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Strawman Arguments: Jocks vs. Nerds

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

 

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Tactical Retreat: Carpe Diem

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

 

Tactical Retreat: Strawman Argument: Best Movie Of All Time!

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

Tactical Retreat‘s latest sketch is entitled “Strawman Arguments: Best Movie of All Time” can be viewed below.

 

Tactical Retreat: Strawman Argument: Cats vs. Dogs

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

Tactical Retreat‘s latest sketch is entitled “Strawman Arguments: Cats vs. Dogs” can be viewed below.

 

Tactical Retreat: The Bequest

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

Tactical Retreat‘s latest sketch is entitled “The Bequest” can be viewed below.

Tactical Retreat: Frequent Flyer

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

Tactical Retreat‘s latest sketch is entitled “Frequent Flyer” can be viewed below.

Tactical Retreat: Guilty Pleasures

My friend and co-worker Brian M. Lambert has founded an online sketch comedy project called Tactical Retreat which you can find here on Facebook and here on Youtube.

As Tactical Retreat releases new videos, I will post them here.  So far, I have found them rather funny and clever and they seem to get better with each release.

Here are the links to Tactical Retreat‘s previously released sketches:

Tactical Retreat‘s latest sketch is entitled “Guilty Pleasures” can be viewed below.

Sex Negative

Every now and again I come across a fantastic article the warrants posting here; I recently came across one in First Things which, I thought, was pretty insightful.  Be edified.

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The attitude toward sex in our secular culture is simultaneously tedious and disturbing. Tedious because of its predictability. Disturbing because of its profound negativity, despite absurd claims to the contrary.

A good example was provided last week by Aimee Byrd. Over at her Housewife Theologian blog, Byrd highlighted an online interview with a woman called “Gracie X.” The lifestyle Gracie describes will probably surprise no one. Her promiscuity and the fluidity of her relationships are nothing new. In the ’70s, people like Gracie were known as swingers. Today they are respectable members of the “ethical non-monogamy community.” The nomenclature is oxymoronic, the underlying attitude merely moronic.

As is conventional when today’s hard-hitting journalism deals with fringe lifestyles that mock traditional mores, the interviewer asks no hard questions and makes no critical observations. Such would be impolite and judgmental, I guess. Well, let me break once again with the contemporary canons of journalistic social commentary and offer a few impolite and judgmental observations of my own.

The language of the interview is revealing. The omnipresence of the first-person singular is quite remarkable, reminiscent of The Beatles song, “I, Me, Mine.” Yes, this really is all about Gracie. To be fair, she does claim that her refusal to control her libido is good for her children—but she also makes it very clear that even if they asked her to stop, she would not, because she is her lifestyle.

The best parts of the interview are those involving pious sub-Oprah psychobabble, such as this gem: “The biggest burden you can put on your child is an unfulfilled life. We really have to make sure we’re living.” Really? I suspect the burden of not having any kind of stable parental relationship to rely on might rank somewhere. But as long as a mature ten- to eleven-year-old is able to offer wise and informed support to an ethically non-monogamous parent, all will be well.

Most sadly disturbing is Gracie’s use of the term “sex positive” to describe her lifestyle. Clearly she enjoys sex. But that hardly amounts to being “sex positive.” Her view of sex seems so truncated and so emptied of any real meaning, so centered on herself, so reducible to physical pleasure, that it becomes little more than an act of mutual masturbation. To say that such represents a “positive” view of sex is akin to saying that the person who enjoys cluelessly bashing out random notes on a piano has a positive view of music. Sex with no deeper relational context is sex with no positively meaningful content, as Henry Miller demonstrated over eighty years ago in the tragicomic nihilism of the myriad encounters recounted in Tropic of Cancer.

There was once a time when sexual intercourse was thought to be full of rich social and emotional significance. Now, even our language betrays our impoverished and negative attitudes. That we speak of “having sex” and not of “making love”—that the latter phrase can even evoke sniggers—is significant. A man can have sex with a prostitute. He can only make love to a woman he knows and about whom he cares.

So is Gracie X “sex positive” in her attitude? Well, sexual intercourse used to mark the transition from childhood to adulthood. That has been taken away. Sex has been reduced thereby, as indeed has adulthood—the childish obsession of Gracie with herself is surely no accident. There was also a time when sexual intercourse was only considered legitimate between a man and woman committed to a lifelong partnership. It marked their exclusive relationship to each other. That too has been taken away. Sex is no longer the consummation of an exclusive bond. Now it is just a form of recreation. A bit like golf, but usually cheaper and generally without the plaid pants.

