\u201cWherever\u2064 brutal minds \u200bget the upper hand, they destroy, they dumb down, they homogenize, and, if\u200d necessary, they stamp the face \u200cof\u200d opposition with \u200dthe jackboot of outright repression.\u201d <\/p>\n

Stanley K. Ridgley opens his new book, Brutal Minds: The Dark World of Left-Wing Brainwashing in Our Universities<\/em><\/a>, exposing\u2064 readers to the dark undercurrent\u2063 of violence and repression\u2064 in \u2064 American higher education<\/a>. Many of us who have gone\u200d through the once-vaunted academic halls of \u2062America\u2019s universities feel something is off \u2014\u2062 badly off. Finally, Ridgley, a professor\u200b at Drexel University, gives an in-depth explanation of how we fell into this putrid rot that has corrupted so much of academia and the next\u200b generation of Americans. <\/p>\n

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Leftism in \u2064Student Affairs<\/h2>\n
Being a professor, Ridgley makes\u2062 clear that\u2064 not all universities or university professors \u200bare engaged\u200d in tearing down students and brainwashing them into \u200ca parasitic ideology of self-destruction \u200cthat \u2063leads to civilizational destruction. \u201cMost faculty,\u201d\u2063 he writes, \u201cdo not engage in the brainwash.\u201d Although\u2063 \u201ca significant minority does,\u201d the real barbarians running amok, ruining students, and destroying universities are the administrators, counsellors, and workshop leaders \u201censconced in a bureaucracy \u2062called student affairs<\/a>.\u201d \u2062This is very much\u2063 what I recall\u2064 from my education, both at the \u200cundergraduate and graduate school\u200b level, from a small liberal arts university in Ohio to the halls and \u2062walls of \u2062Yale. <\/p>\n
Most academic faculty have left-leaning sensibilities, and it is easy \u2063to detect their biases in their language \u2064and rhetoric. But it is often the \u2063world outside the classroom that enforces the \u200dnew \u201cworld \u2062of intimidation, psychological manipulation<\/a>,\u200d [and] co-opted peer pressure.\u201d The campus workshops and activist\u2064 lectures militantly manifest<\/a> the real brutalism\u2063 and indoctrination on campus. The guest speakers, the \u2063endowed lecture series, and \u200dthe \u2062freshly minted psychology administrators who staff the counseling offices were the most nauseating people I generally encountered. They spoke all the buzzwords that \u2064have risen to\u2062 cultural prominence today. <\/p>\n
We all know that \u201cSocial justice educators are the chief practitioners of the brainwash in the university.\u201d But what, exactly, is \u201cthe brainwash\u201d that is indoctrinating students and destroying Western civilization? <\/p>\n
The Principles of Brainwashing<\/h2>\n
The attempt to answer this question \u2063is where\u2064 Ridgley\u2019s work \u200cis most illuminating. The\u2062 word brainwashing has entered \u2062common usage, but its origins come from the\u2064 1950s\u200b in describing communist \u201creeducation\u201d \u200bideology \u2014 mainly from Maoist China. Ridgley gives a brief history of how this dark \u200bpsychological operation \u200dworks and how it seeks to destroy the sense of self. Once\u200d the process\u2064 has obliterated individuality, it then\u2064 molds the human soul into \u200ba collective morass of enslavement and servitude to a totalizing ideology. <\/p>\n
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Ridgley identifies eight principles that the brainwashers\u200c use to \u2062break down\u2062 individuals and convert\u2062 them into foot soldiers of their\u200d ideological cause: <\/p>\n
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Milieu control (information control)<\/li>\n
Mystical manipulation (self-importance)<\/li>\n
Demand for purity (either\/or mentality)<\/li>\n
Cult of confession (public\u200c declarations of allegiance)<\/li>\n
Sacred science (absolute agreement with worldview)<\/li>\n
Loaded language (reinterpretation of language)<\/li>\n
