Those who are in the business of teaching the young, whether in the public schools or on college campuses, too often see this not as a responsibility to pass on what is known but as an opportunity to indoctrinate students with their own beliefs. Many "educators" and the gurus who indoctrinated them actively disparage "mere facts," which they say you can get from an almanac or encyclopedia.
The net result is a student population that does not even know enough to know what needs to be looked up, much less how to analyze facts, so as to test opposing beliefs -- as distinguished from how to gather information to support a preconceived notion that happens to be fashionable in the schools and colleges.
Yet people are considered to be "educated" after they have spent so many years in ivy-covered buildings, absorbing the preconceptions that prevail there.
Facts that go against preconceived notions are likely to be ignored, even by many scholars. For example, slavery is an issue that is widely discussed as if it were something peculiar to Africans enslaved by Europeans, instead of something suffered and inflicted around the world by people of every race, color, and religion.
Two books about a million European slaves taken to North Africa have been published in recent years. That is more than the number of African slaves brought to America. The books are "Christian Slaves, Muslim Masters" by Robert Davis and "White Gold" by Giles Milton. Both books have been largely ignored by the media and academia alike.
Apparently scholars, as well as journalists, have made up their minds and don't want to be confused by the facts.