very long piece by Kagan at Yale, a pretty famous name, and of course a jew
http://www.newcriterion.com/articles...tque-vale-7653
To me, however, the greatest shortcoming of most attempts at liberal education today, with their individualized, unfocused, and scattered curricula, is their failure to enhance the students’ understanding of their role as free citizens of a free society and the responsibilities it entails. Every successful civilization must possess a means for passing on its basic values to each generation. When it no longer does so, its days are numbered. The danger is particularly great in a society such as our own, the freest the world has known, whose special character is to encourage doubt and questioning even of its own values and assumptions. Such questioning has always been and still remains a distinctive, admirable, and salutary part of our education and way of life. So long as there was a shared belief in the personal and social morality taught by the Judeo-Christian tradition and so long as there was a belief in the excellence of the tradition and institutions of Western Civilization and of this nation, so long as these values were communicated in the schools, such questioning was also safe. Our tradition of free critical inquiry counteracted the tendency for received moral and civic teachings from becoming ethnocentric complacency and intolerance and prevented a proper patriotism from degenerating into arrogant chauvinism. When students came to college they found their values and prejudices challenged by the books they read, by their fellow-students from other places and backgrounds, and by their teachers.
No student ever hears the value of judeo-liberalism questioned at any level, and certainly not in college. Anyone who has been to college will laugh at the idea there is any kind of intellectual openness or anything but spitting hostility to anyone who disagrees with the current orthordoxy on race and the rest. The problems and failures Kagan identifies are there, but they spring from the fact that we are no longer a nation, just a grabbag of peoples, and that is due to the Judeo-marxist takeover, which of course he ignores.
I suggest to you that the situation is far different today. Whatever the formal religious attachments of our students may be, I find that a firm belief in the traditional values and the ability to understand and the willingness to defend them are rare.
Gee, which race polluted Columbia Teachers College and through that the entire teacher pool? Bless my soul, it was the kikes. Today little goyim are taught that all opinions are equal, except when it comes to worshiping jews and their agenda, so no surprise they don't want to defend their own traditions and culture. To the extent they've even heard of it, they have been taught, per jewish textbooks and brainwashed teachers, that it's a bad thing. Whites are evil racists who should die off already - that is the lesson the jews have communicated to white youth through the public schools. Jews are clever enough to get white fools to subsidize the brainwashing of their own kids. And call it education!
Still rarer is an informed understanding of the traditions and institutions of our western civilization and of our country and an appreciation of their special qualities and values. The admirable, even the uniquely good elements are taken for granted as if they were universally available, had always existed, and required no special effort to preserve. All shortcomings, however, are quickly noticed and harshly condemned. Our society is judged not against the experience of human societies in other times and places, but against the Kingdom of Heaven. There is great danger in this, because our society, no less than others now and in the past, requires the allegiance and devotion of its members if it is to defend itself and make progress toward a better life.
Still, jew Kagan's assumptions are universalist and unmentioned. Who says anyone but whites are capable of all these great things? Listen to jew instruction, whites are certainly uniquely capable - but only of bad things.
Traditional beliefs, however, are not replaced by a different set of values resting on different traditions. Instead, I find a kind of cultural void, an ignorance of the past, a sense of rootlessness and aimlessness, as though not only the students but also the world was born yesterday, a feeling that they are attached to the society in which they live only incidentally and accidentally. Having little or no sense of the human experience through the ages, of what has been tried, of what has succeeded and what has failed, of what is the price of cherishing some values as opposed to others, or of how values relate to one another, they leap from acting as though anything is possible, without cost, to despairing that nothing is possible. They are inclined to see other people’s values as mere prejudices, one no better than another, while viewing their own as entirely valid, for they see themselves as autonomous entities entitled to be free from interference by society and from obligation to it.
Because of the cultural vacuum in their earlier education and because of the informal education they receive from the communications media, which both shape and reflect the larger society,
today’s liberal arts students come to college, it seems to me, bearing a sort of relativism verging on nihilism, a kind of individualism that is really isolation from community. The education they receive in college these days, I believe, is more likely to reinforce this condition than to change it. In this way, too, it fails in its liberating function, in its responsibility to shape free men and women. Earlier generations who came to college with traditional beliefs rooted in the past had them challenged by hard questioning and the requirement to consider alternatives and were thereby unnerved, and thereby liberated, by the need to make reasoned choices. The students of today and tomorrow deserve the same opportunity. They, too, must be freed from the tyranny that comes from the accident of being born at a particular time in a particular place, but that liberation can only come from a return to the belief that we may have something to learn from the past. The challenge to the relativism, nihilism, and privatism of the present can best be presented by a careful and respectful examination of earlier ideas, ideas that have not been rejected by the current generation but are simply unknown to them. When they have been allowed to consider the alternatives, they, too, can enjoy the freedom of making an informed and reasoned choice.
Only way to correct things is to make the students realize they are part of a glorious race, and have their role to play in its evolution. But that, of course, is not something a jew is going to encourage.