How the Radical Left Has Taken Over Higher Education: 7 Professors Who Promote Violence

Colleges and universities are breeding grounds for the Radical Left, encouraging Antifa violence and would-be Communist revolutionaries. That sounds outrageous, but it’s absolutely true. More and more, we’re hearing stories about instructors supporting Antifa, leading “resistance” groups, and making genocidal comments about white people. The Radical Left has taken over the higher education system.

It’s pretty hard to hope for unity when our halls of higher education are hard at work creating a generation of young people who hate everything for which America stands. The backward logic used to sway the feelings and opinions of students is obvious to us, but to younger, idealistic people without experience in the real world, it can seem like these instructors are brilliant souls marching to the beat of a drum so escalated that mere mortals can’t even hear it, much less understand it.

When I wrote an article last week about plans for an attempted Communist revolution on November 4th, it was met with the expected amount of trollery and denial from people who said I was full of it. Lots of people who disagree like to call this a crazy conspiracy theory, but if I’m using their own words and actions to paint a picture, I hardly see how this could be my vivid imagination. They also argued that they were on the side of the angels. “Antifa is good,” they said. “If you are against Antifa, that means you are FOR fascism,” they opined. Obviously, that is a fallacy of relevance, because instead of arguing a point, it misrepresents the opposing opinion. But to the people who want to believe that anyone who differs is the enemy, it holds more weight than a tank full of actual evidence.

Part of the issue is the population of the ivory towers of academia. For some reason, the people who end up teaching young people – at least the ones getting media attention – are extreme in their views. These professors and instructors are held in such esteem by the universities that the students, if they aren’t the critically thinking type, believe every word they speak to be gospel. And their Communist leanings aren’t discouraged at all. In fact, in many colleges and universities, these inmates are running the asylums. Liberalism has so overwhelmed the system of higher education that this list of the most liberal colleges in America took up 28 pages.

The Marxist agenda in many of these colleges and universities is so blatant that many parents no longer encourage their children to attend. (I’m thrilled that my homeschooled youngest daughter opted for a vocational program instead of college.)

Here are just a few examples of Radical Left teachers influencing the next generation.

If you wonder why we’re divided, look no further. This is only a handful of incidents that decry white people, promote Communism, and support violent resistance.

• An instructor at Clemson University was recently outed by College Reform for volunteering his graphic design skills to help a local Antifa chapter that made headlines in February for openly promoting violence on campus. He replied to this request for help that was posted on the Upstate Antifa Facebook page.

• Assistant Professor Bart Knijnenburg, another notable member of Indivisible Clemson, caused national outrage when he wrote that “All Republicans are racist scum” in a Facebook post.

• This is the same professor who tweeted last December of his desire for the deaths of white people. Interestingly, Ciccariello-Maher appears to be white and is a self-proclaimed “actual communist.”

• Another example of this is Rashida Love, director of First Peoples Multicultural Advising Services at Evergreen University who demanded “A Day Without White People” at the Oregon institution. When another member of the staff, Professor Bret Weinstein, rightly objected, he had to be escorted from the campus for his own safety as protests became heated. Then, a bunch of self-proclaimed Neo-Nazis decided to counterprotest the protest and things really went downhill. (The whole story is here.) What this tells us is that when professors speak up against the Radical Left agenda, they lose their jobs and face real threats to their physical safety.


• Professor Michael Isaacson is a member of Antifa who teaches at the John Jay College of Criminal Justice. He was quoted in an article on The Hill justifying violence against “Nazis.”“The justification [of the use of violence] is that Nazi ideology at its very core is founded on violence and on wielding power by any means,” said Mike Isaacson, one of the founders of Smash Racism D.C., an Antifa organization in Washington.Isaacson is unequivocal in his defense of violence as a legitimate tool to combat the creeping threat of what he deems authoritarianism.“There is the question of whether these people should feel safe organizing as Nazis in public, and I don’t think they should,” said Isaacson.
  

