Judgment, Tolerance, and Virginia Tech

Lee Culpepper

Monday I watched in disgust the wickedness that throttled the Virginia Tech campus that I once roamed. I was carefree and brash in those days, but since then I have developed a humble appreciation for the education Tech provided me. My heart mourns for Hokies everywhere, but more so for the students and faculty gunned down by evil. I cannot imagine the grief those thirty-two devastated families are feeling. I also mourn for the family of the murderer; they are most likely victims, as well. On the other hand, I recognize that my sympathy for his parents could change as facts are revealed. Regardless, Virginia Tech, like the University of Texas and Columbine High School, will ultimately endure the evil that surfaced, but those thirty-two Hokies’ lives were stolen forever.

I wondered immediately how much the “don’t-judge-me, you-don’t-know-me climate” factors into Tech’s horror. What’s the point in having a brain when America’s “climate of tolerance” pressures us not to use it? Our ability to reason is a responsibility, not a luxury, but the don’t-judge-me establishment shackles common sense and maims critical thinking. The mindless chant of tolerance promotes an idea that feelings are equal to rational thought. Furthermore, to disapprove of someone else’s queer behaviors – which today are passing deceptively as “misunderstood cultures” – reflects negatively on us if we show the courage to express our honest thinking. Consequently, we “feel” we better stay quiet, particularly if judging harshly any culture except traditional American culture. Nevertheless, we make ourselves vulnerable to danger and evil when we suppress reason because we feel obligated to tolerate inappropriate behavior – which again is often just cleverly excused as one’s culture or unique eccentricity.

Having taught analytical writing, I used the “don’t-judge-me issue” to strike a nerve with my students. The drumbeat of tolerance that resonates in public schools has conditioned many young minds not to think and certainly not to judge. However, my point during these discussions focused on the need to use facts to formulate meaningful arguments and logical judgments. I tried to emphasize how simply feeling a certain way exposes us to danger, whether that danger is common ignorance or physical harm. Many students don’t appreciate the difference between reasoned arguments and flaky opinions. I asserted that we have to analyze available facts and to act on them, not to trust or to act on impulsive emotions or mushy feelings. We have to differentiate between our brains and our hearts when we are thinking.
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The Stupidity of American Celebrities, How Low Can You Go?

-By Warner Todd Huston

There was a day in the United States when the citizens of this great nation celebrated intelligence in those whom they raised to the level of “celebrity”. It was a day when cogent thoughts were related in high style, where literacy and learning were prized, a day when to be “smart” meant to actually have some sort of culture and ability to write. To achieve fame one had to exhibit some level of education even if it was one realized by one’s own efforts alone, an amalgamation of knowledge not the result of a program from an institute of higher learning. The general public in America once looked up to people who embodied the highest education, even that had from the veritable slate in a log cabin.

Lincoln, for instance, was celebrated for being a self-taught man. He read classics such as Plato, Aristotle, Hume and Locke. He was able to quote extensively from the Bible and completely from memory at that. He was the true self-made American. But, even as he didn’t have that ivory league pedigree, something that caused many to look down upon him even still, a reading of nearly any document he ever wrote will reveal a highly educated man with a eloquence gained from a wide range of reading and study.

And Lincoln was typical of the common American who once upon a time strove to better themselves. The highest selling books in America were the Bible and the Pilgrim’s Progress. The “readers” created to teach the young to read were chock full of excerpts of classic literature from throughout the ages. And literacy rates have always been quite high in the USA.

Rarely was an American celebrity an unschooled, ignoramus. Few were unread or unable to write in a clear, concise, even literary style. Americans rarely raised to celebrity status the low or mean, the uneducated or the stupid.

Until, that is, the 1960s.
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VT Shootings ‘Tough’ on NBC? Media Self Absorption Reigns

-By Warner Todd Huston

If one were to contemplate all the horrible results of the actions of this murderous psychopath in Virginia, if one were to wonder how hard and emotional have become the lives of the survivors of those whom this sick individual killed, it would seem axiomatic that the Mainstream Media would be the last group such a reflection would see as a recipient of the “tough decisions” resulting from the murders . We would naturally feel pain at the loss of the families of the VT victims. Our hearts would go out to the turmoil that surviving students would face upon trying to resume their education schedules after this monumental outrage. We would even feel bad for residents of the surrounding Virginia communities as they attempt to cope with the crime. Yes, there are a lot of people to empathize with and to feel sorry for.

