The Student Loan Scam Explained

     It’s been a while since I discussed the core issue which has done so much harm to higher education: the student loan scam (so long, in fact, that a reader asked me to explain what I meant by it, and so here we are).

The Rise of the Jumbo Student Loan

Most students with loan balances exceeding $50,000 in 2010 had failed to pay down any debt four years later

     When I first started this blog about 5 years ago, the total amount of student loans was under a trillion dollars, but now it’s around $1.5 trillion. I could be off a bit, but with numbers this large, it’s not worth tracking another 100 billion here or there. Amounts this size cannot be legitimately paid back, and we now have far more people with student loans than we have students in our higher education system.

     

     Some say the reason for these unpayable loans is the economy, and while there’s some truth to such a claim, there are underlying issues which would give us over a trillion dollars in loans regardless of how booming the economy might be.

      So let’s go over what happened in some detail.

      First, a few decades ago the government noticed that people with college degrees made more money than people without such things, and so determined that degrees meant more money. This is, of course, flawed thinking, and it’s difficult to believe the people running our government could be this stupid and not know what they were really doing. For example, it’s a simple matter to determine people who wear more than an ounce of gold jewelry have more money than people who do not, but I’ve seen no push by the government to give gold jewelry to everyone…if our government were really run by morons, they’d be handing out gold jewelry, because the reasoning would be the same, right?

     In any event, based on this observation, the government decided to back loans which paid for tuition. Naturally, Federal money has Federal strings attached to it, and the strings here involved the following: the loans could only go to students seeking degrees, and the loan money could only go to legitimate schools. “Legitimate” was determined by the government, which (foolishly) decided that only the regional accrediting bodies which were already in place could properly determine the legitimacy of a school.

      Since the Federal government backed the loans, they had sufficient force to see to it that these loans would be paid back; you cannot escape these loans through bankruptcy, and even if the loan money was fraudulently granted, you still have to pay it back.

     This was the first step of the scam: opening up the Federal loan money cash spigot to certain college students, namely those who wanted a degree.

Me, complaining to admin: “Many of my students are obviously frauds. Isn’t there a way you can keep them from even registering for my course?”

Admin: “We can’t keep them from checking the box.”

---“the box” refers to the box on the registration form certifying the student wants a degree.

      Now, the “student seeking a degree” string was easily avoided. All a student need do is check a box saying he wants a degree, and it’s solved. In times past, when higher education was cheap (even Harvard’s tuition could be paid via a minimum wage job decades ago), it was fine to take just a few college courses…but now everyone must pursue a degree. It’s just a box to click off, and there’s no penalty for lying.

     The second string attached leads to the next piece of the student loan scam.

     This issue is accreditation. Accreditation is a 19^th century concept, and it formed then because schools in the United States wanted to become better at what they do. The old rules for accreditation were simple, and about education. Old accreditation is riddled with good faith assumptions, because it was completely voluntary, and was never intended to be about money, certainly not money measured by the hundreds of billions of dollars. Today’s accreditation, responsible for today’s victims of higher education, cares nothing about education, and simply is a rubber stamp to allow the student money to flow. Schools systematically violate even the fairly limp rules of accreditation today and it doesn’t matter: accreditation is only removed for schools which don’t pay their accreditation fees (and this is the only violation I’ve ever seen of the many accreditation rules—any claim that our leaders in higher education are simply incompetent must address why they never, never, violate this rule).

      These two issues explain much of what happened. If accreditation was legitimate, or the Federal government wasn’t backing the student loans so anyone can get them, we wouldn’t have $1.5 trillion in debt for college tuition. Past this point, it’s all details, but I’ll address some of them as well.

     The tuition loan money available, for example, is based on the cost of tuition. Thus we have a vicious cycle: the school raises tuition to whatever it can, and the loan is automatically and commensurately raised to cover it. So the school may as well raise tuition some more, and so tuition goes up some more.  This relationship is well known, well documented…but the Federal government won’t stop it because they keep trusting accreditation to be legitimate. Suckers.

