Quotulatiousness

October 10, 2021

“The NSBA letter is a blood libel against America’s dissenting parents”

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

In this Substack essay, C. Bradley Thompson calls the National School Boards Association’s (NSBA) demand that the federal government treat dissenting parents as “domestic terrorists” a declaration of war against ordinary American citizens:

On September 30, the National School Boards Association (NSBA) sent a letter to the Biden administration denouncing the nationwide parental protests taking place at school board meetings against Critical Race Theory, Critical Gender Theory, pornography in the classroom, mask mandates, vaccine requirements, and remote learning. It turns out that parents all over the country are upset about the indoctrination and censorship in America’s government schools. An army of moms (and dads) have been asserting their parental responsibilities and their constitutional rights by showing up to school board meetings and voicing — sometimes angrily — their contempt and disgust for those school boards and teachers promoting and sanctioning ideas and ideologies opposed by the parents.

The NSBA letter (see here) begins rather ominously by declaring that “America’s public schools and its education leaders are under an immediate threat” and that “immediate assistance” is therefore “required to protect our students, school board members, and educators who are susceptible to acts of violence affecting interstate commerce because of threats to their districts, families, and personal safety.” The NSBA is essentially declaring a “State of Emergency” for America’s government school system. Let that sink in for a moment.

[…]

Let’s be clear about what the NSBA letter means in practice: first, it is dog-whistling a message which says that protesting parents are engaged in “domestic terrorism and hate crimes” (including, presumably, against their own children); and, second, it is requesting that the Biden administration use the full coercive power of the United States government — power that it has only previously been used against Islamic terrorists and foreign enemies of the United States — to monitor, investigate, arrest, interrogate, prosecute, convict and jail upset parents who are protesting AGAINST the teaching of systemic racism (i.e., CRT), pornography in the classroom, and the unscientific mask mandates for children.

The NSBA letter is saying, in effect, that complaining parents are the moral equivalent of jihadi terrorists, who are out to commit acts of violence and terror against America’s school board members, its teachers, and, yes, even the children. As such, these parents should be treated as a national security threat, and they must be dealt with by all means necessary.

The NSBA letter is a blood libel against America’s dissenting parents. In a decent, free, and just society such a letter would be condemned and dismissed out of hand, but that is not the kind of society in which we live today.

Rather than tossing the NSBA letter in the trash where it belongs, the Attorney General of the United States, Merrick Garland, read it and immediately ordered the FBI and America’s National Security State to mobilize its immense power against parents whose only real crime is to take seriously the education of their children. He did this within just a few days of receiving the NSBA letter.

I encourage you to read — and to read slowly — Garland’s official memorandum sent to the Director of the FBI and to various other law enforcement agencies, offices, and divisions.

Garland’s letter is a moral, political, and constitutional abomination. To say there are serious problems with the Attorney General’s Orwellian letter would be an understatement. The letter asserts, for instance, that “there has been a disturbing spike in harassment, intimidation, and threats of violence against school administrators, board members, teachers, and staff.” It claims as fact a “rise in criminal conduct directed toward school personnel”. Neither the NSBA nor the Justice Department have provided any credible or meaningful evidence to support this unfounded claim, nor does Garland’s passive-aggressive letter specify what it classifies as “criminal conduct” or “domestic terrorism”. (Not surprisingly, Garland’s letter neglects to mention that some school board members and the teachers’ unions have been harassing and threatening parents for months. See here, here, here, here, and here.) The simple fact of the matter is that virtually no violence has occurred at school board meetings this year.

In support of the NSBA request, Garland’s memorandum announced that he has directed the FBI and each U. S. Attorney to convene meetings immediately with “federal, state, local, Tribal, and territorial leaders in each federal judicial district” in order to “facilitate the discussion of strategies” for dealing with threats against school officials. The Department of Justice will also “open dedicated lines of communication for threat reporting, assessment, and response”. In other words, the government will establish “snitch” lines against parents. If a school board member doesn’t like what they hear in a public meeting, they will be able to report (presumably anonymously) threats of harassment and intimidation.