But the news media are not one of them.
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Persistent and Inconvenient Facts

Warren Lee Culpepper

In case my “drcoolpepper-email address” has fooled anyone, I better confess that I’m not actually a doctor; however, I may have discovered a new mental illness. I would like to call it Persistent-Inconvenient-Serious Specifics Disorder (or PISSD). From my research, I estimate about fifty percent of the American population is PISSD. Ironically, those who suffer from this disorder generally dislike labels, unless they are labeling others. For example, they might “feel” they are above partisan politics – despite indisputable evidence contradicting their “feelings.” They also might be quick to label those who use facts in arguments as mean or stupid.

If you haven’t noticed, I tend to mock the politically correct (PC) practices circulating in public schools. As a result, former colleagues and people I have never met, but who have read my columns, have developed serious and classic symptoms of PISSD. Some PISSD-former colleagues even argue no such PC agenda exists in education. I concede the extent of damage inflicted in public schools by PC remains unknown, but I’m absolutely astonished that PISSD people deny PC’s prevalence in public schools.

A PISSD-former colleague of mine who apparently has a reading comprehension problem – I noticed his deficiency because I am an English teacher — accuses me of not focusing on the two real issues facing education today — the incompetence of many teachers and the status quo of mediocrity. The fact is my writing addresses both issues just about every time I sit down at my keyboard – I call the technique enforcing my argument; others might call it repetition. Regardless, I assert that both issues (teacher incompetence and mediocrity) are the offspring of political correctness; conversely, my PISSD-former colleague “feels” PC in education doesn’t even exist. But what produces incompetent teachers? Hmm, the politically correct fantasy of a world without competition couldn’t possibly have anything to do with that problem. Nope, the watered-down standards that have led to a surge of students having above-average grades that boost their self-esteem surely don’t have anything to do with political correctness either — meanwhile indisputable facts prove American students are falling behind their foreign counterparts, not to mention performing worse than American students from a generation ago.

No, the real problem with education, according to this PISSD teacher, is that politicians on both sides of the fence and I (a delusional English teacher, barbaric Marine, and self-proclaimed pragmatist) are masking the “actual” issues in education so that America’s wicked economy continues running smoothly! Wow, now I’m totally confused because this PISSD teacher told me he was above partisan political views and my myths about PC! Furthermore, he “feels” schools have always “sucked” (his word) and have never taught students to think. When I innocently asked him why he thought SAT scores began falling between the 1960s and the early 1980s, he implied I was stupid because the increased diversity among students taking the test naturally explained the drop in scores. But when I asked him how diversity explains the significantly lower number of students achieving the highest scores – simply raw numbers having nothing to do with factoring in lower scores — he refused to acknowledge me. I guess he was PISSD.

According to this PISSD teacher, capitalism is the obvious problem with America’s public education. The fact that my mentor’s husband, a prominent surgeon, could not begin teaching high school biology tomorrow because he doesn’t have a teaching credential – clearly has nothing to do with PC eliminating competition or ensuring mediocrity! Of course, my friend’s husband can educate other doctors and cure patients, but he’s not equipped to teach teenagers about biology or chemistry because he lacks a teaching credential. That parents pay taxes but cannot choose to send their children to a school willing to hire a retired surgeon without a teaching credential isn’t a problem either. Nah, according to this PISSD teacher, education’s problem is that kids are not taught to think because we needs them to “work menial jobs” in our capitalistic society, and politicians don’t want students smart enough to exercise their right to vote!

Give me a freaking break! I have no other response when I am confronted with such idiocy. Maybe kids are not being taught to think because PISSD teachers like the one to whom I referring don’t know what thinking is! If the teacher doesn’t know the difference between facts and feelings or serious arguments and silly opinions, how can his students?

I’m not even going to bother documenting facts about the low academic ability of many college students who are majoring in education. Thomas Sowell’s book Inside American Education: The Decline, The Deception, The Dogmas does a far superior job than I could do. Besides, facts and their persistency are just inconvenient to those PISSD people who “feel” they are smarter than everyone else, at least everyone who relies on serious facts, not feelings.
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Warren Lee Culpepper is currently writing his first book, Alone and Unafraid: One Marine’s Counterattack Inside the Walls of Public Education. Additionally, he is a contributing columnist for The Publius’ Forum, The North Carolina Conservative, and The Hinzsight Report.