     There’s absolutely no penalty to the school if it takes the loan money under fraudulent circumstances. Ok, yes, if the school literally steals billions, the Federal government will shut it down (even as accreditation says “they’re legit because they paid us to say they’re legit!”). This means your typical “leader” in higher education is just there to plunder, and my blog has many examples of these pirates irresponsibly looting a school (my own favorite is the Poo Bah who used the school to build his personal 4 star restaurant, though usually the money is stolen through real estate deals).

      The sheer size of the fraud cannot be underestimated. It isn’t simply that we have schools with wide swaths of fraudulent coursework, or submitting fraudulent paperwork asserting the courses are legitimate knowing full well accreditation doesn’t even care. We also have schools which use student information to sign them up for classes (and huge loans) the student doesn’t even know about. Years later, when the student gets the bill…they’re still on the hook and there’s no recourse.

      If the student loan money weren’t backed by the government, it’d be backed by private banks who would take a look at the school to see if a legitimate education was really happening there. Instead, we have schools with ridiculously low graduation rates, even 0.6% is considered pretty good…because all that matters is sucking in students and extracting that money, nothing else.

     In any event, this is the basic structure of the student loan scam: a clueless government loans infinite money to any person willing a to check a box, to any school willing pay the money to an accreditor, which will allow it to accept student loan money.

      After a generation of this plundering, kids see their parents were harmed greatly by higher education and are starting to shy away from going to college, thank goodness. After decades of amazing growth, college enrollments are dropping.

      Our higher education system has responded to this in three primary ways, all embarrassingly short-sighted:

     Some schools are putting up climbing walls and otherwise turning their campuses into resorts for the students. I don’t see this working out in the long run, and even the short run is unlikely.

      Some schools are expanding their graduate programs, utterly destroying the lives of the students whose lives were already being destroyed by the loans for their undergraduate degrees. Again, this is a short term solution, though for a few more years I reckon the plundering can continue as before.

      Finally, some schools are working with the public school system to simply “guide” students to college right out of high school, with a goal of 100% high-school-to-college “success.” They’re focusing in particular on students from families where nobody went to college—in other words, they’re focusing on the ignorant and most vulnerable. While vile and pure evil to exploit kids like this, this tactic should also work for a little while…but I suspect it won’t take a generation before this scheme, too, falls apart, and it can’t possibly last for longer than a generation.

     A long term plan for success, namely restoring integrity to higher education in general, possibly through re-legitimizing accreditation, is not being discussed…the money is still too easy to get through the student loan scam, after all.

      Perhaps later I’ll discuss some more how we can fix higher education so it won’t be such a creator of victims and exploiter of the young. For now, though, anyone who reads this blog now knows the basic idea how the student loan scam works. Every college and university in this country, from Harvard to the lowliest community college, engages in this scam to some extent, so please warn your children thinking about taking out a loan for college tuition.

www.professorconfess.blogspot.com

Dying Evergreen College: More Than 1 Admin Per 6 Students

(Alternate Title: Race Riots At Evergreen Cost 20% Of Student Base)

By Professor Doom

     One of the clearest signs of a school’s convergence, takeover by Social Justice Warriors (SJW), is the race riots. More accurately, it is the response to riots that gives the situation away. The normal response to student rioters is to eject the rioters from the school, while at converged schools, the response is to yield to all rioter demands…which only promotes more riots.

     Now, certainly, sometimes there are justifiable reasons to riot or at least protest, but the demands of SJWs at our schools are demands which further destroy the education at the school. More diversity hires, for example, are demanded, and the school loads up on these useless administrators, whose only job is to provoke the students into causing more riots…it’s a death spiral.  

     When a school becomes converged, the only quick solution is bulldozers. This, of course, is never on the table, and instead the school can only die a slow death as future students realize a school with incessant riots and no education is a poor choice to attend at all, much less for $30,000 or more a year.

      I’ve covered Mizzou’s slow death already, but, on the off chance a gentle reader thinks this is a mere fluke, I now turn my attention to Evergreen State college, which became famous for its riots last year.

