“This. Isn’t. Sparta.” is, by view count, my second most read series (after the Siege of Gondor series); WordPress counts the whole series with just over 415,000 page views as I write this, with the most popular part (outside of the first one; first posts in a series always have the most views) being the one on Spartan Equality followed by Spartan Ends (on Spartan strategic failure). The least popular is actually the fifth part on Spartan Government, which doesn’t bother me overmuch as that post was the one most narrowly focused on the spartiates (though I think it also may be the most Hodkinsonian post of the bunch, we’ll come back to that in a moment) and if one draws anything out of my approach it must be that I don’t think we should be narrowly focused on the spartiates.
In the immediate moment of August, 2019 I opted to write the series – as I note at the beginning – in response to two dueling articles in TNR and a subsequent (now lost to the ages and only imperfectly preserved by WordPress’ tweet embedding function) Twitter debate between Nick Burns (the author of the pro-Sparta side of that duel) and myself. In practice however the basic shape of this critique had been brewing for a lot longer; it formed out of my own frustrations with seeing how Sparta was frequently taught to undergraduates: students tended to be given Plutarch’s Life of Lycurgus (or had it described to them) with very little in the way of useful apparatus to either question his statements or – perhaps more importantly – extrapolate out the necessary conclusions if those statements were accepted. Students tended to walk away with a hazy, utopian feel about Sparta, rather than anything that resembled either of the two main scholarly “camps” about the polis (which we’ll return to in a moment).
That hazy vision in turn was continually reflected and reified in the popular image of Sparta – precisely the version of Sparta that Nick Burns was mobilizing in his essay. That’s no surprise, as the Sparta of the undergraduate material becomes what is taught when those undergrads become high school teachers, which in turn becomes the Sparta that shows up in the works of Frank Miller, Steven Pressfield and Zack Snyder. It is a reading of the sources that is at once both gullible and incomplete, accepting all of the praise without for a moment thinking about the implications; for the sake of simplicity I’m going to refer to this vision of Sparta subsequently as the “Pressfield camp”, after Steven Pressfield, the author of Gates of Fire (1998). It has always been striking to me that for everything we are told about Spartan values and society, the actual spartiates would have despised nearly all of their boosters with sole exception of the praise they got from southern enslaver-planter aristocrats in the pre-Civil War United States. If there is one thing I wish I had emphasized more in “This. Isn’t. Sparta.” it would have been to tell the average “Sparta bro” that the Spartans would have held him in contempt.
And so for years I regularly joked with colleagues that I needed to make a syllabus for a course simply entitled, “Sparta Is Terrible and You Are Terrible for Liking Sparta”. Consequently the TNR essays galvanized an effort to lay out what in my head I had framed as “The Indictment Against Sparta”. The series was thus intended to be set against the general public hagiography of Sparta and its intended audience was what I’ve heard termed the “Sparta Bro” – the person for whom the Spartans represent a positive example (indeed, often the pinnacle) of masculine achievement, often explicitly connected to roles in law enforcement, military service and physical fitness (the regularity with which that last thing is included is striking and suggests to me the profound unseriousness of the argument). It was, of course, not intended to make a meaningful contribution to debates within the scholarship on Sparta; that’s been going on a long time, the questions by now are very technical and so all I was doing was selecting the answers I find most persuasive from the last several decades of it (evidently I am willing to draw somewhat further back than some). In that light, I think the series holds up fairly well, though there are some critiques I want to address.
One thing I will say, not that this critique has ever been made, but had I known that fellow UNC-alum Sarah E. Bond had written a very good essay for Eidolon entitled “This is Not Sparta: Why the Modern Romance With Sparta is a Bad One” (2018), I would have tried to come up with a different title for the series to avoid how uncomfortably close I think the two titles land to each other. I might have gone back to my first draft title of “The Indictment Against Sparta” though I suspect the gravitational pull that led to Bond’s title would have pulled in mine as well. In any case, Sarah’s essay takes a different route than mine (with more focus on reception) and is well worth reading.
Bret Devereaux, “Collections: This. Isn’t. Sparta. Retrospective”, A Collection of Unmitigated Pedantry, 2022-08-19.
December 22, 2024
QotD: “Sparta Is Terrible and You Are Terrible for Liking Sparta”
December 7, 2024
QotD: Game of Thrones as PoMo “deconstructionism”
Again, I guess I can forgive my colleagues, under-sexed little closet cases that they are, for being distracted by the boob cornucopia up on screen, but in the books, anyway, this comes through plain as day: Everyone in Westeros is either a psychopathic scumbag, or dead. In the very best PoMo style, the author is rubbing our faces in his belief that, since it’s extremely difficult to be heroic — or, all too often, merely decent — everyone who even thinks about trying is a fool, and deserves all the awful shit that happens to him. I’m told that back in the 18th century, a fun topic of debate at salons is whether a society of atheists could endure. Martin’s entire oeuvre seems dedicated to proving that life — mere, grubby, eating-shitting-sleeping existence — will continue in a society composed entirely of scumbags … but he has no idea why.
