October 1, 2014

Camille Paglia on universities’ inability to comprehend evil

Filed under: Bureaucracy, Law, USA — Tags: , , , , — Nicholas Russon @ 00:02

In Time, Camille Paglia says that universities are unable to understand the real risks to young women on campus:

The gender ideology dominating academe denies that sex differences are rooted in biology and sees them instead as malleable fictions that can be revised at will. The assumption is that complaints and protests, enforced by sympathetic campus bureaucrats and government regulators, can and will fundamentally alter all men.

But extreme sex crimes like rape-murder emanate from a primitive level that even practical psychology no longer has a language for. Psychopathology, as in Richard von Krafft-Ebing’s grisly Psychopathia Sexualis (1886), was a central field in early psychoanalysis. But today’s therapy has morphed into happy talk, attitude adjustments, and pharmaceutical shortcuts.

There is a ritualistic symbolism at work in sex crime that most women do not grasp and therefore cannot arm themselves against. It is well-established that the visual faculties play a bigger role in male sexuality, which accounts for the greater male interest in pornography. The sexual stalker, who is often an alienated loser consumed with his own failures, is motivated by an atavistic hunting reflex. He is called a predator precisely because he turns his victims into prey.

Sex crime springs from fantasy, hallucination, delusion, and obsession. A random young woman becomes the scapegoat for a regressive rage against female sexual power: “You made me do this.” Academic clichés about the “commodification” of women under capitalism make little sense here: It is women’s superior biological status as magical life-creator that is profaned and annihilated by the barbarism of sex crime.

September 25, 2014

QotD: Why useless university degrees are created

Filed under: Bureaucracy, Government, Quotations — Tags: , , — Nicholas Russon @ 00:01

The typical understanding of a useless degree is of a credential whose market value is close to zero. In that sense this isn’t quite economically useless. There is a market for people wielding this pseudo-intellectual nonsense. It’s not a real market admittedly but it’s a market nonetheless. There is, however, only a single market maker: The Government.

The job prospects go beyond employment directly by the state, they extend into the quasi-government sector, what is sometimes politely referred to as the wider public service. There is a whole eco-system of NGOs, quasi-governmental organizations and ad hoc committees that thrive upon the government teat. Since their work has no objective value, and the criteria for employment is vague at the best of times, hiring managers fall back upon a tried and true screening methodology: A piece of paper issued by a government backed institution.

So for those of you following along at home: A government financed body creates make work. In order to handle that made-up work new workers are hired. Those workers have certificates in make work from government financed educational bodies. This is the great circle of statist BS that spins around our the modern world without beginning or end. There is precious little justice in that.

Richard Anderson, “The Justice Makers”, Gods of the Copybook Headings, 2014-09-19.

September 23, 2014

This is what a genuinely ethical oil divestment plan for universities would look like

Filed under: Environment, Politics, USA — Tags: , , , — Nicholas Russon @ 09:45

Megan McArdle explains why universities are not in a particularly righteous position when they push for divesting out of fossil fuels:

I understand that universities are exploring sustainability. Just the same, they consume huge amounts of fossil fuels: To heat and cool their buildings. To power their labs and computer networks. Maintenance and landscaping. Cooking all that food. Lighting all those rooms. Every year, they put on many large events to which people fly or drive long distances. Their students travel to and from their premises multiple times a year, rarely on foot. Their faculty fly to do research or attend conferences; many of my friends in academics have much better frequent-flier status than I could ever dream of. Their admissions officers fly hither and yon to recruit students. Their teams fly or drive to games. But you get the idea. The point is that the fossil-fuel consumption of every university in the country dwarfs the impact of their investments on climate change.


If divestment activists were serious about making a difference, setting an example, and drawing the full weight of America’s moral opprobrium onto the makers and consumers of fossil fuels, they’d be pushing a University Agenda that looked more like this:

  1. Require administrators, faculty, sports teams and other student groups to travel exclusively by boat and rail, except for “last mile” journeys.
  2. Cease construction of new buildings on campus.
  3. Stop air conditioning buildings, except for laboratories and archives that require climate control. Keep the heat no higher than 60 degrees in winter.
  4. Put strict caps on power consumption by students, keeping it to enough electricity to power one computer and one study lamp. Remove power outlets from classrooms, except for one at the front for the teacher.
  5. Ban meat from campus eateries and require full-time students to be on a meal plan.
  6. Remove all parking spots from campus.
  7. Stop operating campus shuttles, except for disabled students.
  8. Divest the endowment from fossil-fuel companies, if it makes you feel better.

