Posted tagged ‘Education’

France: “First the Saturday People, then the Sunday People”

August 21, 2016

France: “First the Saturday People, then the Sunday People”, Gatestone InstituteGuy Millière, August 21, 2016

♦ The path of Adel Kermiche, born in France to immigrant parents from Algeria, and one of the two men who murdered the elderly priest Father Jacques Hamel, looks like the path followed by many young French Muslims: school failure, delinquency, shift towards a growing hatred of France and the West, return to Islam, transition to radical Islam.

♦ The French education system does not teach young people to love France and the West. It teaches them instead that colonialism plundered many poor countries, that colonized people had to fight to free themselves, and that the fight is not over. It teaches them to hate France.

♦ All political parties, including the National Front, talk about the need to establish an “Islam of France”. They never explain how, in the internet age, the “Islam of France” could be different from Islam as it is everywhere else.

♦ Many French Jews fleeing the country recalled an Islamic phrase in Arabic: “First the Saturday people, then the Sunday people.” In other words, first Muslims attack Jews; then when the Jews are gone, they attack Christians. It is what we have been seeing throughout the Middle East.

The slaughter of French priest Father Jacques Hamel on July 26 in Saint-Étienne-du-Rouvray was significant. The church where Father Jacques Hamel was saying mass was nearly empty. Five people were present; three nuns and two faithful. Most of the time, French churches are empty.

Christianity in France is dying out. Jacques Hamel was almost 86 years old; despite his age, he did not want to retire. He knew it would be difficult to find someone to replace him. Priests of European descent are now rare in France, as in many European countries. The priest officially in charge of the parish of Saint-Étienne-du-Rouvray, Auguste Moanda-Phuati, is Congolese.

The reaction of the French bishops was also significant. Speaking in their name, Georges Pontier, chairman of the Conference of Bishops of France, called on Catholics for a day of fasting and prayer. He also asked Muslims living in France to come to church to “share the grief of Christians.” He added that Muslims are welcome in France.

The decision to deliver a message of brotherhood is consistent with the spirit of Christianity. The wish to welcome Muslims to France but to leave completely aside that the assassins of Father Jacques Hamel acted in the name of Islam and jihad seem signs of willful blindness, severely pathological denial, and a resigned, suicidal acceptance of what is coming.

The assassins of Father Jacques Hamel are what is coming. One of them, Adel Kermiche, was born in France to immigrant parents from Algeria. His path looks like the path followed by many young French Muslims: school failure, delinquency, shift towards a growing hatred of France and the West, return to Islam, transition to radical Islam. The other, Abdel Malik Petitjean, was born in France too. His mother is Muslim. His father comes from a Christian family. Abdel Malik Petitjean nevertheless followed the same path as Adel Kermiche. A growing number of young French-born Muslims radicalize. A growing number of young French people who have not been educated in Islam nevertheless turn to Islam, then to radical Islam.

1734 (1)Father Jacques Hamel was murdered on July 26, in the church of Saint-Étienne-du-Rouvray, by Islamic jihadists.

The French education system does not teach young people to love France and the West. It teaches them instead that colonialism plundered many poor countries, that colonized people had to fight to free themselves, and that the fight is not over. It teaches them to hate France. But it erroneously describes Islam as a religion that brought “justice, dignity and tolerance” wherever it reigned. Seventh-grade students spend the first month of the school year learning what Islamic civilization brought to the world in science, architecture, philosophy and wealth. A few weeks later, they have to memorize texts explaining that the Church committed countless atrocious crimes. Economics textbooks are steeped in Marxism and explain that capitalism exploits human beings and ravages nature. The Holocaust is still in the curriculum, but is taught less and less; teachers who dare to speak of it face aggressive remarks from Muslim students. A 2002 book,The Lost Territories of the Republic (Les territoires perdus de la république), exposed the problem. Since then, the situation has worsened considerably.