I have no idea why this idea (if that’s the right word) is so deeply appealing to academics, but evidently it is … and these are the people who are teaching your children.
Severian, “The One Pop Culture Thing”, Rotten Chestnuts, 2021-09-16.
December 2, 2024
QotD: Intersectionality on campus
Perhaps the most pernicious consequence of intersectionality, however, is its effect on the culture of elite college campuses. Some claims about “campuses-gone-crazy” are surely overblown. For instance, judging from my experience at Columbia, nobody believes there are 63 genders, and hardly anyone loves Soviet-style communism. (That said, the few communists on campus tend to despise intersectionality with an unusual passion.) But one thing is certainly not exaggerated: intersectionality dominates the day-to-day culture. It operates as a master formula by which social status is doled out. Being black and queer is better than just being black or queer, being Muslim and gender non-binary is better than being either one on its own, and so forth. By “better”, I mean that people are more excited to meet you, you’re spoken of more highly behind your back, and your friends enjoy an elevated social status for being associated with you.
In this way, intersectionality creates a perverse social incentive structure. If you’re cis, straight, and white, you start at the bottom of the social hierarchy — especially if you’re a man, but also if you’re a woman. For such students, there is a strong incentive to create an identity that will help them attain a modicum of status. Some do this by becoming gender non-binary; others do it by experimenting with their sexuality under the catch-all label “queer”. In part, this is healthy college-aged exploration — finding oneself, as it were. But much of it amounts to needless confusion and pain imposed on hapless young people by the bizarre tenets of a new faith.
Coleman Hughes, “Reflections on Intersectionality”, Quillette, 2020-01-13.
November 27, 2024
Scolianormativity
At FEE, Michael Strong defines the neologism and provides evidence that it has been a long-term harm to children forced into the Prussian-originated school regimentation regime:
Scolianormative (adj.): The assumption that behaviors defined by institutionalized schooling are “normal”. An assumption that became pervasive in industrialized societies in which institutionalized schooling became the norm that resulted in marginalizing and harming millions of children. Once society began to question scolianormativity, gradually people began to realize that the norms set by institutionalized schooling were perfectly arbitrary. It turned out that it was not necessary to harm children. The institutions that led to such widespread harms were dismantled, and humanity transcended the terrible century of institutionalized schooling.
The conventional educational model, government-enforced and subsidized, is based on 13 years of schooling consisting of state-defined curriculum standards and exams leading to a high school diploma.
Young human beings are judged as either “normal” or not based on the extent to which they are “on track” with respect to grade level exams and test scores. Students who are not making the expected progress may be diagnosed with learning differences (formerly known as disabilities). Students who can’t sit still adequately may be diagnosed with ADD/ADHD. Students who find the experience soul-killing may be diagnosed with depression or anxiety. Students who can’t stand to be told what to do all day may be diagnosed with Oppositional Defiant Disorder (ODD). Students who score higher on certain tests are labeled “gifted”.
Massive amounts of research and institutional authority have been invested in these and other diagnoses. When a child is not progressing appropriately in the system, the child is often sent to specialists who then perform the diagnosis. When appropriate, then the child is given some combination of medication, accommodations, and/or sent to a special program for children with “special needs”.
Many well-intentioned people regard this system as life-saving for the children who might otherwise have “not had their needs met” in the absence of such a diagnosis and intervention. And this is no doubt often true, but our fixation on scolianormativity blinds us to the fact that an entirely different perspective might actually result in better lives for more children.
How could one possibly deny mountains of evidence on behalf of such a life-saving system?
Scolianormativity
The Prussian school model, a state-led model devoted to nationalism, is only about two hundred years old. For much of its first century it was limited to a few hours per day, for a few months per year, for a few years of schooling. It has only gradually grown to encompass most of a child’s waking hours for nine months a year from ages 5 to 18. Indeed, in the U.S., it was only in the 1950s that a majority of children graduated from high school (though laws requiring compulsory attendance through age 16 had been passed in the late 19th and early 20th century). In addition, for most of its first century, it was far more flexible than it has become in its second. The increasing standardization and bureaucratization of childhood is a remarkably recent phenomenon in historical terms.
In his book Seeing Like a State, the political scientist James C. Scott documents how governments work to create societies that are “legible”, that can be perceived and managed by the state to suit the needs of the state’s bureaucrats and political leaders. Public schools are one of the most pervasive of all state institutions. The structure of public schooling has grown to suit the needs of the state bureaucrats who monitor it.
October 27, 2024
Whittier College as a small-scale model of the decline of higher education
At Postcards From Barsoom, John Carter returns to the state of higher education in the west, this time looking at the plight of Whittier College which appears to be well along in a death spiral:
Whittier College’s most famous graduate, Richard M. Nixon, 1 June 1972.