Why has No. 8 jumped to No. 1? Because it’s easy. Because a group of students pushing endowment divestiture can shut down a public meeting and be rewarded with the opportunity to hold a teach-in; a group of students pushing a faculty flying ban and the end of campus parking would find the powers that be considerably more unfriendly. Not to mention their fellow students. Or, for that matter, their fellow activists, few of whom are actually ready to commit to never in their lives traveling out of America’s pitiful passenger rail network.

September 22, 2014

QotD: Dumbing down the universities

Filed under: Cancon, Politics, Quotations — Tags: , , , — Nicholas Russon @ 00:01

Years ago, when I was at university, I asked one of the older professors of history what he thought about the changes in the student body over his career. This gentleman, a word entirely applicable to him, said that when he started teaching in the early 1960s he would flunk between a quarter and a third of his first year classes. Faster forward to the early 2000s and he rarely flunked a student. I jokingly asked him if that was because young people are smarter now than they were forty years earlier. He found my little joke rather too funny.

He confided in me that in the late 1960s the president of the university did the rounds. He explained that he was receiving pressure from the provincial government. Too many students were going off to university and then failing to graduate. The logical inference would have been that the high schools had either failed to prepare these students, or that the students were not academically capable or inclined. Political logic, however, is not like ordinary logic. It works by different rules. A government minister couldn’t admit that many public high schools just weren’t good enough, or that little Johnny was a bit daft. That would have contravened the egalitarian ethos of the age. So if the high schools couldn’t be fixed, they’d fix the universities instead.

Now by fix they didn’t mean improve. Nope. They meant dumb down. Now this was at one of the most prestigious universities in the land. You can well imagine that dumbing down at such a place was bad enough, dumbing down at less academically selective schools would be the equivalent of destroying virtually all academic rigour. This dumbing down also had the added advantage of filling in all those empty spaces left when the Baby Boomers graduated.

Richard Anderson, “The Shadow of Truth”, The Gods of the Copybook Headings, 2014-03-28

September 13, 2014

Ohio State University’s bureaucratic approach to student-to-student intimacy

Filed under: Bureaucracy, Law, USA — Tags: , , , — Nicholas Russon @ 10:46

US colleges and universities are struggling to come up with new and innovative ways of regulating how their students interact in intimate situations. Ohio State University, for example, now requires that students who engage in sexual relations must agree on why they want to have sex to avoid the risk of sexual assault charges being brought:

At Ohio State University, to avoid being guilty of “sexual assault” or “sexual violence,” you and your partner now apparently have to agree on the reason WHY you are making out or having sex. It’s not enough to agree to DO it, you have to agree on WHY: there has to be agreement “regarding the who, what, where, when, why, and how this sexual activity will take place.”

There used to be a joke that women need a reason to have sex, while men only need a place. Does this policy reflect that juvenile mindset? Such a requirement baffles some women in the real world: a female member of the U.S. Commission on Civil Rights told me, “I am still trying to wrap my mind around the idea of any two intimates in the world agreeing as to ‘why.’”

Ohio State’s sexual-assault policy, which effectively turns some welcome touching into “sexual assault,” may be the product of its recent Resolution Agreement with the Office for Civil Rights (where I used to work) to resolve a Title IX complaint over its procedures for handling cases of sexual harassment and assault. That agreement, on page 6, requires the University to “provide consistent definitions of and guidance about the University terms ‘sexual harassment,’ ‘consent,’ ‘sexual violence,’ ‘sexual assault,’ and ‘sexual misconduct.’” It is possible that Ohio State will broaden its already overbroad “sexual assault” definition even further: Some officials at Ohio State, like its Student Wellness Center, advocate defining all sex or “kissing” without “verbal,” “enthusiastic” consent as “sexual assault.”

