Quotulatiousness

May 26, 2026

“She is hoping to disturb them in their privilege and veiled racism”

Filed under: Education, Politics, USA — Tags: , , , , — Nicholas @ 04:00

Millennial Woes on having sympathy for the Midwit:

In August 2022 I stumbled upon this video of a young female teacher in Utah. She is what we would once have called an SJW. She describes how she has equipped her fourth-grade classroom in a way that she expects will annoy the parents of her (aged 9-10) pupils: all of the materials have been vetted by her to ensure that they include no images whatsoever of White people — “not a single White face there”.

Even though she knows the school is majority White (over 85%), she has designed her classroom, in her own words, “for non-white students”. To be fair, this could be simply because she is bringing materials from her previous school, which was much more diverse. But even then, you would think the sensible thing would be to buy materials more fitting for her new school. She does not.

So the woke attitude goes far beyond merely accommodating non-white people, and beyond even the absurdity of giving them equal prominence in our ancestral society, but actually to giving them precedence over us there.

What I found striking about this video, apart from the mindboggling fact that this is someone presumably vocated to help people yet doing something that will clearly harm her pupils, is how she delights in the fact that what she has done will annoy parents. To be precise, it will annoy parents who, whether conscious of it or not, are “racist”. After all, if they really “don’t see race”, then how can they possibly care about this? Thus, they cannot argue that their kids should see representations of their racial kin without outing themselves as “racist”, which in turn will make them very vulnerable. So this younger teacher feels not just morally sound, but bulletproof against reprisals, and very clever.

There is also a social class element to this. She specifies that these will be “posh White parents”. Despite appearing to be all of 23 and only having taught in very diverse schools, she alludes to experience in dealing with such upper-class White parents before. She is hoping to disturb them in their privilege and veiled racism.

She also clearly assumes that, if any parents do complain, she will be safe. The institution — not just her school but the entire education sector, including all of the academics and every university department that sustains them — will be on her side. If and when the parents complain (having navigated their way through the minefield of realising they are “racist” and painstakingly forming some lame argument to hopefully avoid that accusation) they will find that she is protected not just by her employer but by an entire segment of society. They, the parents, might get some small local newspaper to back them, or more likely to report the story impartially, but in all likelihood they will find themselves shamed by some much bigger newspaper. That is what she was clearly expecting when she made this video.

[…]

What I find troubling about this story is that it illuminates both the viciousness and the vulnerability of the midwit. It wouldn’t be worth fretting over, except that there are many millions of these people about. Every one of them is bright enough to grasp the drivel at teacher training college, but not bright enough to realise that it is drivel. Every one of them is vicious enough to harm children and take pleasure in disturbing the parents and sadistically putting them in an impossible position … but every one of them is literally just doing what they have been told to do, and is spreading the ideas they have been trained to believe are good, healthy, and crucially needed.

May 25, 2026

“When I was in high school, I was taught that every single Canadian adored Pierre Elliott Trudeau”

Filed under: Cancon, Education, Media, Politics — Tags: , , , , , , — Nicholas @ 03:00

My family arrived in Canada in October 1967, just as the last of the Centennial events were shutting down. Pierre Trudeau became Liberal leader and Prime Minister not long afterwards. I think the “Trudeaumania” of 1968 was nearly 100% media generated, but it was new to Canadian voters who liked the idea of Canada being led by a sophisticated international playboy rather than the stolid, rather unfashionable men who preceded Trudeau. The media continued to “love him long time”, which definitely helped keep him in power and then back into power after the brief Joe Clark experiment. Since he left office, his reputation has been cherished and burnished by progressives in the educational system, as Harrison Lowman relates:

A Toronto Sun editorial cartoon by Andy Donato during Pierre Trudeau’s efforts to pass the Canadian Charter of Rights and Freedoms. You can certainly see where Justin Trudeau learned his approach to human rights.

“When I was in high school, I was taught that every single Canadian adored Pierre Elliott Trudeau. I learned that when the rose-pinned prime minister winked and pirouetted, the whole nation swooned.

It wasn’t until first-year university that I was first exposed to the fierce Western backlash to his National Energy Program.

It wasn’t until I graduated that I learned about any opposition to his Charter of Rights and Freedoms, his policy of national bilingualism, and official multiculturalism.

It was my Ontario high school civics teacher’s fault. While she was a great educator in other ways, the politics lessons she taught us were clearly slanted in the Liberal direction; a direction she supported.

My experience as a young person 20 years ago demonstrates the immense power teachers hold in moulding young minds. It’s a power that concerns me when I imagine dropping off my eight-month-old son at school in three years. Today, that teaching slant has become even steeper, with too many educators unwilling or unable to provide political or ideological balance in their classes.

This week, I interviewed Stephen Reich, a PhD student at The Ontario Institute for Studies in Education (OISE) who researches the proliferation of critical theory in kindergarten to Grade 12 policymaking.

Reich told me I should be concerned—that the educational leaders in this country have all but abandoned what should be the true purpose of education: imparting civilizational knowledge to the next generation. Instead, they’ve replaced it with seeking multiple “truths” and a narcissistic obsession with oppression narratives. Never mind that 92 percent of Canadians polled say they don’t want their children separated by race: taught to see themselves as “privileged” vs. “oppressed”. Reich says certain teachers are far less interested in producing independent thinkers and far more interested in producing activists.

“I have a feeling that success [for them] is ideological conformity,” he explained. That they aim to help foment some sort of “liberation.”

May 21, 2026

Explaining why more men are “opting out”

Filed under: Business, Education, Health, Media, Politics, USA — Tags: , , , , , — Nicholas @ 03:00

On Substack, Bettina Arndt shows some of the reasons why men are less and less willing to commit — not just to relationships, but to huge swathes of what we used to call “adult life”:

The warning signs have been there for decades. Back in 1983, American author Barbara Ehrenreich wrote a powerful book — The Hearts of Men: American Dreams and the Flight from Commitment — arguing that a male revolt was underway. Since the 1950s, she suggested, men had begun rebelling against the breadwinner ethic — inspired by Playboy culture, the counterculture, and a desire for personal freedom. They were rejecting the cultural ideology that had shamed them into tying the knot and becoming a good provider, lest they be seen as immature, irresponsible, and less than a real man.

