Numerous articles have been written to justify (one or all of) the claims in the title of this piece. Such articles often cite key cultural and economic statistics measured against corresponding numbers from one or more decades ago. For example:
It’s Time to Junk Oslo
Abba Eban once famously referred to the 1967 borders between Israel and its Arab neighbors as “Auschwitz Borders.” By that, Eban – hardly a right-wing hardliner – understood them to be a prescription for Israeli death and destruction. With Israel confined to those borders (at one point less than 10 miles wide), the Arabs controlled the mountain ranges that dominate all of Israel’s population centers as well as the region’s water supplies. Thankfully, Israel has not agreed to return to the Auschwitz borders.
Illusions: Desperate Students
Peace in the Holy Land and a Balanced Budget,
This essay appeared in a substantially abridged form in The American Thinker.
It will appear shortly in The Land of the Free in the form here.
Too frequently, in my role as a University Professor, I encounter the following situation. Three quarters of the way through a semester, a student in a class that I am teaching shows up at my office. The student has done almost no work in the class and is failing badly. Yet the prospect of a failing grade in the course is so repellent to the student (e.g., because it will cause the loss of scholarship money, or expulsion from a degree program, or even just because Dad will be furious) that he (or she) absolutely cannot accept it as a possible outcome. The student fantasizes that it cannot and will not occur. However, he recognizes that perhaps some special effort must be made to ensure that, however slim the chance (in his mind), it does not happen. So he assures me that he really knows the material, that he will study hard, that he will submit the assignments that he has failed to complete and that he will get an excellent grade on the final exam. As he tells me this, I know that there is absolutely no chance that any of it will come to pass. But as he says it, he believes it. It is really very sad. I know, with 99.9% certainty, that I will be entering a failing grade for him at the end of the semester. He knows with equal certainty that I will not. He deludes himself because reality is too painful to confront and so he continues on in his deluded state until reality smacks him in the face.
Something similar is going on in the minds of effete, leftist, foreign policy “experts.” They claim that they want to see peace in the Holy Land. They acknowledge that the land to which the phrase applies is the home of two distinct and belligerent people who have not been able to agree on a formula for sharing the land. They also believe that the warring factions both have legitimate claims to residence in the disputed territory. Furthermore, they are convinced that an agreement to share the land can be achieved – just as soon as both parties to the conflict (albeit, especially the Israelis) finally recognize the futility of trying to exclude the other from his patrimony. And finally, they are certain that the agreement can be brought into existence by the right combination of outside pressure and internal reconciliation, and the correct mix of these ingredients will be concocted in the relatively near future.
These experts are absolutely and unmistakably WRONG! There is no peaceful reconciliation around the corner. There is no correlation of forces, spirit of cooperation or clever formula that will yield a settlement. The Arab/Muslim world is unalterably opposed to the existence of a sovereign Jewish State – indeed of any non-Muslim entity – in the heart of the Umma. Nothing is going to change that. The best that can happen is that Israel will be able to fend off the onslaught – through hot wars punctuated by cold interregnums – for the next 50-100 years. There is no need to outline the worst that can happen. Nevertheless, “objective” (actually, left-leaning) diplomats, statesmen and media-types are convinced – despite all evidence to the contrary – that a peace formula, which will defuse the stalemate, is right around the corner, soon to be uncovered.
In fact, they all pay lip service to the formula that has already been discovered: two states for two peoples. The mantra is repeated endlessly and accepted unquestioningly when they address the problem. It is absurd. The Palestinians in particular and the Arab/Muslim world in general have no interest in implementing the formula. First, they have no great desire to create yet another (23rd) Arab state – one that is rent with internecine hostility (Fatah vs. Hamas) before it is even constituted. But even more important, the mantra is inconsistent with the overarching goal of the Muslim Middle East: to bring about the destruction of Israel – if not physically, then at least as a Jewish State. The latter goal is painfully evident to any with open eyes, but myopic leftist internationalists do not see it. They continue to formulate programs and policies to implement the mantra in the face of its manifest impossibility.
Here is a third instance of this kind of frustratingly contradictory situation – in which an individual or group believes in a forthcoming scenario that has no chance of occurring. This one, like the second above, amounts to self-deception on a massive scale. It is the United States’ budget – specifically, the deficit and debt. Too many, but especially naïve (and sometimes duplicitous) liberals believe, or profess to believe that the unconscionable deficits the USA has run for most of the last 80 years, and the ensuing unsustainable debt that has accumulated – together pose a grave, even an existential danger to the republic. These twin problems must be dealt with, and they will be dealt with when the country elects the right people to implement the right policies to achieve the goal of eliminating the deficit and paying down the debt.
