Critical Race Theory as Ideology

The word theory signifies proposed knowledge that is not merely subjective sentiment or belief that is being prescribed or advocated as an ideology; the purpose of a theory is rather to explain. Only in terms of better understanding is the implication that a better world could result (i.e., from the enhanced understanding). Even though a theory does not constitute established knowledge, that ideologues have seized on the label as a way of legitimating their respective cherished ideologies should come as no surprise because ideology sells better in the guise of knowledge even though a theory has yet to gain sufficient support epistemologically to be recognized as established knowledge. The epistemological subterfuge—a Trojan horse of sorts—also hides the fact that the ideologue seeks to persuade or advocate rather than primarily explain. Under the patina of a knowledge-claim lies quite another instinctual urge. Nietzsche’s claim that the content of a thought is none other than an instinctual urge of sufficient power to burst into consciousness—a manifestation of the will to power—provides an explanation for why the slight of hand is so easy for ideologues to make in sliding over to present the veneer of knowledge-claims even though such claims do in fact differ qualitatively from ideological claims. I contend that critical race “theory,” as well as the related interactionist “theory,” is in its very substance ideological in nature, rather than knowledge or even a theory.

The full essay is at "Critical Race Theory as Ideology."

On the Self-Entitlement of Yale’s Faculty

Whereas the emails that Larry Summers sent to the disgraced underage-sex-ring boss, Jeffrey Epstein, did not—at least to my knowledge—involve Summers’ role as a professor at Harvard, Yale’s David Gelernter, who had been wounded in 1993 by a mail-explosive that had been sent by the “Unabomber,”—an event that I remember in person as I was a Yale student back then—wrote not only on topics such as business and art, but also to recommend a hot female student to work as an editor for Epstein. Specifically, Gelernter had a Yale senior in mind—a student he described in the email as a “v small good-looking blonde.”[1]  Whereas Larry Summers apologized publicly (and to his class) in late 2025 for his bad judgment in having continued to exchange emails with Epstein even after the latter’s conviction, Gelernter saw nothing to apologize for in spite of the fact that the flagged email pertained to his role as a professor (in recommending a student). He was actually proud of the email that he had sent as a professor concerning a student to the sex-predator! The sheer brazenness of Gelernter’s self-defense reveals something about the privileged mentality of Yale’s faculty—a mentality that is not good for academia or Yale.

The full essay is at "On the Self-Entitlement of Yale's Faculty." 

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1. Dave Collins, “A Yale Professor Recommended a ‘Good-Looking Blonde’ Student for a Job with Epstein. He’s Not Sorry,” APnews.com, February 11, 2026.

Renunciation in Hinduism

The concept of renunciation in Hinduism has been subject to astonishingly different interpretations. Renunciation has been thought to necessitate meditation that one’s self is essentially the same as brahman, which is being itself, which can be realized by focusing on being conscious, or aware, without distracting thoughts and desires. This is Shankara’s position, whereas Ramanuja, who emphasized Bhukti devotion to the god Krishna, saw renunciation as detachment from desires without giving up action. Detached action or meditation. Which is preferred. In the Bhagavad-Gita, the former has the upper hand, but that does not mean that the text does not contain contradicting passages. It may that transcending contradiction lies above knowledge as well as renunciation in either of its meanings.

The full essay is at "Renunciation in Hinduism."

Shankara: Knowers-of-the-Self Should Not Fight

I contend that Shankara imparts too much of his Advaita Vedanta Hindu philosophy’s penchant for renunciation in interpreting the momentous chapter two of the Bhagavadgita. I know in having translated a text that it is all too tempting to “embellish” a text by re-phrasing beyond what is necessary for clarity. Sometimes, in reading another translation of a text that I am translating, I am astounded to find even entire subordinate clauses that do not correspond to the original text in its language. I believe Shankara does something similar in both his emphasis on the self (atman) as non-agent and his disavowal of action in favor of renunciation. Krishna’s advice to Arjuna is not to renounce fighting in the war, which even Shankara describes as righteous even though it is for earthly power. To fight dispassionately is obviously not the same as not fighting (i.e., not acting). Krishna is not in favor of Arjuna’s refusal to fight, whether Arjuna has knowledge of the Samkhya (i.e., discrimination of metaphysical reality: that eternal, immutable atman is Brahman).