Official portrait via Wikimedia Commons.
While I like to jump around subject matter here, in order to keep myself – and you – from getting bored, one topic that I return to regularly (as a dog returns to his vomit, as a sow returns to her mire) is the ongoing polycrisis in higher ed. You may have noticed, as I just wrote about this a week ago. Academia Is Women’s Work created a bit of a buzz. It seems to have struck a nerve with a lot of people, both with those who have observed the same things that I’ve noticed, and who had the same “ah-hah!” moment that I did once the phenomenon of male flight was connected to the myriad symptoms of academic decay that we all know so well; and with those (mainly women, naturally) who reacted with sputtering outrage – misogynist! incel! – when my Xitter thread on the subject went viral and broke containment in the basedosphere. Despite quite a few hostile eyeballs on the thread, the only thing they could find to correct was a grammatical typo (*its!) in the opening tweet.
When writing about the DIEvory Tower I usually keep it very general, as the problems are systemic, affecting the entire sector, and the view from orbit avoids giving the impression that the issues are specific to any one institution. But a couple of stories recently came to my attention which are simply too perfect not to share with you. Each of them provides a sort of holographic totality of the academic polycrisis, illustrating all of the afflictions in specific, personalized detail.
[…]
The title of this article really says it all: “Plunging enrollment, financial woes, trustee exodus. Whittier College confronts crisis“. It’s a bit out of date now – it was published about a year and a half ago – but the subject matter remains timeless. It has everything: infrastructural decay, forced diversity, incompetent and corrupt administration, a terrified faculty, accusations of racism, collapsing enrolment, angry alumni, reduced donations, budgetary problems. It’s all there.
Whittier College is a small liberal arts school in California, founded in the 19th century by abolitionist Quakers, and known mainly for being President Richard Nixon’s alma mater. It has seen better days:
[T]he once-bustling quad is often all but empty these days, students say, and inside the Wanberg Hall dormitory, carpets smell musty, the Wi-Fi is spotty, and 25 students share two restrooms with toilets that frequently break down and take ages to fix. The eerie quiet outside and fetid bathrooms inside are signs of the turmoil roiling one of California’s oldest liberal arts colleges.
Imagine spending $49,000 a year to use fetid bathrooms.
Enrolment and revenue have both collapsed over a very short timespan:
Since 2018, enrollment has plummeted by about 35%, from 1,853 students to about 1,200, according to college figures. Annual revenue has plunged by 29% over roughly the same period, audited financial statements show. … This term, faculty report the number of undergraduates is just 1,027.
The athletics programs are being sacrificed:
Partly to save money, Whittier cut football and three other sports programs last year.
One of the other teams that got shut down was lacrosse, which is a very white sport. Sheer coincidence, probably. “Partly to save money,” though, huh.
The president of Whittier College is one Linda Oubré. Oubré has an MBA from Harvard Business School, previously served as a dean at College of Business at San Francisco State University, has worked as a consultant, was president of a teeth-whitening spa, and is also – and this surely the most important line item on her curriculum vitae – professionally qualified as a black woman. Given these impeccable credentials, it will be no surprise to learn that Whittier’s problems commenced immediately upon Oubré taking the helm.
[…]
Oubré is very concerned about people doing racisms:
For a decade, more than half of Whittier’s undergraduates have been people of color. But in an hour-long talk at a South by Southwest education conference earlier this month, Oubré told attendees she encountered attitudes at Whittier such as, “‘We can’t have too many Hispanics,’ whatever, fill in the blank, ‘because the white kids won’t be comfortable’.”
It seems very unlikely that any of the faculty at a contemporary liberal arts college would have dared to suggest that the potential discomfort of white students was something to be avoided – yes, I’m saying that I think Oubré just made that up – but it’s revealing that she thinks that saying that people saying that the white kids might be uncomfortable with too much diversity is an own. The white kids are supposed to be uncomfortable! Also: a greater-than-fifty-percent non-white student body, in a country that is (for now) majority white, is apparently an insufficient level of diversity. Sufficient diversity is zero white people. But we already knew that.
October 25, 2024
Diversity at all costs
In the National Post, Harry Rakowski explains why Toronto Generic University — sorry, I mean “Toronto Metropolitan University” — is reserving 75% of available enrolment in their new medical school for more diverse candidates, even if they wouldn’t normally qualify by their grades:
We have a critical shortage of doctors and nurses in Canada. Almost a quarter of our population can’t find a family doctor. Wait times for seeing a specialist, getting medical imaging and surgical dates continue to climb, with only Band-Aid solutions being proposed by the federal and provincial governments. We desperately need to expand medical schools and the licensing of highly qualified foreign medical graduates.
