… 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 22, 2020
QotD: “Scientific” racism
May 21, 2020
The Great Exhibition of 1851 also served (for some) as the 19th century equivalent of the “Missile Gap” controversy
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
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
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
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
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
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
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
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
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.
March 19, 2020
“Millennial[s are] every bit as shallow, irresponsible, stupid, and smart-assed as” Baby Boomers
David Warren on the awful discovery that the kids not only aren’t all right, they’re just as bad as we are:
Unlike certain oldies, I have retained some awareness of the “young people.” Curiosity alone would drive me to this, although childbearing (not by me personally) has had the same effect. In my research, I have found the so-called Millennial generation to be every bit as shallow, irresponsible, stupid, and smart-assed as my own, and what is worse, younger. I thought we were the Peter-Pan generation that would never grow up, but the claim must now be shared with successive rounds of offspring. To be fair, the rewards for growing up have been sharply curtailed, through that part of history which anyone remembers, and those who never tried were never punished.
History itself has now so far receded — it certainly is not taught in schools — that by now the kids persist on pure theory. They do what seems necessary to them, in the absence of knowledge. I cannot reasonably blame them for lacking what they’ve never come in contact with, for no one can know about what he has never heard of. On religious questions, for example, what could “transubstantiation” mean? It was easier to explain this to a South Sea Islander, in the good old days of the missionaries, before the islanders got cell phones.
On the other hand, the Millennials are human. The instinct to be human, even when repressed, often returns. Several times I have been moved, almost to tears, by a native decency suddenly expressed, by the most unlikely subject in rings and tattoos. There will always be something to work with, there.
While Millennials appear even dumber than their elders, we must allow for the progressive slide. There are just as many smart people as there once were, and some abroad have benefited from improved nutrition. If caught young, and exposed to learning, they would learn. They simply haven’t been exposed to it yet.
March 16, 2020
University lectures developed historically due to the extremely high cost of books…
… now that books are extremely cheap, universities should long since have adapted:
University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.
As Brad Delong has been pointing out for years the very method of university teaching arose from a technological issue. Books were expensive. No, expensive. A scholar might amass a library of 50 volumes in a lifetime if they were assiduous at the game. Hundreds indicated an active collector spending significant sums. At which point, to educate the impecunious – students have never been known as the rich – it makes sense for education to be one person with a book reading it to a room full of others. The lecture that is.
Books are now cheap. That education method no longer needs to be.
So too with this idea of essays. Sure, it’s a good thing to be able to research, write down an argument and all these things. But that world out there has changed. Getting someone else to do it for you is now cheap. Less than the money you could earn pulling pints in the time it might take to do it. Well, -ish, -ish, around and about.
This is also all global. Changing UK law to ban the [essay] mills isn’t going to change matters a jot. Nor tittle in fact.
What needs to be changed is the method of education which leads to students being asked to produce essays unsupervised.
What’s so odd is that the educational establishment is near entirely Marxist. The state of technology determines the mode of social relations of whatever it is. OK, technology has changed, the mode of educational relations needs to change.
Essays – just as an example here – must be produced under exam conditions. Done, problem solved.
February 25, 2020
“… and men like you will teach the kids. Not poems and rubbish; SCIENCE! So we can get everything working!”
Apparently “the Artilleryman” from Jeff Wayne’s musical interpretation of War of the Worlds has taken over some important post at Oxford:
The Classics Faculty at the University of Oxford is considering whether to remove from its undergraduate courses the compulsory study in their original languages of Homer and Vergil. The reasons given are that students from independent schools, where some classical teaching is kept up, tend at the moment to do better in examinations than students from state schools, and that men do better than women. I regard this as the most important news of the week. I do so partly because I make some of my living from these languages, and so have a financial interest in their survival. I do so mainly because I see the proposal as a further enemy advance in the Culture War through which we have been living for at least the past two generations.
I could make this essay into another attack on the cultural leftists. I will come to these, as they are among the villains. They are not, however, the main villains. These are people who sometimes regard themselves, and are generally regarded by others, as conservatives. They once looked to Margaret Thatcher as their political champion, and then to Tony Blair. They were some of the most committed advocates of our departure from the European Union. They now look to the Johnson Government for the final triumph of their agenda. For these people, a nation is barely more than a giant economic enterprise – Great Britain plc. For them, the main, or perhaps the sole, purpose of education is to provide sets of skills that have measurable value in a corporatised market.
