Quotulatiousness

March 25, 2023

South Africa – from bad to indescribably worse

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

John Psmith reviews South Africa’s Brave New World: The Beloved Country Since The End Of Apartheid by R.W. Johnson. It isn’t a pretty picture at all:

    The whole world had come to Pretoria to see the inauguration of Nelson Mandela as the first democratically elected South African President. It was the greatest assemblage of heads of state since John F. Kennedy’s funeral … But it was the flight of nine SAAF [South African Air Force] Mirages overhead, dipping their wings in salute, which brought tears to many eyes. It said so many things: the acceptance of, indeed, the deference to, Mandela by the white establishment, the acknowledgement that he was fully President, able to command all the levers of power — and, for many black people in the crowd, it meant that for the first time the Mirages’ awesome power and white pilots were on their side, part of the same nation … All the products of that white power, including South Africa’s sophisticated economy and infrastructure, were being handed over intact.

A little over a decade later and that same South African Air Force was no longer able to fly. It wasn’t for lack of planes: new ones were procured from European arms manufacturers in an astonishingly expensive and legendarily corrupt deal. But once purchased the planes rotted from lack of maintenance and languished in hangers for lack of anybody able to fly them. Most of the qualified pilots and technicians had been purged, and most of the remainder had resigned. The air force did technically still have pilots, after all it would be a bit embarrassing not to, but those pilots were chosen for patronage reasons and didn’t technically have any idea how to fly a fighter jet.

It isn’t just the air force. That whole “sophisticated economy and infrastructure” that got “handed over intact” now by and large no longer exists. Consider something as basic as running water: in 1994, South Africa had some of the most sophisticated water infrastructure on earth, with a whole system of dams, reservoirs, and long-distance inter-basin conduits working together to conquer the geographical challenges of having several major cities and mining centers located on an arid plateau. All of this water was safe, drinkable, and actually came out of the tap when you turned the handle. This picture was marred of course by poor delivery to black rural communities and squatter camps, but in the early 90s the government was making rapid progress towards serving more of those people too.

Like the air force, that water system is now basically non-functional. It’s estimated that something like 10 million people no longer have reliable access to running water. When the water does run, it’s frequently filthy and contaminated with human sewage. South Africa had its first urban cholera outbreak in the year 2000, and they are now a regular occurrence. Again, like the air force, this isn’t for lack of money or effort. The state has spent billions on trying to fix the water problems, and the government’s water bureaucracy has tripled in size since 1994. Something else has gone wrong.

Neither of these examples is cherry-picked. Ask about literally any of the necessities for human life, and the picture is the same: basically first-world quality under the apartheid Nationalist government, and basically post-apocalyptic today. The electric grid is failing, with rolling blackouts consuming the country on a daily basis. The rail network, once one of the finest on earth, is now so degraded that mines in the North of the country prefer to truck their products overland to ports in Mozambique rather than risk the rail journey to Durban. The medical system was once the jewel of Africa and now teeters on the brink of collapse, with qualified doctors and nurses fleeing the country in droves. As for education, one South African author notes: “When Anthony Sampson’s authorized biography of Mandela appeared one of its more embarrassing asides was that all the educational institutions which had nourished Mandela had since collapsed. A Mandela could be produced in colonial times, but no longer.”

Had enough yet? At last count between a third and a half of the population is unemployed. Public order is non-existent outside gated communities and tourist areas patrolled by private security. The murder rate in South Africa exceeds that of many active war zones. Every major city in South Africa is among the most dangerous cities on earth, and the countryside is much worse than the cities. The reported cases of rape alone establish South Africa as the worst country on earth for rape, and the vast majority of cases are likely unreported, since the police have essentially stopped prosecuting this crime.

Something has gone very wrong. What happened? That’s the subject of this book by R.W. Johnson, an ultra-detailed examination of the 10 or so years following the end of apartheid in 1994. Johnson is the right guy to write this book — he’s lived in South Africa since the 1960s, and was active in the movement against apartheid from its earliest days, so he personally knows most of the players who’ve been running the country. And now he has the bittersweet task of writing a book documenting how what happened is “just what white racists predicted and what white radicals like myself scorned”.

March 21, 2023

Few professions are as “optimism biased” as primary school teachers

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

Freddie deBoer was commissioned to write this for a professional publication for teachers, but it was “too hot” for the editors, so he’s posted it to his Substack instead:

There’s a bias that runs throughout our educational discourse, coming from our media, academia, and the think tanks and foundations that have such sway in education policy. It’s a bias that exists both because of a natural human desire to see every child succeed and because the structural incentives in the field make rejecting that bias professionally risky. The bias I’m talking about is optimism bias, the insistence that all problems in education are solvable and that we can fix them if only we want to badly enough. At least a half-century of research, spending, policy experimentation, and dogged effort has utterly failed to close the gaps that so vex our political class. But still we hear the same old song about how we could close those gaps tomorrow if we really wanted to, an attitude that has distorted education policy and analysis for decades.

My first book, The Cult of Smart, was a commercial failure. It was released during the height of the pandemic and thus my ability to promote it was limited, but by any measure the market rejected it. It’s tough to produce a labor of love like that and find that few people were interested in it.

But there was a silver lining: since publication in 2020 I’ve heard from dozens and dozens of teachers, thanking me for putting their thoughts to print. These educators come from public, private, and charter schools, from schools with affluent study bodies and schools that are mired in poverty, from big city school districts and from low-population regional rural schools. And again and again, these teachers shared the same perspective: they agreed with the book’s overall argument, and often had thought similar things themselves for years, but felt they could not express them publicly for fear of professional consequences.

