Quotulatiousness

July 25, 2023

Chris Rufo, enemy of the [legacy media] people

Filed under: Books, Education, Government, Media, Politics, USA — Tags: , , , , — Nicholas @ 03:00

Last week, Richard Hanania posted this review of Chris Rufo’s new book America’s Cultural Revolution: How the Radical Left Conquered Everything:

Some facts are so shocking that you don’t want to believe them. And if you do believe them, there’s a tendency to forget, downgrade their importance, and often have to be reminded of them again. Here’s one fact that falls into this category: The American education system, or at least the field of education itself, was taken over by literal communists. Those entrusted to teach children and young adults have as their greatest intellectual inspirations lunatics who would clearly have massacred their fellow Americans if they had the chance.

We know this because during the Cold War, some of the leading lights of modern academia were openly in favor of distant regimes that were engaging in mass killings in the name of equality. Some of them, like members of the Weather Underground and Angela Davis, personally participated in violent acts themselves. Instead of locking these people up and throwing away the key, we made them into tenured professors, and some of the most highly cited scholars in the world. They now are major intellectual figures in education schools, which train future teachers and administrators and ultimately control what kids learn, along with the DEI bureaucracies that exert so much control from within our most powerful institutions.

What does one do with these facts? Chris Rufo’s work over the last several years has been about taking them seriously. Tomorrow, he is publishing his first book, America’s Cultural Revolution: How the Radical Left Conquered Everything, which explains the history behind and intellectual foundations of modern wokeness. It serves as a wakeup call as to how bad things are. Many of the facts presented may be familiar to the reader, but taken together, they tell a story that serves as a searing indictment of the American establishment.

Rufo’s book is built around intellectual biographies of four activist-scholars: Herbert Marcuse, Angela Davis, Paulo Freire, and Derrick Bell. He traces their influence through political organizing and propaganda efforts. Marcuse was the intellectual godfather of the New Left. Davis’ Black Panther movement can be considered the precursor to BLM. Freire’s Pedagogy of the Oppressed “became the bible of teachers colleges throughout the United States and created a cottage industry in academic publishing,” with the author’s research having garnered about half a million citations. Finally, Derrick Bell was the force behind Critical Race Theory, a movement that seems to have been resisted and laughed at by most of the academic legal establishment before it wore its opponents down and gained a foothold in top law schools.

I can’t help but feeling a certain parallelism between Rufo’s work and my own. We both started becoming well known for writing about wokeness in the last few years. We both make extensive use of Twitter and longform writing to communicate to the world, and we both have books coming out two months apart with the same publisher trying to explain the origins of the radical ideas and concepts that have taken over American institutions. He’s exactly one year and two days older than me, so we’ve lived through the same formative political and cultural experiences, watching “white” become an epithet and homosexuals go from being a leper class when we were in high school to individuals having a preference that seems almost quaint in the era of public celebration of trans and the alphabet people.

Of course, an important difference is that Rufo has maintained a laser-like focus on wokeness and avoided alienating natural allies as he’s built a broad coalition within the conservative movement to take on the enemy. And his accomplishments have been quite impressive. Rufo was almost single-handedly responsible for Trump banning Critical Race Theory in the federal government, as he’s also developed close working relationships with Ron DeSantis and other politicians. Today, when Republican-controlled states ban gender transitions for minors, forbid the discussion of Critical Race Theory in schools, or abolish DEI offices in public universities, Rufo is serving as an intellectual inspiration to decision makers when he’s not directly involved in the policy process himself. If wokeness is ever defeated, one can imagine a leftist in thirty years writing a book on the career and activities of Rufo the way he writes about Marcuse and others today.

July 16, 2023

“A school is a hole we fill with money”

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

One of the readers of Scott Alexander’s Astral Codex Ten has contributed a review of The Educated Mind: How Cognitive Tools Shape Our Understanding by Kieran Egan. This is one of a few dozen anonymous reviews that Scott publishes every year with the readers voting for the best review and the names of the contributors withheld until after the voting is finished:

I got a master’s degree in something like educational theory from a program whose name looked good on paper, and when I was there, one of the things that I could never quite make sense of was my professors’ and fellow students’ rock-solid assumption that schools are basically doing a good job.

Egan disagrees. He opens his book by laying that out:

    Education is one of the greatest consumers of public money in the Western world, and it employs a larger workforce than almost any other social agency.

