“STOP DIGGING!”

Reader Phil B., the Brit expat now living in Middle Earth, sent me a link to a wall-o’-text essay,  Reactionary Philosophy In An Enormous, Planet-Sized Nutshell, by one Scott Alexander. Aside from being a tremendous source for Quotes of the Day, it’s an absolutely outstanding piece of work I cannot recommend strongly enough.

But it is, absolutely, an überpost. Get a beverage and a snack before you sit down to savor it. Excerpt:

Reaction isn’t a conspiracy theory; it’s not suggesting there’s a secret campaign for organized repression. To steal an example from the other side of the aisle, it’s positing something more like patriarchy. Patriarchy doesn’t have an actual Patriarch coordinating men in their efforts to keep down women. It’s just that when lots of people share some really strong cultural norms, they manage to self-organize into a kind of immune system for rejecting new ideas. And Western society just happens to have a really strong progressivist immune system ready to gobble you up if you say anything insufficiently progressive.

And so the main difference between modern liberal democracy and older repressive societies is that older societies repressed things you liked, but modern liberal democracies only repress things you don’t like. Having only things you don’t like repressed looks from the inside a lot like there being no repression at all.

The good Catholic in medieval Spain doesn’t feel repressed, even when the Inquisition drags away her neighbor. She feels like decent people have total freedom to worship whichever saint they want, total freedom to go to whatever cathedral they choose, total freedom to debate who the next bishop should be – oh, and thank goodness someone’s around to deal with those crazy people who are trying to damn the rest of us to Hell.

And that’s just for openers. Go. Read.

Dept. of Our Collapsing Schools – Algebra Edition

Back in 2008 when I wrote The George Orwell Daycare Center, I quoted the LA Dog Trainer in an unusually good investigative piece:

When the Los Angeles Board of Education approved tougher graduation requirements that went into effect in 2003, the intention was to give kids a better education and groom more graduates for college and high-level jobs. For the first time, students had to pass a year of algebra and a year of geometry or an equivalent class to earn diplomas. The policy was born of a worthy goal but has proved disastrous for students unprepared to meet the new demands. In the fall of 2004, 48,000 ninth-graders took beginning algebra; 44% flunked, nearly twice the failure rate as in English. Seventeen percent finished with Ds. In all, the district that semester handed out Ds and Fs to 29,000 beginning algebra students — enough to fill eight high schools the size of Birmingham. Among those who repeated the class in the spring, nearly three-quarters flunked again.

Things have, apparently, not improved.

A couple of years later, I reported that the local University of Arizona would begin teaching remedial high-school algebra to incoming (and unprepared) freshmen, so it’s not like it’s something restricted to Los Angeles.

However, LA has decided to DO SOMETHING about it!

Stop even trying to teach it.

Yeah. That’ll work.

American Constitutional Law Specialist, Eh?

Dr. James J. Magee is the Judge Hugh M. Morris Professor of Political Science and International Relations for the University of Delaware:

James Magee, PhD (University of Virginia, 1975) joined the Department in 1976 and specializes in American constitutional law and the United States Supreme Court. Professor Magee has received three times the University’s Excellence in Teaching Award and twice the University’s Excellence in Advising and Mentoring Award. He teaches courses in US constitutional law, judicial process, American politics and directs a UD study abroad program in Italy.

He teaches:

Introduction to Political Science (Honors and Regular Sections)
American Political System (Honors and Regular Sections)
Political Culture: Italy (Study Abroad)
Introduction to Law
Constitutional Law of the United States (Honors and Regular Sections)
Civil Liberties (Criminal Procedure)
Civil Liberties (Individual Rights and Freedom) (Honors and Regular Sections)
The Judicial Process (Honors and Regular Sections)

among other courses, according to his CV. He’s written several books and numerous book reviews, but interestingly, none seem to touch on the Second Amendment.

