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Young America’s Foundation has uncovered that liberal-leaning and Democrat speakers dominated this year’s slate of commencement speakers across the nation.

Specifically, while 62 liberal speakers are scheduled to speak or have already spoken at  commencement ceremonies at the top 100 universities this graduation season, the group’s survey found that, in comparison, only 17 conservatives could be identified as taking the podium. For the rest of the speakers, their ideology could not be determined.

“Star-studded examples of imbalance include Newark, New Jersey Mayor Cory Booker speaking at his alma mater, Yale University,” the foundation reports. “Big government mayor of New York City Michael Bloomberg will speak at Stanford University; House Minority Leader Nancy Pelosi will keynote at the University of California-Davis School of Law’s commencement; Oprah Winfrey is speaking to Harvard University; and Vice President Joe Biden will give graduates one last dose of liberalism at the University of Pennsylvania.”

What’s worse, conservative voices are silenced, Young America’s Foundation notes.

“Neurosurgeon Dr. Benjamin Carson, who has risen to national fame for his criticism of this administration’s leftist policies, was banned from speaking at Johns Hopkins University by an online petition from liberal students,” its officials state.

And then there’s the ongoing President Obama tour.

“President Obama, who has been on a college campus one out of nine days since taking office, according to an ongoing foundation study, will be giving three commencement speeches this spring, including at Ohio State University where he challenged the students to ‘reject’ voices who are critical of his big government policies.”

For a full list of the foundation’s survey, click here.

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Charles C.W. Cooke writes for National Review:

Doctor Biden has joined Twitter as @DrBiden. The account is “run by Dr. Jill Biden’s Office,” and it tells us absorbing things about Dr. Biden — things such as “Yesterday, Dr. Biden hosted an education roundtable” and “Yesterday, Dr. Biden honored the nation’s top teachers.” It retweets praise, too: “Thank you Dr. Biden for your work as an educator and as a voice for all educators in our nation,” reads one tribute. If a tweet is signed “Jill,” the doctoral bio informs us, this indicates that it is a “tweet from Dr. Biden.” “Jill,” if you’re wondering, is Dr. Biden’s nickname. Her formal name is “Dr.”

Wherever she goes and whatever she does, Dr. Biden is always referred to as “Dr. Biden.” “Is Joe Biden married to a physician?” wondered the Los Angeles Times in January. “You might have gotten that impression while watching television coverage of the inauguration.” Yes, you might have indeed.

Dr. Biden isn’t a physician, of course. She has a doctorate – in “educational leadership,” whatever the hell that is. This Ed.D gives her the right to call herself “Dr.” in much the same way as my Master’s degree gives me the right to put MA after my name. Perhaps my Twitter handle should be @MA(Oxon)Charles?

Or . . . perhaps not. It’s not @MA(Oxon)Charles because I’m keenly aware that my non-vocational education really isn’t that important to anybody other than me. (And, perhaps, my mother.) Dr. Biden has made a different judgment about the value of hers, and in doing so she has become another symptom of our Potemkin aristocracy, to which only those who have letters after their name may belong…

Read the full story at National Review Online.

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Vice President Joe Biden regularly puts his foot in his mouth, and now a member of his staff has blown it, too.

The Washington Post reports that “the office of Vice President Biden has apologized to a University of Maryland student after a member of Biden’s staff confronted the college reporter and forced him to delete photos of an event.”

(The student reporter) accidentally sat in a section of the audience not meant for the media. He had identified himself as a member of the press upon entry and been directed to that area. Barr took a few pictures of Biden at the podium. After the event, a staffer for Biden confronted him and demanded to watch as he deleted the pictures from his camera.

“I gave her the benefit of the doubt that she was following proper procedures,” Barr told Patch. But Lucy Dalglish, dean of the University of Maryland’s journalism school, filed a formal complaint with the vice president’s office.

“It is our policy that all of our open press events are open press even if a reporter is not in the designated press area,” Biden spokeswoman Kendra Barkoff told The Washington Post. “This was an unfortunate mistake by a staffer who does not regularly interact with the press. Once we learned about it, I immediately apologized to the Dean of the College of Journalism at the University of Maryland, the reporter involved and to the newspaper. It will never happen again.”

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The National Association of Scholars is celebrating its 25th anniversary as one of the nation’s leading advocates for better higher education policy. In celebration of the big two-five, they’ve published a list of 100 very short essays by leading authors, educators and policy experts on how to improve the state of higher education in the U.S.

This special publication includes contributions by some big names, such as Tom Wolfe, Victor Davis Hanson, and even Jill Biden, along with contributions by a few lesser names such as yours truly. Some of the ideas on the list are quite intriguing and other quite provocative.