A 1991 graduate of Virginia Tech, Culpepper majored in both English and Communication. He was also a varsity wrestler. He attended the United States Marine Corps Officer Candidates School in Quantico, Virginia, and received his commission in 1993. He served four years on active duty before settling in southern California to begin his teaching career. He taught high school English in both California and Texas. He recently moved to eastern North Carolina with his wife, Heather, and their bulldog, Shrek.

Lee can be reached at drcoolpepper@yahoo.com.

Visit Lee’s blog at http://wlculpepper.townhall.com/

Highly Qualified Teachers: Es Muy Obscuro

Warren Lee Culpepper

Poor President Bush, I feel his pain. His education law calling for a “highly qualified teacher” in every classroom has yet to meet its mark – more than four years after its inception. I imagine this letdown has to gnaw on him, as it only adds to everything else the honorable man is struggling nobly to make better, like Iraq and America’s out of control southern border.

As far as the meaning of “highly qualified teachers” though, my illegal- fifty-one-year-old friend, Luis, from Texas (I mean, Mexico) would say, “El definicion es muy obscuro.” No Child Left Behind mandates that teachers have a bachelor’s degree, a state license, and proven competency in every subject they teach. All of that sounds pretty good, except for the high toll one must pay to acquire a state teaching credential and the various standards between states – essentially both are barriers for unwanted competition from aspiring teachers outside the existing establishment.

Not long ago I poked fun of the process I endured to acquire my teaching credential. I compared the requirements to a legal shakedown versus any meaningful training to develop competent teachers. I don’t know all the details regarding states’ laws, but I do know the process I endured would be exasperating for anyone with a brain or even a partial brain.
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Union Teachers Stand, Divided Schools Fall

Warren Lee Culpepper

Recently, I heard from an accomplished educator, a math teacher at an excellent charter school in Scottsdale, Arizona; his name is Thomas. Thomas agrees with many problems I address concerning education, but we don’t agree completely on teachers’ unions.

I assert that teachers’ unions inflict more harm than good, and Thomas concedes that unions are a problem, but he proposes the following: “While I agree with most of your argument, your portrayal of the unions is not entirely correct. Remember, this country was founded on the fledgling concept of ‘united we stand, divided we fall.’ Since management holds most of the power, labor needs to unite. Teacher pay is abysmal yet is much higher due to the unions. So, I think you are over simplifying the union’s conscious contribution to the problems you discuss.”
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My Shame in Anger My Value in Humility

Warren Lee Culpepper

When my dad died in 1993, my friends’ father, Mr. Ripol, drove over an hour one way – after midnight – to pick me up from Marine Corps Officer Candidate School. The Corps had put me on emergency leave to deal with my family’s loss. To articulate just how much I respect Mr. Ripol, I need only one word — awesome. He is a great father, and he recently wrote to me expressing concern about my writing’s undertone of “anger.” Because I admire him, I listened to his wisdom.

Digesting his comments, I realized the anger he uncovered is my contempt for teachers’ unions and teacher-credentialing programs – keep in mind I am a teacher. I see unions like I see bullies. Bullies stir most everyone’s anger by picking on smaller, weaker people. In my rowdier days, I had a bad habit of stepping in, too eager to fight them. The bullies who were bigger than I was, who reveled their size advantage, were the ones I couldn’t wait to knock down a peg or two. Similarly, unions behave in the same arrogant and intimidating manner as bullies. They’re emboldened by their numbers and size. They anger me with all their scams. They claim to benefit teachers, and they boast about looking out for students. However, they actually jeopardize students’ learning and attempt to sedate competitive teachers. Many union members are not competitive people. These individuals fear standing alone. They stir my anger because they should just be thankful to have a job. They often lack ability, and the idea of holding them accountable for their students’ successes or failures causes them heart trouble. (Mr. Ripol’s wits are probably beginning to tingle again.)
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Linking Fragile Toilet Paper to Teaching Teenage Girls

Warren Lee Culpepper

Linking Fragile Toilet Paper to Teaching Teenage Girls by Lee Culpepper
With the alarming percentage of ill-advised marriages and their subsequent breakups, I bet you’re asking yourself a reasonable question: “What can male teachers, Marine Corps leadership principles, and high school English classes do to help teenage girls avoid bad relationships and rash decisions to marry in the future? Okay, maybe you’re not, but you should be.

