If you google obama ayers khalidi, what comes up is mostly the ranting of people already certain about who to be more afraid of. It was in the interest of the Republican side to make the most of the two professors’ radicalism and their ties to Obama, and anyway, radical professors are a favorite specter of the Right. The academic world’s reflex to circle the wagons and shout “McCarthyism” is represented by the fulsome petition at supportbillayers.org, and the list of over 4000 names under it. But not all Obama supporters were sympathetic to Ayers and Khalidi, and the first line of defense from his camp was to downplay the connection.

I noticed one person conspicuously trying to play on both sides of the fence, to make the most of the radicalism but downplay the connection—KC Johnson. Inside Higher Ed tags him as someone who’s “frequently criticized academe for a lack of political diversity” when he’s dragged in for balance in an otherwise soft-headed article “In Defense of Ayers”. In fact he approached the controversy about Obama’s radical pals the same way he’s approached the Duke lacrosse case, not as a critic but as a crusader rooting out the extremists of the academic Left. As I’ve pointed out ad nauseum about his lacrosse-case stuff, his crusading mentality reduces people and issues to cartoonish black-and-white, and his reasoning, evidence, and rhetoric are all compromised. His defense of Obama shows how in the grip of it he is, because it’s not really a defense, it’s an attempt to capitalize on the controversy in order to promote the academic culture war as a Democratic party agenda.

Inside Higher Ed picked up Johnson’s take on the controversy from a post on Cliopatria, a group blog on the History News Network. I imagine that one reason the blog exists is to give academic historians a place to editorialize, but it’s a shame to see it used as a soapbox for misrepresentation and simple-minded polemics—my opinion hasn’t changed in the months since my testy exchange with Ralph Luker, the chief blogger over there. A premise of the site is that “history is complicated,” and behind this controversy are the complicated histories of several complicated people. Ayers went from being a fugitive militant radical to being a key player in Chicago school reform, apparently acceptable in that context to establishment figures from both parties. Khalidi was attractive to the International Republican Institute (chaired by John McCain) in the mid-90s because of his “coolness to the PLO” but a decade or so earlier was apparently, despite his denials, speaking for the PLO (I like this post by Ron Kampeas, Washington bureau chief for the Jewish news organization JTA, grappling with the ambiguity after being forced to back down from defending Khalidi against the PLO-spokesman charge). Johnson wants the two as poster boys for academic extremism—not exceptional but typical—so it served his purpose to leave intact the simplistic and superficial impressions that were already in circulation and contribute a little spin of his own to the caricature of Khalidi. All in all it does nothing for Obama but it’s a nice little gift to the Republican operative Johnson quotes who wants Obama to “own his friendships with individuals that are in some cases anti-American, anti-Semitic and pro-terrorist.”

A couple of days after it went up on Cliopatria, Johnson posted a modified version of the commentary on his lacrosse-case blog, Durham-in-Wonderland (DIW), and the rhetoric and agenda-driven reasoning are ramped up somewhat in the process. The same thing happens with another KC Johnson polemic that initially went up on Cliopatria, this one about a couple of Brooklyn College professors who’ve been petitioning on behalf of Syed Fahad Hashmi, a former student detained on terrorism charges. In that one, the crusading logic is even more obviously in the drivers seat, especially in the rewrite, which panders to DIW loyalists with cheap rhetoric that Johnson couldn’t get away with on Cliopatria (I hope). The funniest part is a line about statements made by Hashmi’s supporters that “read as if cribbed from a defense brief.” Has anyone covering a legal controversy ever written more “analysis” that sounds like a defense brief than Johnson?

[For more on the Hashmi case, read the next post. There’s a response to this paragraph from KC Johnson in the comments.]

The tribalism runs deep in DIW. Wherever you look over there, including at the legal teams and their arguments, one side seems to have cornered the market on whatever’s honest, decent, sensible, and worthwhile. Mike Nifong’s efforts were pathetic and dishonest enough that an unbalanced impression of the criminal investigation is probably unavoidable. But Johnson’s treatment of the ongoing lawsuits has the same cheerleading slant. The way he describes “The Duke Motion to Dismiss”, it’s cynical legal maneuvering, or else “(scarcely credible) p.r. spin” straight out of Creative Writing 101. The “powerful response” from the plaintiff’s attorney, on the other hand, is beyond reproach or even criticism—no legal maneuvering there. It may be that Duke’s position is so weak that it can’t do anything but grasp at straws. But it’s hard to believe that such a lopsided characterization is the result of serious analysis. I haven’t tried to size up the lawsuits, but on one point I happened to look up, both sets of plaintiffs offer pure spin.