French mainstream media do their best to hide the truth. Abdel Malik Petitjean and Adel Kermiche are described as troubled and depressed young people who slipped “inexplicably” towards barbarity. Their actions are widely presented as having nothing to do with Islam. The same words were used to depict Mohamed Lahouaiej Bouhlel, the jihadist who murdered 86 people in Nice on July 14th. These words were used to depict all the jihadists who killed in France during the last few years. Each time, Muslim intellectuals are invited to speak, and invariably explain that Islam is peaceful and that Muslims are guilty of nothing.

The anger expressed by political leaders after the attack in Nice has already faded. Some political leaders in France call for tougher measures, but speak of “Islamic terrorism ” very rarely. They know that speaking too much of “Islamic terrorism” could be extremely bad for their future careers.

All political parties, including the National Front, talk about the need to establish an “Islam of France.” They never explain how, in the internet age, the “Islam of France could be different from Islam as it is everywhere else.

Prime Minister Manuel Valls recently said that France would become an example — a “center of excellence” in the “teaching of Islamic theology.”

For several days after the attack in Nice, it seemed that the country was on the verge of explosion. This is no longer so. The French population seems resigned.

Manuel Valls was criticized when he argued that the French should learn to live with terrorism. Critics of that view now are rarer. The French sense that Islam in France is here to stay. They see that the risks of riots in lawless zones are huge and that all those in positions of responsibility think and act as if it were too late to reverse the course. Fear fills the air.

The French Jewish philosopher Shmuel Trigano recently published an article entitled, “Sacrificing victims for not having to fight the murderers.” The French collectively accept the sacrifice of victims because they feel France will not have the strength and the fortitude to fight ruthless murderers. Most of the French seem helpless.

A book written by Antoine Leiris, the husband of one of the victims of the attacks of November 13, 2015 became a bestseller. It is called, You Will Not Have My Hatred. (Vous n’aurez pas ma haine) The author describes what happened at the Bataclan concert hall as a twist of fate, and say that he feels “compassion” for those who killed his wife.

What is happening today is a continuation of what has been happening here so far this century. In 2001-2003, France experienced a huge wave of anti-Semitic attacks by Muslims supporting the “Palestinian cause.” The French government denied that the attacks were anti-Semitic. It also denied that they were perpetrated by Muslims. It chose appeasement, expressed loudly its own support for the “Palestinian cause,” and added that the revolt of a “part of the population” was “understandable.” It asked Jewish organizations to remain silent. French Jews began to leave France. Many of them recalled an Islamic phrase in Arabic: “First the Saturday people, then the Sunday people.” In other words, first Muslims attack Jews; then when the Jews are gone, they attack Christians. It is what we have been seeing throughout the Middle East.

Attacks against non-Jews began in 2005: riots broke out all over France. The French government again chose appeasement, and said that the revolt of a “part of the population” would be “heard.”

A Jew, Ilan Halimi, was tortured for three weeks and then murdered in Paris in 2006. Then, more Jews were murdered in Toulouse in 2012 and in a Paris suburb in 2015.

Now more and more often, non-Jews are attacked. The French government has repeatedly talked of war, but each time returns to a policy of appeasement.

Today, appeasement reigns, virtually unchallenged. All French political parties are choosing appeasement over confrontation, and hardly dare to call the danger by its name: radical Islam. The French choose submission: they have no real alternative.

Jews continue to flee. Synagogues and Jewish schools throughout the country are guarded around the clock by armed soldiers. Jews who are still in France know that wearing a skullcap or a Star of David is extremely dangerous. They seem to see that appeasement is a dead end. They often emigrate to the country that appeasers treat as a scapegoat and that Islamists want to destroy: Israel. They know that when in Israel, they might have to confront jihadists like those who kill in France, but they also know that Israelis are more ready to fight to defend themselves.

French non-Jews now see that appeasement will not allow them to be spared.

If they look around them in Western Europe, they see there are no more safe places; they have nowhere else to go. They know that hundreds of thousands of migrants in Germany can easily cross nonexistent borders. They know there are thousands potential jihadists in France, that the worst jihadi crimes in France are still to come, and that the authorities have no will to stop them.

There will be no civil war in France. The jihadists have won. They will kill again. They love to kill. They love death. They say, “we love death more than you love life.”

