Quotulatiousness

May 3, 2026

Reasons people romanticize their college experience

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Is anyone surprised by this?

May 1, 2026

We are much more Brave New World than 1984

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

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

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

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

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

Huxley recognised a far more insidious threat:

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

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

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

[…]

The Collapse of Literacy in the Intellectual Elite

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

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

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

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

April 26, 2026

QotD: College Town, USA

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

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

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

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

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

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

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

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

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

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

April 16, 2026

Never say that teachers have no influence

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

Of course, that influence isn’t always benign:

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

April 11, 2026

Declining educational standards are now “a civilizational catastrophe”

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

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

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

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

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

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

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

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

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

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

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

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

That is an objective decline in ability.

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

Changed how I approach teaching.

A good colleague is worth a thousand teaching development seminars.

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

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

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

This student? The hero.

Not a dunk.

Another clarification:

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

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

It was hurried poor phrasing.

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

Summarizing:

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

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

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

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

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

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

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

April 8, 2026

QotD: Without You, There is No Us, by Suki Kim

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

Without You, There is No Us, by Suki Kim. Aka A Portrait of the Basic College Girl as a Young Woman. Be advised: Be current on your blood pressure meds before you check this one out from the library. Maybe have one of those defibrillator kits on hand, because it’ll get your blood boiling like no other. Kim scams an American missionary organization into sending her to North Korea as an English teacher. She’s well aware that the organization will be destroyed when she’s exposed. She’s also well aware that the young boys she’s teaching — the sons of high Party officials — are going to face potentially lethal consequences, along with their entire families. None of that bothers her a bit. No, her main problem is that all those North Korean boys find Mx. Suki Kim so irresistibly sexy, OMG, she just can’t even.

Also note the passages about Her Relationship. That’s how she refers to the poor bastard. It’s something along those lines, I forget — maybe it’s “My Ex” — but either way, he never even gets the goddamn common courtesy of being referred to by name … because to Mx. Kim, he really doesn’t have one. He’s just another interchangeable character in the all-encompassing soap opera that is her life.

Severian, “Recommended Reading”, Founding Questions, 2022-06-09.

April 2, 2026

QotD: Growing up behind the Iron Curtain

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

Ever met someone who grew up behind the Iron Curtain? You’d expect a mouse, right? You know, with the secret police and all? But they’re the exact opposite of that. People who grew up under the KGB’s iron heel are fucking obnoxious, because they’re utterly shameless. It’s not “give ’em and inch and they’ll take a mile”; it’s “they’ll start by grabbing a mile, then demand ten more”.

Which makes sense if you think about it. When everybody’s snitching on everybody else, shameless is the only way to live. Everybody’s guilty of something, so own it — being, of course, perpetually prepared to snitch anyone and everyone else at a moment’s notice if someone drops the dime on you. Also, if you have to stand in line six hours to maybe get a few potatoes, damn it, you’re gonna get those potatoes. It doesn’t matter if you like potatoes, or have any possible use for potatoes at the present time. You’re going to take every single spud you can get your hands on, plus steal anything that isn’t nailed down, because you never know when you’ll get another chance.

As it turns out, overabundance creates the same conditions. When you’ve been standing in line for six hours with 1,000 of your new best friends just to get some tampons — and you’re a guy, you don’t need tampons, but you can always barter them for something — you’re not going to scruple to do anything and everything to get them. Indeed you want people to know Ivan’s got some tampons, because that’s how the black market works …

… anyway, as I say, we’re not in line for six hours, but we are perpetually at least under the threat of surveillance. And not from the Feds — just as Ivan’s not worried about the KGB, but rather his neighbors, so we don’t have to worry about the Feebs monitoring us. Instead, it’s that Basic College Girl with the iPhone. She’s not filming you, of course, she’s filming herself, but there you are anyway, in the background, doing whatever. Under those conditions — and when everyone’s volunteering the most intimate details of their lives on Fakebook and Twatter — shameless is the only way to live.

In other words, thanks to constant social media “surveillance”, it has gone in the blink of an eye from “It didn’t happen unless someone caught it on film” to “It’s all on film anyway, so fuck it, I’m gonna get mine”. I used to see this all the time in class. Basic College Girls will lie straight to your face, for any reason or no reason. They’ll do it on spec, just to see if you bite. More importantly, they’ll tell you such obvious, easily disproven whoppers that you start wondering if they’re having a schizoid break. You have to know I know you’re lying, right? That Dead Grandma Story is very sad, but you have pictures of yourself all over Twitter drunk at the sorority formal, when you told me you were at Nana’s funeral.