The essential argument of the book is that overwhelming empirical evidence shows that students sort themselves into academic ability bands in the performance spectrum early in life, with remarkable consistency; that the most natural and simplest explanation for this tendency is that there is such a thing as individual academic potential; and that the most likely source of this individual academic potential is likely influenced by genes. When we look at academic performance, what we see again and again is that students perform at a given level relative to peers early in schooling and maintain that level throughout formal education. (I make that case at considerable length here.) A vast number of interventions thought to influence relative performance have been revealed to make no difference in rigorous research, including truly dramatic changes to schooling and environment. Meta-analyses and literature reviews that assess the strength of many different educational interventions find effect sizes in the range of .01 to .3 standard deviations, small by any standards and subject to all sorts of questions about research quality and randomization. Even the most optimistic reading of the research literature suggests that almost nothing moves the needle in academic outcomes. Almost nothing we try works.

This implies that common sense is correct and that individual students have their own natural or intrinsic level of academic potential, which we have no reason to believe we can dramatically change. I believe that we can change large group disparities in education (such as the racial achievement gap) by addressing major socioeconomic inequalities through government policy. But even after we eliminate racial or gender gaps, there will be wide differences between individual students, regardless of pedagogy or policy. When Black students as a group score at parity with white students, there will still be large gaps within the population of Black students or white or any other group you can name, and we have no reliable interventions to make the weakest perform like the strongest.

My book’s argument is attractive to teachers because they’ve lived under an educational ideology that insists that every student is a budding genius whose potential waits to be unlocked by a dedicated teacher – and which holds teachers to that unachievable standard. From the right, they’re subject to “no excuses” culture, the constant insistence from the education reform movement that student failures are the result of lazy and feckless teachers; from the left, they’re subject to a misguided egalitarianism that mistakes the fact that every child is important and deserves to be nurtured for the idea that every child has perfectly equal potential. The result is a system that presses teachers to deliver learning outcomes in their classrooms that they can’t possibly achieve. But many of them feel that they can’t push back, for fear of professional consequences. If they speak frankly about the fact that different students have different levels of individual potential, they’ll likely be accused of shirking their duty.

March 15, 2023

Not only is the science “settled” … it’s already in the school textbooks

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

David Friedman on his attempts to follow up on claims made in a textbook on climate change already in use in US public schools:

Introduction to Modern Climate Change by Andrew Dessler is an elementary climate science textbook, now in its third edition. In Chapter 9, “Impacts of Climate Change”, it has:

    Scientists predict that sea level will rise 47 to 73 cm (19 to 29 inches) above 1995–2014 levels by 2100. This may not sound like a significant challenge, but it is much larger than the 18 cm of sea level experienced over the twentieth century, which is already challenging for many who live near sea level. Like temperature, these predictions of sea-level rise might sound small but, also like temperature, they are not. In Florida, for example, a sea-level rise in the middle of the projected range would inundate 9 percent of Florida’s current land area at high tide. This includes virtually all of the Florida Keys as well as 70 percent of Miami-Dade County. Almost one-tenth of Florida’s current population, or nearly 2 million people, live in this vulnerable zone, and it includes residential real estate valued at hundreds of billions of dollars. It also includes important infrastructure, such as two nuclear reactors, three prisons, and 68 hospitals.

That struck me as implausible, given what else I had seen on the effect of sea level rise. The footnote for the claim was to Stanton and Ackerman (2007), which turned out to be not a peer reviewed journal article but a report commissioned by the Environmental Defense fund, an environmentalist group. It includes the same claims, but for 27 inches of sea-level rise not the 24 inches that is Dessler’s “middle of the projected range”. It refers the reader to Appendix C for “detailed sources and methodology”. Going there, I found:

    To estimate the impact of sea-level rise on land area, populations, and public and private assets and infrastructure, we began with a 1:250,000 Digital Elevation Model (DEM) map of the State of Florida, and divided the state into “vulnerable” and “not vulnerable” zones demarcated by 1.5 meters of elevation and other factors described by Titus and Richman (2000) as corresponding to 27 inches of sea-level rise.

So what they are showing as the vulnerable area is not the 27 inch or 24 inch contour but the 1.5 meter (5 feet) contour. The explanation, from Titus, J.G. and C. Richman (2001). “Maps of lands vulnerable to sea level rise: modeled elevations along the US Atlantic and Gulf coasts“. Climate Research 18: 205–228, a journal article written by two EPA people and presumably peer reviewed:

    Thus, at a typical site, the 1.5-meter contour would be flooded by spring high tides (i.e., high tides during new and full moons) when sea level rises 80 cm

Figure 1 below (Titus and Richman Figure 4) is a map of Florida with the region within the 1.5 meter contour colored red, the region between 1.5 and 3.5 blue. Dessler’s middle of the projected range is 60 cm. Stanton and Ackerman’s 27 inches is 68.6 cm. The map shows what its authors claim would be flooded at 80cm.

Figure 2 below is a population density map of Florida from Wikipedia to which I have added the 1.5m contours from Figure 1. The large flooded area on the southern tip of Florida includes none of the densely populated area around Miami; only one of the tiny areas farther north appears to be in part on a populated area. That is not surprising — areas very close to sea level are likely to be marsh, in this case the everglades, and poor places to build on.

Stanton and Ackerman claim that their own calculations, using data bases of elevation and population, produce a total population in the at-risk area of 1.5 million. That was the figure Dessler gave in his first edition, presumably increased to almost 2 million in the third edition to reflect the increase in Florida’s population. Figure 2 shows why I don’t believe it. The flooded areas are in places almost all of which have very low population density, making it hard to see how flooding nine percent of the land area, most of it in the everglades, can flood almost ten percent of the population. Even if all of the Florida Keys are flooded, their total population is only about 80,000.