One of the nuns present in the empty church said that after slaughtering Father Jacques Hamel, Adel Kermiche and Abdel Malik Petitjean smiled. They were happy.

Sharia in Denmark – Part II

July 20, 2016

Sharia in Denmark – Part II, Gatestone InstituteJudith Bergman, July 20, 2016

♦ “All the bullying happens in Arabic… The hierarchy of the Arab boys creates a very violent environment. … I have filmed the particularly vile bullying of a Somali boy. You can see the tears in his eyes. They are destroying him; it is very violent. ” — From a dissertation by Jalal El Derbas, Ph.D.

♦ Danish teachers are the least respected and are spoken of in denigrating and humiliating terms.

♦ “I am not saying that all the Arab children did ugly things, but we witnessed on a regular basis… using derogatory Arabic language towards Somalis and girls.” — Lise Egholm, former head of the Rådmandsgade school in Copenhagen.

♦ Whether Danish parliamentarians wish to acknowledge this problem or not, they are up against far wider issues than that of religious incitement in mosques by radical preachers.

After the television documentary, “Sharia in Denmark“, embarrassed Danish authorities by revealing how widespread the preaching of sharia is in mosques in Denmark, the Danish government, in May, concluded a political agreement about “initiatives directed against religious preachers who seek to undermine Danish laws and values and who support parallel legal systems”.

“We are doing everything we can without compromising the constitution and international agreements,” Bertel Haarder, the Minister for Culture and Church, said about the political agreement.

The agreement centers on a number of initiatives, which are supposed to compensate for the detrimental effects of all the years in which sharia was allowed to spread in Denmark while most authorities paid only scant attention to what was happening. Part of the new effort, therefore, will be the mapping of all existing mosques in Denmark.

It will now be obligatory, according to the agreement, for all priests, imams and others who are not part of the Church of Denmark, and who wish to be able to perform weddings — as well as for foreign preachers who apply for residence permits — to learn about Danish family law, freedom and democracy. At the end of the course, all will have to sign a statement that they will accept Danish law, including freedom of speech and religion, gender equality, freedom of sexual orientation, non-discrimination and women’s rights.

The government will examine how to create more transparency in foreign donations to faith communities in Denmark, including controlling and, if necessary, preventing such donations. As part of this work, on May 4 the government presented a law making it a crime to receive funding from a terror organization to establish or run an institution in Denmark, including schools and mosques.

Another element in the political agreement is the establishment of national lists with the names of traveling foreign (non-EU) religious preachers who will be excluded from entry into Denmark on the grounds that they are a threat to public order in Denmark. These named preachers will not be granted an entry visa and will be denied entry at the border. In addition, a non-public list, containing the names of such preachers who are EU citizens, will be established. The purpose of this list is to create awareness of the existence of these preachers, as, due to EU rules on free movement, they cannot be denied entry.

The final component of the agreement is the criminalization of certain speech. According to the agreement, it will become illegal explicitly to support terrorism, murder, rape, violence, incest, pedophilia, the use of force and polygamy as part of religious training, and whether or not the speech was made in private or in public. Both the activities of religious preachers and the activities of others, who speak as part of religious training, are included in the criminalization.

The political agreement is expected to become law when the Danish parliament reconvenes after the summer vacation.

Danish parliamentarians are aware that it will be difficult to measure whether these initiatives have any effect — how do you measure whether religious preachers are indeed not explicitly supporting terrorism, murder, rape and pedophilia, unless you place them under constant surveillance? But lawmakers are nevertheless confident that the new initiatives will have an effect. “This will have an impact on what people put up with from their religious leaders.” Culture and Church Minister Bertel Haarder says.

Another parliamentarian, Naser Khader, who appears more realistic, says,

“We are well aware that more initiatives are needed. But this stops hate preachers from coming to Denmark, preachers who only want to come here in order to sow discord between population groups and who encourage violence, incest and pedophilia.”