    The goals of the education system – to enhance the competitiveness of nations and the self-fulfillment of citizens – are supposed to justify the immense investment of money and energy.

    School – that business of sitting at a desk among thirty or so others, being talked at, mostly boringly, and doing exercises, tests, and worksheets, mostly boring, for years and years and years – is the instrument designed to deliver these expensive benefits.

    Despite, or because, the vast expenditures of money and energy, finding anyone inside or outside the education system who is content with its performance is difficult.

Q: Oh, can it really be that bad?

Imagine a group of 100 American adults, chosen at random. They’ve sat through years of science lessons, so you decide to ask them some basic questions. What will they know?

Bryan Caplan, in his book Against Education, cites surveys of what Americans know about basic scientific concepts. Here’s what they find:

  • of the hundred adults, 76 know that the center of the Earth is hot (this is good!)
  • only 54 know that the Earth goes around the Sun
  • only 50 know that not all radioactivity is man-made
  • only 29 know that ordinary (as opposed to GMO) tomatoes have genes

Q: Well, those are facts, not understanding — and that’s just looking at American adults in general! Surely good schools are doing a better job educating than that?

Caplan cites a famous study by the educational psychologist Howard Gardner:

    Researchers at Johns Hopkins, M.I.T., and other well-regarded universities have documented that students who receive honor grades in college-level physics courses are frequently unable to solve basic problems and questions encountered in a form slightly different from that on which they have been formally instructed and tested.

Q: Okay, but schools teach reading, writing, and math … right?

Basic literacy and numeracy: yes. Adult-level: no.

If you gave someone two editorials that clashed over interpreting economic evidence, what percent of American adults could compare the editorials? One U.S. Department of Education study that Caplan cites finds: just 13%.

And while 78% could “calculate the cost of a sandwich and a salad, using prices from a menu”, only 13% could “calculate an employee’s share of health insurance costs for a year, using a table that shows how the employee’s monthly cost varies with income and family size”.

Q: I’m afraid to ask about reasoning abilities.

Caplan quotes from a study that looked into how well college students were at applying academic learning to everyday life. The authors write:

    The results were shocking. Of the several hundred students tested … the overwhelming majority of responses received a score of 0. Fewer than 1% obtained the score of 2 that corresponded to a “good scientific response”.

America isn’t so much of an outlier; numbers across the rest of the world are comparable. The 4.7 trillion-dollar question is why.

QotD: The girls’ locker room at school

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

One of the few skills I’ve retained from my teen years in the public school system of mid-Nineties America is the ability to get undressed in front of people without ever actually being naked. It is an art form particular to girls of a certain age, mastered in the locker room in the five minutes between gym class and the rest of the day: a sort of anti-strip tease in which you take off your sports bra while still wearing a T-shirt, always taking care not to expose so much as a millimetre of bare breast.

This method of bra removal was part of a larger, elaborate set of rules, unwritten but ironclad, whereby the locker room was a place to be naked as little as humanly possible. Being in your underwear was okay, but only if you were clearly making haste to put on more clothing. The bathing facilities, it was understood, were for decoration only and not to be used; people still talked about the time a few years back when a girl named Katie, a transfer student from some other country, or possibly another planet, actually took a shower after gym class one day — here you would lower your voice to a dramatic whisper — in the nude.

This cautionary tale of Katie revealed the true nature of our shared pathology: it wasn’t just that we didn’t want to be seen naked, or to see each other naked. It was that allowing yourself to be seen naked signified something sinister about you. You had to be some kind of pervert, an exhibitionist weirdo who lacked the good sense to be ashamed of your body — which was, of course, disgusting, and should be hidden at all costs.

Obviously, this was not a healthy way to be. Obviously, we all had eating disorders. Obviously, the kids were not, in this particular case, all right — or right at all. It’s strange, then, that in 2023, the neuroses of a bunch of 15-year-old girls trying to hide their developing bodies from each other in an upstate New York locker room seem to have somehow become the basis for a new Western paradigm. Nudity is now seen as invariably sexual, highly suspicious, and probably dangerous, particularly to children.

Kat Rosenfield, “The case for getting naked”, UnHerd, 2023-04-12.

July 12, 2023

“[E]lite colleges are machines for laundering privilege”

Scott Alexander ponders the reasons our elite universities operate as they do:

Harvard University Memorial Church.
Photo by Crimson400 via Wikimedia Commons.

