(69)The purpose of education is the cultivation of good character

Both at the beginning of Creation and when human civilization is corrupted, there are enlightened beings or saints born. These enlightened beings or saints are precisely a group of people known as “teachers.” For example, Socrates, the founder of the ancient Greek civilization, was an educator. In the Gospels, Jesus also called himself a teacher. Sakyamuni Buddha has ten names, one of which is “the teacher of heaven and man.” Confucius was an educator, and Lao Zi was the teacher of Confucius. They tell people how to be human, how to respect God, how to get along with others, and how morality may be improved.

These enlightened beings and saints are the greatest educators of mankind. Their words shaped the major civilizations and became fundamental classics of all civilizations. The values they teach and the ways they go about improving morality allow each individual to achieve spiritual transcendence and health. Individuals with healthy minds are essential to social health. It is no wonder that these greatest educators have come to a similar conclusion: The purpose of education is the cultivation of good character.

Eastern and Western classical education, which has been practiced for thousands of years, inherits the culture that God has given to people and retains such precious experiences and resources. According to the spirit of classical education, both talent and integrity are important criteria for judging the success of education. In the process of reviving the tradition of human education, the treasure of classical education is worthy of preservation, exploration, and learning.

People with high moral values are capable of self-governing. This is the social norm that the American Founding Fathers hoped for. Those who are morally noble will receive God’s blessings, and through diligence and wisdom, will obtain material abundance and spiritual satisfaction. More importantly, people with high morality allow society to proliferate and last for generations. This is the revelation of enlightened beings and saints, the greatest educators of mankind, for how today’s people may return to tradition.

From Chapter Twelve: Sabotaging Education

The purpose of education is the cultivation of good character
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(62)The Severe Leftist Slant of University Faculties

One of the most important causes of students embracing socialist or communist ideology, or being influenced by radical ideologies such as feminism and environmentalism (to be discussed later in this book), is the fact that a large proportion of staff in American universities leans to the left.

In a 2007 study titled “The Social and Political Views of American Professors,” among the 1,417 full-time college faculty members surveyed, 44.1 percent considered themselves liberal, 46.1 percent moderate, and only 9.2 percent conservative. Among them, the proportion of conservatives in community colleges was slightly higher (19 percent), and that of liberals was slightly lower (37.1 percent). In art colleges, 61 percent of faculty were liberal, while conservatives made up just 3.9 percent. The study also noted that faculty members near retirement were more staunchly leftist than new faculty members. In the 50–64 age group, 17.2 percent proclaimed themselves to be leftist activists. The study also stated that most university faculty supported homosexuality and abortion rights. 

Studies after 2007 also confirm the leftist trend among professors in four-year universities in the United States. A study published in Econ Journal Watch in 2016 surveyed the voter registration status of professors in the departments of history and social sciences in forty leading U.S. universities. Among 7,243 professors surveyed, there were 3,623 Democrats and 314 Republicans, or a ratio of 11.5-to-1. Among the five departments surveyed, the department of history was the most uneven, with a 35-1 ratio. Contrast this with a similar survey from 1968: Among history professors at the time, the ratio of Democrats to Republicans was 2.7-to-1. 

Another survey for four-year university faculty in 2016 found that the political inclination of the faculty was uneven, especially in New England. Based on 2014 data, the survey found that the ratio of liberal and conservative professors in colleges and universities nationwide was 6-to-1. In New England, this ratio was 28-to-1.  A 2016 study by the Pew Research Center found that 31 percent of the people who had studied in graduate schools held liberal views, 23 percent tended to be liberal, only 10 percent held conservative views, and 17 percent tended to be conservative. The study found that since 1994, the people who had received graduate-level education had increased significantly in holding liberal views. 

Scholars who attended a seminar at the American Enterprise Institute in 2016 said that about 18 percent of social scientists in the United States considered themselves Marxists, and only 5 percent considered themselves conservative. 

Senator Ted Cruz once commented on the law school of a prestigious school he had attended.  “There were more self-declared Communists [in the faculty] than there were Republicans,” he said. “If you asked [them] to vote on whether this nation should become a socialist nation, 80 percent of the faculty would vote yes, and 10 percent would think that was too conservative.” 

Communism began its penetration of American education from the time it took root in the United States. Since the beginning of the twentieth century, many American intellectuals have accepted communist ideas or the Fabian socialist variant. 

The 1960s counterculture movement produced a large number of young anti-traditional students. In these people’s formative years, they were influenced greatly by cultural Marxism and Frankfurt School theory. In 1973, after President Nixon withdrew American troops from the Vietnam War, student groups associated with the anti-war movement began to fade into obscurity, as the main reason for protest was gone. But the radicalism brewed by these large-scale student movements did not disappear.

