Three parts in this section, and I'll add entries as time goes on
If you want to get my view of American life and our individual lives, you could read the books in the order I have listed them here, beginning with Sports in the Lives of Children and Adolescence. Add to that the short writings since the publication of my last book, Living White--they are listed in the "Recent Short Writings" section below--and then the material in the "Thoughts" section of this site. If you only have the time or interest to read just one book, I suggest The Fame of a Dead Man's Deeds. If you want the latest and/or a sense of who I am, read the thoughts in the order they are listed in the Thoughts section of this site, beginning with "On Foucault"--and you can read them in any order, they are self-contained.
If the PDF links are oversize, adjust them to accommodate your reading preference.
Recent Short Writings
• Robert S. Griffin, William Pierce and a Play by George Bernard Shaw, 9 pp., 2018.
In the early part of this century, I published a portrait, as I called it, of the white activist William Pierce, who died shortly thereafter, called The Fame of a Dead Man’s Deeds. I called the book a portrait rather than a biography because it was basically my sense of Pearce after spending a month living in close contact with him on his remote compound in West Virginia. One of Pierce’s prime traits, he took ideas very seriously and lived in accordance with the ones that gave him direction in his life’s project of living an honorable and meaningful existence in the time he had allotted to him on earth (it turned out to be 68 years). One major source of perspective and guidance for Pierce was a stage play, Man and Superman, by George Bernard Shaw. The following is an excerpt from the Fame book about that play’s impact on him. Read the complete article here.
• Robert S. Griffin, Where’s Nordic-Boy? A Game for Our Time, 8 pp., 2018.
During intermission of a modern dance performance I
attended, I looked through the program handed out to
everyone in attendance that
• Robert S. Griffin, Learning from Baseball, 3 pp., 2018.
There are lessons to be
learned from the game of baseball. Read the article
In November of 2016, I wrote a couple of related articles I thought were good, but nobody else did, so I set them aside. In March
of 2018, I felt drawn to revisit them. Read the article here.
• Robert S. Griffin, Who Was Revilo Oliver? 13 pp, 2018.
If a thorough history of the white racial movement is
ever written, Revilo Oliver (1908–1994), a classics
professor at the University of
• Robert S. Griffin, William Pierce and Cosmotheism, 12 pp., 2018.
During the early 1970s, the late white activist Dr. William Pierce formulated a religious orientation he called Cosmotheism to provide
the spiritual basis for the direction he was taking in his racial work. Read the article here.
• Robert S. Griffin, Who Was George Lincoln Rockwell? 9pp., 2018.
For those unfamiliar with George Lincoln Rockwell (1918-1967), perhaps this writing, drawn from my book on the late William
Pierce, The Fame of a Dead Man’s Deeds, will provide a sense of him. Read the profile here.
• Robert S. Griffin, What Hitler Believed, 12 pp., 2018.
All my life, it’s been Hitler this and Hitler that. For me, it
was like the Norm Macdonald joke, the more I heard
about the guy, the more
• Robert S. Griffin, The Tale of John Kasper (2017), 17 pages, 2017.
In 2007, I wrote the article on the white activist John
Kasper (1929-1998). The Kasper writing came to mind this
past week (early December
• Robert S. Griffin, "Moneybull": An Inquiry Into Media Manipulation (short version), 12 pp., 2017. This is an abridged and slightly revised version of a 2012 writing on this site. It’s about the 2011 film “Moneyball," a fine piece of
entertainment, but I question its messages. Read the revised article here.
Almost exclusively, white
racial discourse has focused on public concerns: white
identity and culture, historical and current realities,
Around the turn of the century, I wrote a book about
white advocate William Pierce. One of the
things that stuck with me about that experience is
· Robert S. Griffin, He Doth
Review of Making
Sense of The Alt-Right by George Hawley (Columbia
University Press, 2017) 218 pp. ,
With any book, it helps to take into account who wrote it and who published it. Read the complete review here.
· Robert S. Griffin, Feelings and Thoughts on Charlottesville, 3 pp., 2017.
Like everyone—in the world, really—I was riveted by the
events in Charlottesville, Virginia in mid-August of
racial activists had gathered in that city
· Robert S. Griffin, Serena, Ingrid, and the Story of My Time, 2 pp., 2017.
The August, 2017 issue of Vanity Fair magazine has the naked and very pregnant tennis star Serena Williams on the cover. When I saw it, a thought flashed
to my mind: “Ingrid Bergman wasn’t naked on the cover of Life in Dad’s shop.” Read the full commentary here.