We could think of “the best college” as a self-fulfilling prophecy; for whatever reason, one college has gotten a reputation as the one whose signal is most valuable. Everyone naturally tries to get in there; if they fail, they go to the college with the next-best reputation, and so on. The system is stable; the “best” college will keep its reputation (since it gets the best students) and the best students will always want to go to the best college. If, as Matt’s son suggests, all the Ivies started accepting the worst students instead, an Ivy degree would soon become a signal that you’re bad, and employers would stop respecting it.

I heard a fascinating variation of this hypothesis from Matt Christman of Chapo Trap House: elite colleges are machines for laundering privilege.

That is: Harvard accepts (let’s say) 75% smart/talented people, and 25% rich/powerful people. This is a good deal for both sides. The smart people get to network with elites, which is the first step to becoming elite themselves. And the rich people get mixed in so thoroughly with a pool of smart/talented people that everyone assumes they must be smart/talented themselves. After all, they have a degree from Harvard!

The most blatant form of this obfuscation: suppose you own a very successful family business. You can leave your son your fortune, you can leave him the business, you can leave him your mansion, but you can’t (directly) leave him an aura of having deserved all these things. What you can do is make a $10 million donation to Harvard in exchange for them accepting your son. Your son gets a Harvard degree, a universally-recognized sign of being a highly meritorious person. Then when you leave him the business, everyone will agree he deserves it. Who said anything about nepotism? Leaving a Harvard graduate in control of your business is an excellent decision!

This happens a little, but I think it mostly isn’t this obvious. More often the transactions are for abstract goods: prestige, associations, favors. The Maharaja of Whereverstan sends his daughter to Harvard so that she appears meritorious. In exchange, Harvard gets the credibility boost of being the place the Maharaja of Whereverstan sent his daughter. And Harvard’s other students get the advantage of networking with the Princess Of Whereverstan. Twenty years later, when one of them is an oil executive and Whereverstan is handing out oil contracts, she puts in a word with her old college buddy the Princess and gets the deal. It’s obvious what the oil executive has gotten out of this, but what does the Princess get? I think she gets the right to say she went to Harvard, an honor which is known to go mostly to the meritorious.

People ask why Harvard admissions can still be bribed or influenced by the rich or well-connected. This is the wrong question: the right question is why they ever give spots based on merit at all. The answer is: otherwise the scheme wouldn’t work. The point of a money-laundering operation is to take in both fairly-earned and dirty money, then mix them together so thoroughly that nobody can tell which is which. Likewise, the point of a privilege-laundering operation is to take in both fairly-earned and dirty privilege, then stamp both with a Harvard degree. “Fairly-earned privilege” means all the brilliant talented ambitious youngsters admitted on the basis of their SAT scores and grades and impressive accomplishments; “dirty privilege” means the kids of various old-money aristocrats, foreign potentates, and ordinary super-rich people. Colleges mix them together, with advantages for both groups.

Is this good or bad? It’s good insofar as it provides a justification for making some elite positions dependent on merit and accessible to anyone, but bad insofar as it helps defend and obfuscate the ones that aren’t. It’s good if you think it’s good for all the elites (meritocratic and otherwise) to know each other and be on the same page; it’s bad if you don’t want them to be (maybe because it helps them oppress people more efficiently).

I expect that without such a system the elites would do their own thing without any concession to merit whatsoever – so maybe it beats the alternative.

July 9, 2023

QotD: Military history informs modern concepts of conflict

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

the body of knowledge military history creates serves as the foundation for political and military (two separate but related things!) thinking about war and conflict. This is not new, of course; as I noted above, the field of military history emerged out of a desire to train military leaders. What has changed is that this is no longer an exercise for training (often hereditary) aristocrats for battlefield command in societies where political and military decision-making was generally restricted to men born to the job. Instead, all citizens in a democracy have a role in shaping decisions about war and peace.

