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Tucker: MAGA hat-wearing students smeared by media

The American Psychological Association Has Made Choosing a Therapist Easy

The American Psychological Association has, in its words, issued “its first-ever guidelines for practice with men and boys.” These guidelines “draw on more than 40 years of research showing that traditional masculinity is psychologically harmful and that socializing boys to suppress their emotions causes damage.”

Three observations:

1) The last thing American males need today is less masculinity.

And why wouldn’t men lack masculinity? A vast number of boys grow up either with no father or with a father they rarely see. Their lives are dominated by women — their mother, virtually all their teachers, probably their school principal, and probably their therapist.

As if that were not bad enough, many of the single mothers of these American boys are angry at the man who never married them, or at the man who divorced them, or at men in general. In addition, these boys’ women teachers suppress their natural testosterone-driven male behaviors. And now their teachers increasingly tell them they may not even be a boy.

Of course, some men are boors — demanding sex on the first date, sending sex-filled messages, etc. But most men know boorishness is not masculinity. Such behaviors emanate not from masculinity but from poor upbringing and/or the sexual revolution, which taught men and women that the sex drives of men and women are the same.

2) This is another example of the most important rule of contemporary life: The Left ruins everything it touches.

The Left has ruined the arts; the universities; high schools; the nuclear family; mainstream Protestantism, Catholicism, and Judaism; the Boy Scouts; and journalism. And it is now doing the same to the sciences: Universities are increasingly choosing science faculty based on gender and race rather than on scientific expertise.

Psychology and psychiatry have long been homes to left-wing fools (recall the 1964 example of 1,189 psychiatrists declaring then-presidential candidate senator Barry Goldwater “psychologically unfit”). But the APA statement will do even more harm.

3) The APA statement makes choosing a psychotherapist simple.

So, how does one go about choosing a psychotherapist? The APA just made the task much simpler: Just ask any therapist you are considering for yourself or someone else, “Do you agree with the American Psychological Association that ‘traditional masculinity is psychologically harmful’?”

If the therapist agrees, thank him or her for the time and leave. If the therapist starts giving a prolonged response, leave. Any therapist who cannot unequivocally condemn the APA statement is unworthy of your time and your money, let alone your psyche. Many will try to weasel out of directly agreeing (or disagreeing) with the statement. They will tell you that sometimes masculinity is a problem. But they are just being careful not to lose you as a potential client. Such a statement is meaningless: There is nothing that cannot be harmful at times. That includes femininity as much as masculinity, and it includes such normally good things as water (a lot of people drown, after all).

Without “traditional masculinity,” civilization is lost. Ask anyone you know who agrees with using the term “the greatest generation” to describe the generation that fought World War II whether the men of that generation would have fought, much less won, without “traditional masculinity.”

Do not trust therapists who will not condemn the APA statement. They are either a fool or a coward.

Statement of Nick Sandmann, Covington Catholic High School Junior, Regarding Incident

Statement of Nick Sandmann, Covington Catholic High School Junior, Regarding Incident at the Lincoln Memorial

I am providing this factual account of what happened on Friday afternoon at the Lincoln Memorial to correct misinformation and outright lies being spread about my family and me.

I am the student in the video who was confronted by the Native American protestor. I arrived at the Lincoln Memorial at 4:30 p.m. I was told to be there by 5:30 p.m., when our busses were due to leave Washington for the trip back to Kentucky. We had been attending the March for Life rally, and then had split up into small groups to do sightseeing.

When we arrived, we noticed four African American protestors who were also on the steps of the Lincoln Memorial. I am not sure what they were protesting, and I did not interact with them. I did hear them direct derogatory insults at our school group.

The protestors said hateful things. They called us “racists,” “bigots,” “white crackers,” “faggots,” and “incest kids.” They also taunted an African American student from my school by telling him that we would “harvest his organs.” I have no idea what that insult means, but it was startling to hear.

Because we were being loudly attacked and taunted in public, a student in our group asked one of our teacher chaperones for permission to begin our school spirit chants to counter the hateful things that were being shouted at our group. The chants are commonly used at sporting events.

They are all positive in nature and sound like what you would hear at any high school. Our chaperone gave us permission to use our school chants. We would not have done that without obtaining permission from the adults in charge of our group.

At no time did I hear any student chant anything other than the school spirit chants. I did not witness or hear any students chant “build that wall” or anything hateful or racist at any time. Assertions to the contrary are simply false. Our chants were loud because we wanted to drown out the hateful comments that were being shouted at us by the protestors.

After a few minutes of chanting, the Native American protestors, who I hadn’t previously noticed, approached our group. The Native American protestors had drums and were accompanied by at least one person with a camera.

The protestor everyone has seen in the video began playing his drum as he waded into the crowd, which parted for him. I did not see anyone try to block his path. He locked eyes with me and approached me, coming within inches of my face. He played his drum the entire time he was in my face.

I never interacted with this protestor. I did not speak to him. I did not make any hand gestures or other aggressive moves. To be honest, I was startled and confused as to why he had approached me. We had already been yelled at by another group of protestors, and when the second group approached I was worried that a situation was getting out of control where adults were attempting to provoke teenagers.