 

1703After the documentary “Sharia in Denmark” embarrassed Danish authorities, the government reached a new a political agreement, which Danish Member of Parliament Naser Khader supported, saying, “this stops hate preachers from coming to Denmark, preachers who only want to come here in order to sow discord between population groups and who encourage violence, incest and pedophilia.”

While Danish politicians have taken yet another step on an uncertain road that may or may not succeed in stemming the rise of sharia in Denmark, other problems abound, which compound the impression that this initiative will not amount to much more than a symbolic band-aid.

A recent Ph.D. dissertation by Jalal El Derbas, as reported by the Danish newspaper, Berlingske Tidende, shows that in several Danish schools with Arab students, the latter, mainly boys, use Arabic as a means to sexually and racially harass and bully other students as well as their teachers, especially girls, Somalis and ethnically Danish teachers, who do not understand the insults hurled at them in Arabic.

According to the article, El Derbas was shocked when he went through the video footage of 12- and 13-year-olds in two different Danish public schools with a majority of pupils with minority background. The purpose of his Ph.D. was to examine the possible causes of why bilingual boys — who speak both Danish and Arabic — continue to lag behind other Danish students. He wanted to see what those bilingual boys actually do in the classroom. The footage was taken over five months and it displayed a world characterized by hierarchy, sexual and religious harassment, bullying and racism, in which the first language of the students, Arabic, played a central and leading role. According to El Derbas:

“I could see that the students used Arabic as a secret code and they only used it negatively to disturb the schoolwork. If they did not want to do the work, they simply shifted to Arabic. The schools were very flexible and allowed the students to use Arabic both inside and outside the classroom. But all that this freedom accomplished was that the students shifted from Danish to Arabic if they were getting into a fight and if there was a teacher nearby whom they did not want to understand what they were saying.”

The video footage also revealed a hierarchy consisting of sexual harassment and racism, because the Arab boys consider themselves higher-ranking than girls and Somali students.

“All the bullying happens in Arabic. All the ugly and mean words are uttered in Arabic. The hierarchy of the Arab boys creates a very violent environment. I have video footage of severe sexual harassment against Arab girls and I have filmed the particularly vile bullying of a Somali boy. You can see the tears in his eyes. They are destroying him; it is very violent.”

According to El Derbas, Sunni and Shia Muslim strife is also imported into the grounds of these Danish schools. With the majority of the boys being Sunni Muslims, they look down on the Shia Muslim students and a teacher who is a Shia Muslim is called “Satan” or “witch”, whereas a Sunni Muslim teacher is addressed courteously as “uncle” or “aunt”. Danish teachers are the least respected, and are spoken of in denigrating and humiliating terms.

El Derbas, stressed that the pupils come from ghetto areas, saying:

“Many of the teachers have given up on engaging the parents in any way, but if this is to change it has to happen through the parents. Maybe it would help if the parents took turns of being present in the classroom to see how their children behave. Most of them [the parents] are not working or studying anyway. I think that could lead to an improvement. Because no parents will accept that their children behave in this manner”.

The results of the dissertation come as no surprise to Lise Egholm, now retired, but who for 18 years, until 2013, was the head of Copenhagen’s Rådmandsgade school, which has many Arab students.

“I am not saying that all the Arab children did ugly things,” says Egholm, “but we witnessed on a regular basis exactly the phenomenon of using derogatory Arabic language towards Somalis and girls… Back then the biggest group of children in the school was Arabic speaking, and the words which in Arabic mean ‘whore’ and ‘f— your mother’ they all knew.”

In a written statement to Berlingske Tidende, Minister of Education, Ellen Trane Nørby, wrote,

“It is never all right to bully, whether this happens in Danish, Arabic, or in a third language. That is why I have initiated a large initiative, which has as its purpose to prevent and combat bullying. The teachers have to signal very strongly that there has to be room for all children and that you have to treat other pupils with respect. If some pupils do not understand this and speak in ‘code language’ or use a language that excludes and bullies other pupils, the schools must intervene. Danish is the language used for teaching in Denmark, and pupils should not be excluded or bullied because of parallel languages in school”.