But it is patent nonsense. The history of the last century and especially of the last dozen years teaches that virtually all of the American people (not just liberals) have neither the will nor the desire to practice federal fiscal responsibility. Moreover, we pretend it is not so. We behave as if it is just a matter of time until we install the right political configuration of leaders that will get control of our fiscal delinquency. But in fact, we are racing inexorably toward the day of reckoning wherein a financial/political/cultural crisis of epic proportions will bring about a cataclysmic fiscal, and likely social, collapse.
How can people be so blind? So misled? So oblivious to the obvious? How did we reach the current status in the two latter situations – i.e., dealing with the US deficit and debt, and peace between Israel and the Arabs? In both cases, as with our delusional student, reality is just too painful to contemplate. If the US does not get control of its financial affairs, then eventually some major fiscal disaster awaits us. The debt is projected to grow to $20 trillion, then $30 trillion, then… As in a household or as in a business, unsustainable debt for a nation MUST lead to financial ruin. Will the result be widespread poverty? Political repression? Social chaos? The loss of freedom? Whatever occurs, it is certain to spell the doom of the American experiment and is therefore too horrible to contemplate. So we continue on in our reverie that we will manage our deficits and debt – soon, just as soon as we get the right players and right formulas in place.
The Middle East scenario is similar. If we accept that the Arab/Muslim world is inexorably opposed to the existence of Israel and determined to kill it, then it is rational to believe that sooner or later the correlation of forces will realign to the point that Israel will no longer be able to defend itself. What then: mass slaughter? Total expulsion oft he Jews? A Jihadist orgy of unimaginable proportions? Once again, too horrible to contemplate and therefore not acceptable as a legitimate vision. Instead theworld prances around in the self-delusion that the dispute can and will be settled as soon as the right players and policies are in place. It is an illusion.
Bargaining for Grades: College as a Middle Eastern Bazaar
Student Behavior as a Poor Reflection on Societal Trends
“I … worry about the moral health of our undergraduates.” Thus began an email message that I sent recently to several senior administrators and faculty colleagues on my campus. My email message contained replicas of a slew of messages that poured into my inbox from students in a sophomore-level math class that I taught in the just-concluded spring semester. The incoming messages commenced within hours of my posting the course grades and did not stop for ten days. Just to give the reader a flavor, here are snippets from a few of the offending missives:
I worked really hard in this class and still couldn’t get the grade I was hoping for. Is there any way where my grade can be C-. … Please is there any way. [sic] I studied hard for the final, but the last minute I had a death in the family, and my mom still told me to take the exam the day it was. I thought I was prepared enough to take it, but I had too much going through my head. Please can u do something since I am at a D+.
I just noticed my final grade for your class, is there any possible way for me to change it? Please let me know.
I was wondering is there any possible way I could receive a C- (passing) for this semester. I know I failed the final but is there anything I can do to show you my knowledge exceeds the 48 [[out of 200]] I received. [sic] Retaking this course will set me a year back in graduating due to the strict scheduling blocks … for engineering.
In my message, I asserted that “Some students seem to think that the awarding of grades takes place in an arena that is either tantamount to a middle eastern bazaar in which everything is open to negotiation, or a setting in which they are free to make demands purely because it serves their interest to do so.”. Thereby ensued an interesting dialogue – some of whose speculations and conclusions I would like to present here. But first a little context.
Three years ago I retired as Professor of Mathematics at a major state university. However, during my final 11 years, I served as Senior Associate Dean in the so-called College of Computer, Mathematical and Physical Sciences, and as such, I did no teaching during that time. Since my retirement, I have returned to teaching (part-time). Perhaps not surprisingly, I noted that quite a few changes in the instructional environment had occurred over the decade in which I was out of the classroom. Most had to do with the pervasive effects of technological innovation. Numerous aspects of the enterprise – including registration, student-teacher communication, presentation of syllabi and assignments, administration of exams and issuance of grades – had been altered due to the advent of advanced technological capabilities. But the change that most surprised me, and about which we are concerned here, is the unwillingness of too many of today’s students’ to unquestioningly accept the instructor as the ultimate arbiter of their grades. Here is another representative example from the email onslaught:
I thought I had done well, but my final grade in the class is less than I thought it would be. Also, if I did do well on the final, will you please consider raising my grade any bit? I am going to take summer classes to keep a certain GPA, but they are very expensive for out of state students so I want to take as little as possible.