It’s not that they don’t know. It’s that they don’t care. Because somehow I’m the asshole for not believing them, despite the evidence of my own lying eyes.

Severian, “Friday Male Bag”, Founding Questions, 2022-06-03.

March 22, 2026

“In 1800, most people worked the land. By 1900, most didn’t. … That’s a psychological earthquake”

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

On the social media site formerly known as Twitter, L. Wayne Mathison points out just how vast the disruption of normal, traditional lives over less than a century has torn most of us from our historical moorings:

Image generated with AI

The Great Collision: When Reality Stopped Making Sense

For most of human history, life wasn’t confusing. It was hard, yes. Brutal, often. But simple.

You were born into a pattern. You followed it. You died in it.

Then the 20th century showed up like a wrecking ball.

What people call “progress” was really a mass psychological dislocation. We didn’t just move from farms to cities. We lost the structure that told us who we were.

We solved survival. Then immediately created a meaning crisis.

That’s the trade nobody advertises.

1. The Shock: When Life Broke Its Own Pattern

People think industrialization was about better tools. It wasn’t. It was about ripping people out of identity.

In 1800, most people worked the land. By 1900, most didn’t. That’s not a statistic. That’s a psychological earthquake.

Tradition vanished faster than people could adapt. So the state stepped in and did what states always do. Standardize. Educate. Normalize.

Mass schooling didn’t just teach reading. It replaced lost culture with manufactured culture.

Useful? Yes.

Neutral? Not even close.

You don’t remove a thousand-year identity system and expect people to just “figure it out”.

They don’t. They drift.

2. The Lie We Tell Ourselves: “People Want the Truth”

No, they don’t. They want to feel right.

Semmelweis proved it. Doctors were killing women by not washing their hands. When he showed them, they didn’t thank him. They rejected him. Destroyed him.

Why?

Because truth wasn’t the problem. Identity was.

If the facts say “you’re causing harm”, and your identity says “I’m a healer”, most people will reject the facts. Not update the identity.

That’s the Is vs Ought gap in plain terms:

The world is what it is
You believe what should be
When they collide, you protect the belief

Not truth. Belief.

That’s not stupidity. That’s self-preservation.

3. The Split: Are You a Person or a Machine?

Here’s the quiet tension nobody resolves.

You experience yourself as a decision-maker. You choose. You judge. You act.

But science describes you as chemistry and electrical signals.

Both are true. And they don’t fit together cleanly.

The old world said: you are a moral agent.

The modern world says: you are a biological system.

So which one is responsible when something goes wrong?

If you lean too far into “machine”, responsibility disappears.

If you lean too far into “agent”, you ignore constraints.

Most people bounce between the two depending on what excuses them fastest.

4. The Dangerous Shortcut: Let Someone Else Decide

Freedom sounds nice until it demands something from you.

Dostoevsky nailed this. People don’t just want freedom. They want relief from it.

So they trade it. Quietly.

Security, comfort, certainty. Those become the new gods.

And then comes the predictable move. Someone steps in and says:

“I’ll decide what’s good for everyone.”

History has a word for those people. It’s not flattering.

Once you remove any higher standard, the only thing left is preference backed by power.

That’s when things get ugly fast.

5. When “Good Intentions” Go Off the Rails

This is where it usually collapses.

When there’s no fixed standard, people start building their own. Then enforcing it.

George Bernard Shaw is a perfect example. Smart. Influential. Completely untethered.

Once you decide some people are “in the way”, the logic gets dark very quickly.

Not because people are monsters.

Because they think they’re right.

That’s always the justification.

Final Reframe: You Don’t Get Meaning for Free

Here’s the uncomfortable truth.

The old systems that gave people meaning are gone or weakened. They’re not coming back in their original form.

So now you’re left with a choice most people avoid:

Drift and absorb whatever narrative is loudest
Or build your own framework and take responsibility for it

There is no neutral ground.

You’re either shaping your values, or inheriting someone else’s without noticing.

Most people think they’re thinking.

They’re not. They’re echoing.

Simple Stoic Move

Strip it down.

Ask one question:

“What do I actually control here?”