October 8, 2021

Critical Race Studies go international — “what was once considered an American eccentricity has gone global, and Britain’s curriculum engineers are doing their utmost to make up for lost time”

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

In The Critic, Frank Furedi looks at how quickly American elite fascination with the various incarnations of Critical Theory has spread beyond the US:

“My child has been told in a series of assemblies that she ‘has white privilege’, that she ‘subconsciously perpetuates it’, may even ‘consciously enjoy it’ and that she ought to be ‘starting to address it’. She has been shown slides of white BLM protesters holding placards that say ‘I will never understand’, told she needs to listen and educate herself and that intersectional theory shows that ‘whiteness will always insulate and protect her from racism’.”

Ten years ago, this mother’s story would likely be considered a joke; a parody of the culture wars that were starting to simmer across the Atlantic. But a lot can happen in a decade: the child whose mother recently reported the above attends an academy in London. Indeed, what was once considered an American eccentricity has gone global, and Britain’s curriculum engineers are doing their utmost to make up for lost time.

In the UK, curriculum engineers have embraced the approach of their American colleagues and are now busy targeting what they describe as outdated views and ideals. The term “outdated” serves as a euphemism for describing ideas and sentiments that do not accord with their project of distancing children from the traditions and way of life of their parents and grandparents. Under the banner of “relevance”, they wish to cancel the classics of literature and replace them with stories written by contemporary writers. Even the works of Shakespeare have been denounced for their outdated racist, antisemitic and misogynist views.

One of the most important and unremarked feature of recent developments in British classrooms is the uncritical and slavish manner with which curriculum experts imitate the cultural crusade of their American colleagues. Earlier this year it was reported that numerous American schools (including the prestigious $45,000-a-year Brentwood School in Los Angeles) were scrapping the apparently outdated To Kill a Mockingbird.

Evidently, some British curriculum leaders swiftly got the message. For example, the James Gillespie High School in Edinburgh decided that it no longer wants to teach classics like Of Mice and Men or to To Kill A Mockingbird in its English classes. The school claims that the “dated” approach to race of these wonderful novels disqualifies them from a place in the English literature curriculum.

Advocates of the project of decolonising schools target what they perceive as outdated views on issues as diverse as gender, trans culture, race and what it means to be British. School subjects as diverse as history, literature, geography and religious education are now used as vehicles for countering what they describe as “white privilege”. They encourage pupils to acknowledge their whiteness and perceive Britain as a society defined by its systemic racism.

October 4, 2021

Teaching history versus teaching to pass history tests

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

Severian discusses the problem of university students who know how to do well on multiple-guess tests, but don’t have the intellectual tools to work out answers if they’re not presented the same way as they were in class:

(Not Severian’s old employer, Flyover State) University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

Having realized I made a horrible mistake going into the Ed Biz, I used my last few semesters before pulling the pin as a kind of freelance lab. I’d ask a series of questions with canned answers about, say, the Battle of Gettysburg: The high ground occupied by Union forces was called a) Cemetery Ridge, b) Heartbreak Ridge, c) Federal Ridge, d) Ridge over Troubled Waters, and so on. Then I’d put in a “tie it all together”-type question, like so: In this famous Union victory, a failed assault against higher ground proved decisive. Was it a) Gettysburg, b) Chancellorsville, c) Port Hudson, d) Stalingrad. Note that the correct answer was actually spelled out in the previous questions …

… and I’m sure you can guess how the average student did. Just for fun, go ahead and guess how many students in a typical class of 30 picked “Stalingrad”. I’ll save you the suspense: Whatever you guessed, it’s too low. The reason is: Not knowing how to handle a question that isn’t straight regurgitation, students assume it’s a trick. Since they’ve never heard of the Battle of Stalingrad, that must be the answer (alternate explanation: They knew they skipped a lot of classes, and since they’ve never heard of a Civil War battle at Stalingrad, I must’ve covered it on one of those days they were sleeping off a hangover at 2pm, so it must be the right answer).

Since he teaches high school, Education Realist is more concerned with the “false positives”, the kids who ace the standardized test yet are dumb as fence posts … or, to be fair to them, are just slightly-brighter-than-average, but get the Certified Genius™ stamp on their high school transcripts, because they trained their asses off to ace the standardized tests. Me, I’m more interested in what this says about social decline.

