Cheney ’94: Invading Baghdad Would Create Quagmire
onebluenine 4 months ago (edited)
He actually did a fine job of explaining precisely what would happen when he and his colleagues in the GW Bush admin turned around and ignored all that quite solid logic, invading the wrong country for all the wrong reasons. Maybe he never meant any of it. Either way he’s either crazy, incompetent, a liar, or a monster — or all of the above.
Poll: ‘Liar’ Most Frequently Associated Word With Hillary Clinton
Governor’s School Gall
by Arkansas Business Editors on Monday, Oct. 3, 1994 12:00 am
Arkansans didn’t need another round of hearings on the Governor’s School to be reminded that our public schools have become a battleground – indeed, the battleground – in the culture war.
After a decade of Hillary Rodham Clinton and Dr. Joycelyn Elders, we’re accustomed to watching both sides lock and load. What galls is not the din of battle; rather, it’s that both sides are so unctuously self-righteous.
Supporters of the Governor’s School continue to portray it as “an open window for all ideas.” Here, it’s asserted, the young mind roams gloriously free – unshackled by family, religion, tradition and, sometimes, common sense. Not surprisingly, many students claim to enjoy this window-gazing after enduring the straightjacket of small-town Arkansas.
But at this ideological “wanderland,” business people can wonder, for example, why the Governor’s School has no offerings on economics and no readings of free-market thinkers like F.A. Hayek, Milton Friedman or Ludwig von Mises. The socialist crackup proved the prescience of such thinkers, yet none have yet made the controversial “Tree Book.”
Instead, the governor’s school’s idea of open-mindedness has consisted of works like Adrienne Rich’s feminist/lesbian treatise “Lies, Secrets and Silence.” This is but one example of the ideological whimsy on display in Conway. When the champions of this sort of whimsy drape themselves in the secular holy robe of “open-mindedness,” our bunk detectors go off.
On the other side, opponents of the Governor’s School portray the goings-on as an exercise in indoctrination and brainwashing, as if much of what passes for organized religion isn’t. They want to protect students from tasting forbidden ideological fruit, even if it means an intellectual cloistering. Onlookers get the heebie-jeebies when these opponents start talking about “the Biblical principles upon which America was founded.”
Backing away a bit, the governor’s school can be viewed as merely a Head Start program for smart 11th graders. When these students move on to SMU, Vanderbilt or Yale, they’ll be spoon-fed a whimsy-filled curriculum similar in texture to the Governor’s School baby food. (The main difference is that students will be expected to perform at real universities – none of the “gradeless, testless, all laid-back atmosphere” students find at the Governor’s School.)
Because these youths inevitably mature into adults, the cultural battle over Arkansas’ Governor’s School is by no means trivial, and it centers around the moral sentiments of today’s youth.
Harrumphings about “open-mindedness” aside, the proponents of institutions like the Governor’s School have a goal: to fill society with more people who think like them. The oft-achieved result of its curriculum – much as is the consequence of higher ed across America – is a hollowing of a students’ moral faculty. Religionists attribute this to sinister design or conspiracy. In truth, this hollowing is achieved via the power of ideas – notably an insistence that in the name of “tolerance” no moral judgments be made.
This moral hollowing has consequences. The most troubling is that it produces a political viewpoint in which ends justify means. This translates into a mind-set that approves of governmental coercion, whether it be trendy environmentalism that dismisses absolutes like property rights or the redistributionist ethic of welfare statism.
The morally neutered young mind is apt to see nothing wrong with coercing taxes from citizens, or with government coercion in general. To him or her, high-minded centralized schemes like ClintonCare look morally innocent, even noble. Of course, the neutered student is also more likely to vote for politicians with hollowed moral sensibilities.
To deny that such motivations are behind institutions such as the Governor’s School is to underestimate its founders. The Clintons realize full well what sort of sensibilities their agenda requires.
The unfortunate news for the supporters of the Governor’s School is that, despite their claims, reason is not on their side. Experiments with so-called progressive education in the 1960s and 1970s proved disastrous.
It boomeranged on political progressives, as many of their own children fell prey to the personal consequences of moral relativism. Desperate for alternatives that develop a child’s reasoning powers and moral faculties, parents created the Montessori boomlet. Nonetheless, the hollowing effect of so-called progressive education led many to adult lives of drug abuse, sexual promiscuity and reckless mendacity.
It should surprise no one that there are reports of a higher-than-normal incidence of suicide – three in the past five years – among graduates of the Governor’s School. All too often, Governor’s School proponents seem rational only because their opposition comes across as crabbed and kooky.
My name is Shelvie Cole. I have much to say, and I will talk as quickly as I can. I think once I get started you will understand why I have a lot to say. The first thing I would like to say is I am not a religious zealot. I do not belong to the religious right, and I am not conservative in my beliefs. The reason I am saying this is because anytime anyone seems to have a negative comment toward the Governor’s School, they are automatically categorized into one of those groups, somehow negating their comments.
I am speaking to you today as a professional and as parent. As a professional, I am a trained school psychologist. I have worked over twenty years in the field of education and mental health. As a parent, my youngest son, Brandon, attended Governor’s School in the summer of 1990. In September of 1991 Brandon committed suicide. I find it very significant that it was three years ago today that Brandon committed suicide.