Then act there. Only there.

Everything else is noise.

And right now, there’s a lot of noise.

[NR] – minor formatting added.

March 20, 2026

When pursuit of knowledge shifts to sharing of feelings instead

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

Institutes of higher learning were once places where academic careers involved research, analysis, and logical pursuits to advance human knowledge (in theory, at least, and mostly in practice). Today’s groves of academe are apparently much more about “the feels” than the facts:

An expected and obvious consequence of the Great Effeminization of the Academy is that a great deal of academic output is now about the feelings of academics.

From the peer-reviewed paper “What’s Racial About Matter? A Conversation on Race and ‘New’ Materialism Past, Present, and Future” in Catalyst: feminism, theory, technoscience. (They mean matter in the same sense as a physicist, only they are much vaguer.) My emphasis:

    What follows is an informal, at times undisciplined, conversation about Asian American racial matters between interlocutors who have been in generative dialogue for several years now. This roundtable is the constellation of many other discussions from conference panels to shared meals, reflecting the relational nature of our inquiry. We hope this roundtable can open entry points for those exploring intersections of feminist new materialisms, STS, and studies of race — from its genealogies to its animating new directions. How did we get here, and where do we go from here?

The text itself reads like it was produced by one of those postmodern text generators that were passed around as jokes in the late 1990s.

From the Abstract of “After Hybridity: The Biological Life of the Mixed Race Child” (same journal):

    I argue that renderings of the mixed race child as a metaphor for assimilation and multicultural progress obscure how racial science continues to shape the very definition of mixed raceness. Instead, I frame the mixed race Asian American child as hybrid matter to explore the slippages between their figuration and other abnormally reproduced objects: the genetically modified food organism and cancer.

From the Abstract of “Racial Atmospherics: Greenhouses, Terrariums, and Empire’s Pneumatics” (same journal):

    What happens when we understand air as racial matter? This paper takes up this question by tracking the political, architectural, and artistic genealogies of Cold War phytotrons, or computer-controlled climatic laboratories.

From the Abstract of “Disrupting the Whitened Lemur: Reading Black Trans* Considerations in Feminist Primatology” (same journal):

    In this article, I trace the evolution of female dominance studies in lemurs to explore how logics of cis-heterosexuality and whiteness are embedded in the study of the nonhuman … Following recent theories of trans* and the nonhuman, this essay argues that such critiques illustrate the trans* potential of the nonhuman, which was prefigured by decades of critique in feminist primatology. However, by engaging with recent Black trans scholarship, this essay suggests that such trans* critiques of the nonhuman have stopped short by ignoring the racialized nature of the dyad as a social unit. I thus propose a feminist science studies that attends to Black trans* theory to work against colonial taxonomies and the forced assimilation of the nonhuman world into rigid ontologies for material gain — or what I refer to as whitening processes.

The punchline is that not only are these all from the same journal, but they are all from the same issue of that organ. And that this is only one of many such diaries (the proper word) — funded largely by you via our great benevolent government.

March 7, 2026

The massive blind spot in gender studies programs

Filed under: Education, Media, Middle East, Politics, Religion, USA — Tags: , , , , , — Nicholas @ 05:00

On the social media site formerly known as Twitter, stepfanie tyler recounts her own experience in university with gender studies:

Some feminists romanticize mandatory hair coverings, social exclusion and lack of rights for women in Islamic countries. Because reasons.

When I was in “Women’s and Gender Studies” in college, we spent a lot of time talking about “systems”, “the patriarchy” and all these hidden structures supposedly shaping women’s lives in the West

I entertained a lot of those ideas back then and I was trying my best to understand the frameworks they were teaching

But the one place I never gave them an inch on was women in the Middle East

Every time someone would say “that’s just their culture” something in me short-circuited. No matter how hard I tried, I just couldn’t reconcile it

We were told American women were oppressed because of wage gaps or subtle social expectations, but when the conversation turned to women who could be punished by the state for showing their hair, suddenly we were supposed to become culturally sensitive (some of these lunatics even romanticized it!)

