Quotulatiousness

June 20, 2020

Opposition to home schooling is merely a side-issue for those who want government to control everything

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

Kerry McDonald recently took part in a debate with a Harvard academic who has called upon governments to ban homeschooling. She’s written up some of the things she took away from the discussion and from the many questions submitted before the event:

While this event was framed as a discussion about homeschooling, including whether and how to regulate the practice, it is clear that homeschooling is just a strawman. The real issue focuses on the role of government in people’s lives, and in particular in the lives of families and children. In her 80-page Arizona Law Review article that sparked this controversy, Professor Bartholet makes it clear that she is seeking a reinterpretation of the US Constitution, which she calls “outdated and inadequate,” to move from its existing focus on negative rights, or individuals being free from state intervention, to positive rights where the state takes a much more active role in citizens’ lives.

During Monday’s discussion, Professor Bartholet explained that “some parents can’t be trusted to not abuse and neglect their children,” and that is why “kids are going to be way better off if both parent and state are involved.” She said her argument focuses on “the state having the right to assert the rights of the child to both education and protection.” Finally, Professor Bartholet said that it’s important to “have the state have some say in protecting children and in trying to raise them so that the children have a decent chance at a future and also are likely to participate in some positive, meaningful ways in the larger society.”

It’s true that the state has a role in protecting children from harm, but does it really have a role in “trying to raise them”? And if the state does have a role in raising children to be competent adults, then the fact that two-thirds of US schoolchildren are not reading proficiently, and more than three-quarters are not proficient in civics, should cause us to be skeptical about the state’s ability to ensure competence.

I made the point on Monday that we already have an established government system to protect children from abuse and neglect. The mission of Child Protective Services (CPS) is to investigate suspected child abuse and punish perpetrators. CPS is plagued with problems and must be dramatically reformed, but the key is to improve the current government system meant to protect children rather than singling out homeschoolers for additional regulation and government oversight. This is particularly true when there is no compelling evidence that homeschooling parents are more likely to abuse their children than non-homeschooling parents, and some research to suggest that homeschooling parents are actually less likely to abuse their children.

Additionally, and perhaps most disturbingly, this argument for more state involvement in the lives of homeschoolers ignores the fact that children are routinely abused in government schools by government educators, as well as by school peers. If the government can’t even protect children enrolled in its own heavily regulated and surveilled schools, then how can it possibly argue for the right to regulate and monitor those families who opt out?

June 18, 2020

The fall of olde timey “liberalism”

Filed under: Books, Britain, Education, History, Liberty, Politics, USA — Tags: , , , , — Nicholas @ 03:00

David Warren on the way “liberalism” was dissected, consumed, digested, and excreted by progressivism:

From different angles, from Tocqueville to Schumpeter to a thousand reporters on the ground, it has been observed that liberalism defeats itself. I mean by this real liberalism, not the poison candy version that is offered to children by our academic Left. The real thing celebrates liberty as the central political good, and equality of opportunity versus equality of result. It frees up economies and societies, by cancelling hidebound rules and regulations. When much younger and under the influence of my father and his war-veteran generation (his was World War II), I considered myself a “liberal,” for views that activist mobs would now consider to be deeply “conservative,” or as they say, “fascist.”

Opposition to totalitarianism was a key to that generation. They weren’t shy about using arms. A true liberal was an enthusiast for the War in Vietnam, and other global initiatives. Liberals were “open society” in an explicitly anti-communist, 1950s way. They loved “civil rights,” and opposed the Nanny State, although incoherently. They wished to accommodate the women’s movement. Their instinctive suspicion of social programmes, and revulsion for “ideology,” were slipping away; or had already slipped, to a longer historical view.

To be tediously economic, they were intoxicated by the view that, “now we are rich we can afford to have some fun.” They had long been bored with the absolute moral judgements that their ancestors (to whom neither divorce nor contraception were thinkable) took for granted — based on a Protestant Christianity that had been abandoned by sophisticated intellectuals a century before. “Church versus State” was no longer an issue, and because it wasn’t, morality became a statist “construct,” even without action from the Marxists.

When Ross Douthat writes a book on “decadence,” he is treating it as a temporal trend: something that comes and goes through the decades. His arguments are themselves decadent: something for the chattering classes to play, in the spirit of badminton. It is a topic for upmarket wit; no horror lurks beneath it. The old Gibbonesque “decline and fall” narrative has evaporated with classical culture, and been replaced by a dry happyface from which the wrinkles of serious history are botoxed. The “whig view of history” survives, but only by cliché.