So I found it interesting to read up on the good professor after reading his January 27 op-ed No constitutional right to military weapons, published at DelawareOnline. I left a comment to the piece, but I was pressed for time. This one, I think, deserves a full-fledged Fisking, given the credentials of its author.

So let us Fisk:

The News Journal reported that National Rifle Association President David Keene had “lashed out” last Sunday in Dover to a packed audience of some 1,500 people against proposed state and federal bans on military-style weapons and high-capacity magazines.

The NRA has long insisted that the Second Amendment guarantees private individuals a right to own and bear arms. The very conservative former Chief Justice Warren Burger after retiring from the Supreme Court publicly derided this interpretation as a “fraud.” However, in District of Columbia v. Heller (2008), the Supreme Court adopted a portion of the NRA’s account in declaring a municipal ordinance prohibiting individual ownership and use of handguns for self-defense a violation of the Second Amendment.

This was the first thing I took exception to in my comment – the “appeal to authority,” said authority being Chief Justice Warren Burger. The good Professor does note that Justice Burger’s opinion was rendered after he retired, not as part of a Supreme Court decision or (heaven forbid) a dissent.  No, the Burger court never heard a Second Amendment case.

What the good Professor does not tell you is what else Chief Justice Burger had to say on the topic. After retiring, the Justice apparently traveled the speaking circuit and also did a little op-ed writing of his own. In January of 1990 he wrote a piece for the Sunday Parade magazine newspaper insert entitled The Right to Bear Arms. In it, he makes much the same argument as Professor Magee, but states:

Americans also have a right to defend their homes, and we need not challenge that. Nor does anyone seriously question that the Constitution protects the right of hunters to own and keep sporting guns for hunting game any more than anyone would challenge the right to own and keep fishing rods and other equipment for fishing — or to own automobiles.

Excuse me? The Second Amendment – which the Chief Justice quotes – reads:

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

And then he follows it with this:

We see that the need for a state militia was the predicate of the “right” guaranteed; in short, it was declared “necessary” in order to have a state military force to protect the security of the state. That Second Amendment clause must be read as though the word “because” was the opening word of the guarantee. Today, of course, the “state militia” serves a very different purpose. A huge national defense establishment has taken over the role of the militia of 200 years ago.

Some have exploited these ancient concerns, blurring sporting guns — rifles, shotguns and even machine pistols — with all firearms, including what are now called “Saturday night specials.” There is, of course, a great difference between sporting guns and handguns.

(My emphasis.)

Burger’s focus wasn’t on “military weapons,” it was on handguns – particularly “Saturday Night Specials.” Warren Burger didn’t (apparently) have a problem with private possession of machine pistols, as they were in his eyes “sporting guns”!

But the Second Amendment mentions “sport” or “hunting” nowhere. It speaks of the need for a milita, and prohibits the infringement of the pre-existing right to keep and bear arms.

As an authority to appeal to, I think Chief Justice Burger is lacking, but he’s the best the Other Side™ has.

Continuing, the Professor now attempts to, as his type always does, read overweening import into the Second Amendment’s opening clause:

That amendment’s prologue once seemed to restrict possession of arms to state-organized militias summoned to defend individual states: “A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.”

With professional police forces and a national military, these militias became obsolete along with the amendment. (My emphasis.) However, in the Heller case, Justice Antonin Scalia (an avowed textualist), wrote for a 5-4 majority and oddly dismissed the prologue that provided a limited context for understanding the meaning of the amendment and that supported Burger’s rejection of the NRA’s position. Scalia reconstructed a moribund amendment newly to read: “The right of the people to keep and bear arms shall not be infringed,” and this translated into a substantive, individual right to self defense. Two years later, the same majority in a case from Chicago ruled that the right announced in Heller (extracted from constitutional language that once had seemed only to promote “the security of a free state”) paradoxically binds the states as well.

Detached from the prologue or any other context, the right “to keep and bear arms” could literally include any arms.