Here are some brief excerpts–a few glimpses of the “great ideas” on the list:

- REQUIRE PUBLIC SPEAKING
Will Fitzhugh, Founder, The Concord Review“It would be great and interesting for all concerned if every college student had to present a one-hour talk on some topic on which he had recently done research…”

- INSTITUTE A FACULTY DRESS CODE AND REQUIRE USE OF STUDENT SURNAMES
Joseph Epstein, Author, most recently of Essays in Biography
“The condition of undergraduate education strikes me as so sad, so wildly screwed up, and so heavily screened off from reality that no single sweeping reform is likely to help. A number of small reforms, though, might make for a beginning. Two I suggest are a dress code and a rigid protocol of address. I suggest these not for students, but for faculty…”

- ABOLISH BIG-TIME SPORTS
George Dent, Professor of Law, Case Western Reserve University School of Law
“Big-time sports are corrupting higher education. They should be abolished…”

- PUBLISH EMPLOYMENT OUTCOMES
Andrew Gillen, Research Director, Education Sector
“As college costs continually rise, students are increasingly concerned with the impact attending college will have on future jobs and earnings. Yet virtually no data exist to help inform this important decision…”

- REQUIRE PHYSICAL LABOR
Charles Mitchell,
Vice President and Chief Operating Officer, Commonwealth Foundation
“Five words: mandatory physical labor, every student…”

- LIMIT A AND B GRADES
Charles Murray
, W.H. Brady Scholar, American Enterprise Institute
“Pass a federal law that no teacher in a college or university that receives federal funds shall be allowed to award an A to more than 7 percent of the students in any course…”

- BANISH TEXTBOOKS
Bradley C. S. Watson
, Philip M. McKenna Professor of Politics; Co-Director, Center for Political and Economic Thought, Saint Vincent College
“Rely on primary sources exclusively. This can be done readily in most social sciences and humanities disciplines. Even most natural science disciplines could assign more primary source readings to good effect…”

And finally, the always lively T. Wolfe:

CUT UNDERGRADUATE EDUCATION IN HALF; LIMIT THE CURRICULUM; INSTITUTE A DRESS CODE
Tom Wolfe
, Ph.D., American Studies, Yale, 1957; Author, Back to Blood

“1. Cut undergraduate education from four years to two…

2. Limit the curriculum, over the two years, to remedial education and core subjects…

3. Male students will have a dress code requiring long-sleeved cotton shirts (ties optional) and conventionally cut jackets—e.g., no jacket collars wider than the lapels—whenever they are on campus. Female students will abide by a dress code that, without saying so, makes it impossible to dress in the currently highly fashionable (among young women) slut style.

If the students complain that these codes make them look different from most other people their age, the reply is, ‘Now you’re catching on.’”

A lot to chew on in this list–occasions to either nod in agreement, or shake one’s head in disbelief. It’s a lengthy but stimulating read.

See the full article at the National Association of Scholars website.

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If another Ambrose Bierce comes along to update The Devil’s Dictionary, “national conversation” ought to have an entry.

We are constantly receiving invitations to the “national conversation”—about abortion, the death penalty, same-sex marriage, trans fats. It sounds nice: Every red, white, and blue-blooded American tucks in at the table for a calm, measured discussion in which everyone’s views are heard, and at the end we come to a conclusive plan of action that makes everyone happy. Or at least dissatisfies everyone equally.

It is an agreeably democratic canard, giving the hoi polloi the impression that it has some input in what happens, and giving those who say it the all-important sheen of open-mindedness.

Neither is true, of course, but the phrase coats predetermined positions in a sparkling patina of reasonableness. It’s no surprise, then, that House minority leader Nancy Pelosi’s recently called for a “national conversation” on gun control in the wake of the tragedy in Newtown.

But of course, America can’t have “national conversations.” We’re too many, too scattered. That is why the Founders created a republic. Our representatives have the conversation for us, in a venue where every voice can, in fact, be heard.

And tragedies make especially bad occasions for a “national conversation.” An entire country’s blood is up, clamoring for justice and answers, suddenly willing to go to every extreme to prevent future bloodshed. It’s a pity—but not a surprise—that days after the events in Newtown acclaimed novelist Joyce Carol Oates tweeted, “If sizable numbers of NRA members become gun-victims themselves, maybe hope for legislation of firearms?” She was only one of many whose responses ranged from foolish to downright vicious. But we expect some emotional instability in the aftermath of such an event. Which is precisely why it’s a bad time to make policy.

Moreover, a month after the tragedy in Newtown, the news cycle has moved on—to the fiscal cliff, the debt crisis, the president’s Cabinet nominations—and whatever conversation remains is happening among Joe Biden and a small committee of Congressmen behind closed doors somewhere on Capitol Hill. If it is happening at all. With political careers, massive amounts of money, and influence at stake, Capitol Hill is all too often where genuine debate goes to die.

Is there any alternative? The attempt to mask political objectives—in Pelosi’s case, strong national gun control legislation—in openness to bipartisan conversation ought to serve as a reminder that our most difficult, impassioned conversations can only happen with any true intellectual seriousness in a place that takes intellectual seriousness seriously. For a great deal of Western history, that was the university.

Unfortunately, that is rarely the case anymore. Four days after the shooting in Newtown, 160 college and university presidents signed an “open letter to our nation’s policy leaders” calling for “rational gun safety measures” and opposing any legislation that would permit gun possession on college campuses.

