Over at The Augean Stables, Richard Landes has some interesting commentary on my recent discussion with Stephen Hicks. Well worth reading.

Among the terms used to search this site is the phrase “well-heeled class warrior.” The results of that search include several references to the Guardian’s associate editor, Seumas Milne, whose disregard for reality and repeated attempts to mislead will be familiar to regular readers. While Milne is incorrigible in his evasions and distortions, it’s perhaps unfair to single him out as uniquely hypocritical. Plenty of Milne’s colleagues could vie for the title quoted above. Among them, Milne’s employer, Guardian editor Alan Rusbridger, whose prodigious capacity for hypocrisy was revealed in this exchange with Piers Morgan, from which the following is but an appetiser:

For newcomers, three more items from the archives:

The Guardian Position.

On cowardice in moral drag. Jakob Illeborg touches his toes and hopes no-one takes advantage.

The Voice of Conscience. 

Imperialism, brainwashing and the imminent invasion of China. The wild imaginings of Mr John Pilger.

Peddling Stupidity. 

Professor Carolyn Guertin “inserts bodily fluids and political consciousness into electronic spaces.” Mockery ensues.

Dip a toe in the greatest hits. 

I’ve previously noted the eagerness of some literary “theorists” to shoehorn Marxism into their first year reading lists with the expectation that students be “conversant with” Marx’s ideas and claims – if not those of his numerous critics – supposedly as an “exploration of theoretical issues in the study of literature.” Terry Eagleton, for instance, seems to believe that Hamlet, Heart of Darkness and Ariel are best read with Marx in mind, though the literary benefits aren’t immediately obvious to me. Nor is it obvious in literary terms why Eagleton would present students with a reading list that includes no fewer than six books about Marxism and its alleged merits: Tony Bennett’s Formalism and Marxism, Eagleton’s Marxism and Literary Criticism, Eagleton’s Ideology, Eagleton’s Criticism and Ideology: A Study in Marxist Literary Theory, Raymond Williams’ Marxism and Literature, and Leon Trotsky’s Literature and Revolution.

In their book One-Party Classroom David Horowitz and Jacob Laksin note a similar enthusiasm:

Consider, for instance, the “writing-intensive two-year course sequence” called “Intellectual Heritage” that [Temple University] requires all students to take. On the program’s web page professors post some thirty different sample exam and study questions under the title “Faculty Perspectives on Marx.” Every one, without exception, prompts students to explain what Marx said in the way one might explain the theories of Copernicus, whose theories have been confirmed by real world experiments. In contrast, all Marxist experiments in the real world have failed – in fact, they have caused the economic impoverishment of whole continents, man-made famines, and human suffering on an unprecedented scale – and yet not one of the professors contributing to the Intellectual Heritage guides bothers to note this historical fact.

In one sample guideline, a professor writes: “Marx presents an astute understanding and critique of capitalism. Is it convincing?” The question does not say, “Marx analyzed capitalism. Is his analysis convincing?” That would have been educational. Instead, the student is effectively told what to think: Marx wrote a wise critique of capitalism. Are you stupid enough to disagree with him? What if the student is not convinced and encounters that question on an exam? Since he has been forewarned that the professor thinks Marx is “astute,” will the student risk saying that Marx was catastrophically wrong, that his unfounded attacks on capitalism led to the creation of regimes that were among the most oppressive and destructive in human history, and that his professor is living in an intellectual Never-Never-Land? Or is he going to humor the professorial prejudice and maximize his chances of getting a decent grade? […]

The faculty guides to Marx on the Intellectual Heritage website fail in every respect to live up to the standards of basic academic enquiry. They offer no critical literature on Marx and Marxism, no writings by von Mises, Kolakowski, Sowell, Malia, Richard Pipes, or other scholarly critics of Marxism. Nor do they confront the connection between Marx’s ideas and the vastly destructive effect of Marxist societies, which murdered 100 million human beings and created unimaginable poverty on a continental scale.

Horowitz and Laksin’s book is well worth a read, if only to witness just how readily Marxist theorising has been grafted onto the study of comparative literature, rhetoric, communication studies, African-American studies, anthropology and journalism – very often by English graduates with no formal qualification in – or obvious grasp of – economics. Ploughing through these examples isn’t exactly an uplifting experience, in fact it’s quite depressing, not least because of the overtly question-begging nature of so many course outlines. The sense of gloom is made worse by the almost total indifference of administrators to systematic breaches of their own guidelines on bias and academic probity. Though many of the course descriptions and educators’ biographies do offer some amusement of the grimmest possible kind.