Ohio State applies an impractical “agreement” requirement to not just sex, but also to a much broader category of “touching” that is sexual (or perhaps romantic?) in nature. First, it states that “sexual assault is any form of non-consensual sexual activity. Sexual assault includes all unwanted sexual acts from intimidation to touching to various forms of penetration and rape.” Then, it states that “Consent is a knowing and voluntary verbal or non-verbal agreement between both parties to participate in each and every sexual act … Conduct will be considered “non-consensual” if no clear consent … is given … Effective consent can be given by words or actions so long as the words or actions create a mutual understanding between both parties regarding the conditions of the sexual activity–ask, ‘do both of us understand and agree regarding the who, what, where, when, why, and how this sexual activity will take place?’”


August 26, 2014

QotD: Bonfire of the humanities

Filed under: History, Politics, Quotations, USA — Tags: , , , — Nicholas Russon @ 00:01

About 15 years ago, John Heath and I coauthored Who Killed Homer? The Demise of Classical Education and the Recovery of Greek Wisdom, a pessimistic warning about where current trends would take classics in particular and the humanities in general. It was easy enough then to identify the causes of the implosion. At the very time the protocols of the universities were proving unsustainable — more expensive administrators and non-teaching personnel, soaring tuition hikes, vast non-instructional expenditures in student services and social recreation, more release time for full professors, greater exploitation of part-time teachers, and more emphasis on practical education — the humanities had turned against themselves in the fashion of an autoimmune disease.

For example, esoteric university press publications, not undergraduate teaching and advocacy, came to define the successful humanities professor. Literature, history, art, music, and philosophy classes — even if these courses retained their traditional course titles — became shells of their former selves, now focusing on race, class, and gender indictments of the ancient and modern Western worlds.

These trendy classes did the nearly impossible task of turning the plays of Euripides, the poetry of Dante, and the history of the Civil War into monotonous subjects. The result was predictable: cash-strapped students increasingly avoided these classes. Moreover, if humanists did not display enthusiasm for Western literature, ideas, and history, or, as advocates, seek to help students appreciate the exceptional wisdom and beauty of Sophocles or Virgil, why, then, would the Chairman of the Chicano Studies Department, the Assistant Dean of Social Science, the Associate Provost for Diversity, or the Professor of Accounting who Chaired the General Education Committee worry about the declining enrollments in humanities?


If the humanities could have adopted a worse strategy to combat these larger economic and cultural trends over the last decade, it would be hard to see how. In short, the humanities have been exhausted by a half-century of therapeutic “studies” courses: Peace and Conflict Resolution Studies, Post-Colonial Studies, Environmental Studies, Chicano Studies, Women’s Studies, Black Studies, Asian Studies, Cultural Studies, and Gay Studies. Any contemporary topic that could not otherwise justify itself as literary, historical, philosophical, or cultural simply tacked on the suffix “studies” and thereby found its way into the curriculum.

These “studies” courses shared an emphasis on race, class, and gender oppression that in turn had three negative consequences. First, they turned the study of literature and history from tragedy to melodrama, from beauty and paradox into banal predictability, and thus lost an entire generation of students. Second, they created a climate of advocacy that permeated the entire university, as the great works and events of the past were distorted and enlisted in advancing contemporary political agendas. Finally, the university lost not just the students, but the public as well, which turned to other sources — filmmakers, civic organizations, non-academic authors, and popular culture — for humanistic study.

Victor Davis Hanson, “The Death of the Humanities”, VDH’s Private Papers, 2014-01-28

August 25, 2014

People (even men) respond rationally to external stimuli, eventually

Filed under: Media, USA — Tags: , , — Nicholas Russon @ 10:11

In the wake of all the media attention given to the “epidemic of rape on campus”, male university students appear to be changing their behaviour:

Thanks to an increased focus on sexual assaults on college campuses – mostly due to an overblown statistic claiming 20 percent of college women have been sexually assaulted – young college men are starting to rethink how they talk to women.

At first glance that might seem like a good thing – men learning to be more respectful of women and not be so rapey – but that’s not what this is.

This is about men actually avoiding contact with women because they’re afraid a simple kiss or date could lead to a sexual assault accusation.

Bloomberg reporters John Lauerman and Jennifer Surane interviewed multiple men from colleges like Harvard and Stanford who expressed concern over what was once known as a “hook-up culture” but is now labeled by feminists as “rape culture.” The change in terminology ensures that all responsibility is placed on men, just because of their gender.