Fortunately, Gracie is an extremist, even by today’s standards. But she is the logical end term of our culture’s simplistic, pornographic, selfish, abusive, mechanistic, and, yes, negative view of sex. Sex’s sole significance is what it does for Gracie as an individual, and damn the consequences if that hurts anyone else. It is who she is, after all. Indeed, I imagine that even now some liberal Episcopalian bishop is desperately wrestling with how to be open and welcoming to the “ethical non-monogamous community.” Might I suggest that a minor change to the marriage liturgy is all that is needed? “With thy body I me worship.”

Joking aside, such a vow would be entirely appropriate because, superficial as Gracie’s understanding of sex is, she is actually advocating in practice the rather more sophisticated philosophy of the Marquis de Sade, whereby the other’s body is a mere instrument for her own personal satisfaction and nothing more. That we live in a time in which de Sade’s approach can be described as “sex positive” is not something to be celebrated. That we describe it that way simply reveals the impoverished, mendacious, and ultimately lonely view of sex and relationships that we are passing on to our children. We have robbed our children not only of stable families but also of the real joy of sex—of sex that exists as a vital part of a committed relationship and thus has more than mere momentary, physical significance.

Anyway, I look forward to Part II of the interview, scheduled for when Gracie turns seventy-five. That’s my own sadistic streak speaking. You see, I have a sneaking suspicion that growing old is going to be especially cruel for members of the “ethical non-monogamy community.”

By: Carl R. Trueman and published on August 31, 2016 in First Things can be seen here.

Students’ Broken Moral Compasses

Every now and again I come across a fantastic article the warrants posting here; I recently came across one in The Atlantic which, I thought, was pretty insightful.  Be edified.

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A few months ago, I presented the following scenario to my junior English students: Your boyfriend or girlfriend has committed a felony, during which other people were badly harmed. Should you or should you not turn him or her into the police?

The class immediately erupted with commentary. It was obvious, they said, that loyalty was paramount—not a single student said they’d “snitch.” They were unequivocally unconcerned about who was harmed in this hypothetical scenario. This troubled me.

This discussion was part of an introduction to an essay assignment about whether Americans should pay more for ethically produced food. We continued discussing other dilemmas, and the kids were more engaged that they’d been in weeks, grappling with big questions about values, character, and right versus wrong as I attempted to expand their thinking about who and what is affected—and why it matters—by their caloric choices.

I was satisfied that students were clearly thinking about tough issues, but unsettled by their lack of experience considering their own values. “Do you think you should discuss morality and ethics more often in school?” I asked the class. The vast majority of heads nodded in agreement. Engaging in this type of discourse, it seemed, was a mostly foreign concept for the kids.

Widespread adoption of the Common Core standards—despite resistance by some states—arguably continues the legacy of the No Child Left Behind Act. The 2002 law charged all public schools to achieve 100 percent proficiency in reading and math by 2014, meaning that all students were expected to be on grade level. This unrealistic target forced schools to track and measure the academic achievement of all students, a goal lauded by most, but one that ultimately elevated standardized testing and severely narrowed curricula. Quantifying academic gains remains at the forefront of school-improvement efforts to the detriment of other worthwhile purposes of schooling.

As my students seemed to crave more meaningful discussions and instruction relating to character, morality, and ethics, it struck me how invisible these issues have become in many schools. By omission, are U.S. schools teaching their students that character, morality, and ethics aren’t important in becoming productive, successful citizens?

For many American students who have attended a public school at some point since 2002, standardized-test preparation and narrowly defined academic success has been the unstated, but de facto, purpose of their schooling experience. And while school mission statements often reveal a goal of preparing students for a mix of lifelong success, citizenship, college, and careers, the reality is that addressing content standards and test preparation continues to dominate countless schools’s operations and focus.

In 2014, an annual end-of-year kindergarten show in New York was canceled so students could focus on college-and-career readiness. Test-prep rallies have become increasingly commonplace, especially at the elementary level. And according to a 2015 Council of the Great City Schools study, eighth-graders spend an average of 25.3 hours a year taking standardized tests. In Kentucky, where I teach, high schools are under pressure to produce students who are ready for college, defined as simply reaching benchmark scores in reading, English, and math on the ACT.

Talking with my students about ethics and gauging their response served as a wakeup call for me to consider my own role as an educator and just how low character development, ethics, and helping students develop a moral identity have fallen with regard to debate over what schools should teach. The founders of this country, Jessica Lahey wrote in The Atlantic, would “likely be horrified by the loss of this goal, as they all cite character education as the way to create an educated and virtuous citizenry.” According to Gallup polling, Lahey added, 90 percent of adults support the teaching in public schools of honesty, acceptance of others, and moral courage, among other character traits. What adults hope occurs in schools, however, is in sharp contrast to observations provided by teens themselves.

