Against Academics Quotes

The cards are stacked (quite properly, I imagine) against all professional aesthetes, and no doubt we all deserve the dark, wordy, academic deaths we all sooner or later die.

Doroga thumped a finger against his skull. Head got nothing to do with the heart. Your heart wants what it wants. Head got to learn that it can only kill the heart or else get out of the way

A man who works evil against another works it really against himself, and bad advice is worst for the one who devised it

Feminism as a movement for political and social equity is important, but feminism as an academic clique committed to eccentric doctrines about human nature is not. Eliminating discrimination against women is important, but believing that women and men are born with indistinguishable minds is not. Freedom of choice is important, but ensuring that women make up exactly 50 percent of all professions is not. And eliminating sexual assaults is important, but advancing the theory that rapists are doing their part in a vast male conspiracy is not.

Be one of the crowd? It went against everything a wizard stood for, and a wizard would not stand for anything if he could sit down for it, but even sitting down, you had to stand out.

I am creating an atmosphere! Oh, Unc, we’ve finally got bodies in this joint! Paying bodies. We could have a good racket going here.” “I’m not interested in a ‘racket.’ I’m an academic.” “That’s okay, Unc. I won’t hold it against you.

The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.

He waited patiently until the uproar had died away. It was amazing, he thought, how people would argue against figures on no better basis than ‘they must be wrong’.

It's not politically correct to say that you love one child more than you love your others. I love all of my kids, period, and they're all your favorites in different ways. But ask any parent who's been through some kind of crisis surrounding a child--a health scare, an academic snarl, an emotional problem--and we will tell you the truth. When something upends the equilibrium--when one child needs you more than the others--that imbalance becomes a black hole. You may never admit it out loud, but the one you love the most is the one who needs you more desperately than his siblings. What we really hope is that each child gets a turn. That we have deep enough reserves to be there for each of them, at different times. All this goes to hell when two of your children are pitted against each other, and both of them want you on their side.

A university should not be an island where academics attain higher and higher levels of knowledge without sharing any of this knowledge with its neighbours.

Teaching by example, radical obedience, justice, mercy, activism, and sacrifice wholly inspires me. I'm at that place where "well done" trumps "well said." When I see kingdom work in the middle of brokenness, when mission transitions from the academic soil of the mind into the sacrificial work of someone's hands, I am utterly affected. Obedience inspires me. Servant leaders inspire me. Humility inspires me. Talking heads dissecting apologetics stopped inspiring me a few years ago.

It's very bad form to spy on one's host," he said, planting his hands on his hips and somehow managing to look both authoritative and relaxed at the same time. "It was an accident," she grumbled. "Oh, I believe you there," he said. "But even if you didn't intend to spy on me, the fact remains that when the opportunity arose, you took it." "Do you blame me?" He grinned. "Not at all. I would have done precisely the same thing." Her mouth fell open. "Oh, don't pretend to be offended," he said. "I'm not pretending." He leaned a bit closer. “To tell the truth, I'm quite flattered." "It was academic curiosity," she ground out. "I assure you." His smile grew sly. "So you're telling me that you would have spied upon any naked man you'd come across?" "Of course not!" "As I said," he drawled, leaning back against a tree, "I'm flattered." "Well, now that we have that settled," Sophie said with a sniff, "I'm going back to Your Cottage.

I don't get it?" she asked "I don't get it? Let me tell you something about what I get. You think you're so smart? I spent three years on a full academic scholarship at the best college-prep school in the country. And when they kicked me out I had to petition-petition!-to keep them from wiping out my four-point-oh transcript." Daniel moved away, but Luce pursued him, taking a step forward for every wide-eyed step he took back. Probably freaking him out, but so what? He'd been asking for it every time he condescended to her. "I know Latin and French, and in middle school, I won the science fair three years in a row." She had backed him up against the railing of the boardwalk and was trying to restrain herself from poking him in the chest with her finger. She wasn't finished. "I also do the Sunday crossword puzzle, sometimes in under an hour. I have an unerringly good sense of direction... though not always when it comes to guys." She swallowed and took a moment to catch her breath. "And someday, I'm going to be a psychiatrist who actually listens to her patients and helps people. Okay? So don't keep talking to me like I'm stupid and don't tell me I don't understand just because I can't decode your erratic, flaky, hot-one-minute-cold-the-next, frankly"-she looked up at him, letting out her breath-"really hurtful behavior." She brushed a tear away, angry with herself for getting so worked up.

History is a narrative enterprise, and the telling of stories that are true, that affirm and explain our existence, is the fundamental task of the historian. But truth is delicate, and it has many enemies. Perhaps that is why, although we academics are supposedly in the business of pursuing the truth, the word “truth” is rarely uttered without hedges, adornments, and qualifications. Every time we tell a story about a great atrocity, like the Holocaust or Pingfang, the forces of denial are always ready to pounce, to erase, to silence, to forget. History has always been difficult because of the delicacy of the truth, and denialists have always been able to resort to labeling the truth as fiction. One has to be careful, whenever one tells a story about a great injustice. We are a species that loves narrative, but we have also been taught not to trust an individual speaker. Yes, it is true that no nation, and no historian, can tell a story that completely encompasses every aspect of the truth. But it is not true that just because all narratives are constructed, that they are equally far from the truth. The Earth is neither a perfect sphere nor a flat disk, but the model of the sphere is much closer to the truth. Similarly, there are some narratives that are closer to the truth than others, and we must always try to tell a story that comes as close to the truth as is humanly possible. The fact that we can never have complete, perfect knowledge does not absolve us of the moral duty to judge and to take a stand against evil.

Take, for example, the people who think Elvis is still alive… What’s wrong with this claim? Why is this claim not vitiating our academic departments and corporations? I’ll tell you why, and it’s very simple. We have not passed laws against believing Elvis is still alive. It’s just whenever somebody seriously represents his belief that Elvis is still alive – in a conversation, on a first date, at a lecture, at a job interview – he immediately pays a price. He pays a price in ill-concealed laughter.

One increasingly hears rumors of a reconciliation between science and religion. In major news magazines as well as at academic conferences, the claim is made that that belief in the success of science in describing the workings of the world is no longer thought to be in conflict with faith in God. I would like to argue against this trend, in favor of a more old-fashioned point of view that is still more characteristic of most scientists, who tend to disbelieve in any religious component to the workings of the universe.

The cards are stacked(quite properly, I imagine) against all professional aesthetes, and no doubt we all deserve the dark, wordy, academic deaths we all sooner or later die.

Oh, dear.” “Oh dear?” Bernard asked. She reached up and touched her throat, where Bernard’s ring still hung by its chain. “Oh, dear. We’ve survived. We’re alive. And . . . and we’re wed.” Bernard blinked a few times, then mused, “Why, yes. I suppose that’s true. We’ve lived. And we’ve married. I suppose now we’ll have to stay together. Perhaps even be in love.” “Exactly,” Amara repeated, closing her weary eyes with a sigh and leaning against the broad strength of his chest. “This ruins everything.

Randomisation is not a new idea. It was first proposed in the seventeenth century by John Baptista van Helmont, a Belgian radical who challenged the academics of his day to test their treatments like blood-letting and purging (based on ‘theory’) against his own, which he said were based more on clinical experience: ‘Let us take out of the hospitals, out of the Camps, or from elsewhere, two hundred, or five hundred poor People, that have Fevers, Pleurisies, etc. Let us divide them into half, let us cast lots, that one half of them may fall to my share, and the other to yours … We shall see how many funerals both of us shall have.

People who have acquired academic degrees, without acquiring many economically meaningful skills, not only face personal disappointment and disaffection with society, but also have often become negative factors in the economy and even sources of danger, especially when they lash out at economically successful minorities and ethnically polarize the whole society they live in. . . . . In many places and times, soft-subject students and intellectuals have inflamed hostility, and sometimes violence, against many other successful groups.