William Pollack, a Harvard Medical School psychologist, told the Bloomberg reporters about a patient who was kissing a girl during a party and began thinking about what would happen if things went further.

“‘I want to go to law school or medical school after this,’” the student said, according to Pollack. “‘I said to her, it’s been nice seeing you.’”

Pollack also noted that the media attention to campus sexual assault has led to a “witch-hunt” mentality.

“Most males would never do anything to harm a young woman,” Pollack told the Bloomberg reporters. But the current focus is “starting to scare the heck out of the wrong people.”

Like Clark Coey, who will be a freshman at East Carolina University in North Carolina this year. He’s worried that the definition of consent might not be clear exactly what it means.

The constantly changing expectations of what consent means and how it has to be communicated are going to be common issues in university culture going forward. No sensible male student is going to dare follow up on hints or suggestions of interest from a female student without explicit invitation … which most women are culturally disinclined to offer. And even that might not be enough to meet the standards of consent some university activists (and administrators) are demanding.

H/T to Amy Alkon who included a few comments that had been posted:

From the comments:

    thewlyno / Isaac T
    Remember, when men drink they are predators, when women drink they are unaccountable victims


    James Dean
    I also find it ironic that feminists who fought for female sexual choice, including the right to engage in drunken hookups, would now like to put the responsibility for the mutual drunken hookup entirely onto the male. He must now take into consideration not just what she wants now, but also what is really good for her in the long run, because in his drunken state he is better able to make decisions for her than she is in her drunken state. It is his job to recognize her vulnerability, to save her from her disinhibition, and to guide her with his greater wisdom into proper chastity. This used to be called patriarchy.

July 22, 2014

What happened to the top universities outside the Anglosphere?

Filed under: Europe, History, Politics, USA — Tags: , , , , — Nicholas Russon @ 08:29

Steve Sailer has an interesting take on the rise of the top universities in the Anglosphere:

The reality is that the top U.S. (and British) universities have been winning the global competition for talent since the middle of the 20th Century. Look at Nobel Prizes. It wasn’t always like this. Go back to the summer of 1914 and the best research universities tended to be German, with other Continental countries in competition.

What happened to bring about Anglo-American dominance of universities?

I’m sure there are many reasons, but I want to fixate on just two. Namely, we won the Big Ones: WWI and WWII. In the postwar era, the losers, such as Germany and Austria (1918 and 1945), Italy (1943) and France (1940) smashed up their great colleges for being epitomizations of anti-democratic elitism.

The Continentals converted their famous universities to open admissions with virtually no tuition: giant lecture halls with a few thousand students taking notes or dozing.

The French government, not being stupid, kept some small, low profile, ultra-elitist Écoles to train the people who actually run France, while trashing grand old names like the Sorbonne. Piketty, for example, did his undergrad at the École normale supérieure, which is immensely prestigious in the right circles in France, but us big dumb Americans hardly know about it because it only has 600 undergrads. And few Tiger Moms in Seoul, Shanghai, or Mumbai care about it either.

For a French culture that believes itself normally superior, this is annoying.

In contrast, the winning Americans poured even more money into Harvard and Yale. When 1968 happened, only CCNY in the U.S. was dumb enough to fall for the reigning ideology rather than just give it lip service. Instead, Harvard devoted ample resources to modeling admissions and perfected a system of affirmative action for buying off complainers (see Robert Klitgaard’s 1985 book Choosing Elites) without damaging Harvard as the prime pipeline to Wall Street.

Similarly, Oxford and Cambridge survived the Socialist governments with elitist prestige largely intact, mostly because Britain, though almost ruined by the expense, was on the winning side in WW I/II. And winning isn’t everything, it’s the only thing.

July 19, 2014

California moves to pressure universities over sexual assault numbers

Filed under: Government, USA — Tags: , , , — Nicholas Russon @ 10:04

Ben Boychuk explains how California legislators are using their financial muscle to force colleges and universities to crack down on the epidemic of sexual assault in the state’s institutions of higher education. As we’re often told, women in university are at great risk of sexual assault — figures from one in four to one in five are often quoted — yet the universities are not punishing anywhere near that proportion of male students. To lawmakers, this is proof positive that university administrations are not taking the dangers seriously enough and they’re going to use all the tools at hand to force that to change.