So it was welcome news to hear that 94 undergraduate medical students and 105 postgraduate students (residents) will be entering the newly established Toronto Metropolitan University School of Medicine when it opens in September 2025. The city of Brampton, Ont. donated a former civic centre along with $20 million in funding for renovations in order to make the school happen.
However, it was highly disturbing to learn that admissions to the new facility will be driven by a culture-war philosophy that will dilute the quality of medical practice.
There’s no doubt that diversity in medicine helps to optimize care and provide better outcomes for the differing needs of Canada’s highly diverse population, which includes many individuals disadvantaged by their geography as well as racial and economic inequality. But TMU is going about it the wrong way. Its admissions policy will focus on DEI (diversity, equity and inclusion) rather than quality.
TMU’s plan is to reserve 75 per cent of its enrolment slots for “equity-deserving” students — Black and Indigenous applicants and others who meet “equity-deserving” criteria including students who identify as members of the 2SLGBTQ+ community, those who are “racialized” and individuals “with lived experiences of poverty or low socio-economic status.” It will accept a minimum grade point average (GPA) of 3.3 (B+) — or even less for select Black and Indigenous applicants — and then use GPA only as an application criterion, not as a selection criterion. By comparison, the University of Toronto’s Temerty Faculty of Medicine requires a minimum GPA average of 3.6 for undergraduate applicants (although average acceptance is now 3.95).
October 24, 2024
The colonization of academia
Lorenzo Warby decries what he calls “the systematic attack on sense-making”, especially the galloping credentialization of everything in sight partly through the long-running takeover of the universities:
University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.
The disastrous dysfunction of our universities is nowhere more obvious than in the Education Faculties and Departments, which have been invaded by systems of toxic nonsense that not only have no pedagogical value, they are actively pedagogically destructive. Ideas that manifest in pedagogical “theories” and “techniques” that not only lack evidence, but actively go against the evidence, yet allow adherents to flatter themselves as noble Social Justice activists.
In 2004, psychologist Richard E. Mayer published in American Psychologist the paper “Should There Be a Three-Strikes Rule Against Pure Discovery Learning?: The Case for Guided Methods of Instruction”. In it, he decried the way Education academics kept re-packaging ideas that have been shown, again and again, not to work.
Fast forward to 2023 and the National Assessment Program – Literacy and Numeracy (NAPLAN) results show that about a third of Australian school children have inadequate literacy. The Australian Education Minister announces a A$12bn package to, among other things, essentially bribe the public school systems to bring in explicit instruction — an effective approach to pedagogy in line with what psychologists have shown across decades to work. This would replace the — yet again repackaged — notions pushed by Education academics that do not work and which appear to be on their fourth or fifth iteration. So, no, three strikes were not enough.1
Sympathetic reviews of Isaac Gottesman’s The Critical Turn in Education applaud the sets of ideas he discusses as flowing through Education academe. Yet they are all sets of ideas not only without pedagogical value, but that are actively pedagogically toxic.
All of this colonising of Education Faculties — and then of school systems — of pedagogically disastrous ideas has been done on the basis of massive bad faith. This process of colonisation pushed ideas that did not remotely reflect the view of the citizens that were paying for all this and who entrusted their children to ideologically-colonised school systems.
Ideas that have no evidentiary basis worth mentioning to support them: indeed, went systematically against the available evidence. Ideas, moreover, that actively seek to increase social dysfunction so that the oppressive “dross” of contemporary societies can be burnt away and the transformational future can emerge like gold from the ashes: i.e., social alchemy theory.
Hence the systematic attack on the mechanisms for adjudicating facts, and on mechanisms of accountability.
Much of the anti “disinformation” push — also coming out of the universities — is about protecting preferred ways of looking at the world from inconvenient criticism and inconvenient concerns. Fake news, even on a broad definition, is a tiny proportion (0.15 per cent) of US daily media consumption, and is dwarfed by consumption of mainstream news. It is a prop of convenience.
The convenient-moral-panic campaigns to block “disinformation” also go against both historical and scholarly evidence that censorship tends to promote conspiracism and entrench views among the censored. The hate speech laws of Weimar Germany enabled prosecuted Nazis to play the martyr game.
Cargo cult grant structures
There is a lot one could say about the institutional problems that gave rise to all this academic dysfunction. For instance, the innovation cargo cult that has led to spurious academic “innovation” funded by grants. Grant structures that have had many invidious effects — including, via daft citation metrics2 and straightforward financial interest, the replication crisis — and massive waste of public funds on toxic nonsense.
Universities and mainstream media want to maintain their authority, while evading responsibility for what they have done to destroy that authority.
1. Australia has had public schools since the 1850s. Apparently, they still have not yet learnt to reliably teach students adequate literacy. Let that sink in. (In reality, it is worse than that, their performance has regressed.)
2. Citation metrics that replace what is useful — good teaching — with what is public while also enabling idea laundering.
