West.

    If students were to learn the truth of the hardscrabble life of primitive farming in, say, India, they would recognize that subsistence living is far inferior to life on any mechanized farm in Kansas, which demands so little manpower, yet yields so much. An informed, rational student would not swallow the "politically correct" conclusions he is fed by multiculturalism. If he were given the actual facts, he could recognize that where men are politically free, as in the West, they can prosper economically; that science and technology are superior to superstition; that man's life is far longer, happier and safer in the West today than in any other culture in history.

    The ideals, achievements and history of Western culture in general--and of America in particular--are therefore purposely given short-shrift by multiculturalism. That the Industrial Revolution and the Information Age were born and flourished in Western nations; that the preponderance of Nobel prizes in science have been awarded to people in the West--such facts, if they are noted, are passed over with little elaboration.

    The "history" that students do learn is rewritten to fit multiculturalism's agenda. Consider the birth of the United States. Some texts would have children believe the baseless claim that America's Founders modeled the Constitution on a confederation of Indian tribes. This is part of a wider drive to portray the United States as a product of the "convergence" of three traditions--native Indian, African and European. But the American republic, with an elected government limited by individual rights, was born not of stone-age peoples, but primarily of the European Enlightenment. It is a product of the ideas of thinkers like John Locke, a British philosopher, and his intellectual heirs in colonial America, such as Thomas Jefferson.

    It is a gross misconception to view multiculturalism as an effort to enrich education. By reshaping the curriculum, the purveyors of "diversity" in the classroom calculatedly seek to prevent students from grasping the objective value to human life of Western culture--a culture whose magnificent achievements have brought man from mud huts to moon landings.

    Multiculturalism is no boon to education, but an agent of anti-Western ideology.


    http://www.frontpagemag.com/Articles...9-896F82D967DE


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    The idea that teaching "diversity", "multicultralism", and "tolerance" enhances ones education and knowledge of the world is quite a large misconception.

    As any pro-diversity/multicultural bypasser on the street what they know of other countries and they can not tell you much and perhaps even less than the past generations, who weren't taught the fads of this generation.

    One time I was waiting in the waiting room for a chiropractor and there was a group of 4 oldies. Probably 80 or so. They were talking about Spain and its influence on South America. I was astonished at how much they knew. They were 80 yet they can recall which South America countries speak which language, who discovered them, when they were colonised, etc., etc. Ask any indoctrinated chump today and the only thing they know that is forum is the Great Wall of China and how white man destroyed the world with their evil culture.

    Also another misconception with people who are taught diversity is that cultures are different but some how they all apply to the same rules as European culture. For example, when people go overseas to countries like Mongolia they are shocked when they have to eat pig's balls and shower in a dirty river. The thoughts that come to their mind aren't that perhaps my culture is not the same to their's and that I like mine better, they just don't think about it at all and are perplexed when they find that only Europe has the culture they deem to be the "right" one. They never come to this conclusion by themselves, only subconsciously do they realise it. This is another problem with diversity/multicultralism and such. It doesn't accommodate for more than one culture. There is no diversity when Blacks move to Europe and "assimilate". If they assimilate you've destroyed part of their culture. If they don't assimilate, then they're destroying your culture. There is no middle ground. And when people, as I explained before, subconsciously realise that diversity does not mean everyone adopts European culture and European way-of-life they go into denial. Despite their willingness to live within a European society, they will not accept the consequences to that way-of-life and that train-of-thought.

    Also, the Jihad reference is wrong. There are two Jihads: Jihad; and Greater Jihad. Jihad is the one the West experiences in the form of Conquest, while Greater Jihad is the struggle with ones self which every Muslim must go through in their life (but view do).

    The best diversity, logically, is separation. If you separate Germanic from Italic, European from Asian, each culture/tradition/people will retain their uniqueness. While if you take the modern definition of diversity you have the entire earth under one language, one culture, maybe a few traditions; and one, heavily-mixed people. Where's the "diversity" in that?
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    Quote Originally Posted by Elysium View Post
    The best diversity, logically, is separation.
    Absolutely true.

    And yet, paradoxically as you say, multiculturalists reject this idea even though it's necessary for the continued existence of diverse groups. The real reason for this is because most of them know that multiculturalism isn't about 'tolerance of differences,' it's about exploiting the gullibility of Western nations who have lost their identity in the past half-century. Most non-Western groups aren't interested in separating, because they wouldn't have access to Western institutions if they did...

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    Quote Originally Posted by MockTurtle View Post
    Absolutely true.

    And yet, paradoxically as you say, multiculturalists reject this idea even though it's necessary for the continued existence of diverse groups. The real reason for this is because most of them know that multiculturalism isn't about 'tolerance of differences,' it's about exploiting the gullibility of Western nations who have lost their identity in the past half-century. Most non-Western groups aren't interested in separating, because they wouldn't have access to Western institutions if they did...
    I think Europeans are quite naive since we have, for quite along time, followed what we considered to be law, honourable, etc., so that we weren't tricked. The best example would be fair fighting. Europeans have always fought one on one on equal grounds (boxing is the best example) but other peoples don't see that as important and will do whatever it takes to win, including being dishonest and using trickery.

    Europeans, for too long, have applied these rules to everyone on Earth and its really biting us in the bum. :p
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  5. #5

    Top UK University Tells Students to Accept ‘Personal Guilt’ Before Starting Course: Report


    Matriculating students at St Andrews University must pass courses where they accept their “personal guilt” in order to confront their “unconscious bias” before starting their programme, according to test material seen by The Times.