These people have been around for a long time. They were satirised by Charles Dickens in Hard Times, where Thomas Gradgrind explains his philosophy of education:
Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which to bring up these children. Stick to Facts, sir!
[…]
I agree that state education had become a joke where almost nothing of any kind was taught. As continued by Tony Blair, the Thatcher reforms did eventually drive up standards of literacy and numeracy. But this has been at a terrible cost. Any modern school that wants to be thought desirable must focus on its place in the league tables. This involves working the children like slaves – stuffing them in class with facts that can be regurgitated in tests and therefore graded, then handing out reams of homework that leaves no time for personal development.
The universities continue this conveyor belt approach. Around half of school leavers are pressured into “higher” education. Those who go into the “STEM” subjects – Science, Technology, Engineering, Mathematics – follow a narrow and specialised curriculum that leaves them ignorant of nearly everything outside their own subject. The rest sign up for largely worthless subjects – anything with the words “business” or “studies” in the name. There, they are kept busy with three-hour lectures. I know the value of these, as I used to give them. I fell asleep in one of them, and the students were happy when my voice finally trailed off. Progress in these subjects is measured by coursework that is increasingly plagiarised or ghost-written, or through examinations where the grades are fiddled. At the end of this, graduates – and everyone does graduate – are qualified for nothing better than employment in one of those bureaucracies of management or control that fasten on the actually productive like mistletoe on a tree. The universities look at rising numbers and the fact that graduates do find paid employment, and call this a great success. No one thinks it a disgrace if students never take up a book not on their worthless reading list, or that, having graduated, they never open another book.
Or school leavers at the bottom end are herded into courses in plumbing or hairdressing. I was once invited to teach a module in a Parking Studies degree – this for the certification of traffic wardens. I suppose people are needed to keep the roads clear, and I suppose they should be given some idea of their legal rights and duties. I am not at all sure if they need to have degrees. I am sure that skilled trades of undoubted value are best taught, as they always used to be, through private apprenticeships or informally on the job.
February 22, 2020
QotD: Veblen’s “leisure class” evolve into the “luxury belief class” in truly affluent cultures
Thorstein Veblen’s famous “leisure class” has evolved into the “luxury belief class.” Veblen, an economist and sociologist, made his observations about social class in the late nineteenth century. He compiled his observations in his classic work, The Theory of the Leisure Class. A key idea is that because we can’t be certain of the financial standing of other people, a good way to size up their means is to see whether they can afford to waste money on goods and leisure. This explains why status symbols are so often difficult to obtain and costly to purchase. These include goods such as delicate and restrictive clothing like tuxedos and evening gowns, or expensive and time-consuming hobbies like golf or beagling. Such goods and leisurely activities could only be purchased or performed by those who did not live the life of a manual laborer and could spend time learning something with no practical utility. Veblen even goes so far as to say, “The chief use of servants is the evidence they afford of the master’s ability to pay.” For Veblen, Butlers are status symbols, too.
Building on these sociological observations, the biologist Amotz Zahavi proposed that animals evolve certain displays because they are so costly. The most famous example is the peacock’s tail. Only a healthy bird is capable of growing such plumage while managing to evade predators. This idea might extend to humans, too. More recently, the anthropologist and historian Jared Diamond has suggested that one reason humans engage in displays such as drinking, smoking, drug use, and other physically costly behaviors is because they serve as fitness indicators. The message is: “I’m so healthy that I can afford to poison my body and continue to function.” Get hammered while playing a round of golf with your butler, and you will be the highest status person around.
Rob Henderson, “Thorstein Veblen’s Theory of the Leisure Class — A Status Update”, Quillette, 2019-11-16.
February 12, 2020
Rebecca Black, nine years after the release of “Friday”
CNN‘s Scottie Andrew talked to Rebecca Black about her experiences and the reactions to her debut video:
Partyin’, partyin’, YEAH! “Friday,” the accidental anthem of 2011 and an ode to the best day of the week, is officially nine years old.
