Michael D. Breen: Critical race theory has no place in our schools

To The Daily Sun, 

Critical race theory is not a “theory” at all. Unlike the toxic beliefs of CRT, genuine theories can be accepted or rejected and are routinely modified while being studied in a broader context. At its core the kindest version of CRT maintains that white caucasians are inherently, unavoidably, and unknowingly “systemically racist.” Other CRT “theorists” are even less charitable in that they assert that white Caucasians practice “tacit intentionality” in their racist behaviors. Others contend that Black citizens are actually superior to white Caucasians due to large amounts of neuro-melanin within the locus coeruleus of the brain. This bizarre belief asserts that non-Caucasians walk before whites, asserts that non-Caucasians have superior “physical, spiritual and mental abilities.” How widespread is this racist gibberish? It is a core belief of Kristene Clark, recently nominated to manage our country’s civil rights laws.

In the crazy world of CRT, rationality itself is highly suspect. Consider the view of CRT icons Margaret L. Anderson and Patricia Hill Colling in race, class, and gender:

“The idea that objectivity is best reached only through rational thought is a specifically Western and masculine way of thinking.”

Yes, these champions of CRT believe that “rational thought” is unique to “Western cultures.” They also believe that rationality itself is a “masculine way of thinking.” In this belief system (a Marxist view of the world’s population as being oppressors and the oppressed) Western culture and men are labeled “oppressors.”

Consistent with this bedrock anti-intellectual philosophy, CRT instruction does not offer reason, logic or fact-based evidence of their claims. The complex array of reasons that created racial inequities is ignored, and replaced with a preconceived singular cause: inherent and unavoidable white racism. Caucasian students seeking rational explanations for CRT assertions are labeled as “white supremacists” and are often pressured to admit that they and ancestors are inherently morally insufficient. CRT is silent on the issue of why only one racial group on Earth is inflicted with this moral deficit of “systemic racism.” (C.S. Lewis labeled this tactic “Bulverism” (Those are in a CRT-assigned racial, gender or other "oppressed group” who question CRT and like ideologies that are told that their views are invalid as they are “internally oppressed.” Like other core CRT assertions, this scientifically illiterate claim precludes genuine critical thinking in CRT instruction.

What epistemological approach is possible for an instructor whose hate-laden subject disregards rational thought itself and relies upon gross distortions of history and science? How does one assert in an inoffensive way, that white students, their parents and ancestors are morally inferior because they are “systemic racist?” Why can’t students challenge CRT tenets without being personally and publicly demeaned? I mention these issues because these false toxic CRT notions are sweeping our public schools. We would be wise to avoid the self esteem and psychological damage it confers to our youth and the hateful divisiveness it brings to our communities.

Michael D. Breen Ph.D.,

Moultonborough