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P.R.A. :Project For The Revitalization of America

Discussion in 'Current Events' started by rtwngAvngr, Mar 5, 2006.

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Mar 5, 2006 #1

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We need to start this organization.

P.R.A. --The Project for the revitalization of America.

There are two suborganizations I've thought of so far

C.M.A.S. -- Coalition for the maintenance of american skillsets.

This is an organization that seeks to keep all vital skill sets alive to some degree in america, even though we've supposedly priced ourselves our of all markets.

F.O.C-- Freedom Oriented Curriculum

This is an organization that puts together curriclumns for all levels of education, free of liberal bias.

What else?
Mar 5, 2006 #2

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If we hadn't dumbed down our schools and been cranking out computer programmers like india, we would still have these jobs. Corporation coulnd't stand paying a 100,000 k for a programmer, so they went elsewhere. However, if more americans had been technically savvy, it would've been a normal wage that wouldn't have made corporations purposefully develop IT capacity in other nations.

We HAVE to change the schools are we're done. I fear it may be too late already.
Mar 5, 2006 #3

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rtwngAvngr said:

F.O.C-- Freedom Oriented Curriculum

This is an organization that puts together curriclumns for all levels of education, free of liberal bias.
Click to expand...

So, is this FOC going to have a conservative bias, then?
Mar 5, 2006 #4

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Kagom said:

So, is this FOC going to have a conservative bias, then?
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Yes. Sadly pro freedom and being honest about the failures of socialism are conservative only ideals.
Mar 5, 2006 #5

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rtwngAvngr said:

We HAVE to change the schools are we're done.
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I am 100% with you.
Mar 5, 2006 #6

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rtwngAvngr said:

Yes. Sadly pro freedom and being honest about the failures of socialism are conservative only ideals.
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That's the most asinine thing I've ever seen you say. Conservative agendas hurt us as much as liberal ones do, whether you believe that or not. Liberals are too hedonistic and loose and conservatives are too nature destructive and strict.

I'd never support your plan and I'd like to think that many decent minded people wouldn't either (but the way we word things and show things affects all thought processes).
Mar 5, 2006 #7

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Kagom said:

That's the most asinine thing I've ever seen you say. Conservative agendas hurt us as much as liberal ones do, whether you believe that or not. Liberals are too hedonistic and loose and conservatives are too nature destructive and strict.

I'd never support your plan and I'd like to think that many decent minded people wouldn't either (but the way we word things and show things affects all thought processes).
Click to expand...

Would you support a student's bill of rights for a reasonable balance of perspectives?

http://www.studentsforacademicfreedom.org/abor.html

Academic Bill of Rights

I. The Mission of the University.

The central purposes of a University are the pursuit of truth, the discovery of new knowledge through scholarship and research, the study and reasoned criticism of intellectual and cultural traditions, the teaching and general development of students to help them become creative individuals and productive citizens of a pluralistic democracy, and the transmission of knowledge and learning to a society at large. Free inquiry and free speech within the academic community are indispensable to the achievement of these goals. The freedom to teach and to learn depend upon the creation of appropriate conditions and opportunities on the campus as a whole as well as in the classrooms and lecture halls. These purposes reflect the values -- pluralism, diversity, opportunity, critical intelligence, openness and fairness -- that are the cornerstones of American society.

II. Academic Freedom

1. The Concept . Academic freedom and intellectual diversity are values indispensable to the American university. From its first formulation in the General Report of the Committee on Academic Freedom and Tenure of the American Association of University Professors, the concept of academic freedom has been premised on the idea that human knowledge is a never-ending pursuit of the truth, that there is no humanly accessible truth that is not in principle open to challenge, and that no party or intellectual faction has a monopoly on wisdom. Therefore, academic freedom is most likely to thrive in an environment of intellectual diversity that protects and fosters independence of thought and speech. In the words of the General Report, it is vital to protect as the first condition of progress, [a] complete and unlimited freedom to pursue inquiry and publish its results.

Because free inquiry and its fruits are crucial to the democratic enterprise itself, academic freedom is a national value as well. In a historic 1967 decision ( Keyishian v. Board of Regents of the University of the State of New York ) the Supreme Court of the United States overturned a New York State loyalty provision for teachers with these words: Our Nation is deeply committed to safeguarding academic freedom, [a] transcendent value to all of us and not merely to the teachers concerned. In Sweezy v. New Hampshire, (1957) the Court observed that the essentiality of freedom in the community of American universities [was] almost self-evident.