At the same time, something has not changed, which is the human propensity for conflict. And so the most obvious reason to study the history of human conflict remains: to prepare for the conflicts of our day which, despite our best efforts, are sure to occur. And since political decision-making is no longer confined to a small elite, it makes sense that both the target and scope of military history has changed. This is part of why the focus on the broader “war and society” lens is important: if average citizens need to (through elections) make choices on the security posture of their country, they are going to want to know “what is conflict going to be like for me and my family?” Thus the greater focus on the experience of the common soldier (what is sometimes called the “Face of Battle” school of military history, after J. Keegan, The Face of Battle (1976)) and on the experience of the “homefront” as well as on the victims of conflict. I know that last focus sometimes frustrates the “cult of the badass” adherents, but frankly, no matter how many reps you can do, you were always more likely to be one of Alexander the Great’s victims than one of Alexander’s soldiers (much less Alexander himself).

Bret Devereaux, “Collections: Why Military History?”, A Collection of Unmitigated Pedantry, 2020-11-13.

July 5, 2023

Intersectionality showdown

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

Chris Bray on the major break in progressive solidarity caused by non-white American Muslims’, Ethiopian Christians’, and Peruvian Catholics’ unexpected reaction to woke teachers wanting to sexually indoctrinate their children:

We’re wading through this culture war sewage because we have a political class that’s deliberately pumping it into the culture to keep us from noticing that, how can I put this in a sophisticated way, they suck.

But this really tedious maneuver is increasingly leading to moments like this — and Twitter still won’t let Substack writers embed tweets, so click to watch video, but here’s the substance of the thing:

The fake conflict is increasingly likely to be a dozen sanpaku-eyed AWFL’s against a thousand genuinely multicultural parents, battling over insane questions like the “book bans” that remove highly explicit sexual content from elementary school libraries. In 2023, the culture war is rapidly cooking down to STOP PREVENTING US FROM TALKING TO YOUR EIGHT YEAR-OLDS ABOUT SUCKING DICK, YOU NAZIS.

If you’ve never read what I wrote about Jim Jones and the Peoples Temple, please take a moment to go read this. About 900 people died at Jonestown in 1978, but Jones started in Indianapolis in the 1950s. He moved his church to a rural property in California, and then to Guyana, by constantly telling his parishioners that they were threatened by hostile forces outside the church that were maneuvering to destroy them. The frequent recourse to invented threats is a sign of a sick movement, not a sign of something the grows and flourishes.

That’s where we are. We’re watching a sick thing die. The question, now, is how long it takes to die, and how much damage it does in its death throes. But the increasingly hysterical tone, against an increasingly matter-of-fact response — a thousand parents saying calmly that no, we won’t let you inflict this curriculum on our children — suggests that the inflection point is getting closer.

July 3, 2023

Schools fail their students when they try to teach things the students have no interest in learning

Filed under: Education, Gaming — Tags: , , — Nicholas @ 03:00

David Friedman has several examples of success in learning when the learner suddenly wants to learn the material:

One of the problems with our educational system is that it tries to teach people things that they have no interest in learning. There is a better way.

What started me thinking about the issue and persuaded me to write this post was an online essay, by a woman I know, describing how she used D&D to cure her math phobia.

How to Cure Mathphobia

    I was failed by the education system, fell behind, never caught up, and was left with a panic response to the thought of interacting with any expression that has numbers and letters where I couldn’t immediately see what all of the numbers and letters were doing. The first time I took algebra one, I developed such a strong panic response that it wrapped around to the immediate need to go to sleep, like my brain had come up with a brilliant defense mechanism that left me with something akin to situational narcolepsy. (I did, actually, fall asleep in class several times, which had never happened to me before.) I retook the class the next year. I spent a lot of that year in tears, with a teacher who specifically refused to answer questions that weren’t more specific than “I don’t get it” or “I have no idea what any of those symbols mean or what we’re doing with them”.

Until she had a use for it:

    The first time I played D&D, I was a high school student. My party was, incidentally, all female, apart from one girl’s boyfriend and the GM, who was the father of three of the players. We actually started out playing first edition AD&D, which I am almost tempted to recommend to beginners, just on the grounds that if you start there you will appreciate virtually every other edition of D&D you end up playing by comparison. I might have given up myself before I started, except that one of the players in the first game I ever spectated was a seven-year-old girl, and I was not about to claim that I couldn’t do something that a seven-year-old was handling just fine.

    One of my most vivid memories of this group is the time we were on a massive zigzagging staircase — like one of those paths they have at the Grand Canyon, that zigzag back and forth down the cliff face so that anyone can reach the bottom without advanced rock-climbing. We saw a bunch of monsters coming for us from the ground below, and we weren’t sure whether they had climb speeds, but we didn’t super want to wait to find out. The ranger pulled out her bow to attack them before they could get to us.