I believed that by remaining motionless and calm, I was helping to diffuse the situation. I realized everyone had cameras and that perhaps a group of adults was trying to provoke a group of teenagers into a larger conflict. I said a silent prayer that the situation would not get out of hand.

During the period of the drumming, a member of the protestor’s entourage began yelling at a fellow student that we “stole our land” and that we should “go back to Europe.” I heard one of my fellow students begin to respond. I motioned to my classmate and tried to get him to stop engaging with the protestor, as I was still in the mindset that we needed to calm down tensions.

I never felt like I was blocking the Native American protestor. He did not make any attempt to go around me. It was clear to me that he had singled me out for a confrontation, although I am not sure why.

The engagement ended when one of our teachers told me the busses had arrived and it was time to go. I obeyed my teacher and simply walked to the busses. At that moment, I thought I had diffused the situation by remaining calm, and I was thankful nothing physical had occurred.

I never understood why either of the two groups of protestors were engaging with us, or exactly what they were protesting at the Lincoln Memorial. We were simply there to meet a bus, not become central players in a media spectacle. This is the first time in my life I’ve ever encountered any sort of public protest, let alone this kind of confrontation or demonstration.

I was not intentionally making faces at the protestor. I did smile at one point because I wanted him to know that I was not going to become angry, intimidated or be provoked into a larger confrontation. I am a faithful Christian and practicing Catholic, and I always try to live up to the ideals my faith teaches me – to remain respectful of others, and to take no action that would lead to conflict or violence.

I harbor no ill will for this person. I respect this person’s right to protest and engage in free speech activities, and I support his chanting on the steps of the Lincoln Memorial any day of the week. I believe he should re-think his tactics of invading the personal space of others, but that is his choice to make.

I am being called every name in the book, including a racist, and I will not stand for this mob-like character assassination of my family’s name. My parents were not on the trip, and I strive to represent my family in a respectful way in all public settings.

I have received physical and death threats via social media, as well as hateful insults. One person threatened to harm me at school, and one person claims to live in my neighborhood. My parents are receiving death and professional threats because of the social media mob that has formed over this issue.

I love my school, my teachers and my classmates. I work hard to achieve good grades and to participate in several extracurricular activities. I am mortified that so many people have come to believe something that did not happen – that students from my school were chanting or acting in a racist fashion toward African Americans or Native Americans. I did not do that, do not have hateful feelings in my heart, and did not witness any of my classmates doing that.

I cannot speak for everyone, only for myself. But I can tell you my experience with Covington Catholic is that students are respectful of all races and cultures. We also support everyone’s right to free speech.

I am not going to comment on the words or account of Mr. Phillips, as I don’t know him and would not presume to know what is in his heart or mind. Nor am I going to comment further on the other protestors, as I don’t know their hearts or minds, either. I have read that Mr. Phillips is a veteran of the United States Marines. I thank him for his service and am grateful to anyone who puts on the uniform to defend our nation. If anyone has earned the right to speak freely, it is a U.S. Marine veteran.

I can only speak for myself and what I observed and felt at the time. But I would caution everyone passing judgement based on a few seconds of video to watch the longer video clips that are on the internet, as they show a much different story than is being portrayed by people with agendas.

I provided this account of events to the Diocese of Covington so they may know exactly what happened, and I stand ready and willing to cooperate with any investigation they are conducting.

This is the only statement that has been made by the Sandmann family. Any comments attributed to any member of the family that is not contained in this document are fabricated. The family will not be answering individual media inquiries.

The Decline of the Scholar and the Decline of Academia

The academic scholar, along with the great teacher, is vanishing from the faculties of the universities. Specialists occupy the places that they leave. The first victims of this process are the students. When the professorial specialists hold a lecture, they have little else to teach that goes beyond their tiny field of expertise. About the areas other than the field of specialization, the one-dimensional expert is as ignorant as the students. When the experts teach their specialization, the content is too advanced for the students to understand and should the experts go into the wider area of the discipline, their discourse becomes amateurish. The decline of wisdom in academia that has happened over the past decades results from this change.

Scholars, Teachers, and the Specialists

Of the three ideal types of university professors — the scholar, the teacher, and the specialist — the scholar is the one who combines both a profound knowledge of a field of expertise with a solid knowledge of other areas of knowledge. Until the 1970s, many universities in Europe and the United States had scholars. While only a few of these scholars enjoyed the serendipity that is the realm of the genius, many of them excelled in the same way as the great masters. The scholars spread knowledge combined with wisdom because a great scholar is not only a researcher but always also a great teacher.

With the scholar, the great teacher is also vanishing from university faculties. Different from the scholar, the great teacher in its pure form does not excel in a specialization. Yet his strength is a broad and accurate knowledge of the subfields of his discipline and his ability to bring his insights to the students. The great teacher opens the doors to knowledge. He knows about the many entrances that exist and the many ways of finding one’s way through the labyrinth of knowledge.

When there were still scholars and great teachers at the faculties, not only the students would profit but also the experts. The scholars and the great teachers in the departments were the promoters of communication. They brought the faculty together in a common discussion.