The full essay is at "Shankara."

Is the Hindu Bhagavadgita Monotheist?

Even though the Bhagavadgita is just a small part of the Mahabharata Hindu epic, the popularity of the former book in Hindu households has led to it being referred to as the Hindu Bible. This likeness should be taken at face value, for the contents in the Gita are very different than the theological context of the Bible, whether just the Torah, the Talmud, or the New Testament. Even though the virtue of kindness or love issuing out in compassion to other people is a shared descriptor of the Hindu Lord Krishna, which is the highest god in the Gita, and the Christian Lord Jesus, the ideational dissimilarities between the Gita and the Bible should not be glossed over. Put another way, not even the symbol of the mandala, which Joseph Campbell includes as the religious archetype of wholeness in The Power of Myth, should dispel the notion that religions contain unique and thus different philosophical and theological ideas and even just stances.

The full essay is at "Is the Hindu Bhagavadgita Monotheist?"

Cancelled Classes: Harvard’s Far-Left Ideological Courses Take a Hit

I contend that the more courses that are heavily ideological and biased in advocating a particular ideology that a university has, the higher the chances that a university will eventually suffer from a lack of educational legitimacy and perhaps even have to close down for want of students. Even great American universities such as Harvard and Yale are not immune. Their huge endowments could even function as organizational slack enabling a particular ideological bent to percolate throughout the universities for a long time with impunity due to the sheer amount of money in the universities respective invested wealth. When I was a student at Yale, I worked part-time at the Development Office calling alumni to give to the already-wealthy university. I had no idea at the time that being rich could actually harm a university, or allow for educational decadence with impunity. At Harvard in 2024, there was some indication that the students’ freedom in selecting some of their courses was serving a good purpose in putting biased-ideological courses out of business for lack of sufficient enrollment. The student marketplace could substitute for compromised university administration in its educational oversight function. Adam Smith would be proud.

The full essay is at "Cancelled Classes at Harvard." 

Undermining Progress: Power Enforcing Infallible Ignorance

Bleeding to heal. The Earth is flat. Earth is at the center of the solar system. Zeus lives on Mount Olympus. The divine right of kings to act even as tyrants (e.g., Henry VIII of England). Hitler died in his bunker. Turning the heater on in a local bus kills coronavirus. These are things that were thought in their respective times to be uncontrovertibly true. In some of these cases, the power of the establishment was not subtle in enforcing them even when they should have been questioned. How presumptuous this finite, mortal species is! If ignorance on stilts is bliss, then why is it such in need of power? Subconsciously, the human mind must realize that its assumption of not being able to be wrong is flawed. We are subjective beings with instinctual urges—one of which manifests in the unquestioned assumption that what we know cannot be wrong, and furthermore that we are entitled to impose our “facts” on others. As the homo sapiens (i.e., wise) species, we are too sure, and too proud, concerning our knowledge and especially beliefs. We would like to have the certainty and objectivity that computers have, but we are subjective biological animals, not inert machines.

The full essay is at "Power Enforced Infallible Ignorance."

Do You Believe in Global Warming?

On September 16, 2012, “Arctic ice covered just 1.32 million square miles—the lowest extent ever recorded. ‘The loss of summer sea ice has led to unusual warming of the Arctic atmosphere, that in turn impacts weather patterns in the Northern Hemisphere, that can result in persistent extreme weather such as droughts, heat waves and flooding,’ NSIDC scientist Dr. Julienne Stroeve noted in a press release. ‘There's a huge gap between what is understood by the scientific community and what is known by the public,’ NASA scientist James Hansen said, adding that he believed, ‘unfortunately, that gap is not being closed.’ What the scientific community understands is that Arctic ice is melting at an accelerated rate -- and that humans play a role in these changes. According to the panel, humans are ‘really running out of time’ to prevent atmospheric carbon dioxide concentrations from reaching levels that would precipitate runaway climate change. Hansen warned that even maintaining current concentrations of approximately 390 parts per million for several centuries ‘guarantees disaster.’”[1] Nevertheless, record amounts of carbon dioxide were emitted into the atmosphere in 2016 to at least 2018, and 2016 was the hottest year on the planet as of 2019.[2] What makes an intelligent species, homo sapiens, go in the wrong direction even from the outset of an announced, guaranteed disaster? Timing and mentality have a lot to do with it. 