The 2012 Josephson Report Card on the Ethics of American Youth reveals a pressing need to integrate elements of character education into the country’s public-school curriculums. According to the study, 57 percent of teens stated that successful people do what they have to do to win, even if it involves cheating. Twenty-four percent believe it is okay to threaten or hit someone when angry. Thirty-one percent believe physical violence is a big problem in their schools. Fifty-two percent reported cheating at least once on an exam. Forty-nine percent of students reported being bullied or harassed in a manner that seriously upset them.

In the recently released Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World, Michelle Borba claims narcissism is on the rise, especially in the Western world, as more teens concur with the statement: “I am an extraordinary person.” If empathy is crucial to developing a moral identity, then this trend should be troubling to parents and educators who hope that students foster the ability to see the world through others’s eyes.

My own observations support the data. I’m frequently unnerved by the behaviors I see in classrooms and hallways every day, from physical and verbal bullying, to stereotyping, to students leaving trash strewn all over the outdoor cafeteria courtyard.

“Teaching character education in schools is actually unavoidable … [E]verything the school chooses to do or not do in terms of curriculum choices” influences the culture of a school and the character of its students, Steve Ellenwood, the director of Boston University’s Center for Character and Social Responsibility (CCSR), wrote in an email. His words resonated with me. During my 12 years in education, I can’t recall a single meeting in which the discussion of student character and ethics was elevated to anything close to the level of importance of academics within school curricula.

Groups like the CCSR and the Josephson Institute of Ethics’ Character Counts! initiative strive to enhance existing school programs and curricula to address these issues, proof that efforts do exist to transform schools into places where character education is elevated within traditional curricula. But Ellenwood laments that many educators “blithely accept that schools must be value-neutral,” adding that there is legal precedent for teaching about religions (and not imposing any set of beliefs), character, and ethics. And divisive national politics have left many educators with difficult choices about addressing certain issues, especially those who teach immigrant students who are actively afraid of their fates if Donald Trump wins the election.

A reluctance to teach about religions and value systems is coinciding with a steady decline of teen involvement in formal religious activity over the past 50 years, according to research led by San Diego State Professor Jean Twenge. And while attending church is only one way young people may begin to establish a moral identity, schools don’t seem to be picking up the slack. There’s undoubtedly a fear about what specific ethical beliefs and character traits schools might teach, but one answer might be to expose students to tough issues in the context of academic work—not imposing values, but simply exploring them.

At a recent convening of 15 teacher-leaders from around the country at the Center for Teaching Quality in Carrboro, North Carolina, I spoke to some colleagues about the balance between teaching academic content and striving to develop students’ moral identities. Leticia Skae-Jackson, an English teacher in Nashville, Tennessee, and Nick Tutolo, a math teacher in Pittsburgh, both commented that many teachers are overwhelmed by the pressure and time demands in covering academic standards. Focusing on character and ethics, they said, is seen as an additional demand.

Nonetheless, Tutolo engages his math students at the beginning of the school year by focusing on questions of what it means to be a conscientious person and citizen while also considering how his class could address community needs. His seventh-grade class focused on the issue of food deserts in Pittsburgh and began a campaign to build hydroponic window farms. While learning about ratios and scaling—skills outlined in the Common Core math standards—students began working to design and distribute the contraptions to residents in need, a project that will continue this fall as Tutolo “loops” up to teach eighth grade.

William Anderson, a high-school teacher in Denver, takes a similar approach to Tutolo, but told me that “most teachers haven’t been trained to design instruction that blends academic content with an exploration of character and ethics.” He emphasized that schools should promote this approach to develop well-rounded students. Addressing academic skills and challenging students to consider ethics and character should not, he argued, be mutually exclusive.

When I reflect upon my own education, two classes stand out with regard to finding the balance between imparting academic skills and developing my own moral identity. My high-school biology teacher Phil Browne challenged us to think about the consequences of our consumer choices and individual actions as they related to ecosystems and the environment in a way that challenged us to think about ourselves as ethical actors.

A couple years later, I signed up for a freshman seminar in college titled “Education and Social Inequality” at Middlebury College in Vermont. I remember being moved by Jonathan Kozol’s Savage Inequalities and his moral outrage at dilapidated, underfunded, and understaffed schools in impoverished areas; early on in the course, I struggled to articulate my thoughts during essay assignments. My professor, Peggy Nelson, would sit quietly during seminars, watching us squirm in our seats while we grappled with big ideas such as personal responsibility, systemic injustice, and racism.