Related: A Cautionary Tale.

Further to this sorry episode and others like it in the archives, Clazy steers us to yet another example of campus tolerance:

I didn’t expect them to literally chase him out of the building.

Readers may detect a familiar pattern here. If someone is invited onto campus to discuss a controversial subject – say, illegal immigration – the most righteous response is not to refute that person’s arguments, which would entail some effort and minimal civility. Good lord, no, there’s no time for that. (And why run the risk of hearing new information – and worse, rethinking one’s own position?) Instead, simply ensure the guest cannot air any argument at all. Then there’s not much to refute. One can simply sloganeer triumphantly and, of course, paraphrase. Call what the speaker would have said “hate speech,” then no-one will be curious and people will stay clear. Should the guest dare to invite questions at the end of his speech, this must be taken as an act of provocation and a license for pre-emptive rage. Great effort should be made to intimidate not only the speaker but those who wish to hear him speak and those who allowed him onto your turf. With luck, faculty will join in with the disruption to signal their own credentials. Breaking windows and showering people with glass is also a sign of possessing unassailable convictions. It sends a message, see, and let’s everyone know who’s boss.

Video here and here.

I met with the Vice President for Student Affairs and I asked about a transfer from Multicultural Affairs to another department, almost any other department so long as my every duty and every interaction with students didn’t have to be centred on race. It was risky but I told her I had nothing to give to the job, and that I was tired of seeing students being labelled before we even talked to them.

Very casually, the vice president said that a transfer would be difficult because my departure would leave two same gendered people of the same race in that office, and there would be some difficulty “finding another black woman to replace you.”

When “diversity” is the only job in town. 

KC Johnson visits three academic conferences in search of real debate. What he finds isn’t encouraging:  

The second recent groupthink conference occurred at Duke, where several leading members of the Group of 88 – the professors who early in the lacrosse case publicly thanked protesters who had, among other things, urged castration of the lacrosse captains – hosted an academic conference on race in contemporary America. The very same people who got things spectacularly wrong in a high-profile case in their own backyard dealing with issues of race and politics offered their insights on “how modern racial prejudice shapes policy.”

In our increasingly multicultural society, such a conference topic might have provided an opportunity to bring together people with both innovative and widely disparate insights. Instead, the conference’s seven sessions (all but one of which was chaired by a Group member) featured little more than a recitation of the race/class/gender worldview dominant in most humanities departments today. Each session, moreover, began with an admonition against taping the panellists’ remarks: Group members apparently feared the possibility that their extremist ideas would be available beyond the campus walls.

Naturally, one of the panels – ponderously titled Race, Gender and Sexuality: Intersections on Multiple Dimensions – was to be moderated by the ever-moderate Wahneema Lubiano. Readers may recall Lubiano, a tenured professor at Duke, for her underwhelming scholarship and her conviction that “knowledge factories” and “engines of dominance” [i.e. universities] should be “sabotaged” – by people much like herself. The professor’s courses in “critical studies” and “race and gender” are construed in such a way that students can be told, “once white working class people learn that corporate capitalism is using racism to manipulate them, they will want to join with racially oppressed people against capitalism.” Professor Lubiano also says things like this: “Western rationality’s hegemony marginalizes other ways of knowing about the world” – a claim that suggests the West is somehow devoid of literature, art, music and film, despite being the foremost producer and consumer of such things.

Some background on other panellists, and their “diversity,” can be found here, along with an audience member’s notes on the content of the “debates.” Readers will be thrilled by the presence of Lani Guinier, a tenured professor at Harvard Law School and advocate of “critical thinking,” who insists that standardised testing is “racist” because “talent is equally distributed among all people.”

Via Critical Mass, here’s a short follow-up film on the indoctrination efforts of Delaware University’s ResLife programme – described by its proponents as a “treatment” – in which students were told, “The term [racist] applies to all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture or sexuality.” The film, embedded here in two parts, is aimed primarily at trustees and alumni, but it deserves wider attention.

Part 1: Wait for the marshmallow “oppression” story around 2:05.

A discussion with Stephen Hicks.

“In politicized forms, then, postmodernists will behave like the stereotypical unscrupulous lawyer trying to win the case: truth and justice aren’t the point; instead using any rhetorical tool or trick that works is the point. Sometimes contradictory lines of argument work. Sometimes your audience’s desire to belong to the in-group can be played upon. Sometimes appearing absolutely authoritative works to camouflage a weak case. Sometimes condescension works.”

