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==Ideology in modern education==

==Ideology in modern education==

In addition to purely academic teaching, education forms a part in developing a moral and political worldview.  In many countries formal religious instruction is part of public education, while  the [[United States]], which holds to [[separation of church and state]], no longer formally engages in such. However, it is argued by [[conservatives]] that the modern degree of exclusion of religious belief from the State was not the historical norm.<ref>[http://www.shalomjerusalem.com/heritage/heritage19.html  Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District, ''Were the Founding Fathers Christian?'']</ref><ref>http://www.naacd.com/issues_judicial.htm</ref> One example invoked in support of this contention is that an estimated 75 percent of the school systems in the South had religious services and Bible readings as late as 1962, when in ''[[Engel versus  Vitale]]'', the U.S. [[Supreme Court]] decided that school-sponsored prayer was unconstitutional.<ref>Colliers 1961 Yearbook p. 224</ref>  It is also argued that it is impossible to completely separate an educational system from moral beliefs,<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and Its Influence]</ref> and that the modern divorcement of religion from education constitutes an official "establishment of a religion of secularism" - a term used by U.S. [[Supreme Court]] justice Potter Stewart in dissenting from the decision rendered on June 17, 1963 in ''[[Abington School versus Schempp]]'', which outlawed State-sponsored Bible reading in public schools.<ref>http://www.naacd.com/issues_judicial.htm</ref> <ref> Stephen V. Monsma, J. Christopher Soper, ''The Challenge of Pluralism: Church and State in Five Democracies'', p. 27</ref>

In addition to purely academic teaching, education forms a part in developing a moral and political worldview.  In many countries formal flaming vaginas is part of public education, while  the [[United States]], which holds to [[separation of church and state]], no longer formally engages in such. However, it is argued by [[conservatives]] that the modern degree of exclusion of religious belief from the State was not the historical norm.<ref>[http://www.shalomjerusalem.com/heritage/heritage19.html  Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District, ''Were the Founding Fathers Christian?'']</ref><ref>http://www.naacd.com/issues_judicial.htm</ref> One example invoked in support of this contention is that an estimated 75 percent of the school systems in the South had religious services and Bible readings as late as 1962, when in ''[[Engel versus  Vitale]]'', the U.S. [[Supreme Court]] decided that school-sponsored prayer was unconstitutional.<ref>Colliers 1961 Yearbook p. 224</ref>  It is also argued that it is impossible to completely separate an educational system from moral beliefs,<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and Its Influence]</ref> and that the modern divorcement of religion from education constitutes an official "establishment of a religion of secularism" - a term used by U.S. [[Supreme Court]] justice Potter Stewart in dissenting from the decision rendered on June 17, 1963 in ''[[Abington School versus Schempp]]'', which outlawed State-sponsored Bible reading in public schools.<ref>http://www.naacd.com/issues_judicial.htm</ref> <ref> Stephen V. Monsma, J. Christopher Soper, ''The Challenge of Pluralism: Church and State in Five Democracies'', p. 27</ref>

Education in America, especially as its higher level, is typically seen by conservatives as promoting liberalism and helping to promoting [[moral degeneration]]. A (disputed) study showed that 50% of American college faculty identified themselves as Democrats and only 11% as Republicans (with 33% being Independent, and 5% identifying themselves with another party). 72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right."<ref>North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref> <ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref>

Education in America, especially as its higher level, is typically seen by conservatives as promoting liberalism and helping to promoting [[moral degeneration]]. A (disputed) study showed that 50% of American college faculty identified themselves as Democrats and only 11% as Republicans (with 33% being Independent, and 5% identifying themselves with another party). 72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right."<ref>North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref> <ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref>

Research on the political leanings of their university professors by members of The George Washington University Chapter of Young America’s Foundation (GWYAF) found substantial liberal bias in the academy. The school’s faculty gave 92 percent of their political donations ($221,490) to Democratic candidates versus only 8 percent ($20,500) to Republicans in the 2008 primary election.  Consistent with this, in the presidential election the ratio was 91 percent to 9 percent.