Ehrenreich understood that marriage was the mechanism by which society harnessed male productivity. Remove the shame, and the yoke comes off.

Forty years on, the yoke has disappeared. In April 2026, the American male labour force participation rate hit its lowest level since records began in the 1940s, according to the US Bureau of Labor Statistics. One in three American men — roughly 33% — were not working or actively looking for work. The overall male participation rate for men aged 16 and over stood at just 67%, down from 73.5% two decades ago and from 87% in the postwar years when Ehrenreich’s story begins.

The trend is not confined to America. Australian men’s workforce participation has fallen from around 79% in 1978 to approximately 71% today (see below), while similar declines — though less dramatic than in the United States — have occurred in the UK and Canada.

[…]

If you want to understand why men are voting with their feet, you need to look not just at what marriage now costs them — and the costs are severe — but at what it delivers. Increasingly, what it delivers is a pretty dud deal.

The modern woman: a prospectus.

  • They are the most miserable, anxious, and insecure cohort in living memory — hardly great marriage material.
  • Most married women go off sex — and the husband who objects is seen as the problem.
  • Many women don’t actually like men very much. The more educated she is, the higher the contempt.
  • They’ve gone full throttle left — and three quarters of college-educated women won’t even date a man who votes differently.
  • They’ve rigged the education system and colonised corporate and institutional life, turning universities and workplaces into man-repellent factories.
  • Yet their hypergamy (desire to marry up) is still running hot. Despite outnumbering men in education and careers, they demand a tall, equally high-status unicorn.
  • The modern female threat-detection system is hyperactive. Almost any male behaviour — silence, opinions, jokes, breathing — gets flagged as a red flag.
  • They’re extremely well-versed in the lucrative economics of divorce, including a well-timed false allegation to eliminate tedious shared parenting.

What rational man reads this list and thinks: yes, that’s exactly what’s been missing from my life?

QotD: “Theory” in film interpretation

Filed under: Books, Education, Media, Quotations — Tags: , , , , — Nicholas @ 01:00

[David G. Hughes] You often situate your ideas in reference to things like geography, the animal kingdom, sexuality, history, and tidbits of quirky detail — earthly, tangible things. It’s different from the dominant theoretical approach in film interpretation, and there’s humour. Would you describe your work as atheoretical, or even anti-theoretical?

[Camille Paglia] What has been called “theory” since the arrival of deconstruction in elite U.S. universities in the 1970s is in my view one of the most pointless and pretentious movements in modern cultural history. The catastrophic results should be obvious by now: the humanities are in ruin and have lost public respect and even internal support in academe, where budget reduction has come to the fore. I would refer those seeking greater specifics to my long attack on poststructuralism, Junk Bonds and Corporate Raiders: Academe in the Hour of the Wolf, published by Arion in 1991. Seven years ago, I did a follow-up assessment of current “theory” when the Chronicle of Higher Education asked me to review three new academic books by women about the bondage and domination trend. My unhappy response was “Scholars in Bondage”, which laments the damage done to promising young professors by a tyrannical academic establishment still chained to the bleached-out corpse of “theory”.

My approach to art is grounded in the sensory. Art is not philosophy. Art by definition refracts meaning through some medium of the material world. Hence my interpretation of art is grounded in the five senses. Perhaps the only theorist who fully grasped this issue was Gaston Bachelard in his 1957 book, The Poetics of Space, animated by a phenomenology that partly aligns with my own practice. It is no coincidence that I have spent most of my teaching career at art schools, where the body remains front and center in most art forms. Digital genres are certainly spreading and flourishing, but dance, music, and theater remain grounded in physicality — which is partly why art schools are finding it so difficult to adapt to the harsh, distancing realities of the virus crisis.

“David G. Hughes talks to Professor Camille Paglia about her work on Alfred Hitchcock’s The Birds (1963) and much more”, Electric Ghost, 2020-05-28.

May 17, 2026

French contributions to the development of wokeness

Filed under: Education, France, History, Media, Politics — Tags: , , , , , , — Nicholas @ 05:00

Brivael Le Pogam offers an apology to the west for France being so significant in the philosophical and political effluvia of 1968 for setting the conditions in which wokeness was born:

Protesters gathered in the Place du Capitole in Toulouse, 11 or 12 June, 1968.
Photo by André Cros (1926-2021) via Wikimedia Commons.

I want to offer my apologies, on behalf of the French, for giving birth to French Theory (which in turn gave birth to the worst of all ideological monstrosities: wokism).

We gave the world Descartes, Pascal, Tocqueville. And then, in the intellectual ruins of post-1968, we gave Foucault, Derrida, Deleuze. Three brilliant men who forged, in the elegance of our language, the ideological weapon that today paralyzes the West.

We must understand what they did. Foucault taught that truth does not exist, that there are only power relations disguised as knowledge. That science, reason, justice, the medical institution, the school, the prison, sexuality — everything is merely a staging of domination. Derrida taught that texts have no stable meaning, that every signifier slips away, that every reading is a betrayal, that the author is dead and the reader reigns supreme. Deleuze taught that we should prefer the rhizome to the tree, the nomad to the sedentary, desire to the law, becoming to being, difference to identity.

Taken individually, these are debatable theses. Combined, exported, and popularized, they form a system. And that system is a poison.

For here’s what happened. These texts, unreadable in France, crossed the Atlantic. The departments of Yale, Berkeley, and Columbia absorbed them in the 1980s. They found there a soil that did not exist among us: American Puritanism, its racial guilt, its obsession with identity. French Theory married this substratum, and the child of that union is called wokism.