Though it’s toned down, Johnson brings the same attitude to his support for Obama. During the primaries a major focus of his Cliopatria posts was the disingenuous and muddle-headed nature of Hillary Clinton’s campaign. Among the variations on the theme, “Clinton’s Rhetoric and Reality” has her making absurd claims of sexism in her concession speech, “Clinton’s Constitutional Conundrum” has her pandering to Guam and Puerto Rico, and “The Clinton Dozen” details the “latest in [her] campaign’s effort to play the race card.” And then there’s the other Clinton, who, in “Bill Channels Wilentz,” “[advances the] bizarre thesis that Obama, not the Clintons, played the race card in the nominating process.” I expect that a lot of the criticism is fairly well founded, and it often comes with interesting historical tie-ins. But like the DIW account of the lacrosse lawsuits, the overall impression is that only one side is playing politics.

Johnson is very good at framing a controversy or dispute so that he can efficiently sort the good/right/true from the bad/wrong/false and play them off against each other, or just dwell on the bad, which is more typical. Things can get ugly if the frames overlap, though. A bad joke that a mutual reader tried to post to DIW shows how ugly: “just to rib [Johnson], I wrote ‘Can’t we all get along?’ and suggested that perhaps he and Crystal [Mangum (the accuser in the lacrosse case)] should get together to co-host a rally for Obama.” Plenty of crude humor makes it through Johnson’s “lightest of touch” comment moderation, but this time, somehow, it didn’t.

In his analysis of “Obama and the Khalidi/Ayers Attacks,” Johnson tries to play in both the culture-war and campaign frames and finesse the clash. It seems to have been an opportunity that was too good to pass up. His argument, in a nutshell, is that Ayers and Khalidi are so unexceptional and integrated in the “groupthink academic environment” that Obama couldn’t be expected to avoid them. In other words, the depth of the problem turns out, somehow, to be his candidate’s excuse. Oh, and by the way, the Democratic party better get with the program, because it was their “poor record in promoting diversity of thought and pedagogical approach on the nation’s college campuses” that made Obama vulnerable in the first place. Talk about having your cake and eating it too!

On DIW it’s “The Lacrosse Case & the Khalidi/Ayers Controversy.” Here’s Johnson letting Obama off the hook—text removed from the Cliopatria post is overstruck, text added for DIW is bracketed.

For the GOP attack to work, Ayers and Khalidi have to be viewed as exceptional figures[—wholly unlike nearly all other professors]. Obama’s judgment can hardly be questioned if his “buddies” were not marginal characters but instead people who are like [resemble] lots of other academics, especially since Obama lived in an academic neighborhood (Hyde Park) and spent several years teaching at the University of Chicago Law School.

Yet the truth of the matter is that the basic [pedagogical and academic] approaches of Ayers and Khalidi fit well within the academic mainstream. Ayers is, after all, a prestigious professor of education (hardly a field known for its intellectual diversity, of course [as I have explored elsewhere]). Khalidi was of such standing that Columbia hired him away from the U of C, and named him to chair its Middle East Studies Department. From that perch, [he presided over a wildly biased anti-Israel curriculum, even as] he informed readers of New York that students of Arab descent—and only such students—knew the “truth” about Middle Eastern affairs.

I lived in Hyde Park for six years, and I can’t tell you how many of my friends turned out to be unrepentant terrorists. Or, well, maybe I could… but I don’t have any political ambitions, so never mind. The DIW commentariat was no more more impressed than I am by Johnson’s clumsy sleight-of-hand, which insults not only the reader’s intelligence but the candidate’s as well. It would be understandable if it took a while before Obama realized that the Education professor putting together that big grant was once wanted for planting bombs in federal buildings—even in academia, believe it or not, that’s a singular bio. But Khalidi’s involvement with the Palestinian cause was ongoing and obvious, and over time it was the basis for conversations that included, by Obama’s account, “consistent reminders to me of my own blind spots and my own biases.”

My impression is that Johnson’s fans mostly brushed the lame excuse aside. Rantburg sums up the real message of the post:

Prof. Johnson is certainly correct about the American academy: once you venture away from the hard sciences, you encounter a world in which people like William Ayers, Rashid Khalidi, Ward Churchill and others like them are not just ordinary and common-place, but both accepted and powerful.