Doctrine over person (enslaving yourself to the cause)<\/li>\n
Dispensing of existence (determining who is good, who is bad, \u2062and who gets to be a member of the good and\u200c bad groups in \u200cthe world)<\/li>\n<\/ul>\n
These\u200d principles serve to form the basis for\u2063 the \u201cideological totalism\u201d that now runs\u2062 rampant among\u200d the student body and\u200c the businesses, offices, and organizations the \u201ctrue believers\u201d staff\u200d and operate. <\/p>\n
Brainwashing\u2019s Bolshevik and Maoist Origins<\/h2>\n
These principles, Ridgley goes on to show, come from Maoist totalitarianism. They \u200bwork as an \u201cassault upon identity\u201d to\u2062 break down the individual into an admission\u200b of guilt. The fear of a\u2064 penalty is lifted by becoming a devoted member of the sacred science and doctrine, which reestablishes\u200c a sense of self and stability. This \u2062leads\u200d the broken individual to a \u201crebirth\u201d as a new person who now lives devoted to the doctrine that has offered new life. This type of totalitarianism is a counterfeit and diabolical theology. <\/p>\n
For those who\u200b are familiar with \u2064Soviet and Chinese communist propaganda and ideologies, \u2064this is nothing new. The whole ideologies of Bolshevism and \u2064Maoism rested on a condemnation of the masses and their old world\u2063 and identities in order to convert them into the \u201cnew \u200dman\u201d of socialism. \u200bSimply replace socialism with anti-racism and social justice and you have \u201cthe brainwash\u201d of the modern left in American and Western politics: <\/p>\n
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Social justice faculty and facilitators attack students to break down their sense of self and compel them to confess that they are\u2063 oppressors, if they are white. Black students and other persons of color are instructed that\u200c they \u2064are actually\u200c the victims of systematic oppression \u2062and that the white students in their classes are their oppressors \u200band complicit\u2064 in a system of oppression \u2064called white supremacy.<\/p>\n<\/blockquote>\n
We often forget that nonwhite \u2062students are also brutalized by this parasitic ideology. If you\u2019re not\u2064 white but agree with individualism,\u2064 meritocracy, \u200band the political liberties of \u2064the\u2063 Constitution, then you have internalized racism and\u2062 white supremacy! By loving Dante, reading Shakespeare, and \u2064quoting\u200d T.S.\u2062 Eliot,\u2062 you reveal yourself to be a pawn\u2063 of the oppressor \u200bclass and its values. Nonwhites must also \u2064be broken down \u200dand destroyed to be remade as a servant-soldier of the cause. \u201cThe brainwash\u201d destroys \u2064everyone and turns\u2062 everyone against\u2063 each other. <\/p>\n
Don\u2019t Take\u200d the Black Pill<\/h2>\n
It would be\u200d easy to get depressed and\u200c dejected after reading Ridgley\u2019s book, but he ends on an optimistic note.\u200d What can \u200bbe done? Can we save\u2064 ourselves and our once-great institutions of education and learning? Yes! <\/p>\n
Looking at the dissidents \u2014 \u2062students, teachers, and even politicians \u200c\u2014\u200c who \u2064stood\u200d up to Soviet totalitarianism\u200d in Eastern Europe (like V\u00e1clav \u200dHavel), Ridgley encourages all to stand up and \u201crefuse to live within the social justice and critical racialist lies.\u201d<\/p>\n
\u201cWe can revel in the liberation that Havel experienced as he rebuked authoritarian\u200b bureaucrats, too many of whom corrupt\u200c our own universities today,\u201d Ridgley writes. This will not be easy, but the fight for \u200cliberty, justice, and civilization \u2064never is. <\/p>\n
We may take comfort \u200cin \u2064knowing that while totalitarian regimes have always attempted to create\u2064 their \u200bversion of paradise on Earth, none have ever succeeded. Brutal and inhumane as they always \u2064are, they\u2063 have always failed. That is a hopeful thing to always remember. <\/p>\n