Why didn't you just let me run home?" she asked. "I wanted you here," he said simply. "But why?" she persisted. He shrugged. "I don't know.Punishment, perhaps, for spying on me." "I wasn't-" Sophie's denial was automatic, but she cut herself off halfway through, because of course she'd been spying on him. "Smart girl," he murmured. She scowled at him. She would have liked to have said something utterly droll and witty, but she had a feeling that anything emerging from her mouth just then would have been quite the opposite,so she held her tongue. Better to be a silent fool than a talkative one. "It's very bad to spy on one's host," he said, planting his hands on his hips and somehow managing to look both authoritative and relaxed at the same time. "It as an accident," she grumbled. "Oh,I believe you there," he said. "But even if you didn't intend to spy on me, the fact remains that when the opportunity arose, you took it." "Do you blame me?" He grinned. "Not at all.I would have done precisely the same thing." Her mouth fell open. "Oh,don't pretend to be offended," he said. "I'm not pretending." He leaned a bit closer. "To tell the truth, I'm quite flattered." "It was academic curiosity," she ground out, "I assure you." His smile grew sly. "So you're telling me that you would have spied upon any naked man you'd come across?" "Of course not!" "As I said," he drawled, leaning back against a tree, "I'm flattered.

But as a professor who was popular with his students—and who advocated general education—Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon.

Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.

And power is a game of smoke and mirrors,’ said her ladyship, reaching for the wine. ‘Oddly enough, Commander Vimes reminds me of that nearly every day. No civil police force could hold out against an irate and resolute population. The trick is not to let them realize that. Yes?

As I traveled the country promoting my book, I was asked by many people, ‘What are you trying to prove here? Lyndon Johnson is dead. He can’t be prosecuted. What is the point of this other than an academic exercise?’ Here is the point: The government does not always tell us the truth. In fact, the government seldom tells us the truth. If ONE citizen understands by reading my book that everything the government says must be regarded with a healthy dose of skepticism, then I will have achieved my goal. Perhaps the best analysis comes from former federal prosecutor and US Attorney David Marston, who wrote to me, “You have viewed the JFK assassination through the prism of a murder investigator’s first question, cui bono (who benefits)? The shocking answer is that the primary suspect has been hiding in plain sight for fifty years: LBJ.

Two unarmed men against six loaded for bear. We need to even the odds.” “Got a plan?” asked Giordino. “I certainly do.” Giordino gave the little man with the academic, nerdy look a bemused stare. “Is it evil, rotten, and sneaky?” Gunn nodded, with an impish grin. “All that, and more.”   THE

But now it seems clear that literary criticism was inherently doomed. Explicitly or otherwise it had based itself on a structure of echelons and hierarchies; it was about the talent elite. And the structure atomized as soon as the forces of democratization gave their next concerted push. Those forces – incomparably the most potent in our culture – have gone on pushing. And they are now running up against a natural barrier. Some citadels, true, have proved stormable. You can become rich without having any talent (via the scratchcard and the rollover jackpot). You can become famous without having any talent (by abasing yourself on some TV nerdathon; a clear improvement on the older method of simply killing a celebrity and inheriting the aura). But you cannot become talented without having any talent. Therefore, talent must go. Literary criticism, now almost entirely confined to the universities, thus moves against talent by moving against the canon. Academic preferment will not come from a respectful study of Wordsworth’s poetics; it will come from a challenging study of his politics – his attitude toward the poor, say, or his unconscious ‘valorization’ of Napoleon; and it will come still faster if you ignore Wordsworth and elevate some (justly) neglected contemporary, by which process the canon may be quietly and steadily sapped. A brief consultation of the Internet will show that meanwhile, everyone has become a literary critic – or at least, a book-reviewer.

But you see, "libertarian" has a special meaning in the United States. The United Statesis off the spectrum of the main tradition in this respect: what's called "libertarianism" here is unbridled capitalism. Now, that's always been opposed in the European libertarian tradition, where every anarchist has been a socialist—because the point is, if you have unbridled capitalism, you have all kinds of authority: you have extreme authority. If capital is privately controlled, then people are going to have to rent themselves in order to survive. Now, you can say, "they rent themselves freely, it's a free contract"—but that's a joke. If your choice is, "do what I tell you or starve," that's not a choice—it's in fact what was commonly referred to as wage slavery in more civilized times, like the eighteenth and nineteenth centuries, for example. The American version of "libertarianism" is an aberration, though—nobody really takes it seriously. I mean, everybody knows that a society that worked by American libertarian principles would self-destruct in three seconds. The only reason people pretend to take it seriously is because you can use it as a weapon. Like, when somebody comes out in favor of a tax, you can say: "No, I'm a libertarian, I'm against that tax"—but of course, I'm still in favor of the government building roads, and having schools, and killing Libyans, and all that sort of stuff. Now, there are consistent libertarians, people like Murray Rothbard [American academic]—and if you just read the world that they describe, it's a world so full of hate that no human being would want to live in it. This is a world where you don't have roads because you don't see any reason why you should cooperate in building a road that you're not going to use: if you want a road, you get together with a bunch of other people who are going to use that road and you build it, then you charge people to ride on it. If you don't like the pollution from somebody's automobile, you take them to court and you litigate it. Who would want to live in a world like that? It's a world built on hatred. The whole thing's not even worth talking about, though. First of all, it couldn't function for a second-and if it could, all you'd want to do is get out, or commit suicide or something. But this is a special American aberration, it's not really serious.

So many of the professional foreign policy establishment, and so many of their hangers-on among the lumpen academics and journalists, had become worried by the frenzy and paranoia of the Nixonian Vietnam policy that consensus itself was threatened. Ordinary intra-mural and extra-mural leaking, to such duly constituted bodies as Congress, was getting out of hand. It was Kissinger who inaugurated the second front or home front of the war; illegally wiretapping the telephones even of his own staff and of his journalistic clientele. (I still love to picture the face of Henry Brandon when he found out what his hero had done to his telephone.) This war against the enemy within was the genesis of Watergate; a nexus of high crime and misdemeanour for which Kissinger himself, as Isaacson wittily points out, largely evaded blame by taking to his ‘shuttle’ and staying airborne. Incredibly, he contrived to argue in public with some success that if it were not for democratic distempers like the impeachment process his own selfless, necessary statesmanship would have been easier to carry out. This is true, but not in the way that he got newspapers like Rees-Mogg’s Times to accept.

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

The vast majority of American boys and girls are psychologically healthy. On the other hand, there is strong evidence that they are morally and academically undernourished.

The backlash against populism typically comes down to us from the citadels of higher learning—from think tanks, university presses, and academic conferences—but it is not a disinterested literature of social science. Although they don’t like to acknowledge it, the anti-populists are combatants in this war, defending themselves against a perceived assault on their authority. Which is to say that anti-populism is an adversary proceeding. Our thought leaders relate to populism not so much as scholars but as a privileged class putting down a challenge to itself.

The model minority myth is often used to separate Asian Americans from other people of color by using their perceived socioeconomic and academic success and docile nature to compare and contrast with black Americans, Hispanic Americans, and Native Americans. This divide-and-conquer technique serves to redirect struggle against oppressive White Supremacy to competition between Asian Americans and other people of color. The real animosity between some Asian Americans and other people of color that has been manufactured by the model minority myth prevents Asian Americans and non-Asian people of color from recognizing and organizing around shared experiences of labor exploitation, lack of government representation, lack of pop culture representation, cultural appropriation, and much more.