    “Now, wait a moment,” says the GM. “Can your arrows actually reach that far?”

    “Well, they’re only, like, sixty feet away.”

    “No, it’s more than that, because you have to think about height in addition to horizontal distance.”

    “Yeah, but that’s, like, complicated?”

    “Is it? Most of you are taking geometry right now, don’t you know how to find the hypotenuse of a right triangle?”

    There were some groans. Math was hard. But we did know how to find the hypotenuse of a right triangle. We got out some scrap paper and puzzled over it for a couple minutes, volunteering the height of the cliff and the distance of the monsters and deciding that we could ignore the slight slope caused by the zigzagging stairways. We got a number back and compared it to the bow’s range per the rules. We determined that we could hit the monsters without a range penalty.

    We killed the monsters. This wasn’t the real victory that day.

June 25, 2023

British schoolchildren mock their oh-so-woke teachers

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

In Christopher Gage’s weekly round-up, I discovered that I shared a trait with Ted Kaczynski (“austere anarchist scholar” as US mainstream media might have described him). Not just any trait, but the one that ended up putting him in prison after nearly twenty years of sending bombs through the mail:

Elliot Rodger, Ed Kemper and Ted Kaczynski.
Photos from Quillette.

… Ted insisted on the proper use of the idiom, “You can’t eat your cake and have it, too”. Ted rejected the common and logically fraught version: “You can’t have your cake and eat it, too”. Indeed, you can. You must have your cake if you are to eat your cake. You cannot have your cake once you’ve eaten your cake.

That turn of phrase helped F.B.I agents snare Ted. His sister-in-law read his essay, recognised the writing style, and the peculiar diction, and then grassed him up to the rozzers.

For the record, this may be the only point of agreement I have with that noted austere scholar, although I’ve never read any of his writings to find out.

Another amusing incident involved children taking the Mickey out of ultra-progressive teachers in British schools:

Last week, schoolchildren in Sussex dropped themselves into the soup after suggesting that their fellow classmate is not actually a cat.

Two thirteen-year-old girls at Rye College were told they “should go to a different school” if they didn’t believe that a girl could identify as a cat.

During a “life education” class, the pair said there was “no such thing as agender” and: “If you have a vagina, you’re a girl, and if you have a penis, you’re a boy — that’s it.”

When they queried how someone could identify as a cat, the pair were blasted for questioning their classmate’s identity.

An investigation found children at schools across the land now identify as dinosaurs and horses. Another often dons a cape and demands to be acknowledged as a moon. Another identifies as Bambi.

After the hysteria simmered, it became obvious what was going on here. And it too became obvious that this is a good thing.

Reader, these children are taking the Mickey.

When confronted with obvious nonsense held by their preachy, supposedly superior teachers, these kids cannot resist mocking them to a nub.

After all, if one can identify as whatever one wants then that includes anything one wants. For teenagers primed with mischief, this is just too good a brew not to sup on a daily basis.

And it is a promising sign. Ridicule, the sharp-elbowed sister of truth, is essential to all progress. Clearly, these kids are unafraid to think for themselves and are determined to see that which is beyond their own nose.

Perhaps this is the beginning of the end of what almost everybody knows to be patent nonsense. As history assures us, once something becomes a laughingstock it soon dies of ridicule.

As James Thurber put it, that which cannot withstand laughter is not a good thing.

June 14, 2023

Wednesday web-droppings

Filed under: Britain, Economics, Education, Media, Military, Politics, USA — Tags: , , , — Nicholas @ 22:22

A few items that I didn’t feel required a full post of their own, but might be of interest:

June 11, 2023

QotD: The revolt against “meritocracy”

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

As with almost every one of these crusades the left goes on, it ain’t what they’re saying it is. And those of us on the right(ish) who think that it’s all part of a master plan to destroy society so the great communist utopia appears automagically aren’t precisely right. I mean, most people on the left would welcome collapse, because, yes, they believe a communist matriarchy is ONLY waiting for the “oppressors” who create capitalism and patriarchy to vanish (oblivious to the fact that “capitalism” is trading, which seems to be a natural condition of the human monkey and not eradicable by any regime real or imaginary; and that “patriarchy” doesn’t exist in the west.) But that’s not the point, because they don’t think they’re bringing about collapse. They think they’re fighting injustice.