The full essay is at "Believing in Climate Change."

1. Joanna Zelman and James Gerken, “Arctic Sea IceLevels Hit Record Low, Scientists Say We’re ‘Running Out Of Time,” The Huffington Post, September 19, 2012. 
2. Kelly Levin, "New Global CO2 Emissions Numbers Are In. They're Not Good," World Resources Institute, December 5, 2018 (accessed October 21, 2019).

Oceans Arising on Edifices of Arrogance

A study published in late November 2012 in the journal Science estimates that the melting of ice sheets in Antarctica and Greenland had raised global sea levels by 11.1 millimeters (0.43 inch) since 1992. That represents one-fifth of the total sea-level rise increase in that period. Other contributors include the expansion of the sea water from warming, and the melting of glaciers, as for instance on mountains. In the 1990's, melting of the polar ice sheets in the Antarctica and Greenland was responsible for about 10 percent of the global sea-level rise, but by 2012 the effect had risen to 30 percent.[1] The study does not, however, uncover the underlying cause, or association, lying in a complexity in human nature itself. Our species has vaunted to the top of the food chain and leveraged a brain capable of engineering technological advances that would have seemed magical even just in the nineteenth century, and yet we seem hard-wired to accelerate our course to a self-destructive extinction. This lack of balance is reflected in the increasing extremes in the global climate. In this essay, I begin with the study and steadily work toward uncovering the underlying, subterranean culprit, which would go on to produce record-high carbon-emissions in 2017.

The entire essay is at "Oceans Arising on Edifices of Arrogance"

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[1] Gautam Naik, “Polar Ice Melt Is Accelerating,” The Wall Street Journal, November 30, 2012.

When Partisanship Takes on Science on Global Warming: The Part before the Whole

Thomas Jefferson and John Adams concurred on the following preference—namely, a natural aristocracy of virtue and talent over the artificial sort of birth and wealth. Talent here is not merely skill, but also knowledge. Hence the two former U.S. presidents agreed that citizens ought to be given a broad basic education in free schools. The corollary is that as a citizenry lapses in virtue and knowledge, decadence will show up in public discourse and consequently public policy. If kept unchecked, the tendency is for the republic to fall.

The full essay is at "Partisanship over Education and Virtue."

Leadership Consulting: Stances on Scholarship

As the field of leadership consulting continues to proliferate, fringe-elements have developed that risk taking down the credibility of the field itself as well as its more solid practitioners. In this essay, my objective is to make those practitioners aware of the damage to their field (and indirectly to their own practices) that is being committed on the periphery. Relatedly, my task extends to making scholars of leadership aware of how leadership itself is being undermined as a concept used (and abused) in the business world. I contend that maintaining the distinction between consulting (including writing on it) and scholarship is in everyone’s interest, even if some “coaches” believe they have a momentary interest in blurring the lines for personal gain.

The full essay is at "Leadership Consulting."

See related essay: “Toward a Definition for Ethical Leadership: Disabusing the Pessimists”

Student Teaching-Assistants Hunger-Strike at Yale: Facing an Implacable Wall

During the Spring term of 2017, some graduate students at Yale began a hunger strike to pressure the administration to negotiate with their union. At the time, about 70 percent of the instructors at American colleges and universities were part-time—including adjunct instructors and graduate students working as teaching assistants. They were poorly paid and lacked “access to affordable health care, job security or a voice in their working conditions.”[1] I contend that we should not gloss over the real differences between adjunct instructors and teaching assistants, the latter contains an employment element that warrants representation by a union.

Graduate students who work as teaching assistants hunger-strike in front of Yale's administration building (to the right). Directly behind the protesters is the Commons dining hall (which I remember for the Belgium waffles...the gym being fortunately close by).  (Source: NYT)

The full essay is at "Hunger Strike at Yale."