Radical students went on to pursue graduate studies in the social and cultural fields — in journalism, literature, philosophy, sociology, education, cultural studies, and the like. Having received their degrees, they began careers in the institutions with the most influence over society and culture, such as universities, news media, government agencies, and non-governmental organizations. What guided them at that time was mainly the theory of “the long march through the institutions” proposed by Italian Marxist Antonio Gramsci. This “long march” aimed to alter the most important traditions of Western civilization.

The Frankfurt School philosopher Herbert Marcuse was regarded as a “spiritual godfather” by rebellious Western students. In 1974, he asserted that the New Left did not die, “and it will resurrect in the universities.” In fact, the New Left had not only managed to survive: Its long march through the institutions was massively successful. As one radical professor wrote:

“After the Vietnam War, a lot of us didn’t just crawl back into our literary cubicles; we stepped into academic positions. With the war over, our visibility was lost, and it seemed for a while—to the unobservant—that we had disappeared. Now we have tenure, and the work of reshaping the universities has begun in earnest.” 

The term “tenured radicals” was coined by Roger Kimball in his book of the same name, published in 1989. The term referred to the radical students who had been active in the anti-war, civil rights, or feminist movements of the 1960s and later entered universities to teach and obtained tenure in the 1980s. From there, they inculcated students with their system of political values and created a new generation of radicals. Some of these new radicals became department heads and deans. The purpose of their scholarly work is not to explore the truth, but to use academia as a tool for undermining Western civilization and traditions. They aim to subvert mainstream society and the political system by producing more revolutionaries like themselves.

Once tenured, professors can participate in various committees and have considerable say in recruiting new faculty members, setting academic standards, selecting topics for graduate theses, and determining the direction of research. They have ample opportunity to use their power to exclude candidates who do not conform to their ideology. For this reason, more traditionally minded individuals who teach and do research according to traditional concepts are being steadily marginalized. As professors of the older generation retire, those who replace them are mostly leftist scholars who have been indoctrinated with communist ideas.

Gramsci, who coined “the long march through the institutions,” divided intellectuals into two camps: traditional intellectuals and organic intellectuals. The former are the backbone of maintaining traditional culture and social order, while the organic intellectuals, belonging to the newly emerging classes or groups, play a creative role in the process of fighting for hegemony in their classes or groups.  The “proletariat” uses organic intellectuals on its path to seizing cultural and eventually political hegemony.

Many tenured radicals defined themselves as “organic intellectuals” who oppose the current system. Like Gramsci, they follow the Marxian axiom: “The philosophers have only interpreted the world, in various ways. The point, however, is to change it.” 

In this way, education for the Left is not about imparting the essence of knowledge and human civilization, but for priming students for radical politics, social activism, and “social justice.” After graduation and upon joining society, they vent their dissatisfactions with the current system by rebelling against traditional culture and calling for destructive revolution.

From Chapter Twelve: Sabotaging Education


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(61)Education plays an important role…

Education plays an important role in fostering individual well-being and self-fulfilment, maintaining social stability, and securing the future of a nation. No great civilizations in the history of humanity took education lightly.

The object of education is to maintain humanity’s moral standards and preserve its divinely bestowed culture. It is the means by which knowledge and craftsmanship are imparted, as well as how people are socialized.

Traditionally, the well-educated respect Heaven, believe in gods, and seek to follow the virtue of benevolence. They possess extensive knowledge of traditional culture as well as mastery over one or more trades. Dedicated to their vocations, they believe in treating others with kindness. They serve as the pillars of society, national elites, and the guardians of civilization. Their extraordinary character and behavior earn divine favor and blessings.

To destroy humanity, the communist specter aims to sever the connections between man and gods. Thus ruining traditional education is an indispensable step. Communism adopted different strategies to attack and undermine education in both the East and West.

In Eastern countries that are home to deeply seated cultural traditions, deception alone is insufficient to dupe an entire people. This necessitated the systematic slaughter of traditional elites so as to physically cut off the bearers of culture from imparting their heritage to the next generation, while at the same time bombarding the rest of the population with incessant propaganda.

The history and roots of Western culture are comparatively simple, giving communism fertile ground for covertly contaminating society by subverting and sabotaging Western education. In fact, the corruption of Western youth is much more severe when compared with those in China.

During the 2016 U.S. presidential election, the mainstream media’s longstanding vilification of conservative candidates, coupled with misleading polls conducted prior to the vote, left many in shock—particularly young college students—once the actual result of the election was announced.

