UCLA: The Cheating Strategies of a Racist College

UCLA (gag)---the usual leftist double standards - all of the "holistic" types are hand-picked diversity groups beatified w/ "preference". Admitted into schools that they're not equipped to benefit from.

Once upon a time an education was part of the meritocracy---earned by dint of hard work and study.

Now its lib/prog leap frog----graduating marginal people who can't even read or write on the backs of conscientious students. Once intellectually rigorous colleges routinely dumb down the curricula, entrance exams, grad standards to accommodate these know-nothings.

Looks like UCLA does not even recognize the recent USSC decision negating affirmative action. How can the kids learn when UCLA officials cant read, or comprehend either?

A news clip WRT recent dumbing down of SAT’s had a latino mother speaking Spanglish that she paid thousands (guess she earned all that money flipping hamburgers /sarc) to have her son coached-—but he still could not answer the questions.

So they had to dumb down the test b/c these people know nothing about American culture, and, more likely, don’t want their kids being forced to learn it.

The Third World is here.

Once intellectually rigorous colleges routinely dumb down the curricula, entrance exams, grad standards to accommodate these know-nothings.

And the end result is seen every day when Americans try to engage in business transactions (or even worse, government transactions) with these dumbed down "graduates" after they are employed. It's oftentimes difficult doing business with affirmative action products representing large corporations in the private sector, yet alone the same dumbed-down grads employed by government bureaucracy.

The book reviewed in this Daniel Greenfield article should make for interesting reading for all, particularly for UCLA alums. It demonstrates how screwed up American universities have become, which in turn in a major factor in the decadence of the entire society.

Any of us could have written this column, and my tag line is as old as the hills.

Now. Name one conservative, or even any conservative voters, who have ever addressed the indoctrination and strangle hold on public education and academia?

It is on no ones agenda, platform, or lips, EVER. Crickets.

This would include ALL our conservative favorites.

Crickets.

A gelding is still a horse. It is big, strong and fast. It can still bite and kick when it feels threatened. A book exposing universities as the maker of intellectual geldings, which will be read by intellectual geldings who have forgotten the pain of their intellectual castration, and are in fact grateful to the universities that mutilated their minds and called it “education” will cause said geldings to feel threatened and bite and kick and bray like asses.

The alumnus will not respond well. Stupid people hate being called stupid, and do not respond with logically valid, coherent lines of reasoning.

Great post/thread.

The indoctrination of children with a mob spirit-under the category of “social adjustment”-is conducted openly and explicitly. The supremacy of the pack is drilled, pounded and forced into the student’s mind by every means available to the comprachicos of the classroom, including the contemptible policy of grading the students on their social adaptability (under various titles). No better method than this type of grading could be devised to destroy a child’s individuality and turn him into a stale little conformist, to stunt his uniformed sense of personal identity and make him blend into an anonymous mob, to penalize the best, the most intelligent and honest children in the class, and to reward the worst, the dull, the lethargic, the dishonest.

Still more evil (because more fundamental) is the “discussion” method of teaching, which is used more frequently in the humanities than in the physical sciences, for obvious reasons. Following this method, the teacher abstains from lecturing and merely presides at a free-for-all or “bull session,” while the students express their “views” on the subject under study, which they did not know and have come to school to learn. What these sessions produce in the minds of the students is unbearable boredom.

But this is much worse than a mere waste of the student’s time. They are being taught some crucial things, though not the ostensible subject of study. They are being given a lesson in metaphysics and epistemology. They are being taught, by implication, that there is no such thing as a firm, objective reality, which man’s mind must learn to perceive correctly; that reality is an indeterminate flux and can be anything the pack wants it to be; that truth of falsehood is determined by majority vote. And more: that knowledge is unnecessary and irrelevant, since the teacher’s views have no greater validity than the oratory of the dullest and most ignorant student-and therefore, that reason, thinking, intelligence and education are of no importance or value. To the extent that a student absorbs these notions, what incentive would he have to continue his education and to develop his mind? The answer may be seen today on any college campus.

p.13 Comprachicos

http://www.slideshare.net/crdixon/aynrandthecomprachicos

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