(Talking about the movement to deny the prevalence and effects of adult sexual exploitation of children) So what does this movement consist of? Who are the movers and shakers? Well molesters are in it, of course. There are web pages telling them how to defend themselves against accusations, to retain confidence about their ‘loving and natural’ feelings for children, with advice on what lawyers to approach, how to complain, how to harass those helping their children. Then there’s the Men’s Movements, their web pages throbbing with excitement if they find ‘proof’ of conspiracy between feminists, divorcing wives and therapists to victimise men, fathers and husbands. Then there are journalists. A few have been vitally important in the US and Britain in establishing the fightback, using their power and influence to distort the work of child protection professionals and campaign against children’s testimony. Then there are other journalists who dance in and out of the debates waggling their columns behind them, rarely observing basic journalistic manners, but who use this debate to service something else – a crack at the welfare state, standards, feminism, ‘touchy, feely, post-Diana victimhood’. Then there is the academic voice, landing in the middle of court cases or inquiries, offering ‘rational authority’. Then there is the government. During the entire period of discovery and denial, not one Cabinet minister made a statement about the prevalence of sexual abuse or the harm it caused. Finally there are the ‘retractors’. For this movement to take off, it had to have ‘human interest’ victims – the accused – and then a happy ending – the ‘retractors’. We are aware that those ‘retractors’ whose parents trail them to newspapers, television studios and conferences are struggling. Lest we forget, they recanted under palpable pressure.

All great athletes essentially come to a fork in the road where they have to change their approach to succeed. It's a sign of intelligence and character. My college coach, Jack Hartman, made me play only defense for a full year in practice when I became academically ineligible for my junior year at Southern Illinois. Embarrassed, I thought at first about arguing with Coach Hartman over what I felt was a tremendous slight. But instead I started lifting weights and working so hard on my defense that my teammates hated to see me match up against them in practice. That was the turning point of my life, on and off the court.

The many Asian-American success stories have forced developmental psychologists to revise their theories about proper parenting. They used to warn against the “authoritarian” style, in which parents set rigid goals and enforced strict rules without much overt concern for the child’s feelings. Parents were advised to adopt a different style, called “authoritative,” in which they still set limits but gave more autonomy and paid more attention to the child’s desires. This warmer, more nurturing style was supposed to produce well-adjusted, selfconfident children who would do better academically and socially than those from authoritarian homes. But then, as Ruth Chao and other psychologists studied Asian-American families, they noticed that many of the parents set quite strict rules and goals. These immigrants, and often their children, too, considered their style of parenting to be a form of devotion, not oppression. Chinese-American parents were determined to instill self-control by following the Confucian concepts of chiao shun, which means “to train,” and guan, which means both “to govern” and “to love.” These parents might have seemed cold and rigid by American standards, but their children were flourishing both in and out of school. The

Song-Mi Lee,...her life wholly dedicated to protecting the great man against the importunities of the academic world and soothing his despair at no longer being able to achieve an erection or an original thought.

It still shocks me to see countless academics who consider themselves intelligent, deep, or critical who constantly post and share articles from places like NYTimes, the New Yorker, the Atlantic, and other such sources that, at the surface, appear to be intelligent, objective, and critical even of the power under which they operate (the Western elites), but if you dig deeper, you will discover that they are, one way or another, in perfect harmony with the imperial and colonial agenda of the West against the rest.

We have nothing against playing video games; they have many good features and benefits. Our concern is that when they are played to excess, especially in social isolation, they can hinder a young man's ability and interest in developing his face-to-face social skills. Multiple problems, including obesity, violence, anxiety, lower school performance, social phobia and shyness, greater impulsivity and depression, have all been associated with excessive gaming. The variety and intensity of video game action makes other parts of life, like school, seem comparatively boring, and that creates a problem with their academic performance, which in turn might require medication to deal with attention deficit hyperactivity disorder (ADHD), which then leads to other problems down the road in a disastrous negative cycle...

These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, “How can you design for people if you don’t know history and psychology? You can’t. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up.” He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu. But as a professor who was popular with his students—and who advocated general education—Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory.

By using the idea of sweaty concepts, I am also trying to show how descriptive work is conceptual work. A concept is worldly, but it is also a reorientation to a world, a way of turning things around, a different slant on the same thing. More specifically, a sweaty concept is one that comes out of a description of a body that is not at home in the world. By this I mean description as angle or point of view: a description of how it feels not to be at home in the world, or a description of the world from the point of view of not being at home in it. Sweat is bodily; we might sweat more during more strenuous and muscular activity. A sweaty concept might come out of a bodily experience that is trying. The task is to stay with the difficulty, to keep exploring and exposing this difficulty. We might need not to eliminate the effort or labor from the writing. Not eliminating the effort or labor becomes an academic aim because we have been taught to tidy our texts, not to reveal the struggle we have in getting somewhere. Sweaty concepts are also generated by the practical experience of coming up against a world, or the practical experience of trying to transform a world.6

But now it seems clear that literary criticism was inherently doomed. Explicitly or otherwise it had based itself on a structure of echelons and hierarchies; it was about the talent elite. And the structure atomized as soon as the forces of democratization gave their next concerted push. Those forces – incomparably the most potent in our culture – have gone on pushing. And they are now running up against a natural barrier. Some citadels, true, have proved stormable. You can become rich without having any talent (via the scratchcard and the rollover jackpot). You can become famous without having any talent (by abasing yourself on some TV nerdathon; a clear improvement on the older method of simply killing a celebrity and inheriting the aura). But you cannot become talented without having any talent. Therefore, talent must go. Literary criticism, now almost entirely confined to the universities, thus moves against talent by moving against the canon. Academic preferment will not come from a respectful study of Wordsworth’s poetics; it will come from a challenging study of his politics – his attitude toward the poor, say, or his unconscious ‘valorization’ of Napoleon; and it will come still faster if you ignore Wordsworth and elevate some (justly) neglected contemporary, by which process the canon may be quietly and steadily sapped. A brief consultation of the Internet will show that meanwhile, everyone has become a literary critic – or at least, a book-reviewer.

In ordinary times we get along surprisingly well, on the whole, without ever discovering what our faith really is.If, now and again, this remote and academic problem is so unmannerly as to thrust its way into our minds, there are plenty of things we can do to drive the intruder away. We can get the car out or go to a party or to the cinema or read a detective story or have a row with a district council or write a letter to the papers about the habits of the nightjar or Shakespeare's use of nautical metaphor. Thus we build up a defense mechanism against self-questioning because, to tell the truth, we are very much afraid of ourselves.

The "left" ABC (Anything But Class) theorists say we are giving too much attention to class. Who exactly is doing that? Surveying the mainstream academic publications, radical journals, and socialist scholars conferences, one is hard put to find much class analysis of any kind. Far from giving too much attention to class power, most U.S. writers and commentators have yet to discover the subject. While pummeling a rather minuscule Marxist Left, the ABC theorists would have us think they are doing courageous battle against hordes of Marxists who dominate intellectual discourse in this country-yet another hallucination they hold in common with conservatives

Furthermore, Professor Uzzi-Tuzii had begun his oral translation as if he were not quite sure he could make the words hang together, going back over every sentence to iron out the syntactical creases, manipulating the phrases until they were not completely rumpled, smoothing them, clipping them, stopping at every word to illustrate its idiomatic uses and its commutations, accompanying himself with inclusive gestures as if inviting you to be content with approximate equivalents, breaking off to state grammatical rules, etymological derivations, quoting the classics. but just when you are convinced that for the professor philology and erudition mean more than what the story is telling, you realize the opposite is true: that academic envelope serves only to protect everything the story says and does not say, an inner afflatus always on the verge of being dispersed at contact with the air, the echo of a vanished knowledge revealed in the penumbra and in tacit allusions. Torn between the necessity to interject glosses on multiple meanings of the text and the awareness that all interpretation is a use of violence and caprice against a text, the professor, when faced by the most complicated passages, could find no better way of aiding comprehension than to read them in the original, The pronunciation of that unknown language, deduced from theoretical rules, not transmitted by the hearing of voices with their individual accents, not marked by the traces of use that shapes and transforms, acquired the absoluteness of sounds that expect no reply, like the song of the last bird of an extinct species or the strident roar of a just-invented jet plane that shatters the sky on its first test flight. Then, little by little, something started moving and flowing between the sentences of this distraught recitation,. The prose of the novel had got the better of the uncertainties of the voice; it had become fluent, transparent, continuous; Uzzi-Tuzii swam in it like a fish, accompanying himself with gestures (he held his hands open like flippers), with the movement of his lips (which allowed the words to emerge like little air bubbles), with his gaze (his eyes scoured the page like a fish's eyes scouring the seabed, but also like the eyes of an aquarium visitor as he follows a fish's movement's in an illuminated tank).