Since I have experience in all those worlds, I have some suggestions. I’ll begin with a few notes concerning fathers. Good fathers teach their daughters how men should treat and respect women. A daughter should also learn from her father about the purity of fatherly love – the love with no selfish expectations concerning her ambitions, her dreams, her looks, or even her understanding of how much he loves her. Good fathers protect their daughters from bad boys who grow up to be bad men. A good father also teaches his daughter how to deal with such jerks on her own.
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Shakedown

Warren Lee Culpepper

Hungry Teachers, Legal Shakedowns, and Callous Aphorisms
Since my father used to warn me that teaching was just a slow way of starving to death, you might imagine my angst when I spurned his aphorism and decided to teach high school English anyway. I had just completed my service as a Marine officer, and I was making my transition back to civilian life. My sublime ignorance regarding the muscle flaunted by those smug Marxists of public education (you probably call them teacher unions) shielded me from further discouragement concerning my decision. Being a Marine, I ferociously attacked the career — undaunted by its bureaucracy.

I knew only a modest amount regarding the serious issues facing our nation’s public schools: issues like qualified teachers (a phrase with murky connotations); school choice; grade inflation; and school accountability. Furthermore, I knew absolutely nothing about how shamelessly and vigorously the unions fight to stymie practical solutions to those problems. I simply took for granted my school had hired me because it needed someone who could do the job in the classroom – I presumed that meant teaching my students to think. After wedging my foot in the interview door (thanks to my volunteer work with the wrestling team) I had reasoned that a Marine officer, even without a teaching credential, could handle any potential challenge a high school classroom presented.
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Huckleberry Finn, “African-American” Jim, and Academic Achievement Scores

Warren Lee Culpepper

Twain’s 1884 classic opens with a warning to the readers who attempt to find a “motive, a moral, or a plot” to the story. The key word in the sentence is “attempting.” Clearly, those readers who fail to find all three elements are the mentally encumbered morons to whom Twain refers, when he states he would just as well see them “prosecuted, banished, or shot.” To miss these literary elements in the book would require tremendous effort or just sheer idiocy.

In today’s politically correct (PC), multi-cultural, intolerant-tolerant, and over-sensitive climate, children are fortunate if they ever have the opportunity to read this historically controversial book. Today most of the controversy surrounds the repugnance of the word “nigger” (a degrading brand suggesting a human being is not a human being). To defend including the novel in a school curriculum, some suggest looking past the word because of its historical context. Other educators sugarcoat the issue by replacing the word with today’s PC term “African-American.” Their students giggle or grimace and then struggle through the rest of Huck’s funny yet disconcerting narrative. But since the story demonstrates how an uneducated white boy unlearns everything he’s ever been taught about blacks — thanks to a black, truly human character named Nigger Jim — wasn’t Twain’s point to offend us? Do you really think Twain believed the word “nigger” was just contextually accurate? Do you really think Twain approved of its common use during his lifetime? If one character in the entire story seemed incapable of being human it was Pap — the child abusing, drunk racist, and dirty thief (Huck’s white father).
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The Edge

Warren Lee Culpepper

Every inspirational champion has it. Every genuine leader has it, too. Raw talent has less to do with it because the edge comes from confidence nurtured by two crucial factors: first, our knowing that we have prepared painstakingly for a challenge — physically and mentally; and second, our learning that a competent, respected mentor believes in us. Coddling words of a merely appointed authority figure – the kind who often avoids his obligation to confront our faults – cannot produce this trademark self-assurance.

I think of how much time I invested wrestling, working hard to be good, but never believing that I could be the best. At an Ohio high school, I had one year with a talented mentor, Coach King. The end of my junior year, he announced at an all sports banquet that he thought I was one of the better wrestlers at my weight class that year, despite my failure to achieve every wrestler’s goal to be a champion. His simple comment elevated my self-expectations for the future. His words motivated me to believe in myself and to work harder for him. Under Coach King’s leadership, I started to appreciate the meaning and to develop the qualities of the edge.

However, I moved to Virginia my senior year. Aside from my older brother (whom I saw occasionally) and my father (who was battling depression) I would not encounter another mentor who captured my admiration and confidence until my third year in college. His name was Ken Haselrig, and he was a two-time NCAA all-American. He placed second in the 1987 NCAA Wrestling Championships. Ken was a quiet leader, but he led by example. Just my wrestling against him in practice contributed to my confidence. I knew competing against someone better than I was made me tougher.
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