My hypothetical question about the unnamed battle, above, isn’t genius-level stuff. It’s pretty basic, obviously, and at the start of my professing career I never would’ve tried it — NOT because I was so much more conventional back then (though I was), but because I considered it an insult to my students’ intelligence. Back then, I’d expect the average high school freshman to be able to figure that out, with no real strain on the brain …

It takes very long, very diligent, very expensive training to make kids into mere flowchart-followers. It takes even more of all that, plus a kind of sick genius, to turn them into the meat robots I saw at the end of my career, who were so robotic — and I swear this is true — that I could confound quite a few of them simply by switching up the word order. The powerpoint presentation said “The Union won the Battle of Gettysburg”, but the test said “The Battle of Gettysburg was won by ___”, and some large percentage of them would be stumped.

This has been a public service announcement, for all of you who’ve ever felt compelled to come up with some elaborate 4D chess theory about why our overlords do such seemingly stupid, indeed bizarre, things. These are the test-acers … and those are the kinds of tests they’re acing.

October 1, 2021

QotD: Raising your daughter to be “premium dating fodder”

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

Let’s start with the fact that apparently there are so many women getting “ghosted” (abandoned by men after brief romantic encounters) that they now constitute a demographic cohort big enough to be a presidential voting bloc.

Which is surprising, because for the last twenty years or so, American girls have been raised from birth to be premium dating fodder, primed from the first whiff of puberty to be Available for Sex on Saturday Night. So why are they being ghosted in droves? Abandoned and left to die alone, clutching their pets and Warren for President signs?

You’d think these girls would be experts at snagging a mate. Years of sex ed, birth control pills, and permission to date early and often with no judgement from the grownups should have guaranteed they’d have suitors dangling from their every finger, lines outside the door, dates every night, so many engagement rings shoved under their noses they’d be blinded by the shimmering sight of all those diamonds nestled against black velvet.

What happened?

Parenting: The New Sex Trafficking

Munchausen by proxy is a mental illness in which the mother (it’s almost always the mother) injures or sickens her own child on purpose for attention and sympathy. Grooming is a crime in which an adult nurtures a child over a long period of time to be open to receiving sexual advances.

American parenting is starting to resemble a terrifying combination of both.

How else to explain why girls are being turned out — groomed for extreme antisocial sexual behavior from a young age — not by pimps, but by their parents and teachers?

When it comes to sex ed, I believe in the screenwriting theory known as Chekhov’s gun: if you show a gun in the first act, it must be fired by the third. If you show kids the sex toys (and worse) in the first grade, the sex toys will be used by high school.

Recently, NPR published “What Your Teen Wishes You Knew About Sex Education”. In the article, we meet Electra McGrath-Skrzydlewski, who made a point of telling her fourth-grade daughter Lily, well, everything. “She was very open from the get-go, even before those were things that I needed to know about,” her daughter recounts.

Lily came out as pansexual at age 12.

At an institutional level, we are creating a cursed generation of females expert at every imaginable permutation of sex with an infinite number of partners, while largely shunning the other thing, the main thing, the only thing still emitting any heat in the cold, merciless hearth of contemporary life: the dream of forming a family.

Because the shocking truth is: No one wants to wife a sex expert.

Peachy Keenan, “Big Pimping: How American Parents Turn Their Daughters Out”, The American Mind, 2020-03-05.

September 28, 2021

QotD: I have literally no idea what this means

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

The move from a structuralist account in which capital is understood to structure social relations in relatively homologous ways to a view of hegemony in which power relations are subject to repetition, convergence, and rearticulation brought the question of temporality into the thinking of structure, and marked a shift from a form of Althusserian theory that takes structural totalities as theoretical objects to one in which the insights into the contingent possibility of structure inaugurage a renewed conception of hegemony as bound up with the contingent sites and strategies of the rearticulation of power.

Judith Butler, “Further Reflections on the Conversations of Our Time”, Diacritics, 1997, as quoted by Christina Hoff Sommers, 2019-01-04.

September 22, 2021

The Extremely Bizarre Engineering Rituals of Canada (And the Fascinating Way They Came to Be)

Filed under: Cancon, Education, History, Technology — Tags: , , , — Nicholas @ 04:00

Today I Found Out
Published 31 Jul 2021

This video is #sponsored by NordVPN.