David Thompson thumps the same drum but at least has a little more imagination in conjuring up outrageous academic villains—after all, his banner promises comic books, and what could be more entertaining than vanquishing “far left fantasists” intent on “‘groom[ing]’ youngsters with the ‘correct’ political outlook”? (it’s a lot more fun than the actual research, that’s for sure).

The bone Johnson throws to DIW readers in the passage I quoted is the comment about Columbia’s “wildly biased anti-Israel curriculum.” Elsewhere, the revised version is sprinkled with references to Duke’s all-purpose band of extremist stick figures, the so-called “Group of 88.” Khalidi is, in Johnson’s account, not only overvalued and hostile to America’s true friend in the Middle East but also ready to pass dismissive and self-serving judgment on the students he’s supposed to be teaching. If that sounds a lot like the “Group” profile, well, lo and behold, a few paragraphs later Johnson reads his tea leaves and declares that “[i]f Khalidi or Ayres were employed at Duke, doubtless they would have joined the Group of 88.”

Johnson doesn’t give a link to that New York magazine article, but when I tracked it down I found that Khalidi’s comments are not nearly so clear-cut. True to form, Johnson whittled them down to just the bullshit that suits his agenda.

“Most kids who come to Columbia come from environments where almost everything they’ve ever thought was shared by everybody around them,” [Khalidi] says. “And this is not true, incidentally, of Arab-Americans, who know that the ideas spouted by the major newspapers, television stations, and politicians are completely at odds with everything they know to be true. Whereas kids from, I don’t know, Teaneck. Or Scarsdale. Or Levittown. Or Long Island City. Many of them have never been exposed to a dissonant idea, a different idea, as far as the Middle East is concerned. And so you have a situation where it’s going to be problematic.”

Whatever this is, it’s absolutely not a blanket claim that one group owns the “truth” and the other doesn’t. The essence of it is that one has experienced more dissonance than the other, which doesn’t seem like such a controversial claim. Are the Jewish-American kids who go to Columbia more likely than the Arab-Americans to come from a relatively homogeneous community in which they’re well integrated? I believe they are. And are the students of Arab extraction more likely than the Jewish ones to encounter views on the Middle East that clash with their own views? Yes—public and political opinion in the US is overwhelmingly pro-Israel. Now just because Khalidi’s basic claim is plausible doesn’t mean it’s right, and even if it is right the differences between the groups might not be as stark or as significant, in practice, as Khalidi seems to think—that’s where my skepticism really kicks in. But there are all sorts of ways to object to this passage without misrepresenting it.

The article is about the controversy over the classroom behavior of professors in Columbia’s Department of Middle East and Asian Languages and Cultures (MEALAC). It’s well worth reading—the reporter, Jennifer Senior, gives a good account of both sides. Khalidi is quoted extensively. He’s “passionately invested in the future of Mideast studies,” and therefore on the defensive, since he sees the charges against his department as a “huge club” that’s being used to attack the field as a whole. But he doesn’t dismiss the charges, which date from when he was still in Hyde Park palling around with Obama.

“You know,” he concludes, “it could be the case that there are students who have serious grievances and it’s the case that threats to our academic freedom have developed over the last two years. This is a situation where you have to assume it’s possible to walk and chew gum at the same time.”

Johnson’s analysis of “Obama and the Khalidi/Ayers Attacks” was a daredevil attempt to walk and chew gum at the same time. He failed miserably—not a surprise, since his heart wasn’t really in it in the first place. His talents run in the opposite direction, towards mind-numbing moralistic either/ors, and in that department the differences between him and Sarah Palin are mostly a matter of vocabulary and accent.

Thompson writes as if he knows about higher education and he’s building a case against its liberal elements. Like anyone who’s been to school and can read a paper, he knows something about it. The problem is that his case depends as much on not knowing things as it does on knowing them. It’s a problem for me, I should say—I may be coming at it with the wrong standard. If the blog is meant as nothing more than entertainment with a political slant, then I guess he has a pretty good formula. The post I’m looking at probably wrote itself once he had the quotes, and like-minded readers get a nice little buzz off the righteous indignation. To have that impact there has to be an appearance of reasoning. A lot of actual reasoning with real-life complexities and ambiguities would be counterproductive, though—more effort for less effect. Thompson’s not an academic decision-maker, so I suppose he might as well write whatever he wants. Still, his criticism is supposed to sound smart but it makes a virtue of ignorance, and that really bugs me.