That problem is in addition to the fact that Dessler’s claim is for 60 cm of sea level rise, Stanton and Ackerman’s, from which Dessler got his figure for how many people are flooded, is for 68.6 cm (27 inches), and Titus and Richman get the 1.5 m contour that Stanton and Ackerman say they are using by assuming 80cm of sea level rise. Further reasons for suspicion are that Stanton and Ackerman gave figures for sea level rise substantially higher than either the IPCC figure at the time or the current IPCC figure, which suggests that they were trying to make the consequences of climate change look as scary as possible, and that they write “1.5 meters of elevation and other factors described by Titus and Richman (2000) as corresponding to 27 inches of sea-level rise” when Titus and Richman actually describe 1.5 meters as corresponding to 80 cm (31.5 inches) of sea level rise.

March 11, 2023

QotD: We used to call them “parlour pinks”

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

Leftists […] were, are, and always shall be nothing more than irritated butterflies. They don’t have to leave their ivy-covered ivory towers, so they won’t. They don’t know anyone who has ever killed so much as a mouse. When it comes right down to it, they find this whole “Revolution” business to be just … so … vulgar.

What’s life like in the Soviet Union? They neither know nor care, until the brute facts of life in the USSR are rubbed into their faces for so long that they have to acknowledge them. At which point they simply switch allegiances. Kolakowski’s essay doesn’t mention Paul Hollander’s Political Pilgrims, but they arrive at essentially the same conclusion — that instead of becoming disillusioned with Communism (Socialism, “social justice”) itself, the irritated butterflies of the Left grow disillusioned with a particular country or leader. The USSR has failed, yes, but — all together now! — “real Communism has never been tried”, so let’s put all our faith in Mao … and then Castro … and then Chavez, et cetera ad nauseam.

It’s all about maintaining the purity of the idea in the face of disappointing, vulgar, grubby reality. An honest-to-Marx Communist will come into plenty of contact with reality. A Leftist never will, because xzhey have convinced xzhemself that even the mugging they’re currently experiencing is a lofty and noble expression of authenticity. They’re willing to die for the Revolution, certainly — the urge for martyrdom has always been highly conspicuous on the Left. So long as they never feel that base, grubby, vulgar proletarian urge to defend themselves, they’ll be fine.

[…]

“Never cheer for your own.” When you come right down to it, that’s the Leftist motto. Leftists don’t deride “sportsball”, for instance, because they’re un-athletic little dweebs who were always picked last at recess (well, ok, not only that). It’s because cheering for a team, any team, is vulgar. It’s what grubby little proles do. (That’s another way to distinguish a Communist from a Leftist, by the way. Actual Commies love sports; look at all the resources the USSR poured into the Olympics, for instance. That’s because sports are good training for war).

Is Leftism curable? Can they be made to cheer for their own? Experience suggests that the cure will be very harsh indeed … if indeed it’s possible at all.

Severian, “Grubby Little Proles”, Rotten Chestnuts, 2020-05-31.

March 7, 2023

Getting rid of the SAT won’t help low-income or minority students – in fact, it’ll hurt them

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

Rob Henderson explains why the notion of getting rid of SAT requirements will to the opposite of what is being claimed, based on his own experience:

US Navy Seaman Chanthorn Peou takes the SAT aboard USS Kitty Hawk, 23 February, 2004.
US Navy photograph by Photographer’s Mate 3rd Class Jason T. Poplin via Wikimedia Commons.

I graduated in the bottom third of my high school class with a 2.2 GPA. Didn’t think of myself as “smart”. I thought a lot and read a lot. But I hated homework, teachers, rules, etc. I thought “smart” meant kids who did their homework and raised their hand in class. Those types.

My senior year of high school I took the required test to join the military — the Armed Services Vocational Aptitude Battery (ASVAB). Half my motivation to take this test was because I got to skip class. I spent the night before with my friends drinking Four Loko and playing Fight Night Round 3 on Xbox 360. Woke up with a hangover, chugged 20 ounces of Rockstar energy drink, and took the test. Afterwards, the Air Force recruiter showed me how to convert ASVAB to SAT scores. I got the same score as my smartest friend who always got straight-As and was headed for college. What the fuck? I thought.

At the time, I wasn’t aware these tests are thinly veiled IQ tests. The SAT, ASVAB, and the ACT are all highly correlated with IQ at about r = .8.

A study on Army recruits found that scores on an intelligence test, along with 2-mile run time, were the best predictors of success in infantry training.

Research on tank gunners found that replacing a gunner who scores around the 20th percentile with one who scores around the 55th percentile improves the likelihood of hitting a target by 34 percent.

To qualify, potential military recruits must score higher than roughly one-third of all who take the ASVAB. The lowest acceptable percentile score to join is 36 for the Air Force, 35 for the Navy, 32 for the Marine Corps, and 31 for the Army. By definition, the worst test taker who makes it into the military still scores higher than one-third of his or her peers. The military slices off the bottom third of standardized test-takers, not allowing them to join.

The psychologist and intelligence researcher Linda Gottfredson has written:

    IQ 85 … the U.S. military sets its minimum enlistment standards at about this level … The U.S. military has twice experimented with recruiting men of IQ 80-85 (the first time on purpose and the second time by accident), but both times it found that such men could not master soldiering well enough to justify their costs.

In the 1960s, Secretary of Defense Robert McNamara launched Project 100,000 which lowered the testing requirement. This allowed people at the 10th percentile (80~ IQ) — a standard deviation lower than the previous standard — to join.

Supposedly, the aim was to alleviate poverty. LBJ had recently begun his War on Poverty program. The story was that getting more recruits into the military would help them move into the middle class. And they needed more recruits for the Vietnam War. Lowering recruitment standards was an easy way to get them.