       How’d those riots affect attendance?

Evergreen State College predicts nearly 20 percent drop in student enrollment

      Now, this is a publicly funded school, and that means every penny of the budget is already spent a year in advance…a loss of this many students is basically a complete disaster since the budget is based on future student enrollment. Administration at every school I’ve been at has assured me a sudden 10% drop in enrollment will lead to a school closing its doors. I’m sure this isn’t a perfectly accurate characterization…but the loss of so many students is still a bad thing.

“… it spurred an anonymous call for Bridges’ resignation by way of flyers recently inserted into faculty mailboxes declaring “Please Resign,” among other disparaging comments…”

     It’s quite infuriating how these public institutions operate. Their business model is “find suckers who want free checks,” and when they “somehow” manage to get growth, the administrative caste grows, and awards itself huge bonuses for its clever “leadership.” On the other hand, if the school doesn’t grow, faculty take it on the chin; there’s never any talk of eliminating a few administrative positions, except, of course, “anonymously” by faculty who have no power to make this reasonable decision.

      Even if the Poo Bah here resigns for his horrible management, he’ll still get a 7 figure golden parachute.

       I should mention here that, according to the Wiki, the number of administrators at Evergreen grotesquely outnumbers faculty. They have over 550 admin, and the school estimates around 3100 students next semester. Using the enrollment projections, I feel the issue deserves some large font, gratuitous capitalization, and excessive exclamation points as well:

Evergreen Has MORE THAN 1 Administrator For Every SIX Students!!!!!!!!

      Time and again we’re smacked in the face with how little money there is for our schools. Time and again this lack of money is used as justification for courses with hundreds of students in the class, as well as skyrocketing tuition.  

      Imagine if instead of spending all the money on administrators, a school focused on hiring faculty. How attractive this school would be if it advertised that its largest class size was 6! Parents would be breaking down the door to get their kids into such a school, especially a publicly funded one. Instead, we get triple digit class sizes and faculty who report to a dozen or more different overseers.

      The student loan scam has covered our campuses with money…but little of it goes to education, as Evergreen and many other schools demonstrate.

      I grant even if Evergreen used the money wisely and kept their class sizes to 6, they’d still have trouble attracting students because of the race riots, but I really feel the need to harp on just how obnoxious it is that so much money is being wasted on the administrative caste. Each admin makes 2 to 20 times as much as faculty, incidentally. A fair assessment of the money pouring into higher ed today reveals we could probably have class sizes of three and schools (at least the ones with government support) could still be profitable at current tuition.

      Realistically, we should just return tuition to sane levels, fire 90% of the useless "leadership," and go back to class sizes in the teens, but I digress.

      Adding insult to grievous injury is the extraordinary incompetence of the administrators. Faced with such a disaster of falling enrollment, how are they responding?

This “Mizzou Effect” is a known factor among college leaders, and the official said Evergreen has been in contact with University of Missouri to learn from their experience.

     How incompetent do you need to be to not figure out that “race riots” and “no education” could be factors in falling enrollments? Whatever level of incompetence that is, compound it exponentially for a thousand years to get to the point where going to a dying school to ask them for advice on what to do is a good decision. For what it's worth, I gave Mizzou some obvious advice, but they won’t follow it. Instead, Mizzou will double down on their sportsball programs, and use their empty dorms to rent out as hotel rooms for the games. They’ve forgotten they’re supposed to be a f@&#ing school.

      I submit that Evergreen also has forgotten it’s supposed to be about education. We can establish this by taking a look at Evergreen’s ideas to address their problem of race riots and lack of education:

…the enrollment decrease will likely plateau and the college will in the coming years grow its ranks again. 

      The first part of the administrative plan to fix their problem is “insane optimism and simply make up numbers for future enrollment.” This is pretty idiotic: our higher education system is massively overbuilt, so prospective students have many places to choose from. Even if education is terrible at other schools, the whole “but no race riots” is still going to make Evergreen a tough sell over any other school.

       Any other ideas?