• Robert S. Griffin, The Downsides of Being a Teacher for Me (And Maybe for You), 21pp., 2017.
In recent days, I read a couple of good books on
got me thinking about the effects a career in teaching
had on me. Read
This is a commentary drawn
from a section in the two articles immediately below on
this site—“The Alt Right and Tyler Durden’s Advice”
“Seize the Center.” It examines the black
civil rights movement in the 1950s and ‘60s, the modern
feminist movement, and the gay rights
movement, all three of them successful, to see what
might be learned from them. It was posted
in March, 2017 in the webzine American
· Robert S. Griffin, Football Players Making a Better World, commentary, 3 pp,, 2016.
On December 17th, 2016, the University of Minnesota
football players called off their threatened boycott and
will play in the Holiday Bowl game
• Robert S.
Griffin, Seize the Center: A Critique of the Alt Right,
Including Tyler Durden’s Advice, 17pp., 2016.
• Robert S. Griffin, The Alt Right and Tyler Durden’s Advice, 21 pp., 2016.
In November of 2016, I received a notice for a conference:
CELEBRATE THE ALT RIGHT!
The past 12 month might be remembered as the year
of Donald Trump . . . the year of the Red Pill . . . and
the year of the
This article offers thoughts keying of the conference notice. Read the article here.
• Robert S. Griffin, From a Chat to Metapolitics: A Journey in Thought, 18 pp., 2016.
Four current or retired faculty members at the
University of Vermont were chatting with a new dean who
had recently arrived in
• Robert S. Griffin, Blacks As Emotional Abusers of Whites: The Exploration of a Possibility, 13 pp., 2016.
I’m picking up a basic difference in black-white
relations in America these days compared to past times,
and this writing is an attempt
• Robert S. Griffin, The Real Ernest Heminway? 16 pp., 2016.
it important. Read the complete article here.
• Robert S. Griffin, The Orlando Shootings: Talk, Reality, and The New York Times, article, 19 pp., 2016.
In Orlando, Florida in the early morning hours of June
12, 2016, 50 people were killed and 53 others injured in
Pulse, a gay nightclub,
• Robert S. Griffin, Creating a White Future, article, 11 pp., 2016.
For its fourth anniversary issue in the fall of
2016, Le Harfang, a French Canadian white nationalist
publication, invited foreign
• Robert S. Griffin, How We Can Be Had: An Inquiry into the Ploys of People Who Sell Us Something (Or At Least It Began As That), 25 pp., 2016.
The focus in this writing is on how somehow like me, and
I presume you, can be taken for a ride, or the title of
this thought, how we can be had. While the
S. Griffin, What Schools Could Learn from Skateboarding,
article, 15 pp., 2015.
One of my students in a university course I instructed last semester brought his skateboard with him to classes. He carried it under his arm as he came in the door and
it sat prominently on the floor in front of his desk during the class hour. Read the full article here.
• Robert S. Griffin, A Needed Paradigm Shift in Education (Short Version), essay, 32 pp., 2015.
This writing is an excerpt from a long article I
authored back in 2010. If
you want to read the piece in its entirety—and candidly,
I feel very good about its
• Robert S. Griffin, Epistemology Matters: Reflections Prompted by a Death in Missouri, 12 pp., 2014.
At this writing, it has been four days since a highly anticipated and nationally televised November 24th, 2014 press
conference conducted by St. Louis County, Missouri Prosecuting Attorney Robert McCulloch in which he announced that a
grand jury had chosen not to indict white Ferguson, Missouri police officer Darren Wilson in the August 9th, 2014 death
of an eighteen-year-old local black resident, Michael Brown. What particularly struck me in the hours and days that followed
the immediate release to the public of the evidence and testimony the grand jury reviewed in the process of coming to its
decision, much of it supportive of Officer Wilson's side of the story, was that it didn't appear to have been taken into account
by those who, from the beginning days of the case three months earlier, were convinced that this was a racially motivated
murder of a black youth attempting to surrender to a police officer and thus an outrage. This intrigued me and I wanted to
make sense of it. This writing is a report of the direction my thinking went in this regard over the next couple days. Read the
complete article here.
• Robert S. Griffin, Poking into the Manosphere, 13 pp., 2014.
A book review in the webzine Taki’s Magazine of “Thirty Seven: Essays on Life, Wisdom, and Masculinity by the obviously
pseudonymous author Quintus Curtius prompted me to read the book and think about boys and men and masculinity in our
time. Read my article here.
• Robert S. Griffin, Joseph K., Kenny Rogers, and Me: My Experience in an American University, 32 pp., 2014.
