Великая Эпоха - Призрак коммунизма управляет нашим миром

Эти просветлённые и святые являются величайшими просветителями человечества. На основе их высказываний были созданы наиболее могущественные цивилизации. Их учения стали фундаментальной классикой всех крупных цивилизаций. Ценности и методы повышения нравственности, которым они учили, являются для каждого человека столбовой дорогой к достижению душевной чистоты и физического здоровья. Физически и душевно здоровые люди имеют огромное значение для здоровья всего общества. Неудивительно, что эти величайшие просветители пришли к единому выводу: цель образования — это воспитание в людях добродетелей.

Восточное и западное классическое образование в течение тысяч лет наследовало культуру, переданную людям Богами, а также сохраняло множество драгоценного опыта и ресурсов. Согласно принципам классического образования, важными критериями оценки успеха образования является степень сочетания в человеке таланта и высокой морали. В процессе возрождения традиционного образования сокровища классического образования достойны того, чтобы их непрерывно раскрывать и изучать.

Люди с высокими моральными ценностями способны к самоуправлению. Это социальная модель, о которой мечтали американские отцы-основатели. Люди с высокой моралью могут получить Божье благословение, а благодаря трудолюбию и мудрости могут обрести материальное изобилие и духовное удовлетворение. Ещё важнее то, что люди с высокой моралью принесут обществу приумножение и процветание в течение многих поколений. Это откровение просветлённых и святых — величайших просветителей человечества — о том, как сегодняшние люди могут вернуться к традиционному образованию.

Следующая глава

[1] 这类报导很多，比如 https://www.thedailybeast.com/elite-campuses-offer-students-coloring-books-puppies-to-get-over-trump; http://college.usatoday.com/2016/11/15/heres-how-universities-are-offering-support-to-students-after-trumps-election/.

[2] 根据美国政策国家基金会2017年的调查，国际学生已经占据美国大学研究生院科技工程专业的绝大多数。全日制国际学生比例最高的三个专业是电子工程、石油工程和计算机科学，国际学生比例分别为81%、81%、79%。Elizabeth Redden, “Foreign Students and Graduate STEM Enrollment,” Inside Higher Ed, October 11, 2017, https://www.insidehighered.com/quicktakes/2017/10/11/foreign-students-and-graduate-stem-enrollment.

[3] G. Edward Griffin, Deception Was My Job: A Conversation with Yuri Bezmenov, Former Propagandist for the KGB, American Media, 1984.

[4], [5], [6], [7] Scott Jaschik, “Professors and Politics: What the Research Says,” Inside Higher Ed, February 27, 2017, https://www.insidehighered.com/news/2017/02/27/research-confirms-professors-lean-left-questions-assumptions-about-what-means.

[8] “The Close-Minded Campus? The Stifling of Ideas in American Universities,” American Enterprise Institute Website, June 8, 2016, https://www.aei.org/events/the-close-minded-campus-the-stifling-of-ideas-in-american-universities/.

[9] Quoted from Fred Schwartz and David Noebel, You Can Still Trust the Communists…to Be Communists (Socialists and Progressives too) (Manitou Springs, CO: Christian Anti-Communism Crusade, 2010), 2-3.

[10] 参见Zygmund Dobbs, Keynes at Harvard: Economic Deception as a Political Credo. (Veritas Foundation, 1960), Chapter III, “American Fabianism.”

[11] Quoted from Robin S. Eubanks, Credentialed to Destroy: How and Why Education Became a Weapon (2013), 26.

[12] Quoted from Walter Williams, More Liberty Means Less Government: Our Founders Knew This Well (Stanford: Hoover Institution Press, 1999), 126.

[13] David Macey, “Organic Intellectual,” The Penguin Dictionary of Critical Theory (London: Penguin Books, 2000), 282.

[14] 马克思：〈关于费尔巴哈的提纲〉（中文马克思主义文库）。

[15], [16] Bruce Bawer, The Victims’ Revolution: The Rise of Identity Studies and the Closing of the Liberal Mind (New York: Broadside Books, 2012), Chapter 1.

[17] Franz Fanon, The Wretched of the Earth, trans. Constance Farrington (New York: Grove Press, 1963), 92.

[18] Jean Paul Sartre, “Preface,” The Wretched of the Earth by Franz Fanon, 22.

[19] Roger Kimball, Tenured Radicals: How Politics Has Corrupted Our Higher Education, revised edition (Chicago: Ivan R. Dee, 1998), 25-29.

[20] Jonathan Culler, Literary Theory: A Very Short Introduction (Oxford: Oxford University Press, 1997), 4.

[21] Fredrick Jameson, The Political Unconscious: Narrative as a Socially Symbolic Act (Ithaca, NY: Cornell University Press, 1981), Chapter 1.

[22] Quoted from Roger Kimball, “An Update, 1998,” Tenured Radicals: How Politics Has Corrupted Our Higher Education, 3rd Edition (Chicago: Ivan R. Dee, 2008)， xviii.

[23] 马克思：《德意志意识形态》（中文马克思主义文库）。

[24] “Most Cited Authors of Books in the Humanities, 2007,” Times Higher Education, https://www.uky.edu/~eushe2/Bandura/BanduraTopHumanities.pdf.