  “I don’t think anyone should think that someone who is intent on politically organizing for the sake of creating a state-sponsored genocide — I don’t think is something that we should protect,” he said. (source)

  
  

He also posted this Tweet, which finally cost him his job.

His account is awash with violent rhetoric, although he himself isn’t violent “if for no other reason than I’m rather slight of frame,” he said with a chuckle.  “I’m not so good in a fight.” (source)

• A Dartmouth professor published The Antifascist Handbook, complete with a call to arms. Mark Bray calls his book an “unabashedly partisan call to arms.”

The President of Dartmouth repudiated Bray in a statement saying he was “supporting violent protest.” He continued, “As an institution, we condemn anything but civil discourse in the exchange of ideas. The endorsement of violence in any form is contrary to Dartmouth values.” (source)  But Bray’s colleagues were livid and a hundred of them signed a petition asking the president to retract his statement. Doesn’t this just underline how many other professors feel the same way?

Why are these people in leadership positions in our education system, influencing young people with their hatred? There is a Radical Left in America, and it is represented in our colleges and universities. How long will it be before Conservative or Libertarian kids can’t even safely attend a university?

It’s incredibly naive to think this won’t boil over.

While there are plenty of people who are left-leaning and dislike President Trump who would never dream of behaving violently toward their neighbors. we can’t use those examples to deny what’s actually happening. There are factions out there who want nothing more than to further destabilize America and force their radical beliefs on everyone in the most militant way possible. Undercover recording after undercover recording has disclosed the plans and the methods that are being discussed, but the mainstream, in their blind hatred of Trump, is glossing over all of it.

The Radical Left has shut down parades with their threats, violently attacked Trump supporters or those whom they believe to be conservative, boasted of “righteous beatings,” and have blatantly plotted sedition with no fear of reprisal. Militant groups believe they should be able to “expropriate” the property of those with whom they disagree and distribute it to others. They no longer want free speech at all if the opinion expressed isn’t straight out of the Politically Correct Opinion Handbook and they’ll silence it by any means necessary.

As I have written before, the laws of physics apply here just like they do in the rest of the natural world. For every action, there is an equal and opposite reaction. Even those who have no wish to fight may one day be placed in situations when they must defend themselves. If you become a target, the attack will be relentless and will only be stopped if you persevere.

At some point, government crackdowns will begin. We could be looking at martial law to quell the violence and tanks rolling through our streets. If things continue to escalate with this so-called “justifiable violence,” we’re going to be facing the ugliest time in American history. as violence begets further violence.

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Our Crazy-Making, Profiteering Education-Career Maze

Authored by Charles Hugh Smith via OfTwoMinds blog,

The answer is not another $1 trillion in student loan debt to pay for another raft of declining-value credentials.

So let"s say we want to set up a system to help students choose a career that fits their aptitudes and interests. What would we do? How about:

1. Give them zero (or superficial) aptitude and career-related tests.

2. Provide a few minutes with a counselor who knows nothing about them, their aptitudes or potential career-related interests.

3. Design the high school education system to provide near-zero knowledge of finance, debt, economics, how the economy functions and what the world of work demands of workers.

4. Denigrate (subtly or directly) non-college career options, channeling those who aren"t sure into 4-year colleges, higher education paid with student loans designed to maximize profiteering.

5. Force them to choose a major or field of study at 17 or 18 years of age, despite their lack of real-world experience and objective knowledge of how the economy functions and their own aptitudes/character traits.

6. Disconnect this higher education from real-world work places so they exit higher education with little actual knowledge of the skills employers need.

7. When the student graduates after borrowing a fortune and discovers their diploma has low value in the marketplace or is in a field they"ve found they loathe, then suggest the "solution" is to borrow another fortune and invest more years in obtaining another credential.

This is the American education-career maze--ineffective, self-defeating, wasteful, irrational, and apparently designed to maximize student confusion, poor choices and profiteering by higher education and the student-loan racketeers.