"Someone must have been telling lies about Joseph K., he knew he had done nothing wrong but, one morning, he was
arrested." So begins Franz Kafka's classic book, The Trial. The Trial makes the reader grateful for being an American.
Certainly nothing like this could happen here in America. My faith in that comforting and reassuring thought
has been shaken over the past few months. Read the complete article here.
• Robert S. Griffin, Who Is Jeannette Rankin? 10 pp., 2014.
Who's Jeannette Rankin? I've asked that question to a number of people, both men and women, in classes I teach at the
university and just people I come across day to day--I suppose it's been a total of thirty--and so far nobody's heard of her.
That has intrigued me. Read the complete article here.
• Robert S. Griffin, How Baseball Has Changed--And Other Things Too, 15 pp., 2014.
One way to get a handle on what is going on now is to look at how this same thing went on in years past and compare.
Last weekend, I had a chance to do that with baseball, which has been part of my life since my earliest memory.
Read the full article here.
• Robert S. Griffin, Personal Computer Use in Our Time: An Addiction? 11 pp., 2014.
Last week ago as I write this, I had a window seat on a five-hour flight from Philadelphia to the West Coast. Seated next me
in the middle seat was a fit, dark-haired, polite appearing young man of about twenty-two--fashiony clothes and glasses,
jeweled stud in his ear, carefully outlined three-day growth of facial stubble, clean and neatly filed fingernails. He looked to
be a charter member of this generation's college cohort, a senior perhaps. In his left hand was a mobile phone. On his
lap was a laptop computer. I've thought about him every day since. Read the complete paper here.
• Robert S. Griffin, Social Media, Young People, and Challenges for White Activism, 5 pp, 2014.
My read of things is that the pervasiveness of social media in our time poses particular challenges to those on the periphery
of the social/cultural core of American life, and that very much includes white racial analysts and activists. Read the
complete paper here.
• Robert S. Griffin, Critical Theory in the American University: A Critical Issue, article, 25 pp., 2013.
Critical theory, critical pedagogy, is currently the predominant ideological perspective in the social sciences and
humanities, education, social work, and the field of higher education in American universities. This article uses an episode in
a class I teach in the university as a way to discuss the implications of this reality. Read the full article here.
• Robert S. Griffin, A University Personal Growth Course Syllabus: For Your Possible Use, 12 pp., 2013.
I submitted a proposal to the administration of the college in which I teach for a three academic credit course I would
instruct dealing with personal growth and fulfillment. The proposal was turned down, but perhaps you can make some use
of this course. See the course syllabus here.
• Robert S. Griffin, Learning from Birdman. 4 pp., 2013
At this writing, Chris "Birdman" Andersen, a member of the NBA's Miami Heat--incidentally, Andersen is one of
nature's rarities, an American white playing in the NBA--has been suspended for an upcoming game in a championship
playoff series between the Heat and the Indiana Pacers. It seems that Birdman--so called because of his arms-flapping,
soaring style of play--suddenly and seemingly out of the blue knocked a Pacer player to the court with an elbow and then
shoved him when he got up and pushed a referee who tried to intervene. I think Birdman's reaction when he was questioned
about his outburst has applicability to the circumstance of white people, the race to which I belong, and a race I care deeply
about in the same way other people care deeply about their race. This writing also appeared in the June 8th edition of
the webzine, The Occidental Observer. Read the complete article here.
• Robert S. Griffin, An Educator's 10 Concerns About Social Media, 14 pp., 2013.
Ten concerns, or worries, which, as a university professor, I have about the impact of social media involvement on students.
Read the complete paper here.
• Robert S. Griffin, An Interview on Sport and Society, 8pp., 2013
In early 2103, the editor of Le Harfang, a journal of a Canadian organization, the Alliance of Ethnic Quebecers, requested a
written interview with me on the impact of sport on society with particular reference to nationalism. These are my answers
to his emailed questions. The interview was published in French in Le Harfung, No. 6, Vol. 1, 2013. Read the interview
• Robert S. Griffin, What Louis Michael Seidman Made Me Think About, 7 pp., 2013.
An opinion piece in the December 30th New York Times by Louis Michael Seidman, a professor of constitutional law,
caught my eye. Seidman, or the Times' headline writer, entitled it "Let's Give Up on the Constitution." This is a response
to it submitted to The Occidental Observer web site for publication. Read the full response here.
• Robert S. Griffin, Are Whites Pathological? Yes and No, 16pp., 2012.