Now Professor Magee is supposed to be an expert on Constitutional Law, is he not? Apparently, however he has no grasp of the Rule of Law and the power of precedent. Let’s examine his assertion that Scalia’s decision “oddly dismissed the prologue that provided a limited context for understanding the meaning of the amendment.” In the antebellum Scott v. Sanford or “Dredd Scott” decision, the 7-2 majority of the Court decided that the plaintiff, a slave, and by extension all black residents of the United States was not and could not be a citizen of the United States because:

For if they were so received, and entitled to the privileges and immunities of citizens, it would exempt them from the operation of the special laws and from the police regulations which they considered to be necessary for their own safety. It would give to persons of the negro race, who were recognised as citizens in any one State of the Union, the right to enter every other State whenever they pleased, singly or in companies, without pass or passport, and without obstruction, to sojourn there as long as they pleased, to go where they pleased at every hour of the day or night without molestation, unless they committed some violation of law for which a white man would be punished; and it would give them the full liberty of speech in public and in private upon all subjects upon which its own citizens might speak; to hold public meetings upon political affairs, and to keep and carry arms wherever they went.

(My emphasis.) The Court understood precisely what rights they were denying to blacks by denying them citizenship, and you’ll note that – in a Supreme Court decision no less – the right to “keep and carry arms” is in no way associated with enrollment in a militia, “well-regulated” or otherwise.

But this was a horrible, unjust decision, you exclaim! Indeed it was. And after a long and bloody war, in large part fought to determine just who were and weren’t citizens, the Constitution (you remember, that document that Professor Magee is supposed to be an expert on?) was amended. The Thirteenth Amendment said yes, blacks were citizens, and the Fourteenth Amendment said “they get all the same rights as everyone else.” In fact, the language was interestingly evocative of the wording in Dred Scott:

No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Again, my emphasis.

What was one of those “privileges and immunities” defined by the Dred Scott court? The right to “keep and carry arms wherever they went.”

But not so fast! After the war there was much resistance to allowing blacks to enjoy the privileges and immunities that tens of thousands had been killed wounded to win them. In 1875, after an incident in which several hundred blacks were disarmed and then subsequently slaughtered, charges were brought against some of the killers in U.S. v. Cruikshank. Among the charges was one having to do with the disarmament of the victims, specifically:

The second (count) avers an intent to hinder and prevent the exercise by the same persons of the ‘right to keep and bear arms for a lawful purpose.’

What did the Supreme Court determine? (This one is a favorite among the gun-control crowd – as long as it is suitably edited):

The second and tenth counts are equally defective. The right there specified is that of ‘bearing arms for a lawful purpose.’ This is not a right granted by the Constitution.

“See! SEE?!?” they shout. But they always leave out the next part:

Neither is it in any manner dependent upon that instrument for its existence. The second amendment declares that it shall not be infringed; but this, as has been seen, means no more than that it shall not be infringed by Congress. This is one of the amendments that has no other effect than to restrict the powers of the national government, leaving the people to look for their protection against any violation by their fellow-citizens of the rights it recognizes, to what is called, in The City of New York v. Miln, 11 Pet. 139, the ‘powers which relate to merely municipal legislation, or what was, perhaps, more properly called internal police,’ ‘not surrendered or restrained’ by the Constituton of the United States.

(My emphasis.)  So, between the Dred Scott decision of 1857, the ratification of the 14th Amendment in 1868, and the Cruikshank decision in 1875 the pre-existing right to “keep and carry arms wherever” we go, the right of “bearing arms for a lawful purpose” went from the inherent right of every citizen to something which Congress couldn’t infringe on, but your state and local governments could.

Which is why we have developed a myriad patchwork of gun laws from state to state, county to county, and city to city.  That’s why it may be perfectly legal for you to do something in one location, but by driving to the next county or city you could be guilty of a felony for doing the exact same thing.  Hardly an ability to keep and carry arms wherever you go, no?

And that is why Heller and McDonald were so important – because Heller said the right was individual, like all the rights protected under the First Amendment, and McDonald said Cruikshank was WRONG, and that the equal protection clause of the Fourteenth Amendment applies to that right, and NO jurisdiction can infringe on it, not just Congress.