My professors used to get irritated with me when that topic came up bc they knew I wasn’t going to play along and my pushback would cause a rift in their narrative

They didn’t like it when I pointed out the hypocrisy of calling Western women oppressed while treating literal legal restrictions on women’s bodies as a cultural difference

One of my professors even had a running joke she’d use to preface discussions on Islam—she’d do this smug smirk and say something to the effect of “we all know Stepfanie’s take on Islam” as if I was the ridiculous one

Looking back, I wish I had the language and wit to verbally obliterate her but I was 22 and simply did not have the intellectual capacity yet. I didn’t know the first thing about geopolitics, I just knew in my bones how fucking stupid it sounded to be bitching about making 20 cents less than men when women in the Middle East were being stoned to death for showing their hair

Even back then, before my politics changed, that contradiction never sat right with me. And it’s one of the many reasons I despise so-called feminists so much today

February 17, 2026

The three core false claims of wokeness

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

Lorenzo Warby analyzes the three claims that underpin the intellectual structure of all the sub-categories derived from Critical Theory:

Universities across Anglo-America, and across the West more broadly, have become increasingly dominated by a Critical Theory magisterium: a teaching authority that claims ultimate or trumping moral authority. This magisterium is based on Critical Theory and its derivatives — Critical Race Theory, Critical Pedagogy, Queer Theory, Post-Colonial Theory, Settler-Colonial Theory, and so on: which constitutes the Critical Social Justice matrix.

This magisterium has come to increasingly dominate academe for a range of reasons. It generates intolerant zealots, so benefits from the dynamics of an intolerant minority.

It offers a powerful shared status game — affirm beliefs X, Y, Z and that makes you A Good Person. This status game spreads a supporting censorious intolerance, for if affirming beliefs X, Y, Z and makes you A Good Person, then denying X, Y, or Z makes you A Bad Person.

This justifies shaming and shunning anyone who denies X, Y, Z, because they are Bad People and its shows your commitment to what makes someone A Good Person. It shows commitment to the shared status game. This status game generates moralised cognitive assets, and you protect the value of those assets by participating in — or at least going along with — the shaming and the shunning.

The status game generates moral projects that the central administrations of universities can use to expand their authority, range of action, and so resources. An opportunity they have enthusiastically embraced. An opportunity that corporate, non-profit and government bureaucracies have also enthusiastically embraced.

The emotions this status game attaches to those moralised cognitive assets — care, compassion, concern for the marginalised, if you affirm those beliefs, the opposite if you deny them — also plays into fears about threatening emotions (and safety through norm conformity) which are much stronger among men than women. Women are thus systematically more hostile to freedom of speech than men.

It is an exaggeration to claim that “wokery” is just the consequence of feminisation of institutions and occupations. It is, however, true that what works for — what is emotionally resonant in — increasingly feminised institutions and occupations has been selected for.

Source: data taken from this paper.

But the Critical Theory magisterium has expanded across academe — and beyond — due to the nature of its three foundational claims:

  • A blank slate view of human nature.
  • A view of social dynamics as dominated by conflict.
  • An activist relationship with information: that the trumping purpose is not to describe the world, but to change it.

The blank slate view of human nature — not merely that we are not born without inborn ideas, but that everything that forms us is social — means that any level of social transformation that can be conceived is attainable. Provided enough social power can be assembled—to move human action, speech and thought in the correct direction—the socially-transformative society free of oppression and alienation can be created.

The grander the conceived purpose, the more energising and motivating it is. But also the more it rhetorically trumps anyone who is willing to “settle” for less than complete human liberation. This then feeds back into energising and motivating, as it provides an endless sense of being moral trumps.

A recurring version of such blank slate claims is that our “true” nature has been obscured or repressed by oppressive forces. This might be the alienation via private property (Marx) or by patriarchy, or white supremacy, or heteronormativity or whatever.

The most dramatic statement of the “repressed true nature” claim is also the earliest, in the first sentence of Jean-Jacques Rousseau‘s The Social Contract (1762):

    Man is born free and everywhere he is in chains. (l’homme est né libre, et partout il est dans les fers.)

The view that oppressive forces are blocking our true nature goes naturally with the claim that social dynamics are dominated by conflict. This dominated-by-conflict claim was classically stated by Marx and Engels as the first sentence of the first chapter of The Communist Manifesto:

    The history of all hitherto existing society is the history of class struggles.

If conflict dominates social dynamics, then the prosecution of such conflict so as to achieve human liberation becomes the ultimate moral good. Coordinating the fighters for human liberation becomes a moral urgency. To prosecute that struggle becomes the most important thing one can do.

