Seemingly overnight, a large segment of America has gone insane. We’re not talking about the culture of paranoia and safety that has metastasized in the wake of COVID-19 hysteria. We’re talking about the ideological shift, particularly on cultural issues, that has occurred since the start of the Obama Administration.

To pick an easy example, it would have been fairly uncontroversial even five years ago to say that men should not be allowed to compete in women’s sports, regardless of what they might subjectively “identify as.” And yet, this is now a subject contention across a number of sports, including mixed martial arts and powerlifting. What’s more, having the wrong opinion and expressing it publicly might make you the subject of a public shaming, up to and including losing your job and being de facto blacklisted from your industry. Continue reading →

In George Orwell’s dystopian novel 1984, set in the superstate of Oceania, the government propagates the absurd equation 2 + 2 = 5. Through steady indoctrination, and under the ever-watchful Thought Police, the citizens accept it as an unquestionable truth. The equation symbolizes the extinction of free thought in repressive totalitarian societies: facts, truths and objective reality are subordinated to political will and twisted to serve the authoritarian goals of the Party and its leader, Big Brother.

Something similar is happening in many American schools. An eerie Orwellian shadow is being cast over math instruction. The focus is insidiously shifting from arithmetic, geometry, and algebra to critical race theory, ethnic studies, and intersectionality. Ridiculous as it may sound, an objective field of knowledge is being thrust into the realm of social experimentation. Students are being taught not how to think but what to think. Instead of developing critical thinking skills, today’s math classes stipulate that students hold particular views about the world and instruct them on how they must extinguish what is posited as “wrongthink.” Continue reading →