Sources:

Andrews, Gordon, Canadian Professional Engineering and Geoscience: Practice and Ethics, Thomson Nelson Canada Ltd, 2005

Kipling, Rudyard, “The Hymn of Breaking Strain”, 1935, http://www.cuug.ab.ca/~branderr/risk_…

2 Esdras 4:5-10, https://thekingjamesversionbible.com/…

Bateman, Chris, The Secrets of Engineering’s Strange and Mysterious Initiation Ritual, TVO, April 24, 2018, https://www.tvo.org/article/the-secre…

“Background: The Calling of an Engineer, The Ritual of the Calling of an Engineer”, https://www.ironring.ca/background-en/

Anderson, Bill, “Why Engineering is Purple”, April 16, 2019, https://profbillanderson.com/2019/04/…

September 7, 2021

QotD: Calvin was right

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

Calvin: “I used to hate writing assignments, but now I enjoy them. I realized that the purpose of writing is to inflate weak ideas, obscure poor reasoning, and inhibit clarity. With a little practice, writing can be an intimidating and impenetrable fog! Want to see my book report?”

Hobbes: “‘The Dynamics of Interbeing and Monological Imperatives in Dick and Jane: A Study In Psychic Transrelational Gender Modes.'”

Calvin: “Academia, here I come!”

Bill Watterson, Calvin and Hobbes.

August 28, 2021

QotD: Social media capitalizes on “the biggest Faculty Lounge Fallacy of them all”

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

… Twitter (etc.) are specifically set up in such a way as to discourage any real-world action. Basically it’s the faculty lounge writ large. If you’ve been to college in the last half-century, you surely noticed that the faculty are Very Very Concerned about all kinds of stuff … but that the stuff they’re Very Very Concerned about is always happening to some obscure group thousands of miles away.

Even when they’re pretending to Care Very Much about, say, “systemic racism” in “America”, it would never occur to them to go down to the ghetto that, in many notorious cases, is literally right next door to do anything about it. They could find out everything they ever wanted to know — and then some!! — about “the Black Experience” by driving down MLK Blvd. at three in the morning, but somehow they never do. The way you win at victim bingo in the ivory tower is you find the most obscure group, the furthest away, to chastise your peers for not caring enough about. If what you say could possibly have any real-world application in the lives of anyone anybody you know had even the possibility of ever meeting, you lose.

Such is Social Media, so it’s no surprise that the Twitterati all fall victim to the biggest Faculty Lounge Fallacy of them all: That saying something is the same as doing something. Or, in other words, and not to put too fine a point about it, they act like passive-aggressive little bitches, like cat ladies around the company water cooler. You could get Johnny from Accounting to stop leaving his half-eaten sandwich in the lunch room fridge by simply asking him to stop … or you can have daily hen parties about it for weeks, months, years, squawking about how some people need to get some common courtesy … and meanwhile Johnny from Accounting goes on doing it, oblivious.

The genius of Facebook, Twitter, etc. — and it IS genius; sick, evil, twisted genius — is that they figured out how to monetize this.

Severian, “Internet Tough Guys”, Rotten Chestnuts, 2021-05-10.

August 19, 2021

How much formal school time can kids miss before it impacts their long-term prospects?

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

Many years ago, when my son went to Kindergarten, I discovered that a lot of other parents were concerned that if their child missed much — if any — time in class, it would utterly destroy their chances of whatever hopes and dreams they may cherish for a fruitful and productive life in the working world. And by “concerned” I man “bat-shit insanely worried” that even a day or two would be enough to blight the child’s life forevermore. And remember, these were the parents of Kindergarten or Grade 1-3 children. In the time since then, I doubt very much that parents have become more relaxed in this regard, so the re-assurances from Scott Alexander are well-timed, but may still not reach the people who most need to hear them:

Illustration from Harvard Magazine via Twitter.

Back when the public schools were closed or online, someone I know burned themselves out working overtime to get the money to send their kid to a private school. They figured that all the other parents would do it, their kid would fall hopelessly behind, and then they’d be doomed to whatever sort of horrible fate awaits people who don’t get into the right colleges.