[...] at a June hearing of the California State Assembly Higher Education and Joint Legislative Audit committees, chairman Das Williams couldn’t understand why the number of students disciplined for sexual misconduct was so low. A University of California at Berkeley administrator, for example, reported just 10 suspensions or expulsions out of 43 cases involving non-consensual sex over the last six years. How could that possibly be?

Williams, a Santa Barbara Democrat, concluded that the number of suspensions and expulsions of these alleged perpetrators of sexual violence had to increase. The consequences for student assailants are “not significant enough to act as a deterrent,” he warned — failing to consider that perhaps the problem of campus sexual violence isn’t as widespread as he’d been led to believe. In any event, Williams’s point was unmistakable: California’s universities had better start punishing more alleged offenders, or there will be consequences for the universities. And if administrators need a lower standard of proof to boost punishments, he and his colleagues would be more than happy to give it to them.

Williams is promising a slate of bills early next year that would mandate training for all university employees to respond to, and intervene to prevent, sexual assault, and, more significantly, to beef up punishments for alleged assailants. “Rape is a very difficult thing to prosecute,” he told the Sacramento Bee. Because most college disciplinary boards already use the lower “preponderance of evidence” standard — as opposed to the more rigorous “reasonable doubt” standard that criminal courts apply — “there is a real role that schools can play that law enforcement can’t.”

The reigning assumption in Sacramento — and Washington, D.C., for that matter — is that universities aren’t taking the problem of campus sexual assault seriously enough. A state audit released in June drew precisely that conclusion, and recommended that California’s state universities “do more to appropriately educate students on sexual harassment and sexual violence.” Every campus has a rape crisis center of some kind, with counselors on call 24 hours a day, seven days a week. Every campus police department offers rape defense programs. “Take Back the Night” programs are ubiquitous. Is more training and “education” — meaning more bureaucracy — really the answer?

You can certainly understand the concern: with so many young women suffering (although not necessarily reporting the criminal acts), the universities must be literal predator paradises, as the sexual assault rate in the general population is so much lower than on campus (Heather Mac Donald noted that the sexual assault rate in New Orleans in 2012 was only .0234 percent, making it a far safer place for women than any Californian university).

July 16, 2014

Free speech is so valuable that we need to designate special zones to contain it

Filed under: Bureaucracy, Liberty, USA — Tags: , , , , — Nicholas Russon @ 07:34

Virginia Postrel on the (insane) view that colleges and universities need to create special free speech zones — and to actively censor students and teachers outside those boundaries:

The vague bans on “offensive” language and other “politically correct” measures that most people think of when they imagine college speech codes are increasingly being joined by quarantine policies that restrict all student speech, regardless of its content.

Speech-zone rules require students to ask permission to do such things as hand out leaflets, collect petition signatures, or give speeches; demand that students apply days or weeks in advance; and corral their activities in tiny areas of the campus, often away from the main pathways and quads. The rules aren’t about noise or crowds. They aren’t about disrupting classes. They’re about what you can do in public outdoor areas, and they apply even to just one or two people engaged in unobtrusive activities. They significantly infringe on students’ constitutionally protected speech.

But judging from some of the public response to the Citrus College case, a lot of people think that’s just fine. Debating national security issues, they seem to think, has no place at state colleges.

“The creation of the free-speech zones, and the enforcement of sound-level ordinances, was not to prevent free speech, but give religious or political speech a time, place, and manner that would allow speakers to address their messages to audiences on campuses without disrupting the other fundamental functions of the institutions,” wrote a retired physics professor commenting on a Chronicle of Higher Education report.

“Isn’t an institution of higher education’s primary function … the education/learning and safety of its students? Anything that is considered distracting or obstructive of the primary goals has to be managed. If some students disagree, they are welcome to attend a different college,” wrote a commenter on a public-radio discussion of the case. Another declared: “I welcome the free speech zones. On some campuses in California, you cannot walk from a classroom to the library without being bombarded by propaganda.”

A campus, in this view, should be like a shopping mall. If you’re going about your business, you shouldn’t be bothered by pamphleteers and petitioners. You should be protected against sermons and political rants. Confining controversial speech to a small area is no different from telling the guy selling sunglasses that he’s got to rent a kiosk.