Who would believe that a teacher who withholds the information students need to pass a course merely permitted them to fail? What if that teacher said, "I didn't cause them to fail; they did it on their own"? Would anyone accept that explanation or would they accuse the teacher of not merely permitting the students to fail, but actually causing them to fail? And what if the teacher argued that he actually planned and rendered the students' failure certain for a good reason—to uphold academic standards and show what a great teacher he is by demonstrating how necessary his information is for students to pass? Would not these admissions only deepen everyone's conviction that the teacher is morally and professionally wrong?

Long-hours culture is also a problem in academia – and it is exacerbated by career-progression systems designed around typically male life patterns. An EU report on universities in Europe pointed out that age bars on fellowships discriminate against women: women are more likely125 to have had career breaks meaning that their ‘chronological age is older than their “academic” age’.

In view of the possibility of finding meaning in suffering, life's meaning is an unconditional one, at least potentially. That unconditional meaning, however, is paralleled by the unconditional value of each and every person. It is that which warrants the indelible quality of the dignity of man. Just as life remains potentially meaningful under any conditions, even those which are most miserable, so too does the value of each and every person stay with him or her, and it does so because it is based on the values that he or she has realized in the past, and is not contingent on the usefulness that he or she may or may not retain in the present. More specifically, this usefulness is usually defined in terms of functioning for the benefit of society. But today's society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that na individual's value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler's program, that is to say, "mercy" killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from a conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch. Even in the setting of training analyses such an indoctrination may take place. Nihilism does not contend that there is nothing, but it states that everything is meaningless. And George A. Sargent was right when he promulgated the concept of "learned meaninglessness." He himself remembered a therapist who said, "George, you must realize that the world is a joke. There is no justice, everything is random. Only when you realize this will you understand how silly it is to take yourself seriously. There is no grand purpose in the universe. It just is. There's no particular meaning in what decision you make today about how to act." One must generalize such a criticism. In principle, training is indispensable, but if so, therapists should see their task in immunizing the trainee against nihilism rather than inoculating him with the cynicism that is a defense mechanism against their own nihilism.

If there is one thing will kill Turkey,’ she would say, ‘it is a famine of ideas.’ No one in her coterie dared mention that if anything was killing Turkey it was a surfeit of ideas, too many political visions and ideologies. But the head of the school of economics did mention a particularly bright and aggressive undergraduate who was fighting a ridiculous but valorous battle against an American academic of ten times his experience and a hundred times his reputation. Three days later the invitation arrived on Georgios Ferentinou’s desk. Not even his unworldliness could ignore a summons from Meryem Nasi. So he found himself stiff as a wire in a hired suit and cheap shoes clutching a glass on her Yeniköy terrace, grimacing nervously at anyone who moved through his personal space.

The argument that the two parties should represent opposed ideals and policies, one, perhaps, of the Right and the other of the Left, is a foolish idea acceptable only to the doctrinaire and academic thinkers. Instead, the two parties should be almost identical, so that the American people can "throw the rascals out" at any election without leading to any profound or extreme shifts in policy.” (3)

Academics keep writing about the glorious slave revolt of Haiti (1791-1804). As if it still is the best thing that could have happened to Haiti. But it is the worst thing that happened to Haiti. Ever since the slave revolt against the French, Haiti has been in chaos. Massive human suffering, lasting destruction. Why celebrate that? But no: Let’s hold another conference on that fantastic Haitian Revolution.

[P]hilosophy is one subject and ... progress in one place depends on the resolution of issues that lie elsewhere. One is led eventually into almost all other areas and questions. This is certainly true of the work of the great philosophers of the past. Against that high standard, the current professional fixation on distinct 'fields' or areas of academic 'specialization' and 'competence' looks like no more than a bad joke.

The Legend of Robert Halsey This article examines the criminal conviction of Robert Halsey for sexually abusing two young boys on his school-van route near Pittsfield, Massachusetts. Mr. Halsey's name has been invoked by academics, journalists, and activists as the victim of the “witch hunt” in this country over child sexual abuse. Based on a comprehensive examination of the trial transcript, this article details the overwhelming evidence of guilt against Mr. Halsey. The credulous acceptance of the “false conviction” legend about Robert Halsey provides a case study in the techniques and tactics used to minimize and deny sexual abuse, while promoting a narrative about “ritual abuse” and “witch hunts” that apparently requires little or no factual basis. The second part of this article analyzes how the erroneous “false conviction” narrative about Robert Halsey was constructed and how it gained widespread acceptance. The Legend of Robert Halsey provides a cautionary tale about how easy it is to wrap even the guiltiest person in a cloak of righteous “witch hunt” claims. Cases identified as “false convictions” by defense lawyers and political activists deserve far greater scrutiny from the media and the public. journal: Cheit, Ross E. "The Legend of Robert Halsey." Journal of child sexual abuse 9.3-4 (2002): 37-52.

There are also generational knowledges in play, accessed and skilled within a history of televisual experiments in educational entertainment. For US academics schooled in the fifties, sixties, and seventies some old TV shows haunt this vignette as well. Two are Walter Cronkite’s You Are There (CBS, 1953–57) and Steve Allen’s Meeting of Minds (PBS, 1977–81). During the mid-century decades either or both could be found on the TV screen and in US secondary school classrooms. Even now the thoughtfully presentist You are There reenactments can be viewed on DVDs from Netflix; you can be personally addressed and included as Cronkite interviews Socrates about his choice to poison himself with hemlock rather than submit to exile after ostracism in ancient Athens. Cronkite’s interviews, scripted by blacklisted Hollywood writers, were specifically charged with messages against McCarthy-style witch hunts that were “felt” rather than spoken out.

...he had also acquired a peculiar academic quirk. During exams, he knew all the answers but wasn’t able to successfully map his answers to the right questions. So as soon as an exam started, he simply started putting his answers in the order in which he remembered them. Every time he moved to a new class, his parents made the new teachers aware of this snag. The teachers acknowledged it and reassured the parents that they’d match his answers against the appropriate questions.

The mercy of God is infinite too, and the man who has felt the grinding pain of inward guilt knows that this is more than academic. "Where sin abounded, grace did much more abound." Abounding sin is the terror of the world, but abounding grace is the hope of mankind. however sin may abound it still has its limits, for it is the product of finite minds and hearts; but God's much more" introduces us to infinitude. Against our deep creature-sickness stands God's infinite ability to cure. The Christian witness through the centuries has been that "God so loved the world . . ."; it remains for us to see that love in the light of God's infinitude. His love is measureless. It is more: it is boundless. It has no bounds because it is not a thing but a facet of the essential nature of God. His love is something He is, and because He is infinite that love can enfold the whole created world in itself and have room for ten thousand times ten thousand worlds beside.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

My personal war against the so-called “soccer menace” probably reached its peak in 1993, when I was nearly fired from a college newspaper for suggesting that soccer was the reason thousands of Brazilians are annually killed at Quiet Riot concerts in Rio de Janeiro, a statement that is—admittedly—only half true. A few weeks after the publication of said piece, a petition to have me removed as the newspaper’s sports editor was circulated by a ridiculously vocal campus organization called the Hispanic American Council, prompting an “academic hearing” where I was accused (with absolute seriousness) of libeling Pelé. If memory serves, I think my criticism of soccer and Quiet Riot was somehow taken as latently racist, although—admittedly—I’m not completely positive, as I was intoxicated for most of the monthlong episode. But the bottom line is that I am still willing to die a painful public death, assuming my execution destroys the game of soccer (or—at the very least—convinces people to shut up about it).