As if this wasn"t bad enough, what do we decide to teach our students if careers might be significantly different in 10 or 20 years? Yes, math, the basics of science and communication skills will remain useful as a foundation, but these basics aren"t enough to prepare students for a fast-changing emerging economy/4th Industrial Revolution.

Clearly, it would be enormously beneficial to teach the skills needed to learn on one"s own and adapt successfully to changing circumstances. The current system is a hierarchy of credentialing that enriches those dispensing and funding the credentialing.

Our system"s response to those left behind, those with inadequate skills and those who chose unwisely is always: get another credential, at enormous expense. Nobody tells students that credentials are in over-supply and are therefore losing their value.

Value and profits flow to what"s scarce and in demand. Trying to reach the top of the credential pyramid is a crowded race, and the losers are left with debt and wasted years they could have spent actually learning useful knowledge bases and skills--in effect, pursuing a self-directed path of accrediting yourself.

The education-career maze doesn"t have to be so self-defeating, costly, convoluted or ineffective. My book The Nearly Free University and the Emerging Economy lays out a model of higher education based on workplace apprenticeships in all fields, from carpentry to chemistry to sociology, from Day One, a structure that dramatically lowers costs while providing an education based on real-world acquisition and use of knowledge and skills in the workplace, not sitting in a chair watching a lecture.

Technology is a core part of improving results while lowering costs by 90%. Consider this article: Imagine how great universities could be without all those human teachers.

I describe the process of accrediting yourself in my book Get a Job, Build a Real Career and Defy a Bewildering Economy, which also details the eight essential skills needed to navigate the emerging economy.

What"s the emerging economy/4th Industrial Revolution? It"s not so much the replacement of human labor by robots as the augmentation of human skills with technology, and the focus on a simple but profound source of value creation: what"s scarce and in high demand? What"s abundant and not in demand?

The point of my book is to lay out a pathway of learning how to learn on our own and acquiring the soft skills needed to collaborate, communicate and manage teams/projects effectively, regardless of the field of endeavor.

How can we expect young students with little life experience to choose wisely when they don"t even understand how the economy works? The current education-career maze assumes that some basic math and science knowledge is all students need to figure out their role in a fast-changing economy that they don"t even understand.

The inadequacy of our crazy-making education-career maze boggles the mind. We need to do much, much better, not just for our students but for our society. The answer is not another $1 trillion in student loan debt to pay for another raft of declining-value credentials. We need a new system, and fast. Solutions abound, but not within the current crazy-making education-career maze.

Here"s a snapshot of the workforce"s education level:

Even the most credentialed workers" earnings have stagnated:

And here"s your wunnerful federal government, enforcing debt-serfdom on college students to maximize the profits of the student-loan racket:

If you found value in this content, please join me in seeking solutions by becoming a $1/month patron of my work via patreon.com. Check out both of my new books, Inequality and the Collapse of Privilege ($3.95 Kindle, $8.95 print) and Why Our Status Quo Failed and Is Beyond Reform ($3.95 Kindle, $8.95 print, $5.95 audiobook) For more, please visit the OTM essentials website.

"The Math Doesn't Work" - Americans Are Losing Faith In College

Authored by John Rubino via DollarCollapse.com,

One of the hallmarks of a successful society is the widespread belief that education is a key to success.

For that to be true there have to be:

1) enough jobs farther up the food chain to make four more years of studying worthwhile, and

2) schools that are good and cheap enough to make the equation work.

The US is losing both:

(Wall Street Journal) – Americans are losing faith in the value of a college degree, with majorities of young adults, men and rural residents saying college isn’t worth the cost, a new Wall Street Journal/NBC News survey shows.

The findings reflect an increase in public skepticism of higher education from just four years ago and highlight a growing divide in opinion falling along gender, educational, regional and partisan lines. They also carry political implications for universities, already under public pressure to rein in their costs and adjust curricula after decades of sharp tuition increases.

Overall, a slim plurality of Americans, 49%, believes earning a four-year degree will lead to a good job and higher lifetime earnings, compared with 47% who don’t, according to the poll of 1,200 people taken Aug. 5-9. That two-point margin narrowed from 13 points when the same question was asked four years earlier.