Recruits of Project 100,000 were 9 times more likely to require remedial training and training took up to 4 times longer to complete compared to their peers who had entered under the higher score requirement. In Vietnam, men recruited under the lower testing threshold were 2.5 times more likely to die in combat.

Did the veterans who made it home achieve upward mobility? No. Compared to civilians with similar attributes who were not recruited, McNamara’s Morons (as they were later termed) were less likely to be employed, less likely to own a business, and obtained less education. Later, the policy changed to improve the talent pool of the armed forces. Higher ASVAB score thresholds were reinstated. Along with additional rigid requirements.

Today, eight out of ten Americans between 17 and 24 are ineligible for military service. Mostly due to obesity, medical issues, and criminal records.

Anyway, seeing my ASVAB score was the first time I learned I could have been a good student. It was possible. How many kids out there are like this. Kids who have fucked up lives and get bad grades which mask their underlying potential. Potential that a standardized test could reveal.

The SAT is a “barrier” according to that NYT op-ed. But it’s also a gateway. Most poor kids don’t take the SAT. Or any other standardized test. More should.

March 3, 2023

QotD: What’s the opposite of university? “Diversity”

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

That was one of the things that made faculty meetings such joys, back in my professin’ days — no matter how trivial the issue at hand, the meeting couldn’t move forward until everyone had gotten up on xzyher soapbox and delivered xzheyr standard diatribe. “As a post-structuralist lesbian Maoist furry, I feel that …” The outside observer would see a room full of identical freaks, but the people inside saw a glorious rainbow of diversity. Real diversity. God help us, they really did. They really do. It’s one of the keys to understanding them.

Severian, “Advice to Young Dissidents”, Rotten Chestnuts, 2020-04-01.

March 2, 2023

QotD: The rise of the overeducated mediocrity

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

Of recent months, several children of friends of mine have asked my help in preparing what they call a personal statement in their application for a job or place at university. Why they should ask me to help them is a bit of a mystery; I am glad to say that I made my career, such as it was, before these invitations to unctuous self-advertisement were even heard of.

The son of a friend of mine applied for a place at medical school and was turned down on the grounds that his personal statement was inadequate. I don’t know what was wrong with it; perhaps he employed incorrect old clichés rather than the correct new ones. Having the means to do so, my friend sent his son to a tutor who specialized in personal statements (every bureaucratic requirement is an economic opportunity for an ex-bureaucrat wanting to strike out for himself). No doubt the tutor in personal statements advised him to put in more about his passion for social justice and equality. At any rate, it worked and he was accepted.

In these statements — apparently as much a requirement in the private sector as in the public — you have to not only explain why you have dreamt all your life of this position in the marketing department (selling the unnecessary to the insolvent) and why you, of all the 7,000,000,000 people in the world, are the most suited to it, but also proclaim your deep sense of social responsibility, which you will bring to whatever task you are told to perform. People have never been entirely straightforward, thank goodness (what need of art and literature if they had been?), but we do seem to be breeding up a generation of Pecksniffs and Uriah Heeps.

I don’t want to indulge in what has been called the hermeneutics of suspicion, the habit of finding the supposedly real, occult, and sinister explanation behind perfectly straightforward social phenomena, but nevertheless I cannot help but wonder what the true purpose is of mission statements and their cognates, such as annual declarations of probity and the like. I think (though of course I cannot indubitably prove) that it is to make the world safe for overeducated mediocrities.

Theodore Dalrymple, “In Defense of Mediocrity”, Taki’s Magazine, 2018-02-17.

March 1, 2023

QotD: What do we mean by “the humanities”?

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

First, just to define my terms, what are the humanities? Broadly, they are the disciplines that study human society (that is, that are concerned with humanity): language study, literature, philosophy, history, art history, archaeology, anthropology, and so on. It is necessarily a bit of a fuzzy set. But what I think defines the humanities more than subject matter is method; the humanities study things which (we argue) cannot be subjected to the rigors of the scientific method or strictly mathematical approaches. You cannot perform a controlled trial in beauty, mathematical certainty in history is almost always impossible, and there is no way to know much stress a society can bear except to see it fail. Some things cannot be reduced to numbers, at least not by the powers of the technology-aided human mind.

By way of example, that methodological difference is why there’s a division between political science and history, despite the two disciplines historically being concerned with many of the same subjects and the same questions (to the point that Thucydides is sometimes produced as the founder of both): they use different methods. History is a humanities discipline through and through, whereas political science attempts to hybridize humanities and STEM (Science, Technology, Engineering and Mathematics) approaches; that’s not to say historians never use statistical approaches (I do, actually, quite a lot) but that there are very real differences in methodology. As you might imagine, that difference leads to some competition and conflict between the disciplines as to whose methodology best answers those key questions or equips students to think about them. Given that I have a doctorate in history and self-identify as a historian, you will have no trouble guessing which side of this I come down on, although that might be a bit self-interested on my part.

So if the STEM fields are, at some level, fundamentally about numbers, the humanities are fundamentally about language. The universe may be made of numbers, but the human mind and human societies are constructed out of language. Unlike computers, we do not think in numbers, but in words and consequently, the study of humans as thinking creatures is mostly about those words (yes, yes, I see you there, economics and psychology; there are edge cases, of course). Our laws are written in words because our thoughts form in our heads as words; we naturally reason with words and we even feel with words. Humans are linguistic creations in a mathematical universe; consequently, while the study of the universe is mediated through math, the study of humans and human minds is fundamentally linguistic in nature.

Thus, the humanities.

Bret Devereaux, “Collections: The Practical Case on Why We Need the Humanities”, A Collection of Unmitigated Pedantry, 2020-07-03.