David Lester, a psychology professor at Richard Stockton College in New Jersey, has likely thought about suicide longer, harder, and from more angles than any other human. In more than twenty-five-hundred academic publications, he has explored the relationship between suicide and, among other things, alcohol, anger, antidepressants, astrological signs, biochemistry, blood type, body type, depression, drug abuse, gun control, happiness, holidays, Internet use, IQ, mental illness, migraines, the moon, music, national-anthem lyrics, personality type, sexuality, smoking, spirituality, TV watching, and wide-open spaces. Has all this study led Lester to some grand unified theory of suicide? Hardly. So far he has one compelling notion. It’s what might be called the “no one left to blame” theory of suicide. While one might expect that suicide is highest among people whose lives are the hardest, research by Lester and others suggests the opposite: suicide is more common among people with a higher quality of life. “If you’re unhappy and you have something to blame your unhappiness on—if it’s the government, or the economy, or something—then that kind of immunizes you against committing suicide,” he says. “It’s when you have no external cause to blame for your unhappiness that suicide becomes more likely. I’ve used this idea to explain why African-Americans have lower suicide rates, why blind people whose sight is restored often become suicidal, and why adolescent suicide rates often rise as their quality of life gets better.

From the standpoint of epistemology it is just as admissible to derive animals from the human species, as man from animal species. But we know how ill Professor Dacque fared in his academic career because of his sin against the spirit of the age, which will not let itself be trifled with. It is a religion, or-even more-a creed which has absolutely no connection with reason, but whose significance lies in the unpleasant fact that it is taken as the absolute measure of all truth and is supposed always to have common sense upon its side.

The only recourse we have against bad ideas is to be vigilant, resist the seduction of the “obvious,” be skeptical of promised miracles, question the evidence, be patient with complexity and honest about what we know and what we can know. Without that vigilance, conversations about multifaceted problems turn into slogans and caricatures and policy analysis gets replaced by quack remedies. The call to action is not just for academic economists—it is for all of us who want a better, saner, more humane world. Economics is too important to be left to economists.

The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.

It would be impossible to understand the persistence and vehemence of these arguments against test scores without understanding the political purpose they serve. Arguments that test scores under-estimate the subsequent academic performance of minority students (1) serve to justify preferential admissions of minority students and (2) permit denial that these are in fact preferential policies, by enabling the claim to be made that different admissions standards merely adjust for the “unfairness” of the tests. In reality, the tests are not unfair. Life is unfair and the tests measure the results.

In a meeting, the Estonian president, Toomas Ilves, insisted to Obama that we had to take Putin at his word if he said he would take Kiev. Ilves had an academic manner, and he described methodically how Russia was using fake news and disinformation to turn Estonia’s Russian-speaking minority against Europe. Speaking in paragraphs, he tied together Putin, the emergence of right-wing political parties in Europe, and ISIL. These are people, he said, who fundamentally reject the legitimacy of the liberal order. They are looking for another form of legitimacy—one that is counter to our notion of progress. After the meeting, I joined Obama for lunch and told him I thought Ilves did the best job I’d heard of tying these disparate threads together, explaining a theory of the forces at work in the world without having to rely on a construct that roots them all in American foreign policy. Without missing a beat, Obama said, “That’s the same dynamic as with the Tea Party. I know those forces because my presidency has bumped up against them.” He paused. “It’s obviously manifest in different ways, but people always look to tear down an ‘other’ when they need legitimacy—immigrants, gays, minorities, other countries.

Having eviscerated the legitimate practice of pedestrian stops, the anti-cop brigades set their sights on Broken Windows policing. Leading the charge is Alex Vitale, a Brooklyn College sociologist. Members of the New York City Council and a preposterously named protest group called “New Yorkers Against Bratton” are close on his heels. Naturally, Vitale plays the race card, following other anti–Broken Windows academics (such as Bernard Harcourt, now at Columbia Law School). According to Vitale, the NYPD disproportionately and unjustifiably targets minority neighborhoods for misdemeanor enforcement, resulting in the “over-policing” of “communities of color.

Now because Britain, France, and recently the United States are imperial powers, their political societies impart to their civil societies a sense of urgency, a direct political infusion as it were, where and whenever matters pertaining to their imperial interests abroad are concerned. I doubt that it is controversial, for example, to say that an Englishman in India or Egypt in the later nineteenth century took an interest in those countries that was never far from their status in his mind as British colonies. To say this may seem quite different from saying that all academic knowledge about India and Egypt is somehow tinged and impressed with, violated by, the gross political fact—and that is what I am saying in this study of Orientalism. For if it is true that no production of knowledge in the human sciences can ever ignore or disclaim its author’s involvement as a human subject in his own circumstances, then it must also be true that for a European or American studying the Orient there can be no disclaiming the main circumstances of his actuality: that he comes up against the Orient as a European or American first, as an individual second. And to be a European or an American in such a situation is by no means an inert fact. It meant and means being aware, however dimly, that one belongs to a power with definite interests in the Orient, and more important, that one belongs to a part of the earth with a definite history of involvement in the Orient almost since the time of Homer.

Galileo’s own description of his ecclesiastical travails is contained in a letter he wrote in the year 1615 to the Grand Duchess Christina: Some years ago as Your Serene Highness well knows, I discovered in the heavens many things that had not been seen before our own age. The novelty of these things, as well as some consequences which followed from them in contradiction to the physical notions commonly held among academic philosophers, stirred up against me no small number of professors [many of them ecclesiastics]—as if I had placed these things in the sky with my own hands in order to upset Nature and overturn the sciences. They seemed to forget that the increase of known truths stimulates the investigation, establishment, and growth of the arts.

The rising influence of lay piety is particularly marked upon the Mariological controversies of the late medieval period. Two rival positions developed: the maculist position, which held that Mary was subject to original sin, in common with every other human being; and the immaculist position, which held that contrary view that Mary was in some way preserved from original sin, and was thus to be considered sinless. The maculist position was regarded as firmly established within the High Scholasticism of the thirteenth century. The veneration of the Virgin within popular piety, however, proved to have an enormously creative power that initially challenged, and subsequently triumphed over, the academic objections raised against it by university theologians.

The German propaganda operation in America, according to the first U.S. academic study on the topic, identified these kernels of disturbance as “racial controversies, economic inequalities, petty jealousies in public life,” and “differences of opinion which divide political parties and minority groups.” Even the “frustrated ambitions of discarded politicians.” Germany’s agents were tasked with finding these fissures in American society and then prying them further apart, exploiting them to make Americans hate and suspect each other, and maybe even wish for a new kind of country altogether. A partisan, bickering, demoralized America, the Nazis believed, would be incapable of mounting a successful war effort in Europe. It might even soften us up for an eventual takeover.

Her later work on adolescent girls and their “silenced” voices shows us a different Gilligan. Her ideas were successful in the sense that they inspired activists in organizations like the AAUW and the Ms. Foundation to go on red alert in an effort to save the nation’s “drowning and disappearing” daughters. But all their activism was based on a false premise: that girls were subdued, neglected, and diminished. In fact, the opposite was true: girls were moving ahead of boys in most of the ways that count. Gilligan’s powerful myth of the incredible shrinking girl did more harm than good. It patronized girls, portraying them as victims of the culture. It diverted attention from the academic deficits of boys. It also gave urgency and credibility to a specious self-esteem movement that wasted everybody’s time.