2. The Practice . Academic freedom consists in protecting the intellectual independence of professors, researchers and students in the pursuit of knowledge and the expression of ideas from interference by legislators or authorities within the institution itself. This means that no political, ideological or religious orthodoxy will be imposed on professors and researchers through the hiring or tenure or termination process, or through any other administrative means by the academic institution. Nor shall legislatures impose any such orthodoxy through their control of the university budget.

This protection includes students. From the first statement on academic freedom, it has been recognized that intellectual independence means the protection of students as well as faculty from the imposition of any orthodoxy of a political, religious or ideological nature. The 1915 General Report admonished faculty to avoid taking unfair advantage of the students immaturity by indoctrinating him with the teachers own opinions before the student has had an opportunity fairly to examine other opinions upon the matters in question, and before he has sufficient knowledge and ripeness of judgment to be entitled to form any definitive opinion of his own. In 1967, the AAUPs Joint Statement on Rights and Freedoms of Students reinforced and amplified this injunction by affirming the inseparability of the freedom to teach and freedom to learn. In the words of the report, Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion.

Therefore, to secure the intellectual independence of faculty and students and to protect the principle of intellectual diversity, the following principles and procedures shall be observed.

These principles fully apply only to public universities and to private universities that present themselves as bound by the canons of academic freedom. Private institutions choosing to restrict academic freedom on the basis of creed have an obligation to be as explicit as is possible about the scope and nature of these restrictions.

1. All faculty shall be hired, fired, promoted and granted tenure on the basis of their competence and appropriate knowledge in the field of their expertise and, in the humanities, the social sciences, and the arts, with a view toward fostering a plurality of methodologies and perspectives. No faculty shall be hired or fired or denied promotion or tenure on the basis of his or her political or religious beliefs.

2. No faculty member will be excluded from tenure, search and hiring committees on the basis of their political or religious beliefs.

3. Students will be graded solely on the basis of their reasoned answers and appropriate knowledge of the subjects and disciplines they study, not on the basis of their political or religious beliefs.

4. Curricula and reading lists in the humanities and social sciences should reflect the uncertainty and unsettled character of all human knowledge in these areas by providing students with dissenting sources and viewpoints where appropriate. While teachers are and should be free to pursue their own findings and perspectives in presenting their views, they should consider and make their students aware of other viewpoints. Academic disciplines should welcome a diversity of approaches to unsettled questions.

5. Exposing students to the spectrum of significant scholarly viewpoints on the subjects examined in their courses is a major responsibility of faculty. Faculty will not use their courses for the purpose of political, ideological, religious or anti-religious indoctrination.

6. Selection of speakers, allocation of funds for speakers programs and other student activities will observe the principles of academic freedom and promote intellectual pluralism.

7. An environment conducive to the civil exchange of ideas being an essential component of a free university, the obstruction of invited campus speakers, destruction of campus literature or other effort to obstruct this exchange will not be tolerated.

8. Knowledge advances when individual scholars are left free to reach their own conclusions about which methods, facts, and theories have been validated by research. Academic institutions and professional societies formed to advance knowledge within an area of research, maintain the integrity of the research process, and organize the professional lives of related researchers serve as indispensable venues within which scholars circulate research findings and debate their interpretation. To perform these functions adequately, academic institutions and professional societies should maintain a posture of organizational neutrality with respect to the substantive disagreements that divide researchers on questions within, or outside, their fields of inquiry.

Op. cit., p. 50
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Mar 5, 2006 #8

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Kagom said:

That's the most asinine thing I've ever seen you say. Conservative agendas hurt us as much as liberal ones do, whether you believe that or not. Liberals are too hedonistic and loose and conservatives are too nature destructive and strict.

I'd never support your plan and I'd like to think that many decent minded people wouldn't either (but the way we word things and show things affects all thought processes).
Click to expand...

Actually no. It's true. Liberals don't believe in individual freedom, they believe in mandated equality, which is a strait jacket on freedom. They are biased in their presentation of other cultures too. The atrocities committed by anyone but whites or christians are swept under the rug to prop up the anti white, anti christian, anti freedom dogma of the left.
Mar 5, 2006 #9

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Kathianne said:

Would you support a student's bill of rights for a reasonable balance of perspectives?

http://www.studentsforacademicfreedom.org/abor.html
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For a balance of perspectives? Yes, yes I would.
Mar 5, 2006 #10

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Kagom said:

For a balance of perspectives? Yes, yes I would.
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Good for you. If you are in school, look for it's being proposed.

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