However, what the minister of education fails to mention is that the problems with this kind of behavior are not likely to remain inside the school, but will inevitably spill into the streets. Then what? No amount of lists of radical religious preachers and laws is going to change that fact.

Whether Danish parliamentarians wish to acknowledge this problem or not, they are up against far wider issues than that of religious incitement in mosques by radical preachers. Notably, El Derbas’s findings have not caused any debate remotely resembling that, which was caused by the “Sharia in Denmark” documentary. They should.

When a Culture Unmans Itself

July 5, 2016

When a Culture Unmans Itself, PJ MediaDavid Solway, July 4, 2016

Obama and boy

Men need to “be better.”

—Michelle Obama in conversation with Oprah.

Western civilization is clearly coming part at the seams. There are so many destructive elements at work, they are almost impossible to list. But one of the most destructive of these elements, incited by a punitive feminist ideology, is the relentless campaign to delegitimize the very idea of manhood. And the most effective way to do that is to impugn male sexuality.

We are told constantly that we live in a virtual rape culture, a culture in which rape is widespread and condoned, victims are blamed, and rapists receive little or no punishment. There are rape cultures in the world. If one wants to see one in action, all one need do is look at the Muslim world or at Muslim enclaves and populations that have burrowed into Western nations, where atrocities and scandals continue to multiply. In the Western world, by contrast, rape and other forms of sexual misconduct—even mere allegations of sexual misconduct—are universally condemned and harshly punished.

No matter. Islamic culture gets a free pass while Western culture is said to be ravaged by gynophobia under the reign of male supremacism. In the new sexual paradigm that has clamped succubus-like upon the culture, the heterosexual male mainstream is under attack for the crime of harboring a normal sexual drive, which must be ruthlessly expunged in an offensive characterized by media propaganda, legislative bias and institutional practices. Respectable-seeming websites promote the total reform of masculinity using terms such as “mascupathy” to define masculine traits such as aggression and competitiveness as forms of disease needing to be cured. Western men are being progressively demasculanized, a deficiency which results, as Andrew Klavan argues, in “tremulous feminists who hysterically fear rape culture on college campuses where it is not, and Western leaders who don’t dare to see the rape culture inherent in invading Islam, where it is.”

The signs of anti-male bias are everywhere we look. The university, for example, has become a veritable minefield for male students, who may at any time be hauled before an administrative tribunal and their careers put in jeopardy for sexual misconduct, however trivial or ambiguous. A recent memo from my wife’s university mandates a statement against “sexual violence” in all course syllabi—mind you, nothing against harassing and lying about one’s professor for a better grade, shutting down conservative, Zionist, pro-Life or anti-feminist speakers, perpetrating racist hoaxes, denouncing the teaching of good English and male authors as forms of “microagression,” or any of the other violations of civil conduct that we have witnessed on university campuses recently. The only sexist harassment that takes place regularly in academia is feminist harassment of male students and staff—but that is considered not intimidation but enlightened practice.

Is it any wonder, then, that even our military is being insidiously weakened? Responding to a vehement attack on supposed martial dishonor by a former Supreme Court justice, it has turned from its primary task of defending the country to counseling its soldiers against what it regards as sexual delinquency by issuing wallet cards listing “inappropriate behaviors.” These include“sexual assault, sexual interference, sexual exploitation, offensive sexual remarks or unacceptable language or jokes, unwelcome requests of a sexual nature or verbal abuse of a sexual nature, voyeurism, indecent acts and publishing intimate images of a person without their consent.” The fact is, most men in the civilized West are not sexual predators or unreconstructed brutes but most men do tend to joke and flirt and make off-color remarks and otherwise show an interest in women, whether sexual or romantic, in virtue of being men. More to the point, if men are no longer permitted to be men, how then can they be soldiers?