When we say “merit” and “meritocracy” they think we’re using “code words” to say “white males”. There are reasons for this, besides the fact that the left is heavily into Manichaean thought systems that go something like: identify problem — find a person who MIGHT be responsible for/benefits from the system as it exists — assume that if that person were removed, the problem would be gone. See, French Revolution.

The initial confusion on the left arises from the fact that they might never, in fact, have witnessed meritocracy in their dealings or those of people around them.

This is because, as part of the long march, and to secure absolute control of all fields and institutions, the left has a mythology (the Manichaean thing again) that anyone who disagrees with them is evil. And of course, you don’t hire evil people.

The problem with that type of hiring is that you’re NOT hiring the best. And most people know they’re not the best. And hire someone less bright than they are. This in four generations takes you to the level of management/operation that takes monarchies twenty generations of inbreeding to achieve.

Right now, in everything but the hard sciences and STEM (and they’ve gotten into some of those, and can’t always be routed around.) the people in power would consider pouring piss out of a boot with the instructions written on the sole a feat of unachievable genius.

Most of them are so vacuous they don’t even know they’re incompetent. Or, like Michelle Obama in her essay on why everyone was mean to her at Harvard, they assume everyone else is just as incompetent.

The reason they get hired, stay hired and continue to get push/accolades/power is that they have the “right picture in head” by which you should understand “the left picture in head”. They view the world exactly as they were taught to view it by their Marxist teachers and professors. Reality is Manichean, and if there is any issue at all, you find the person who might be causing it (hint, usually you find the person who is a heretic to the left, even if in a minor thing) and you attack that person. If the person is not immediately obvious, you look for deviationism or examples of hidden thought crime.

It’s appalling, and in a society with no protection for the individual, it fills mass graves, but it is the way their minds — for lack of a better term — operate. They’ve been trained to operate that way. Not to look at human nature, or the conditions in the world, or even the limits of engineering and materials (what’s holding us back on batteries, for instance. They prefer to think oil executives, personally, are holding back the all-electric solar cars we should already have.) No. “Find the culprit” “Eliminate him/her” “Everything is beautiful in the garden”. Seen in this light, the Green Nude Heel makes “perfect sense”. And is a genius work in scope. Which is why she got all upset at criticism and thought that it only meant people wanted her to find all the little subculprits and work out all the details of the pogroms necessary to make it work. Not getting that people were saying “Not in this world, not with these humans, not in this REALITY”.

Sarah Hoyt, “Just Deserts”, According to Hoyt, 2019-06-06.

June 5, 2023

QotD: The four types of college papers for English Majors – 4. The Old Switcheroo

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

Only superstars write the Old Switcheroo. But if you pull this off, the sky is the limit. You might end up as a Senator or in the Cabinet, or have a prominent byline in a newspaper of record.

That’s because the Old Switcheroo turns everything into its opposite. If you master this technique, you can prove anything, no matter how implausible. Water isn’t wet. War is Peace. We have always been at war with Eastasia. You name it.

Everybody thinks that Shakespeare’s King Lear is a tragedy, but for the Old Switcheroo, you prove that it’s actually a comedy. Everybody thinks that Mozart is a great composer, but you prove that he stole everything he wrote from Salieri’s butler. Frankenstein wasn’t a monster, but a respected scientist. Etc. etc.

Up is down. Black is white. Fire is ice.

Make no mistake, the Old Switcheroo is A+ work, and no fooling. Even more, it’s a surefire path to career success. There’s just one tiny problem: The people who master the Old Switcheroo are batshit crazy and have a psychological profile dangerously close to that of a serial killer. They might end up in the White House, but you wouldn’t trust them to house-sit your chia pet.

Ted Gioia, “The 4 Types of College papers for English Majors”, The Honest Broker, 2023-02-27.

June 4, 2023

QotD: The four types of college papers for English Majors – 3. The DIM

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

We are now trying to impress the professor and get an A. So we can’t just write about what’s happening at the surface level — we must identify the Deep Inner Meaning (DIM) that others don’t see.

Those bozos think that Moby Dick is a novel about a great white whale. But we know there’s a Deep Inner Meaning to the book — that whale is actually a stand-in for the author’s annoying mother-in-law. Or maybe it’s a surrogate for the President of the United States. Or a displaced sex object.