I hear this is happening again now, with more school closures, more frantic parents, and more people asking awful questions like “should I accept the risk of sending my immunocompromised kid to school, or should I accept him falling behind and never amounting to anything?”

(see also this story)

You can probably predict what side I’m on here. Like everyone else, I took a year of Spanish in middle school; like everyone else who did that, the sum total of what I remember is “no hablo Espanol” — and even there I’m pretty sure I forgot a curly thing over at least one of the letters. Like everyone else, I learned advanced math in high school; like everyone else, I can do up to basic algebra, the specific math I need for my job, and nothing else (my entire memory of Algebra II is that there is a thing called “Gaussian Elimination”, and even there, I’m not sure this wasn’t just the name of a video game). Like everyone else, I once knew the names and dates of many important Civil War battles; like everyone else — okay, fine, I remember all of these, but only because the Civil War is objectively fascinating.

And I think that’s the whole point. We learn lots of things in school. Then we forget everything except the things that our interests, jobs, and society give us constant exposure/practice to. If I lived in Spain, I would remember Spanish; if I worked in math, I would remember what Gaussian Elimination was. I think a lot of the stuff you’re exposed to and interested in, a sufficiently curious child would learn anyway; the stuff you’re not goes in one ear and out the other, hopefully spending just enough time in between to let you pass the standardized test.

Even beyond this, school is repetitive. I learned the same Civil War facts in fifth, eighth, and eleventh grade. I think I read The Giver in multiple English classes. And this is just the stuff it’s embarrassing to have repeated. The actually important skills — how to write essays, how to cite sources — get deliberately repeated year after year.

(I still have no idea how to cite a source properly, except a vague memory that something called “MLA Format” was very important, and that there might have been another thing called “Chicago Style” unless I am confusing it with pizza. When I actually need to cite something, I hit the “Cite” button on the top right of PubMed and do whatever it says.)

So my prediction is that an average student could miss a year or two of school without major long-term effects. Their standardized test score would be lower at the end of the two years they missed than some other student who had been in school the whole time. But after a short period they would equalize again. I don’t think you need to burn yourself out working overtime to send your kid to a private school, I don’t think you need to risk your immunocompromised kid’s health to send her to the classroom, I think you can just chill.

Parents who are concerned that the schools are spending too much time indoctrinating rather than teaching their students have a totally different set of concerns, which are outside the scope of this particular discussion.

August 16, 2021

L. Neil Smith – “Take your children out of school!”

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

In the latest Libertarian Enterprise, L. Neil Smith offers a useful bit of advice to parents concerned about their children being indoctrinated in state-run schools:

“Abandoned Schoolhouse and Wheat Field 3443 B” by jim.choate59 is licensed under CC BY-NC-ND 2.0

For quite a while now, the boob-tube has been filled with coverage of various Board of Education meetings around the country attended by parents murderously angry that their kids are being forcibly indoctrinated with utter claptrap like CRT, which apparently stands for Communist Racist Toxin, a new and poisonous religion where the color of your skin is an Original Sin for which you will be made to suffer no matter what you think, do, or say. My wife Cathy, passing by the TV set half a dozen times a day, invariably shouts, “Take your children out of school!” This essay is admiringly dedicated to her.

I suppose the Public Schools got started out of some sense of specialization. “You chip the flint, Og, Ogla cooks the mammoth, and we’ll teach the kids.” Evolution would have it the other way. The young have been learning from their parents for thousands of generations and it worked out pretty well until sinister figures like Horace Mann and John Dewey, equipped with the limitless power of the State, decided to use it to steal our children from us.

Take your children out of school!

It was perhaps, the stupidest thing that a people have ever done, and I’m pretty sure that Thomas Jefferson would have recognized it as the stupid thing it was, so it had to wait until he and those like him were safely dead. It isn’t brain science. It isn’t rocket surgery. Hand your offspring over to the State, and they will be taught every self-destructive thing the State wants them to be taught — and by now it should be clear, as it surely was to Jefferson, that the State is the enemy of everything decent and productive. Public education was probably responsible for both world wars.

Take your children out of school!

And if it was such a self-evidently good idea, then why did it have to be compulsory? The rows of desks in public schools are populated by conscription — no matter how many pleasant memories we may have of our school days. Public schools are financed by extortion and theft, two of the reasons we fought a revolution in the first place.

