By Hyde Fromue
The eleven moral virtues described by Aristotle in the Nicomachean Ethics include Courage, Patience, Truthfulness, Wittiness, and Friendliness—five virtues that we do not have the luxury or privilege to cultivate in our fight for social justice.
Thankfully, the Office of Faculty Development and Diversity at Cornell University has reduced the eleven Aristotelian moral virtues down to three social justice virtues. Their website provides guidelines for us to assess the strength and weakness of our own social justice virtues.
The three social justice virtues described by the Cornell University Office of Faculty Development and Diversity are: 1) Awareness of, 2) Experience Promoting, and 3) Plans to Advance Diversity, Equity, and Inclusion. This self-assessment is not only valuable for Cornellians, but for anyone seeking a re-education at any college or university in Amerikkka, including MIT, American University, UPenn, UNC, Colgate, Harvard, Yale, Berkeley, Princeton, Brown, Columbia, Stanford, and Dartmouth.
Do not waste your time on the diversity statement from Hillsdale College.
Be aware that with the ongoing discovery and unveiling of new classes of victims, the university social justice guidelines are continuously evolving and you may want to refresh your browser several times as you read them. Cornell’s three social justice virtues and the rubrics to rank within them are:
Awareness/Understanding of Diversity, Equity and Inclusion | |
Weak |
|
Average |
Demonstrates some qualities consistent with weak and strong characteristics. |
Strong |
|
Experience Promoting Diversity, Equity, Inclusion | |
Weak |
|
Average |
|
Strong |
|
Plans to Advance Diversity, Equity, Inclusion at Cornell | |
Weak |
|
Average | Plans are vague without mentioning objectives, expected outcomes, specific tasks. |
Strong |
|
These guidelines, which serve as a political litmus test in faculty hiring, ensures that Cornell will transition from a Western traditional truth-seeking university to a progressive university that trains social justice activists. It also ensures that the students, faculty, staff, and administrators will forego critical thinking and the search for truth that just mucks up the waters and slows down the revolution.
Yes, we at Cornell University have finally eclipsed Liberty Hyde Bailey’s White Supremacist concept of the Ground-Levels of Democracy, which was based on truth rather than advocacy!
To find the fact and to know the truth, this is the purpose of the quest of science. If the truth can be applied to the arts of life, the gain is good; but the truth is valuable on its own account, and for the range and reach that it imparts to the mind. As the truth is of itself, as it knows no person and no condition, so is its application impartial and so is its effect on the mind uncompromising. One never makes the quest with success unless the mind is open at the start. The quest is to find out, always to discover, never to prove a thesis or to demonstrate an assumed position. Herein does this mind differ from that of the advocate who must merely prove a case, or from that of the preacher who must support a dogma, or from that of the politician who must defend a party.
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