Both of these claims naturally lead to, and gain strength from the claim, that the morally trumping thing to do with information is to prosecute the struggle for human liberation. Marx famously said:

    The philosophers have only interpreted the world, in various ways; the point is to change it. Theses on Feuerbach, Thesis Eleven, 1845.

Max Horkheimer, in his seminal essay Traditional and Critical Theory (1937) tells us that:

    Critical thinking, on the contrary, is motivated today by the effort really to transcend the tension and to abolish the opposition between the individual’s purposefulness, spontaneity, and rationality, and those work-process relationships on which society is built. Critical thought has a concept of man as in conflict with himself until this opposition is removed. If activity governed by reason is proper to man, then existent social practice, which forms the individual’s life down to its least details, is inhuman, and this inhumanity affects everything that goes on in the society.

Critical Theory is activist Theory, aimed at human liberation from the unwanted constraints of existing society and epitomises the activist relationship with information. All scholarship is trumped by this aim and so the most authoritative scholarship is that which is most committed to this aim.

Source. Notice the delusional claim of the first listed article. The intrusion of such updated Lysenkoism into contemporary science and medicine is even more rampant with matters Trans.

February 8, 2026

“Girlboss Gatekeeping” as an evolutionary strategy

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

John Carter linked to this essay on Substack, calling it “A young mother’s reflections on fertility collapse”:

It’s easy to get caught up in the achievement trap, isn’t it? There are times I catch myself catastrophizing and thinking things like if my son doesn’t get into the right elementary school, then he won’t get into the right high school, and then he won’t get into the right college, and then he won’t be able to get a good job and will end up giving hand jobs for crack behind a Walmart.

Even if time, effort, and expense don’t keep people from having children, narcissism certainly can. There was an article in Vogue a while back entitled “Is Having a Boyfriend Embarrassing Now?“. The article was pretty silly, although it dominated internet chatter for a hot minute. Hiding your man is framed as solidarity with single women, but I think that it highlights just how commodified we all are now. When your brand is all about travel, Pilates, fancy cocktails, and mani-pedis, it’s hard to find space for motherhood in all of that. Yes, I know that there are “parenting influencers” as well, but they are not that common if we’re being honest.

Rob Henderson, another writer and podcaster whose content I thoroughly enjoy, posted an essay on this topic that had a novel take. Dr. Henderson writes about “Girlboss Gatekeeping“, where encouraging other women to forgo having children and focus on their careers may be an evolutionary strategy to keep the number of children low so that there are more resources available for one’s own. I can relate to this since when I was in college, everyone talked about what they wanted their careers to be, but it seemed almost verboten to mention starting a family.

Similarly, when I was in college, there was all this talk about how traditional family structure was inherently patriarchal and stifling towards women, and that we needed to move past or do away with marriage as an institution. The people who talked like this were college kids from upper-middle families who were raised by a married mother and father. This plays into another concept from Dr. Henderson called “luxury beliefs“. Basically, these are beliefs that confer status on the people that express them but actually would make things worse for the underprivileged if they were implemented.

I’ve come to realize that so many of the things that we were told or that I used to believe ended up being untrue. That people are born as a “blank slate”. That men and women are the same. That human beings, and by extension, societies are perfectible. That variation in outcomes must be the result of oppression.

If you had talked to me in college, I would have said that I had no interest in marriage or a family. I was all about my career. Things change, though. I met a guy, fell in love, got married, and soon enough, had a baby. I thought that dropping out of my PhD program would have felt more traumatic, but I actually didn’t stress about it all that much. I guess technically I’m on sabbatical, and I could go back eventually, but I probably won’t. I’ve come to realize that lack of ambition doesn’t make me a bad person. I simply have different priorities now. The fact that I’ll never have the word “doctor” in front of my name doesn’t sting that much.

I’m still a little sore from having that kid pulled out of me. The labor wasn’t that bad since I had an epidural, but after the anesthesia wore off, the pain is no joke. I can sit down normally now, but it took a while. Not that I’m whining. It’s just that pregnancy and childbirth can be difficult, and I think that, in all fairness, we need to acknowledge that.

I’m lucky in that my husband and I both have good jobs. Mine is quite flexible, and my boss has been very accommodating about me working from home and working part-time. Not that many people can say that. A brief return to the “girlboss gatekeeping” — I’m really glad my boss is a man. Indeed, I work in STEM, and the majority of people that I work with and in my field in general are men. Of course, things tend to get much shittier when women take them over.

