From Education To Indoctrination At U.C.

National Association of Scholars' report for the regents of the University of California points out that, not only has the Leftist tilt in their faculty continued to grow over the years, it's become more extreme in nature and is now at the point where it's impossible to find anything else in critical areas of education most closely linked to politics. The skew is also prevalent across all disciplines, while educators now openly talk of their role as activists, versus pure educators, and complaints of such a bias are growing in number and volume across the population that looks to the University of California as a key option for its children's continuing education.

That's the focus of a recent Los Angeles Times editorial and very likely applies to many education institutions and systems across America today. 

At UC Berkeley, the ratio of Democrats to Republicans even in the hard sciences had grown to 10 to 1 in 2004, many times what it was 30 years ago, according to a study by Daniel Klein and Andrew Western. In the humanities and social sciences the ratios were 17 to 1 and 21 to 1, respectively.

Part 5 of the report lists the consequences of what it terms a "corrupted academy," they include a significantly inferior higher education, a cancelling the leveling effect of a higher education, a growing lack of respect for it and, ultimately, damage to America's cohesion and sense of itself. It's difficult to argue we aren't already experiencing said consequences to a large degree.

If the recent editorial, from which this below is excerpted, isn't enough to convince you that UC already has a serious problem, a look through and/or close reading of the complete 80 page report most likely will.

The catalog description of UC Santa Barbara's Feminist Studies 230 reads like a parody, offering the "experiences of women of color, both within the U.S. and globally, with interlocking systems of racism, classism, sexism, homophobia/transphobia, ableism and colonialism."

These tendentious descriptions are reflected in what many students say about their UC education. "Ten weeks of anti-capitalist, anti-globalization rhetoric," said one UC Santa Barbara sociology student about his class.

To educate can be defined in different ways, from empowering a student to think, analyze, convey, communicate, or otherwise process information for themselves, ultimately reaching and conveying his or her own conclusions and perhaps even accepted truths; or it can be defined as the imposition of another's onto any person, or population being educated. Based upon the editorial and report, U.C., if not all of higher education in America, is fast becoming an institution that does the latter - defines, projects and even dictates its own thoughts, conclusions and perceived truths unto others, at risk of failure should they reject what is now routinely being passed off as learning in higher education today.