October 19, 2024
Changing gender balance in occupations and in higher education
At Postcards from Barsoom, John Carter ruminates on the likely downward path of many institutes of higher learning as current gender balance changes continue:
An occupation that flips from male to female dominance invariably suffers not only diminished prestige, but also a decline in wages … which, once again, makes sense in the context of sexual psychology. A man’s income is one element (and a big element) of a woman’s attraction to him, but the reverse is not true; if women are paid less, this does not really hurt their value in the sexual marketplace at all, and so they will push back against it much less than men would. This is probably what lies behind the tendency of women to be less forceful when negotiating salaries.
To the point: ever since the 1970s, women have overtaken and gradually eclipsed men within higher education. There is a gap in enrolment, consistent across racial groups:
[…]
Across all programs, at all academic levels, American universities recently reached the threshold of 60% of the student body being female.
This will be a disaster for academia.
Indeed, it’s already a disaster. About a year ago, I analyzed a Gallup poll which revealed that the confidence of the American public in the trustworthiness and overall value of the academic sector had declined precipitously over the course of the 2010s.
In that article I examined several factors contributing to this DIEing confidence in the academy: the explosive growth in tuition fees, even as continuous relaxation of academic standards dilutes the actual value of a degree; the deplorable state of scholarship, with endless revelations of fraud, a seemingly irresolvable replication crisis, and the torrent of psychotic nonsense that passes for ‘research’; the increasingly frigid social environment enforced by the armies of overpaid, sour-faced administrators. Almost all of these, however, are related in some way or another to the feminization of academia.
And it is probably going to get much worse before it gets better.
As discussed in this recent article by Celeste Davis of Matriarchal Blessing, research on male flight indicates that a 60% female composition represents the tipping point beyond which men perceive an environment as feminine, which then leads to a precipitous decline in male participation. Davis appears to be some sort of feminist3, but I want you to look past that and give her article a read; it is very thorough, well-researched, and thought-provoking (and also the direct inspiration for this article).
[…]
Universities are belatedly starting to notice that male enrolment is dropping fast, particularly among white men (I wonder why…), and are starting to make noises about maybe thinking about perhaps looking into ways of trying to recruit and retain more men (albeit, not specifically white men).
This seems unlikely to succeed.
Even if universities are successful in setting up programs to increase male recruitment, they will be fighting an uphill battle against the sexual perception that has already set in. Once something is coded as being a feminine hobby, it is extremely difficult to change that code. While it’s very easy to list examples of professions that have switched from male to female dominance, off the top of my head I have a hard time coming up with examples of the reverse. This suggests that female dominance tends to be sticky. There’s no reason to expect this will be any different with academia, either within individual programs, or across the sector as a whole.
This is an entirely different problem from the one faced by female entryism. In the initial phases of female entry, the primary difficulty faced by women is that it is simply more difficult to compete with men – in the case of athletics, effectively impossible. Women must therefore either work extremely hard, or the work must be made easier for them. In practice, since the 1970s we’ve seen both of these, with “working twice as hard as the boys” predominating in the early years, and assistance from special programs predominating later on.
By contrast, the central obstacle faced by anyone trying to attract men to a female-dominated environment is that men are deeply reluctant to enter. As a third of young men told Pew when asked why they didn’t attend or complete university: they just didn’t want to. It isn’t because they can’t compete with women. They can, usually with ease, but competition is pointless because it will gain them nothing. Special programs to assist men are beside the point; if anything, they work against you, because the implicit message with any special program for men is that they need help to compete with women … thereby making competition even more pointless. “You beat a girl but you needed help to do it”, is going to impress the girls even less than beating a girl unaided.
October 7, 2024
The demographic impact of modern cities
Lorenzo Warby touches on some of the social and demographic issues that David Friedman discussed the other day:
US Birth Rates from 1909-2008. The number of births per thousand people in the United States. The red segment is known as the Baby Boomer period. The drop in 1970 is due to excluding births to non-residents.
Graph by Saiarcot895 via Wikimedia Commons
Cities are demographic sinks. That is, cities have higher death rates than fertility rates.
For much of human history, cities have been unhealthy places to live. This is no longer true: cities have higher average life expectancies than rural areas. But they are still demographic sinks, for cities collapse fertility rates.
The problem is not that more women have no children, or only one child, making it to adulthood. Such women have always existed, though their share of the population has gone up across recent decades.
The key problem is the collapse in the demographic “tail” of large families. Cities are profoundly antipathetic to large families, and have always been so. This is particularly true of apartment cities — suburbs are somewhat more amenable to large families, though not enough to make up for the urbanisation effect.
While modern cities do not have slaves and household servants who were blocked from reproducing as ancient cities did, various aspects of modern technology have fertility-suppressing effects. Cars that presume a maximum of three children, for instance. An effect that is worsened by compulsory baby car-seats. Or ticketing and accommodation that presumes two children or less. There is also the deep problems of modern online dating. Plus the effects that endocrine disrupters and falling testosterone may be having.