July 8, 2014

The trend that isn’t actually trending

Filed under: Media, USA — Tags: , , , — Nicholas Russon @ 10:04

At Coyote Blog, Warren Meyer debunks one of the most frequently reported “trends” of the last few years:

Not a trend -living at home

It turns out that the share of young people 18-24 not in college but living at home has actually fallen. Any surge in young adults living at home is all from college kids, due to this odd definition the Census uses

    It is important to note that the Current Population Survey counts students living in dormitories as living in their parents’ home.

Campus housing, for some reason, counts in the census as living at home with your parents. And since college attendance is growing, thus you get this trend that is not a trend.

July 7, 2014

QotD: The mother of mediocrity is the university

Filed under: Americas, Bureaucracy, History, Quotations — Tags: , , — Nicholas Russon @ 00:01

Why, almost everywhere you look, should such mediocrity triumph?

Of course, if mediocrity has not triumphed throughout the Western world, there is nothing to explain. There is, after all, no need to search for the origins of the nonexistent. But let us suppose that there is such a trend to mediocrity, a manifestation of which is bureaucratization: What can explain it? (Here I should mention that we should not get too exercised about definitional matters: Words should be used as precisely as possible, but not more precisely than possible. We know what a cloud is without being able to define its limits.)

The explanation lies in the expansion of tertiary education. Earlier in my life I used to think that this was unequivocally a good thing: The more educated a population, the better. But length of education, or attendance at supposedly educational establishments, is not the same thing as education itself. But in the modern world, where governments have to demonstrate tangible progress to their electorates, length of education and education are confounded.

Guerrilla movements in the last half-century or so in Latin American countries, seeking to establish totalitarian utopias, were caused by the expansion of tertiary education, not by peasant discontent. The graduates of that education — many of them, at any rate — found after obtaining their diplomas that the only work available to them, if any at all, was beneath their new status as educated person, a status that formerly would have entitled them to both respect and an important position in society. If they found work, it was work that they could have done without having gone to university. Bitter disappointment and resentment was the natural consequence.

We in the developed Western world do not have guerrilla movements, at any rate to a significant extent. Our equivalent is the bureaucracy that administers increasingly politically correct regulations. In this way people who have gone to the considerable trouble of obtaining a tertiary education that is of value to them neither vocationally nor intellectually may avenge themselves upon an unjust world, though their anger can’t be assuaged, being the only thing that gives meaning to their lives.

Thus, the mother of mediocrity is the university.

Theodore Dalrymple, “Triumph of the Mediocre”, Taki’s Magazine, 2014-01-19.

June 14, 2014

George Will confesses to using dodgy statistics in last week’s column

Filed under: Media, Politics, USA — Tags: , , , , — Nicholas Russon @ 10:39

In the Washington Post last week, columnist George Will wrote about sexual assault on college campuses. The piece was widely criticized, and even drew a formal complaint from U.S. Senators Richard Blumenthal (D-Conn.), Dianne Feinstein (D-Calif.), Tammy Baldwin (D-Wisc.) and Robert Casey (D-Pa.), which was published yesterday [PDF]. Today, he admits that he used a totally unreliable source for the statistics in the original article: President Barack Obama’s staff at the White House.

I have received your letter of June 12, and I am puzzled. You say my statistics “fly in the face of everything we know about this issue.” You do not mention which statistics, but those I used come from the Obama administration, and from simple arithmetic involving publicly available reports on campus sexual assaults.

The administration asserts that only 12 percent of college sexual assaults are reported. Note well: I did not question this statistic. Rather, I used it.

I cited one of the calculations based on it that Mark Perry of the American Enterprise Institute has performed {link}. So, I think your complaint is with the conclusion that arithmetic dictates, based on the administration’s statistic. The inescapable conclusion is that another administration statistic that one in five women is sexually assaulted while in college is insupportable and might call for tempering your rhetoric about “the scourge of sexual assault.”