Let your imagination run free. It really doesn’t matter which you choose. It just can’t be anything obvious. And then you need to talk a good game, and not pay too much attention to facts and plausibility.

And who said you don’t learn useful job skills as an English major?

If you spread the B.S. thick enough, and never let on that you even sniff the stench, you have better than even odds of getting a top grade. It helps, by the way, if you show up in class dressed in something unseemly and having omitted several steps in your morning grooming routine — which are seen as signs of incipient genius in the School of Humanities.

Ted Gioia, “The 4 Types of College papers for English Majors”, The Honest Broker, 2023-02-27.

June 3, 2023

Kids, obesity, and the woke agenda

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

Elizabeth Nickson isn’t a fan of the “healthy at any size” mantra, especially when it comes to kids:

If I were a kid today I’d be out scouting the neighborhood for a home school or church to take me in as long and teach me latin and math and give me a reading list as long as I didn’t have to have someone’s jiggly bits pushed in my face or be shown diagrams of sexual positions, and asked ceaselessly about my food intake, my BMI measured (25 states mandate this) and no doubt entirely invasive questions about my family and father and weird uncles and so on. It would be like living in a perpetual inquisition, danger everywhere, with no privacy in any area of one’s life, with every sentence and expression evaluated on whether I am being a good member of the inclusive collective and will step aside so someone less privileged can have a chance.

But I am not nine and therefore spared all that, but God in heaven I feel sorry for them. Schools have stepped up to take the place of the at-home mother who had a relationship with her kids strong enough so that their emotional needs were being met and they didn’t have to stuff food down their throats for a relief from the ceaseless pressure to conform, and severe emotional loneliness from the absence of a family system.

Instead of your mind, the dominant focus seems to be your body, and at the most vulnerable time in your life. I know they think they are raising good little socialist citizens, who are acutely aware of the struggles of the less fortunate, but add in the bullying of Middle School and little wonder 49% of kids are overweight or obese, and the rest stuffing their feelings 24/7. Great for the food pushers, sucks for the medical system.

Virginia Sole-Smith who is the anointed high priestess of Fat Positivity Culture, has been pushing fat is AOK and in fact, possibly superior to thin-ness, which she never fails to excoriate, for the New York Times, Slate and Science and various other high-end publications for 20 years. Her latest book Fat Talk, which sits on the NYTimes bestseller list is about raising fat children, or not fat children, it’s kind of confusing. Ok, to be fat, but not obese, but you can’t put obese kids on a diet because that will make them fatter, and besides everyone is criticizing them and that has to stop.

Every leftie cliché is brought out of the barn and groomed within an inch of its life. White privilege, thin white privileged women, BIPOC exclusion, thin privilege in sport, entertainment, business, and so on, a system systematically prejudiced against fat people.

Basically, however, Sole-Smith is staking her ground and that is that “small fat”, which is how she defines herself, is normal and we should adjust our eyes to see pudgy tummies as “something to aim for” – as she states in her last chapter called “How to Have The Fat Talk”. We have to start “reclaiming (sic) fatness as a perfectly good way to have a body”.

QotD: The four types of college papers for English Majors – 2. The TWIT (They Were Idiots Then)

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

Back in the old days, everybody was a fool — They Were Idiots Then (TWIT).

We know that unfailingly, for the simple reason that they didn’t think like us. They were stupid and stodgy and superstitious and held all sorts of irritating views.

And it’s true. You can take absolutely any book from a hundred years ago, and find infractions on almost every page. The past is a different country, where everybody is a knucklehead.

Here’s how to write a TWIT: You take a yellow marker and highlight every time somebody in the book makes a blunder, according to our current rules of decorum this week. Trust me, you won’t even have to read the whole book. Within a chapter or two, your book will have more yellow highlights than Nicki Minaj’s hairdo.

Now you’re ready to roll.

You write up the infractions like it’s a district attorney’s indictment. But here’s the key — you must give it some fancy name. You can’t just call a twit a twit in your TWIT paper; you have to refer to your harangue as a critique or an exegesis or a deconstruction, starting with the title — which should be something like “A Critique of Phallogocentrism in Henry James’s Turn of the Screw“.