These effects also extend to rural populations: falling fertility in rural populations is far more of a mystery than falling fertility in urban populations. How much declining metabolic health plays in all this is unclear. Indeed, futurist Samo Burja is correct, we do not really understand the “social technology” of human breeding.
Be that as it may, cities as demographic sinks is a continuation of patterns that go back to the first cities.
Matters at the margin
There are factors at the margin known to make a difference. Religious folk breed more than secular folk, though that is in part because rural people are more religious and city folk more secular.
Educating women reduces fertility. This is, in part, an urbanisation effect, as more education is available in cities. It is also an opportunity cost effect — there is more to do in cities, both paid and unpaid.
Education increases the general opportunity cost of motherhood, by expanding women’s opportunities. This also makes moving to cities more attractive. Women having more career opportunities reduces the relative attractiveness of men as marriage partners, reducing the marriage rate.
Strong cultural barriers against children outside marriage can reduce the fertility rate, by largely restricting motherhood to married women. This makes the fertility rate more dependant on the marriage rate.
Educating women makes children more expensive, as educated mothers have educated children. Part of the patterns that economist Gary Becker analysed.
October 5, 2024
The Woodworker (1940) – Vocational training film
Charlie Dean Archives
Published Aug 10, 2013http://archive.org/details/Woodwork1940
Woodworking in mills, construction and cabinetmaking.
CharlieDeanArchives – Archive footage from the 20th century making history come alive!
September 30, 2024
British and Australian schools are teaching boys to hate themselves
Janice Fiamengo discusses the sort of things British and Australian boys are being taught about themselves and their role in society:
For years, feminists in the English-speaking school systems have done everything they can to psychologically destroy a generation of boys, calling their masculinity “problematic”, “hegemonic” and “toxic”.
At their least malign, feminist teachers have made it clear to boys that their perspectives and experiences aren’t as important as those of girls. Many businesses and organizations support programs aimed at girls’ academic success; there are no equivalent programs for boys. When study after study shows boys lagging behind girls in school, many feminists don’t even pretend to care, blaming the boys, as did Australian feminist Jane Caro, for their alleged privilege. Such ideologues continue to call for more feminist teaching, and moreover take direct aim at schoolboys’ maleness in what scholar Paul Nathanson has identified as a form of identity harassment, a pervasive psychological assault that creates doubt, shame, and alienation.
Under the feminist model, boys learn from a young age that their sex is responsible for violence and other serious harms, and that they must take personal responsibility for it. A few years ago, it came to light that the female principal of an Australian school thought it a good idea to hold an assembly in which the boys were to apologize for male misbehavior to the girl next to them. Naturally, no girls are ever expected to apologize to boys for the misdeeds of the female sex.
Calls regularly circulate, as in the West Australian‘s “How We Stop This Kid Becoming a Monster“, for teaching to address the problem of predatory masculinity. Unless the feminist deprogrammers can get to work in the early years, we’re told, the boys will succumb to their inner monster. Boys learn that they can hurt girls and women even without meaning to, just by looking at them or holding traditional views. As we’ll see, any boy who objects to his own vilification will learn that objecting itself is a technique of domination.
Teaching Toxic Masculinity
A recent report on UK schools provided a glimpse into what feminist instruction looks like, revealing that terms such as “hegemonic masculinity” and “toxic masculinity”, until a decade ago part of the radical feminist fringe, are now in the mainstream of pedagogy even in the lower grades.
The Family Education Trust surveyed materials used by UK schools in their sex education classes. Out of 197 schools that responded to a request for information (more than 100 did not respond), 62 schools confirmed that they were teaching about toxic masculinity. 10 schools even admitted to teaching that “men and boys possess traits that are inherently toxic and negative for society“. (One would be relieved to hear that the principals of such schools and all participating teachers were immediately sanctioned, or at least told to stop such claptrap — but of course such has not occurred.)
One slide from a lesson on toxic masculinity stated that while “masculinity in and of itself is not necessarily a harmful thing […] the way that masculinity is traditionally defined in society can be problematic”. Some of the materials don’t even make sense, as for example the statement that traditional masculine traits “can be limiting for women, girls and other people who don’t identify as men, who are not expected to display these traits”.
September 23, 2024
In Toronto, school kids are being used as pawns in political protests
The Toronto District School Board has some serious issues if a recent high school “field trip” to a political protest is typical of how the board’s employees are allowed to insert their own political agenda into the teaching process:
There were some parents who opted out of allowing their children to participate in a Toronto District School Board (TDSB) sanctioned field trip to observe (not participate) in a public protest. Parents were informed that the event at Grange Park in Toronto involved the Grassy Narrows First Nation’s decades-long struggle with mercury contamination caused by industry. However, they should have taken this proposed field trip as a major red flag. Indeed, according to Spadina-Fort York MP Kevin Vuong, “What the TDSB teachers did was deceitful and unconscionable”.
