That effort comes courtesy of Patricia Gurin, whose spurious research on the educational efficacy of diversity helped dump racial preferences into the Constitution in Grutter. According to Peter Schmidt, “Among the results researchers hope to see are students expressing a desire to work with others to promote social justice and being more likely to attribute problems such as poverty to societal inequities rather than to individual failings.” Isn’t that a nice, open-minded kind of approach? Since they already know what conclusions they want the students to reach, why not skip the tension, the dialogue, the provocation, and all the trouble, and just teach them the answers?

See the NAS’s response to these kinds of initiatives, which are becoming more widespread on college campuses today and are the very opposite of liberal education.