Students who are searching for objective truth should shy away from any course with the word “Studies” in its title. Centered on opinion, persuasion, and propaganda, these courses seldom include rigorous evaluation of provable facts.
According to the Hoover Institution, California’s educationists1 have been handed a defeat in their attempt to impose a wildly liberalEthnic Studies curriculum on their students. When the curriculum was circulated for public comment, its authors probably thought that it would be largely ignored. Full of educational jargon, curriculum documents are not easy to read, and seldom attract much notice.
This time, an avalanche of public opinion forced a change of plan. Even the reliably-liberal Los Angeles Times found itself on the traditional side. The Times editorial board opined, “too often the proposed ethnic studies curriculum feels like an exercise in groupthink, designed to proselytize and inculcate more than to inform and open minds. It talks about critical thinking but usually offers one side and one side only.” More succinctly, the Orange County Register stated that “Students should be taught to understand conflicts, not take sides in them.”
Those painting the past as an unbroken trail of oppression were handed a rare but important defeat. Although this victory is far from decisive, the fact that traditional ideas could overturn this juggernaut is highly encouraging. It shows how the public can defeat the ideologues.
Ethnic Studies proponents claim to represent groups about whom little has been written or recorded. Modern ideologues take what is known about these marginalized groups and craft them into what they call “Social History.”
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