When I was a kid, my school never attended a protest. And before last Wednesday, I’ve never heard of any school ever planning such an inappropriate field trip – that ended up being used by the ultra-woke TDSB as an excuse to indoctrinate children into social justice activism (which entails the labelling of all white/Jewish children as racists, colonizers, and settlers on stolen land). How many TDSB parents were even aware of what they were signing up for? It appears that many knew of the general shape of things – which had something to do with Grassy Narrows and mercury poisoning – but no parent could have known about the anti-Israel / anti-Semitic component (a mainstay of social justice), which appeared to be the focal point, eclipsing anything to do with Canadian First Nations.
Indeed, the email from the TDSB explained that the protest event was an “educational opportunity … to learn about Indigenous activism, environmental justice and human rights”. The red flag would have been enormous and flapping vigorously in a strong wind for those parents who are initiated into the tenets of critical social justice theory. To those parents, participation in woke activism is a hard hell no. However, many families are still oblivious, or maybe have misunderstood the intentions of the TDSB, or maybe just don’t quite get what critical social justice is. They are unaware that far too many school administrators, trustees, and teachers have decided that their priority is transforming society through a cultural revolution, not educating the young. This, of course, involves transforming children.
The letter to parents assured them that their children would not be participating in the protest. Students would be on site only to observe. However, videos have emerged on social media of middle school aged children marching alongside anti-Israel protestors. Understandably, many parents now feel betrayed. In my view, they should have seen this coming. The TDSB is literally infested with anti-Semetic black radicals and other such woke activists who follow the same identity politics playbook which entered North America through the period of violent 1960s era black radicalism. (I refer the reader to Cedric Robinson’s volume Black Marxism: The Making of the Black Radical Tradition. And, to Dr. Scott Miller’s essay published in these pages “A Moral Chimera: Diversity, Illiberal No-White-Male Policies and the Power of the Black Radical Tradition“. And lastly, if you want to see black radicals in action, read my piece, “Exploring The Grievance Pathway Of Anti-Racism“, on a Parents of Black Children meeting I attended).
Concerning those videos of the protest which circulated social media sparking outrage amongst parents, according to the Toronto Sun, “footage showed students marching alongside flag-waving Elementary Teachers of Toronto members, while a masked woman in a white ‘Justice for Grassy Narrows’ shirt shouted anti-Israel chants into a megaphone”.
CG Idit Shamir (Consul General @IsraelinToronto) posted the following to X (I completely agree with her sentiment):
“Shocking. 7th and 8th graders from public schools in Toronto were taken yesterday on a Toronto District School Board (TDSB) -approved field trip—not to a museum, but to march in a political protest where they chanted pro-Palestine slogans. Adults in keffiyehs and face coverings led the way, while young minds were subjected to a one-sided political narrative.
“The @tdsb has crossed a line. Children get sent to school to learn; they should NEVER be forced to participate in political protests. It’s not just that they’ve taken a side—it’s that they have utterly disregarded the rights of pro-Israel and Jewish students and staff, along with any commitment to truth and balance. This isn’t education; it’s indoctrination—it’s an affront to the very purpose of education.”
MPP Goldie Ghamari, also had a strong reaction:
“What the actual f**k is going on with @tdsb educators in Toronto?
This isn’t 1944 Nazi occupied Germany.
This is 2024 in Canada.
This antisemitic behaviour is unacceptable.
If you stay silent after reading this, you’re part of the problem and need to hang your head in shame.”
Berlin’s Der Tagesspiegel wants to help you keep your kids from the perils of right-wing ideology
eugyppius on the help Berlin’s leading daily newspaper is offering to their readers whose kids are hearing the siren call of non-progressive politics:
This obviously charming, cheerful and not at all withered or overwrought woman is named Eva Prausner. She is a social worker, and she directs something called the “Project for Strengthening Parents“, which provides “Training, networking, and counselling in the area of family and right-wing extremism”. This means that she runs around telling parents what to do when they suspect their children are succumbing to political wrong-think. And this in turn makes Frau Prausner the woman of the hour, for never before in the history of the Federal Republic have so many undemocratic children bloomed under the noses of so many upstanding democratic parents.
It is very hard to understand how this happened. The leftists and the Greens, after all, have been doing the Lord’s work teaching leftism and Greenism in schools for decades now, but despite their valiant efforts we are rapidly losing our youth to malign antidemocratic forces. It can’t be that elevating leftoid lunacy into an establishment ideology has backfired, transforming the once cool, counter-cultural left into a political movement for middle-aged scolds and schoolmarms – the kind of thing from which teenagers flee in terror. No, nothing could be less plausible. The real reason for the pandemic of right-wing children must simply be that we haven’t indoctrinated them enough. If parents will not do their part and bring indoctrination also to the home, our democracy will collapse and it will be 1933 all over again, just like it was 1933 all over again two weeks ago after the elections in Thüringen and Saxony.