Evergreen is “doubling down on efforts to recruit older, non traditional students, as opposed to straight from high school.” This demographic includes adults outside of traditional college age, as well as returning-to-college students.

     Uh, if the kids right out of high school aren’t stupid enough to go to Evergreen, why would the adults be so easily suckered? Already, around 80% of US citizens go to higher education at some point, so there’s not much room there for growth in scraping up the remaining 20% of the population. The 20% not going now are probably too intelligent or simply incapable of going under any circumstances, after all (I’ll politely ignore the possibility that the 20% not going to college includes much of the lower end of intelligence…).

To that end, Evergreen officials have developed a mass marketing campaign…

--emphasis added

     Evergreen hopes blowing money on marketing will address the issues of race riots and no education? Does anyone else think we’re not exactly getting our money’s worth for this legion of administrators?

     And that’s where Evergreen’s ideas end as far as how to address falling enrollments due to race riots and lack of education. I really should emphasize I’m hardly alone in seeing what the problem is, as a former employee of Evergreen says much the same:

“A fix, if even possible after the damage already done, will come only be returning Evergreen to its roots as a college steeped in the concept of open inquiry inherent in a true liberal arts education,”

     This option won’t be on the table, as only faculty could accomplish the above. At many schools, admin outnumber faculty by a huge margin and strangle out any possibility of using education to improve a school's chances.

      If the public only understood how much of their tax dollars are being wasted at schools like this, I believe my easy solution, bulldozers, would be enacted quite quickly.

     Instead, we’ll get to watch this school die a slow death; it might be a few years, it might be a decade, but it’s inevitable. I imagine at some point I’ll get the amusement of watching the school have only one faculty member (but still over 500 administrators!) teaching all 300 remaining students in one class on the last semester before the school finally closes its doors.

www.professorconfess.blogspot.com

     

“Radical Gun” Incident Highlights Education’s Failure

By Professor Doom

     I try to focus on higher education, but the interconnectedness of the modern world (more accurately, government involvement in everything) means that I often have to look beyond the ivory tower to gain a better understanding of what’s going on inside the tower.

     Our public education system is pretty bonkers about guns now. It’s weird how in my father’s day, shooting clubs were common at high schools, and even when I was a kid it was no big deal put a .22 rifle in my hand and let me take shots at targets, along with a bunch of other kids, down at the Boy’s Club a block away from school.

     Now when a kid even mentions the word “gun” at a public school, the place goes nuts, and the adults swarm like ants to do everything but figure what the problem really is.

       At a high school, there was a “new” math symbol up on the board, and the kids were puzzled by it:

      Some kid says it looks like a gun, and hysteria ensues:

Students in Louisiana thought this math symbol looked like a gun. Police were called

     To judge by the recent event in Florida, the police here acted according to policy: upon being told about a possible gun on campus, they first waited until there was no actual shooting going on, and then sprang into action.

     After several students made comments along those lines, another student said something the sheriff’s office said could have sounded like a threat out of context.

Police searched the student’s home, where they found no guns or any evidence that he had any access to guns. Authorities also wrote there was no evidence the student had any intent to commit harm.

     Now, I don’t begrudge the police’s actions here, they’re just following orders, and we all know once you put humans in government uniforms, about all you can expect of them is to follow orders. So, the merest mention of a gun involves a full investigation, because that’s our “solution” which will keep kids from being killed by guns on campus (simply shutting down the schools forever seems a better solution, and if we must have the schools, allowing teachers to protect themselves and the kids if they so desire strikes me as a common-sense option…I just don’t understand how bump stocks are relevant at all, but I digress).

     But the gun hysteria detracts from the real issue here, because the fact that these high school students were puzzling over this symbol is very revealing of what’s happened to our public school system.

      The symbol in question is called the “radical” or “square root” symbol, and denotes the positive number which, when squared (i.e., multiplied by itself), will be the number under the symbol. For example, a 9 under this symbol, read "the square root of 9," is 3, because 3 squared is 9.