Europe is forgetting the heritage of its ancestors and the official defence of our cultural ‘patrimony’ disguises an initiative of museification, but not creation. For a cultural identity, like a biological identity, is fundamentally Archeofuturist:[103] it proceeds by a permanent rebirth of forms and generations, which begins with an original germen.[104] Permanent biological and cultural renewal and the constant maintenance of the will-to-power is the law of long-lived peoples. Identity cannot be conceived without the complementary notion of continuity. The war against ethnic and cultural identity is the key watchword of the reigning egalitarian ideology. It is a question of simultaneously abolishing our memory and our origins. The academic curricula bear witness to this. The schools now teach African fairy tales instead of our old French songs.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

We often think the purpose of criticism is to nail things down. During my years as an art critic, I used to joke that museums love artists the way that taxidermists love deer, and something of that desire to secure, to stabilize, to render certain and definite the open-ended, nebulous, and adventurous work of artists is present in many who work in that confinement sometimes called the art world. A similar kind of aggression against the slipperiness of the work and the ambiguities of the artist's intent and meaning often exists in literary criticism and academic scholarship, a desire to make certain what is uncertain, to know what is unknowable, to turn the flight across the sky into the roast upon the plate, to classify and contain. What escapes categorization can escape detection altogether. There is a kind of counter-criticism that seeks to expand the work of art, by connecting it, opening up its meanings, inviting in the possibilities. A great work of criticism can liberate a work of art, to be seen fully, to remain alive, to engage in a conversation that will not ever end but will instead keep feeing the imagination. Not against interpretation, but against confinement, against the killing of the spirit. Such criticism is itself great art. This is a kind of criticism that does not pit the critic against the text, does not seek authority. It seeks instead to travel with the work and its ideas, to invite it to blossom and invite others into a conversation that might have previously seemed impenetrable, to draw out relationships that might have been unseen and open doors that might have been locked. This is a kind of criticism that respects the essential mystery of art, which is in part its beauty and its pleasure, both of which are irreducible and subjective. The worst criticism seeks to have the last word and leave the rest of us in silence; the best opens up an exchange that need never end.

I think peer review is hindering science. In fact, I think it has become a completely corrupt system. It’s corrupt in many ways, in that scientists and academics have handed over to the editors of these journals the ability to make judgment on science and scientists. There are universities in America, and I’ve heard from many committees, that we won’t consider people’s publications in low impact factor journals. Now I mean, people are trying to do something, but I think it’s not publish or perish, it’s publish in the okay places [or perish]. And this has assembled a most ridiculous group of people. I wrote a column for many years in the nineties, in a journal called Current Biology. In one article, “Hard Cases”, I campaigned against this [culture] because I think it is not only bad, it’s corrupt. In other words it puts the judgment in the hands of people who really have no reason to exercise judgment at all. And that’s all been done in the aid of commerce, because they are now giant organisations making money out of it.

And it is through their contact with Kemet that the nations of Greece and Rome became civilized. The knowledge of this is what led the academic hypocrites of the western world to advance the claim that the civilization of Kemet was the product of an Asiatic or European foundation. At the time when these lies were growing popular in the 18th and the 19th century, Afrikans the world over were experiencing the dehumanizing effects of the European slave trade. So from the racist Eurocentric point of view that was prevalent during that epoch, it would have been against their conniving capitalist interests to reveal that this great civilization was established by the same people that they reduced in their minds to being subhuman. The rationale that fueled this propaganda was based on the assumption that the Europeans could not successfully enslave the Afrikans and recognize their history at the same time because they would also have to recognize their humanity. As a result of this, the Afrikan contributions to civilization were suppressed and institutional racism was born.

The phrase “slow reading” goes back at least as far as the philosopher Friedrich Nietzsche, who in 1887 described himself as a “teacher of slow reading.” The way he phrased it, you know he thought he was bucking the tide. That makes sense, because the modern world, i.e., a world built upon the concept that fast is good and faster is better, was just getting up a full head of steam. In the century and a quarter since he wrote, we have seen the world fall in love with speed in all its guises, including reading—part of President John F. Kennedy’s legend was his ability to speed read through four or five newspapers every morning. And this was all long before computers became household gadgets and our BFFs. Now and then the Nietzsches of the world have fought back. Exponents of New Criticism captured the flag in the halls of academe around the middle of the last century and made “close reading” all the rage. Then came Slow Food, then Slow Travel, then Slow Money. And now there is Slow Reading. In all these initiatives, people have fought against the velocity of modern life by doing … less and doing it slower.

Darwin and Nietzsche were the common spiritual and intellectual source for the mean-spirited and bellicose ideological assault on progress, liberalism, and democracy that fired the late-nineteenth-century campaign to preserve or rejuvenate the traditional order. Presensitized for this retreat from modernity, prominent fin-de-siècle aesthetes, engages literati, polemical publicists, academic sociologists, and last but not least, conservative and reactionary politicians became both consumers and disseminators of the untried action-ideas. Oscar Wilde and Stefan George were perhaps most representative of the aristocratizing aesthetes whose rush into dandyism or retreat into cultural monasticism was part of the outburst against bourgeois philistinism and social levelling. Their yearning for a return to an aristocratic past and their aversion to the invasive democracy of their day were shared by Thomas Mann and Hugo von Hofmannsthal, whose nostalgia for the presumably superior sensibilities of a bygone cultivated society was part of their claim to privileged social space and position in the present. Although they were all of burgher or bourgeois descent, they extolled ultra-patrician values and poses, thereby reflecting and advancing the rediscovery and reaffirmation of the merits and necessities of elitism. Theirs was not simply an aesthetic and unpolitical posture precisely because they knowingly contributed to the exaltation of societal hierarchy at a time when this exaltation was being used to do battle against both liberty and equality. At any rate, they may be said to have condoned this partisan attack by not explicitly distancing themselves from it. Maurice Barrès, Paul Bourget, and Gabriele D'Annunzio were not nearly so self-effacing. They were not only conspicuous and active militants of antidemocratic elitism, but they meant their literary works to convert the reader to their strident persuasion. Their polemical statements and their novels promoted the cult of the superior self and nation, in which the Church performed the holy sacraments. Barrès, Bourget, and D'Annunzio were purposeful practitioners of the irruptive politics of nostalgia that called for the restoration of enlightened absolutism, hierarchical society. and elite culture in the energizing fires of war.

For those who do not wish to blame this sordid history on science, and prefer to speak of pseudoscience, it will be good to consider that eugenics was a serious academic discipline at many universities. By 1930, institutes devoted to it existed in England, Sweden, Switzerland, Russia, America, Germany, and Norway. Its theories were supported by prominent figures, including American presidents. Its founding father, the British anthropologist and polymath Sir Francis Galton, became a fellow of the Royal Society and was knighted well after having espoused ideas about improving the human race. Notably, Galton felt that the average citizen was “too base for the everyday work of modern civilization.”11 It took Adolf Hitler and his henchmen to expose the moral bankruptcy of these ideas. The inevitable result was a precipitous drop of faith in science, especially biology. In the 1970s, biologists were still commonly equated with fascists, such as during the heated protest against “sociobiology.” As a biologist myself, I am glad those acrimonious days are over, but at the same time I wonder how anyone could forget this past and hail science as our moral savior. How

As Negroes move forward toward a fundamental alteration of their lives, some bitter white opposition is bound to grow, even within groups that were hospitable to earlier superficial amelioration. Conflicts are unavoidable because a stage has been reached in which the reality of equality will require extensive adjustments in the way of life of some of the white majority. Many of our former supporters will fall by the wayside as the movement presses against financial privilege. Others will withdraw as long-established cultural privileges are threatened. During this period we will have to depend on that creative minority of true believers. The hope of the world is still in dedicated minorities. The trailblazers in human, academic, scientific and religious freedom have always been in the minority. That creative minority of whites absolutely committed to civil rights can make it clear to the larger society that vacillation and procrastination on the question of racial justice can no longer be tolerated. It will take such a small committed minority to work unrelentingly to win the uncommitted majority. Such a group may well transform America’s greatest dilemma into her most glorious opportunity.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

When writers and academics question the limits of language, it is invariably an exercise that grows from a desire to bring more light into the public space, to arrive at a shared reality that is more nuanced than it was before the conversation began: to focus ever more tightly on the shape, weight, and function of any thing that can be named, or to find names for things that have not, in the past, been observed or been seen as deserving of description. A shared language is essential to this exercise, and observing the limits of this language is an attempt to compensate for them. As Hannah Arendt argued, the awareness of one’s subjectivity is essential to political conversation: We know from experience that no one can adequately grasp the objective world in its full reality all on his own, because the world always shows and reveals itself to him from only one perspective, which corresponds to his standpoint in the world and is determined by it. If someone wants to see and experience the world as it “really” is, he can do so only by understanding it as something that is shared by many people, lies between them, separates and links them, showing itself differently to each and comprehensible only to the extent that many people can talk about it and exchange their opinions and perspectives with one another, over against one another. Only in the freedom of our speaking with one another does the world, as that about which we speak, emerge in its objectivity and visibility from all sides.