Take your children out of school!

It might be cynically observed that public schools are cheaper than paying for baby-sitting, but, given property taxes and the damage it does to the most important people in our lives, is it really? Idiots have whimpered for the last year that having your kids at home is inconvenient.

Public Schools are convenient for the State. They give government two incomes to tax, instead of only one. Take your children out of school!

August 12, 2021

The Canadian Historical Association’s “consensus” on genocide in Canada

Filed under: Cancon, Education, Government, Health, History — Tags: , , , , — Nicholas @ 03:00

In Quillette, Christopher Dummitt reports on last month’s declaration by the Canadian Historical Association that not only were past Canadian governments complicit in deliberate genocide against First Nations, but that such mass extermination efforts are current and ongoing:

Kamloops Indian Residential School, 1930.
Photo from Archives Deschâtelets-NDC, Richelieu via Wikimedia Commons.

Last month, the Canadian Historical Association (CHA) issued a public “Canada Day Statement” — described as having been “unanimously approved” by the group’s governing council — declaring that “existing historical scholarship” makes it “abundantly clear” that Canada’s treatment of Indigenous peoples amounts to “genocide”. The authors also claimed that there is a “broad consensus” among historians on the existence of Canadian “genocidal intent” (also described elsewhere in the statement as “genocidal policies” and “genocidal systems”) — an alleged consensus that is “evidenced by the unanimous vote of our governing Council to make this Canada Day Statement”.

The authors went further by arguing that both federal and provincial governments in Canada “have worked, and arguably still work, towards the elimination of Indigenous peoples as both a distinct culture and physical group” (my emphasis); thereby suggesting that there is “arguably” an ongoing genocide going on, to this day, on Canadian soil.

The idea that Canada is currently waging a campaign of mass extermination against Indigenous people may sound like something emitted by Russian social-media bots or Chinese state media. But no, this is an official statement from the CHA, a body that describes itself as “the only organization representing the interests of all historians in Canada” — presumably including me.

In fact, there is no “broad consensus” for the proposition that Canadian authorities committed genocide, let alone for the completely bizarre idea that a genocide is unfolding on Canadian soil even as you read these words. And while many of us have become used to such plainly dilatory claims being circulated by individual Canadian academics in recent years, the CHA’s use of its institutional stature in this way was so shocking that it caused dozens of historians to affix their names to a letter of protest.

Notwithstanding what this (or any other) official body claims, the question of whether Canada committed genocide is not a settled issue among scholars. Canada is a relatively small country, home to only a small number of professional historians. And so even this modest-seeming collection of names suffices to disprove the CHA’s claim that it speaks for the entire profession. Moreover, many of those who have signed the letter are senior scholars giving voice to younger colleagues who (rightly) fear that speaking out publicly will hurt their careers.

I am not writing here to defend the actions of Canadian governments toward Indigenous populations. As most Canadians have known for decades, the policy of forcing Indigenous children to attend residential schools led to horrendous cases of sexual and physical abuse. There was also a long history in many schools of refusing to let children speak their native languages or continue their cultural traditions. These were assimilatory, underfunded institutions created and run by people who typically believed that they were doing Indigenous people a favour by “civilizing” them.

What I am addressing, rather, is (a) the question of whether these actions are correctly described with the word “genocide”, and (b) the CHA’s false claim that there is “broad consensus” on the answer to that question. As the letter of protest states:

    The recent discovery of graves near former Indigenous residential schools is tragic evidence of what the Truth and Reconciliation Commission (TRC) documented in Volume 4 of its final report — a report that we encourage all Canadians to read. We also encourage further research into gravesites across Canada and support the completion of a register of children who died at these schools. Our commitment to interrogate the historical and ongoing legacies of residential schools and other forms of attempted assimilation is unshaken. However, the CHA exists to represent professional historians and, as such, has a duty to represent the ethics and values of historical scholarship. In making an announcement in support of a particular interpretation of history, and in insisting that there is only one valid interpretation, the CHA’s current leadership has fundamentally broken the norms and expectations of professional scholarship. With this coercive tactic, the CHA Council is acting as an activist organization and not as a professional body of scholars. This turn is unacceptable to us.