February 27, 2023

“From nine or so I could memorise all the dates of the kings and queens of England … all of which proved hugely useful when it came to impressing the opposite sex in my teens”

Filed under: Britain, Education, History — Tags: , , — Nicholas @ 03:00

The preview portion of an Ed West article on how history should be taught as black comedy rather than a morality tale:

I love history; it is my greatest passion. If I didn’t have to worry about money I’d go and live in a former Templar castle in the Languedoc and spend my afternoons reading 19th-century French historians (pretending to read in the original for my Instagram account, obviously, but actually using a translation).

From a very young age I was obsessed with the subject. The first history tale I remember being engrossed by was the story of Ethelred the Unready and Edward the Martyr. I suppose I felt some sort of nominative solidarity with Edward, the rightful king murdered by a wicked stepmother who then put her own son Ethelred on the throne — and who turned out to be the worst combination of both useless and backstabbing.

Of course, I later learned that the story was more complicated; Edward may not have been murdered, and Ethelred was dealt a very difficult hand. But as a child it sent my mind away to a far off place in a similar way that King Arthur first captured the imagination of many others. Like them, I was first attracted to history via the medieval world, with its kings, castles and sword fights, and its colourful jousts where fair maidens watched heroic knights beat the crap out of each other (although the early medieval had almost none of those things, but again, don’t let that ruin the fun).

There was obviously a very nerdy aspect to this. From nine or so I could memorise all the dates of the kings and queens of England (although I got a bit vague when it got as far as the Edwys and Edwigs), all of which proved hugely useful when it came to impressing the opposite sex in my teens.

Dates are not the most important thing, but for a certain type of mind they make it easier to connect everything. If I learned of an insane pope who liked to torture his cardinals or “Wenzel the Drunkard“, the German king fond of throwing enemies off bridges, I could put it in context that this was the time of Richard II, and it is easier to place. If I’m now reading about Chinese emperors or what was happening in the Umayyad caliphate, where the connection with England would be slim or non-existent, my understanding of English dates still makes it easier to understand.

I loved the fantasy and the expanded sense of imagination, but as I got older, I came to better appreciate the most beautiful thing about history, that it’s all one great black comedy, filled with petty emotions and motivations, and the psychodrama and human absurdity is not some side issue, but the whole point.

Yet the subject is never really taught like that, and perhaps can’t be; and the national history curriculum when I was at school seemed structured in such a way as to suck all the life out of it. It’s not just the incoherence or emphasis; everyone complains about what is taught at school, and no one will ever be satisfied. But worse was the way the subject was almost designed to make it as boring as possible. An area of study was introduced, and then almost immediately we were asked to evaluate the primary and secondary sources; the aim was to invite scepticism, but most teens and pre-teens simply drift off at this point.

Just tell us the story — we can deconstruct it later. Personally, I feel that history shouldn’t be primarily an analysis of how hegemonic power structures orchestrate public relations; it shouldn’t be a morality tale about good and evil; it shouldn’t be a means to make society more inclusive; it should be fun, and when done correctly, it’s the most fun subject in the world.

I’ve heard a lot of other folks’ complaints about how history was taught when they were in school, and it generally aligns with my own experience. The overall plan seemed to be to actively avoid anything that might interest the students (battles, treachery, romance, excitement in general) and instead concentrate on treaty negotiations, lists of dates, and any other dry-as-dust ways to fill the lecture time. As anyone can tell by the subjects I tend to include here on the blog, I’m a big history nerd, but I actively hated the topic in school even as I was reading history for myself outside of school hours.

Ed also recommends the brilliant podcast series The Rest is History with Dominic Sandbrook and Tom Holland (now also available on YouTube, which is where I started listening to it a few weeks back). I’d read several books by each of them, so it was quite a treat to discover they were co-operating on a history podcast that more than met my expectations.

February 23, 2023

QotD: Academic types

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

Let’s […] circle back to that list of school shooters. Actually they’re university shooters — a crucial distinction. [He] points out that most of them were grad students, and all of them were too damn old to still be hanging around in college. There’s a bit of chicken-and-egg going on here, but the point’s still valid. Even if you claim that every single grad school outside STEM is utterly worthless — and you’ll get no argument from me, buddy — the fact remains that grad students are functionally much closer to the aeronautical engineers and their 50-nerd slap fight than they are to the homies in the inner city. If a solution can’t be found in a very tight-knit environment, by a bunch of very concerned people who are constantly on the lookout for Oppressed People to champion, what chance do we normals have to even diagnose, let alone solve, the problems of half the fucking country?

You do acknowledge, of course, that it’s in the nature of math that 50% of the population are below average?

Our default “solution” for university shooters […] is psychiatry. More access to better “mental health care”, we say, would’ve prevented this. Maybe, maybe not, but at least it’s something. The problem, though, is that the only diagnostic criterion you can realistically use is “So-and-So is a twitchy, weird loner”, which — trust me — exactly describes 99% of grad students and 100% of professors. Do we force feed all of them powerful prescription psychotropics on the off-chance?

Before you jump to agree — and yes, I fully acknowledge how awesome that would be, if you put it on Pay-per-View I’d be the first to sign up […] I’d ask you to consider two things:

First, it’s the government doing this. The same stupid motherfuckers who can’t manage to rig a poll where only a handful of addled old farmers vote. Do you really want to bet America’s future social stability on them loading the right drug into the sprayers? Given the federal bureaucracy’s sterling reputation for basic competence, they’d probably crop-dust the ‘hood with meth.

Severian, “The Scientific Management of Populations”, Rotten Chestnuts, 2020-02-15.

February 21, 2023

Smart people are at least as likely to fall for false beliefs as anyone else

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

Gurwinder explains why people well above average intelligence are actually more likely to adopt irrational ideas:

What causes delusion?