Dr Stephen Hicks is Professor of Philosophy and Executive Director of the Centre for Ethics and Entrepreneurship at Rockford College, Illinois. He is co-editor with David Kelley of Readings for Logical Analysis (W. W. Norton, 1998), and has published in academic journals as well as The Wall Street Journal, The Baltimore Sun, and Reader’s Digest. His book Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault was published in 2004 by Scholargy Publishing and is now in its eighth printing. He is the author and narrator of a DVD documentary entitled Nietzsche and the Nazis, which was published in 2006 by Ockham’s Razor Publishing. 

DT: In an exchange with Ophelia Benson, I mentioned Explaining Postmodernism and suggested one of the book’s main themes is that postmodernism marks a crisis of faith and a retreat from reality among the academic left. Is that a fair, if crude, summary?

SH: It is striking that the major postmodernists – Michel Foucault, Jacques Derrida, Jean-François Lyotard, Richard Rorty – are of the far left politically. And it is striking that all four are Philosophy Ph.D.s who reached deeply skeptical conclusions about our ability to come to know reality. So one of my four theses about postmodernism is that it develops from a double crisis – a crisis within philosophy about knowledge and a crisis within left politics about socialism.

Heather MacDonald takes a look at Victimology 101:

In December 2008, Yale University president Richard Levin announced a series of budget cuts to compensate for a 25 percent drop in the value of Yale’s endowment. This February, the university launched the Office of Lesbian, Gay, Bisexual, Transgender, and Queer Resources to provide support for Yale’s homosexual community. According to its director, the new office is intended to make the “University feel like a friendly place as opposed to an alien, hostile place” to gays. The recession, it appears, is going to have little impact on the academic culture of victimology and the ever-growing bureaucracy that supports it. The idea that Yale is an “alien, hostile place” to gays is one of those absurd conceits that could only be maintained in the alternative universe of academia. Yale students and faculty are undoubtedly the most tolerant, least homophobic people on Earth; Yale helped launch the field of gay studies three decades ago and has only increased its involvement since.

Ah, but the drama must go on indefinitely. That’s the whole point. A while ago, in a post on the academic radical, I noted a tendency towards escalation: 

The problem is that adversarial role-play has little to do with reason, refutation or how the world actually is. It does, however, have a great deal to do with how those concerned wish to seem. In order to maintain a self-image of heroic radicalism – and in order to justify funding, influence and status – great leaps of imagination, or paranoia, may be required. Hence the goal posts of persecution tend to move and new and rarer forms of exploitation and injustice have to be discovered, many of which are curiously invisible to the untutored eye. Thus, the rebel academic tends towards extremism, intolerance and absurdity, not because the mainstream of society is becoming more racist, prejudiced, patriarchal or oppressive – but precisely because it isn’t.

Unsurprisingly, this appetite for grievance and indulgence has been exploited and internalised by many students, especially those entranced by tribal identities and the leverage those identities make possible. (Not least among those who believe we live in the 1950s.) MacDonald goes on to list Yale’s pandering to this particular tribe, including lectures, conferences, professorships, elaborate nondiscrimination policies, the establishment of a Lesbian and Gay Studies Centre, the hiring of “special assistants for LGBTQ issues,” oral history projects, “critical analysis of queer and normative sexualities,” the provision and subsidy of “safe spaces” for LGBTQ students, and courses in “music and queer identities” and “gender transgression.” She continues,

In light of this history, one might think it impossible to maintain that Yale needs a new LGBTQ office in order to “feel like a friendly place as opposed to an alien, hostile place” to gays. Especially since the director of that new office, Maria Trumpler, has already been serving as “special assistant to the deans for LGBTQ issues.” But Trumpler herself charges that Yale has heretofore failed to confer on gays the power to form a community. If you’re tempted to ask why students require administration backing in order to form a “community,” you don’t understand the co-dependent relationship between self-engrossed students and the adults whose careers consist of catering to that self-involvement. Students in today’s university regularly act out little psychodramas of oppression before an appreciative audience of deans and provosts. The essence of those psychodramas is to force the university to recognize a student’s narrowly defined “identity” through ever more elaborate bureaucratic mechanisms. Rather than laugh the student players off the stage, the deans, provosts, and sundry other administrators willingly participate in their drama, intently negotiating with them and conferring additional benefits wherever possible.

In other words, enabling, in the pejorative sense. Obviously, as a gay man, I too feel aggrieved and entitled. Entitled, that is, to say, “Get the hell over yourselves, you whiny, parasitic little bitches.”

Ahem. Take a few minutes to read the whole thing.