Now, in the academy, you cannot just say anything about male theory. You have to proceed with an immanent critique, that is to say, you have to expertly play the parts against the whole. You show, for example, how certain assumptions in the work actually defeat its stated purpose of human liberation, but once remedied, i.e. salvaged, the theory will work for women. An immanent critique can stay within the masculinist academic circle. In this position women become the technicians of male theory who have to reprogram the machine, turning it from a war machine against women into a gentler, kinder war machine, killing us softly. This is a very involving task and after years of playing this part it is understandable that there may be little desire to admit that the effort was virtually futile. An investment has been made, and the conformity is not wholly outer. What attitudes and feelings does this sexist context produce towards oppositional women who refuse this male material? Does a male-circled woman have the power and security to be generous? Having compromised her freedom, will she be less willing to compromise ours? Perhaps the most pernicious aspect of this arrangement, besides the ways it sets women against one another, is the fact that although the male academy values owning our freedom, it does not have to pay a lot for it. Masculine culture already controls gross amounts of female lives. Still, it seems to want more, but always at the same low price. The exploited are very affordable.

Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.

Another painful irony is that, in exile, many refugees strive to stay alive, while watching an absurd show of fraud politicians, experts, pundits, academics, and journalists on the empire’s payroll fighting about them merely to serve their own careers and fortunes. Some promise to imprison refugees, some promise to build walls to stop their influx, some promise to deny them any human rights, others promise to publicly shame and attack them. Many ask refugees to ‘fuck off and go back to their countries,’ forgetting that their empire left nothing to go back to. Yet, conveniently, nobody promises to stop waging wars against refugees. Nobody promises to stop destroying and economically exploiting the places from which refugees escaped. They discuss everything except the actual solution to the refugee crisis, which is simple: stop waging wars of any sort against other people! Everyone loves hearing themselves talking about the refugee crisis, but almost never talking with refugees in meaningful and honest ways. If they talk with them, it is only to depict them as victims or villains in the unjust courts of the empire’s arrogance. They defend them or hate them, depending on the direction in which they wish to advance their fortunes and careers. It all depends on what they need to put on their CVs at any given time or in any given situation. The last piece of this absurd game is that the careers of every self-appointed mouthpiece for refugees are almost always dependent on paychecks paid by those who directly or indirectly run the military-industrial-complex, the biggest producer of refugees. This last piece is precisely what makes breaking the vicious cycle almost impossible. And such continues the game, all while refugees are sitting and watching in bitter silence.

YouTube: Dr. Samuel T. Francis — “Equality Unmasked" (American Renaissance Conference, 1996) 19:40 Egalitarianism has become an ideology that that protects, serves and rationalizes the interests of the elites that hold power in Western society, just as doctrines like the divine right of kings served the interests of monarchies and aristocracies before the French Revolution. ... I think that understanding egalitarianism as the ideology of an elite is important for several reasons. In the first place it puts the Marxists and radicals of the Left in an entirely different light from the one in which they like to present themselves--that of rebels against the system. Invariably, when Marxist groups protest against racism, they argue that racism is the tool of capitalism, that a capitalist ruling class promotes racism in order to justify the exploitation of non-whites and to keep white and non-white proletariats divided. But in reality, there is no truth whatsoever in this theory. If it were true, we would expect academics like Rushton and Levin, Arthur Jensen and Richard Herrnstein to have received millions in grants from large corporations and foundations. In fact, they receive little or nothing. The truth is that when Marxists and self-described radicals denounce what they call "racism," they are in fact performing as the ideological vanguard of the real elites that hold power and possess enormous vested interests in egalitarianism and environmentalism. It is the radical egalitarians and anti-hereditarians who are the real running dogs of the system, and not those who challenge egalitarianism and environmentalism. And it is the hereditarians like Rushton and Levin who are the real radicals, or even revolutionaries who challenge the lies and mythologies with which entrenched powers always mask themselves.

By collecting data from the vast network of doctors across the globe, they added dozens of new compounds to the arsenal—all proven effective against COVID-19. Dr. Kory told me that he was deeply troubled that the extremely successful efforts by scores of front-line doctors to develop repurposed medicines to treat COVID received no support from any government in the entire world—only hostility—much of it orchestrated by Dr. Fauci and the US health agencies. The large universities that rely on hundreds of millions in annual funding from NIH were also antagonistic. “We didn’t have a single academic institution come up with a single protocol,” said Dr. McCullough. “They didn’t even try. Harvard, Johns Hopkins, Duke, you name it. Not a single medical center set up even a tent to try to treat patients and prevent hospitalization and death. There wasn’t an ounce of original research coming out of America available to fight COVID—other than vaccines.” All of these universities are deeply dependent on billions of dollars that they receive from NIH. As we shall see, these institutions live in terror of offending Anthony Fauci, and that fear paralyzed them in the midst of the pandemic. “Dr. Fauci refused to promote any of these interventions,” says Kory. “It’s not just that he made no effort to find effective off-the-shelf cures—he aggressively suppressed them.” Instead of supporting McCullough’s work, NIH and the other federal regulators began actively censoring information on this range of effective remedies. Doctors who attempted merely to open discussion about the potential benefits of early treatments for COVID found themselves heavily and inexplicably censored. Dr. Fauci worked with Facebook’s Mark Zuckerberg and other social media sites to muzzle discussion of any remedies. FDA sent a letter of warning that N-acetyle-L-cysteine (NAC) cannot be lawfully marketed as a dietary supplement, after decades of free access on health food shelves, and suppressed IV vitamin C, which the Chinese were using with extreme effectiveness.

Universities are fueled in large measure by what's called overhead of the grant...so if you get a million dollar grant, half or more will go to your university, right? So that's what builds the buildings and fuels the place. So the university has an incentive to get as many people to file grant applications as they can, and they have an incentive to hire people whose grant applications will be large rather than small. So this, for example, is one of the reasons that science has taken up arms against theory –that is to say, proper scientific theoreticians like me – and it has instead hired people who run big expensive experiments: Because big expensive experiments have big grants, and those big grants bring in money. But if you were a university and what you wanted was to have people writing big expensive grants who were capable of getting them, then what you would want to do is...you would want to free those people from teaching, and you would want to get people who weren't so expensive to do the work of the university...and the way you do that is: you bring them on as graduate students; and you pay them an appalling wage; you claim that they are not actually workers, that they are students; and they do most of the teaching, and they do a lot of the work of the university, for incredibly low amounts of money; they live under poor conditions; and increasingly they have to come from abroad where they are in some sense getting a deal that still makes sense. But this means that we overproduce PhDs. We give people degrees instead of money to do the work of the university, in order that people who are capable of getting the grants spend almost full time doing that job. And it's a racket. The person who knows the most about this is actually Eric, my brother. So...what he unearthed was actually that there was an explicit conspiracy to game the visa system in order to keep this system running...that effectively a fake shortage of science students was created to allow the universities to basically flood the market, to drive the wages down.

Blaming therapy, social work and other caring professions for the confabulation of testimony of 'satanic ritual abuse' legitimated a programme of political and social action designed to contest the gains made by the women's movement and the child protection movement. In efforts to characterise social workers and therapists as hysterical zealots, 'satanic ritual abuse' was, quite literally, 'made fun of': it became the subject of scorn and ridicule as interest groups sought to discredit testimony of sexual abuse as a whole. The groundswell of support that such efforts gained amongst journalists, academics and the public suggests that the pleasures of disbelief found resonance far beyond the confines of social movements for people accused of sexual abuse. These pleasures were legitimised by a pseudo-scientific vocabulary of 'false memories' and 'moral panic' but as Daly (1999:219-20) points out 'the ultimate goal of ideology is to present itself in neutral, value-free terms as the very horizon of objectivity and to dismiss challenges to its order as the "merely ideological"'. The media spotlight has moved on and social movements for people accused of sexual abuse have lost considerable momentum. However, their rhetoric continues to reverberate throughout the echo chamber of online and 'old' media. Intimations of collusion between feminists and Christians in the concoction of 'satanic ritual abuse' continue to mobilise 'progressive' as well as 'conservative' sympathies for men accused of serious sexual offences and against the needs of victimised women and children. This chapter argues that, underlying the invocation of often contradictory rationalising tropes (ranging from calls for more scientific 'objectivity' in sexual abuse investigations to emotional descriptions of 'happy families' rent asunder by false allegations) is a collective and largely unarticulated pleasure; the catharthic release of sentiments and views about children and women that had otherwise become shameful in the aftermath of second wave feminism. It seems that, behind the veneer of public concern about child sexual abuse, traditional views about the incredibility of women's and children's testimony persist. 'Satanic ritual abuse has served as a lens through which these views have been rearticulated and reasserted at the very time that evidence of widespread and serious child sexual abuse has been consolidating. p60

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.

