Professor Patrick Deneen of Notre Dame has criticised the indoctrination of our children into a New World Order.
“Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings,” Deneen explains.
Although Professor Deneen doesn’t use the words “New World Order,” he appears to have been awakened to a sinister global agenda:
BYPASS THE CENSORS
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Our students are the achievement of a systemic commitment to producing individuals without a past for whom the future is a foreign country, cultureless ciphers who can live anywhere and perform any kind of work without inquiring about its purposes or ends
Professor Deneen beautifully expresses what many of us know but lack the ability to express quite so perfectly.
The main object of modern education is to sand off remnants of any cultural or historical specificity and identity that might still stick to our students, to make them perfect company men and women for a modern polity and economy that penalizes deep commitments.
There are other ways we have been “sanded off,” such as opening the borders, trade treaties and the like.
Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to a public, a common culture, a shared history. They are perfectly hollowed vessels, receptive and obedient, without any real obligations or devotions.
And he argues, because of this, because we have made them hollowed vessels, they fight for nothing:
They won’t fight against anyone, because that’s not seemly, but they won’t fight for anyone or anything either. They are living in a perpetual Truman Show, a world constructed yesterday that is nothing more than a set for their solipsism, without any history or trajectory.
Taught to live in the present, with no anchors to the past, this generation is perfectly suited for the task ahead of them.
They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
He doesn’t blame the students, realizing that they are living in a construct not of their making, but read how this ends. Read his conclusion and tell me you are not awakened by this, not chilled to the bone:
I love my students – like any human being, each has enormous potential and great gifts to bestow upon the world. But I weep for them, for what is rightfully theirs but hasn’t been given. On our best days, I discern their longing and anguish and I know that their innate human desire to know who they are, where they have come from, where they ought to go, and how they ought to live will always reassert itself. But even on those better days, I can’t help but hold the hopeful thought that the world they have inherited – a world without inheritance, without past, future, or deepest cares – is about to come tumbling down, and that this collapse would be the true beginning of a real education.
Please do not seek to cheapen his words with your response. I am asking you to respect that this man has been a professor for many years, knows something about American campuses, is a bright and intelligent man. Surely you are not smarter than him when it comes to student pathos. But instead, let’s open a dialogue about where we go from here. How we stop the future from “tumbling down.”