The shift was almost entirely due to growing skepticism among Americans without four-year degrees—those who never enrolled in college, who took only some classes or who earned a two-year degree. Four years ago, that group used to split almost evenly on the question of whether college was worth the cost. Now, skeptics outnumber believers by a double-digit margin.

Conversely, opinion among college graduates is almost identical to that of four years ago, with 63% saying college is worth the cost versus 31% who say it isn’t.

Big shifts occurred within several groups. While women by a large margin still have faith in a four-year degree, opinion among men swung significantly. Four years ago, men by a 12-point margin saw college as worth the cost. Now, they say it is not worth it, by a 10-point margin.

Likewise, among Americans 18 to 34 years old, skeptics outnumber believers 57% to 39%, almost a mirror image from four years earlier.

Today, Democrats, urban residents and Americans who consider themselves middle- and upper-class generally believe college is worth it; Republicans, rural residents and people who identify themselves as poor or working-class Americans don’t.

Research shows that college graduates, on average, fare far better economically than those without a degree. For example, the unemployment rate is 2.7% among college graduates, compared with 5.1% among high school graduates who never attended college, and Labor Department research shows that bachelor’s degree recipients earn higher salaries than those who never went to college. But the wage premium of getting a degree has flattened in recent years, Federal Reserve research shows.

Student debt has surged to $1.3 trillion, and millions of Americans have fallen behind on student-loan payments.

“Costs have gone up considerably to the point that I think there are a number of people who maybe rightfully say, ‘I’m not in the league of Harvard and maybe not even in the league of really good state schools,’” said Doug Webber, a Temple University econimics professor. Many of those Americans are concluding that paying high tuition at less-prestigious schools isn’t worth it.

College is clearly still a good thing, just not at current prices.

Put another way, higher ed has been in a bubble fueled by government loans and deceptive marketing, and now that bubble is bursting. The old model of extended adolescence in which mom/dad/Uncle Sam cover five or more years of partying and sampling various majors is now beyond the means of more than half the population.

And the trend is just getting started, as soaring debts make it harder for future governments to subsidize higher ed and automation makes an ever-longer list of degrees pointless.

The result: The gap between educational haves and have-nots will continue to widen, as formerly middle-class kids find themselves with – at best – working class prospects. And the political and financial instability that flow from inequality will define the coming decade.

"Colleges Are Preparing Kids For An Economy That No Longer Exists" As They Continue To Scam Parents And Students

Authored by Daniel Ameduri via FutureMoneyTrends.com,

As I sat down to enjoy some smoked salmon at a recent BBQ I attended, I ended up at a table with two recent high school graduates.

To my disappointment, when I asked them what their plans were for the summer and beyond, both said they were heading to college.

With student loans and a wasteful four years in front of them, I couldn’t help but ask why.

Is there really anything that takes 4 to 8 years to learn or become an expert in?

Seriously, what a waste of time. Even Ham, the first ape that went into space, only trained for 2 years.

Colleges have convinced nearly everyone that you need a degree to be an effective employee or higher-income adult, but this is just not true.

I can tell you as an employer that I’ve never asked a single person what their grades were and I’ve never asked to see a degree.

The ugly truth is the ones with college degrees usually end up writing SEO articles for $15 an hour and the skilled workers who’ve been writing code as a hobby or editing videos for years on a MAC end up as managers making $75+ per hour.

Young people today who sign up for college are committing to 3 things.

1. Debt: It’s pure insanity that you’re required to pay for information that is freely available to all.

Think about it: a Google search, a 6-week or 6-month course, on the job training… All of these beat the price of college tuition.

Why anyone would borrow money for a college degree makes no sense. Unless the government has screwed your industry with a mandatory college degree in order to get some sort of license, like to practice medicine or law, what exactly is it that you need to pay the college for?

2. Four unproductive years: Ouch! One of the biggest negative effects is that you’re detouring a life for 4 full years or more.