The prevailing view is that people adopt false beliefs because they’re too stupid or ignorant to grasp the truth. This may be true in some cases, but just as often the opposite is true: many delusions prey not on dim minds but on bright ones. And this has serious implications for education, society, and you personally.

In 2013 the Yale law professor Dan Kahan conducted experiments testing the effect of intelligence on ideological bias. In one study he scored people on intelligence using the “cognitive reflection test”, a task to measure a person’s reasoning ability. He found that liberals and conservatives scored roughly equally on average, but the highest scoring individuals in both groups were the most likely to display political bias when assessing the truth of various political statements.

In a further study (replicated here), Kahan and a team of researchers found that test subjects who scored highest in numeracy were better able to objectively evaluate statistical data when told it related to a skin rash treatment, but when the same data was presented as data regarding a polarizing subject — gun control — those who scored highest on numeracy actually exhibited the greatest bias.

[…]

Since we’re a social species, it is intelligent for us to convince ourselves of irrational beliefs if holding those beliefs increases our status and well-being. Dan Kahan calls this behavior “identity-protective cognition” (IPC).

By engaging in IPC, people bind their intelligence to the service of evolutionary impulses, leveraging their logic and learning not to correct delusions but to justify them. Or as the novelist Saul Bellow put it, “a great deal of intelligence can be invested in ignorance when the need for illusion is deep”.

What this means is that, while unintelligent people are more easily misled by other people, intelligent people are more easily misled by themselves. They’re better at convincing themselves of things they want to believe rather than things that are actually true. This is why intelligent people tend to have stronger ideological biases; being better at reasoning makes them better at rationalizing.

This tendency is troublesome in individuals, but in groups it can prove disastrous, affecting the very structure and trajectory of society.

For centuries, elite academic institutions like Oxford and Harvard have been training their students to win arguments but not to discern truth, and in so doing, they’ve created a class of people highly skilled at motivated reasoning. The master-debaters that emerge from these institutions go on to become tomorrow’s elites — politicians, entertainers, and intellectuals.

Master-debaters are naturally drawn to areas where arguing well is more important than being correct — law, politics, media, and academia — and in these industries of pure theory, secluded from the real world, they use their powerful rhetorical skills to convince each other of FIBs. During their master-debatery circlejerks, the most fashionable delusions gradually spread from individuals to departments to institutions to societies.

Some of these FIBs can now be found everywhere. A particularly prominent example is wokeism, a popularized academic worldview that combines elements of conspiracy theory and moral panic. Wokeism seeks to portray racism, sexism, and transphobia as endemic to Western society, and to scapegoat these forms of discrimination on white people generally and straight white men specifically, who are believed to be secretly trying to enforce such bigotries to maintain their place at the top of a social hierarchy.

February 11, 2023

Americans tend to think other countries are just like America, but with weird accents and quaint clothing

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

Sarah Hoyt on the common problem Americans (and to a lesser extent, Canadians) have in trying to understand other nations even if they’ve done some international travel:

I also see every country, regardless of their history making the assumption that the modus operandi and motives of other cultures and organizations is exactly the same as theirs. I’ve now mentioned about a million times the idiots who went over as Human Shields to Iraq because “they can’t even provide drinking water for their people, how would they have missiles” thereby completely missing the fact that other countries — dictatorships at that — have different priorities than say the US or England, even. In the same way, Portugal assumes that every country is as fraught as corruption as they are. Which works fine for other Latin countries, but fails them when it comes to other places, because as corrupt as we are … yeah. It’s nowhere near there yet. Russia assumes everyone moves, breathes and thinks only about them, and that everyone’s intention is to threaten them or conquer them, because they are obsessed with their dreams of national glory, and they think they should rule the world. And the US by and large goes around like a large vaguely autistic child who really, really, really doesn’t understand how different it is from other nations, or if it does assumes it’s worse.

Look, it’s part of the reason our intelligence services are so sucky. To completely understand what other countries are doing and why, you have to know they have very different cultures. They’re not you. Most countries can sort of extrapolate other countries, but America is so different we suck at it. This is why we tend to think places like the USSR (Russia’s party mask) were totes super powers. Because for America to do and say the things they did and said, we’d have to be very sure of our power. But other countries aren’t America. So we go through the world acting like gullible giants.

In fact Americans have one of the weirder cultures in the world. It’s just not in your face weird as China (whose history reads like they should be extra-terrestrials.) It’s subtle and more in the mental furniture.

Because of this, and because we’re a continent-sized nation, born and bred Americans (as opposed to imports like me) read not just the rest of the world but history hilariously wrong. (The history part is because at least when I went through school here — one year — American schools suck at teaching history. It’s all names and dates, not “Why did France do that?” Yeah, probably not worse than the rest of the world, now that all the books have just-so Marxist explanations, but still stupid.)

I had friends in my writers’ group back when who were writing, say, ancient Egyptian families and couldn’t understand in most of them the teens wouldn’t be/act the same as American teens now. Heck, my dad’s generation in Portugal, less than 100 years ago weren’t “teens” really. Their equivalent was under ten. Because by 12 most of the boys in the village were apprenticed in the job they’d have for life. (And dad was in school, yes, but it was way tougher than even I had.) They didn’t have time. And even I — and you guys know my basic disposition — didn’t sass my parents as American teens do, because there was a deep “fund” of “respect the elders” in the culture. I still have trouble calling people older than I — even colleagues — by their first name.

And then there’s the hilarious — or sad — misunderstandings like the Human Shields mentioned above. It’s sad, because they will buy other countries at face value, but are willing to entertain their own country might be evil. Which is why we have a large contingent of open-mouth guppies who think that the US invented slavery. Even though places around the world still have slavery. Including China, where everyone is a slave, it’s the degree that varies, of course.

The problem is made worse — not better — by idiotic travel abroad.