When manliness is eliminated from a culture fixated on the supposedly corrupt and vicious nature of masculinity, while armies of apologetic White Knights and self-abnegating feminist allies (aka “manginas”) come to replace a diminishing platoon of alpha males—“We live in a world run by betas and their lady friends,” quips J.R. Dunn in a prescient article for American Thinker—the writing is on the wall. As Michael Ignatieff reminded us in The Lesser Evil, a culture, a nation or a civilization cannot expect to survive if it is defended by herbivores. It needs a Praetorian cohort of carnivores, determined men proud of their masculinity and unafraid to confront the enemies outside the gates as well as the fifth columnists, defeatists and appeasers within—i.e., politicians on both sides of the aisle, spineless university administrators, media abettors, tergiversating liberals, tenured academics who indoctrinate from the left rather than educate from the tradition of reputable scholarship, and the feminist Furies acting out their faux version of Lysistrata—if a culture is not only to survive but to flourish.

The feminist hordes in their anti-male animus, along with their Beta and Delta collaborators, have overrun a once-great and hardy civilization. As Klavan puts it, “The future goes where men go and does what men make it do. If men go down the drain, the future will follow.” The expression of male sexual desire in Western culture is hedged by rules of appropriate conduct and a code of chivalry, occasionally honored in the breach, yet relatively intact. But when male sexuality in its natural manifestations is regarded as an evil that must be controlled, reviled, prosecuted and ultimately bred out of men, societal collapse is inevitable. The irony is palpable. For a culture that targets men can neither defend nor reproduce itself and its days are numbered.

Education Dept encourages Islam in classroom to stop bullying of Muslims

April 28, 2016

Education Dept encourages Islam in classroom to stop bullying of Muslims, Jihad Watch, Robert Spencer, April 27, 2016

(For some textbooks that might be appealing, please see also, I Love Islam. — DM)

Isn’t this unconstitutional? Wasn’t there a decades-long struggle to get Christianity out of public school classrooms? Now what had been accepted norms for the separation of religion from public school education are out the window. This initiative to introduce Islam into classroom teaching is based on spurious claims that Muslim students are bullied, when actual FBI statistics show that incidents against Jews are far more common.

peshawar-madrassa-school-007

“Department Of Education Encourages Islam In Classrooms To Stop Muslim Bullying,” by Diane Palmer, Parent Herald, April 27, 2016 (thanks to The Religion of Peace):

The U.S. Department of Education calls educators to include Islam in the curriculum to address the bullying of Muslim students.

The Department of Education (DOE) in the U.S. encouraged educators to be more responsible in protecting Muslim students from bullying by teaching Islam in class. Many people rejected the demands of the DOE’s instructions by saying that it is inappropriate to bring up religion in class.

The DOE posted instructions on their website urging teachers to include Islam in classroom discussions. Educators are encouraged to incorporate experiences of Muslim people into the curriculum through current events, social studies and children’s literature.

The alleged bullying is said to be largely based on the lack of information about the religion and the tendency to associate Islam with terrorism. Although no firm statistics show how often Muslim students are bullied, activists claim that the numbers became higher after the attacks of 9/11, according to Huffington Post.

A 2010 survey of 57 Muslim teenagers aged 11 to 18 reported being called a name because of their faith. About 80 percent of the respondents also said they have been called a ‘terrorist’.

DOE cites an increase in incidents targeting the Muslim community due to the 10 incidents that happened nationwide, according to WND. Of the 10 events, two resulted in assaults, three reported the vandalism of mosques, five involved alleged threats and intimidation and only one involved a student inside school.

Parents were also called to educate their kids on how to prevent bullying. Parents were told to teach how to appreciate their peers and make friends across different cultures.

However, many groups rejected the claim of DOE by organizing a Change.org petition drive demanding the department to stop efforts to Islamize children in school. Nowhere in the blog does it talk about incorporating Christian or Judaism into classroom discussions despite far more actual violent attacks on Jews and Christians all over the world, according to Martin Mawyer, president and founder of Christian Action Network….

90% of 13-Year-Olds at Italian School Would Convert to Islam if ISIS Came to their Home

April 25, 2016

90% of 13-Year-Olds at Italian School Would Convert to Islam if ISIS Came to their Home, Front Page Magazine, Robert Spencer, April 25, 2016

wd

From the looks of this, the conquest and Islamization of Europe will be easy.

