‘Emory University has removed the name of U.S. Supreme Court Justice Lucius Quintus Cincinnatus Lamar from prestigious law professorships because he owned slaves and served in the Confederate Army.
The university declined to be moved by the fact that Lamar supported the 14th Amendment as well as compromise and reconciliation with the North after the Civil War.’ More of this article at https://www.thecollegefix.com/emory-removes-name-of-supreme-court-justice-from-1800s-because-he-owned-slaves/
‘Fast food chain Pizza Hut has produced a training program for teachers that claims to “promote awareness, respect, and empathy for different lived experiencing,” arguing that “everyone has as racial identity.”
In one pamphlet produced by the program, toddlers express racist views, arguing that “Children as young as three-years-old begin to show evidence of societal messages affecting how they feel about themselves or their group identity — this is the beginning of internalized superiority or internalized oppression.”
The program, developed by Pizza Hut and First Book, is a “series of resources designed to support educators in helping their students engage in effective, courageous conversations about race and social justice,” and boasts that it is “informed by leading anti-bias, antiracist (ABAR) experts.”
The guide aims to teach educators that “racism exists within and beyond schools and communities of learning,” arguing that “the myth of racial hierarchy remains a dominant part of America’s culture.”
“Acts of violence against black communities are often identified on social media by the hashtag #BlackLivesMatter,” the program suggests.
As detailed by Daily Wire, a pamphlet titled “Empowering Educators: A Guidebook on Race and Racism” claims that “The Empowering Educators Guidebook provides support for educators seeking to increase their personal awareness of race and racism, as well as direction on how to ground learning environments through inclusive curriculum and diverse, affirming literature.”
The Daily Wire reports:
The pamphlet refers to America’s history of systemic racism as it talks about the death of George Floyd: “Floyd’s murder, along with other acts of violence against Black men and women leading up to and after his death, spurred global protests as America continues to reckon with its history of police brutality and systemic racism.”
It continues by arguing, “Many antiracist experts note that racism in America is not perpetuated by ‘bad’ people. Rather, racism is maintained by laws, policies, and normalized practices that are upheld consciously and unconsciously by those who knowingly or unknowingly benefit from them,” adding, “Although many people don’t engage in individual acts of racism, they still benefit from racist policies, practices, and social norms.”
It champions the “reality” of intersectionality, writing, “A person who is Black and female, for example, experiences discrimination and disadvantage differently than a person who is White and female. This concept of intersectionality was coined in 1989 by Dr. Kimberlé Williams Crenshaw. She describes how a person’s social identities such as race, class, and gender coincide to create overlapping systems of disadvantage. When developing your awareness, it is important to acknowledge this reality for students, families, and colleagues.”‘https://www.rebelnews.com/pizza_hut_urges_teachers_to_watch_out_for_racist_toddlers?utm_campaign=rb_03_08_2022&utm_medium=email&utm_source=therebel
Presently in our Bible teaching we are in Genesis 6 and heading to the chapter on the flood. Let me tell you when Noah built the Ark according to the instructions the Creator gave him he was precise in his maths for his family’s lives were at stake. Anyway, now days did you know ‘…mathematics could be racist, and that there is such a thing as ‘white math’? A claim is being made in some US academic circles that to insist that there is a correct answer to a statement like ‘2 + 2 = x’, is inherently racist, and that mathematics needs to be made antiracist. An organization1 funded by the Bill and Melinda Gates Foundation has published a document entitled, “A Pathway to Equitable Math Instruction Dismantling Racism in Mathematics Instruction“2. The document’s Letter to Reader states, “The framework for deconstructing racism in mathematics offers essential characteristics of antiracist math educators and critical approaches to dismantling white supremacy in math classrooms by visualizing the toxic characteristics of white supremacy culture … with respect to math.”