Judith Butler reads Foucault and invents performative gender. Edward Said reads Foucault and invents academic postcolonialism. Kimberlé Crenshaw inherits the framework and invents intersectionality. At every step, the matrix is French: there is no truth, there is only power, so every hierarchy is suspect, every institution is oppressive, every norm is violence, every identity is constructed and thus negotiable, every majority is guilty.

That’s how three Parisian philosophers, who probably never imagined their practical consequences, provided the operating software to an entire generation of activists, university bureaucrats, HR managers, journalists, and legislators. That’s how we ended up with a civilization that no longer knows how to say whether a woman is a woman, whether its own history is worth defending, whether merit exists, whether truth can be distinguished from opinion.

It’s shit for one simple reason, and it must be stated calmly. A civilization stands on three pillars: the belief that there exists a truth accessible to reason, the belief that there exists a good distinct from evil, the belief that there exists a heritage to be transmitted. French Theory set out to dynamite all three. Not out of malice. Out of intellectual play, fascination with suspicion, hatred of the bourgeoisie that had nurtured them. But the result is there. An entire generation learned to deconstruct and never learned to build. An entire generation knows how to suspect and no longer knows how to admire. An entire generation sees power everywhere and beauty nowhere.

I apologize because we French bear a particular responsibility. It’s our language, our universities, our publishers, our prestige that gave this nihilism its chic packaging. Without the legitimacy of the Sorbonne and Vincennes, these ideas would never have crossed the ocean. We exported doubt the way others export weapons.

What is being built now, in Silicon Valley, in AI labs, in startups, in workshops, in all the places where people still make things instead of deconstructing them — that is the response. A civilization is rebuilt by builders, not by commentators. By those who believe that truth exists and is worth devoting oneself to. By those who embrace a hierarchy of the beautiful, the true, the good, and are not ashamed to transmit it.

So, forgive us. And back to work.

Auto-translated by the social media site formerly known as Twitter from the original French post.

May 16, 2026

QotD: History doesn’t repeat, but sometimes it rhymes

Filed under: Books, Britain, Education, History, Quotations — Tags: , , — Nicholas @ 01:00

No one would claim for I Commit to the Flames ([Ivor] Brown’s flames, I should add, were meant in an entirely metaphoric sense) that it is a great work, seminal as some critics might put it — nowadays, perhaps, ovular. But, published eighty-six years ago, it is particularly interesting at the present conjuncture. I am not sure whether it is reassuring or depressing that our problems recur, not in precisely the same form of course, and our reactions to them are similar though not identical. It is also worth noticing what has changed.

Let me just quote a couple of passages that might be written with very slight alterations today:

    My object is to relate all the follies of the day to their common origin. The committers of folly, the authors of the rubbish which I commit to my symbolical flames, have not, in all probability, the wit to understand any general principles of puerility. It needs reason to understand that the source of the trouble is a general flight from reason and from the legacy of civilised opinion in which past reason has been embodied. The world increasingly substitutes fisticuffs for argument, flags and symbols for facts and realities, belief in the omnipotence of the sub-conscious for faith in self-determination of the will by reason guided … it teaches its children that impulse is divine. Consequently it has no standards.

Brown asked a question nearly a century ago now that has surely occurred to many of us:

    Why should all acquired knowledge, all human experience, all civilisation be cast aside? It needs sifting, that is acknowledged; but why scrap it? The passion for such root-and-branch abolition invades the arts as well as the schools.

Later, he provides the sketch of an explanation for the radical iconoclasm that he sees in his own time:

    It is a commonplace that the person most easy to deceive is the recipient of a higher education that has failed to be high enough. The schooling system of Europe and America had just reached the stage at which it was creating the pseudo-intellectual in very considerable numbers.

This seems more than ever applicable now: the contemporary pullers-down of statues are educated enough to formulate simplistic generalisations, but not educated enough to appreciate the complexities and ironies of existence.

Theodore Dalrymple, “Sufficiently Educated to Embrace the Simplistic”, The Iconoclast, 2020-09-24.

May 15, 2026

Sweden – “We’re actually trying to get rid of screens as much as possible”

Filed under: Education, Europe, Health, Technology — Tags: , , , , , , — Nicholas @ 06:00

Back in the early days of the internet, a lot of us were enthusiastic about schools adopting digital technology, as it seemed to be the way of the future for kids to be fully immersed in the online world as part of their education. Reality has harshed the mellow for a lot of us misguided techno-fossils, as there seems to be a very strong correlation between childrens’ (computer) screen use and lower educational achievements. Sweden is trying to reverse this pattern:

“student_ipad_school – 038” by flickingerbrad is licensed under CC BY 2.0 .

According to primary school teachers, many children shamble through the doors today zombified and crying out for their iPads.

Their parents, lined at the school gates, barely say goodbye, what with the hypnotic drivel spewing from their iPhones.

The kids greet their teachers with the YouTube vernacular: “Hi, guys!” When handed a book, they swipe and tear at the unfamiliar paper. They greet each other with: “Welcome to my channel!”

Finally, when they leave, they don’t say goodbye. They say: “Remember to like and subscribe!”

I’m not taking the piss. A friend of mine, tasked with civilising these screen-addled sprogs, confirms what one reads in the newspapers. These chirpy little addicts ransack classrooms crying out for more iPad with the fanatical calculation of tweaking crackheads.

Wherever you may sit on the political spectrum, I hope you agree that a functioning democracy might one day need citizens who can read and write, and who can concentrate beyond a ten-second video clip.

At least one functioning democracy agrees. Recently, Swedish politicians reversed their digital-first obsession by announcing a return to paper and pen. The sensible Swedes have gone analogue. Why? Literacy rates in the cosy Nordic social democracy have collapsed.

“We’re actually trying to get rid of screens as much as possible,” said the Liberal party’s Joar Forsell.

Since 2025, pre-schools are no longer obliged to employ digital ‘tools’ and teachers no longer dole out tablets to kids under two. According to Mr Forsell, reading real books on paper does what schools have for decades avoided: it teaches kids to think. Tablets for toddlers is now från skärm till pärm (from screen to paper.)