Entering my 13th year in the classroom this fall, I hope to continue striving to capture the dynamic that Browne, Nelson, Tutolo, Skae-Jackson, Anderson, and other skilled educators have achieved by blending academic instruction with the essential charge of developing students as people. It’s time for critical reflection about values our schools transmit to children by omission in our curriculum of the essential human challenges of character development, morality, and ethics. Far too often, “we’re sacrificing the humanity of students for potential academic and intellectual gain,” Anderson said.

By Paul Barnwell and originally published in The Atlantic on July 25, 2016 and can be seen here.

Assimilate! How Modern Liberalism Is Destroying Individuality

Every now and again I come across a fantastic article the warrants posting here; I recently came across one in National Review which, I thought, was pretty insightful.  Be edified.

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Progressives claim to celebrate diversity, but demand that everyone fit their mold.
I was once called a “cracker” by a member of the Nation of Islam. It was in the mid-1980s and I was driving through Washington, D.C., in the kind of neighborhood that conservatives call dangerous and liberals call “transitioning.” I saw a member of the Nation of Islam, bow tie and all, on the corner hawking copies of The Final Call, the NOI’s newspaper. I rolled down the window and asked for a copy. That’s when he hit me with it: “F*ck off, cracker.”
I thought of this gentleman fondly when I was reading the new book, The Demon in Democracy: Totalitarian Temptations in Free Societies by Polish scholar Ryszard Legutko. The book is an intense read that argues that liberal democracies are succumbing to a utopian ideal where individuality and eccentricity might eventually be banned. As liberals push us towards a monoculture where there is no dissent, no gender, and no conflict, the unique and the great will eventually cease to exist. No more offbeat weirdoes, eccentric crazies, or cults. No more Nation of Islam there to call me a cracker. No more of the self-made and inspired figures of the past: Duke Ellington, Hunter Thompson, Annie Leibowitz.
Legutko’s thesis is that liberal democracies have something in common with communism: the sense that time is inexorably moving towards a kind of human utopia, and that progressive bureaucrats must make sure it succeeds. Legutko first observed this after the fall of communism. Thinking that communist bureaucrats would have difficulty adjusting to Western democracy, he was surprised when the former Marxists smoothly adapted — indeed, thrived — in a system of liberal democracy. It was the hard-core anti-communists who couldn’t quite fit into the new system. They were unable to untether themselves from their faith, culture, and traditions.
Both communism and liberal democracy call for people to become New Men by jettisoning their old faith, customs, arts, literature, and traditions. Thus a Polish anti-communist goes from being told by communists that he has to abandon his old concepts of faith and family to become a member of the larger State, only to come to America after the fall of the Berlin Wall and be told he has to forego those same beliefs for the sake of the sexual revolution and the bureaucratic welfare state. Both systems believe that societies are moving towards a certain ideal state, and to stand against that is to violate not just the law but human happiness itself. Legutko compares the two: “Societies — as the supporters of the two regimes are never tired of repeating — are not only changing and developing according to a linear pattern but also improving, and the most convincing evidence of the improvement, they add, is the rise of communism and liberal democracy. And even if a society does not become better at each stage and in each place, it should continue improving given the inherent human desire to which both regimes claim those found the most satisfactory response.”
Legutko argues that, of course, there are huge differences between communism and liberal democracy — liberal democracy is obviously a system that allows for greater freedom. He appreciates that in a free society people are able to enjoy the arts, books, and pop culture that they want. Our medical system is superior. We don’t suffer from famines. Yet Legutko argues that with so much freedom has come a kind of flattening of taste and the hard work of creating original art.
We’ve witnessed the a slow and steady debasement of our politics and popular culture — see, for example, those “man on the street” interviews where Americans can’t name who won the Revolutionary War. Enter the unelected bureaucrats who appoint themselves to steer the ship; in other words, we’re liberals and we’re here to help. Inspired by the idea that to be against them is to be “on the wrong side of history,” both communism and contemporary liberalism demand absolute submission to the progressive plan. All resistance, no matter how grounded in genuine belief or natural law, must be quashed.
Thus in America came the monochromatic washing of a country that once could boast not only crazies like Scientologists and Louis Farrakhan, but creative and unusual icons like Norman Mailer, Georgia O’Keefe, Baptists, Hindus, dry counties, John Courtney Murray, Christian bakers, orthodox Jews, accents, and punk rockers. The eccentric and the oddball, as well as the truly great, are increasingly less able to thrive. As Legutko observes, we have a monoculture filled with people whose “loutish manners and coarse language did not have their origin in communism, but, as many found astonishing, in the patterns, or rather anti-patterns that developed in Western liberal democracies.” The revolution didn’t devour its children; progressive-minded bureaucrats did.
By Mark Judge and originally published on August 11, 2016 and can be seen here.

 

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