Mediating the Extremes — Dr. Rachel Ferguson Discusses Issues on Race in America

Photo courtesy of the Cato Institute.

The King’s College hosted economic philosopher and author Dr. Rachel Ferguson to discuss her new book “Black Liberation Through the Marketplace” on Thursday, Sept. 22 in the City Room. Ferguson presented her research, specifically by observing the extreme division in America’s thought processes concerning race. She also asked students to have a more open view of exploring and understanding the forces at work behind both sides of race-based issues in the U.S.

“If I use the phrase classical liberal, do you know what I mean?” asked Ferguson. The audience was silent. She went on to list three major factors that developed her ideology on the issue: private property rights, freedom of contract and equality of law. These principles led Ferguson directly into the history of oppression inside slavery.

Ferguson started her lecture by delving into the founding themes of America. The students in attendance followed her speech through the reconstruction of the southern states, Jim Crow laws and modern-day America. However, according to Ferguson, one thing remained constant throughout history: extremism on both sides hindered the process of creating change.

The Bob Jones curriculum, a right-leaning homeschooling syllabus, and the 1619 Project, a left-leaning revisionist history project, both came up during the Q&A portion of the event. Both have been commonly recognized for radicalistic ideas on how the issues of race and slavery have shaped our nation. The Bob Jones Curriculum does not lend any weight to the idea of race shaping America, whereas the 1619 project believes slavery to be the principal issue of America and its founding. 

This information led freshman Rehannah Tejiram to ask, “What do you think is the rationale behind the 1619 Project?” 

“There seems to be a neo-Marxist train of thought… a pedagogy for liberation,” said Ferguson.  “It seems to be a critique of an American conservative tradition. [The intention was] a lot more government control, a lot more regulation of the way corporations are run, and you have an extremely thick welfare state.” She supplied a multitude of reasons behind this agenda, specifically the increase in progressives leaning towards Marxism as well as Nicole Jones’ personal beliefs informing the project.

Ultimately, the 1619 Project did not correspond with Ferguson’s views, specifically the agenda clashing with the “classical liberal” values she set in place at the beginning of the lecture. 

After the Q&A, Ferguson had much to say about the Bob Jones school of thought. “The Bob Jones curriculum is really bad on slavery,” said Ferguson. “It's way too happy. It's never a fun experience to have someone claim to own you.”

Her dialogue eventually led to discourse about the benefits and costs of having an extremist view. “This is a very controversial statement,” Ferguson said. “Let’s take critical race theory as an example. Philosophically, I do not core align at all(sic), but because they are focusing on the history of race and the system of oppression they do end up paying attention to real episodes of oppression in history… We can gain things from ideas way over there because they draw our attention to something new.” 

According to Ferguson, she remains steadfast in her faith in neutrality. Her views correspond to her idea of a classical liberal — constantly examining the issue through the lens of private property rights, freedom of contract and equality of law.

In regards to an optimistic point of view like the Bob Jones curriculum, Ferguson commented, “They draw advantages to some of the American system and Constitutional thought, and produce students that read James Madison and Thomas Jefferson and really know those founding documents really well.”

Colton Taussig is a freshman at The King's College majoring in Politics, Philosophy, and Economics. He is an avid film-lover and takes great pride in his home state of Missouri.