Too often the denizens of the modern academy forget the advice of French essayist Joseph Joubert, that “it is better to raise a question without deciding it than to decide a question without raising it.”

And the tragedy at Newtown—and our reactions—raises large and important questions. But intellectual flippancy leads to conclusions like Vice President Biden’s, who recently declared, “If your actions result in only saving one life, they’re worth taking.” That sort of tortured logic makes for sentimental appeal but for absurd policy. Gun control legislation is not just a matter of saving lives (if it will do even that is a point of contention); it requires a careful evaluation of the meaning of the Second Amendment and of the relationship of the federal government to the individual. Questions about mental health require the same cautious thought: At what point does a person’s individual freedom need to become subject to the state’s regulation?

Grappling honestly and seriously with such questions has, historically, been the province of the university, where a dedication to truth and clarity has been more important than political advocacy. That is much more difficult on campuses where political agenda and classroom curriculum have become indistinguishable.

In modern America, the moments that call for long, careful attention to large questions are those in which the intellectual poverty of a great portion of the cloistered policymaking class becomes most acutely apparent. But wise policymaking demands such studied reflection.

The university, in its classic, pre-politicized incarnation, can serve as the place for that task—for the deep and thoughtful consideration of complex and challenging questions. And if the resulting judicious university culture can maintain its integrity, it can become a check on overhasty action and an alternative to our empty rhetorical niceties. It can be—again—the place of real conversation.

Fix contributor Ian Tuttle is a student at St. John’s College.

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When I enrolled in German II at Ohio State University in the fall, I expected to learn the intermediate measures of the German language. As it turns out, that was hoping for too much.

Oh, don’t get me wrong. The class delved into instruction now and again, but it quickly became apparent I was the lone conservative in a classroom in which learning German took a backseat to discussions on the prowess of Barack Obama, American narcissism, the virtues of socialism, the sad plight of Chicago’s teachers, and why the U.S. military is the reason the American education system is broken, just to name a few tangents I endured over the fall semester.

I made the early mistake of participating in a classroom discussion on the Chicago teachers union protests shortly after the course launched. I pointed out to my esteemed professor – who felt compelled to defend the poor, embattled Chicago Teaches Union instead of focusing on teaching us how to conjugate verbs in German – that the average teacher in Chicago makes more than $80,000 a year. My professor reminded me that was just the average. So I reminded her the average taxpayer with a college degree makes roughly $48,000. It was all downhill from there.

In another example of a classroom lecture way off the beaten path, my medically based opposition to veganism as a broadly prescribed diet for the American public led to a peer asking me: “What, did a vegan pee in your coffee?” Where veganism fits within the German II syllabus I still have yet to ascertain. 

As an aside, as the son of two Air Force veterans, I felt compelled to inform that same classmate that her zealous belief that the cost of one F-22 Raptor could fix the entire education system was something drawn from a leftwing fairytale.

But the professor, far from discouraging this manner of conversation for the sake of an education in German, prodded these classroom digressions on. She even came up with plenty of her own.

Keep in mind much of this course unfolded during the height of the presidential election season, so perhaps it’s no surprise that at one point our professor asked us to compare our intelligence to that of President Obama. Yes, you read that correctly. Our educator made it a habit of seeking to reinforce the infallibility of our Commander in Chief’s wide-ranging vision for America.

For a bit of extra fun, we were asked to compare the intelligence of George W. Bush with Angela Merkel’s. To our professor’s credit, we were asked to do so in German.

Tax rates were another hot topic of discussion. Not so much that the German citizen faces incredibly high tax rates, but rather that Germany’s high tax rate allows for an orderly state, the kind of order that places young children into differing schools based on perceived capability. Taxation that gives free healthcare, welcomed by a collective refrain along the lines of: “If only we had a freer President to give us free healthcare.” Germany, a country that “actually does something with their tax dollars” in the words of one classmate.

Obama’s sound bite during the third presidential debate about horses and bayonets allowed for yet more American criticism in German II. The German state, that peaceful nation, was applauded for being a country in which the flying of its national flag is still taboo. Meanwhile, Vice President Joe Biden’s laughing fits during his debate made him my professor’s new favorite politician, as she informed us the next day.

To be fair, German II is not only meant to teach students how to engage in lengthy discussions in the foreign language, but it also aims to teach “cultural knowledge for effective communication,” according to the university’s course description.

As such, Germans were praised not just for their high taxes, their highly structured state, and their oh-so-rich history (Nazism was largely avoided), but also for their advanced civil culture, which includes a hatred of what we in America would refer to as patriotism, which they see as simple-minded jingoism.

We were taught the German state is not yet perfect, though. They have yet to remove their broadly evident racism toward Turkish workers who, invited in following the conclusion of World War II to aide in the rebuilding effort, have yet to leave Germany. 

Now whether or not the average German hates the values of the American Right is something that would be difficult for me to ascertain, as asking that question would require the use of the entire semester on a topic the course was intended to cover, rather than the “Dinner for Schmucks” I attended four times per week.

Fix contributor Patrick Seaworth is a student at Ohio State University.

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