What isn’t defended, is soon killed off, in nature but also in metaphysics. Leftism flourishes today, not because it has won any argument, but by eating everything on the liberal side. Even the word, “liberal,” went down with a soft burp. It now represents the denial, or reversal, of everything that liberals once stood for. Gentle reader may prove this to himself, by reading old magazines.

June 10, 2020

“Gender critical” feminism

Filed under: Bureaucracy, Cancon, Education, Liberty — Tags: , , , , , , — Nicholas @ 03:00

Barbara Kay finds herself in agreement with an academic who, having come from a Marxist and radical feminist background, she would not normally have much in common:

Kathleen Lowrey, associate professor of anthropology at the University of Alberta, ascribes much of her intellectual formation to Marxism and radical feminism. Not, I think my regular readers would agree, someone with whom I would normally have a great deal in common. And yet, in this strange cultural moment, Prof. Lowrey and I find ourselves amicably united in the service of a mutually revered ideal. I write this column with ardent sympathy for her in her present predicament.

Academics’ time is generally split 40/40/20 amongst, respectively, research, teaching and “service” to their community — meaning committees, mainly. Until late March, Lowrey served as associate chair for undergraduate programs on behalf of the department of anthropology. Following anonymous complaints about her views from one or more students to the university’s office of safe disclosure and human rights, as well as to the dean of students, Lowrey was asked to resign. She was not given a precise reason, only told that because she holds “gender critical” opinions, she was making the learning environment “unsafe” for the anonymous complainants who felt that her views caused them “harm.” (It’s not clear — Lowrey believes it is doubtful — that the complainants were even taking her courses.)

“Gender critical” refers to what was shortly ago normative feminism doctrine in considering biological sex of primordial importance in fighting for women’s rights. Where the traditional rights of biological women collide with asserted rights of trans women — sport, intimate spaces, rape crisis centres, prisons — gender-critical feminists join with conservatives like me in insisting that biological women’s rights must prevail: for the sake of their safety, privacy and right to a level playing field.

Until what seems like a few minutes ago, there was nothing controversial about this opinion. But now there is. The only “correct” opinion to hold is that gender expression trumps biology in any rights-based claims. And in academic circles, Lowrey’s views, which she is at no pains to hide on campus and off, are a form of apostasy that cries out for punishment.

June 7, 2020

QotD: The American education system

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

[A]ll levels of our education system are extremely wasteful and ineffective. After spending more than a decade in class and burning up over $100,000 in taxpayer money, most Americans know shockingly little. About a third of adults are barely literate or numerate. Average adult knowledge of the other standard academic requirements — history, social studies, science, foreign languages — is near-zero. The average adult with a B.A. has the knowledge base you’d intuitively expect of the average high school graduate. The average high school graduate has the knowledge base you’d intuitively expect of the average drop-out. This is the fruit of a trillion taxpayer dollars a year.

Bryan Caplan, “Is Education Worth It? My Opening Statement for the Caplan-Hanushek Debate”, The Library of Economics and Liberty, 2018-02-19.

May 26, 2020

“No more pencils, no more books…”

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

In the latest edition of the Libertarian Enterprise, Sean Gabb considers the demands from the British government to quickly re-open the schools over the concerns of the educational unions and administrations:

The latest turn in an increasingly dull coverage of the Coronavirus panic is a proposed reopening of the schools. The Government wants them open as soon as possible for at least some of their students. The teaching unions are bleating that no one should go back until their members can be sure of not catching anything. The headmasters are worried about compliance with the social distancing rules. As a conservative of sorts, I think I am supposed to side with the Government and the pro-Conservative journalists — denouncing the teachers as a pack of idlers where not cowards, and insisting that those factories of essential skills must be set back in full production before the summer holidays. Of course, my settled view as a libertarian is that the teaching unions deserve all the support I have never so far given them. The schools must remain closed until no one is in any danger of so much as an attack of hay fever. The schools have been largely closed since the end of March. The longer they stay largely closed, the better. Best of all if they never reopen — or never reopen as they have been since attendance was made compulsory at the end of the nineteenth century.

I quote John Stuart Mill on compulsory schooling:

    A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body.
    (On Liberty, 1859, Chapter 5, “Applications.”)