However, in the landmark 1939 case of U.S. v. Miller the Supreme Court did not ignore the “the prologue that provided a limited context for understanding the meaning of the amendment”. Miller, a known moonshiner, was arrested in possession of a sawed-off shotgun that the government could easily prove he’d taken across state lines. In Federal district court the judge declared that the National Firearms Act (NFA) of 1934, which made it illegal to move such a weapon across state lines without possession of a $200 tax stamp (on a $10 shotgun) and that also required registration of the weapon and its owner, was unconstitutional as it violated the Second Amendment. That decision was appealed and went immediately before the Supreme Court without any delaying moves through the Appeals court. In the short interim between the District Court decision and the Supreme Court hearing, Miller vanished and no one appeared before the Court to speak on his behalf.

Mr. Gordon Dean for the Solicitor General’s office argued (among other things) that Miller had no standing in relation to the Second Amendment because he obviously wasn’t a member of a “well-regulated militia,” but the Court did not take that argument into account.  It studied and discussed just who were the militia, but rejected the argument that Miller had no standing. Instead, the Court decided the case on the merits of the weapon:

In the absence of any evidence tending to show that possession or use of a “shotgun having a barrel of less than eighteen inches in length” at this time has some reasonable relationship to the preservation or efficiency of a well regulated militia, we cannot say that the Second Amendment guarantees the right to keep and bear such an instrument. Certainly it is not within judicial notice that this weapon is any part of the ordinary military equipment, or that its use could contribute to the common defense.

(My emphasis.)  Remember, no one was there to argue Miller’s side. Had there been, abundant evidence was available that “short-barreled shotguns” have been of military usefulness since their invention, but this raises another question that I also mentioned in my comments.

The 1934 NFA regulates automatic weapons – like Justice Burger’s “machine pistols” – exactly the same as short-barreled shotguns. The same requirement for registration and the same $200 tax stamp.

What if Miller had possessed, say, a Browning Automatic Rifle? That weapon was part of the Table of Equipment for any infantry platoon in the U.S. Army at the time. (And a favorite of Clyde Barrow.)  Could the Court have claimed ignorance of that? Prior to 1934 you could order one directly from the manufacturer and have it shipped to your door. But could the Court say that such a weapon was not “part of the ordinary military equipment”? That was the basis on which they reversed and remanded the Miller decision to the lower court for finding, a finding which never happened.

So Justice Scalia’s odd dismissal of “the prologue that provided a limited context for understanding the meaning of the amendment”? Two prior Supreme Court cases, Scott and Cruikshank dismissed it before him, and Miller was based on whether the weapon was of military usefulness, not whether Miller was a member of a militia or whether the weapon was suitable for “sporting purposes.”  I’d say he followed precedent properly.

And Professor Magee’s a Constitutional expert?

Continuing:

Larry Ward, promoter of “Gun Appreciation Day,” asserted on national television last week that the amendment was meant to arm “the people” to oppose a “tyrannical” government. This would constitutionally entitle “the people” to whatever arms they need to wage war against the United States should it be declared “tyrannical,” presumably by Larry Ward or other attentive citizens.

Simply to state his position is enough to refute it.

Not so fast there, Guido. I could write another entire essay on this topic, but that’s for another time. That statement is a lazy way to avoid an uncomfortable subject, and if the Professor would like, I’m up for a discussion on it, too, but getting back to this piece:

Responding to President Obama’s inaugural remark that absolutes are not necessarily principles, the NRA’s CEO Wayne LaPierre in Reno on Jan. 22 quoted Supreme Court Justice Hugo L. Black who in the first James Madison lecture in 1960 at New York University law school had said: “There are ‘absolutes’ in our Bill of Rights, and they were put there on purpose by men who knew what words meant, and meant their prohibitions to be ‘absolutes.'” LaPierre ignored Black’s definition in the same lecture of the Second Amendment “to include only arms necessary to a well-regulated militia.”

