I’d like to respond to some earlier posts as well, but I only have time for a quick lunchtime break. Let me say first that I really appreciate how responsive people have been to the idea that, incoherent as it is, the term “PC” inhibits understanding. 
That said, it’s surprising how reluctant many posters are to let go of the term. I’m going to respond to yanx4ever only b/c that post is freshest in my mind (and I’m a longstanding Yankees fan
).
“Political correctness does indeed mean many things to many people, the following are my specific objections to the PC movement”
Perhaps you can see for yourself, yanx, just how contradictory if the above statement is. If PC means many different things then in what meaningful sense can it be a “movement”?
“1) Pretending Christianity does not exist. We don’t have Christmas trees at school, we have “holiday trees” We don’t have Christmas break, we have “winter break.” We certainly don’t want to coerce school children away from the faiths of their families and toward Christianity, but on the other hand it seems downright silly to be so afraid of offending minority religions that we pretend the majority religion does not exist. The children aren’t dummies, they know Christmas as a great secular holiday if not a religious one, why do we pretend to shield them from knowledge we know they already have?”
Speaking as someone who is Jewish, and whose child is half-Jewish, I appreciate the fact that schools have “winter breaks.” However, the rest of what you describe is unfamiliar to me. Every school I’ve ever had contact with has had a Christmas tree (known as such) in addition to a menorah (known as such) and most recently, in my son’s time, additional inclusion of other seasonal traditions, esp. Kwanzaa. I suspect that if you inquire into your local public school you’ll find that this is pretty much the norm these days: i.e., no denial of the existence of Christianity, but an openness to other traditions.
If you live anywhere near the Yankees then you live in or near an extraordinarily diverse city, about 60% of which (if memory serves) is non-white and with more Jews than currently live in Israel. As you seem to be a very polite person, I can’t imagine that you wouldn’t see the legitimacy of having public institutions celebrate the holiday season in this inclusive way.
More to the point: in what meaningful sense is this “PC”? Menorahs stood side-by-side with Christmas trees in my New York City public school when I was a kid in the early 70s. Separation of church and state is an old (if evolved) doctrine.
There has been a longstanding and entirely reasonable practice of recognizing that not all American children are Christians. By perceiving it as a “shielding” PC gesture, rather that a reasonable approach to religious diversity in a liberal democracy, you are coming at the issue in an anachronistic and, I suspect, inaccurate way.
“2) Viewing historical figures using contemporary standards. The Jefferson example was used earlier…[etc.]”
The Jefferson example was mentioned, but never defended. As my example of Dickens/Twain was meant to suggest, this kind of thinking is, IMO, foolish and also not very widespread. I believe I would know if it were, because I am a historian.
I doubt very much that there is any school where Shakespeare isn’t taught “because of his ‘racism’” (If you have a cite for one I will stand corrected.) To be sure there has been an effort to expand the curriculum outside of the Western canon: but this has never, to my knowledge, amounted to an argument that because Shakespeare is racist, he should not be taught. Quite the contrary.
I can also assure you that a primary reason for Shakespeare being taught less at universities is that there is less money for hiring in earlier fields (in history and literature both), and more student interest in contemporary stuff. Students find the bard tought to read, alas. Nothing at all to do with racism, or PC.
Once again, as with the Twain argument, I would argue that, to the extent that such an attitude exists–an attitude that says, say, Lincoln should be vilified or shouldn’t be taught b/c he said some objectionable things by today’s standards-- it isn’t “PC” for the simple reason that there is no political program promoting that attitude for one to “correctly” follow. It is just a misguided idea, pure and simple.
There are, to be sure, interesting debates about how Lincoln or Jefferson should be taught. As one who teaches history–indeed, as one who believes that without knowledge of history a human life is incomplete ;)–I can assure you that historical figures can be taught in an enriching way warts and all.
Would you want Americans to be taught a sanitized view of Jefferson or Lincoln? Indeed, wouldn’t such a sanitized view be a kind of “PC”?
“To be fair, you need to judge people according to the culture and mores of the times in which they lived.”