Kierkegaard’s Socratic Task: Delivering a Christianity of Inward Faith

Kierkegaard learned from Socrates the value of (being) the single individual, especially in the subjective pursuit of truth. Before Socrates, truth (and morality) was to be found externally, in culture and tradition, and thus in an objective sense. Kierkegaard learned from Socrates the value of the individual’s subjectivity in the pursuit of truth; that truth can be internal without devolving into relativist nihilism. The Danish philosopher appropriated what he had learned from Socrates methodologically in the self-declared “Socratic task” of auditing “the definition of what it is to be a Christian.”[i] Behind Kierkegaard’s authorship is “the task of becoming a Christian.”[ii] This applies to helping others—as a Socratic midwife!—to become Christian and, relatedly, to Kierkegaard’s own willingness accept the inexpressible grace of being sacrificed by the Danish Church—those self-declared Christians actually oriented to money. Kierkegaard ironically exclaims, “I am not a Christian.”[iii] Such irony! “I do not call myself a Christian,” Kierkegaard wrote strategically, “but I can make it manifest that the others are that even less.”[iv] Herein lies the acceptance of being sacrificed in the interest of truth. Kierkegaard observed that “’Christendom’ lies in an abyss of sophistry that is even much, much worse than when the Sophists flourished in Greece.”[v] The success of comfortable pastors justifying their earthly wealth theologically under the auspices of the Prosperity Gospel renders the Socratic Kierkegaard still relevant today.[vi] Fortunately, Kierkegaard would assure us that the individual Christian can still find truth within rather than outwardly comprehending the doctrines that the pastors, whose claim to being Christians is dubious at best, claim to know. In this essay, I show how Kierkegaard appropriates Socrates’ method in service of this point. The Danish philosopher gained from his Greek model the tools with which to undercut the doctrines as knowable (by the theologians and pastors), so he could privilege becoming and being a Christian as a matter of personally discovered inward faith yet without positive epistemological content getting in the way.

The full essay is at "Kierkegaard's Socratic Task."

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[i] Soren Kierkegaard, The Moment, in The Moment and Late Writings, Howard V. Hong and Edna H. Hong, trans.  (Princeton, NJ: Princeton University Press, 1998), 341.

[ii] Soren Kierkegaard, The Point of View: On My work as an Author, the Point of View for my Work as an Author, Armed Neutrality, Howard V. Hong and Edna H. Hong, trans. (Princeton, NJ: Princeton University Press, 1998), 55.

[iii] Soren Kierkegaard, The Moment, in The Moment and Late Writings, Howard V. Hong and Edna H. Hong, trans.  (Princeton, NJ: Princeton University Press, 1998), 340.

[iv] Ibid., 341.

[v] Ibid.

[vi] On the historical shift in theological interpretation from anti-wealth to pro-wealth, see Skip Worden, God's Gold (Seattle, WA: Amazon, 2016).

Analysis of Inferences and Assumptions: A Homework Assignment for “We the People”

Thomas Jefferson and John Adams both strongly believed that the continued viability of a republic depends on an educated and virtuous citizenry. Public education and even the practice of some of the professional schools (e.g., medicine and law) since at least the early twentieth century to require a degree in another school (e.g. Liberal Arts and Sciences) before being admitted to the undergraduate program (i.e., the M.D. and J.D. or LLB, respectively). This lateral move is unique to the U.S.; entering medical and law students in the E.U. need not already have a college degree. I submit that the Founding Fathers’ firm political belief in the importance of an educated electorate concerns the value of not only having a broad array of knowledge, but also reason being able to assess its own inferences, or assumptions; for inferences, or leaps of reason, go into political judgments. Ultimately, voters make judgements, whether concerning the worthiness of candidates on a ballot, their policies, or proposals on a referendum. To the extent that subjecting assumptions to the “stress test” of reasoning is not a salient part of secondary education, an electorate is likely to make sub-optimal judgements, resulting in suboptimal elected officials, public policies, and laws.

The full essay is at “A Homework Assignment for ‘We the People’.” 

An Ex-CEO on U.S. Presidential Leadership: Dissecting Ted Turner’s Pessimistic Stance

The founder of CNN and TNT, two American television networks, Ted Turner maintains that presidential leadership at the federal level is elusive. More particularly, the American electorate’s task is very, very difficult because the federal president must be an expert in so many areas. Ironically, Turner may be overlooking how upper-echelons leadership differs from leadership within organizations, including the U.S. Government.

The full essay is at “Presidential Leadership.”

American Students View College as Job-Training: Forsaking Education?