Black, in fact, had joined the unanimous opinion in 1939 that the Court in Heller effectively overruled.

Really? Go back and read Miller again, Professor. I think you missed the big flashing sign.

Whatever one thinks of the unprecedented ruling in Heller, opponents of regulations or bans (of) military-style automatic weapons and high-capacity magazines should read what Justice Scalia in Heller actually said: “Of course the right was not unlimited … [W]e do not read the Second Amendment to protect the right of citizens to carry arms for any sort of confrontation.” “We also recognize another important limitation on the right to keep and carry arms. [T]he sorts of weapons protected were those ‘in common use at the time.’ We think that limitation is fairly supported by the historical tradition of prohibiting the carrying of ‘dangerous and unusual weapons.'”

The AR-15 rifle is currently the most popular long gun in America, manufactured by literally dozens of companies and owned by literally millions of people. It is also carried by the majority of police departments around the country. Does that not qualify as “common use”? As the semi-automatic version of the select-fire M16 and M4 military-issue rifle and carbine, does it not meet the Miller “ordinary equipment” test?  As the joke goes, “Is gun.  Is not safe.”  And it’s hardly unusual.

Neither Gov. Markell nor President Obama is proposing anything forbidden by the only decision the Court has ever made that comes anywhere close to the NRA’s account of the Second Amendment. There is no constitutional right to possess the type of “dangerous and unusual” firepower that killed kindergartners in Newtown. Accustomed to weapons “in common use at the time,” the founding generation, even the most gifted and farsighted among them, could hardly have imagined such weapons.

The founding generation could “hardly have imagined” radio, telephones, television, communication satellites, the internet, cell phones, fax and copying machines, scanners or any of the other myriad advancements in information technology, but those are all protected under the First Amendment’s freedom of expression.

The current Chief Judge of the Ninth Circuit Court of Appeals wrote a rather famous dissent in the 2003 Silveira v. Lockyer case that rejected an en banc rehearing. In it he said:

Judges know very well how to read the Constitution broadly when they are sympathetic to the right being asserted. We have held, without much ado, that “speech, or . . . the press” also means the Internet, and that “persons, houses, papers, and effects” also means public telephone booths. When a particular right comports especially well with our notions of good social policy, we build magnificent legal edifices on elliptical constitutional phrases — or even the white spaces between lines of constitutional text. But, as the panel amply demonstrates, when we’re none too keen on a particular constitutional guarantee, we can be equally ingenious in burying language that is incontrovertibly there.

It is wrong to use some constitutional provisions as springboards for major social change while treating others like senile relatives to be cooped up in a nursing home until they quit annoying us. As guardians of the Constitution, we must be consistent in interpreting its provisions. If we adopt a jurisprudence sympathetic to individual rights, we must give broad compass to all constitutional provisions that protect individuals from tyranny. If we take a more statist approach, we must give all such provisions narrow scope. Expanding some to gargantuan proportions while discarding others like a crumpled gum wrapper is not faithfully applying the Constitution; it’s using our power as federal judges to constitutionalize our personal preferences.

Silveira was decided using the Ninth Circuit’s 1996 Hickman v. Block decision that erroneously interpreted the Supreme Court’s Miller decision as declaring the right to arms a collective and not individual right.

And Professor Magee’s op-ed is but another example of someone wishing to constitutionalize his own personal preference.

Continuing:

Despite the overflow crowd in Dover to hear David Keene, most Americans are willing to prohibit certain military-style weapons and ammunition. More people are killed in the United States by gun violence on average each year than all the Americans who have died in both long wars in Iraq and Afghanistan. Banning high-powered automatic weapons and high-capacity magazines might not end daily killings largely ignored by the media or massacres making national headlines only to disappear with time.