High school students now drag their textbooks and notepads to classrooms stripped of screens.

The evidence piles up. Researchers found that hyper-digital tablets-for-toddlers eroded basic skills. Writing by hand, Swedish students learned more and retained more. Wiping away digital mandates, Swedish lawmakers promise more handwriting and books, fewer devices, and quiet reading time.

But it’s not just the Swedes.

Psychologists Pam A. Mueller (Princeton University) and Daniel M. Oppenheimer (UCLA) found handwriting beats typing — at least if learning something is your thing. Students who pecked down verbatim notes on their laptops wrote twice as many words as their pen-and-paper classmates. Who learned and remembered more? Take a guess.

How could this be? Writing by hand is slower. You’re forced to process and reframe information in your own words — the art of thinking. Screens hamper this essential process. When we write by hand, there’s a greater connection between the brain and the finger. This act, they say, cements the information in one’s brain. Essentially, the typists transcribed much. They absorbed little. It’s like paying someone else to have sex for you.

Researchers claim that writing on paper improves everything from recalling a random series of words to grasping and understanding complicated or conceptual ideas. Writing by hand ties down the balloons of motor, visual, and sensory memory.

When studying from their notes, the longhand writers did better on tests. This persisted even when the typists were told to rephrase the material into their own words. They didn’t absorb the material. They parroted it, much like ChatGPT doesn’t know that flipping a glass spills water. It merely knows that the words “flip” and “glass of water” are statistically related to the word “spill”.

And yet, British schools continue marching to the drumbeat of post-literate doom.

May 8, 2026

National Indigenous History Month in Ontario schools

Filed under: Cancon, Education, History, Politics — Tags: , , , , , — Nicholas @ 05:00

Igor Stravinsky outlines what Ontario schools will be focusing on this June instead of in addition to the normal provincial school curriculum:

Image from the Senate of Canada via Woke Watch Canada

50+ years ago, public schools in Ontario started the day with Bible readings and a recitation of the Lord’s Prayer. Critical Theory, the philosophical and pedagogical approach in force these days in schools is the new religion. It is based on the (unproven) premise that society is rife with power structures, inequalities, and oppression, and asserts that education is inherently political rather than neutral. “Marginalized” students (non-Whites, especially males, plus Whites who are not heterosexual or able-bodied) are to be “centered”. This supposedly promotes “Social Justice”, which is basically the absurd and asinine idea that every aspect of society should be represented by all conceivable identity groups in proportion to their numbers in the general population. It is equality of outcome, not opportunity.

As Indigenous people rank high on the pyramid of oppression, every day is a day of Indigenous recognition in most public schools in Ontario. Students are asked to stand quietly every morning to hear the Indigenous Land Acknowledgement, which is the same text day after day, just like the Lord’s Prayer used to be. But June is special. It is National Indigenous History Month.

During June, students can expect to get hit with an extra large dose of affirmation of their original social justice sin. If you can’t trace your ancestry back to a person who lived here before first contact between Europeans and Indigenous people, then you are a “settler colonist”. This technically means anyone, but of course the main targets of the social justice warriors are European descended people. Just immigrated from Poland last week? Start groveling. You’re White, and that’s that.

The themes of the month are really the same as the ones presented to students all year, just more intensively: Prior to contact with Europeans, Indigenous people lived in peace and harmony with each other and lived sustainably and in sync with nature. Settler ways are depicted as based on greed and a reckless plundering of the lands, along with utter disregard for the wise ways of living of the Indigenous people, who were to be forcibly assimilated into Western ways.

Of course, students in our schools should be learning about the history of Indigenous people, just as they should be learning about the conditions in which so many Indigenous people struggle and suffer today. But that is not the objective of Indigenous History Month or any of the other long list of Annual Indigenous Days of Significance. This year, National Indigenous Peoples day, June 21st, falls on Fathers Day. Luckily, it is a Sunday, so schools won’t be able to erase that. Social Justice warriors hate Fathers Day even more than Mothers Day. If there is one thing they can’t stand, it’s the nuclear family.

Also this year, the fifth anniversary of the false claim by the Kamloops Indian Band that the remains of 215 murdered residential school children had been confirmed in the apple orchard outside the former Kamloops Indian Residential School (May 27) will have just passed. Even the band itself now admits, on their website, that all that was discovered was soil “anomalies”. The technician who performed the ground penetrating radar survey told them there were 200 targets of interest and only excavations could confirm burials (she initially identified 215 but reduced that to 200 when she discovered, after the fact, the part of her survey area had already been excavated and no one had found any bodies there). Of course, even if you found burials, you would need forensic work to determine the identity of the bodies and the cause of death. The band has been paid over 12 million dollars to do that work but they haven’t done anything.

May 6, 2026

QotD: Deskilling society through AI

Filed under: Education, Media, Quotations, Technology — Tags: , , — Nicholas @ 01:00

It’s always a little dangerous to write about any rapidly-developing technology, because chances are pretty good that whatever you say will be incredibly and obviously dated within a few months. But I’m going to plant my flag anyway, because even if nothing else changes — even if there’s no meaningful advancement in LLM performance beyond the state-of-the-art right now, in March 2025 — the potential disruption is already so enormous that you can think of it as a kind of Industrial Revolution for text.

Just like in the first one, we’ve figured out how to use machines to do a broad swathe of things people used to do, swapping energy and capital in for human labor. And just like in the first one, the output isn’t necessarily better (in fact, it’s often worse), but it’s so much cheaper in terms of human time and thought and effort that the quality almost doesn’t matter. Sometimes that’s wonderful: if you desperately need to put a roof for your barn right this moment, it’s a blessing to be able to slap on some corrugated tin instead of going to the effort of thatching. When you have to write your seventeenth letter to the insurance company explaining that no, they really ought to be covering this, it’s a relief to hand the composition off to Claude instead. But do that too much and you forget how to do it yourself — or more plausibly, you never learn.