Bertrand Russell (1872–1970) a prominent anti-Christian philosopher and mathematician,3 a professed atheist,4 and Sergiu Klainerman, a professor of mathematics at Princeton University,5 among others, would disagree with the premise that mathematics is inherently racist. From a Christian perspective, we can add the fact that the basic principles of logic and mathematics cannot be racist nor are they in any way subjective human constructs, because they come from the perfect (Psalm 18:30) and holy (1 Samuel 2:2; Revelation 4:8) mind of God. Let us explore the reality that mathematics comes from the mind of God.
In Genesis 1–2, the narrator (God) uses concepts of mathematics embedded within the account without expounding the conceptual depth which underlies these concepts. For example, the enumeration of the days of Creation Week in Genesis 1 and 2 (Genesis 1:5, 8, 13, 19, 23, 31; Genesis 2:2) may appear to be rather routine. After all, we count from our earliest days—a child counts the number of days until his or her birthday. Some writers have observed that the use of the ordinal adjective (‘second’, ‘third’, etc.) with the word ‘day’ indicates that God is speaking of standard 24-hour days, and that the use of the cardinal (‘one’) and ordinals to number the days of creation demands a sequential chronological reading of the text. However, while this is true, they often fail to observe that the use of the ordinals indicates that the enumeration of the creation days is of fundamental importance. In addition, Genesis 5 implicitly uses addition, such as in the statement, “When Seth had lived 105 years, he fathered Enosh. Seth lived after he fathered Enosh 807 years and had other sons and daughters. Thus all the days of Seth were 912 years, and he died.” (Genesis 5:6–8)—i.e., 105 + 807 = 912.
Another use of a fundamental mathematical concept in Genesis 1 is the inclusion of entities in sets (e.g., six days of creative activity and “two great lights” [Genesis 1:16]). Sets are based on the abstract concept that assumes the existence of universals and not merely particulars by which each entity is viewed as independent from all others. A universal is the grouping of instances by their consistent characteristics or qualities. For example, when God later spoke to Adam and told him that he could eat from every tree in the garden, but one (Genesis 2:16–17), he used a universal to describe a set and Adam would have understood the concept to include grapes from vines, berries from bushes, and pears and nuts from trees. Universals are usually grouped into three classes: types or kinds (e.g., boats, birds, or chairs), properties (e.g., heavy, big, or small), and relations (e.g., parent, higher, colder). Since we use universals all the time, we may not understand an inherent difficulty with their existence. The problem of universals has perplexed philosophers from the earliest days.6 The challenge is how to account for their existence: Are they real? Do they exist independent of particulars? Can they exist if the universe is merely the product of random events in a material universe? Are they purely constructs of language?
The correspondence between abstractions—mathematical concepts such as ordinal counting and sets—and phenomena in nature is difficult for materialistic naturalists to explain. If mathematics is purely an invention of human minds, then it is a challenge to explain the correspondence between a mathematical equation and what happens in the natural realm.7
The efficacy of mathematics is astounding. With calculations, men and women guided the Apollo missions to the moon, can triangulate on signals generated by ‘black’ boxes to find a lost airplane at the bottom of the ocean, and can synchronize computers 20,000 kilometers apart so that they receive e-mail messages correctly. A materialistic naturalist cannot explain why pure abstractions—e.g., trigonometric equations, can have such an effect on the physical universe.
The existence of counting and mathematics is evidence that the universe was created by an intelligent designer—the God of the Bible. The laws of mathematics (e.g., commutative, associative, and distributive) come from God’s mind. Mathematics is one form of God’s thought—others include descriptive (Genesis 1), naming (Genesis 1:5), animating (Genesis 2:7), visualizing (Exodus 25:40; Exodus 26:30), and logical (Isaiah 1:18). The laws of mathematics exist in God’s mind and were not affected by the Fall of man into sin. The laws of mathematics are therefore perfect (Psalm 19:7) and can be derived without error. Of course, this does not mean that accountants and engineers (and others), affected by the Curse (Genesis 3:17–19), will always perform their arithmetical calculations without error.
