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Class at The New School in Manhattan: “How to Steal”

If a university class could succinctly embody all that is wrong with both the left and higher education today, this would be it: LSOC 3109 How to Steal, offered this fall at the New School in Manhattan. David Strom: If you ever wondered why all our cultural institutions lurched radical left in the past 30 years, it is a result of a conscious plan to take them over. That is not a conspiracy theory–there is an entire literature devoted to this strategy. The most assigned work in education schools these days–the places that train our teachers–is The Pedagogy of the Oppressed, written by Brazilian Communist Paolo Freire. All you need to do is look at the curricula in our K-12 and higher ed institutions to see that Marxist activism is core to their mission. You don’t have to trust me–go see for yourself. DEI is Marxism. Critical Theory is Marxism. The Alphabet movement is basically Marxist, as is the pro-Palestinian movement. Antifa is the Marxist brownshirts.  That’s how you get classes like this at The New School in Manhattan: “LSOC 3109 How to Steal: This field-based seminar explores the politics, ethics, and aesthetics of theft in a world where accumulation is sacred, dispossession is routine, and the line between private property and public good is drawn in blood. Students will critically examine what it means to steal—from whom, for whom, and why—through site visits and fieldwork in places where capital is hoarded and value is contested: corporate storefronts, grocery chains, museums, libraries, banks, and cultural institutions. We will ask: Is it possible to steal back what was already stolen? What does theft look like under capitalism, colonialism, and in everyday life? When is theft survival, protest, or care—and when is it violence, appropriation, or harm? Readings will span critical theory, political economy, abolitionist thought, and radical histories of expropriation and redistribution. Students will produce field journals, collective mappings, and speculative strategies for redistributing wealth, knowledge, and beauty. This is not a course in petty crime—it is a study in moral ambiguity, radical ethics, and imaginative justice.” The problem with the ordinary Democrat is that they cannot believe what seems obvious to us: their leaders hate America and want it gone. All the evidence is there–the land acknowledgements, the decarceral agenda, opening the borders, and the “decolonization” rhetoric (New School, Hot Air).