Perhaps the tide is turning. As more and more people\u200c become fed \u200dup with violence and the destruction of the sacred ideals of free speech,\u200d freedom of religion, and freedom of the self, the opposition to the lies of the\u200c new totalitarianism grows. \u201cLive not by\u2063 lies\u201d is a good philosophy\u2062 to embrace for \u200doneself. After all, \u201cthe truth shall set \u2063you free.\u201d <\/p>\n
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rnrn <\/p>\n
Why is the\u200b suppression of free \u2063speech and intellectual diversity\u2062 in universities detrimental to critical thinking, academic rigor, and societal discourse<\/h2>\n
N as we know it?<\/p>\n
Ridgley explains that the brainwashing begins with the infiltration of leftist ideologies \u200binto the curriculum\u2063 and \u2064policies of universities. The emphasis\u2062 on identity politics, victimhood, \u2064and the idea of a patriarchal,\u200c oppressive society is pervasive \u2063in many academic disciplines. Students are taught \u200bto\u200c view themselves as victims\u2064 and to see\u200c the world \u2064through\u200d the lens of oppression. This creates a\u200c culture \u2064of victimhood and a \u2062sense of entitlement, where individuals believe they are owed something simply because of their\u200b identity.<\/p>\n
Furthermore, student affairs offices play a critical role in perpetuating this mindset. These offices,\u2064 which are \u200cmeant\u200c to support and guide students, have become\u200d breeding grounds for radical ideologies. Ridgley describes encountering\u200d counselors and workshop leaders who were\u200c obsessed with pushing \u2063their agendas, using\u2063 intimidation tactics, and manipulating students into conformity. This includes using peer pressure \u200dto \u200dsilence dissent\u200b and encourage adherence to their beliefs.<\/p>\n
One of the most alarming aspects of this brainwashing is the \u200bsuppression of free\u2062 speech and the stifling of intellectual diversity.\u2062 Universities, once seen as\u2062 bastions \u2062of free thought and open debate, have become\u200b echo \u2063chambers where dissenting opinions are not tolerated. Ridgley \u2062highlights examples of speakers being disinvited or protested simply because their views did not align with the prevailing liberal ideology.<\/p>\n
The consequences of this brainwashing are dire.\u200b Ridgley argues \u200dthat it not only\u2063 stifles critical \u2062thinking and intellectual curiosity but\u200d also leads to a decline in academic rigor and \u200cthe degradation \u200bof \u2063educational standards. Students are no longer challenged\u200d to\u200d engage with different \u2064perspectives and develop a well-rounded worldview. Instead, they are taught\u200d to regurgitate\u200b the ideologies they have been spoon-fed, without questioning or \u2064critically evaluating them.<\/p>\n
Furthermore, this brainwashing has implications\u200c beyond the confines of \u2063the university campus. Ridgley asserts that the indoctrinated students\u200d go on\u200b to become activists, politicians, and leaders who perpetuate\u200d these ideologies in society. This contributes to the polarization \u2062and division that we see today, as individuals become more \u2064entrenched in their ideological bubbles and\u2064 less willing to engage in constructive dialogue.<\/p>\n
In conclusion, Stanley K. Ridgley’s book, “Brutal Minds: The Dark World of Left-Wing Brainwashing in \u2064Our Universities,” provides a thought-provoking analysis<\/a> of the insidious nature of ideological indoctrination in higher education.\u200d It highlights the role\u2062 of student affairs\u2064 offices in perpetuating \u2062this brainwashing and the\u200c consequences it has for intellectual diversity and societal discourse. It is\u2062 a \u2063call\u200b to action for those who value free thought, open debate, and the preservation of\u200d academic standards to challenge and \u200bresist this pervasive trend in universities.<\/p>\n","protected":false},"excerpt":{"rendered":"
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