Justplainbill's Weblog

June 24, 2015

America: One Nation, Indivisible, by Victor Hanson [c]

America: One Nation, Indivisible
June 24, 2015 1:57 am / Leave a Comment / victorhanson
The Confederate battle flag is far from the only worrisome symbol in America today.
by Victor Davis Hanson // National Review Online

Protesting the Confederate flag in Columbia, S.C. (Mladen Antonov/AFP/Getty)
Everyone is weighing in on the horrific murders in Charleston and blaming the mindset of the mass murderer on wider social pathologies. After the airing of the racist crackpot ideas of the unhinged Dylann Roof, calls have gone out to ban the public flying of the battle flag of the Old Confederacy, which has also been incorporated in various forms in four state flags. Perhaps we should step back and eschew symbolism that separates us by race rather than unites us as fellow citizens.
Aside from the specious argument that the flag, along with media like Fox News and talk radio, fuels homicidal maniacs like Roof, there is quite another question: whether implicit state endorsement of Confederate symbolism offers sanction for the old idea of an apartheid nation, and thus sends entirely the wrong message of American separatism rather than unity. While many Southerners object that the flag simply proclaims the battlefield honor of those who were defending their homeland, the Confederacy was so entwined with the idea of preserving slavery that the flag, even today, can evoke racial polarization. For all the Southern patriots who understandably see in the Confederate battle flag the historical resonance of Pickett’s Charge or the resistance to Sherman’s March to the Sea, there are probably just as many who equally understandably consider it a nostalgic icon of white supremacy. In a racially diverse society, it makes sense to phase out state sanction for the battle flag — as South Carolina governor Nikki Haley advocated yesterday, in calling on the state legislature to vote for the removal of the battle flag that has been flying over the grounds of the state capitol.

But perhaps we should not stop there, given increasing ethnic tensions and widening racial fault lines. There are plenty of other overt racialist symbols that separate Americans. One is the prominent use of La Raza, “The Race” — seen most prominently in the National Council of La Raza, an ethnic lobbying organization that has been and is currently a recipient of federal funds. The National Council of La Raza should be free to use any title it wishes, but it should not expect the federal government to subsidize its separatist nomenclature.
The pedigree of the term La Raza is just as incendiary as that of the Confederate battle flag. The Spanish noun raza (cf. Latin radix: “root” or “race”) is akin to the now-discarded German use of Volk, which in the early 20th century came to denote a common German racial identity that transcended linguistic and cultural affinities: To be a real member of the Volk one had to “appear” German, in addition to speaking German and possessing German citizenship.
La Raza is just such a racialist term. It goes beyond a common language and country of origin, and thus transcends the more neutral puebla(“people”: Latin populus) or gente (“people”: Latin gens). Raza was deliberately reintroduced in the 1960s to promote a racially superior identity of indigenous peoples and mestizos born in the Spanish-speaking countries of the New World. That is why the National Council of La Raza once had a close affinity with MEChA (Movimiento Estudiantil Chicano de Aztlán), the infamous racialist U.S. student group (its ironic motto is “Unity creates strength”), some of whose various past slogans (cf. the Castroite derivative “Por La Raza todo, Fuera de La Raza nada”) finally became sources of national embarrassment.
La Raza is now a calcified separatist slogan, one full of implications that are unworthy of taxpayer support.
The use of the phrase La Raza reflects its illiberal modern origins. It came into popular currency during the 1930s in Spain, when the Fascist dictatorship of Francisco Franco wished to promote a new Iberian identity that went well beyond the commonality of Spanish citizenship and fluency in the Spanish language. Franco expropriated La Raza to promote the racist idea that the Spanish were a superior people by birth. He penned a crackpot novel, Raza, embodying Fascist and racist themes of Spanish genetic and cultural superiority. La Raza appeared on the big screen in the form of a hokey 1942 Spanish-language movie, full of racist themes, anti-Americanism, and fashionable Fascist politics.
But Franco was only channeling another, more famous contemporary Fascist, Benito Mussolini, who had his own Italian version of the term, la Razza. In 1938 Mussolini published his Manifesto della Razza (“The Racial Manifesto”), which defined Italians as a superior Aryan race and excluded Italian Jews, Africans, and other supposedly less pure groups from various positions in the Italian government.
In sum, the word “Raza” has a disturbing recent history, and that is why Spaniards and Italians today have dropped its common usage. Yet that well-known association with racial chauvinism was precisely why the founders of the National Council of La Raza, by their own admission, reawakened the word in the 1960s to focus on what they saw as a particular racial category of Spanish speakers. But La Raza is now a calcified separatist slogan, one full of implications that are unworthy of taxpayer support.