The greatest risk of AI is probably “we all get turned into paperclips”, or maybe “someone uses it to design a novel and incredibly fatal pathogen”, but the most certain risk — the one that’s already here, at least on the edges — is a great deskilling. Just as the mechanization of physical labor lost us all those traditional skills that Langlands describes, the ability to automate cognitive tasks undermines their acquisition in the first place. Why pay any attention at all to word choice and metaphor and prosody when ChatGPT can churn out that essay in a few seconds? Why worry about drafting a convincing email when you’re pretty sure your recipient is just going to ask Grok for a summary?1 Why learn to code when a machine can do it faster?

I was recently informed that someone — “not anyone you know, Mom, someone at another school” — used ChatGPT to write his essay about the causes of the Civil War. This was obviously deeply upsetting to the congenital rule-follower who reported it to me, on account of THAT’S CHEATING (you must imagine this in the whiniest she-touched-my-stuff voice possible), but it was a good teachable moment — for me, if not for the history teacher at another school. What’s the point of an essay about the causes of the Civil War, anyway? It can’t be that the teacher wants to know the answer: she can find a dozen books on the topic if she cares to look, each more cogent and thorough than anything a middle-schooler is likely to produce.2 Heck, even the Wikipedia article will probably give her a better understanding. And if it’s not for the teacher’s benefit, it’s certainly not for the benefit of any other audience, since as soon as the essay is marked and graded it’ll probably be crumpled up and tossed into the recycling bin. No, it’s for the kid.

The point of writing an essay about the causes of the Civil War is not to have an essay about the causes of the Civil War, it’s to undergo the internal changes effected by the process of thinking through, planning, drafting, and editing the darn thing. Writing forces you to put your thoughts in order, to shape whatever mass of inchoate ideas is bouncing around in your head into something clear and reasoned you can pin to the page. The thinking is the hard part; putting words to it is simple by comparison. (This book review began life as about seven hundred words of stream-of-consciousness riffing, with only the vaguest kind of structure. When I experimentally pasted it into an LLM and asked for an essay, the result was terrible.) But even the putting of words is a valuable skill: what’s the right tone here? What’s the right word? Do I want to say “writing forces you to” or “when you write you have to”? How do they feel different? Asking a machine to do this for you is like bringing a forklift to the gym.

Of course, that kid who had ChatGPT write his essay was almost certainly thinking of the assignment not as one small step in the alchemical process of self-transformation that is education but as basically equivalent to an appeal letter to the insurance company: just another dumb hoop you have to jump through in your interactions with a vast impersonal machine that doesn’t particularly want to grind you to dust but wouldn’t mind it either. And since this was at another school, he might not even be wrong. Maybe the teacher was just pasting the rubric and the essays back into ChatGPT and asking it to assign a grade.3

But there’s an even bigger problem than lying about who (or what) has done the work, which is lying about whether the work has been done at all. LLMs make lying very easy indeed. Yes, yes, sometimes they hallucinate and tell you things that are patently untrue, and that’s a bigger danger for students and other people who don’t have the background to notice when something seems off — this is all true, but it’s not what I mean.

LLMs, when working exactly as intended, enable human falsehood — because our society relies on written records as proof of work. Until recently that was fine, because writing down lies actually used to be pretty hard: putting together a convincing false report from scratch — maintenance records for the airplane you’re about to board, say, or a radiologist’s report on your brain scan — was almost as time-consuming as actually checking the things that were supposed to checked and then documenting them, and the liar had to spend the whole time aware of their own dishonesty. (Not that this stops everyone, of course.) But now that it takes about two clicks to generate an inspector’s report for the house you’re considering buying, or the pathologist’s findings in your biopsy, how much are you going to trust that they actually looked?

LLMs can be useful tools,4 but all tools change what we make and how we make it. It’s often a good tradeoff! Sure, each individual example of simplification and automation in the name of efficiency is a tiny bit of alienation, removing the maker from the making, but it’s also a gift of time we can spend on other things: I couldn’t write this if I also had to sew my family’s clothes and wash our laundry by hand. And yet those bits pile up, and once it becomes possible to exist in the world without really needing to come into contact with it, once you can get by without ever really needing to make anything, some people just won’t. And that’s terrible! Being entirely without cræft — never bringing mind-body-soul into harmony with one another and then using them to master the world — means missing out on something deeply human.

Jane Psmith, “REVIEW: Cræft, by Alexander Langlands”, Mr. and Mrs. Psmith’s Bookshelf, 2025-03-24.

  1. All the “AI written/AI read” communication begins to resemble Slavoj Zizek’s perfect date:

    2. “So my idea of a perfect date is the following one. We met. Then I put, she puts her plastic penis dildo into my … “stimulating training unit” is the name of this product. Into my plastic vagina. We plug them in and the machines are doing it for us. They’re buzzing in the background and I’m free to do whatever I want and she. We have a nice talk; we have tea; we talk about movies. What can be — we paid our superego full tribute. Machines are doing — now where would have been here a true romance. Let’s say I talk with a lady, with the lady because we really like each other. And, you know, when I’m pouring her tea or she to me quite by chance our hands touch. We go on touching. Maybe we even end up in bed. But it’s not the usual oppressive sex where you worry about performance. No, all that is taken care of by the stupid machines. That would be ideal sex for me today.”

  2. Well, okay, most of them.
  3. See footnote one again.
  4. Personally I’ve found them useful in three cases: (1) when I’m blanking on how to begin an email I will occasionally ask for a draft, which inevitably makes me so mad about how bad it is that I immediately rewrite it in a way that doesn’t suck; (2) when it’s Sunday night and I need a picture of a Japanese man in a business suit and a samurai helmet for a book review going up in the morning; and (3) when I can’t figure out the right search term for my question. (Turns out it was “sigmatic aorist”. Thanks, Claude.)