To understand the differences in a country, you need to live with them, as one of them, for a while. You need to speak the language well enough you understand overheard conversations. Etc.

My experience coming over as an exchange student for 12th grade was about ideal. I lived with an American family, as one of their kids, and attended a school nowhere USA (okay, a suburb of Akron, Ohio) and yeah, I had slight celebrity status in the school — being one of three foreign exchange students — but not that much. So I got to experience the normal life of normal people in normal circumstances, which was an eye-opener.

I always wanted my kids to follow me in this experience, but you know, things got complicated around the time they were of age to do it. So they didn’t. They still have experienced life as an every day foreigner when we visit my parents. In fact the issue there is that they never get past the irritation “What do you mean we can’t do that” and towards “oh, it’s just different. Still sucky, but different.”

Going over for two weeks, with or without the guided tour, staying in nice hotels and associating only with people at your social level and not past the level of polite interaction does not enlarge the mind. Instead, it gives a false sense of knowing what the world is like. This is where we get the “socialists” who know it’s good, because look at all the magnificent buildings in Europe, and the fact everyone has time to sit in the coffee shop and socialize with friends. And look at all the amazing public transportation. And and and. If you lived there, or knew history, you’d know most of the buildings created by socialists in the 20th and 21st century are already crumbling. (Some start before being finished.) You’d know people sit around in coffee shops either because they are unemployed, they pretend to work and their boss pretends to pay them, or all of the above. And all of it is paid for in a significant reduction in lifestyle and just the general comfort of life. (Take it from me. Their lifestyle is two social economic levels down from us, for the same relative “income level.” So, you know, upper class is middle-middle class here.) And you’d know the frustration of waiting for the bus on a rainy, windy day, getting soaked, but the bus is late because all the bus drivers went out for a pint together. And suddenly there’s five of them in a row, but you’re already soaked and starting to cough. More importantly you’d know the public transport only works because everyone works in the city and lives in crowded suburbs, in stack-a-prole apartments, while the countryside is relatively empty. And the people who live there need to buy gas at ridiculous prices, so they can barely afford it.

QotD: “The rest of philosophy is not, as Alfred North Whitehead would have it, a series of footnotes to Plato … but all secular religions are”

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

Which is why I’m not going to humbug you about “the Classics.” Commanding you to “read the Classics!” would do you more harm than good at this point, because you have no idea how to read the Classics. Context is key, and nobody gets it anymore. Back when, that’s why they required Western Civ I — since all the Liberal Arts tie together, you needed to study the political and social history of Ancient Greece in order to read Plato (who in turn deepened your understanding of Greek society and politics … and our own, it goes without saying). I can’t even point you to a decent primer on Plato’s world, since all the textbooks since 1985 have been written by ax-grinding diversity hires.

And Plato’s actually pretty clear, as philosophers go. You’d really get into trouble with a muddled writer … or a much clearer one. A thinker like Nietzsche, for example, who’s such a lapidary stylist that you get lost in his prose, not realizing that he’s often saying the exact opposite of what he seems to be saying. To briefly mention the most famous example: “God is dead” isn’t the barbaric yawp of atheism triumphant. The rest of the paragraph is important, too, especially the next few words: “and we have killed him.” Nietzsche, supposedly the greatest nihilist, is raging against nihilism.

[…]

So here’s what I’d do, if I were designing a from-scratch college reading list. I’d go to the “for Dummies” versions, but only after clearly articulating the why of my reading list. I’d assign Plato, for example, as one of the earliest and best examples of one of mankind’s most pernicious traits: Utopianism. The rest of philosophy is not, as Alfred North Whitehead would have it, a series of footnotes to Plato … but all secular religions are. The most famous of these being Marxism, of course, and you’d get much further into the Marxist mindset by studying The Republic than you would by actually reading all 50-odd volumes of Marx. “What is Justice?” Plato famously asks in this work; the answer, as it turns out, is pretty much straight Stalinism.

How does he arrive at this extraordinary, counter-intuitive(-seeming) conclusion? The Cliff’s Notes will walk you through it. Check them out, then go back and read the real thing if the spirit moves you.

Articulating the “why” saves you all kinds of other headaches, too. Why should you read Hegel, for example? Because you can’t understand Marx without him … but trust me, if you can read The Republic for Dummies, you sure as hell don’t have to wade through Das Kapital. Marxism was a militantly proselytizing faith; they churned out umpteen thousand catechisms spelling it all out … and because they did, there are equally umpteen many anti-Marxist catechisms. Pick one; you’ll get all the Hegel you’ll ever need just from the context.

Severian, “How to Read ‘The Classics'”, Rotten Chestnuts, 2020-02-13.

February 9, 2023

“Prediction is very difficult, especially about the future” … but sometimes it’s almost prophetic

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

Once again, Ted Gioia’s Honest Broker Substack has something interesting I’d like to share with you (I wouldn’t blame you at all for cutting out the middleman and just subscribing for yourself):

Today I want to focus on a single paragraph published in 1960.

You’re asking yourself: How much can a single paragraph matter — especially if it was written 63 years ago? But read it first and judge for yourself.

It’s a chilling paragraph.

[…]

By any measure, [Paul Goodman] was one of the most eccentric thinkers of the era. Yet he anticipated our current situation with more insight than any of his peers.

Let’s look at this one paragraph from the Preface to Growing Up Absurd. It’s a long paragraph — it takes up most of two pages. So we will break it down into pieces.

Goodman begins with a puzzle he needs to solve — society is stagnating everywhere, and we all can see it. But there’s no action plan to fix it. There’s a lot of huffing and puffing and finger-pointing everywhere, but nobody has even started on developing a practical agenda.