Long guns are used in a tiny fraction of all firearm-involved crimes, and “military-style weapons” are only a small percentage of that tiny fraction.  Given the FACT that the overwhelming majority of people killed and injured in the United States by “gun violence” are killed and injured with HANDGUNS – a fact that hasn’t changed since retired Chief Justice Warren Burger went on the lecture circuit to try to get them banned, then a ban on “certain military-style weapons and ammunition,” “high-powered automatic weapons and high-capacity magazines” is merely theater, albeit theater with an ultimate goal.

No, an “assault weapon” ban is precisely what Charles Krauthammer said it was for in 1996:

In an election year you expect Washington to be full of phony arguments. But even a cynic must marvel at the all-round phoniness of the debate over repeal of the assault weapons ban. Both sides are blowing smoke.

The claim of the advocates that banning these 19 types of “assault weapons” will reduce the crime rate is laughable. There are dozens of other weapons, the functional equivalent of these “assault weapons,” that were left off the list and are perfect substitutes for anyone bent on mayhem.

Ultimately, a civilized society must disarm its citizenry if it is to have a modicum of domestic tranquility of the kind enjoyed in sister democracies like Canada and Britain.

Passing a law like the assault weapons ban is a purely symbolic move in that direction.

(My emphasis.)  Concluding Professor Magee’s piece:

The NRA is quite right in pushing mental illness as a major contributor to the epidemic of gun violence gripping this country. However, it undermines its own credibility and disserves the public to exaggerate what the Supreme Court or any of its justices have said just to ignite support for make-believe constitutional rights.

I think, Professor Magee, that you have undermined your own credibility and performed a disservice to the public in writing your op-ed. You have attempted to mislead the public on the law through deliberate mendacity.

Shame on you.

And what is it you teach your students?

UPDATE, 2/1/13:

It’s been almost three days since this went up. There have been some fun comments to the DelawareOnline piece, but Professor Magee has not replied to my emails. Probably spam-filtered due to the Gmail origin. As an interesting aside, I received this message from a Facebook member:

Kevin, Professor Magee from the University of Delaware was the head of the Poli Sci department and, as a Poli Sci major with a concentration in public law, the man who taught all but one of the Constitutional Law classes I took in college.

Not once did we ever discuss the 2nd Amendment, even in a class dedicated to Constitutional Law and Individual Liberties.

Well, until 1999 even Laurence Tribe gave the Second Amendment short-shrift in his textbook American Constitutional Law. But I can’t say I’m surprised.

Quote of the Day – Victor Davis Hanson Edition

On education:

Thank God for Mississippi and Alabama, or California schools would test dead last.

Somehow, in just thirty years we created obstacles to public learning that produce results approaching the two-century horrific legacy of slavery and Jim Crow. About half the resources of the California State University system are devoted to remedial schooling for underperforming high school students (well over half who enter take remediation courses; half don’t graduate even in six years; and well over half have sizable financial aid). The point of CSU’s general education requirement is not so much any more to offer broad learning (who is to say what is “general education?”), but rather to enter a sort of race, class, and gender boot camp that allows some time off to become familiar with how the culture and politics of the state should continue.

(Bold emphasis mine.)  Excerpted from California at Twilight. And, being a college professor himself, Professor Hanson is what is known as a “primary source” on the topic.

Quote of the Day

From Robert Avrech:

Yes, we eager students studied history, literature and art. But soon enough it became clear to me that a massive amount of time was spent on Marxist theory, a material view of the world. Still observant, still wearing a yarmulke, I would ask about religion, about the spirit. With deep condescension, my professors informed me that we live in a post-religious world. Religion, I was lectured, was the opiate of the people.

I wondered, but never had the courage to suggest, that perhaps Marxism was the opiate of the elites.

Quote of the Day – Thomas Sowell on Education

From his Townhall piece, The Role of Educators:

Schools were once thought of as places where a society’s knowledge and experience were passed on to the younger generation. But, about a hundred years ago, Professor John Dewey of Columbia University came up with a very different conception of education — one that has spread through American schools of education, and even influenced education in countries overseas.

