Arday Or Arday Not?

Apparently, the answer is Arday not.

That's some black humor, dark pun intended, after Jason Arday committed suicide following his public unmasking as a complete fraud and fabulist and his dismissal from Cambridge.

Well of course he did. Anyone listening to him spin his tall tales for even 10 minutes would have seen that he was a mentally ill compulsive liar. What was it, 30 marathons in 35 days, the last 5 on a broken leg? My goodness, any of his stories would have been enough to convince someone with even an ounce of sense that this guy should be seeing a psychiatrist, not the inside of the Cambridge faculty lounge.

And yet, there he was.

Arday was a pitiful person worthy of compassion, not censure. Yes, he had a habit of tarring accusers as racists and took steps to have them face court proceedings any time he was threatened, but what of that? Of course he did. The entire, rotten education, entertainment and news industries filled his head with twaddle about white supremacists and racial justice. The problem was never with Arday, it was always with Cambridge and its ilk.

You can substitute the names "Claudine Gay" and "Harvard" and save for the suicide, the story would be the same.

Our education system is very, very ill.

It was at that moment that Professor Wilson realized that his equations for diversity, affirmation and success gave him an unsolvable set of contradictory inputs.

Bonus Cambridgery

Arday is just the tip of the iceberg. From this X post comes the content below. Cambridge is hiring these people on purpose. 

Extracts from 11 Aug article in Spectator by Andrew Gilligan:

After the Jason Arday disaster, here is new evidence that things have gone deeply wrong at Cambridge University.

We can reveal that a former supporter of Hizb ut-Tahrir, now banned as a terror group, has been appointed assistant research professor of education at Cambridge, in the same faculty as Arday.

Ahmed is now responsible for postgraduate research in education at Britain’s top university, and for teaching undergraduate students, the future leaders of the profession, ‘how education shapes individuals and society.’

Farah Ahmed has explicitly attacked ‘western education’ as a ‘threat’ to Muslims, condemned democracy and integration, and criticised British schools for teaching pupils that child marriage is wrong. 

During her time at Cambridge, she has written that the Islamic concept of education is sharply opposed to ‘gaining literacy and numeracy and other disciplinary skills demonstrated through qualifications’.

She attacks schools’ ‘attempts to integrate Muslim children’ as seeking to ‘produce new generations that reject Islam… if society is built on kufr [unbelief], it is our duty to tackle this challenge as a community in order to protect our young from its corruption.’

Worst of all, ‘religious tolerance is primarily pushed in religious education’, meaning that ‘Islam is taught as a religion like any other, putting its value on the same level as Christianity, Buddhism, Judaism, Hinduism, Sikhism and the like.’

Science is a problem too, because in the ‘teaching of evolution, Muslim children will be exposed to ideas that contradict Islam’. And in any subject, boys and girls may be asked to work together.