This has always been the case in some degree. The spread of state schooling in England after 1870, and particularly after it was made compulsory in 1880, and then extended in 1902, is probably inseparable from the nationalist hysteria that drove our participation in the Great War. It also may explain the perverse belief, general until the 1970s, in the unique goodness and honesty of our ruling class. This being said, reasonable patriotism is to be encouraged; and, compared with others, our ruling class was not until recently so bad. A further point is that compulsory state schooling used to be reasonably effective at giving the mass of people a basic education. By 1960, most people were literate and numerate. They could spell and write grammatical prose. They had some exposure to the English classics, and the means of exploring these to greater depth if they wished. They had some understanding of history and the sciences. You can tell much about the quality of a people by examining what is read and watched. Looking at the popular arts in England during much of the twentieth century explains why this passage in On Liberty was less often discussed than his arguments for freedom of speech. Mill was right in the abstract. He could be shown to be right in certain particulars. But the evils of compulsory state schooling were mostly potential.

All this, however, is in the past. Since about 1980, schooling of all kinds has been made into a concerted means of indoctrination. The cultural leftists have captured both the classrooms and the curriculum. I will not elaborate on this claim. Some will argue over terminology, some over the merits of the capture, but hardly anyone denies the broad fact. One of the main functions of modern schooling is to bring about and to protect a radical departure from the old intellectual culture of this country.

Much of this departure has been achieved by preaching in the classroom. But it is supplemented by a growing bureaucracy of surveillance. The teachers themselves are watched, and they can be punished for dissenting from the established discourse. There is, for example, the Government’s Prevent strategy, which applies to the whole state machinery. Its purpose is to identify and root out anyone defined as a “political extremist.” Anyone identified as such is effectively banned from working with children and young people, and probably in the state sector as a whole.

May 22, 2020

QotD: “Scientific” racism

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

… the intellectualized racism that infected the West in the 19th century was the brainchild not of science but of the humanities: history, philology, classics, and mythology. In 1853, Arthur de Gobineau, a fiction writer and amateur historian, published his cockamamie theory that a race of virile white men, the Aryans, spilled out of an ancient homeland and spread a heroic warrior civilization across Eurasia, diverging into the Persians, Hittites, Homeric Greeks, and Vedic Hindus, and later into the Vikings, Goths, and other Germanic tribes. (The speck of reality in this story is that these tribes spoke languages that fell into a single family, Indo-European.) Everything went downhill when the Aryans interbred with inferior conquered peoples, diluting their greatness and causing them to degenerate into the effete, decadent, soulless, bourgeois, commercial cultures that the Romantics were always whingeing about. It was a small step to fuse this fairy tale with German Romantic nationalism and anti-Semitism: The Teutonic Volk were the heirs of the Aryans, the Jews a mongrel race of Asiatics. Gobineau’s ideas were eaten up by Richard Wagner (whose operas were held to be re-creations of the original Aryan myths) and by Wagner’s son-in-law Houston Stewart Chamberlain (a philosopher who wrote that Jews polluted Teutonic civilization with capitalism, liberal humanism, and sterile science). From them the ideas reached Hitler, who called Chamberlain his “spiritual father.”

Science played little role in this chain of influence. Pointedly, Gobineau, Chamberlain, and Hitler rejected Darwin’s theory of evolution, particularly the idea that all humans had gradually evolved from apes, which was incompatible with their Romantic theory of race and with the older folk and religious notions from which it had emerged. According to these widespread beliefs, races were separate species; they were fitted to civilizations with different levels of sophistication; and they would degenerate if they mixed. Darwin argued that humans are closely related members of a single species with a common ancestry, that all peoples have “savage” origins, that the mental capacities of all races are virtually the same, and that the races blend into one another with no harm from interbreeding. The University of Chicago historian Robert Richards, who traced Hitler’s influences, ended his book titled Was Hitler a Darwinian? (a common claim among creationists) with “The only reasonable answer to the question … is a very loud and unequivocal No.”

Steven Pinker, “The Intellectual War on Science”, Chronicle of Higher Education, 2018-02-13.

May 21, 2020

The Great Exhibition of 1851 also served (for some) as the 19th century equivalent of the “Missile Gap” controversy

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

In the latest edition of his Age of Invention newsletter, Anton Howes discusses the changing role of the British government and how the Great Exhibition was also useful as subtle domestic propaganda for a more active role for government in the British economy:

The Crystal Palace from the northeast during the Great Exhibition of 1851, image from the 1852 book Dickinsons’ comprehensive pictures of the Great Exhibition of 1851
Wikimedia Commons.