A final thought on fertility has to do with the fact that for a significant portion of young women, it would be embarrassing to be a stay-at-home mom. Choosing motherhood many times means not choosing status. At least not in the way that current society defines it. If you’re wealthy and don’t have to work, then having lots of kids can be a flex, but most people aren’t in that situation. I don’t think that having working parents is bad for kids. In addition to my father working full time, my mother worked a full-time job throughout most of my childhood. It’s probably more important that kids grow up in an intact family with both a mother and a father in the household.

I don’t have any great ideas about how to reorient society and culture to raise fertility, and everyone has to choose their own path. I just figured I would share my own experiences.

January 30, 2026

Corruption – there … and also here

Filed under: Bureaucracy, Business, Education, Government — Tags: , , , , — Nicholas @ 04:00

Copernican draws some examples of life in a corrupt authoritarian society (the old Soviet Union) and compares them with similar situations in the western world today. Depressingly, we have been converging on how Soviets used to have to work the system just to get access to the people they had to get permission slips and permits from:

Corruption is one of the largest issues of our time. Particularly in places like Minnesota, but also nationally. For that reason, it’s necessary to understand corruption, what it is, and how to utilize its benefits. The United States exists in a political hybridization of Soviet Managerialism and Libertarian Corporatism. In both cases, corruption is a common feature of our society, but we don’t see it on the ground the same way that Mexican business owners do or Russian gangs.

Thus, I pose the following question: Are our societies so different that we cannot also benefit from corruption while our culture is ground to dust beneath it?

I recently saw a video from this YouTube channel that discusses Russia and the psychology of living in an oppressive state. A nation not of law, but of management, public policies, and mercurial Karens at every level. I’m not sure how it feels to be Western European (I get the impression the progenitor of the videos is now living in Western Europe), but I can say that, being an American, life seems similar to what’s described therein: Hope seems dangerous. Liberty seems like a time bomb until you step on the wrong bureaucrat’s toes, and your entire future and that of your family is held hostage by the proclivities of unaccountable bureaucrats that you’ve never spoken to1.

Meanwhile, at the top of government, billions of dollars are being laundered by corrupt politicians like Tim Walz, who will lie to your face. Import demographics that hate you. And if you dare defend yourselves, a lynch mob may well try to kill you. How do I get my hands on that money spigot that seems to be free-access for people who want to kill me?

Corruption, or lack thereof, is another one of those American Myths that needs to be deconstructed in the psyche of the population. To do that, we need to understand what corruption really is. Not at the national level of billions of laundered dollars for foreign pirates, but at the personal level. What is corruption for us stuck in the limbo of a faltering civilization?

    When I was young, I witnessed corruption for the first time. I was a child, and I was just entering the primary school system in my home country of Russia. Like all things, there was government paperwork to fill out and submit. When we arrived at the office, an old woman sat behind a glass barrier to help people with their paperwork. My mother knocked on the glass to get her attention. The clerk ignored my mother. My mother knocked again and then took a chocolate bar out of her bag. She passed it through a window into the barrier to the clerk. The clerk looked up and took the chocolate bar, hiding it in a stack of forms. Then she asked, “How can I help?” and filed the papers so that I could attend school.

Corruption doesn’t have to solely give an advantage to those politicians and billionaires sitting atop the society. Corruption can act at every level, from top to bottom. The West exists in a system that is corrupt from the top down, while the Russians exist in a system that is corrupt from the bottom up. Corruption doesn’t need to take the form of extortion payments or threats of ending careers. Corruption can be small, personal, and in many ways more honest than managerial formalization.

Maybe a manager will find some problem with your paperwork, any paperwork you hand in. So to smooth over the process, you bring her a coffee or a chocolate bar. Maybe your academic advisor will help you make the right connections if you gift him a bottle of whiskey or schnapps for Christmas. Maybe you want a teacher to treat your child better at school, so you give her a cupcake or school supplies as a gift.

You don’t need police officers on the take to be advantaged by corruption.

Most people here on substack are underemployed. I am one of them for the time being. I can state with certainty that I have never gotten a job by applying for a job. Never once have I sent out a resume and heard back anything besides an automated “dear applicant, kindly go fuck yourself” from the HR manager. Maybe it’s a byproduct of being a White guy. Lord knows I have enough degrees to find work.