The theme of the post is “classroom political advocacy.” Thompson starts by invoking a scene from the documentary Indoctrinate U. about a professor who faced “a campaign of harassment by left-leaning colleagues.” That sounds like a matter of professional intolerance, not classroom advocacy, but it makes the point that bad things are happening to good people in the halls of learning. Cut to “[a] recent post on classroom advocacy at Crooked Timber, a site popular among left-leaning academics….” Thompson picks out three passages from the comments, arranged from ridiculous to reasonable. The first is from a person who thinks the world as we know it will end if McCain is elected, and since the other side doesn’t play fair why should his side? The comment starts with a disclaimer: “I’m not an academic nor a purist.” But never mind that—the site is still popular with left-leaning academics. And that’s the basic strategy: Pick up statements from here and there, brush off the reservations and qualifications and clarifications, then post them under a banner that says “leftist academic.”

The context for the next pair of quotes—the ones from Johnson’s editorial—is “Grover Furr of Monclair State’s English department,” and “Rhonda Garelick, an associate professor of French and Italian at Connecticut College.” In other words, left-wing professor from a certain kind of department—neither seems to have a public reputation, so the names are irrelevant. In effect it’s about the same as “popular with left-leaning academics,” though less a matter of guilt by association, and it adds a gender and a department. [After posting I see that Furr is somewhat notorious, though not with anything like the name recognition of, say, Ward Churchill.]

The problem isn’t that the quotes are taken out of their textual context, it’s that all context beyond that it’s from the pen of Dr. Lefty is treated as irrelevant. Readers are free to follow the links and soak up all the context they want, and it seems to me that anyone who’s curious or who wants to understand the problems that Thompson is exercised about would want to do just that. Garelick and Furr are both articulate people writing from personal experience (especially Garelick—Furr’s discussion-group post is pretty dry), so whether you’re pro or con there’s more to be gleaned from their writing than how outrageously wrong they are. But to really understand what they’re trying to communicate would require careful reading with the judgmental filters turned off, and I don’t want to be responsible for any harm caused by unprotected exposure to dangerous and offensive ideas. We are, after all, talking about an unreconstructed feminist and a man who disdains conservatives in favor of Marxists. Some plain old realism wouldn’t be so much to ask, though—a vaguely realistic model of college instruction that puts the political issues into perspective, some scepticism towards friendly sources like Indoctrinate U., and a better model of the relationship between what’s thought, said, or written and what’s done.

Garelick turns out to be the richest target, especially after Thompson spices her up to suit his taste. In his view, she “loftily dismissed students who objected to her use of French lessons to express at length her opposition to the war in Iraq.” I’m not sure what makes her dismissal lofty—maybe any opinion printed in the New York Times is by definition lofty. It’s a tone that’s more from his imagination than from the page, in any case. A purer figment of his imagination is the idea she went on “at length.” He returns to it a couple of times in the comments—first referring to French lessons “interrupted with lengthy screeds on the alleged evils of capitalism, ‘imperialism,’ ‘hegemony,’ etc.” and later to the “agitprop monologues” of French professors who “indulge their own political vanities at enormous length.” This is probably just a fact of life—left-wing professors drone on and on when they’ve got the indoctrination bug. She might have done just that, for sure, but all she says is that she “broached the topic of Iraq.”

What business does a professor of French have setting aside her syllabus to critique the war? I’m inclined to doubt that she has any business doing it. It’s a good question, anyway, and I don’t blame anyone for finding her presumption annoying or even offensive. The essay as a whole is grounds to wonder what goes on in her classes, where her priorities are, but it’s not grounds for any conclusions about those things. If, when she says she wants to “teach[] ‘wakeful’ political literacy: the skills needed to interrogate all cultural messages,” she’s sincere about the “all,” willing and able to take up feminist orthodoxy as critically as war-on-terror orthodoxy, that would make a big difference. If she’s at least ready to listen to her students as she is to lecture then, that would also make a big difference. The overall impression I get is of an attentive and responsible teacher. It’s not something I’d bet a lot of money on, but the clues are there and they clearly didn’t make a dent in Thompson’s armor of preconceptions. He found what he wanted to find—a stand-in liberal blowhard.