It became something of a national joke when it debuted. But to a then-13-year-old Rebecca Black, the single’s star, the jokes made at her expense were immensely damaging.
Black, now 22 but still a pop singer, is remarkably well-adjusted for someone whose life was upended by a music video. She marked the 9th anniversary of the song that started it all with a note to her younger self — and advice for her followers to love themselves a little better.
[…]
Black was only in middle school when she filmed the infamous video. She paid a company called Ark Music Factory to write her a song and film a music video for it, starring her and her friends.
It’s not an artistic achievement, but it’s fitting for the young star at its center. In it, Black sways and sings her way through a Friday — she wakes up, she eats cereal, she can’t decide which seat in a convertible to take. Typical teen stuff.
The negative comments rolled in almost immediately, and nearly all of them lambasted Black.
At the time, I linked to a couple of deconstructions of the video that amused me. One was from The Awl:
She offers the camera a hostage’s smile, forced, false. Her smoky eyes suggest chaos witnessed: tear gas, rock missiles and gasoline flames. They paint her as a refugee of a teen culture whose capacity for real subversion was bludgeoned away somewhere between the atrocities of Kent State and those of the 1968 Democratic Convention, the start of a creeping zombification that would see youthful dissent packaged and sold alongside Pez and Doritos.
“Look and listen deeply,” she challenges. An onanistic recursion, at once Siren and Cassandra, she heralds a new chapter in the Homeric tradition. With a slight grin, she calls out to us: “I sing of the death of the individual, the dire plight of free will and the awful barricades daily built inside the minds of all who endure what lately passes for American life. And here I shall tell you of what I have done in order to feel alive again.”
***Ms. Black first appears as her own computer-generated outline: wobbly, marginal, a dislocated erasure. The days of the week flip by accompanied by dull obligations — “essay due” — and tired clichés — “Just another manic Monday …” Her non-being threatens to be consumed by this virtual litany of nothing at all until, at long last — Friday.
[…]
Yet here the discerning viewer notes that something is wrong. Because it is a simple matter of fact that in this car all the good seats have already been taken. For Rebecca Black (her name here would seem to evoke Rosa Parks, a mirroring that will only gain in significance) there is no actual choice, only the illusion of choice.
The viewer knows that she’ll take the only seat that’s offered to her, a position so very undesirable as to be known by a derisive — the “Bitch” seat.
She might well have been better off on the school bus, among the have-nots. But Rebecca Black’s world is so advanced in the craft of evisceration that this was never a consideration. John Hughes died while out jogging, these are the progeny of his great materialist teen-villain, James Spader, a name that would come to be synonymous with desperate sex and high-speed collision. And as she gets in the car Ms. Black’s joy is as patently empty as her liberation.
“Partying, Partying,” she sings, in hollow mantra.
“Yeah!” an unseen mass replies, a Pavlovian affirmation.
The other was from Jeffrey Tucker in the Christian Science Monitor:
Far more significant is the underlying celebration of liberation that the day Friday represents. The kids featured in the video are of junior-high age, a time when adulthood is beginning to dawn and, with it, the realization of the captive state that the public school represents.
From the time that children are first institutionalized in these tax-funded cement structures, they are told the rules. Show up, obey the rules, accept the grades you are given, and never even think of escaping until you hear the bell. If you do escape, even peacefully of your own choice, you will be declared “truant,” which is the intentional and unauthorized absence from compulsory school.
This prison-like environment runs from Monday through Friday, from 8 a.m. to late afternoon, for at least ten years of every child’s life. It’s been called the “twelve-year sentence” for good reason. At some point, every kid in public school gains consciousness of the strange reality. You can acquiesce as the civic order demands, or you can protest and be declared a bum and a loser by society.
“Friday” beautifully illustrates the sheer banality of a life spent in this prison-like system, and the prospect of liberation that the weekend means. Partying, in this case, is just another word for freedom from state authority.
The largest segment of the video then deals with what this window of liberty, the weekend, means in the life of someone otherwise ensnared in a thicket of statism. Keep in mind here that the celebration of Friday in this context means more than it would for a worker in a factory, for example: for the worker is free to come and go, to apply for a job or quit, to negotiate terms of a contract, or whatever. All of this is denied to the kid in public school.