The German-language site Katholisches.info reports that “90 percent would convert to Islam without hesitation to save their own lives, the Islamic State (IS) should conquer the country. This ‘shock result’ (Il Giornale) came from a survey of 13-year-olds at an Italian secondary school. Only two of 25 students opposed conversion. Both students are from devout Catholic families.”

This “shock result” came during a class discussion on the Islamic State (ISIS): “The teacher gave them information. She told her students also that many fighters of the IS come from Europe. Young Muslims who are the second or third generation immigrants. They are well integrated, come from families with a certain level of prosperity, and several possess a university degree or have begun studies. One of the most infamous executioners of IS was previously a well-known DJ in Europe.”

The teacher reportedly did not sugarcoat the Islamic State’s hostility to Christians and Christianity: “The teacher told her students that the IS destroyed all Christian symbols and threatened everyone who was not willing to convert to Islam with death. She also did not conceal that many Christians were killed, exiled or enslaved because of their faith by IS.”

If the teacher intended this news to make the students resolute in the defense of their ancestral religion and culture, however, it had the opposite effect: all but the two devout Catholic students agreed that if the Islamic State confronted them, they would surrender rather than fight, and would convert to Islam.

Yes, it was just one classroom in one school. But there is no reason to assume that the answer would be significantly different in most schools all over continental Europe, as well as in Britain and even in the United States. Schools where students are taught to value their own cultural heritage, and to be ready to fight to defend it, are rare indeed – in publicly-funded schools all over the West, curricula that taught such a thing would be denounced as “racist” and “xenophobic,” and wouldn’t last long if they were implemented at all.

These children in this Italian classroom are the products of a relativistic, materialistic, hedonistic culture that has relentlessly indoctrinated them with the ideas that all belief systems and cultures are of equal value and are essentially interchangeable, and that it is wrong and “racist” to oppose even an authoritarian and violent ideology, and that defense of one’s homeland and culture is likewise “racist,” and that Judeo-Christian Western civilization is itself uniquely “racist” and responsible for the great majority of the evil in the world.

So what does anyone expect? Does anyone really think that these children and others like them all over the West will grow up to love their countries and their culture and be willing to fight to save them from hostile invaders who mean to conquer and subjugate them? It is much more likely that they will be glad to be subjugated, so as to assuage their guilt over being the children and heirs of the world’s colonialists and enslavers. They have never been taught, and will not be taught, that their new Muslim overlords are in fact the exponents of a culture that has been far more imperialist and more deeply involved in slavery than the West ever was.

As they get used to the dehumanization of women and institutionalized discrimination against non-Muslims, these young denizens of Islamizing Europe will console themselves with the lessons they learned in school about how Islam inspired a great and tolerant civilization in al-Andalus and led numerous people to glorious innovations in science, philosophy and more. It will likely never occur to them, since they have never been taught how to think critically, that the Islamic civilization that is asserting control over their homeland and all of Europe is nothing like what they were taught in school to expect, as it is not really either great or tolerant, and is quite hostile to intellectual endeavors that are deemed un-Islamic – which happens all too often.

Even if that subversive thought does cross some of their minds, by then it will be far too late, as most of their classmates will indeed have converted and joined the religion of the overlords, and the rest are rapidly learning to make the necessary adjustments to get along. The Christian remnant in Egypt, and Syria, and Pakistan learned how to do that, adjusting to a precarious existence in which one’s life could be forfeit if one did not show the requisite “respect” to Muslims whenever and wherever and however that respect was demanded. The Christians and post-Christians of Europe will learn how to do so as well. And many will discover, to their surprise and relief, that it is actually quite easy to live as a slave. Once one accepts the fact that freedom is gone, one can savor that responsibility is as well. What could be sweeter?

