http://www.frontpagemag.com/Articles/ReadArticle.asp?ID=24419Three years ago, I began a national campaign for academic freedom designed to promote the restoration of academic standards, including intellectual diversity, in institutions of higher learning. I did so having visited more than three hundred campuses in the previous fifteen years and having interviewed several thousand students during these visits. In the course of these visits, I came to be familiar with the massive corruption of the academic enterprise that had occurred since I was an undergraduate in the 1950s, which had transformed large segments of the liberal arts schools into political parties of the academic left. This corruption was the result of a determined campaign by Gramscian radicals to use the universities as a platform for their “transformative” agendas of radical social change. In pursuit of their goals, they had created entire academic departments and fields, while subverting others in order to institute programs of study that were ideological rather than scholarly in content and design. To further these goals, they had instituted a system of intolerance (“political correctness”) to de-legitimize alternative intellectual paradigms and ideas, and had put in place the largest and most effective blacklist in the history of the country, whose purpose was to rid faculties of independent-minded professors, who might interfere with their designs.
By the time I made my university rounds, the refusal to hire conservative academics had led to a vanishing presence of conservative faculty members in many liberal arts disciplines. In the fields of sociology and anthropology, for example, the ratio of leftwing professors to conservatives was now approximately thirty-to-one. These two fields themselves had been largely transformed into exercises in leftwing ideology and bore little resemblance to scholarly inquiry. In these fields particularly, but in many others that still bore some resemblance to traditional academic pursuits there was a disturbing absence in university courses of assigned texts that did not validate or amplify with the professor’s ideological point of view. The net effect was to deny students access to alternative – and particularly -- conservative ideas that would challenge the course assumptions. The curriculum was thus transformed into a program of indoctrination.The only reason Horowitz has been on CU is because Owens gave him free reign to tear into our schools.
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