     The use of this symbol is something of a big deal, because many numbers, though they should be easy to calculate, cannot be easily represented. The classical example of this is in a right triangle, where each leg has length 1. The Pythagorean theorem says the square of the hypotenuse is the sum of the squares of the legs.

Question in an advanced college math class this semester: “What’s a rational number?”

--the concept of “rational number” used to be taught in high school…but it was removed.

      By the Pythagorean theorem, then, the square of the hypotenuse is 2. And so the hypotenuse length is that number, which when squared is 2. So, what is this number? This was a problem for ancient mathematics, which honestly believed this number could be easily calculated, or possibly represented as a rational number (i.e., a ratio of integers, which usually looks like a fraction).

“1/6 + 1/6 + 1/6 + 1/6 = 4/24 = 1/6"

--the most common answer on the last pop quiz I gave (multiple students wrote exactly the above), in a 2000 level statistics course. The question was “What is the probability of rolling a 6 four times in a row on a typical 6-sided die?” Yes, I did define the concept of independence, and worked out a few examples as well, before asking the question. Fractions used to be taught in 8^th grade or so, but almost all calculations involving fractions are removed in the grades afterwards, because so many students fail to learn how to use fractions that they would simply continue to fail all future courses otherwise.

      But this number, though easily represented on a simple triangle, cannot be easily represented as a number. Eventually, humanity gave up, and just decided to call this number "the square root of 2," designate it with a radical symbol with a 2 under it, and get on with life.

Me, in advanced course: So here we have this equation x^3 - 6x^2 + 16 = 0.  Noting that 2 is a root, we divi…

Student: Wait. How did you know 2 was a root?

Me: Well, 1 isn’t a root, and -1 isn’t, so I went to the next easy guess…

Student: How do you know what to guess?

--the guessing technique I used is called the “Rational Root Theorem.” It used to be taught in high school algebra, but was removed…

     The square root symbol used to be taught around the 8^th grade (I cover the symbol in remedial math courses, which approximate the material that’s supposed to be taught in that grade, so I have some idea what’s taught in 3^rd through 9^th grade, because that’s “college material” in many campuses).

      Today we can have a group of high school students standing around the board staring at this symbol, a symbol that they should have learned years earlier, and puzzling over what it can mean. And THIS is the real issue behind the story.

      When the curriculum for our government education system was set down, scholars were asked what kids should know, and when they should know it…and everything was laid down. That was many years ago.

      Since that point in time, scholars have been removed from education, to be replaced by people with no education themselves, and no appreciation of scholarly thought. Now, I’m not saying everything was laid down perfectly, but what is definitely happening today is more and more of those original foundations are being chipped away, to the point that we’re seeing real problems, huge gaps in knowledge in students who supposedly have been studying concepts for years.

    
     The prosecution in the Zimmerman trial suffered a major blow when a key witness, a high school senior, showed she was unable to read cursive. Reading cursive used to be a skill taught in the 3^rd grade,…

--it isn’t just in math where students just don’t have skills which used to be very common.

     Because of these huge lapses in education in our public school system, our students which move on to college, even quite good students, are finding themselves hitting brick walls which shouldn’t be there…because our college courses are based on the education system we were told was being used in the public schools: a solid system, and not one filled with holes.

     Now, some colleges are responding to this big problem with social promotion. This is cruel and evil, as it destroys the value of a college education while still extracting a huge sum of money from the student, who eventually gets a worthless piece of paper.

     It isn’t just that these huge holes ripped into education are causing our college students to fail, of course, as we now have students so ignorant that a “weird” math symbol can literally cause the police to search a kid’s home…

www.professorconfess.blogspot.com

New Mexico To Force High School Grads To College

By Professor Doom

    Practically since birth, our children have been indoctrinated into believing they must go to college after high school. Hey, there really was a time when going to college was both a privilege and a valid path into a better life.

     But it’s not a privilege any more. Every state has multiple “open admissions” schools eager to snap up vulnerable kids as they walk out of high school. Getting accepted to college today is about as much an accomplishment as buying a refrigerator.