[25] Joshua Phillip, “Jordan Peterson Exposes the Postmodernist Agenda,” The Epoch Times, June 21, 2017, https://www.theepochtimes.com/jordan-peterson-explains-how-communism-came-under-the-guise-of-identity-politics_2259668.html.

[26] Quoted from Roger Kimball, “The Perversion of Foucault,” The New Criterion, March 1993, https://www.newcriterion.com/issues/1993/3/the-perversions-of-m-foucault.

[27] David Horowitz and Jacob Laksin, One Party Classroom (New York: Crown Forum, 2009), 51.

[28] David Horowitz and Jacob Laksin, One Party Classroom, 51-52.

[29] Bruce Bawer, The Victims’ Revolution: The Rise of Identity Studies and the Closing of the Liberal Mind, Chapter 3.

[30] David Horowitz and Jacob Laksin, One Party Classroom, 3.

[31] David Horowitz, The Professors: The 101 Most Dangerous Academics in America (Washington D.C.: Regnery Publishing, Inc., 2013), 84-85.

[32] David Horowitz and Jacob Laksin, One Party Classroom, 212.

[33], [34] David Horowitz, Indoctrinate U.: The Left’s War against Academic Freedom (New York: Encounter Books, 2009), Chapter 4.

[35] David Horowitz and Jacob Laksin, One Party Classroom, 1-2.

[36] http://www.azquotes.com/author/691-Bill_Ayers.

[37] David Horowitz, The Professors: The 101 Most Dangerous Academics in America, 102.

[38] David Horowitz and Jacob Laksin, One Party Classroom, 116.

[39] “Who Won the Civil War? Tough Question,” National Public Radio, November 18, 2014, https://www.npr.org/sections/theprotojournalist/2014/11/18/364675234/who-won-the-civil-war-tough-question.

[40] “Summary of Our Fading Heritage: Americans Fail a Basic Test on Their History and Institutions,” Intercollegiate Studies Institute Website, https://www.americancivicliteracy.org/2008/summary_summary.html.

[41] “Study: Americans Don’t Know Much About History,” July 17, 2009, https://www.nbclosangeles.com/news/local/Study-Americans-Dont-Know-About-Much-About-History.html.

[42] Howard Zinn, A People’s History of the United States (New York: HarperCollins, 2003).

[43] David Horowitz, The Professors: The 101 Most Dangerous Academics in America, 74.

[44] Dinesh D’ Souza, Illiberal Education: The Politics of Race and Sex on Campus (New York: The Free Press, 1991), 71.

[45] Paul Samuelson, “Foreword,” in The Principles of Economics Course, eds. Phillips Saunders and William B. Walstad (New York: McGraw-Hill College, 1990).

[46] Alan D. Sokal, “Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity,” Social Text No. 46/47 (Spring – Summer, 1996), 217-252.

[47] Alan D. Sokal, “A Physicist Experiments with Cultural Studies,” Lingua Franca (June 5, 1996). Available at http://www.physics.nyu.edu/faculty/sokal/lingua_franca_v4/lingua_franca_v4.html.

[48] Alan D. Sokal, “Parody,” All Things Considered, National Public Radio, May 15, 1996, https://www.npr.org/templates/story/story.php?storyId=1043441.

[49] Alan D. Sokal, “Revelation: A Physicist Experiments with Cultural Studies,” in Sokal Hoax: The Sham That Shook the Academy, ed. The Editors of Lingua Franca (Lincoln, NE: University of Nebraska Press, 2000), 52.

[50] Thomas Sowell, Inside American Education: The Decline, The Deception, The Dogma (New York: The Free Press, 1993), 212-213.

[51] Donald Alexander Downs, Restoring Free Speech and Liberty on Campus (Oakland, CA: Independent Institute, 2004), 51.

[52] Eugene Volokh, “UC Teaching Faculty Members Not to Criticize Race-based Affirmative Action, Call America ‘Melting Pot,’ and More,” The Washington Post, June 16, 2015, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2015/06/16/uc-teaching-faculty-members-not-to-criticize-race-based-affirmative-action-call-america-melting-pot-and-more/?utm_term=.c9a452fdb00f.

[53] “Victory at IUPUI: Student-Employee Found Guilty of Racial Harassment for Reading a Book Now Cleared of All Charges,” Foundation for Individual Rights in Education, https://www.thefire.org/victory-at-iupui-student-employee-found-guilty-of-racial-harassment-for-reading-a-book-now-cleared-of-all-charges/.

[54] “Colleges Become Re-Education Camps in Age of Diversity,” Investor’s Business Daily, https://www.investors.com/politics/editorials/students-indoctrinated-in-leftist-politics/.

[55] Greg Lukianoff, “University of Delaware: Students Required to Undergo Ideological Reeducation,” Foundation for Individual Rights in Education, https://www.thefire.org/cases/university-of-delaware-students-required-to-undergo-ideological-reeducation/.

[56] Alison Flood, “US Students Request ‘Trigger Warnings’ on Literature,” The Guardian, May 19, 2014, https://www.theguardian.com/books/2014/may/19/us-students-request-trigger-warnings-in-literature.

[57], [58] A Nation at Risk, https://www2.ed.gov/pubs/NatAtRisk/risk.html.

[59] Mark Bauerlein, The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (New York: Jeremy P. Tarcher/Penguin, 2008), Chapter One.

[60] John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (Gabriola Island, BC, Candda: New Society Publishers, 2005), 12.