… a whole new opportunity for reform was provided by the Great Exhibition of 1851. As I explained in the previous newsletter, an international exhibition of industry functioned as an audit of the world’s industries. It, and its successors, the world’s fairs, gave some indication of how Britain stood relative to rival nations, especially France, Prussia, and the United States. And whereas some people saw the Great Exhibition as a clear mark of Britain’s superiority, for would-be reformers it was a chance to expose worrying weaknesses. Thus, Henry Cole and the other original organisers of the exhibition at the Society of Arts exacerbated fears of Britain’s impending decline, giving them an excuse to create the systems they desired.

They identified two areas of worry: science and design. Britain of course had many eminent scientists and artists — some of the best in the world — but other countries seemed to have become better at diffusing scientific training and superior taste throughout the workforce as a whole. Design skills were an issue because France appeared to be catching up with Britain when it came to the mechanisation of industry; if it caught up on machinery while maintaining its lead in fashion, then Britain would not be able to compete. And scientific training appeared more useful than ever, with the latest scientific advances “influencing production to an extent never before dreamt of”. Visitors to the Great Exhibition had marvelled at the recent inventions of artificial dyes, a method of processing beetroot sugar, and the latest improvements to photography and the electric telegraph. Thus, for Britain to maintain its lead, it would need to improve the education of its workers.

The reformers’ scare tactics worked. The aftermath of the Great Exhibition saw the creation of a government Department of Science and Art under the direction of Henry Cole, who in turn oversaw the agglomeration of various museums, design schools, and other cultural institutions to what is now the “Museum Mile” in South Kensington. (Curiously, the area was originally called Brompton, but when Cole opened a museum of design and industry there, he named it the South Kensington Museum. Kensington was a much more aristocratic area nearby, though it had no “south” at the time. The museum evolved, rather complicatedly, into what is now the Victoria & Albert Museum. But unlike so many top-down area re-brands, the name South Kensington stuck.)

And that was just the beginning. Cole and his allies then oversaw a dramatic expansion of the state into education, largely through the use of examinations. Although state-funding for education had initially centred on building new schools, getting any more involved was a highly contentious issue. Most schools were controlled and funded by religious organisations, but were split between the established Anglican church and dissenters. When the government first became involved in schools, it was thus bitterly opposed by many dissenters as they feared that their children might become indoctrinated to Anglicanism. And naturally, the government could not teach dissenting religions. Yet the proposed compromise of teaching no religion at all was unacceptable to both sides. Schools were crucial, the groups believed, to keeping religion alive.

So the utilitarians came up with a workaround. Rather than getting the state too involved directly in managing the schools themselves, it would instead influence the curriculum. By holding examinations, and then paying teachers based on the outcomes of the tests, they could incentivise the teaching of certain subjects and leave the schools free to teach whatever religious beliefs they pleased. Indeed, by diverting more and more time towards teaching particular subjects, the reformers saw it as a secularising blow “against parsonic influence”. The tactic was initially applied to adult education. The Society of Arts would first trial out examinations without payments, to test their viability. Then Cole would have his department take over the examinations, first for drawing, and later for science, using his budget to fund payment-by-results. The effects were dramatic. The Society’s relatively popular examinations in chemistry, for example, rarely had more than a hundred candidates a year. But when the department instituted its payments, it soon drew in thousands. By 1862, when the government wanted to improve the teaching of reading, writing, and arithmetic in schools, they adopted Cole’s suggestion that they also use payment-by-results.

May 11, 2020

QotD: Certainty is liberation

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

My last semester of college was a total blowoff. I already had enough credits to graduate at the end of the previous term, but I figured that since I was on scholarship, I might as well use the remaining time to really lock down a job. One fell into my lap over the break, but it was too late to withdraw my registration and file for graduation. And that wasn’t all. My GPA was such that I could’ve failed every single class in that final semester and still graduated. And finally, the job was all the way across the country …

In short, absolutely nothing I did, or didn’t do, that final semester meant anything at all. I was as responsibility-free as an “adult” human can ever hope to get.

This had some interesting consequences. I got laid a lot more, for one thing — sorry about the crudity, but it’s a great illustration of the principle. The principle being: “When you truly don’t care, you project this invincible vibe that attracts people.” My friends were all shocked — not just about the getting laid part, but the fact that my whole personality seemed to change. I am not, as you might imagine, the most outgoing, happy-go-lucky guy, but that semester I was.

