Author of Mob Rule Tells Us Exactly Who They Are and Who is in Charge ⋆ Politicrossing
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Author of Mob Rule Tells Us Exactly Who They Are and Who is in Charge

Dr. Jake Jacobs is President and Founder of the Politically Incorrect Institute and the author of Mob Rule

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The author of Mob Rules, Dr. Jake Jacobs, joins PolitiCrossing Founder Chris Widener to discuss the “mob” and who they are. Video is below.

Dr. Jake Jacobs is president and founder of the Politically Incorrect Institute, the Host of Freedom Project Academy’s ONE NATION and the author of Mobocracy: The Cultural and Political War to Destroy Our Republic under God and Mother Should I Trust The Government:The Making and Keeping of our American Republic.

Dr. Jacobs has degrees in American History and Biblical and Judeo-Christian Studies from Arizona State University, Ashland Theological Seminary and North-West University.

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Dr. Jacobs has spent more than 30 years at the public and private high school system, and at the college level teaching his passion for our Constitutional Republic under God, all the while stressing historical correctness, in the face of politically correct intimidation by the academic establishment.

When Dr. Jacobs was a public High School teacher he publicly defended Wisconsin Governor Scott Walker on Fox & Friends. Jake is a frequently requested speaker for, Young American’s for Freedom, a regular guest on Conservative Radio and very popular at Tea Party, civic and church events. He is a dynamic and energized speaker, writer, and historian who will not only get your audience’s attention, but move them to action!

Dr. Jake Jacobs has been married for 32 years to his lovely wife Lori and has two children Joseph 28 and Anastasia 25. When he’s not writing, teaching or speaking he loves watching the Green Bay Packers and enjoys his fire-pit at night, watching the Heavens declare God’s Glory.

Check out the interview here:

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Chris is the President of the American Freedom Tour, one of the World's Top 50 Speakers and a member of the Motivational Speakers Hall of Fame. He considers it a privilege to be able to speak to people, help them lead successful lives, become extraordinary leaders and, masterful salespeople. Chris has authored twenty books with three million copies in print in 14 languages and over 450 articles on success, leadership, sales and motivation.



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Education

Academic Underachievement As a Permanent Condition

Academic achievement occurs through individual effort: One boy and one girl after another rising above

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On the state and local level, as decisions are made about how and in what form we will educate the nation’s children, an age-old issue remains. The underlying causes of income inequality and civil unrest likely has less to do with media-inflamed coverage and more to do with a lingering issue that few people want to earnestly discuss: educational disparity.

In virtually every U.S. school system, the disparity year after year, decade after decade, and even longer, in mathematics competency, reading proficiency, test scores, honor roll status, and graduation rates, between African American students and other students is disturbing.

A Disturbing Reality

Here in the third decade of the third millennium, with a male African American high school dropout rate at 40% across the U.S., can anyone view the situation optimistically? Any responsible American would understandably be concerned.

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As Eric Hanushek, who is a research associate at the National Bureau of Economic Research, as well as a senior fellow at Stanford University’s Hoover Institution, exclaimed “It’s remarkable.” Following his extensive analysis of the situation, he remarked, “I knew that the gap hadn’t been closing too much, but when I actually looked at the data I was myself surprised.”

In one community after another, and one school system after another, when strenuous efforts to bridge the gap do not bear fruit, invariably someone yells “foul,” as if some grand conspiracy is occurring and a magic wand, yet to be waved, could suddenly redress all. And, as if hard-working, dedicated teachers are not attempting their utmost for each of their students.

An Undesired Path

Consider the school system in Chapel Hill-Carrboro, North Carolina. This locale, deemed, “The southern part of heaven,” by a variety of writers, is among the most progressive in the United States. The teachers and educators here have a vested interest in demonstrating that their school system, beyond all others, can succeed in the vital area of closing achievement gaps between whites and minorities.

Nevertheless, year in and year out the gap remains. So, the Chapel Hill-Carrboro Board of Education becomes primed to try anything! Another in an endless line of supposed “fixes” was to eliminate the advanced math classes in the middle schools and to lump all non-pre-algebra students together, with similar plans to eliminate other advanced classes such as in language arts.

Just as you cannot easily erect a sound building on quicksand, and you cannot expect to solve a decades-old problem by starting with a shaky foundation. Taking a lowest common denominator approach to developing school curriculum has never consistently worked, anywhere. It frustrates the students and dramatically increases a teacher’s burden – all such students must then be taught at individual learning speeds. Do you know any superhuman teachers? If so, could you afford them?

Face the Real Issues

Permanently closing the academic gap between underachieving students and the rest of the student population requires addressing reality – airing the truth about the disparity – not resorting to politically “correct” psychobabble and curricula finagling for another ten years, and then another ten, and then another.

This disparity encompasses such issues as the number of hours the television is on in given households, family or parental encouragement for completing homework assignments, a regular workspace, and established hours for studying in a quiet environment, among other factors.

Until solid analysis, exploration, and programs that address these issues are undertaken, no amount of wrangling with classes will prove to be the “winning formula.” And, school boards will have no chance of effectively addressing the continuing problem of poor academic performance among student groups.

In Arthur Conan Doyle’s short story The Sign of Four, detective Sherlock Holmes says, “…When you have eliminated the impossible, whatever remains, however improbable, must be the truth.” The schools in U.S. communities routinely exhaust talented teachers with a task that cannot be solved by them, nor is it theirs to solve.

Students Eager to Learn

However improbable to those who wish to pretend otherwise, academic achievement occurs through individual effort: One boy and one girl after another rising above and cracking the books, then coming to class as serious students, eager to learn, and primed to excel. Such achievement is not likely to occur any other way.

Otherwise, expect that income inequality and civil unrest will continue for decades into the 21st century.

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