Following Donald Trump’s victory, a ridiculous phenomenon appeared in universities around the United States. Some students felt such fear, exhaustion, or emotional trauma from the election that they demanded classes be canceled and exams be rescheduled. In order to relieve students of their stress and anxiety, some prominent schools organized various therapeutic activities. These included playing with Play-Doh or building blocks, coloring, and blowing bubbles. Some even provided pet cats and dogs for students to console themselves with. Many universities provided students with psychological counseling, organized help groups, and established services such as “post-election recovery” or “post-election resources and support.” [1]

The absurdity of how a normal democratic process became more terrifying than a natural disaster or terrorist attack demonstrates the utter failure of the American education system. College students, who should be mature and rational, became intolerant and infantile when confronted with change and adversity.

The complete breakdown of American education is one of the most distressing things to have happened to the country in the last few decades. It signals the success of communism’s mission to infiltrate and corrupt Western society.

This chapter focuses mainly on the United States as an example to show how education in free societies is sabotaged by communism. Readers may apply the same logic to infer how education is being undermined in other countries along similar lines.

The communist infiltration of American education manifests in at least five areas.

Directly Promoting Communist Ideology Among the Young. Communist ideology gradually took over Western academia by infiltrating important traditional fields of study, as well as fabricating new sciences beholden to its ideological influence. Literature, history, philosophy, social science, anthropology, law study, multimedia, and other concentrations were inundated with various derivatives of Marxist theory. “Political correctness” became the guideline for censoring free thought on campuses.

Reducing the Young Generation’s Exposure to Traditional Culture. Traditional culture, orthodox thought, genuine history, and classical literature are slandered and marginalized in many different ways.

Lowering Academic Standards Starting in Kindergarten and Elementary School. Because instruction has been progressively dumbed down, students of the new generation are becoming less literate and mathematically capable. They possess less knowledge, and their ability to think critically is stunted. It is hard for these students to handle key questions concerning life and society in a logical and forthright manner, and even harder for them to see through communism’s deceptions.

Indoctrinating Young Students With Deviated Notions. As these children grow older, the concepts instilled in them become so strong that they are nearly impossible to identify and correct.

Feeding Students’ Selfishness, Greed, and Indulgence. This includes conditioning them to oppose authority and tradition, inflating their egos and sense of entitlement, reducing their ability to understand and tolerate different opinions, and neglecting their psychological growth.

Communism has achieved its objectives in nearly all of the five areas. Leftist ideology is the leading trend in American universities. Scholars with different ideas have been either marginalized in their teaching positions or barred from voicing their traditional views.

Four years of intensive indoctrination leave college graduates with a predisposition for liberalism and progressivism. They are likely to accept atheism, the theory of evolution, and materialism without a second thought. They become narrow-minded “snowflakes” who lack common sense and pursue hedonistic lifestyles without taking responsibility for their actions. They lack knowledge, have a narrow worldview, know very little or nothing about the history of America or the world, and have become the main target for communist deception.

In the eyes of the world, the United States is still a major country in education. For over a century, the United States has been a political, economic, and military superpower. The funds it spends on education far exceed that of most countries. After World War II, American democracy and affluence attracted talented people from around the world. Its STEM graduate programs and professional schools are second to none.

However, a crisis is unfolding within. The proportion of foreign students in graduate STEM programs far exceeds that of American students, and the gap is increasing with each year. [2] This reflects the erosion of elementary, secondary, and post-secondary education across the United States. Students are purposefully being dumbed down and ruined. The consequences are unfolding before our eyes, and there is more yet to come.

KGB defector Yuri Bezmenov, introduced in Chapter Five, described in the early 1980s how communist ideological infiltration in America was nearing completion: “Even if you start right now, here this minute, you start educating [a] new generation of Americans, it will still take you fifteen to twenty years to turn the tide of ideological perception of reality back to normalcy. …” [3]

A third of a century has passed since Bezmenov gave his interview. During this period, even as we witnessed the downfall of the Soviet Union and other socialist regimes in Eastern Europe, communism’s infiltration and subversion in the West didn’t stop in the least. Communist elements in the West set their sights on education as a primary target. They took over the institution at all tiers, spread their influence in family education, and promoted their own twisted theories on education and pedagogy.

It should be emphasized that more or less all people in the world, especially those who went to college after the 1960s, received exposure to communist influences. The humanities and social sciences are the worst affected. Most people in these fields were unknowingly indoctrinated, and only a few individuals set out to intentionally promote communist ideology. Here we expose communist aims, so people can identify them and distance themselves.

From Chapter Twelve: Sabotaging Education

“The utter failure of the American education system”
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