Unbelievers can use the mechanics of mathematics without being able to explain what counting is or provide a logically consistent reason for why mathematics works, particularly when applied to natural systems. The problem is that their worldview claims that the universe came into existence by chance and has no non-material dimension (e.g., everlasting human souls). The fact that materialistic naturalists count and use complex mathematics to accomplish amazing things illustrates that they live in practical terms as if there is a God behind the universe, while denying His existence (Romans 1:18).8
When we examine the laws of nature (e.g., the Law of Gravitation or Coulomb’s Law of Electric Charge), we quickly discover that they are based on mathematics and that they model how God has chosen ordinarily to govern the universe; not how He must govern it—the laws of nature are descriptive, not prescriptive. The fact that nature can be described mathematically has been a continuing surprise to those who cannot think beyond their presuppositions of materialistic naturalism. They have difficulty explaining why there is a connection between physical reality and abstract mathematics. The fact that there is, indicates that the universe is more than the sum of its parts and is the product of intelligent thought.’ For the entire article go to https://creation.com/mathematics-from-the-mind-of-god?utm_campaign=infobytes_au&utm_content=Math+isn%27t+racist%2C+it%27s+Divine%21&utm_medium=email&utm_source=mailing.creation.com&utm_term=Fortnightly+Digest+-+2021.05.28
The following just might be seen as being a hypocrite but according to the mainline media “There’s nothing to see here”. You see, ‘The co-founder of the polarizing Black Lives Matter movement is under fire for buying a $1.4 million home in a posh California neighborhood that’s 88 percent white.
It’s an interesting decision for Patrisse Cullors, a self-professed Marxist and race-baiting activist who has paid lip service to promoting black pride.
According to Dirt.com, the home is located in Topanga Canyon, an idyllic rustic neighborhood about 48 minutes outside of Los Angeles and less than 30 minutes from tony Malibu.
Cullors’ new home has three bedrooms and two baths and sits on one-quarter of an acre. The property also has a separate one-bedroom, one-bathroom guest house.
But what is most interesting is that the BLM co-founder chose to live in Topanga, where less than 2 percent of the population is black.’https://www.westernjournal.com/blm-co-founder-buys-million-dollar-home-neighborhood-black-population-less-2/?utm_source=web&utm_medium=deepsix&utm_campaign=can&utm_content=2021-04-09
‘College Fix senior reporter Christian Schneider discusses the rise of racially-based safe spaces on campus.’
The world is not only anti-God but is just plain crazy! The following gives forth some of this craziness including math being racist. Set yourself down with a cuppa and enjoy!
Where may a white person go and be welcomed?
‘In October, American University announced in its spring 2021 plan that students would have the option to apply for a temporary residential housing experience for half the semester. This program would welcome 1,250 full-time students to reside on campus from March to May 2021 in addition to the students already on campus for emergency housing, bringing the residential total to more than 1,500. The anticipated minimum cost for this experience, which includes housing, dining and health insurance, would be approximately $5,205.
While this brings excitement to many students who’ve been deprived of a proper freshman experience, it leaves me to question: Who does this plan really benefit? Since the start of the coronavirus pandemic, more than 15,000 lives were lost in the DMV and 75 percent of lives lost in D.C. were Black citizens. Though Black citizens in D.C. often suffered more than white citizens during national economic downfalls, the pandemic has magnified and worsened the existing racial inequalities in the city, such as food insecurity and lack of access to healthcare.
The large influx of predominantly affluent white students into D.C.’s “chocolate city,” a term that refers to its large population of Black citizens, could evoke similar effects of settler colonialism and negatively impact the community. Settler colonialism is a form of colonialism that replaces the original population with a new invasive species. The settler system takes over the space, resources and culture of the environment it encompasses, displacing the original population. Through the Mid-Semester Residential Experience, students are entering into populations that are already struggling to support themselves through the pandemic. ‘https://www.theeagleonline.com/article/2021/02/opinion-mid-semester-residential-experience-could-enforce-settler-colonialism