I mean, why not? I’d hit on varsity cheerleaders and sorority goddesses. I turned in wildly counter-intuitive assignments, just to see what would happen. I signed up for Intro to Conversational Chinese. Totally bombed it, but seriously, why not? I’ve always wanted to know if I have a knack for languages (turns out I don’t), and that was the hardest one in the course catalog. So long as I stayed alive and out of jail, I could do whatever the hell I wanted … so I did.

The lesson I drew from this: Certainty is liberation. It’s bliss. I still had anxieties, of course — e.g. how was I going to do in my new life, all the way across the continent? — but in my current context, I had no worries at all. I was King of the Dorm, because, quite simply, I could afford to be. I had three hots and a cot, endless free time, and a give-a-damn meter stuck on zero.

If I were quicker on the uptake, I’d have identified that instant as my turn to the Shitlord side of the Force. What in god’s name am I doing, hitting on the homecoming queen? Doesn’t matter. She could blow me off so viciously that dudes three blocks over would wince and cover themselves,* and I couldn’t care less. Why not shoot for the moon? If I win, I’m a dorm legend; if I fail, I’m still a dorm legend for having the balls to try it. In two months, I’ll be a thousand miles away and nobody will care about either of us.

*She didn’t. She didn’t go out with me, of course, but she was very nice and gracious, as most truly pretty girls are. Another valuable lesson learned.

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

May 5, 2020

QotD: Social media encourages autistic behaviour

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

Nothing like that happens today, as far as I can tell, and I spent a lot of time in a wide variety of ivy-covered halls. Part of it, of course, is the general, catastrophic decline in reading comprehension among today’s student body — Lenin was a wonderfully effective polemicist in his day, but for the modern kid it might as well still be in Russian — but a lot of it isn’t. A much bigger part of it is that modern kids can’t overcome the genetic fallacy, and a large part of that, I argue, is the autism spectrum-like effect of social media.

The genetic fallacy, you’ll recall, is the inability to separate the idea from the speaker. Or, if you’re under age 40, it’s simply “communication,” as our public discourse nowadays proceeds in very little other than genetic fallacies. Try it for yourself. We all know what kind of reaction you’ll get in respectable circles if you say “You know, Donald Trump has a point about …”, but you can do it on “our side” of the fence, too. Watch: Obama was right about Race to the Top. No, really: Compared to W’s No Child Left Behind bullshit, pretty much anything short of letting kids be raised by wolves would’ve been better (and hey, even being raised by wolves worked out ok for Romulus and Remus). Even with the qualifier attached, almost everyone on “our side” instinctively bristles — we’ve been so conditioned by the words “Obama” and “race,” especially in close proximity, that we can’t help ourselves. Even I do it.

It’s especially bad for the younger generations who, as I keep arguing, have been effectively autismized (it’s a word) by social media. Twitter, especially, is so constructed that “replies” can come in hours, days, months, years later. Blogs too for that matter — one of the reasons we close the comments here after a few weeks is to prevent drive-by commenters clogging things up trying to re-litigate something from years ago. Modern “communication” must take place in discrete, contextless utterances. That being the case, understanding a statement in context is impossible — I repeat, impossible. So Lenin (or Hitler, or Mao, or William F. Buckley, or the Stay-Puft Marshmallow Man) didn’t have a point about ___; because that requires understanding how his point fit into the larger context of his thought, his times, his culture, his world. None of that shit fits into a tweet, so we’re trained to respond to the name — Lenin (etc.) is either a good guy or a bad guy, full stop, so anything he says about anything must be good or bad, automatically.

I hardly need to elaborate on the effect this has on our public culture. If Our Thing really wants to get serious, the first thing any “organization,” no matter how loose, must do is: Ban social media.

Severian, “Education, the Genetic Fallacy, and the Spectrum”, Rotten Chestnuts, 2020-01-27.

April 25, 2020

QotD: The entitlement mindset of intellectuals

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

The intellectual wants the whole society to be a school writ large, to be like the environment where he did so well and was so well appreciated. By incorporating standards of reward that are different from the wider society, the schools guarantee that some will experience downward mobility later. Those at the top of the school’s hierarchy will feel entitled to a top position, not only in that micro-society but in the wider one, a society whose system they will resent when it fails to treat them according to their self-prescribed wants and entitlements. The school system thereby produces anti-capitalist feeling among intellectuals. Rather, it produces anti-capitalist feeling among verbal intellectuals. Why do the numbersmiths not develop the same attitudes as these wordsmiths? I conjecture that these quantitatively bright children, although they get good grades on the relevant examinations, do not receive the same face-to-face attention and approval from the teachers as do the verbally bright children. It is the verbal skills that bring these personal rewards from the teacher, and apparently it is these rewards that especially shape the sense of entitlement.