In October of 2012, the editor of the journal The Occidental Quarterly, Kevin MacDonald, issued a call for papers to be
included in an upcoming theme issue on White pathology. "Whatever blame for our situation that we place on others,"
Dr. MacDonald said in the announcement, "the bottom line is that we are allowing the unfolding disaster to happen. It
is unprecedented for a civilization to voluntarily cede political and cultural hegemony to others, particularly when so many of
these people harbor hatreds and resentments toward our people and our culture." This paper is my response to that call and
has been accepted for publication in that theme issue. TOQ capitalizes White, so, while it is not my normal
practice, I do it in this writing. This writing appeared in the webzine The Occidental Observer in June of 2013,
and in the journal The Occidental Quarterly, Vol. 13, No. 2, Summer 2013. Read the full paper here.
• Robert S. Griffin, Commercial Sports and Kids, 6pp., 2012.
This writing is a follow-up to the writing two sources down on this site, How They Get Us to Watch the Super Bowl:
An Inquiry into Sport Marketing Strategies. Here, I outline some of the effects the sports entertainment industry,
professional sports, has on kids. Read the full paper here.
• Robert S. Griffin, "Moneybull": An Inquiry Into Media Manipulation, 17 pp., 2012.
"Moneyball" was one of the best-received films of 2011 and an Academy Award contender for best film at the 2012
Oscars. It is based on a non-fiction book by the same name. What we are told in the film isn't true. Or better, it is true here
and there but fundamentally untrue. "Moneyball" obscures significant truths. It portrays things as lucid and simple and
resolved that are in fact muddy and complex and open to debate. From what I have heard and read, people accept
"Moneyball" as an accurate picture of what went on with the A's ten years ago, and its ideas, premises, as valid ones, when I
consider them highly questionable and in need of qualification if not fundamentally false. To the extent that I am accurate in
my perceptions, it is very important for reasons that go beyond this popular entertainment, and that is what pressed me to give
as much energy as I put into this writing. Read the complete paper here.
• Robert S. Griffin, How They Get Us to Watch the Super Bowl: An Inquiry into Sport Marketing Strategies, 16 pp., 2012.
The 2012 Super Bowl football game won by the New York Giants over the New England Patriots drew the largest
American television audience of all time. That's for any kind of programming, entertainment, public affairs, anything, not
just sports. One hundred thirteen million people in this country watched that football game. This was a show put on by the
employees of two privately owned, profit making sport exhibition companies. How did they get me and another one
hundred thirteen million people minus one to attend to their football performance, and more than that, care about how it
came out? What accounts for our enchantment with commercial sports: the Red Sox and Cowboys and Lakers, and all
the rest? How do these sport show companies market their product with such remarkable effectiveness? This writing
outlines nine things that have come to mind in this regard. Read the paper here.
• Robert S. Griffin, How University Students Think, 11pp., 2012
This writing is best viewed as a companion piece to a couple others on this site. One of them is "How University
Academics Think," the eleventh source down from this one, in which I suggest that the investigation of how university
faculty and administrators see things is an important area of inquiry and offer some thoughts in this regard. While I hope
this paper on the way university students think, at least in some areas of their studies, stands on its own, I believe it makes
most sense if it is considered in conjunction with the one on faculty; I see them as an interrelated pair. Too, it will be helpful
to explore both writings within the context of the educational ideology, goals, and strategies I outline in "Totalism and
Thought Reform in America's Universities"--either the short or long version, the second and third sources down. I hope
these three writings encourage others to contribute their own insights to this general concern, take what I've offered further,
amend and correct it, and so on. Read the paper here.
• Robert S. Griffin, Are White Racial Egalitarians Lying?, paper, 5 pp, 2011.
The lead article in the August 2011 issue of the journal American Renaissance by Robert Greenberg, entitled "When
Whites Lie to Blacks," decries whites that in our time "contradict plain reality" and expound a "parade of deliberate
falsehoods" to and about blacks. In this same issue of AR, Jared Taylor, in "Response to Dr. Greenberg," while noting
that he found the Greenberg essay "witty and insightful" and that he read it "with admiration," nevertheless takes exception
with its major premise, that whites who espouse egalitarian line on whites and blacks are out-and-out lying. This paper is
my take on the Greenberg-Taylor exchange. A version of this paper was published under the title "Are Whites Lying" in
American Renaissance, vol. 22, no. 10, October, 2011. Read the paper here.
• Robert S. Griffin, Totalism and Thought Reform in America's Universities (short version), paper, 9 pp., 2011.
This is a shortened version of the writing just below this one that I put together to accommodate the space requirements for
publication. You can read the description of the long version to get a sense of what both of these writings are about.