May 4, 2026

Our genetic heritage and our culture

Filed under: Business, Education, Health, History, Politics, Science — Tags: , , , , , , — Nicholas @ 05:00

On Substack, Helen Dale and Lorenzo Warby look at our genetic inheritance and how it continues to shape our culture:

From Wikipedia:

    The Neolithic Y-chromosome bottleneck refers to a period around 5000 BC where the diversity in the male y-chromosome dropped precipitously across Africa, Europe and Asia, to a level equivalent to reproduction occurring with a ratio between men and women of 1:17. Discovered in 2015, the research suggests that the reason for the bottleneck may not be a reduction in the number of males, but a drastic decrease in the percentage of males with reproductive success in Neolithic agropastoralist cultures, compared to the previous hunter gatherers.

The development of farming and then animal herding greatly increased the number of humans — which continued to have evolutionary consequences for our species — and created productive assets (farms and animal herds) worth fighting over. Successful male teams (typically organised as clans) wiped out unsuccessful male teams and took their women as spoils.

Hence, there is a dramatic bottleneck in male lineages but not in female lineages. This pattern stopped with the development of chiefdoms and especially states, though not so much on the Steppes, whose states were more like super-chiefdoms and where intense competition over resources (and women) continued.1

This had consequences. A major one is that the male expression of human genes became dramatically better at forming and maintaining teams — as there was drastic selection pressure for that — but the female expression of human genes did not.

This is why young schoolboy sporting teams regularly crush adult women’s national teams in team sports such as soccer. It is not that schoolboys have the strength advantage over women associated with adult men (they are often not particularly advantaged around age 14-15). It’s simply that human males are much more likely to “get” teamwork at a visceral level.

At least some of the differences in the statistical distribution of cognitive traits between men and women comes from this genetic bottleneck’s intense selection pressure differences. This is particularly clear in social patterns. For instance, men readily form hierarchies — often using physical cues such as height to do so.

Men focus on roles, suppressing or otherwise managing their emotions to do so. They regularly test each other — hence ragging each other, making appalling jokes, etc. Such mechanisms generate trust, as they test whether you will fold under pressure, whether one can say outrageous things and still get support. Hence the popular quip:

    Men insult each other but they don’t mean it. Women compliment each other but they also don’t mean it.

Men roast each other as tests because so much male interaction is about teamwork, and the roles and reliability that requires, while women typically look to emotional connection. Given that the latter requires a lot of interaction to build up trust, yes, female friendships can be quite intense, but relations between human females can also be viciously unstable and fissile.

These differences have other social consequences. Men are notably more positive about free speech than women, because men often see speech as a test while women are more likely to see it as a threat. As universities have feminised, the male-female differences on free speech among students have become more pronounced. Men are systematically more tolerant of alternative points of view than are women.

Orwell’s famous comment in his novel 1984:

    It was always the women, and above all the young ones, who were the most bigoted adherents of the Party, the swallowers of slogans, the amateur spies and nosers-out of unorthodoxy.

Was a great novelist doing what great novelists do: noticing.

As part of the teamwork focus, men tend to be the social solidarity sex while women are not. Women are much less likely to have friends of lower socio-economic status than are men. For women, such friends are much less likely to be worth the emotional investment. For men, they may be useful members of a future team.

As institutions, occupations and public discourse become more feminised, there has been a shift in patterns of language. A massive study of patterns of language use found a dramatic shift since the 1980s, such that:

    our results suggest that over the past decades, there has been a marked shift in public interest from the collective to the individual, and from rationality toward emotion.

All this means that male-dominated institutions and spaces will be generally better, often much better, at generating and managing feedback than female-dominated spaces. When people note that feminising institutions and occupations have a strong tendency to become less functional, it is precisely because they are worse at generating and managing feedback, and at generating and maintaining trust.

  1. This paper attempts to explain the extreme narrowing of surviving male lineages by the adoption of patrilineal systems and polygyny. While the shift to patrilineal systems in itself does increase unequal lineage success—as does polygyny—much of the point of the shift to patrilineality was precisely that warriors who grow up together are better warrior teams.

    2. Moreover, there is considerable evidence of violence after the shrinkage of male lineages dramatically slowed — and then reversed — with the development of chiefdoms, and especially states. These suppressed violence, but not patrilineality or polygyny. In many societies, polygyny actually intensified with the rise of states.

    The bottleneck effects continued to echo down populations. The extraordinary reproductive success of particular male lineages is associated either with pastoralist violence and conquest and/or early state creation. Further, the notion that the majority of male lineages just passively accepted their reproductive exclusion flies in the face of a huge amount of evidence — especially as the examples of very successful pastoral lineages occurred in societies with notoriously high levels of violence, including as raiders, such as across the Steppes and in Ireland.

    Moreover, polygyny is associated with higher rates of violence, single-spouse marriage with higher social cohesion. Nor was the creation and maintenance of states typically a peaceful process: periodic violent peaks in Chinese history, for example, were extraordinary. It was precisely the creation of a reproductively-excluded underclass that provided so much of the impetus for the banditry and mass peasant revolts that are such a feature of Chinese history. So, while patrilineality and polygyny were definitely factors in the wildly differentiated success rates of male lineages, considerable levels of violence and contestation over resources and women — that selected in favour of male teamwork — were clearly also very much in play.

May 3, 2026

Reasons people romanticize their college experience

Filed under: Education, USA — Tags: , , , , — Nicholas @ 05:00

On the social media site formerly known as Twitter, Devon Eriksen responds to comments about people wanting the world to be like they remember their time at college:

People romanticize college because for four years of their lives they:

1. Had all the rights of adults but none of the responsibilities.

2. Lived in a closed community with sealed borders that kept out low IQs and anti-socials.

3. Were young, energetic, healthy, and attractive.

4. Were thrown together with a bunch of similar people who had no predefined power- or need-based relationship with them, which is how friendships form.

This last is the important one, especially as fertility rates decline.

People with children transition to making friends with other parents of children in the same age group, because events and networks centered around those children throw them together with other parents in the same way.

But childless people have few or no opportunities to make friends after college. So they are left with a slow dwindling circle of college based relationships, remembering the days when it was all easy, and they weren’t so isolated, and they didn’t have to work so hard.