John Dewey saw the role of the teacher, not as a transmitter of a society’s culture to the young, but as an agent of change — someone strategically placed, with an opportunity to condition students to want a different kind of society.

A century later, we are seeing schools across America indoctrinating students to believe in all sorts of politically correct notions. The history that is taught in too many of our schools is a history that emphasizes everything that has gone bad, or can be made to look bad, in America — and that gives little, if any, attention to the great achievements of this country.

If you think that is an exaggeration, get a copy of “A People’s History of the United States” by Howard Zinn and read it. As someone who used to read translations of official Communist newspapers in the days of the Soviet Union, I know that those papers’ attempts to degrade the United States did not sink quite as low as Howard Zinn’s book.

That book has sold millions of copies, poisoning the minds of millions of students in schools and colleges against their own country. But this book is one of many things that enable teachers to think of themselves as “agents of change,” without having the slightest accountability for whether that change turns out to be for the better or for the worse — or, indeed, utterly catastrophic.

A People’s History has even made inroads into popular culture. I wonder how many books that clip sold?
“Agents of Change” explains things like The George Orwell Daycare Center, too.

Here’s another little example, a worksheet from a fifth-grade Scholastic Teaching Resources mathematics workbook on the distributive property of multiplication. Check the graphic:

Tell me, what does “distributing the wealth” have to do with the distributive property?

Quote of the Day – Nuke it from Orbit Edition

It’s obvious that the way to end school shootings is to forget about the “shootings” part and focus on the first word instead.

We need to abolish schools.

Decades hence, our offspring will listen in disbelief when we tell them we used to pay billions of dollars to warehouse children in “gun-free zones” overseen by morons; that 21st-century kids were groomed for 19th-century jobs and came out functionally illiterate but experts nonetheless on the subjects of Kwanzaa, “safe” sex, and something called global warming.

Kathy Shaidle, Ban Schools, not Guns. Taki’s Magazine

RTWT. And the comments.

h/t:  Vanderleun

Mutually Exclusive

I saw a car today with an “I OBAMACARE” bumpersticker on it.  It took me a minute, however, to read the one below that:


(Click for full size)

My immediate reaction:

Like HELL you are!

So I dragged out the camera and snapped that shot just to show you.

When I got home and looked at the full-sized image, I noted that the lower bumpersticker is from ACLU.org.  Well, that explains it.  The ACLU is a supporter of the “living Constitution” idea, so for the woman in this Civic, obviously whatever she thinks is Constitutional is – by definition – Constitutional!

And people who think like that outvote those of us who don’t.

And people who think like that are likely to think like this:

http://static.photobucket.com/player.swf

Remind you of anyone?  Want to know where that video originated?  The California Federation of Teachers union.  But teachers don’t indoctrinate our youth, right? 

How We “Lost the Culture War”

It’s been a pretty steady refrain, from Bill Whittle to CNN that the reelection of Barack Obama proves that the Right has “lost the culture war”. There has been much wailing and gnashing of teeth over how this happened, but it’s been apparent to me that it started in our public school system, and here’s an interesting article to that point.

From City Journal, Spring of 2009 edition, Pedagogy of the Oppressor:

Like the more famous Teach for America, the New York Teaching Fellows program provides an alternate route to state certification for about 1,700 new teachers annually. When I met with a group of the fellows taking a required class at a school of education last summer, we began by discussing education reform, but the conversation soon took a turn, with many recounting one horror story after another from their rocky first year: chaotic classrooms, indifferent administrators, veteran teachers who rarely offered a helping hand. You might expect the required readings for these struggling rookies to contain good practical tips on classroom management, say, or sensible advice on teaching reading to disadvantaged students. Instead, the one book that the fellows had to read in full was Pedagogy of the Oppressed, by the Brazilian educator Paulo Freire.

