Adam Harris

Yes. And, you know, it's interesting, over the last several years, right, last couple of decades, actually, there's been this argument that Institutions don't teach students how to think. They teach students what to think. That's what conservatives say. That's what conservatives say, right?

Yes. And, you know, it's interesting, over the last several years, right, last couple of decades, actually, there's been this argument that Institutions don't teach students how to think. They teach students what to think. That's what conservatives say. That's what conservatives say, right?

Yes. And, you know, it's interesting, over the last several years, right, last couple of decades, actually, there's been this argument that Institutions don't teach students how to think. They teach students what to think. That's what conservatives say. That's what conservatives say, right?

It was one of the first things that Betsy DeVos said when she became the education secretary was that colleges are teaching students what to think as opposed to how to think. And in some ways, this effort— is actually trying to do that. It is trying to teach students, this other stuff is out of bounds, right? But this is the acceptable sort of curriculum for your class.

It was one of the first things that Betsy DeVos said when she became the education secretary was that colleges are teaching students what to think as opposed to how to think. And in some ways, this effort— is actually trying to do that. It is trying to teach students, this other stuff is out of bounds, right? But this is the acceptable sort of curriculum for your class.

It was one of the first things that Betsy DeVos said when she became the education secretary was that colleges are teaching students what to think as opposed to how to think. And in some ways, this effort— is actually trying to do that. It is trying to teach students, this other stuff is out of bounds, right? But this is the acceptable sort of curriculum for your class.

These are the acceptable things that you can say. And even if they're not saying it explicitly, institutions are taking it as such. We've already seen some colleges, such as High Point University, when that Dear Colleague letter came out that said, make sure you're not using race or using sort of discriminatory language in any of these things.

These are the acceptable things that you can say. And even if they're not saying it explicitly, institutions are taking it as such. We've already seen some colleges, such as High Point University, when that Dear Colleague letter came out that said, make sure you're not using race or using sort of discriminatory language in any of these things.

These are the acceptable things that you can say. And even if they're not saying it explicitly, institutions are taking it as such. We've already seen some colleges, such as High Point University, when that Dear Colleague letter came out that said, make sure you're not using race or using sort of discriminatory language in any of these things.

They sent out a letter to their faculty, to their staff, and said, remove all of these. They gave them more than 40 words and said, remove them from everything. get rid of them in your PowerPoint presentations, get rid of them in your curriculums. They ended up walking that back. But you see the sort of chill that that already starts to have when administrators are thinking,

They sent out a letter to their faculty, to their staff, and said, remove all of these. They gave them more than 40 words and said, remove them from everything. get rid of them in your PowerPoint presentations, get rid of them in your curriculums. They ended up walking that back. But you see the sort of chill that that already starts to have when administrators are thinking,

They sent out a letter to their faculty, to their staff, and said, remove all of these. They gave them more than 40 words and said, remove them from everything. get rid of them in your PowerPoint presentations, get rid of them in your curriculums. They ended up walking that back. But you see the sort of chill that that already starts to have when administrators are thinking,

I don't want to lose my funding. And so I'm going to go ahead and say, let's just get rid of all of that in our curriculum.

I don't want to lose my funding. And so I'm going to go ahead and say, let's just get rid of all of that in our curriculum.

I don't want to lose my funding. And so I'm going to go ahead and say, let's just get rid of all of that in our curriculum.

So it's difficult to detect a trend there. There is a way that you can sort of have a veil of legitimacy on any investigation. And so if you have received a complaint from a school of anti-Semitism, You can say that, okay, that's going to be the school that we're going to investigate.

So it's difficult to detect a trend there. There is a way that you can sort of have a veil of legitimacy on any investigation. And so if you have received a complaint from a school of anti-Semitism, You can say that, okay, that's going to be the school that we're going to investigate.

So it's difficult to detect a trend there. There is a way that you can sort of have a veil of legitimacy on any investigation. And so if you have received a complaint from a school of anti-Semitism, You can say that, okay, that's going to be the school that we're going to investigate.

And knowing that all it took was 14, you know, 15 days for the administration to go ahead and remove all of, you know, $400 million of Columbia's funding, those institutions may be more likely to say, whoa, let's like do whatever they're saying for Columbia to do. Let's go ahead and do that.

And knowing that all it took was 14, you know, 15 days for the administration to go ahead and remove all of, you know, $400 million of Columbia's funding, those institutions may be more likely to say, whoa, let's like do whatever they're saying for Columbia to do. Let's go ahead and do that.