Robert Nozick, “Why Do Intellectuals Oppose Capitalism?”, Cato Policy Report, 1998-01-01.

April 21, 2020

Homeschooling is bad and should be tightly regulated or banned, says Harvard Professor of Karenism

Filed under: Bureaucracy, Education, Government, Liberty, Politics, USA — Tags: , , , , , — Nicholas @ 05:00

An article in Harvard Magazine draws heavy fire from people who do not automatically demand to speak to the manager:

Illustration from Harvard Magazine via Twitter.

Harvard Magazine decided that this moment was the PERFECT time to take a gigantic shit on homeschooling parents. Author Erin O’Donnell decided write a piece on Elizabeth Bartholet, a “professor” who knows the best way to handle child education, and that is to turn them over to the State, immediately. Her rationale? Parents are simply too stupid to educate children without the state looking over their shoulder.

    Yet Elizabeth Bartholet, Wasserstein public interest professor of law and faculty director of the Law School’s Child Advocacy Program, sees risks for children — and society — in homeschooling, and recommends a presumptive ban on the practice. Homeschooling, she says, not only violates children’s right to a “meaningful education” and their right to be protected from potential child abuse, but may keep them from contributing positively to a democratic society.”

    “We have an essentially unregulated regime in the area of homeschooling,” Bartholet asserts. All 50 states have laws that make education compulsory, and state constitutions ensure a right to education, “but if you look at the legal regime governing homeschooling, there are very few requirements that parents do anything.” Even apparent requirements such as submitting curricula, or providing evidence that teaching and learning are taking place, she says, aren’t necessarily enforced. Only about a dozen states have rules about the level of education needed by parents who homeschool, she adds. “That means, effectively, that people can homeschool who’ve never gone to school themselves, who don’t read or write themselves.” In another handful of states, parents are not required to register their children as homeschooled; they can simply keep their kids at home.”

    This practice, Bartholet says, can isolate children. She argues that one benefit of sending children to school at age four or five is that teachers are “mandated reporters,” required to alert authorities to evidence of child abuse or neglect. “Teachers and other school personnel constitute the largest percentage of people who report to Child Protective Services,” she explains, whereas not one of the 50 states requires that homeschooling parents be checked for prior reports of child abuse. Even those convicted of child abuse, she adds, could “still just decide, ‘I’m going to take my kids out of school and keep them at home.'”

Bartholet goes on to cite an example of one woman, who was raised by “Idaho survivalists” and was working in the family business instead of getting an education. Conveniently, while lauding “teachers and other school personnel” as mandated reporters, Bartholet fails to cite or even acknowledge that there is plenty of child abuse that happens on school property, by school employees, and maybe there are just evil people who do evil things to children because they have the opportunity to do so. Giving someone the title of “mandated reporter” does not magically make them into an upstanding citizen and defender of children.

Bartholet – and by extension, O’Donnell – makes no rational argument against homeschooling. It’s only her gut feeling that if the nanny state isn’t over the shoulder, trying to mold “young skulls full of mush” (as Rush Limbaugh has said more than once) into educated and functional adults, then there could be shenanigans afoot! Why, these children might end up RELIGIOUS. *GASP!*

Shruti Rajagopalan noted that the original illustration (which appears to have been corrected since the image at the top of this post was published) included the word “ARITHMATIC” on the spine of one of the books.

April 18, 2020

QotD: Distorting the history of science

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

The most frequently assigned book on science in universities (aside from a popular biology textbook) is Thomas Kuhn’s The Structure of Scientific Revolutions. That 1962 classic is commonly interpreted as showing that science does not converge on the truth but merely busies itself with solving puzzles before lurching to some new paradigm that renders its previous theories obsolete; indeed, unintelligible. Though Kuhn himself disavowed that nihilist interpretation, it has become the conventional wisdom among many intellectuals. A critic from a major magazine once explained to me that the art world no longer considers whether works of art are “beautiful” for the same reason that scientists no longer consider whether theories are “true.” He seemed genuinely surprised when I corrected him.