It’s totally unnecessary at this point. When I was 18 years old, I made $55,000 while my peers sat in a classroom learning things that were forgotten before they even left the campus that day.

By the time I was 22 years old, instead of having a degree, I had made $260,000 working at a job for the past four years, I owned two businesses that cash-flowed, and I had over 10 rental properties, not including about $400,000 I had made from flipping homes as a side gig.

3. A workforce that isn’t there: Let’s be honest, colleges are preparing our young people for an economy that no longer exists!

We live in a global freelance economy. Employers want results for the lowest possible price, and they have the entire world to hire from.

The entitlement mindset and enormous false expectations a college puts in a person’s mind are only setting them up for failure.

Summary: The disservice in teaching people that education comes only from school has put millions of families in debt.

The college bubble — both the 1.2 trillion worth of student loans and the lie that you need a degree — is literally coming apart at the seams.

If you know a young person, help them get ahead by not going to college.

The Political Left's Shmoo Theory Of Education

“Uneducated” is the favorite insult and excuse of the political left. In the past year alone, for example, a lack of education among voters has been used to explain each of the left’s electoral failures, as well as to dismiss criticisms of its people, policies, and institutions. These defenses are dubious to say the least. Yet setting aside the strategic choices of left-wing political groups, the obsession with un-education reveals that there are serious problems with the way education is understood by the intellectual classes.

Most importantly, the popular use of the word “education” suffers from the same error as the mainstream economic use of the word “capital.” This shouldn’t be a surprise, given that education is often metaphorically described as “human capital.” The error is that both capital and education are thought of as a kind of “homogeneous blob,” or “shmoo.” A shmoo is elastic and can be molded by the user into any shape necessary, and it’s therefore equally serviceable in all possible uses. Anyone who wants to use it as a production input must simply decide how much to apply to a specific problem.

In reality, of course, capital and education are both highly heterogeneous. The structure of production is extremely delicate and difficult to organize, and so too is the structure of human knowledge.

Unfortunately, this fact escapes those intellectuals who concern themselves with other people’s lack of education: in current discourse, education is a homogeneous good acquired exclusively through obtaining formal degrees. To lack a college degree is to lack education, while the more degrees one acquires, the better educated one is. Importantly, all education is equally serviceable across all areas of expertise. English majors can talk about economics, and physicists can talk about politics. But anyone who isn’t a product of the university education system is barred from participating in these discussions.

It should be easy to spot the errors in this kind of thinking. First, no matter what kind of education we pursue, we don’t simply add new blobs of it to a big pile. Instead, we acquire specific, distinct types of knowledge which vary widely in their serviceability. Second, and more important, education is not equivalent to obtaining degrees. It means different things in different contexts, and the education that takes place in higher education institutions reflects only a specific and narrow type of learning. Depending on one’s area of study, this kind of learning can often lack relevance outside the classroom, and in this sense, it actually undermines the role of education as a practical tool for learning how to create value within society. This is part of the reason why university-educated people flock to the intellectual class to begin with.

In fact, sometimes obtaining the relevant kind of education is impossible within higher education. To take some obvious examples, many of the most successful and world-changing entrepreneurs of the past few decades have been college dropouts. Needless to say, they’ve given a bit more to the human race than the average Huffington Post writer. On a smaller scale, Mises was fond of pointing out that consumers are often better educated about the state of the economy than many economists.

“Education” is another example of a kind of rhetorical imperialism that has already captured words like “science” and “evidence.” The bias in favor of “education” is basically a bias in favor of the opinions of the contemporary intellectual classes, and a devotion to the status quo in higher education. The intellectuals treat education as a shmoo because often, that’s exactly what it is to them: simply another word for describing their own collection of homogeneous opinions and concepts, which they believe should form the sum of all discussion. Fortunately, more and more people are beginning to realize that true education does not and cannot thrive in this environment, which increasingly closes itself off from the real world and the people in it. This is the perfect time for organizations like the Mises Institute to take up the challenge of bringing genuine learning to the masses, both inside and outside the academy.