Historians are taught to approach their study of the past with humility, on the understanding that the emergence of new documents and perspectives may require us to revise our assessments. Moreover, even if an individual scholar might have strong opinions about a particular historical subject — having become certain that his or her interpretation represents the truth — the community of historians exists in a state of debate and disagreement. We are always aware that two historians sifting through the same archival box of documents can develop very different theories about what those documents mean.

It is true that there are some areas of history that might be fairly labelled as definitively “settled”. But these are few. And even in these cases, consensus typically arises organically, through the accumulated weight of scholarship — not, as in the case of the CHA’s Canada Day stunt, through ideologically charged public statements that seek to intimidate dissenting academics into silence.

August 4, 2021

QotD: The Bell Curve of the benefits of (modern) education

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

It’s become clear over the last two or three decades that the benefits of education follow a bell curve (see the image at the top of this item).

On the far left of the curve is a newborn — who has learned literally nothing, knows nothing, and has received no benefit from education.

As we learn from our parents at home and our teachers at school, we progress along the curve with benefits accumulating along the way.

But something happens somewhere between sophomore year Vivisecting the Deconstructed Patriarchy 201 at Bleeding Heart College and achieving the dream of earning that Ph.D. from the University of Charging More Than a Mortgage for your dissertation on Imposing Ruthless Meaninglessness on Others.

Somewhere just on the right side of the bell curve, we devolve along the curve with detriments accumulating along the way.

By the time you’re as well educated as Dr. Swannie Jett, you’re so untethered from reality that you’re basically impervious to knowledge.

Stephen Green, “Insanity Wrap #198: Looted & Burned Target Store Puts Up Mural Celebrating Arson”, PJ Media, 2021-05-03.

July 27, 2021

John McWhorter on “antiracism” in theory and practice at the University of California

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

John McWhorter doesn’t just comment on this issue from mere distant concern, because he was working at UC Berkeley and watched it happen before his eyes:

John McWhorter’s Twitter thumbnail image

When I taught at UC Berkeley in the 1990s, it was an open secret that there was a two-tier undergraduate student body. Namely, black and Latino students tended to be considerably less prepared for the workload than white and Asian students.

No one talked about it openly, but plenty attested to it when they were sure the wall didn’t have ears, and to notice it was not racist – it was simple fact. Of course there were weak white and Asian students; of course there were excellent black and Latino students. But a tendency was unmistakable. It was painfully obvious that brown students were admitted according to very different standards than white and Asian ones.

Proposition 209 barred racial preferences of that kind in the UC system as of 1998, and of course, fewer brown students were admitted to the flagship schools Berkeley and UCLA after that. There were still plenty of brown students – the “resegregation” so many furiously predicted never happened. But not as many as before. And there has remained, for almost a quarter century now, a contingent who have never gotten over thinking UC would be better by going back to the way it was.

First there was the addition of a “hardship” bonus to the admissions procedure, with standards relaxed for applicants who could attest to having faced obstacles to achievement such as the death of a parent or serious illness. Formally this was supposed to apply to kids of all races. But immediately evaluators started weighting black and Latino hardship heavier than that suffered by white and Asian kids, as in rejecting an Asian applicant who had gone through the same kinds of hardship as a Latino one who was admitted.

I criticized this in the media, and will never forget when the suits assigned a kind, academically accomplished administrator to take me to lunch to “talk to me”. The poor man did his duty and … sat there lying to me. I genuinely felt sorry for him. But this showed how impenetrably committed to antiracism – or at least what they think is antiracism – these admissions officials are.

But even this kind of thing hasn’t been able to return Berkeley and UCLA to the good old days of having a “representative” number of brown students (apparently “representative” means in lockstep with their proportion of the state population). The problem is that pesky SAT, and at last, UC has gotten rid of it. The SAT will no longer be used to evaluate students for admission or even for scholarships.

A lot of people must have clinked their glasses of Pinot over this. But what they’ve done is not antiracist at all.

July 15, 2021

QotD: Macaulay’s prescription for ruling India

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

In 1835 Thomas Macaulay had argued in his famous essay Minute on Education that “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population.”