The historian of science David Wootton has remarked on the mores of his own field: “In the years since Snow’s lecture the two-cultures problem has deepened; history of science, far from serving as a bridge between the arts and sciences, nowadays offers the scientists a picture of themselves that most of them cannot recognize.” That is because many historians of science consider it naïve to treat science as the pursuit of true explanations of the world. The result is like a report of a basketball game by a dance critic who is not allowed to say that the players are trying to throw the ball through the hoop.

Many scholars in “science studies” devote their careers to recondite analyses of how the whole institution is just a pretext for oppression. An example is a 2016 article on the world’s most pressing challenge, titled “Glaciers, Gender, and Science: A Feminist Glaciology Framework for Global Environmental Change Research,” which sought to generate a “robust analysis of gender, power, and epistemologies in dynamic social-ecological systems, thereby leading to more just and equitable science and human-ice interactions.”

More insidious than the ferreting out of ever more cryptic forms of racism and sexism is a demonization campaign that impugns science (together with the rest of the Enlightenment) for crimes that are as old as civilization, including racism, slavery, conquest, and genocide.

This was a major theme of the Critical Theory of the Frankfurt School, the quasi-Marxist movement originated by Theodor Adorno and Max Horkheimer, who proclaimed that “the fully enlightened earth radiates disaster triumphant.” It also figures in the works of postmodernist theorists such as Michel Foucault, who argued that the Holocaust was the inevitable culmination of a “bio-politics” that began with the Enlightenment, when science and rational governance exerted increasing power over people’s lives. In a similar vein, the sociologist Zygmunt Bauman blamed the Holocaust on the Enlightenment ideal to “remake the society, force it to conform to an overall, scientifically conceived plan.”

In this twisted narrative, the Nazis themselves are somehow let off the hook (“It’s modernity’s fault!”). Though Critical Theory and postmodernism avoid “scientistic” methods such as quantification and systematic chronology, the facts suggest that they have the history backwards. Genocide and autocracy were ubiquitous in premodern times, and they decreased, not increased, as science and liberal Enlightenment values became increasingly influential after World War II.

Steven Pinker, “The Intellectual War on Science”, Chronicle of Higher Education, 2018-02-13.

April 10, 2020

QotD: Ketman

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

I got into the higher ed biz fully intending to practice what Milosz calls “aesthetic ketman.” [“paying lip service to official ideology while secretly subverting it”] I loved my subject, but my subject was recondite enough, I figured, that I could keep the SJW bullshit to a bare minimum. I don’t remember what they called “intersectionality” back then, but whatever it was, I’d just make a few brief nods to it, then get on with my work in relative peace. Throw a few quotes from Foucault, Judith Butler, Gayatri Spivak, and the like in my dissertation intro, and that was that.

The problem, though, is that the sour pleasure of ketman is addictive, and like any addiction, you need to keep upping the dose to feel the same effect.

My first few years in grad school, anyone who cared to look could’ve easily spotted me as a secret shitlord. For one thing, I was the only guy in the whole damn town who actually looked happy. For one thing, professing is a 24/7 job — that’s “24 hours a week, 7 months a year,” and don’t let anyone tell you otherwise. All that free time is lovely, especially in a college town with 24-hour everything and scads of scantily clad undergraduate eye candy.

But more importantly, there’s the pleasure of ketman. So long as I make a few radical noises, I can get you sheep to believe anything I say. I used to tell people I studied transgendered potato farmers in the Kenyan uplands. I told this obnoxious girl from the Gender Studies department my dissertation was on resistance strategies of Eskimos in the Waffen-SS. I cited Alan Sokal’s hoax paper on the social construction of gravity in every seminar taught by a radical feminist, and no one ever called me on it. Anyone who thinks I’m kidding obviously hasn’t been on campus in the last 20 years or so. It was fucking hilarious …

… for a time. And then it got sad, then nauseating, because I eventually realized I was no different from the fools who swallowed my bullshit. It doesn’t matter if you’re being exquisitely ironic when you tell a room full of freshmen that “gender is a social construction.” They can’t recognize irony anyway, and even if they could, parroting the phrase “gender is a social construction” is still required to pass the class. More importantly, what if they did recognize it? I’m up there thinking I’m a shitlord, speaking truth to power to anyone smart enough to figure it out, but all they see is another fat, middle-aged sellout parroting nonsense. If I were serious about my shitlordery, they think, then I’d quit. But I don’t quit, which must mean my so-called “principles” are worth … what? We’ve already established you’re a whore, madam; now we’re just haggling over the price.

Severian, “The Pleasures of Ketman”, Rotten Chestnuts, 2020-01-09.