    The university in Fife, Scotland, this year became the first to ever beat Oxford or Cambridge to the number one spot on the UK’s Good University Guide and is the alma mater of the future king, Prince William and his wife Kate, the Duchess of Cambridge.


    The Times said that the top university has mandatory modules on diversity, consent, and climate change and claimed failure to pass them would mean the students cannot enrol.


    In reaction, the University of St Andrews defended itself, calling the Times report “inaccurate” and claiming that the programmes have been in place for five years, most of which were designed by students, with only “one” person complaining during that time. According to the newspaper of record’s report, in order to pass, students must agree to statements such as: “Acknowledging your personal guilt is a useful start point in overcoming unconscious bias.”

    “It is important to think about and understand our own prejudices and stereotypes so we don’t treat someone else unfairly or inappropriately,” said another.


    Answering ‘yes’ to the question, “Does equality mean treating everyone the same?” returns as a wrong answer, however, with the student sent the message in the online assessment: “That’s not right, in fact equality may mean treating people differently and in a way that is appropriate to their needs so that they have fair outcomes and equal opportunity.”


    Too many ‘wrong’ answers will result in failure, with the option to retake the induction module.


    A spokesman for the university told the newspaper of record that their students had requested the majority of the courses. In further
    comments to the Daily Mail, St Andrews said: “The Times report is inaccurate and misleading. These modules have been in place at St Andrews for several years.


    The spokesman went on to say that apart from the training on good academic practice, “all of these modules were introduced at St Andrews in response to clearly expressed student demand”, claiming that students had “pushed for the mandatory consent module, wrote the sustainability module, and were central members of the EDI (equality, diversity and inclusion) group which brought in the mandatory diversity module”.


    The modules were developed to align with St Andrews’ strategic priorities (diversity, inclusion, social responsibility, good academic practice, and zero tolerance for GBV [gender-based violence]) and help develop skills and awareness valuable to life at university, and beyond.“In our experience, students recognise the value of these courses, and we have encountered only one complainer in the past five years,” the university said.


    One student speaking to The Times, however, suggested that there were so few complaints because the courses put freshers — mostly 18-year-olds — in a difficult position and that they did not want to complain or potentially alienate themselves.
    It seems like they [the university] are pushing an agenda and it appears performative and contrary to academic freedom and freedom of thought,” the female student, who wished to not be named, told The Times.


    The Free Speech Union called the requirement “appalling”, saying that they would be writing to the principal of St Andrews, demanding the tests “be withdrawn at once”, before reaching out to students offering support and advice.“Freedom of speech is dying on our campuses,” warned campaign group Don’t Divide Us, which opposes identity politics and critical race theory.


    The report comes after the University of Kent was accused by one of its own academics of imposing woke dogma when a similar compulsory diversity course told students that wearing used clothes without it being attributed to race, poverty, or “bad morals” was an example of white privilege.


    According to the quiz seen by The Telegraph and reported earlier this week, the Expect Respect course includes a section on ‘white privilege’, and that too many wrong answers result in the student having to take the course again.


    I can swear, or dress in second-hand clothes, without having people attribute these choices to the bad morals, the poverty or the illiteracy of my race,” said one question asked of Kent students. Staff were also reportedly told to add trigger warnings to exam materials, ‘decolonise’ reading lists, and carry out pronoun checks on their new students.


    Kent professors such as Ellie Lee and Frank Furedi spoke out against the tests and woke orders from their university authorities, with sociologist Professor Furedi saying: “There’s a danger of promoting conformism on campuses under the guise of education that you indoctrinate people into woke dogma.The Times also quoted Professor Furedi on Friday as saying that university induction training is a “very powerful and pervasive force”, adding: “If you don’t sign up to it you’re marginalised. It’s a corrosive form of indoctrination.”



    Former universities minister Chris Skidmore called such induction programmes — with similar courses noted by The Times at other universities including Bath and Southampton — an “abuse of authority when students should be receiving support for their transition from school, not moralising”.



    The anti-white and anti European bias isnt even subtle and hidden behind the surface now. It has morphed into in your face, as bold as you would like brainwashing. Keep your kids away from Universities like this.


    Will Scottish farmers also be thrown off their land, in order to make way for ethnic ones, (as is, indeed, the case in Zimbabwe?)


    No doubt Nicola Sturgeon is working on that, in line with her plans for a 'diverse' Scotland; you may have noticed that the Scottish National Party is anything but 'national'.


    Doubtless RL Stevenson, Sir Walter Scot, Robbie Burns and Charles Rennie McIntosh will be slowly disappearing from public view.




    Top UK University Tells Students to Accept ‘Personal Guilt’ Before Starting Course: Report

    05 X 2021.
    What about these non-whites leaving white Europe and returning to their places of origin to give them the benefit of their work and service. And the Marxists go with them.

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    In the US, public schools under CORE have certain multicultural criteria. About every 6 books that a student reads, you might have one book with majority or all white characters, but in many cases, stories tend to include mostly Italian or Spanish family characters. Usually, German introduction will consist of symbolism of past Nazi cruelties starting as early as 3rd grade. Pre-K thru 1st may still have traditional nursery rhymes and a few Grimm's based fairy tales. You can see the obvious bias since educators only teach the negativeness of white culture and omit any criticism of other people's cultures.

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