Tag Archives: teaching

The Bigots at Binghamton University

During the fall semester of 2024, my friend Andy and I hosted a once-weekly public
affairs radio show on the campus station, WHRW. We were fired for being outspoken
white, older, conservative men.


It began when I announced that we had secured a live, on-air interview with University of
Pennsylvania named chair law professor Amy Wax. Professor Wax had just been
stripped of her chaired position and been suspended for one-year at half pay and publicly
reprimanded. Her story was international-level news in academia and the fact that we
had landed her as a guest was phenomenal, or so we thought.


Students run the radio station. Two young girls, the general manager and the public
affairs manager, began demanding of us transcripts of what we would say in our
interview, even though station guidelines clearly tout an open format and minimal
interference. Following demand after demand, which we fulfilled, the girls ultimately
shut down the interview 10-minutes before air, citing “harm to the listeners.”
We filed an official FCC complaint for discrimination and the suppression of speech,
which is currently pending.


On our following show, we had arranged for former University of Pennsylvania trustee
and law school overseer Paul Levy to call in. Because we were ambushed over the Wax
interview, we kept this scheduled call-in to ourselves. Levy resigned from his leadership
position at Penn over the treatment Wax had received and we had a far-ranging very
interesting interview about what had happened. It was the kind of original and interesting
reporting a public affairs show was supposed to produce.


Immediately after that show, the remainder of our shows were abruptly cancelled.
Fast forward to the winter 2025 and spring 2025 semesters. We made no effort to renew
our shows. We aren’t students, we had no other business on campus and we had no
intention of returning to WHRW.


In spite of that reality, the girls began pushing us to avail ourselves to a disciplinary
hearing. When we reminded them that we were gone, didn’t want to return, and have no
relationship with the station or the university, they nevertheless persisted.


Understanding that this “hearing” was going to go on, with or without us, we decided to
present a statement in lieu of appearance, outlined just how unfair and wrong-headed this
whole fiasco was. Quite predictably, we were found guilty of all charges and only
because there is no death-penalty provision in the WHRW Star-Chamber Manual, we live
to fight on.

In the text of the damning documents, we were reminded of our appeal process and
provided a link if we so chose to make that appeal, which we did, surmising that we
might find justice when finally outside of the incestuous radio station hive.


Quite promptly after making the appeal, the Chief Justice of the Judicial Board rejected
our efforts, noting that because we were not students, we had no official standing within
their fiefdom, however, if we could secure the assistance of a student to act on our behalf,
our appeal would live on!


God-Bless the college Republican organization that agreed to push our claim forward.
But just as promptly as the first denial, the second one followed, this time suggesting that
the board had no jurisdiction because this was a management issue. In other words, kick
the can down the road and make sure all feathers stay unruffled, a judicial board
unwilling and maybe unknowing on how to adjudicate, afraid to act.


This is the kind of product our public campuses are producing; autocratic, authoritarian
bullies, not seeking truth and understanding through discussion and debate, but
demanding compliance, enforcing group-think, and rejecting opposing views as they
close their minds to any outside interference. These kids aren’t learning how to think,
they’re validating what to think, without challenge and devoid of a thorough debate that
tends to clarify the issues and expose both the truth and the lie. But for these kids, there
is no point in having the discussion when your mind is already made up and you can
move forward with the knowledge that in their short 20-some years on the planet, they’ve
managed to figure it out, they broke the code, there are no more debates, just their truths
that need to be injected into everyone else, for their own good of course.


Best of luck with that strategy.

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Doubling down on Stupid

A recent federal lawsuit is challenging a Chicago public school initiative they believe is discriminatory.  Parents Defending Education, a not-for-profit organization, filed the action with the Civil Rights division of the US Education Department. 

At issue is the recent launch of a program called the Black Student Success Plan.  The plan would:

  • Double the number of black male teachers.
  • Reduce disciplinary actions against black students.
  • Teach more about black history and culture.

This is what the current federal Education administration says about the issue:

“Treating students differently on the basis of race to achieve nebulous goals such as diversity, racial balancing, social justice or equity is illegal.”

Said another way and to make it simple, Treating students differently based on race is illegal.  That means that any program that is race-specific in its very title, like; “Black Student Success Plan” is not permissible.

Think about the inferences made here when examining the goals of the plan.

Doubling the number of black male teachers seems like a not so thinly veiled effort to infuse “father-figures” into the equation where statistically, black households are overwhelmingly headed by females.  The role of public education is instruction and education, not family reconstruction.  Specifying the dominance of male teachers also suggests that the problems, specifically, are mainly with the black male students.

Reducing disciplinary actions against black students is asinine on its face.  Simply looking the other way and failing to address the nature of the problem is burying one head in the sand and solves nothing.

If the district cannot control their students, what good is teaching more about black history?  Again, an asinine response to the problem.

As usual, the liberal mindset is to solve all problems for all people all the time.  The problem, in large measure, is the lack of traditional families and their values, taught at home with caring and involved parents.  This is an issue overwhelmingly absent in the black community.

Families need to prepare their children for school.  When they do not do that, it brings about discussions regarding what to do.  The answer is not for the school system to become surrogate parents.  Values, ethics, morals, self-value and religious grounding all emanate from the family.  Therein lies the problem and accordingly, therein also lies the place to start in finding solutions.

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