April 5, 2020

QotD: The fear of “becoming” your job

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

In fact, “losing ourselves in the part” used to be our big worry. Maybe I am just a customer service rep …? The office, the commute, my neckties all laid out for me at the start of each week … is that really all there is to life? What happens when the long nights start taking their toll — as they must — and I have to give up the bar band? What happens when the kids grow up?

You could see this worry everywhere in our culture, our art. Watch Fast Times at Ridgemont High. Judge Reinhold’s character is wrestling with this type of question, and he’s in high school, fer chrissakes. See what I mean about that movie being made on Mars? Remember that; it’ll be on the final.

There’s a certain type of person, though, who just couldn’t grok those worries, because the very notion of social roles was incomprehensible. We didn’t know about the autism spectrum back then, but that’s what that type of person effectively is: A high-functioning autistic. For the autistic, what’s now is forever. Bob’s nametag says “customer service representative.” Therefore, Bob is a customer service representative, and only a customer service representative, now and forever. Bob the family man, Bob the stamp collector, Bob the bar-band strummer … all those fry the autistic’s circuits. It says “customer service representative,” damn it! The train is fine.

Two sides of the same coin. Normal people were worried that they were becoming their jobs. The autistics couldn’t grasp that anyone could be anything else.

The autistics all went into the ivory tower, which gave us identity politics. “Identity politics” only makes sense to the autistic — that is, to people who can’t process change. Normal people have such a hard time with it because we can’t see the logical connection between, say, being gay and being pro-abortion. I mean, if you’re gay it’s a moot point, right? Nor is there any logical connection between being gay and favoring redistributive economics, or worrying about global warming, or whatever. Maybe you do believe in redistributive economics and are worried about global warming, but those are just individual opinions, right? I’m not obliged to vote Republican because I dig blondes. It’s a non sequitur.

Not to the autistic, it isn’t. They’re told that this — pro-abortion, being “green,” the whole Liberal schmear — just is gayness, and they go with it, because that’s the only way the world makes sense to them. Just how “gay” came to mean all that is above my pay grade, but we all know it’s true. More importantly, we all know they believe it, with all their hearts and souls.

That’s the situation in which we find ourselves, my young friends, here in the Current Year. Most of us would like to be team players, but we have no role models. Because the autistics control the culture, we’ve internalized their worries. If I’m a member of the team, we instinctively feel, then somehow I am the team, and only the team, now and forever. It’s a stark choice: Either I give up my individuality completely to advance the team’s goals, or I take my ball and go home.

But it’s a false choice, kameraden, one that could only be beaten into us by very long, very expensive training — i.e. the American “education” system, K-thru-PhD.

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

April 4, 2020

QotD: The danger of studying philosophy

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

I quickly learned that […] many of my professors valued paradoxical and obscure arguments. And I got pretty good at making them. In an essay on Wallace Stevens, I concluded by asserting, “If everything is nothing, then that nothingness is everything. For poetry to encompass one, it encompasses the other. When Stevens’s mind of winter descends into the inescapable nothingness of his subjectivity, he has claimed for himself the totality of everything.” I don’t know what this means. But I wrote it and I was rewarded for it.

I knew my analysis of Wallace Stevens would please my professor, but I was bothered by a nagging thought that I really didn’t understand Wallace Stevens. I wondered if my graduate school training just amounted to a parlor trick. Last year, at my high school, the students enjoyed arguing if a hotdog is a sandwich, the millennial equivalent of asking how many angels can dance on the head of a pin. The hotdog question made its way to the whiteboard in our staff lounge. By the time I arrived, my colleagues had written their responses. Some argued that a hot dog is not a sandwich because a sandwich requires two pieces of bread and a hotdog bun isn’t supposed to separate. Others averred that it most definitely is a sandwich: Meat between bread is a sandwich, end of story. I saw these responses and thought, “Simpletons!” before putting my graduate education to work: “In order to determine if a ‘hotdog is a sandwich,’ we must first determine the proper understanding of ‘is’ for if we do not grasp the ontological necessity of being itself, we fall into an abyss wherein ‘being’ is and is not itself and thus a hotdog is and is not a sandwich for it is and is not its very self.” I was quite amused by the whole situation until a colleague told me that a student had seen the whiteboard and said he wanted to study philosophy so that he could write like me.

S. A. Dance, “Incomprehension 501: Intro to Graduate School”, Quillette, 2018-03-06.

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