Here’s a glimpse at something that’s happening on campuses around the country.

The Cornell Review reports.

Social Justice in the Classroom at Cornell

There is no way to deny that each and every day I wake up on this beautiful campus, I’m proud to be a Cornellian. The opportunities that we all have here are unlike any other, as are the professors that we pay exorbitant tuition to learn from.

However, what I’m not proud of is my peers’ inability to separate themselves from their emotions and political correctness long enough to sustain an intellectual discussion in the classroom.

In an otherwise silent 75-minute discussion for a class (whose name I won’t identify) concerning infants’ social development, the topic was a scientific study about infants’ preference to look at faces belonging to their own race (which, undoubtedly, the majority of the class had not read). I’ll save you the nitty-gritty psychological details, but the basis of the conclusion was that based on these three month olds’ facial preferences, we can infer that they are already racist.

In the spirit of intellectual conversation, one student questioned this conclusion and its implications. The student asked whether a baby’s preference for the face that is the same race as those they see every day really implies racism. Couldn’t it just be a preference for what’s familiar rather than early onset of systematic racism?

Of course, in a class full o apparent social justice warriors, this simple question incited an entire off-topic tangent into the nuances of what constitutes racism. While this could easily have been brought to heel by a word from a TA, she instead fueled the fire, questioning any student who did not agree exactly with her definition of racism and bringing the discussion back to racism when anyone brought up other aspects of the study.