Rather, the only way I’ve ever found employment is through direct connection: I have a friend who has a friend who knows someone who needs an employee. I’m close to fitting the bill, so they’ll hire me. Sometimes they have to dip and duck around hiring-managers and HR to do it:

    Here’s where we’re going to post the job. We’re legally required to leave the posting up for two weeks, but apply with these five keywords in your Resume. When I review the resumes submitted, I’ll be able to pick out yours.

It seems quite conspiratorial when you say it out loud, though that’s the way it has to be in more than a few companies. If they want to hire a White guy, there are hoops to jump through. The addition of “hiring policies” and “diversity” quotas has just added a few hoops, but did not limited one’s acrobatic ability.

Corruption is an individual or a small group of individuals acting in their own interests by ignoring or subverting legal or social rules of conduct.

If you have a friend you’d rather hire than some Indian with a slightly nicer resume? That’s corruption. When the boss hires his nephew, that’s corruption. When you give the DMV associate a chocolate bar, and she helps you with your paperwork instead of telling you to go fuck yourself, that’s corruption. When you hand the inspector of your 40-year-old truck a fifty so that he marks “passed” on your emissions inspection, that’s corruption.

  1. “I am Russian. Here’s how corruption really works.” I highly recommend a look. – https://youtu.be/v21toLzcCgg

January 23, 2026

“Functional illiteracy was once a social diagnosis, not an academic one”

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

On Substack, Maninder Järleberg illuminates the problem of functional illiteracy in higher education in the west:

The Age of Functional Illiteracy

Functional illiteracy was once a social diagnosis, not an academic one. It referred to those who could technically read but could not follow an argument, sustain attention, or extract meaning from a text. It was never a term one expected to hear applied to universities. And yet it has begun to surface with increasing regularity in conversations among faculty themselves. Literature professors now admit — quietly in offices, more openly in essays — that many students cannot manage the kind of reading their disciplines presuppose. They can recognise words; they cannot inhabit a text.

The evidence is no longer anecdotal. University libraries report historic lows in book borrowing. National literacy assessments show long-term declines in adult reading proficiency. Commentators in The Atlantic, The Chronicle of Higher Education, and The New York Times describe a generation for whom long-form reading has become almost foreign. A Victorian novel, once the ordinary fare of undergraduate study, now requires extraordinary accommodation. Even thirty pages of assigned reading can provoke anxiety, resentment, or open resistance.

It would be dishonest to ignore the role of the digital world in this transformation. Screens reward speed, fragmentation, and perpetual stimulation; sustained attention is neither required nor encouraged. But to lay the blame solely at the feet of technology is a convenient evasion. The crisis of reading within universities is not merely something that has happened to the academy. It is something the academy has, in significant measure, helped to produce.

The erosion of reading was prepared by intellectual shifts within the humanities themselves—shifts that began during the canon wars of the late twentieth century. Those battles were never only about which books should be taught. They were about whether literature possessed inherent value, whether reading required discipline, whether difficulty was formative or oppressive, and whether the humanities existed to shape students or merely to affirm them. In the decades that followed, entire traditions of reading were dismantled with remarkable confidence and astonishing speed.

The result is a moment of institutional irony. The very disciplines charged with preserving literary culture helped undermine the practices that made such culture possible. What we are witnessing now is not simply a failure of students to read, but the delayed consequence of ideas that taught generations of readers to approach texts with suspicion rather than attention, critique rather than encounter.

This essay is part of a larger project to trace that history, to explain how a war over the canon helped usher in an age in which reading itself is slipping from our grasp, and why the consequences of that war are now returning to the academy with unmistakable force.

The Canon Wars: A Short Intellectual History

To understand the present state of literary studies, one must return to the canon wars of the 1980s and 1990s — a conflict that reshaped the humanities with a speed and finality few recognised at the time. Although remembered now as a dispute about which books deserved a place on the syllabus, the canon wars were in truth a contest over the very meaning of literature and the purpose of a humanistic education.

In the decades after the Second World War, the curriculum in most Western universities still rested upon a broadly shared assumption: that certain works possessed enduring value, that they spoke across time, and that an educated person should grapple with them. This conviction, however imperfectly applied, formed the backbone of the humanities. It was also increasingly at odds with a new intellectual climate shaped by post-1968 radicalism, the rise of identity politics, and the importation of French theory.