Thompson’s commenters take him up on the implicit invitation to sound smart sounding off, comfortable that even if they know very little, they know all that really matters. The setup is about the same as on Durham-in-Wonderland, where the posts often give the stamp of approval (Harvard PhD-certified) to irate ignorance, and the comments follow suit (with a vengeance). I saw the same sad dynamic on the Volokh Conspiracy, again engineered by a professor. Thompson chimes in in the middle of his comment thread with an opinion about the cost of liberal bias: because students are being “spared serious and thoughtful contact with opposing arguments, their own views can easily become lazy, reflexive and glib.” He and his crew do a superb job of modeling the problem.

Overall the comment thread has a clubhouse atmosphere—the reactions are not as vehement as on DIW, I guess because the evildoers are more generic and their offenses are not so fresh and outrageous. The tone is also not as vindictive as DIW tends to be, though several commenters relish the thought of suing the pants off that inexcusable professor of French (can you say faux juridicalism?). The prevailing sentiment at its most tasteless and overwrought comes from the clever fellow who’s about to send his kids “down the “large intestine of the university system” where they “may be exposed to this gibberish from incompetents who would be more benefit to society if they were waiting tables.” That’s not to say the comments are uniformly ridiculous and uniformed—they aren’t. What’s most notable, anyway, is what’s missing—there’s no inclination to either look into a mirror or take on more challenging targets than the inflatable monsters in the kiddie pool.

When I finally clicked over to Crooked Timber I was surprised to find a deliberative post questioning the ethics of devoting 45 seconds as students were gathering before class to encourage them to register to vote. That’s some perspective right there, and if you set this post and its comments next to Thompson’s, the idea that our universities need more conservatives to moderate the feckless liberal ideologues doesn’t come out looking so good. On Crooked Timber, Brian poses a real-life moral dilemma, elaborates some arguments on either side, and opens the floor. Mixed in with the usual comment-forum posturing and chatter are positions pro and con that are more reasoning that rhetoric—it’s almost like an honest-to-goodness debate. Thompson and company, on the other hand, prop up some stick figures and then bowl them down. It’s just a random comparison that, in the big picture, proves nothing. But it’s hard to take criticism seriously if the people pushing it (often pretty smugly) can tolerate that much dissonance between their rhetoric and the example they’re setting.

Thompson’s thoughts about students being spared from opposing arguments was a response to one of the few readers’ opinions with straightforward real-life implications:

I have three kids in college. In every case they have encountered a stereotypical liberal professor who indulged in the type of teaching I like to call “regurgitative learning”. They like to hear THEIR ideas, THEIR opinions and THEIR political views written down as mantra by their students. Opposing views are not acceptable and can be cause for failure.

In the same vein, another commenter with a kid in college says that “[she] told [her daughter] to lie, if necessary, to get through classes. Just give them what they want to hear…. [Her friends] all routinely lie on exams or papers, just to please their profs.” The fact that she thinks of lying as an option shows that something is seriously wrong (including her signature, “hermeneutics,” which, incidentally, is why I’ve arbitrarily made the person a “her”). Exams and papers are about knowing things and being able to reason and write—if the student has to take a position on some issue, it should be completely irrelevant whether it’s their actual opinion. Lying or not is beside the point (or at least should be). I don’t doubt that some professors are confused about this, but if it’s typical or even common where “hermeneutics” sent her daughter, then she chose the wrong school. Grades given to writing that backs up an opinion depend on overall impressions that can’t be quantified. That leaves a lot of room for misunderstanding. I suspect, though, that the more clueless and indifferent students—the ones who don’t really understand or care what it means to line up an argument in support of a conclusion—are the ones most likely to imagine that the trick is to just regurgitate. Anyway, what I’m most likely to conclude from a paper that parrots my opinion is that the student can’t think for herself, and that’s the practical problem with that parent’s advice—it might work well with a few bad professors, but the others might decide her daughter is a dimwit. It’s hard for me to believe that anyone who gives a damn about education would give such advice to their child.

I do believe that there are preachy liberal professors out there. Based on the bitter and sarcastic comments I’ve come across, it seems that they leave a lasting and bad impression. As a student I never experienced any overt campaigns of indoctrination in the classroom, and it could be that I’m unfairly downplaying the complaint because of that. But anyone who’s more interested in taking full advantage of the better professors than in fooling the bad ones should read Chris Goff’s no-nonsense effort to “dispense some advice for students who want to remain true to themselves while turning in rigorous academic work.”