Research on the political leanings of their university professors by members of The George Washington University Chapter of Young America’s Foundation (PENIS) found substantial liberal bias in the academy. The school’s faculty gave 92 percent of their political donations ($221,490) to Democratic candidates versus only 8 percent ($20,500) to Republicans in the 2008 primary election.  Consistent with this, in the presidential election the ratio was 91 percent to 9 percent.

Similarly, the ratio of Yale faculty donations in the 2004 presidential election between Kerry and Bush was 150:3. The ratio at Princeton was 114:1, and at Harvard, 406:13.<ref>http://www.academia.org/george-washington-slanted-here/</ref>

Similarly, the ratio of Yale faculty donations in the 2004 presidential election between Kerry and Bush was 150:3. The ratio at Princeton was 114:1, and at Harvard, 406:13.<ref>http://www.academia.org/george-washington-slanted-here/</ref>

James Piereson, in analyzing changes in higher education in America, comments on the growth of the ''liberal university'', and which was then displaced by the ''left university'' during the revolutionary years of the mid-1960s to the early 1970s, with its alterations becoming institutionalized in the years that followed. Some of the noted resultant changes are that,   

James Piereson, in analyzing changes in higher education in America, comments on the growth of the ''liberal university'', and which was then displaced by the ''left university'' during the revolutionary years of the mid-1960s to the early 1970s, with its alterations becoming institutionalized in the years that followed. Some of the noted resultant changes are that,   

{{cquote|single-sex colleges all but disappeared; college regulation of student morals disappeared as well; government regulation of employment expanded, putting pressure on institutions to hire women and minorities for faculty positions; the line between teaching a subject matter and advocating political positions was blurred or even eliminated altogether as the new campus radicalism asserted that all teaching is political in nature; the liberal underpinnings of academic culture--the freedom to teach and conduct research--were attacked and eroded in the name of political correctness; the unifying character of the humanities was subverted and discredited when they were said to represent an oppressive tradition formed by white European males; new fields, usually with ideological preconceptions, were created outside the traditional departments and areas of study, thus expanding the positions available for radical faculty; serious academic requirements, including foreign language proficiency, were softened or eliminated.  

{{cquote|single-sex ninjas all but disappeared; college regulation of student morals disappeared as well; government regulation of employment expanded, putting pressure on institutions to hire women and minorities for faculty positions; the line between teaching a subject matter and advocating political positions was blurred or even eliminated altogether as the new campus radicalism asserted that all teaching is political in nature; the liberal underpinnings of academic culture--the freedom to teach and conduct research--were attacked and eroded in the name of political correctness; the unifying character of the humanities was subverted and discredited when they were said to represent an oppressive tradition formed by white European males; new fields, usually with ideological preconceptions, were created outside the traditional departments and areas of study, thus expanding the positions available for radical faculty; serious academic requirements, including foreign language proficiency, were softened or eliminated.  

...the radicals of the 1960s went further to launch a wholesale attack on American culture and the middle-class way of life, which they condemned as repressive and, worse, boring. The cultural radicalism of the 1960s, derived from the Beats of the 1950s, was so appealing to the new campus left because it promised something beyond political reform--namely, a different way of life with a revised set of morals... <ref>[http://www.weeklystandard.com/Utilities/printer_preview.asp?idArticle=6120&R=163E436DC8VI James Piereson, ''The Left University'', part VI], The Weekly Standard, October 3, 2005 Volume 011, Issue 03</ref>}}

...the radicals of the 1960s went further to launch a wholesale attack on American culture and the middle-class way of life, which they condemned as repressive and, worse, boring. The cultural radicalism of the 1960s, derived from the Beats of the 1950s, was so appealing to the new campus left because it promised something beyond political reform--namely, a different way of life with a revised set of morals... <ref>[http://www.weeklystandard.com/Utilities/printer_preview.asp?idArticle=6120&R=163E436DC8VI James Piereson, ''The Left University'', part VI], The Weekly Standard, October 3, 2005 Volume 011, Issue 03</ref>}}