The afore-mentioned dialogue raised two questions: What accounts for this change in student behavior and – presuming it is unwelcome – what can be done about it? Few answers were offered for the second question, but many were suggested for the first. These included: a reflection of how children are raised; emulation of parental behavior; spillover from how people see deals are cut when making major purchases; pressure to always “go for it” and to “maximize options”; being overly task-focused at the expense of seeing the big picture.
While thinking about this behavior and in light of some of the other remarks from colleagues, I compiled a list of eight possible causes of said behavior. I have been contemplating all of them as I focus on methods, which I might employ in the future to encourage students to modify their behavior. But more on that below. First, the causes:
1. Helicopter Parents. One consequence of parents who advocate incessantly for their children are students who recognize no bounds to self-advocacy.
2. Family Breakdown. The decay in the structure of the American family is well-documented. A concomitant withering of moral instruction is an obvious consequence.
3. In Loco Parentis. The university long ago shed its role as a moral instructor of the nation’s youth who are between their parents’ home and their own.
4. College Cost. The cost of an education is so severely high that every bad grade, which is an impediment to obtaining a degree, is seen as a major obstacle to securing the ticket to increased success and wealth, which, statistics prove, a college degree represents. Thus any failing grade is not only a reflection of poor effort, but also a serious blow to one’s chance at material success.
5. Teaching to the Test. Official policies that result in instruction and examination based solely on a tool that will purportedly measure the acquired knowledge lead to the following, according to one faculty colleague: “a generation viewing life as a ‘sequence of necessary tasks.’ They are generally willing to do the tasks, but they are a little indifferent as to whether the tasks have meaning. In the case of grades … the students … do not understand what it means to have their work ‘objectively judged’.”
6. Entitled. We are less a society devoted to personal responsibility than to individual entitlement. Young people are imbued with the idea that they are entitled to a higher education. A failing grade interferes with that entitlement.
7. Liberty. We are also a society no longer focused in individual liberty, but instead on universal equality. Well if we are all equal and are all to stay equal, then we all ought to receive equally fine grades.
8. Cultural Heritage. Finally, at the risk of sounding chauvinistic, with the change from a relatively uniform Western European heritage into a multicultural society, it may be that the British stiff upper lip is unheard of in vast segments of current American society.
So what might be done about these causes and the unpleasant student behavior that results from them? What can the university do? What can I do? With the possible exception of #3 and #4, these are truly societal or cultural shifts, which the university reflects more than instigates. Regarding #4, there is no question that the cost of a higher education in the US has skyrocketed in recent decades. The university might do something about that, e.g. by: cutting back on bloated administrative staffs; ceasing to build outrageously expensive buildings to house sports or recreational facilities; or by being more selective in supporting the overly extensive academic fields of study that reflect the excessive reach of today’s mega universities.
As for #3, there is again no question that universities have retreated from their historical role – alongside parents and family, church and civic associations, and of course elementary through high school teachers – as molders of the morals of the youth who pass through the portals. Personally, I don’t view this as a healthy trend, but I doubt that it will change anytime soon.
So I am essentially amalgamating #3 in with the remaining six causes, against which I doubt that the university, much less I, will have any influence in the near future. So what shall I do with next year’s students? Well, in the future, on my course web page (which students must consult at the beginning of and throughout the semester), I will explain – as I always have – how the final course grade is determined by a tally that is computed via an explicit formula which comprises scores on in-class exams and quizzes, homework(both written and computer-generated) and the final exam. But I will now also explain in detail that the only way that the grade so formulaically determined can be changed is if either the numerical tally is borderline – meaning specifically within 10% of the cutoff between two grades – or if the final exam score is at least two grades off from the tally. In either event, the deciding factor in determining whether to alter the grade – either up or down – will be completely determined by the quality of the final exam paper that the student writes.
That’s it! No “buts”; no “ifs”; no “special considerations.” Sounds simple and definitive. But alas, as the afore-mentioned colleague pointed out: “Including the narrative may or may not help with the immediate issue; the problem is that the students emailing you believe that the statements in the syllabus are general and do not apply to their ‘unique circumstances’.”
The major changes in US society that unleashed the forces, which result in the self-centered and irresponsible student behavior that I have identified, may prove more durable than my feeble attempt to quantify it away. If so, the development does not represent a step forward for the university or for society.