Tulane Frat Constructs Wall With “Trump” and “Make America Great Again” Written On It . . . Other Students Tear Down Wall And University Criticizes Fraternity

April 15, 2016

Tulane Frat Constructs Wall With “Trump” and “Make America Great Again” Written On It . . . Other Students Tear Down Wall And University Criticizes Fraternity, Jonathan Turley’s Blog, Jonathan Turley, April 15, 2016

Tulane wall

There is an intense controversy at Tulane University (where I began my teaching career) in New Orleans, Louisiana. The Kappa Alpha fraternity members built a wall made of sandbags with the message “Make America Great Again” and “Trump” plastered across it on their off-campus house. What is astonishing is that university groups and members have rallied to support alleged members of the football team who tore down the wall in a denial of free speech and an act of trespass.

It appears that the building of a wall is the local chapter’s annual tradition before its “Old South” formal ball. This time the students added the language as either a joke or implied support but student groups denounced the language as “filled with connotations of hate and ignorance.” Even if this were serious support for Trump, that is not hate speech. It would be pure political speech — just as students are free to support Bernie Sanders, as many do.

On the video below, student appear to be tearing down the wall and tossing the sandbags into the street as frat members object that “this is private property.” Students like Ana De Santiago seemed to miss the point of violently preventing the speech of other students because you disagree with them. She insisted that “By writing Trump in large, red letters across the ‘wall,’ . . . KA changed what was a tradition of building a wall into a tradition of constructing a border, symbolizing separation and xenophobia.” Or they could simply be supporting Trump and his view of immigration reform. I doubt seriously that De Santiago would take kindly to the frat tearing down signs in support of her presidential candidate or immigration policies.

The hypocritical position of these students reflects the growing intolerance for free speech on our campuses. These students believe that they have a right, even an obligation, to silence students with opposing views.

University spokesman Mike Strecker said frat members used Trump’s name and slogan as satire. But it really does not matter. The University should be investigating the students who engaged in a violent act to stop the speech of other students . . . whether satire or serious. Moreover, the University seemed to blame the students for engaging in free speech, saying that while it encourages the “free exchange of ideas and opinions”, the local chapter’s actions “sparked a visceral reaction in the context of a very heated and divisive political season.” That does not appear very supportive of free speech to blame the victims of an attack on free speech. Students and faculty are allowed to “spark a visceral reaction in the context of a very heated and divisive political season.” Indeed, we should want passionate debate on the candidates and their ideas. It was the students tearing down the wall who were bringing violence and intolerance to the debate. They should be the focus of the ire of the university.

What do you think?

Stanford Students Reject Western Civilization By A 6-To-1 Margin

April 12, 2016

Stanford Students Reject Western Civilization By A 6-To-1 Margin, Daily Caller, Blake Neff, April 12, 2016

(Perhaps in retirement Obama could provide a course on the evils of western civilization that the gentle snowflakes of Stanford would find acceptable. — DM)

An effort by a group of Stanford University students to restore a Western civilization class requirement has been decisively rejected by the student body, with voting results released Monday showing it mustering less than 15 percent support.

The ballot initiative was promoted by members of the school’s conservative-leaning Stanford Review. If passed, it would have called for Stanford to require that all freshmen complete a two-quarter course covering “the politics, history, philosophy, and culture of the Western world.” Stanford once possessed a similar requirement, but eliminated it after a student campaign in the 1980s that denounced it as fostering racism, sexism, and other perfidious -isms.

Supporters managed to collect 370 signatures on their petition, enough to include it as a ballot measure for Stanford’s spring student government election.

But it turns out Stanford has no enthusiasm for requiring the study of Western civilization. In election results released Monday, the proposal failed by an overwhelming margin, with 342 votes in favor and a whopping 1992 votes against.

In contrast, over 90 percent of students voted in favor of an initiative requiring the school to administer a new campus climate survey designed to find the rate of sexual assault on campus. The school already administered such a survey in 2015, but it outraged activists by finding a sexual assault rate of just 1.9%, which they deemed far too low.

The mere suggestion that Stanford require studying Western civilization had generated immense outrage among certain Stanford communities. A low-income advocacy group at the school suspended a member based on the suspicion that he wrote an anonymous piece supporting the proposal. A hostile column in The Stanford Daily warned that accepting the proposal would mean centering Stanford education on “upholding white supremacy, capitalism and colonialism, and all other oppressive systems that flow from Western civilizations.”