In the past, the great teachers and scholars would hold the introductory lecture. They would compare their chosen academic discipline with other areas and would help the students to go on with confidence or choose another path. In the modern university, this has ended. Nowadays, most colleges relegate the introductory courses to substitute professors. These assistants and adjuncts are at the beginning of their career and cannot be scholars or good teachers and that they likewise are also not yet experts. There are signs that this erosion is most advanced at the so-called “elite” institutions where also the dread of political correctness is most present and the cuddling of the American mind most advanced.

Rise of the Specialist

Over time, the lump-sum funding of the university had to make way for getting outside financing. The benefits of scholarship and teaching counted less while the new criteria for academic advancement favored the specialist whose competence is limited to a tiny field of expertise. To get funding, the disciplines had to put on the “mantle of science.” Scholarship had to make room for scientism.

While the paper output has grown, their quality has declined. Across the whole range of the natural and the behavioral sciences the so-called “irreproducibility crisis” has thrown doubts on the reliability of even the most prominent results. Failing to reproduce published research afflicts a wide range of disciplines, ranging from medicine and psychology to the social sciences. Investigations have revealed that subsequent studies cannot reproduce established findings. The problem encompasses the improper application of statistics, biased research techniques, lack of accountability, and political groupthink. The pressure of “publish or perish” has led to a scientific culture toward delivering positive results even if they are unwarranted by the data basis.

As some authors claim, most published research findings in medicine are false. Another study finds that researchers failed to reproduce most of another scientist's experiments, and more than half have failed to reproduce their own results. Other investigations show that outright fraud is behind the fabricated results. After the Sokol affair of years ago, new blunt hoaxes with made-up papers have revealed the political bias of some academic journals.

The more the specialists dominate in a university, the more the original purpose of a university to educate and advance knowledge will suffer. Numerical performance measurement, which is even misplaced in the business world, becomes a scourge in areas such as education that is much less fit for numerical evaluation than business. As Jerry Z. Muller explains in his Tyranny of Metrics, applying formal yardsticks to measure academic performance does little to advance knowledge but has led to gaming, cheating, and goal diversion. The cascade of rules and regulations hampers the attainment of the original purpose of the university. Misaligned incentives work in favor of the specialist, yet they drive the efforts away from the meaning of what a university should be.

In many areas, academic production has reached a stage of diminishing returns and scientific progress has become stagnant. Public trust in science is still holding up but the attraction of pseudo sciences is rising and there is only a small step from the popularity of pseudo sciences to anti-science. It is in the self-interest of the specialists who now dominate the departments that more scholars get hired.

A major step to diminish the rat race of publish or perish would come from phasing out public funding of science. It is a myth that scientific progress depends on public money. Without public funding the chance of innovative breakthrough does not diminish. On the contrary: public financing of research directs time and money not to innovation but to conventional research areas and traditional methods.


In many academic fields, the awareness is growing that the demise of the scholar has impoverished the intellectual life in the universities. The decline of the universities has accelerated over the past couple of decades. Driven by the encroachment of the state, the institutions of higher learning have succumbed to the government. Scientism has crowded out the scholars and the great teachers. The foremost victims of this process are the students who no longer receive a good education. Both in terms of the formation of students and of the research output that benefits do not justify the costs. The withdrawal of state intervention would be the first step to a rejuvenated academia, beginning with a cut and a stop of the public funding of research.

Antony P. Mueller is a German professor of economics who currently teaches in Brazil. See his website or send e-mail to:

Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)

Gillette: The Best an Incel Can Get

America, meet the Pelosi House.

"It's 2019 now Piglet" said Pooh

Happy MAGA New Year my fellow Trumpsters.

Bonuses from Mother Russia are due out soon. Putin sends his best!

Welcome back Democrats!

Did the Church Steal Christmas From Pagan Rome?

Now despite what you may have heard, it was the Roman pagans who stole the December 25 celebration from us.

Though it's true that in AD 275, the Roman Emperor Aurelian fabricated December 25 as the pagan “Birth of the Unconquered Sun” celebration at the calendar point when daylight began to lengthen, he didn't randomly chose December 25. If the Emperor had wanted to celebrate the winter solstice, he would have used December 21 as the day of this pagan festival.

That should serve as the first clue.

Aurelian was very worried about the seemingly miraculous progress Christianity had made in this Empire and so, in a misguided effort to take the wind out of the Christians' sails, he established Sol Invictus on the very day we had always been celebrating Christ's birth.

In addition, St. Hippolytus of Rome, in his Chronicle written in AD 234, a full 39 years before Aurelian created his pagan festival, clearly explains that Jesus' birth “took place eight days before the calends of January,” that is, December 25.

Oddly, the “December 25 pagan sun festival” idea was originally proffered 300 years ago by Protestant historian Paul Ernst Jablonski. He published his conjecture without offering any proof whatsoever and today, we scramble to explain to people who would rather believe gossip rather than read a history book why they are wrong.

The best Christmas Ad of 2018

If this doesn't bring a small tear to your eyes, you are just not normal.
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