Macaulay was arguing that British Government should spend money on educating those it found under its rule. So it came to be as Britain ruled over the most heavily-populated and most valued part of its empire for another century.

Jawaharlal Nehru, the Prime Minister who led India to independence from Britain, studied at Trinity College, Cambridge, and at the Inner Temple, and was closely connected to the Fabian Society. Nehru’s rival, Muhammad Ali Jinnah, the founder of Pakistan, studied law at the Lincoln’s Inn, and was strongly influenced by English utilitarianism and French positivism. Nehru was an agnostic who requested a secular burial (this was denied him), while Jinnah was a gin-drinker whose religious attachments were more a matter of identity than belief.

Nehru and Jinnah led India and Pakistan to independence as the brown-skinned Westerners Thomas Macaulay had envisioned a century earlier. South Asian in appearance and pedigree, the leaders of these two nations nevertheless personified a fundamental truth about the Western orientation of the new Asian states. Pakistan was aligned with the United States, while socialist India was nominally non-aligned but clearly tilted toward the Soviet bloc. Though the populace of these nations were mostly illiterate, poor and detached from the cosmopolitan currents of the world, their elites were integrated among the English-speaking peoples. Nehru’s daughter, Indira Gandhi, attended Somerville College, Oxford. His grandson, Rahul Gandhi, whose mother is Italian, studied at Harvard and Trinity College.

Razib Khan, “Why the West lost India’s culture wars”, UnHerd, 2021-04-13.

July 14, 2021

Instead of economics, how about “humanomics”?

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

In City Journal, Allison Schrager reviews Bettering Humanomics: A New, and Old, Approach to Economic Science by Deirdre McCloskey:

I thoroughly enjoyed Deirdre McCloskey’s Bettering Humanomics, but I may be a glutton for feelings of intellectual inadequacy. Truth be told, I only understood about 60 percent of the book. It contains countless references to great works of the humanities, economics, and the history of economic thought. A casual reader cannot possibly be familiar with a fraction of them, even within his own field. But McCloskey expects you to know them.

At first this book frustrated and confused me. Then I suspected this reaction was by design. I am, after all, an economist myself: I have dedicated my life to learning my craft and benefited from many years of training at great institutions from important thinkers. But reading Humanomics, I became fully aware of how little I know. I now believe that becoming a fully formed economist requires that I stop watching trash TV in my free time and read the Theory of Moral Sentiments instead. McCloskey pulls no punches, whether on her intellectual opponents or on the reader. Here is one example, where she defends herself from a critic, philosopher Gerald Gaus:

    Aside from these textual matters, I must say I find myself repelled by Gaus’s vision of people as cynical conformists: “we are such deeply social normative creatures, in the sense that we are so attuned to the normative expectations of others, that we can achieve a stable rule-based system of cooperation even when many are not enthusiastic about the moral attitudes and virtues that the rules express.” I invite him to reread Thucydides’s dialogue between the Athenian diplomats and the Melians, and repent.

McCloskey argues that economics would be better if we listened to people — in controlled experiments, chat rooms, meetings, surveys, and at the Rotary. We need to absorb the lessons from art and culture (perhaps trash TV has value, after all). She does not believe that economists need to ditch math and data, but our overreliance on these tools encourages us to view people as abstractions and leads us astray. Such tendencies also help explain the rise of behaviorism, which assumes that humans are flawed creatures who must be nudged by a wise bureaucrat into better choices; recent flirtations with industrial policy; and the belief that, if we just get our government and laws right, growth will follow.

We must consider how individuals see and experience the world around them, and we must recognize that humans are malleable in ways that we don’t account for. For example, McCloskey estimates a quarter of all income comes from “Sweet Talk” — not lies or trickery, but the ability to be persuasive and compelling, a crucial aspect of sales and advertising. It influences how we perceive the world and can be an important part of motivation.

We economists have lost our appreciation for the humanities, and that means that we underestimate the importance of human dignity. This is no small oversight. McCloskey spends about a third of her book arguing that understanding the humanity of the northwestern European population can explain why it industrialized first. Other countries around the world had wealth, strong institutions, and well-trained mathematicians and engineers (perhaps better ones), but industrialization happened in Britain first because it treated its people with dignity and empowered them with both rhetoric and knowledge.

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