Couple that with having to complete with infinity immigrants in the job market, so they can pay taxes to support infinity boomers and government bureaucrats, while being passed over for the best jobs and careers in favor of infinity DEI incompetents, who they also have to support …

Well, for a lot of people born into what was once the American middle class, college was their first and last experience of an adult life wherein they weren’t being systematically and deliberately routed into the formation of a new underclass.

A special form of underclass who are still expected to be productive enough to materially support all the non-producing people who were positioned as their social superiors despite being their intellectual inferiors.

So, yeah, they wish they could go back to college.

Is anyone surprised by this?

May 1, 2026

We are much more Brave New World than 1984

Filed under: Books, Education, Media, Politics — Tags: , , , , — Nicholas @ 04:00

Culturally, we had lots of warning from George Orwell and Aldous Huxley about their future — our present — and while we have had some success avoiding what Orwell feared for us, we’ve had much less success avoiding a Brave New World culture:

As the curtain of totalitarianism descended across much of the globe, in the mid-twentieth century, the Western intellectual class pointed to George Orwell’s 1984 as a blueprint for societal ruin.

I’m sure many of you are familiar with Orwell’s magnum opus, but for those who don’t know the gist: Orwell envisioned a dystopian future governed by a panoptic state, where an externally imposed oppression would ruthlessly strip humanity of its autonomy, its history, and its capacity for critical thought.

It is a great novel and many believe it was prophetic (I certainly believe parts of it ring true), but, as the cultural critic Neil Postman astutely observed in his foreword to Amusing Ourselves to Death, it was not Orwell but Aldous Huxley, author of Brave New World, who accurately mapped the specific destiny of the modern collapse.

Huxley recognised a far more insidious threat:

    What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book because there would be no one who wanted to read one.

No “Big Brother” is required to deprive a populace of its cognitive liberty. He foresaw a society that would come to adore the very technologies that undid its capacity to think.

Where Orwell feared those who would ban books, Huxley feared there would eventually be no reason to ban a book, for there would be no one left who wanted to read one. Where Orwell feared the truth would be actively concealed, Huxley feared it would be drowned in an endless sea of irrelevance. Ultimately, Orwell feared that what we hate will ruin us, while Huxley feared that what we love will ruin us.

[…]

The Collapse of Literacy in the Intellectual Elite

The symptoms of this cognitive counter-revolution are visible not only in the general populace but at the very apex of the educational system, signalling a crisis that threatens the reproduction of the intellectual class itself. Over the past decade, professors at elite academic institutions have sounded the alarm regarding a precipitous and bewildering decline in student literacy. In a widely discussed exposition in The Atlantic, Nicholas Dames, a professor of Columbia University’s required Literature Humanities course since 1998, noted that his undergraduate students, the supposed academic elite of the nation are now “bewildered by the thought of finishing multiple books a semester“.1

Two decades ago, Dames’s classes effortlessly engaged in sophisticated, week-to-week analyses of lengthy texts like Jane Austen’s Pride and Prejudice and Fyodor Dostoevsky’s Crime and Punishment. Today, the landscape is unrecognisable. In 2022, a first-year student confessed to Dames that during her entire tenure at a public high school, she had never been required to read a single book cover-to-cover.2 Instead, her education consisted of excerpts, isolated poems, and fragmented news articles. This is a systemic failure; middle and high schools have largely ceased assigning whole books, breaking them down into easily digestible, context-free fragments to accommodate dwindling attention spans. High-achieving students can still decode words, but they struggle to muster the sustained attention or cognitive ambition required to immerse themselves in substantial texts. As technology provides instant gratification, the sustained labor of reading feels deeply unnatural to a generation raised on screens.

This anecdotal evidence from the highest echelons of the academy is overwhelmingly corroborated by a mountain of empirical data. The decline in sustained reading and linguistic proficiency is measurable and accelerating.

  1. https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/
  2. Ibid

April 26, 2026

QotD: College Town, USA

Filed under: Education, Quotations, USA — Tags: , , , , — Nicholas @ 01:00

Everything human changes, but Nature does not change. That’s “conservatism”, I guess, and for lack of a better term. And that’s what causes Noticing, I’m coming to believe. It’s not that we dislike “change” — that would be as absurd as disliking the seasons. We dislike change qua change; change for change’s sake, and that instinctive distaste for change qua change is why we Notice. We have that sense of Impermanent Permanence, so we can’t help but Notice that today’s Current Thing is the exact opposite of yesterday’s.

It’s not “change” in the sense we understand, and instinctively accept — it’s not “change” in the way the seasons change. It’s directed change — somebody decided to do it. And if it’s not immediately apparent who, or why, we are naturally suspicious. We are “based”, if you will, in the Permanent, so we are acutely aware of the deliberate aspects of the Impermanent.

City life gives you the opposite, indeed overwhelming, sense of Permanent Impermanence. Nothing stays the same; the only constant is change. I remember seeing it in College Town, which was not particularly large, population-wise, but had almost all the “amenities” you’d expect from a major metro. Bearing in mind, as always, that “College Town” is a composite of several different places … but they’re all basically the same, and that’s the point.

The first thing that struck me about College Town — that you see in every College Town, coast to coast — was how shabby it was. Even the brand-new apartment complexes (of which there were many, Higher Ed being a growth industry at that time) all looked dilapidated. The next thing I Noticed was the lack of institutions. College Town had every imaginable “amenity” — exotic cuisine, 24 hour everything — but no playgrounds, no ball fields, no churches. Hardly any schools, despite being pretty good size relative to the surrounding area, because why would there be? All that stuff is for people who actually live there, as opposed to the transients, or even the “permanent residents”, if you will, on the faculty (what an unconsciously telling phrase that is!).

