Over time, our educational deficit with other countries, notably China, particularly in the acquisition of practical skills in mathematics, engineering medical technology, and management, has grown, threatening our economic and political pre-eminence. Our competitors, whatever their shortcomings, are focused on economic competition and technological supremacy. In math, the OECD’s 2018 Program for International Student Assessment found the United States was outperformed by 36 countries, not only by China, but also Russia, Italy, France, Finland, Poland, and Canada.
Critical Race Theory and its growing chorus of implementers—from the highest reaches of academia down to the grade school level—have little use for such practical skills acquisition and brook little dissent from teachers and researchers who raise objections to the new curriculum of racial grievance. Woke educators, like San Francisco’s School board member Alison Collins, claim that “merit, meritocracy and especially meritocracy based on standardized testing” are essentially “racist systems.” Some among the new racial cadres even denounce habits such as punctuality, rationality, and hard work as reflective of “racism” and “white privilege”.
In a world where brainpower pushes the economy, the denigration of habits of mind can only further weaken our economic future and undermine republican institutions. Even though the vast majority of corporate executives perceive a growing skills gap, they have failed to stop educators from abandoning skills in favor of ever greater emphasis on ephemera of race and gender.