According to Goodman, this is because people “have ceased to be able to imagine alternatives”. Everybody accepts that the current system “is the only possibility of society, for nothing else is thinkable”.

Now comes his analysis, and — to my surprise — Goodman begins by talking about music. This was the last thing I expected in a social critique, but for Goodman the manufacturing of hit songs is a metaphor for everything else that’s wrong in a stagnant society.

He writes:

    Let me give a couple of examples of how this [inability to imagine healthy alternatives] works. Suppose (as is the case) that a group of radio and TV broadcasters, competing in the Pickwickian fashion of semi-monopolies, control all the stations and channels in an area, amassing the capital and variously bribing Communications Commissioners in order to get them; and the broadcasters tailor their programs to meet the requirements of their advertisers of the censorship, of their own slick and clique tastes, and of a broad common denominator of the audience, none of whom may be offended: they will then claim not only that the public wants the drivel that they give them, but indeed that nothing else is being created. Of course it is not! Not for these media; why should a serious artist bother?

When I first read this, I was dumbstruck. Goodman wrote this during the winter of 1959 and 1960, when radio stations were independent and freewheeling. Back in my teen years, a single business was only allowed to control one AM station and one FM station. In 1985 this was increased to 12 stations on each band. And in 1994 this was raised again, this time to 20 AM stations and 20 FM stations.

But then all hell broke lose when the Telecommunications Act of 1996 passed in the Senate by a 91 to 5 margin and was signed into law. Now the sky was the limit — and all the airwaves it contained.

Soon Clear Channel Communications owned more than 1,200 radio stations in some 300 cities. The company began the process of standardizing and homogenizing our musical culture. We still suffer from that today.

Even after radio started losing influence in the Internet Age, huge streaming platforms (Spotify, Apple Music, etc.) ensured that access to the ears of America would be controlled by a tiny number of huge corporations. A musical culture that was once local, indie, and flexible has become centralized, corporatized, and stagnant.

How could Paul Goodman even dream of such a scenario back in 1960? That future was decades away at the time.

But we are only at the start of this visionary paragraph. Goodman now explains that the same thing will happen in universities.

Colleges and schools were small and non-bureaucratic back in 1960. Yet Goodman sees a crisis looming. On the next page Goodman warns against “the topsy-turvy situation that a teacher must devote himself to satisfying the administrator and financier rather than to doing his job, and a universally admired teacher is fired for disobeying an administrative order that would hinder teaching”.

Administration at US colleges has grown exponentially in the last two decades and has turned almost every academic institution into a plodding bureaucracy — but how in the world did Goodman anticipate this in 1960?

Now let’s return to our chilling paragraph. Immediately after discussing radio stations, Goodman adds a gargantuan sentence. It jumps all over the place but hits the target at every twist and turn:

    Or suppose again (as is not quite the case) that in a group of universities only faculties are chosen that are “safe” to the businessmen trustees or the politically appointed regents, and these faculties give out all the degrees and licenses and union cards to the new generation of students, and only such universities can get Foundation or government money for research, and research is incestuously staffed by the same sponsors and according to the same policy, and they allow no one but those they choose, to have access to either the classroom or expensive apparatus: it will then be claimed that there is no other learning or professional competence; that an inspired teacher is not “solid”; that the official projects are the direction of science; that progressive education is a failure; and finally, indeed — as in Dr. James Conant’s report on the high schools — that only 15 per cent of the youth are “academically talented” enough to be taught hard subjects.

Here in a nutshell is the credentialing crisis of our times. Learning is replaced by exclusionary certification programs that limit career opportunities — unless you take out loans and “purchase” the necessary credential from these academic gatekeepers.

This has become so destructive in our own time that many are crushed by student loans, and others seek ingenious ways of bypassing college entirely. There’s no way that Goodman could have grasped this in 1960 — when only 7.7 percent of Americans had college degrees.

Nor could he have known about the replicability crisis in science or the destructive games now played in awarding of scientific grants. Those are the problems of our times — not his.

But somehow Paul Goodman saw it coming.

February 7, 2023

QotD: The misery of certainty

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

No one else on this earth, I assure you, is so dogmatically certain of anything as ivory tower types are of everything. What they believe today might be 180 degrees from what they believed yesterday, but they still believe it with a fanatical zeal that would make Torquemada blush. Whatever “it” is, it is the capital-T Truth, and they alone possess it …

So why are they always so fucking miserable?

Let’s stipulate, for instance, that gender really is just a social construction. Even if it’s not, you’re dogmatically certain of this. Crucially, everyone else in your world is equally dogmatically certain, so even if it’s not, it is. Shouldn’t you be much, much, much happier? So you’re really a wingless golden-skinned dragonkin. Cool. Everyone else is 100% on board with this. You should be the happiest wingless golden-skinned dragonkin on earth … but you’re not. You’re miserable, and you do your damnedest to make every single other person you come in contact with miserable, too.

As a wise man once put it, if you run into an asshole in the morning, well, you just ran into an asshole. If you run into nothing but assholes all day, then you’re the asshole.

Same question to atheists. I can understand nonbelievers being tormented by their uncertainty, but an atheist is dogmatically certain there’s no god … so why aren’t y’all happier? Why, exactly, does the kid with cancer make you mad? The universe, you’re sure, is nothing but the random collision of atoms. It sucks for the kid that those atoms collided in that particular way, but why are you mad? More to the point, why are you mad? It’s like getting mad at gravity for that apple bonking you on the head. There’s no cosmic injustice without cosmic justice. I’d expect a zenlike calm, but instead, every time I write something about atheism (which I really don’t very often), I get a whole bunch of sour, bitter, angry atheists dropping in to tell me that I’m the asshole.

Severian, “The Emotion is the Tell”, Rotten Chestnuts, 2020-01-24.

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