Nobody’s from there, and nobody stays there. Not even the faculty — they always have one foot out the door, no matter if they’re Department Chairs with 30+ years’ seniority. It is crucial to their amour-propre to believe that they’re always about to get the call from Harvard, which in part explains the weird phenomenon of the “faculty ghetto”. They’ll spend a zillion dollars “restoring” a frankly tiny house in the “historic” district, by which is meant “gutting it, and making it as close to a Current Year McMansion as the physical infrastructure can bear”. Then they’ll spend a zillion more on yearly maintenance, when they could’ve gotten twice the house, with the latest and greatest everything, built to spec on the outskirts of town …

… which is five minutes away; it’s not like they’re facing some huge commute (and it’s not like they walk or even bike to campus, and God forbid they take the bus. No, they’d much rather gut or knock down another old building, just to have a garage in which to park the huge gas-guzzling SUV they drive the 45 linear feet to “work”, because how else would they show off how important they are, without parking in their designated space in the one fucking lot in the entire town?).

In other words, they don’t want to admit that they live there — they are, at most, “permanent residents”. There are no public playgrounds, because their one designer baby isn’t going to rub elbows with the children of the few greasy proles they grudgingly tolerate in the absolutely necessary service industries — you know, the mechanics and plumbers and snow plow drivers and such. There are no churches, just one or two Temples of the Current Thing, and only to the extent that a few of them have paraphilias involving clerical vestments. No ball fields, no Cub Scout packs or Elks Lodges or American Legion posts, because c’mon man. A town that size anywhere else would have a Walmart and a Minor League team and a big rivalry game between the local high schools; College Town has head shops and Egyptian-Thai fusion cuisine and DoorDash.

Permanent Impermanence, in other words. Deliberate impermanence. Nothing lasts, nothing can last, nothing should last. There are some people who find that attitude — which I would call straight-out, shit-flinging nihilism — deeply appealing, and … well … there it is.

Severian, “Transience”, Founding Questions, 2026-01-19.

April 16, 2026

Never say that teachers have no influence

Filed under: Books, Bureaucracy, Education, USA — Tags: , , — Nicholas @ 03:00

Of course, that influence isn’t always benign:

It’s true, every halfway intelligent right winger I know irl had a massive conflict with at least one elementary teacher over things like: reading ahead, reading too difficult books, not showing enough work, etc etc. it’s the first time we experience the uncaring tyranny of state bureaucracy and it sucks.

April 11, 2026

Declining educational standards are now “a civilizational catastrophe”

Filed under: Education, USA — Tags: , , — Nicholas @ 04:00

On the social media site formerly known as Twitter, Brandon Zicha points out that the declining educational standards across the west are now to the point of “a civilizational catastrophe”:

A student today at my elite university admitted to me today that she took a class so she could work on reading for more than 20 minutes at a time. She can’t read. She mainly skims and summarizes, she says and still gets A’s.

This student is, by professional standards, illiterate. Gonna have high GPA when she graduates.

This conversation was had after 6 of 22 students dropped my course because the maximum reading per week in one week was over 100 pages.

What people aren’t grasping is that this is literally *dangerous*. These people are going to be come doctors, engineers, etc. They are — by any metric — vastly less capable than prior generations. These effects are cumulative over a lifetime.

This grade inflation is part of the problem, but not even close to the entirety. And the problem obviously starts in K-12.

Students don’t know history because, you can’t actually become historically literate on the advice of “never assign more than 30 pages a week”. You can’t develop any of the skills that came with literacy. This is, quite honestly, a civilizational catastrophe.

Another student who seemed really interested in history … confirmed he was … but doesn’t read. He watches Youtube …

… which explained how the conversation went after when I pressed further.

I coteach a class with a colleague … but I am lead … for the past 15 years. I was discussing complaints from students and he pointed out that we have reduced the difficulty and load every 3 years or so since the beginning, and we probably have to stop.

I agreed. But, the students were absolutely irate, and complained about how it left them no time to “reflect” … a load about 30% less than when the course started.

That is an objective decline in ability.

Honestly, I hadn’t even noticed until he pointed it out. It was just incremental.

Changed how I approach teaching.

A good colleague is worth a thousand teaching development seminars.

(quick note … most of those 6 dropped for this reason … not each one … there was a double booking or two)

I feel like I need to point out that the student in the original tweet is a model of *what to do*.

This student is the hero of my tale, but is overcoming something they should not have to, and that is disasterous if it is as widespread as it seems it may be, and they aren’t all similarly driven.

This student? The hero.

Not a dunk.

Another clarification:

I’m a small account here … Didn’t expect the affection.

The student is literate. Not a professional university level (or what it’s ever been).

It was hurried poor phrasing.

The student seems aware that their reading retention and scope is not what it should be … And is addressing it!

Summarizing:

The concern isn’t my (actually heroic) student, but the trend that student is tackling under her own steam …

I routinely here professors complaining about students who:
1.) Can’t or won’t read at levels we have never seen.
2.) When they do, their ability to connect between texts and evaluate is poor. Indeed, grasping the text is not great. It’s increasingly the norm, and it used to be the opposite.
3.) They struggle to reason, honestly.
4.) Most weirdly, we struggle to talk about “reflecting on ones ideas”. They often struggle to understand *what that means*. This suddenly started where students didn’t understand what this meant.
5.) They have declining writing skills.
6.) They have lower interest in ideas
7.) They are less sophisticated in their ability to manipulate ideas
8.) They are much worse on many of the metrics associated with high level reading ability.

At the same time
1.) Study times have declined.
2.) Assigned workloads have declined a great deal
2.) Hiring employer complaints about graduate quality has declined increased continually.
3.) Grades have remained the same or gone up.

… in the past decades, but particularly the last decade to an alarming degree. This is not about one student’s situation, or whether or not one should be “readmaxxing” in college, reading 500 pages plus.

… and just look at the examples cited in this thread.

We have a major issue to address here, folks. Civilizational level issues. And, I genuinely don’t feel we are having the conversation we need to be having yet.

Update, 12 April: Welcome, Instapundit readers! Have a look around at some of my other posts you may find of interest. I send out a daily summary of posts here through my Substack – https://substack.com/@nicholasrusson that you can subscribe to if you’d like to be informed of new posts in the future.

Older Posts »

Powered by WordPress