|NUMBER 282||THE NEWSPAPER OF EDUCATION RIGHTS||JULY 2009|
One-Party Classroom presents detailed investigations of 12 representative American institutions of higher education. The authors depict each school's general academic climate and then describe in detail about a dozen courses at that school: courses in which students learn not how to think, but what to think. These descriptions quote liberally from course catalogues, syllabi, and professors' own writings.
At Columbia Teachers College's Peace Education Center, students learn, among other things, that "structurally violent societies that deny [poor people] economic and social security" — in other words, non-socialist societies — are the root cause of all violence.
A course description at UC-Santa Cruz declares, "The goal of this seminar is to learn how to organize a revolution. We will learn what communities past and present have done and are doing to resist, challenge, and overcome systems of power including (but not limited to) global capitalism, state oppression, and racism."
"Here it is, activism for credit," announces an official University of Arizona course description. "Give four hours to a social movement organization and I'll give you 200 points." The instructions suggested "great organizations that could use your help," all of them on the far political left. Another course asserts that not only race, class, and gender, but even "religion, physical ability, age, etc." all "constitute significant forms of oppression."
At Temple University, the mandatory, two-year Intellectual Heritage course sequence devotes much time and energy to Marx, while rationalizing away the devastation Marxism has wreaked. One professor writes on a list of study questions, "Marx presents an astute understanding and critique of Capitalism. Is it convincing?" Horowitz and Laksin paraphrase that question: "Marx wrote a wise critique of capitalism. Are you stupid enough to disagree with him?" All 12 schools under examination were rife with Marxist ideologue professors eager to convert students to the cause.
The common themes at these colleges are one-sided indoctrination into leftist political ideologies and an appalling lowering of academic standards. Students learn about Communism from English professors, and about American history from women's studies professors. Horowitz and Laksin blow the whistle on professors who believe that their political convictions both equip them to teach on any subject and excuse them from rigorous standards of academic inquiry.