For these reasons, Der Tagesspiegel, Berlin’s largest daily newspaper, interviewed Prausner on her advice for parents who find themselves forced to deal with their evil, right-leaning spawn. The product is a prescient write-up for the ages bearing the headline “Help, my child is turning right-wing! Eight tips for democratic parents with undemocratic children“.
The rightward shift in East Germany is a shift above all among the youngest, as the elections in Saxony and Thüringen have shown. One in three young people there voted for the far right. In Thüringen, as many as 38% of 18- to 34-year-olds cast their ballot for the AfD – more than in any other age group. Many a parent who values living in a democracy will have wondered: “What have we done wrong?”
In Brandenburg, too, it is becoming clear that even the youngest are now leaning towards the right. In the under-16 vote a week before the state election, the AfD came out on top with around 30% … In the state elections on 22 September, the AfD could become the strongest force, thanks in part to young first-time voters.
Do parents still have any influence over their AfD-voting children?
Alas, Prausner is not very certain that they do, but she believes that democratic parents “should at least try” to rescue their children from the grave heresy of voting for the wrong political parties. Children in Brandenburg are particularly endangered, because Brandenburg is largely rural, and Prausner has discovered that the countryside is absolutely dripping with “condensed prejudicial attitudes”. There is so much racial prejudice in the Brandenburg air that it is collecting on cool surfaces, like windows and beer glasses, that is how bad things are there. Also all children everywhere are in danger because the internet is a powerful right-wing force that helps bad organisations like the AfD pump their fascist mind virus directly into millions of young yet-forming cerebral cortices.
September 20, 2024
QotD: The Matrix, Harry Potter and “The One Pop Culture Thing”
That certainly seems to be the appeal of The Matrix, and indeed The Matrix stopped being The One Pop Culture Thing very quickly, I hypothesize, because it made “intellectualizing” it too easy. The Matrix is pretty much just Jean Baudrillard: The Movie, and while that’s fun and even useful — Baudrillard did have a point, despite it all — it’s just too clever … by which I mean, The Matrix did too much of the heavy lifting, so that you don’t get too many Very Clever Persyn points for noting that we’re all, just, like, simulations in other people’s minds, dude. Descartes can go fuck himself; Keanu Reeves has solved the mind-body problem with kung fu.
Also, Baudrillard-lite is everywhere now. We’re all Postmodernists, in the same way we’re all Marxists, so even the kids who slept through most of their one required Humanities course has at least vaguely heard of this stuff. A show like True Detective, on the other hand, hearkens back to much older philosophy — as tiresome as the wannabe-Foucaults were back in the late 1980s, as a culture we’ve pretty much forgotten about them, so the brooding wannabe existentialist douchebag seems new now. I just googled up “best true detective quotes”. Here’s a small sampling:
This is a world where nothing is solved. You know, someone once told me time is a flat circle. Everything we’ve ever done or will do, we’re gonna do over and over and over again.
Also:
… to realize that all your life, all your love, all your hate, all your memory, all your pain, it was all the same thing. It was all the same dream you had inside a locked room — a dream about being a person. And like a lot of dreams, there’s a monster at the end of it.
That “flat circle” thing is a direct quote from Schopenhauer, I’m pretty sure, and the idea of “eternal recurrence” came from Vedic philosophy via him to Nietzsche. Here, for instance, the Manly Mustache Man summarizes the plot of True Detective, season 1:
What, if some day or night a demon were to steal after you into your loneliest loneliness and say to you: “This life as you now live it and have lived it, you will have to live once more and innumerable times more; and there will be nothing new in it, but every pain and every joy and every thought and sigh and everything unutterably small or great in your life will have to return to you, all in the same succession and sequence — even this spider and this moonlight between the trees, and even this moment and I myself. The eternal hourglass of existence is turned upside down again and again, and you with it, speck of dust!”
Would you not throw yourself down and gnash your teeth and curse the demon who spoke thus? Or have you once experienced a tremendous moment when you would have answered him: “You are a god and never have I heard anything more divine.” If this thought gained possession of you, it would change you as you are or perhaps crush you. The question in each and every thing, “Do you desire this once more and innumerable times more?” would lie upon your actions as the greatest weight. Or how well disposed would you have to become to yourself and to life?
Here again, I don’t blame the average HBO viewer for having their minds blown by this (or at least pretending to), but people with PhDs should damn well know better. This is existentialism for dummies, but since they spent most of their off hours in grad school reading Harry Potter …
Severian, “The One Pop Culture Thing”, Rotten Chestnuts, 2021-09-16.
September 14, 2024
QotD: Academia
Severian, “Storytelling Fail”, Rotten Chestnuts, 2021-07-13.