QotD: The sins of the modern university system

Filed under: Bureaucracy, Quotations, USA — Tags: , , — Nicholas Russon @ 09:22

Few if any other professions — not law, medicine, finance, engineering, etc. — offer guaranteed lifetime employment after a six-year apprenticeship. Tenure was predicated on a simple premise: The protection of faculty free speech and instruction was worth the possible downside of complacency and an absence of serious ongoing faculty audit. Whatever may once have been the case, in our time tenure does not ensure free expression, but instead a banal orthodoxy, in which 90 percent of the faculty in the humanities share the same progressive outlook. Tenure also created a caste system far more rigid than anything found in private enterprise, while a huge permanent faculty class ensured inflexibility in scheduling and budgeting. The associate or full professor enjoyed a lifelong right of selection of his classes without too much worry over whether they were either needed or taught well. Worse, the nontenured faculty member, in the fashion of the Middle Ages, was admitted to the guild only if his tenured peers believed that he was agreeable in politics and attitude. He was usually judged by teaching and publication criteria that did not necessarily apply to his board of overseers, many of whom had achieved tenure 20 years earlier under entirely different criteria.


The abuse of lecturers, part-timers, and graduate students is institutionalized. In a word, the university is the most exploitative institution operating at present in the United States, protected by the notion that it is progressive and that its protocols cannot possibly be understood by the ordinary public. Temporary and adjunct faculty members often have degrees as good as those of their tenured betters. Often their teaching records and publications are comparable, if not superior. They may teach the same classes as permanent faculty do, and yet often receive about half the compensation. Were Wal-Mart or a coal mine to operate under such protocols, it would earn Labor Department sanctions. At some public universities, nearly half of the curriculum is taught by part-time faculty — in effect a subsidy that allows the tenured caste to teach smaller and less-in-demand classes, where less time is needed for preparation and grading. Worse still, universities knowingly turn out too many PhDs in the humanities, which ensures a glut of job applicants, which, again, ensures a continued supply of cheap temps to sustain tenured privilege.

Victor Davis Hanson, “The Outlaw Campus”, VDH’s Private Papers, 2014-01-07

May 27, 2014

Infantilizing university students

Filed under: Liberty, Media, Politics, USA — Tags: , , , — Nicholas Russon @ 07:03

Robert and Araz Shibley say that the push for trigger warnings over a larger share of university course content will help to ensure that students remain unready for the stresses of real life after leaving the cloisters of academia:

When a college places limits on the topics their students can encounter, it effectively robs them of a complete education. To attend college is (or should be) to deliberately seek out an experience in which one will wrestle with humanity’s most serious issues. Students and professors must be able to discuss such topics like the adults they are. Trigger warning policies make this kind of discourse less likely to take place. Instead, they send the troubling message that professors should avoid ideas that could potentially spark an emotional response from their students, and they guarantee that the students who skip certain lectures or assignments will not receive the full benefit of the classroom experience.

This is of particular concern in fields where “triggering” subjects are likely to be important to the understanding of the subject matter; the warnings guarantee the result of a student body that is less informed and knowledgeable about the subject. Imagine attempting to lead a classroom discussion about, say, the Rape of Nanking in the context of a “trigger warning” campus. Virtually no detail of that or many other sorry chapters of human history is less than massively disturbing. Yet avoiding or glossing over the many distressing aspects of war — or, worse, allowing students to skip lessons on it altogether — will leave students with a very incomplete comprehension of the subject. As Conor Friedersdorf writes in his piece on trigger warnings, “Surely college students should know what’s coming when they set out to plumb human civilization. A huge part of it is a horror show. To spare us upset would require morphine.”


Prior to the 1960s, it was assumed that colleges and universities would stand in loco parentis (in the place of the parents) when it came to their students. The campus foment of the 1960s, capped off by the lowering of the voting age to 18 in 1971, was thought to have ended the era of in loco parentis and its distinctively paternalistic features, like curfews for women on campus, disciplinary action for perceived moral failures, single-sex dorms that barred members of the opposite sex from even visiting, and restrictions on free speech. Yet today’s campuses are slowly rebuilding themselves into even stricter parents than they were in the 1950s.

By adopting measures like restrictive speech codes, free speech zones, and mandatory “training” on how to speak to and relate with other students, colleges have long been creating an environment similar to that of living with an inflexible and officious parent. Trigger warnings now threaten to drag the protective impulse of parenting into the college curriculum itself. If we want colleges to train students to be rational, free-thinking, fully participating members of a democratic society, mandating trigger warnings is an excellent way to ensure that we fail.

Older Posts »
« « It’s fair for the government to track social media activity| QotD: What capitalism should do now » »

Powered by WordPress