      It’s also not necessarily a valid path into a better life. We have pimps helping their prostitutes pay their college loans now. I don’t want to sound judgmental, but if you become a prostitute because that’s the only way to pay your college loan bills, college is not giving you a better life. We also have people fleeing the country to escape their loans now…and they could have fled the country without going to college first. We have grandparents losing their social security due to college loans, too…if college doesn’t even pay off by the time you’re 65, there’s a problem here.

     Bottom line, people are figuring out that college really isn’t such a good idea, or at least not for everyone. College enrollments have been dropping the last few years, and, most pleasingly, the drops have been greatest on the “lowest rung” of higher education, the scammy community and for-profit colleges. Again, not being judgmental, but college graduate IQ has dropped far in this decade, to the point that a degree means nothing in terms of intelligence (or training, or education), and this is in large part due to the bottom feeding aspects of our higher education system.

     The leaders of higher education are in a panic over this drop; they’ve massively overbuilt the higher education system, inflating their own salaries and giving their cronies many fake jobs…things that cannot be paid for unless the student population on campus grows dramatically, instead of dropping like it is.

     New Mexico has come up with a solution:

New Mexico’s high school juniors would have to apply to at least one college or commit to other post-high school plans as part of a proposed graduation requirement…would make it mandatory for public school juniors to apply to at least one two- or four-year college.  

     This is…insane. Already some 70% of high school graduates go to college, with 80% of US citizens going to college eventually. Isn’t this good enough? The gentle reader should understand that every student here that applies will be accepted, will be granted loan/grant money, and please understand the implication we have here: even a student with an IQ of 70 could find himself in college.

      I’m not trying to be a jerk here but college really isn’t for everyone. Imagine a law which would require every student to apply to BasketBall Camp, expressing an interest in playing basketball 8 hours a day whether the student really cares to do so, or not. It’s just insane, both from a “government is way too involved in our lives” and a “literally everyone going to college removes the value of college” standpoint.

      What prompted this madness?

The measure was drafted with the aim of reversing declines in college enrollment across the state, which fell nearly 14 percent from 155,065 enrolled students in 2010 to 133,830 in 2016.

     So, enrollment is dropping. And? Gee whiz, I bet the number of people using rotary phones has fallen dramatically in the last 6 years too…there’s no proposal to force people to use those, is there? Of course not, there’s no student loan money for that.

     The openly predatory nature of this law is astonishing. These guys really are shameless.

 it also could encourage prospective first-generation college students to seriously consider getting into a higher education institution.

     The most fraudulent community colleges really target those “first generation” students in much the same way crocodiles go after young herd animals: they’re easy prey. Just as a young deer has no idea what vicious creature is waiting in the water, so too does the first generation student not understand how many leaders in higher education drool at the thought of exploiting the new graduate’s ignorance. A first generation student has no family to tell him he’s being tricked, getting a fake education, or know how the rip-off of the usual college loan scam works.

     It’s vile, and this law will only set up more kids for the slaughter. This level of ruthlessness is “best practices,” however:

The New Mexico bill is modeled after a similar requirement that Gentry said was put in place for high school students in San Marcos, Texas, more than a decade ago. And last year in Chicago, Mayor Rahm Emanuel made post-high school plans a graduation requirement…

     Please understand how these rules are a monstrosity. The main reason enrollments are falling is the word has gotten out: the people cheated by the student loan scam are old enough to have kids going to college…and they’re being warned away. By forcing everyone to apply to college, it will catch the people from families which do not yet have victims of student loans in them. These rules will be forcing the young deer into the deepest part of the river…how do the  lawmakers sleep at night, knowing as they must the evil of their laws?

Many of the state’s community colleges don’t charge application fees and applying online can take as little as 20 minutes.

      Again, the predatory nature of this couldn’t be more clear. Already, anyone who has an interest in going to college can apply, for free, with little effort. There’s simply no ethical reason to force people do this.

“You’ve got to provide the support to make that happen,” Lumley said. “First-generation kids, for a lot of them, the reason they don’t go to college is they have no idea how to even start that process.”

