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The Concordia University Centre for Teaching and Learning has scheduled a workshop to train faculty in strategies for decolonizing and Indigenizing curriculum and pedagogy, led by an education doctor whose programs explicitly re-center Indigenous knowledge systems above the tradition of rational inquiry.
This initiative does not arise in isolation. It forms part of a deliberate campaign by managerial ideologues to dismantle the epistemic foundations of the university, replacing ordered pursuit of truth with political reorientation that privileges ancestry over evidence and grievance over inheritance.
The Western university was born in the twelfth century under the patronage of the Church, its faculties ordered by the conviction that truth is one, discoverable by reason, and ultimately rooted in the Logos. From Paris to Oxford the curriculum rested on that common foundation until successive waves of secularization and, later, ideological capture began to erode it.
Scripture and the creeds affirm that man is created in the image of God and therefore capable of apprehending an objective moral and rational order. The Realist tradition of the undivided Church insists that universals exist independently of human construction; truth is received, not manufactured to serve tribal or political ends.
When faculty are instructed to subordinate this inheritance to Indigenous knowledge systems, the act constitutes a direct assault on the article that the Church stands or falls upon: justification by faith in the objective work of Christ, not in the fluctuating narratives of any people group. The same principle that guards the Gospel guards the integrity of every discipline.
The Technocratic Automatons now installed in university administrations serve the City of Man by dissolving every remaining vestige of Christendom’s intellectual order. Their workshops function as instruments of dispossession, stripping students of the cultural and cognitive inheritance that once formed free men capable of self-government.
The Faithful Remnant must therefore refuse participation in these reeducation exercises and withdraw support from institutions that conduct them. Parallel colleges and credentialing bodies grounded in the creeds and the Western canon must be built without delay, for the survival of ordered learning depends upon those willing to defend it at cost.
History records that institutions captured by alien spirits either perish or become instruments of the powers they once resisted. Concordia’s workshop marks one more station on that well-traveled road; the choice before Christian households is whether to continue feeding the machine or to build anew under the ancient standard.
