One time I was speaking at a local South Florida high school and explaining “wealth redistribution.” I used a football analogy, with the example of a team being ahead at halftime 28-7. However, when the team came back after halftime, the scoreboard read 21-14. I explained to the students that officials met in the press booth and decided to have equitable apportionment of touchdowns to make the game fairer. They believed the self-esteem of the other team was being adversely affected. When I asked the high school seniors if they agreed, they vehemently said no. They felt they’d earned their touchdowns. So I asked why? Shouldn’t they share their good fortune? I was met with a resounding no. They responded that the other team should have practiced more and played better.Clearly the University of Wisconsin-Madison would have trouble understanding that analogy as the faculty has just adopted a new charter advocating “proportional participation of historically underrepresented racial-ethnic groups at all levels” including “the distribution of grades.”
According to the National Review, “Earlier this year, the University of Wisconsin–Madison faculty senate adopted a new Framework for Diversity and Inclusive Excellence, which, according to the campus’s Board of Regents, “places the mission of diversity at the center of institutional life so that it becomes a core organizing principle.”
“To achieve the plan’s vague aims, the Ad Hoc Diversity Planning Committee formulated five goals and thirty detailed recommendations. Unbeknownst to faculty senators, these goals and recommendations are based on the “Inclusive Excellence” framework adopted earlier by the Board of Regents which includes eight essential “working definitions,” among them: “compositional diversity,” “critical mass,” “inclusion,” “equity mindedness,” “deficit-mindedness,” “representational equity,” and “excellence.”
Yep, it’s a bunch of academic gobbledygook indeed, but let’s look again at the definition of “representational equity.” According to the charter it means proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades.”As the National Review puts it, “Political correctness has for some time mandated that everyone get an A, so it was only a matter of time before the coercive forces seeking “Diversity and Inclusive Excellence” rendered grades utterly meaningless. But to commandeer grades as a vehicle for reparations? That level of brainlessness deserves an F — no matter what color you are.”
What ever became of advancement based on merit and the personal challenge to achieve a standard?
This is yet another facet of liberal progressive social justice: social egalitarianism. What happens to a society where there is no longer an equality of opportunity but rather equality of outcome? What is the incentive to work harder when your achievement is shared with those who have made no attempt to achieve anything? As Barack Hussein Obama and Elizabeth Warren say, “you didn’t build that, you didn’t earn that.” So why seek excellence?A popular definition of socialism is “A theory or system of social reform which contemplates a complete reconstruction of society, with a more just and equitable distribution of property and labor.” Complete reconstruction sounds a lot like fundamental transformation, doesn’t it?
As Sir Winston Churchill said, “Socialism is a philosophy of failure, the creed of ignorance, and the gospel of envy…The inherent virtue of Socialism is the equal sharing of miseries.”I wonder if the Wisconsin Badgers football team will be so kind with the “representational equity” of touchdowns this coming college football season? Riiiight.