Once you get the hang of this, it’s as easy as shooting fish in a barrel. There’s just one problem — everyone else in the class is also writing TWIT papers. It’s the most popular thing on campus since the invention of the senior admin job. So you only get a B on these. Or maybe B+ if you throw in a few French words (for example, inserting différance whenever you’d normally say difference).

Ted Gioia, “The 4 Types of College papers for English Majors”, The Honest Broker, 2023-02-27.

June 2, 2023

The idiocy of trying to portray political systems on a single spectrum

Filed under: Economics, Education, Government, History, Politics — Tags: , , , , , , — Nicholas @ 03:00

Lawrence W. Reed explains why trying to illustrate the similarities and differences of political systems using only a single axis conceals more than it reveals, especially for students:

In classes on Government and Political Science, with few exceptions, students in both high school and college are taught that the so-called “political spectrum” (or “political/economic” spectrum) looks like this: Communism and Socialism reside on the Left, Capitalism and Fascism dwell on the Right. Various mixtures of those things lie somewhere in between:

This is not only false and misleading, it is also idiocy. Toss it into the trash bin and demand a refund from the teacher who presented it as fact, or as any kind of insightful educational tool.

At the very least, a spectrum that looks like that should raise some tough questions. Why should socialists and fascists be depicted as virtual opposites when they share so much in common — from their fundamental, intellectual principles to their methods of implementation? If a political spectrum is supposed to illustrate a range of relationships between the individual and the State, or the very size and scope of the State, then why are systems of Big State/Small Individuals present at both ends of it?

On any other topic, the two ends of a spectrum would depict opposites.

[…]

My contention is that if Communism, Socialism, Fascism and Capitalism all appear on the same range line, it is terribly misleading and utterly useless to place the first two on the left and the second two on the right. The placement that makes the most sense is this one:

The perspective represented in this sketch immediately arouses dispute because its implications are quite different from what students are typically taught. The inevitable objections include these three:

1. Communism and fascism cannot be close together because communists and fascists fought each other bitterly. Hitler attacked Stalin, for example!

    This objection is equivalent to claiming, “Al Capone and Bugs Moran hated and fought each other so they can’t both be considered gangsters”. Or, “Since Argentina and Brazil compete so fiercely in football, both teams cannot be composed of footballers”.

    Both communism and fascism demonstrate in actual practice an extremely low regard for the lives and rights of their subject peoples. Why should anyone expect their practitioners to be nice to each other, especially when they are rivals for territory and influence on the world stage?

    We should remember that Hitler and Stalin were allies before they were enemies. They secretly agreed to carve up Poland in August 1939, leading directly to World War II. The fact that Hitler turned on Stalin two years later is nothing more than proof of the proverb, “There’s no honor among thieves”. Thieves are still thieves even if they steal from each other.

2. Under communism as Karl Marx defined it, government “withers away”. So it cannot be aligned closely with socialism because socialism involves lots of government.

    Marx’s conception of communism is worse than purely hypothetical. It is sheer lunacy. The idea that the absolutist despots of the all-powerful “proletarian dictatorship” would one day simply walk away from power has no precedent to point to and no logic behind it. Even as a prophecy, it strains credulity to the breaking point.

    Communism in the sketch above appears where it does because in actual practice, it is just a little more radical than the worst socialism. It is the difference between the murderous, totalitarian Khmer Rouge of Cambodia and, say, the socialism of Castro’s Cuba.

3. Communism and Fascism are radically different because in focus, one is internationalist and the other is nationalist (as in Hitler’s “national socialism”).

    Big deal. Again, chocolate and vanilla are two different flavors of ice cream, but they’re both ice cream. Was it any consolation to the French or the Norwegians or the Poles that Hitler was a national socialist instead of an international socialist? Did it make any difference to the Ethiopians that Mussolini was an Italian nationalist instead of a Soviet internationalist?

Endless confusion persists in political analysis because of the false dichotomy the conventional spectrum (Sketch 1) suggests. People are taught to think that fascists Mussolini and Hitler were polar opposites of communists Lenin, Stalin, and Mao. In fact, however, they were all peas in the same collectivist pod. They all claimed to be socialists. They all sought to concentrate power in the State and to glorify the State. They all stomped on individuals who wanted nothing more than to pursue their own ambitions in peaceful commerce. They all denigrated private property, either by outright seizure or regulating it to serve the purposes of the State.

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