Yes indeed! And that is exacatly what historians aim to do. Let me assure you no PC cadre haunts us trying to shut us down for fear of racism.
Rather, our biggest problem is convincing students to be interested; and convincing the wider public that the humanities, which have no obvious monetary value, are worthwhile.
Indeed, the idea that “if it doesn’t add to the bottom line it can be dispensed with” is another prevalent form of “correctness” that I find much more ubiquitous and troublesome than that “Lincoln was a racist”!
“3) Artificial diversification in education. I’m all for teaching about the contributions of minorities in history and literature, but let’s not pretend that some obscure African poet is the equivalent of Shakespeare and let’s not give more space in a history textbook to Sacajawea than we do to Washington.”
A very complex issue. Let me recommend a book to you: Multiculturalism: Examining the Politics of Recognition. It features a very influential essay by the Canadian philosopher Charles Taylor and a series of responses to him. There have been many more responses since its publication in the early 90s.
It’s interesting that multiculturalism doesn’t come up much on the SDMB.
Or rather, when it does come up it’s typically in a simplistic way. I don’t mean to offend you but I think you are assuming a kind of false antithesis: as though, on the one hand, it’s somehow ultra-common to see African poets held up as the “equivalent” of Shakespeare (can you provide a single example of anyone making that argument?); and as though, to go to the other extreme, there no value whatsoever in American students’ learning about other cultures. What is actually going on in education is somewhere in between. And the debates about what should go on are, by and large, also somewhere in between. (I’m fairly certain though that there are more conservatives who see no value in non-Western culture than there are multiculturalists arguing for “equivalence.” Then again, “equivalence” is not what most multiculturalists are really trying to say.)
“Our textbook writers are getting to be like bean counters, making sure that the total column inches for the races work out just so.”
I must disagree. Although I have nothing to do with the production of K-12 textbooks, and don’t have vast knowledge of them, the ones I do know about aren’t written in this fashion.
“4) Rewriting history in movies and television. Dr. Quinn, Medicine Woman is the best example. Here this woman lived in the 1860s, yet on every single subject her viewpoints were politically correct in 2000. In Titanic, all the people in first class (except for the heroine) were insensitive, rich pigs while every person in steerage was noble and gallant.”
Way to go yanks! You’ll get no argument from me here. I hate the Titanic for this reason and urged people to read a book in the lobby until the iceberg hit.
But why is this PC?
This is to do with our culture’s “presentism.”. Our culture does not care about history, except perhaps to know that the lace on Kate’s dress is authentic.
This unfortunate aspect of our culture, though, has nothing to do with PC in any form. Indeed, I think if you look back at movies made in the 1950s you’ll find that it is in many respects even worse–and the 50s were hardly a “PC” time (except of course in the sense that being pro-Communist or “anti-American” was extremely politically incorrect at that time!).
"5) But we keep telling children that all their work is equally good when it is not, this teaches them that nothing they do matters. "
I have no time to check out your cite, yanks, as I’ve used up my breaktime and run. But let me assure you that ther are many teachers who feel it is very important to make clear distinctions between excellent and poor work. And there are ways to do this without demoralizing the student who has submitted poor work. Personally speaking I try very hard to hold to high standards.
But to the extent that this problem exists in K-12 and in higher ed, it’s hardly an issue of political correctness. It’s partly to do with teaching philosophy and also very much to do with resources.
It’s actually very easy to tell people they’ve done a good job and send them on their merry way. It takes much more work to tell a student the work hasn’t been up to snuff and work with him or her towards a better effort. The more students one has, the less one is able to this.
“If most women prefer to be called Ms., I don’t mind a bit. But to be fair, I ask some slack. If I forget one time and call you black and not Africa-American, it doen’t make me a racist.”
Indeed not!
"And to be fair, please don’t call me a “Xian”. Jesus did not call me to join the “X-Men”
Fair enough, yanks, though this is the first time I’ve heard that the use of “X” as an abbreviation for the “Christ” in Christmas had anything to do with PC.