Mary Grabar

Of course, the “arguments” against slavery and discrimination would continue until laws and customs changed. But this could happen only in a society that values argument.

Today, the progressives running education are doing all they can to see to it that students do not engage in such arguments. They promote “alternative literacies” that dispense with complex prose in favor of snippets accompanied by sound and picture. Great literary and historical figures are reduced to cartoon characters—and often literally in graphic books. Instead of argumentative papers teachers assign blogs, journals, Power Point presentations, poster boards, group projects, community service projects, skits, and rap songs. They especially promote such illiteracy to the “underprivileged.” Of course, these educators profess cultural sensitivity. They claim to be engaging students and making learning fun. But the bombardment of sight and sound cuts off the ability to concentrate and weigh evidence and ideas, i.e, to think for one’s self. It’s no wonder that Obama’s propaganda efforts use electronic mediums, pledges, and songs. Such strategies also fit in with the emotional manipulation that goes on in the classroom, where attitude is valued over knowledge. As I’ve described in reports, students are put into little groups where they come under pressure from peers, as well as from the “guide on the side” (i.e., the teacher) who will be assigning them grades on “feelings”—their own and their peers, and those of victims of the United States. Students are taught “conflict resolution” and are told to become “global citizens.” They are emotionally browbeaten to accept all lifestyles and enjoined at every step from “hating.” But even Frederick Douglass the slave was free to hate. And he knew that intellectual freedom was the most fundamental freedom. Today’s students are indoctrinated through illiteracy and incomplete history. They are rarely given the challenging works like Frederick Douglass’s to read in the original. They are rarely given the full picture about our history and our Judeo-Christian heritage, so needed to place Douglass in context, as someone capable of engaging in conversation involving the great ideas of the West. Instead, he is used to illustrate their Marxist notions of “social justice,” and in an oversimplified cartoonish manner. Barack Obama, former professor of “critical race theory” (Marxism with a new spin), has surrounded himself with similar anti-intellectual educators: his partner in the crime of failing schools in Chicago, Bill Ayers; “safe schools czar” Kevin Jennings; and his campaign education advisor Linda Darling-Hammond. Frederick Douglass’s owner Thomas Auld couldn’t have thought of a better way to transform free men into intellectual slaves. To read my report on emotional manipulation through “conflict resolution education,” go here. To read my report on how social studies teachers indoctrinate go here. For my reports on Bill Ayers, go here and here.


Mary Grabar

Mary Grabar earned her Ph.D. in English from the University of Georgia and teaches in Atlanta. She is organizing the Resistance to the Re-Education of America at www.DissidentProf.com. Her writing can be found at www.marygrabar.com.