One wonders why in 2015 there is still nomenclature such as “the Congressional Black Caucus,” over half a century after the civil-rights movement sought to promote integration and the idea that Americans should be judged by the content of their character, not the color of their skin.. The Caucus ostensibly seeks to ensure the end of exclusion by race from full participation in American society by creating a lobbying group focused entirely on one particular race. The postmodern rationale is either that groups that have suffered past disfranchisement and discrimination should not be subject to current anti-discriminatory protocols, or that they should at least enjoy a compensatory period of exclusion from color-blind values to offset centuries of oppression.
The premise seems to be that African-American House members seek to promote a common “black” agenda that transcends their local, county, or state interests.
Thus the group’s membership is entirely race-based. The Caucus is not open to those members of the House of Representatives who are not African-American, but who might share the Caucus’s racial or political agenda — as the Jewish-American Representative Steven Cohen learned when he was elected to Congress in 2006. The Lebanese-American Ralph Nader was once attacked at a Caucus meeting in clearly racial terms on the understanding that the group was exempt from charges of racism. How far is the racial concept transferable — “the Asian Caucus”? “the Latino Caucus?” “the White Caucus?” “the European-American Caucus”? The premise seems to be that African-American House members seek to promote a common “black” agenda that transcends their local, county, or state interests. If an Asian, white, or Latino voter’s congressional representative is a member of the “Black Caucus,” does that mean that the voter will receive less attention than a black voter — as de facto white caucuses in the Old South most certainly did ignore the interests of their non-white constituents? Is that why conservative African-American legislators who see all their constituents in terms that transcend race tend to avoid joining the Caucus? Could not the “Black Caucus” rebrand itself as the “Civil Rights Caucus” or the “Progressive Caucus”?

Reexamination of the battle flag offers us a teachable moment. Critics made a good point that any state sanction of the secessionist flag inevitably sends the wrong message to millions of Americans, who in their private lives are free to display any symbol they wish. But the current racialist reaction to past racism has become equally indefensible in an increasingly fragile multiracial state. The state should not support any racially separatist symbols, titles, or groups.
We should pause to appreciate that the American democratic experiment in ethnic and racial diversity is nearly unique. Indeed, the very idea of racial diversity and nationhood does not have much of a record of success in history. Few countries have been able to transcend their ethnic origins and sustain a racially pluralistic society. Rome was an exception and pulled it off for nearly 500 years, as the Roman Empire grew to encompass non-Italian peoples from the Euphrates to Scotland before unwinding into tribal chaos. The Ottoman and Austro-Hungarian Empires worked for long periods, though they relied on the use of autocratic force and imperial coercion to suppress minorities, in ways antithetical to modern notions of governance.
In more recent times, religious and racial diversity — in Rwanda, the former Yugoslavia, Iraq, or contemporary Nigeria — has resulted in chaos and, occasionally, genocide. True, some nations have been able to incorporate different tribes, as in the United Kingdom’s unification of the various peoples of the British Isles, but usually after hundreds of years of fighting and only when there were underlying racial and cultural affinities that could trump tribal differences.
In other words, the United States is history’s exception, not its rule. America is a great, evolving experiment of a constitutional republic in which peoples of all different races, religions, and ethnic backgrounds are equal under the law and see themselves as Americans first and members of tribes second — appearance and religion being incidental rather than essential to the American body politic.
In an America that was originally founded by mostly Northern European immigrants, a Juan Lopez from Oaxaca is freely accepted as a U.S. citizen in a way that a white Bob Jones would never fully be embraced as a citizen of Mexico, a country whose constitution still expressly sets out racially chauvinistic guidelines that govern immigration law. Someone who appears African or European would have a hard time fully integrating as a citizen in Chinese, Korean, or Japanese society, in a way not true of Chinese, Koreans, and Japanese in America. The world assumes that in America a president, attorney general, secretary of state, or Supreme Court justice can be black; but it would be as surprised to find whites as high public officials in Zimbabwe as to find a black as prime minister or foreign minister in Sweden or Germany.
In the last half-century, Americans have increasingly tended to emphasize race and tribe in promoting “diversity,” rather than seeking to strengthen the more tenuous notion of unity with their fellow citizens. We have forgotten that human nature is fond of division and must work at setting aside superficial tribal affinities to unite on the basis of core values and ideas.
Symbols, flags, organizations, and phrases that emphasize racial difference and ethnic pride are no longer just fossilized notions from the 1960s; they are growing fissures in the American mosaic that now threaten to split the country apart — fueling the suspicion of less liberal and more homogeneous nations that the great American experiment will finally unwind as expected.
That would be a great tragedy, but a catastrophe entirely predictable if citizens seek symbolic solidarity with their tribe rather than in the common idea of just being American.

[And, the NAACP, the Congressional Black Caucus, The Italian anti-Defamation League, &c.

Personally, when advertising agencies aim at one ethnic group rather than the entire market segment, in the interest of diversity, and polling companies don’t include ‘American’ as a demographic group, the racism becomes more and more ingrained in the culture to the detriment of ALL!.]

November 11, 2014

Standardized Testing IS the norm!