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This essay also appeared in The Intellectual Conservative
Wow! The Left Celebrated Memorial Day Too
Examining the remarkable change in attitude of the American public toward military personnel over the last few decades
Those of us old enough to remember the Vietnam War recall very vividly the contempt and calumny that was heaped upon our military personnel both during and after the conflict. America lived through a shameful period in which those who wore the uniform were treated horribly by the American public, for whom those slandered soldiers had fought and sometimes died. While it was true that the behavior of a small segment of America’s military – e.g., those that perpetrated the My Lai massacre – warranted public opprobrium, the vast majority of American soldiers (almost all of whom were conscripts) deported themselves honorably, and often courageously, in Vietnam. Nevertheless, when public opinion turned against the war, it too frequently manifested itself in scorn and derision directed against our men (and women) in uniform. This persisted even after the conflict ended. Although the worst treatment meted out to soldiers and veterans was probably limited to the hands of extreme left-wing activists, politicians and media-types, much of the country seemed to acquiesce in an attitude summarized in these points:
• The American military is a corrupt, morally repugnant and dangerous entity that brings shame and dishonor to the country.
• It is a contemptible institution unworthy of the public’s respect.
• Its leaders are venal, self-serving, violence-prone and unrepresentative of American values.
• Its soldiers are at best innocent and unwitting pawns in their leaders’ brutal designs and at worst savage, drug-crazed warriors engaged in illegal warfare.
It was disgusting; especially given how widespread it was and how long it went unchallenged. The attitude was also completely misguided and contrary to the historical pattern of respect and admiration that heretofore had been accorded our nation’s military forces. It symbolized a period of collective madness exhibited by the people of the nation.Thankfully, this attitude softened considerably with the conversion of the military from conscription to volunteer, and then further with the advent of the Reagan administration. Certainly, in the 80s and 90s, the reputation of active military personnel improved perceptibly in the public’s eye. But Vietnam vets were still viewed with suspicion. And in truth, an overall healthy respect for the military was still far from the norm.
America’s remaining coolness to the military in this period is best highlighted by the famous incident in the White House wherein a relatively low level staffer informed a senior military officer that “I don’t greet military people.” An interesting corollary of this attitude was the spillover to police/fire/rescue personnel – or “first responders” as we now call them. The public’s respect for and admiration of first responders, albeit not as low as for military personnel still fell far below its traditional level.
But things changed dramatically after 9/11. A decade later, the public’s respect for, appreciation of and gratitude toward military personnel and first responders is arguably higher than it’s ever been in our nation’s history. I’ll outline the manifestations of this monumental change momentarily, but first let us consider: how did this miraculous transformation come about? Here are three possible reasons:
- The monumental heroism displayed by uniformed personnel in NY and DC on that day, and in the next few months in Afghanistan, was so stupendously eye-opening that it caused tens of millions of Americans to reassess their attitude toward military personnel and first responders.
- America finally tired of its abnormal distrust of the military and returned to its historical gratitude for the job uniformed people do under life-threatening conditions.
- The moderate Left ultimately recognized the damage that they were doing to the cause of freedom in the US and around the world, and so modified its opinion. Having done so, this broke a logjam and the rest of the country was pleased to accept the change of heart and follow suit.
I suppose that the true reason is some combination of the above. Whatever the reason, today, Americans routinely witness enthusiastic and emotional public displays of affection, respect, even love toward military personnel. Whether it be a spontaneous burst of applause for uniformed personnel in public venues; laudatory media stories focusing on the heroism and selflessness of our troops; testimonials to the bravery and indispensability of our armed forces; or just neighborhood alliances with first responders; examples of adulation of military personnel occur frequently all over the land. During the last decade, this change in attitude has survived the bloody civil war in Iraq following our successful invasion but botched occupation; the gut-wrenching disputes over the role of women and gays in the military; and the Obama administration’s devaluing the importance of military preparedness and its draconian cuts to military budgets. Despite these, America’s affection for and gratitude toward the American military remains strong – even on the Left. It is a wonder to observe – as one easily could do on Memorial Day just passed – liberal politicians, media types and activists gushing with praise for our military personnel, and acknowledging the debt that we owe them. I suspect that for some – e.g., Mr. Obama – it’s just a matter of reading the political tea leaves and bending with the current trends. Should America’s support of its military personnel wane again, the hard Left will be off that horse real fast. But I also suspect that among the moderate Left, the affection is genuine. Those folks seem finally to have come to their senses – namely even if they support big government, fear free markets and prefer multiculturalism to traditional American values, they still love America, treasure its freedoms and want the US to be the harbinger of same around the world. They realize, perhaps belatedly, that a strong military is a necessary and vital component of the effort. It gives a conservative hope. Maybe, if we can help the moderate Left to shove Obama – and the hard lefties that surround him – aside, America can resume its normal role as a beacon of liberty and prosperity to the world.
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This article also appeared in The Intellectual Conservative at: http://intellectualconservative.com/index.php/wow-the-left-celebrated-memorial-1#more684