By the early 1980s, tensions that had simmered beneath the surface erupted into public view. The most emblematic flashpoint came at Stanford University in 1987–88, when student demonstrators chanted, “Hey hey, ho ho, Western Culture’s got to go!” in protest of the university’s required course on Western civilisation. The course was soon dismantled, replaced by a broader, more ideologically framed program. What happened at Stanford quickly reverberated across the country. Departments revised reading lists, restructured curricula, and abandoned long-standing core requirements.

On one side of the debate stood defenders of the canon—figures such as Harold Bloom, Allan Bloom, E.D. Hirsch, and Roger Kimball—who argued that the great works formed a kind of civilisational inheritance. The canon, they insisted, was not a museum of privilege but a record of human striving, imagination, and achievement. On the other side were scholars like Edward Said, Toni Morrison, Henry Louis Gates Jr., Gayatri Spivak, and Homi Bhabha, who contended that the canon reflected histories of exclusion and domination, and that expanding or dismantling it was a moral imperative.

But beneath these arguments lay a deeper philosophical rift. The defenders assumed that literature possessed intrinsic value, that texts could be read for their beauty, their insight, or their power. The critics, armed with concepts drawn from Foucault, Derrida, and Barthes, argued that literature was inseparable from structures of power, that meaning was unstable, and that reading was less an act of discovery than an exposure of hidden ideological operations.

The canon wars ended not with a negotiated peace but with a decisive transformation. The traditional canon was not merely expanded; its authority was dissolved. And with it dissolved a set of shared assumptions about why we read at all.

January 22, 2026

QotD: Higher education

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

Back in the 1980s, I took an interest in Latin American guerrilla movements, especially in Central America. The general consensus among those who took an interest in such matters was that they were caused by the intolerable conditions of the poor, oppressed peasantry who rose up spontaneously against them. This was complete nonsense, of course. This is not to say that the peasantry was not poor and oppressed, but poor and oppressed peasants are rarely capable of more than a jacquerie, a kind of rural riot that exhausts itself and results in the oppressors coming back stronger than ever.

No; I came to the conclusion that the cause of the revolutionary guerrilla movements was the expansion of tertiary education in countries where it had not long before been the province only of the elite, largely, though never entirely, hereditary. (For the poor, gifted, and ambitious, the army was the route to social ascension.)

Tertiary education, however, was expanded with comparative suddenness. Before it was expanded, those who had it, being few, were more or less guaranteed important roles in the economy and government. They had already drawn a winning ticket in the lottery of life. Not surprisingly, a false syllogism insinuated itself into the minds of the newly educated: If the rich were educated and important, then being educated would make you rich and important. Again not surprisingly, this turned out not to be the case. If you turn out thousands of lawyers, for example, the remuneration of their work, if they find any, will be reduced and they will be disappointed in their hopes and expectations. They become angry, bitter, and disaffected, believing themselves not to be valued at their inestimable worth. They and their ilk became the middle ranks of the guerrillas (the very uppermost reaches being filled mainly by the narcissistic, spoiled sprigs of the upper classes). Only revolution would acquire for them the positions of influence and importance to which they felt that their education entitled them, and which such education had always entitled people to in the past.

Is it possible that Latin America was not so much in the rear as in the forefront of this modern social development (the case of Sendero Luminoso, the Shining Path of Peru, was a pure culture of this phenomenon)? Is it not possible that we in our societies have duped tens of millions of young people into believing that the prolongation of their formal education would lead them inexorably into the sunny uplands of power, importance, wealth, and influence, when in fact many a PhD finds himself obliged to do work that he could have done when he was 16? No one likes to think that he has been duped, however (it takes two for fraud to be committed, after all), so he looks around for some other cause of his bitter disappointment. It isn’t ignoramuses who are pulling down the statues, but ignoramuses who think that they have been educated.

Theodore Dalrymple, “Bees With Degrees”, Taki’s Magazine, 2020-07-02.

Update, 24 January: Welcome, Instapundit readers! Have a look around at some of my other posts you may find of interest. I send out a daily summary of posts here through my Substack – https://substack.com/@nicholasrusson that you can subscribe to if you’d like to be informed of new posts in the future.

« Newer Posts — Older Posts »

Powered by WordPress