For anyone familiar with American schools of education, the choice wasn’t surprising. Since the publication of the English edition in 1970, Pedagogy of the Oppressed has achieved near-iconic status in America’s teacher-training programs. In 2003, David Steiner and Susan Rozen published a study examining the curricula of 16 schools of education—14 of them among the top-ranked institutions in the country, according to U.S. News and World Report—and found that Pedagogy of the Oppressed was one of the most frequently assigned texts in their philosophy of education courses. These course assignments are undoubtedly part of the reason that, according to the publisher, almost 1 million copies have sold, a remarkable number for a book in the education field.

The odd thing is that Freire’s magnum opus isn’t, in the end, about education—certainly not the education of children. Pedagogy of the Oppressed mentions none of the issues that troubled education reformers throughout the twentieth century: testing, standards, curriculum, the role of parents, how to organize schools, what subjects should be taught in various grades, how best to train teachers, the most effective way of teaching disadvantaged students. This ed-school bestseller is, instead, a utopian political tract calling for the overthrow of capitalist hegemony and the creation of classless societies. Teachers who adopt its pernicious ideas risk harming their students—and ironically, their most disadvantaged students will suffer the most.

Read the whole article. If you have children in public school, ask their teachers if they’ve read Pedagogy of the Oppressed, and if so, what they think of it. Remember, this book was mentioned prominently in the “Raza Studies” fight here in the Tucson Unified School District.

Now, here’s an interesting coincidence:

As a case in point, consider the career of Robert Peterson. Peterson started out in the 1980s as a young elementary school teacher in inner-city Milwaukee. He has described how he plumbed Pedagogy of the Oppressed, looking for some way to apply the great radical educator’s lessons to his own fourth- and fifth-grade bilingual classrooms. Peterson came to realize that he had to break away from the “banking method” of education, in which “the teacher and the curricular texts have the ‘right answers’ and which the students are expected to regurgitate periodically.” Instead, he applied the Freirian approach, which “relies on the experience of the student. . . . It means challenging the students to reflect on the social nature of knowledge and the curriculum.” Peterson would have you believe that his fourth- and fifth-graders became critical theorists, interrogating the “nature of knowledge” like junior scholars of the Frankfurt School.

What actually happened was that Peterson used the Freirian rationale to become his students’ “self-appointed political conscience.”

AKA, their political officer.

After one unit on U.S. intervention in Latin America, Peterson decided to take the children to a rally protesting U.S. aid to the Contras opposing the Marxist Sandinistas in Nicaragua. The children stayed after school to make placards:

LET THEM RUN THEIR LAND!
HELP CENTRAL AMERICA DON’T KILL THEM
GIVE THE NICARAGUANS THEIR FREEDOM

Peterson was particularly proud of a fourth-grader who described the rally in the class magazine. “On a rainy Tuesday in April some of the students from our class went to protest against the contras,” the student wrote. “The people in Central America are poor and bombed on their heads. When we went protesting it was raining and it seemed like the contras were bombing us.”

These days, Peterson is the editor of Rethinking Schools, the nation’s leading publication for social-justice educators. He is also the editor of a book called Rethinking Mathematics: Teaching Social Justice by the Numbers, which provides math lessons for indoctrinating young children in the evils of racist, imperialist America.

Rethinking Schools, if you remember, was the source of the piece that inspired my education überpost The George Orwell Daycare Center.

Continuing:

Partly thanks to Peterson’s efforts, the social-justice movement in math, as in other academic subjects, has fully arrived (see “The Ed Schools’ Latest—and Worst—Humbug,” Summer 2006). It has a foothold in just about every major ed school in the country and enjoys the support of some of the biggest names in math education, including several recent presidents of the 25,000-member American Education Research Association, the umbrella organization of the education professoriate. Its dozens of pseudo-scholarly books, journals, and conferences extol the supposed benefits to disadvantaged kids of the kind of teaching that Peterson once inflicted on his Milwaukee fourth-graders.

And now you know why schools can’t teach algebra, as detailed in The George Orwell Daycare Center.

Again, read the whole piece. Do you understand now how we “lost the culture”?  And why we aren’t going to get it back?