The major difference between the two versions is that with the short version I cut the material illustrating how Robert
Jay Lifton's thought reform methods fit what's going on in today's universities. Depending on your time and interest in
this topic, you can read either version. Read the short version here.
• Robert S. Griffin, Totalism and Thought Reform in America's Universities (long version), paper, 28 pp., 2011.
In the summer of 2011, I received an e-mail message from the president of my university--I'm a professor of
education--addressed to all faculty and staff saying that all first year students would be required to read the book
The Immortal Life of Henrietta Lacks by Rebecca Skloot. At the time, I had just completed reading psychiatrist and
scholar Robert Jay Lifton's memoir, Witness to an Extreme Century. I put the two experiences together and wrote a
paper on what I see going on in today's universities. Read the long version here.
• Robert S. Griffin, "A Case for Conservative Schooling," 31pp. book chapter, 2011, originally published in 2005.
This is an essay from the book listed above, While There's Time: Conservatism and Libertarianism in Education.
Conservative is a pejorative term to those who shape the hearts and minds of today's future teachers in our colleges of
education. Teacher education students don't study conservative educators--they hear about them from their professors
and in the books they are assigned to read. Conservatives in education, traditionalists of all stripes, so it goes, are misguided,
anachronistic, and just perhaps malevolent. This essay was written primarily for my own students--I teach in a college of
education--to give them a chance to consider a positive argument for conservative (or, other terms, traditionalist, essentialist,
classical, perennialist) approaches. Read the essay here.
• Robert S. Griffin, "A Lesson in Democracy," 21pp. book chapter, 2011, originally published in 2005.
This is an essay from the book listed above, While There's Time: Conservatism and Libertarianism in Education. I have
been taken by the constant reference to democracy in the writings and talk of the dominant perspective held by
professional educators, progressivism. The most important book by the leading figure in progressive education, John
Dewey, is entitled Democracy in Education. Teaching democracy, inculcating this doctrine in students and implementing
its ways in classrooms, is to be a top priority in schools. What's this all about? I asked myself. Even more fundamentally,
when did this country become a democracy? We pledge allegiance to the flag of the United States of America, and to the
republic for which it stands--not to the democracy for which it stands. When is the last time you heard this country referred
to as a republic? This essay is my exploration of this topic. Basically, I contend that the democracy thrust in schools is part
of a movement to collectivize America. Read the essay here.
• Robert S. Griffin, "What Schools Can Learn from Sports," 32 pp., chapter, originally published in 2005.
This is a chapter from a book of essays on education listed above, While There's Time. It gets at how a study of the ways
of sport, the sport culture, can inform what isn't working in schools and give direction to efforts to improve them. Read
the chapter here.
• Robert S. Griffin, "Sports and Growing Up," book chapter, 23 pp., 2011, originally published in 1998.
This is a chapter from the book listed above, Sports in the Lives of Children and Adolescents. It outlines the lens through
which I view the impact of organized sports--and really, everything, family and peer relations, school, activities of all
sorts, media contacts--on young people. It is about growing up well (or not), what that involves, and the role of parents
in that regard. The ideas in this chapter provided the bases for the four thoughts I wrote for this site in the latter part of
2010 entitled "Lessons for Our Daughter." Ken and Melissa Heise, whom I refer to in the chapter, are parents who wrote
me asking for my advice around organized sports involvement for their son and daughter. Read the chapter here.
• Robert S. Griffin, Libertarianism and Racial Nationalism--Or Better, White Racialism, essay, 9 pp., 2011.
This is an abridged version of the writing a couple sources below on this site, Libertarianism and White Racialism. I
shortened it to meet the length requirements of an essay contest conducted by the journal The Occidental Quarterly, which
published it in its Spring 2011, Vol. 11, No. 1 issue. (It was a runner-up to the winner.) Depending on the time you have
to devote to this topic from my perspective, you can read this one or the longer one. The longer one, twice the word count, is
a much more complete take on this concern, but I think this shorter version gets my perspective across well enough to give
you a sense of how I see things. Read the abridged essay here.
• Robert S. Griffin, Becoming a Full Professor, paper, 10 pp., 2010.
The faculty committee in my college responsible for matters related to faculty concerns developed a proposal that specifies
the criteria for promotion from associate to full professor. I volunteered to be on a work group in my department, in which
I am a full professor, to review that proposal. Prior to the group's first meeting, I wrote a statement that outlines my
perspective on criteria for assessing applications for promotion to full professor in general and the college committee's
proposal in particular. This writing includes that statement along with a follow-up statement I submitted to the group
following that first meeting. I hope this writing communicates in a general way what it's like in the university these years.
Read the full paper here.