ISOLATE STUDENTS FROM FAMILIES AND THEIR VALUES
“For the six weeks … they are not allowed to go home except for July the Fourth. They are discouraged from calling home and talking on the phone. They can receive mail but they are encouraged to have as little contact with the outside world as possible. So it’s a closed campus.” (Shelvie Cole, psychologist and concerned mother)
“I don’t think a lot of people understand what is going on… I felt that I needed not to talk about it. I don’t know why. Maybe because we were supposed to stay here and the fact that we couldn’t leave… I just felt like, hey, I’m not supposed to talk about this. No one else… who had gone before would talk to me about it.” (Kelli Wood, former student)
DISCREDIT FORMER AUTHORITY FIGURES:
“Students do me a favor. Totally ignore your parents. . . . . ” (Guest speaker Ellen Gilchrist quoted by a student)
“[The instructors] tear down their authority figure system and… help establish another one… the student himself. They convince the students that ‘You are the elite. The reason why you’re not going to be understood when you go home — not by your parents, your friends, your pastor or anybody — is because you have been treated to thought that they can’t handle.’ …[This] intellectual and cultural elitism gives them the right… to say, ‘We know better than you.’” (Mark Lowery, former director for Governor’s School publicity)
REINFORCE NEW LIBERAL, ANTI-CHRISTIAN VALUES:
“We watched movies like Harvey Milk. We learned about gay life — those things that your parents say, ‘This is wrong… You shouldn’t see this type of thing because, hey, that’s just not right…’” (LeAndrew Crawford, former student)
EMPHASIZE FEELING-CENTERED (affective, not cognitive or rational) TEACHING:
“Rather than learning what 2 and 2 equals, they would be asked what they feel about 2+2. Right now we have a move going on in our Arkansas schools called restructuring, where they are trying to get away from more objective, substantive learning into this subjective area of feelings.” (Mark Lowery)
“I guess, if I could express myself, I’d close my eyes and just think, let things wander through, because that is just the type of sensation you got in Bill’s class.” (LeAndrew Crawford)
“You would think that there would be some academic challenges… getting ready for college… The main textbook that I remember from there is a book called Zen and the Art of Motorcycle Maintenance and the book is totally. Hindu religion defined.” (Steve Roberts, former student)
PROMOTE AN ALL-INCLUSIVE PANTHEISTIC SPIRITUALITY:
“It was kind of like that Baha’i idea. How you have Islam, Baha’i, Muslim, Christianity… They’re all different kinds of trees, but underneath, its root system grows together [and] is the same god.” (Steven Allen, student)
INSTILL THE TARGET BELIEFS — A ‘NEW’ SOCIAL AND POLITICAL AGENDA:
“They’re bringing a political agenda in the guise of academic excellence. . . . It was something that was well orchestrated, well organized, it was mind-bending and manipulative. And the faculty all knew that it was going on.” (Steve Roberts)
“I think the whole intent of the Governor’s School in taking 350 – 400 students per summer, is to pick out the four, five or six students that could be political leaders and then to mold their minds in this more liberal and humanistic thinking. . . The greatest influence of the Governor’s School is to promote the thought. . . that to be considered intellectual by your peers. . . you have to be a liberal thinker… [This is] not teaching . . . but indoctrination.” (Mark Lowery, former director)
“Prominent themes promoted by this school include radical homosexuality, socialism, pacifism and a consistent hostility toward Western civilization and culture, especially [America's] Biblical foundations.” (Jeoffrey Botkin)
A GUINEA PIG REMEMBERS
1) I believe in the worth of humanity, but not in God.
2) We cannot know for sure whether or not there is a God.
3) One of the most important things children should learn is when to disobey authorities.
4) The best philosophy is to eat, drink, and be merry, for tomorrow we die.
5) In illegitimate pregnancies abortion is in many cases the most reasonable alternative.
6) Divorce is often justified.
7) The findings of science may some day show that many of our most cherished beliefs are wrong.
Most of our social problems could be solved if we could somehow get rid of the immoral, crooked, and feeble-minded people.
9) Organized religion, while sincere and constructive in its aims, is really an obstacle to human progress.
10) The only meaning to existence is the one which man gives himself.
There was another statement on this test, “Nowadays more and more people are prying into matters that should remain personal and private,” to which I might well have answered, “Yes, like those administering this test.”
Modeled after the North Carolina’s Governor’s School, the Arkansas Governor’s School was founded in 1979 and overseen by appointees of Bill Clinton. According to Peter LaBarbera in Human Events (September 12, 1992), the Arkansas Governor’s School has had the following activities: “A blatant anti-Christian diatribe from a radical feminist ‘witch’ who likens Jesus Christ’s death on the cross to necrophilia and sado-masochism; pro-homosexual readings, discussions, and films like ‘The Times of Harvey Milk’—a film lionizing homosexual San Francisco supervisor Harvey Milk; a lecture from the attorney who defended ‘Jane Roe’ in the Roe v. Wade Supreme Court case concerning abortion (with no balancing speaker from the pro-life side); and a lesson in ‘animal liberation’ from a representative of People for the Ethical Treatment of Animals (PETA), a rabid ‘animal right’s’ whose leader has compared chicken harvesting to the Holocaust.”