     These kids, despite the best efforts of the guidance counselors and the schools in general can’t seem to figure out “go online to fill out the free application.” And the solution is to make a law forcing them to do it?

     The thinking here is just so muddled. New Mexico’s public education system is so terrible that 12 years of training isn’t enough for some graduates to fill out a form designed to be very simple to complete, or to show up on campus so a trained professional can fill out the form for the graduate.

     And they think the problem here is there isn’t a law forcing the student to apply to college.

     Bottom line, if there were no student loan/grant system creating so many victims, I’d find this just another stupid law from a government always seeking new ways to intrude into our lives. But throw in those loans, and we’re looking at pure evil here.

      Kill the student loan scam at the federal level, and I bet these sorts of laws wouldn’t even get discussed.

www.professorconfess.blogspot.com

Anti-White Campus Bias Getting Worse

By Professor Doom

     It’s fascinating watching the progression into the dark days ahead. In Nazi Germany, it didn’t start out with mass arrests and deportments for concentration camps…first tiny minorities were targeted, then larger and larger groups until all that remained outside of the camps was the terrified majority, individuals of whom could not speak out lest there was a sudden discovery that the “troublemaker” was even distantly related to one of the groups in the camps and with so many sub-groups targeted, the entire population legitimately was vulnerable  (I’m using broad strokes here, which I trust the gentle reader will forgive).

     I remember, many years ago, when we first abandoned academic equity when it came to Asian students. They were too smart, you see, it was only fair that the entrance requirements for Asians were (somewhat) secretly made just a little bit harder than for the other students. Once this tiny crack was opened, it became ever more tolerable to grant certain other minorities backdoor benefits, at the expense of other groups.

     Then came the penalties for males. “We don’t have enough females in…” became a perpetual battle cry (at least in STEM), and now males often find themselves penalized for being in the wrong gender…even today, when around 60% of college students are female, we nevertheless see ever more programs to bring more females into the system.  With this “minority” conquered, it was time to move on to even bigger segment of the population:

     White people.

     Every week we now hear of more cries against white people, not just to give them some penalty, but outright calls for violence, even genocide against whites. A recent article highlights some of the latest outrages, and while I grant comparing this stuff to the later days of Nazi Germany is hyperbolic, the fact still remains, if any other ethnic group was targeted like this, it would be considered a terrible evil.

At the University of Oregon this month, students are exploring race-related issues in various symposia — albeit in segregated “tracks” based on self-identified race and gender.

Described as a full-day “retreat,” the Women of Color Symposium has one track for those who are “womxn of color” — and no, that “x” is not a typo — while the second track is for students who are not of color.

     I’ve written before of the out-of-control white shaming in Oregon, but that was nearly two years ago, not that much has changed. Have we all forgotten the futility of “separate but equal” accommodations? This whole concept was abandoned as a vicious lie half a century ago. If we know that giving a special place just for black students is morally wrong, how is it that we cannot know that giving a special place just for white students is also wrong?

     A brain suffering this level of cognitive disconnect is obviously malfunctioning to the point of madness, so it’s hardly surprising that the morally depraved lunatics running this system would pile on the madness by spelling “women” with an “x,” as though any aspect of the English language would allow that letter to possibly be between an “m” and an “n” in a pronounceable word.

     To avoid any misunderstandings, the university notes the following on its registration form for the presumably separate-but-equal events: “Any self-identified Womxn of Color, including Trans Women, Non-Binary and Gender Non-Conforming People of Color, are welcome in the Womxn of Color Symposium Track. We respectfully ask that anyone who does not identify as Womxn of Color attend the Allyship Symposium Track in order to provide and maintain a sacred space.”

--emphasis added.

      They are obligated to put the qualifier “self-identified” here, as the word “womxn” is not a word, not in the dictionary, and the meaning of it cannot be common knowledge. Thus you’ll need your own personal definition. There’s another odd word in the above:

     Sacred.

     Not to shed any scorn on religion but the madmxn and madwomxn doing this honestly think the seminars where they’ll spew anti-white hatred are sacred. 

