An excerpt from a recent article written by Peter Boghossian and Lyell Asher. The article is titled: "Ed Schools: Weak Academics & Woke Politics: "Why Colleges Are Becoming Cults."

So it's no surprise that the most blatant attempts at censorship and indoctrination on college campuses have come primarily from administrators trained in institutions—ed schools—which combine both of the characteristics I just mentioned. Low academic standards—can't debate, and high-octane political orthodoxy—won't debate.

. . .

[O]ut of the five studies he looked at, four of them showed that students pursuing education degrees had the absolute lowest scores. That was the finding of the Army Classification Test from 1946, the Selective Service test from 1951, the Project Talent tests from the 1970s, and the test for admission to graduate school (otherwise known as the GRE) in the early 2000s.

The only exception was the Scholastic Aptitude test of 2014. On that test, students who indicated a primary interest in education came in next to last place—14th out of 15. In addition to their weakness in academics, ed schools are just as notorious for their woke political orthodoxy.

Twenty years ago, who would have ever thought that this type of curriculum would have been a new direction, controversial or necessary? FAIR reports:

Ian Rowe believes in teaching students four cardinal virtues: courage, justice, wisdom, and temperance. These qualities make up the core curriculum at his forthcoming International Baccalaureate public charter high schools in the Bronx, set to open in 2022. A product of New York City’s public school system himself, Rowe is determined to give parents an option that promotes classic ideas about equality that many still believe can work.

“The schools will be grounded in the ideas of equality of opportunity, individual dignity and our common humanity,” says Rowe. “They're schools that will be dedicated to this idea of democratic discourse, our ability to debate across differences, where we won't reduce kids to individual, immutable characteristics. We won't reduce kids to just characteristics like race or gender, but instead treat each student as individual human beings with great capacities to achieve.”

Rowe's program seeks meaningful progress in the ability of students to survive in the real world:

“I think a lot of [these debates are] a massive distraction from some fundamental issues facing kids of all races in our country,” said Rowe. “It's still the case that less than 40 percent of all kids in our country are reading at grade level. This is a massive literacy crisis. Things like Critical Race Theory and DEI have nothing to do with improving outcomes for children and take attention away from important factors like family structure, having school choice, the ability for parents to choose great schools, really empowered curricula that's rigorous in nature, the science of reading. You know, these are the factors that really determine whether or not kids are going to be successful.”

Here is an excerpt from an article Dr. Lyell Asher, posting on Peter Boghossian's Beyond Woke Website. Title of the article: "Why Colleges Are Becoming Cults."

[I]n the last twenty years, and in the last decade especially, higher education has gone from listing to the political left, to a full-on capsize into something that, at many institutions, more closely resembles a cult. Different institutions hit this tipping point at different times. But it was back in 2010, when I began hearing adults in positions of authority say “intentions don’t matter,” that I realized that something very different—and very stupid—was afoot. This mantra wasn’t shorthand for intellectually respectable arguments about the limits of authorial intention in literature, or about “intentionality” in philosophy. Rather, it was a dismissal of the “I-didn’t-mean-to-break-the-lamp” kind of intention—that basic component of moral evaluation understood by people everywhere, usually by the time they’re potty-trained.

This wasn’t coming from faculty either, at least not back then. It was coming from student-facing administrators whose increasing numbers and expanding roles on college campuses had been accompanied by—and accomplished by means of—subtle shifts in language. Students were no longer in a college; they were in a “community.” One began to hear in official pronouncements that “we’re all educators.” The word “collegial” began to mean little more than “compliant.” Something was “inclusive” if it coincided with that week’s political positions of the (mostly white) urban elite sporting advanced degrees. In a little over a decade this administrative class helped turbocharge a process that had been underway for several decades: transforming four-year colleges and universities from being among the best places to critically evaluate ideas, into being among the worst.