Category Archives: Education



Over the past decade, the expression public-private partnership has crept into our public lexicon. What is a public-private partnership? What purposes were they supposedly created to serve? What, on the other hand, is free enterprise? Are the two compatible?In answering these questions we shall see that although advocates of public-private partnerships frequently speak of economic development, public-private partnerships really amount to economic control—they are just one of the key components of the collectivist edifice being built up around the idea of sustainable development. Within the economic arena of sustainable development is the emergence of what we might call soft fascism: a system that fits the dictionary definitions of fascism but whose totalitarian effects will be felt primarily by those who wish to walk their own paths in life rather than walk the paths the sustainable developers are in the process of laying down. read more


So Cal Berkeley’s Back?

by Mike Pyatt

Mike Pyatt

At a higher education symposium, in early 1960, a parent asked naively, “Why be educated?” The reply, “Because statistically an educated man makes so much more money a year.” A student who rejected that “impoverished value,” asked, “Why make more money?” A erudite professor opined, “So that you can send your children to the university.” What will that money buy in liberal bastions of higher education today?

In 1964, at Berkeley, “The Free Speech Movement” arose simultaneously with the “hippie world of drugs.” At first it was neither Left or Right, but rather a “call for freedom to express any political view on Sproul Plaza.” It rapidly became the “Dirty Speech Movement,” in which freedom had become shouting four-letter words into a microphone. It became a place for the New Left which espoused the teaching of the neo-Marxist Herbert Marcuse. It wasn’t coincidental that it was simultaneous with the Vietnam student protests as 25,000 American troops served in Southeast Asia. read more


Another “Crisis” not Gone to Waste

By Bradley Harrington250_brad_harrington_blogspot

“You never want a serious crisis to go to waste… It’s an opportunity to do things that you think you could not do before.” — Rahm Emanuel, “Wall Street Journal CEO Council meeting,” 2008

For those of you who’ve been keeping up on the election “protest” stories, it would be very difficult indeed to paint a more vividly appropriate picture of a society and culture — ours — more in the middle of experiencing its own disintegration.

And if you think that such a sweeping statement is a little too “alarmist” for your tastes, consider: read more


I Feel. Therefore I Might Be!

by Mike Pyatt

“Cogito ergo sum,” is a Latin philosophical proposition by French philosopher, Rene Descartes, usually translated into English as “I think, therefore I am.” This proposition became a fundamental element of Western philosophy, circa 1644, as it appeared in Latin, in his Principles of Philosophy. Translated in French, “je pense, donc je suis,“ he asserted that the very act of doubting one’s existence served, at a minimum, as proof of one’s own mind. In a similar vein, the Scripture posited, “As a man thinks in his heart, so is he.” The former is a existential validation of self. The latter’s a validation of internal authenticity. It doesn’t mean if you’re a rotund five-foot tall white male, but “feel” you’re a six-foot five, svelte female from Senegal, that its fact, or entitles one to special privilege-except the loony bin. read more


Cody’s Controversial Curriculum Challenged

Sadly, in Park County, Wyoming, another teen has taken his life. Teen suicide is the second leading cause of death in Wyoming’s youth, a suicide rate twice the national average, according to the Wyoming Department of Health Report on Suicide, 2012. What are the causes? Do young people today have a positive and hopeful outlook on their future? We must examine not just the cause, but the major influence on their hearts and minds. Not merely the scabrous entertainment they are drawn to, but that which they read and absorb in school. read more

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