Apparently they’re self-identifying the meaning of that word, because in terms of the Enlightenment, in terms of our most successful philosophical considerations, holding seminars to enhance hate and destroy a particular ethnic group simply because of their ethnicity is the exact opposite of sacred, and it in fact a defilement of everything higher education (supposedly) stands for.

     As direct slap in the face to the “separate but equal” lie, these racially segregated seminars are explicitly different. Here is what the white people get:

However — the second track, “What’s Up With Whiteness,” is...intended to be a space where people at all stages of their social justice journey can engage with one another in entry-level conversations about white identity.”

      I’ve heard the lunatics running our higher education asylums as Bolsheviks, Leftists, and Progressives, among other words—many of which used to be words of pride, instead of the quite justified slurs they are today. Because one phrase invariably pops up in their ideological literature (at risk of demeaning that word) is “social justice,” I feel the best phrase describing them is Social Justice Warrior, or SJW.

     It’s very telling that among all the groups targeted, SJWs have never been in the crosshairs, despite their tendency to act in crazy ways (also known as “virtue signaling”) and known propensity towards violence.

     Now, Oregon is close to California, and so it’s reasonable to conjecture that what we’re seeing in Oregon is just spillover from the constant insanity pouring out of that state. It’s a reasonable premise, but consider what’s happening on the other side of the continent:

Florida Gulf Coast University assistant professor of sociology Ted Thornhall, for example, offers a course about “white racism.”

“Much evidence, both historical and sociological, shows the U.S. has been and remains a white supremacist society,” noted Thornhall in the school’s newspaper. He emphasized that his course was not anti-white, but anti-white racism.

     Semantic arguments about the difference between “anti-white” and “anti-white racism” wear a little thin here. In times past, it took a group of scholars to create a course, determining by consensus what material was academically relevant. Now you can just slap any ol’ thing together and call it “higher education”; it used to be the main restriction on creating courses by even this laughable method was the course needed to sell, but with the SJW takeover now the courses need only support the ideology.

     Did nobody question this course?

In a seeming pre-emptive strike at any who might question the need for the course, or its legitimacy...betrays gross ignorance and/or malevolent intent as well as a self-evident need to enroll in the course.”

     Another key to identifying the SJW is the cry of “RACIST” against any who challenge anything about their ideology. I concede he’s not exactly crying racism at anyone who thinks maybe this course might be dubious in terms of academic necessity, but, gee whiz, that’s quite the flurry of attacks against me, or anyone else with questions, here. In times past, scholars were expected to question, but now we get pre-emptive attacks against what used to be honorable behavior.

     Allow me to address the attacks.

     I don’t consider myself grossly ignorant, I’m quite aware white people have done many extremely racist things…but to focus a course like this just on the “sins” of white people is going to mislead far more than enlighten. Just as our obsessive focus on slavery in this country’s past has caused much of the population to believe only whites had slaves, or that it was a strictly American institution (instead of the simple truth that essentially every civilization on the planet had slavery in some form, regardless of skin color), courses like the above need considerable balance to be considered actual education instead of indoctrination.

      He also pre-emptively says I must have malevolent intent, although he gives little reason or evidence why that must be the case. Accusations made without evidence can be dismissed without evidence, and this dismissal is considered ever more reasonable the more outrageous the accusation. As malevolence is fairly extreme to me, I could simply dismiss the accusation here…but I nevertheless submit much of the work in my blog, wherein I often reveal an interest in making higher education about education again. I don’t wish him harm at all, and am a little curious who he thinks I’m being malevolent toward, even theoretically.

     Perhaps I need to enroll in his course, to see with my own eyes that there’s more than the obvious indoctrination here, but enough defense.

      This sort of anti-white hysteria is becoming ever more common on our campuses. First some Asians were taken away, and nothing was done. Then many males left campus, and nothing was done. At some point, whites are going to see our campuses aren’t for them, either.

      This may not be the same as the events in 1933-1939, but, yes, it does seem to rhyme.

www.professorconfess.blogspot.com