Standardized Testing
Posted: 11 November 2014

On 4 November 2014, in Missouri, we had several constitutional amendments to pass or refute. Amendment 3 dealt with a state-wide educational mandate that would allow the state government to apply standards, via standardized testing, across the state in order to provide educational uniformity among students pre-K – 12. It also provided for requiring accountability for learning to the teachers, and restricted tenure as well as requiring uniform standards to teacher accreditation. Further, it allowed for the termination of incompetent teachers.

It failed to pass by close to ~80% against and ~20% for.

You should review two earlier posts at this time. One starts with an article posted by Yahoo News, which demonstrates the low level of journalism as well as how poor and substandard the educational system is, my comments at the end are important to both of these posts, and the other is the earlier posted White Paper to the Missouri Senate on Education and Entrepreneurship.

Standardized testing as toxic to education is one of the greatest politico-union hoaxes ever perpetrated on a long-suffering taxpayer. Pay close attention to the FACTS.

The first thing that y’all need to know is that standardized testing was and is an irrefutable fact of the lecture-response form of teaching. Lecture-response is universal throughout the pre-K – 12 American Educational System. Read the White Paper for more. The second thing that you need to know is that there are two forms of textbooks for pre-K – 12. The next time that you see your child, look closely at her textbook.

Open it, look at the publisher’s page, and it probably has a Chicago publisher listed as the publishing company. That is correct, wherever you are in the U.S.A., the odds are that the publisher of your kids’ textbook is the same as everywhere else in the U.S.A., and the publisher is in Chicago. Yupper, everyone HAS THE SAME TEXT BOOK! Now, look at the content.

The book is broken down into modules, sections, and chapters that coincide with the school year. So much for “lesson plans”, when the textbook is designed with internal lesson plans. Oh? Look carefully at the questions at the end of each piece.

Keep in mind, now, that the entire country uses THE SAME TEXTBOOK.

Now, the next time that you attend a P.T.A. meeting, ask to look at THE TEACHER’S textbook. Same publisher and ALMOST the same contents. Look closely at the parts of the book immediately AFTER the questions in your kids’ book.

Do not be shocked. In the teacher’s copy, not only are all of those questions answered, but there are whole paragraphs with what the teacher should be concentrating on, with what questions to ask to guide the students to the correct answer, AND there are suggested TEST QUESTIONS! Where do you think teachers get their test questions?

Yupper, ALL TEACHERS GET THEIR TESTS FROM THE QUESTIONS IN THE SAME TEACHERS’ EDITION OF THE SAME TEXTBOOK! THERE IS ONLY STANDARDIZED TESTING!

So why the argument against standardized testing when no matter where you are, the teachers MUST “teach to the (same) test”?

    The state will only use the same questions to make up the test in the first place; so no matter what, they MUST ‘teach to the test’! Could it be that it takes the granting of the actual grade AWAY from the teacher? Does it mean no more tokens, no more pets, and no more free passes to “minorities”? Does it mean that there will be a true LEVEL playing field, that FAVORITISM will now be ELIMINATED?

    AND, does it mean that incompetent teachers will be exposed for what they are and now vulnerable to replacement with competent teachers?

    Now, a little history lesson: until The Johnson Administration and its “Great Society”, New York City had one of the best public school systems in the U.S.A. The New York Public School System REQUIRED standardized testing at several grades until it was, magically by judicial decree, made racist, and therefore discriminatory. Until The Johnson Administration, the teachers were NOT unionized, tenure was limited, and a teacher did NOT need a Master’s Degree, to teach or to get tenure. Teachers and students did not fear for their lives in any of the schools in New York City in 1960. Parents were involved, teachers were involved, and except for a very few, students were involved.

    During The Clinton Administration, Hilly-Billy wanted Congress to forgive student debt and allow grants for university students taking teaching degrees. What they found out, once the people got involved, was that for every teaching position, there were 2 ½ accredited and licensed teachers!

    Why so many people with teaching licenses, compared to so few jobs?

    Class size in the 1950’s, when kids learned to read, write, and do arithmetic, was between 25 and 35. Now the teachers complain about a class size of 15 and our dropout rate is higher now than it was in 1960.

    Teachers were not required to have an M.Ed. within 10 years of getting their license, or be fired. Why, when if you look at the teachers’ textbook in grades pre-K – 8, is not an Associates’ Degree adequate? Why shouldn’t there be standardized testing and teacher accountability? Keeping in mind, of course, that STANDARDIZED TESTING is already in place and will remain in place for as long as the lecture & response teaching methodology exists.

    Who actually benefits from the current situation? Student? Parent? Teacher?

August 8, 2014

Recommended Video/ United Nations and Civil Rights vs Women

Embed: Human rights travesty

cut and paste if necessary, must see video

http://dotsub.com/media/b5ee5ada-5b37-4b0b-9916-e0896337ec4b/embed/eng

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