“What is your major?” is a mantra (and undoubtedly a pick-up line too) on college campuses. In giving students some exposure to a variety of academic disciplines, distribution requirements are meant in part to help students make more informed decisions of what to major in. According to an analysis of twelve randomly-chosen American colleges and universities in 2015, an increasing percentage of students since the recession of 2009 were circumventing this help by declaring their respective majors during their freshman year.[1] The reason, according to the business newspaper, is pragmatism, student debt-loads, and a difficult job market. “In 2012, nearly half of college graduates between the ages of 22 and 27 were unemployed or had jobs that didn’t use their degrees.”[2] In response, a higher proportion of students were going to college to get a job. Although The Wall Street Journal lauds the reduction of education to vocation, even more striking is how even academic administrators mischaracterize the intellectual mission of colleges and universities. 

The full essay is at “College as Job-Training.”

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[1] Douglas Belkin, “Freshman Are Picking Their Majors Earlier,” The Wall Street Journal, March 20, 2015.

[2] A 2014 paper by the Federal Reserve Bank of New York. Quote taken from Belkin, “Freshman.” 

California’s Elongated Drought: Warming to a Changing Status-Quo

With the winter of 2014-2015 failing to deliver much of a snowpack to California, Californians entered a fourth year of drought. The measurement on March 3^rd of the snowpack was the water equivalent of five inches, or 19% of the average for that date.[1] The drought’s extension ran counter to the conventional wisdom that droughts last three years in California. Such “wisdom” is problematic not only for its specific content in this case, but also because of the underlying presumption of epistemological infallibility. Ok, I’ll unpack this bit of creative verbosity. Without being aware of it, we tend to assume that we can’t be wrong about things we have not studied. In fact, we even dismiss the knowledge of those who are learned in a given subject in favor of our own belief that we can’t be wrong about what we suppose we know. This tendency of the human brain gets our species in a lot of trouble, yet we as a species are nearly blind to underlying drought.

The full essay is at “California’s Elongated Drought.”

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[1] Adam Nagourney, “Alarm Rises For a State Withered By Drought,” The New York Times, March 18, 2015.

Proof

If you are not careful, you could come away from the film, Proof (2005) as a scientist, for the scientific method enjoys a starring role, albeit mostly in subtle undertones rather than in stark instructional flourishes in Technicolor. Essentially, the message is that confirming proof eludes the human mind and its scientific method. Yet interestingly, the film also captures genius, even if its source cannot be proven.

The full essay is at “Proof”

Can Ethical Leadership Be Taught?

In the typical business school, this question would be interpreted, or “refurbished.” Can students be trained to become ethical leaders? While often conflated contemporaneously, these two questions are indeed distinct. Instructors, professors and school administrators should first decide which question is more relevant to their purposes. The question chosen should fit with the education, pedagogical method, and philosophy of education of not only the instructor or professor, but also the school itself. In this essay, I distinguish the two questions in order to unpack them with their full significance.

The entire essay is at “Can Ethical Leadership Be Taught?

Teaching Ethical Leadership

Can ethical leadership be taught? In the typical business school, this question would be interpreted, or “refurbished.” Can students be trained to become ethical leaders? While often conflated contemporaneously, these two questions are indeed distinct. Instructors, professors and school administrators should first decide which question is more relevant to their purposes. The question chosen should fit with the education, pedagogical method, and philosophy of education of not only the instructor or professor, but also the school itself. In this essay, I distinguish the two questions in order to unpack them with their full significance.

The question, Can ethical leadership be taught, can be interpreted as being centered on knowledge of the concept and theories of ethical leadership. Can this particular knowledge be taught? That is to say, if a student were to ask, What is ethical leadership? could the instructor or professor answer with a definition? Have scholars even come up with an agreed-up definition? More broadly, how does ethical leadership as a concept differ from that of leadership more generally? Do theories of ethical leadership explain it rather than merely being oriented to how to? Furthermore, do any extant theories relate the concept to other, related concepts such as strategic leadership or even strategy? If so, can such theories be taught to the students at a particular level of education? Last but not least, would teaching the theories toward an understanding of what ethical leadership is be in line with the approach of the particular business school? Some schools are more commercially-oriented than others. I contend that two basic schools of thought can be identified and used as pedagogical approaches for teaching ethical leadership.