The parlous state of education in the anglophile countries has reached such proportion that even those with degrees are illiterate.

The impact of the simply 'female' in such domination in junior schools, has ensured that the basics are not taught and children are given no nurturing achievements upon which to build judgement.

By secondary school they are well prepared for a table of fast-food-education-swamping goodies which will turn them into self-obsessed automata who cannot spell environmentalist but will berate anyone who dares to question the cant taught by their teachers.

They enter University on the back of breathing and wearing their baseball caps on backward / shortness of skirt and willingness to abort on demand.

And they Know Everything.

[QUOTE]

http://pjmedia.com/blog/can-the-humanities-be-saved/?singlepage=true

Not only was my students’ writing appalling, but I soon encountered their resentment at being told about it. “Who are you to tell me I can’t write?” was the attitude — once expressed in those very words. More than one student insisted that her other teachers had always rewarded her with high marks for her “creativity.” Most believed themselves more than competent. After sitting with one young woman explaining the cause of her failing grade, I was befuddled when her only response was a sullen: “This doesn’t exactly make me feel good.” When I responded that my job was not to make her feel good, she stood haughtily, picked up her paper with an air of injury, and left my office without another word. In her mind, I later realized, I had been unforgivably cruel.


That many of my colleagues seemed sincere in their commitment to history’s underdogs cannot excuse the damage caused by their policies and by their skewed teaching practices — for their ideological convictions were often imported into the classroom, where a balanced overview of course material was sacrificed to the politics of “race, class, and gender. ”Students learn quickly enough in such courses that success requires them to adopt approved positions: to be skeptical of Western nations’ claims to equality and justice, to understand their country’s history as a record of oppression, and to look with ready admiration at non-Western cultures, which they are taught to see as superior.

Young white men learn early on that history’s villains are usually white men. Lesbian identities, Aboriginal culture, and Sharia law are protected from critical appraisal by charges of homophobia, genocidal racism, or cultural imperialism. Instructors often choose the texts on their syllabus not to represent the traditional scholarly consensus on the important and best literature of the period but rather to represent a range of victim groups presented in noble conflict with the forces of social prejudice. Literature is taught not because it is valuable in itself but because it teaches students to denounce inequality and to empathize with victims, and to feel appropriately empowered in grievance or guilty by association.
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It is easy enough for me to sit back and cast aspertions at modern youth and the failure of the education system, as though MRAs are exempt.

We are not.

It is essential that we as Men, young men, MRAs, get our act together.

For the older amongst us, there is an appreciation that life provides opportunity to learn all the time. Younger men here have probably much further to go than we old buggers and start from a long way back.

They have a lot of crap to overcome, including the 'sense' that they are 'right' all the time and can 'express' themselves clearly.

If we can throw off the certainies handed to us like a poison chalice by feminists (of every ilk from radical to bone idle), we stand a good chance of overcoming the dumbed-down oiks that are being churned out ny Womyn's Studies courses and the full harbour of leaky warships in the Humanities.