In the 1990s legal scholar and public policy advocate Wendy Kaminer published a brace of books engaged with the New Age cultures of recovery and self-help. She represented an Old Left perspective on new superstition, and although she was of the same generation as the cultural studies scholars, she did exactly what Andrew Ross warned academics and elites against. She criticized the middlebrow, therapeutic culture of self-help for undermining critical thinking in popular discourse. She encouraged the debunking of superstition, deplored public professions of piety. Her books were polemical and public interventions that were addressed to the maligned liberal and more or less thoughtful reader who took an interest in the issues of the day. In some ways, her writing was a popularization of some of psychoanalytic theory scholar, sociologist, and cultural critic Philip Rieff’s and Richard Hofstadter’s critiques of a therapeutic culture of anti-intellectualism.77 She speculated that the decline of secular values in the political sphere was linked to the rise of a culture of recovery and self-help that had come out of the popularization of New Age, countercultural beliefs and practices. In both I’m Dysfunctional, You’re Dysfunctional: The Recovery Movement and Other Self-Help Fashions and Sleeping with Extra-Terrestrials: The Rise of Irrationalism and the Perils of Piety, Kaminer publicly denounced the decline of secular culture and the rise of a therapeutic culture of testimony and self-victimization that brooked no dissent while demanding unprecedented leaps of faith from its adherents.78 Kaminer’s work combined a belief in Habermasian rational communication with an uncompromising skepticism about the ubiquity of piety that for her was shared by both conservatives and liberals. For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.

Most people who follow the old school regarding the post-Reformation have never actually read much or maybe even anything by post-Reformation theologians and preachers. They simply repeat what they were told by their professors in seminary, or what they have read in books that follow the Calvin versus the Calvinists paradigm. The result is a continuing prejudice against these theologians. This is unfortunate because there is a lot that can be learned from studying the writings of these men – both their scholastic academic works, and their sermons and other writings for non-theologians. Through these men too, our Saviour has worked to gather, defend, and preserve his church. For our brothers in the post-Reformation too, we can give thanks to our gracious sovereign God.

Left and Right are monolithic ideas - colossal, abstract, and, as their religious origins suggest, cosmic. They are part of the darker side of humanity that replaces the specific with the general, the personal with the impersonal. If you wanted to find a way of making certain that people would have as little as possible in common, there would be no better way than to divide them, not into ten or three or four, but into two. Dual division turns the largest possible sections of humanity against one another, often causing neighbors and compatriots to have nothing to say to one another. No regeneration of community can begin without a careful demolition of Left and Right; nor can this tearing down be relinquished to academic abstraction, technical philosophy, government, corporations, or ideology. Nothing can be built without a new politics - least of all with a politics that refers outward to ideas of Heaven and Hell rather than inward to the experience of daily life.

We must not allow the academic prejudices bred by Hegelian ideology, anti-clericalism, anti-Semitism and nineteenth-century intellectual fashions to distort our view of these texts. All the internal evidence shows that those who set down and conflated these writings, and the scribes who copied them when the canon was assembled after the return from Exile, believed absolutely in the divine inspiration of the ancient texts and transcribed them with veneration and the highest possible standards of accuracy, including many passages which they manifestly did not understand. Indeed, the Pentateuch text twice gives solemn admonitions, from God himself, against tampering: ‘Ye shall not add unto the word which I command you, neither shall you diminish aught from it.’25

It is particularly difficult for people to accept academic and private survey data on defensive gun use that show people using guns defensively anywhere from 1.5 to 3.4 million times a year.

No one doubts the political and economic justifications that people give for their behavior. When someone says, “Listen, I murdered my rich neighbor because I knew he kept a pile of money in a safe. I wanted that money, and I didn’t want to leave a witness,” nobody looks for an ulterior explanation for that behavior. But when someone says, “I think infidels and apostates deserve to burn in hell, and I know for a fact that I’ll go to paradise if I die while waging jihad against them,” many academics refuse to accept this rationale at face value and begin looking for the political or economic reasons that they imagine lie beneath it. So the game is rigged.

In China recruitment operations against foreign nationals include diplomats and government officials as targets as well as academics, journalists, and businesspersons. The MSS recruits these people to conduct espionage against their home government, to influence events overseas on behalf of the PRC, or to provide business intelligence and restricted technology. The MSS and China’s Military Intelligence Department (MID) invite foreign scholars to lecture or attend conferences in the PRC under the guise of research associations or universities. All expenses for the visiting lecturer and his or her family frequently are paid for by the intelligence services. The visiting specialist is subjected to a demanding itinerary of lectures, meetings, travel, and social engagements. The purpose of this rigorous schedule is to wear down the prospective recruit’s physical and mental stamina. The visitor is encouraged to partake of alcohol as much as circumstances permit. The subject is then more approachable concerning personal and confidential matters. 2

Many gun control academics use language that is hardly scholarly, attacking academics they disagree with as being paid off by the “execrable NRA.” They claim that “gun sellers call the shots at the NRA.”5 They accuse others of having “blood on [their] hands” or being a “blight on democracy.” Apparently, finding evidence of defensive gun uses brings “harm to the democratic process.”6 There are other less obvious claims that are just as outrageous. No, the United States isn’t unique in terms of mass public shootings or homicides. No, gun bans don’t make people safer. Background checks on private transfers haven’t stopped mass public shootings or any other type of crime in the U.S. or other countries. Background checks are racist. And there are real problems with background checks that harm the most vulnerable. Gun control advocates have it backwards when they claim that gun makers have something to learn about how to reduce accidents from looking at government regulation of cars.

I ran into similar, though less dramatic events after moving to Yale Law School, where I spent two years as a Senior Research Scholar. Hawaii’s two Democratic U.S. Senators once contacted the law school to complain about testimony that I gave before the Hawaii state legislature. They blamed me for somehow single-handedly scuttling the new gun registration laws that were being considered. The associate dean of the law school called me up about the complaints and grilled me about my testimony. I am certain that neither of these incidents would have occurred if I had been on the other side the gun debate. Over the years, many academics have told me that they would have studied gun control if not for fear of damage to their careers. They didn’t want to run the risk of coming out on the wrong side of the debate. From my experience, that is understandable. Eventually, I was forced out of academia. There is only an abundance of funding for those researchers who support gun control. There is a war on guns. Just like with any war there are real casualties. Police are probably the single most important factor in reducing crime, but police themselves understand that they almost always show up at the crime scene after the crime has been committed. When the police can’t be there, guns are by far the most effective way for people to protect themselves from criminals. And the most vulnerable people are the ones who benefit the most from being able to protect themselves: women and the elderly, people who are relatively weaker physically, as well as poor blacks who live in high crime urban areas—the most likely victims of violent crime. When gun control advocates can’t simply ban guns outright, they impose high fees and taxes on guns. When the Northern Mariana Islands, a U.S. territory, had their handgun ban struck down as unconstitutional by a federal judge in March 2016, they passed a $1,000 excise tax on guns—a tax they hoped would serve as a model for the rest of the U.S.8 I hope that this book provides the ammunition people need for some of the major battles ahead. We must fight to keep people safe.