Quotulatiousness

January 30, 2020

French immersion is still like private school for the middle class

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

Chris Selley talks about the differences between Canadian official bilingual opinion and reality for Canadian students:

Inevitably in these discussions, however, someone dares mention the unspeakable truth: that when it comes to bilingualism, not all Canadians are born equal. Conservative MP and possible leadership candidate Michelle Rempel Garner suggested bilingualism was a matter of “privilege” — “either financially, access to education, or time required.” And the National Post‘s Alberta correspondent, Tyler Dawson, ventured that in most of the country, “it’s nearly impossible to finish high school fluent in French and English.”

These perfectly axiomatic observations produced the standard anecdote-laden blowback. Author and journalist Chris Turner boasted of his “fully bilingual” 14-year-old daughter, the beneficiary of “a public immersion program in Calgary, which is maybe Canada’s least French city.” Former Parliament Hill reporter Rosemary Thompson claimed “there are many options in the public school system for French” in “rural Alberta.” Shannon Phillips, the Alberta NDP’s finance critic, claimed “there is French-language education of high quality almost everywhere in this country.”

It’s frankly bizarre that Canadians who think bilingualism is important could be this misinformed. The internet is full of studies, papers and op-eds from the Official Languages Commissioner, the Senate’s Standing Committee on Official Languages and the various chapters of Canadian Parents for French bemoaning widespread lack of access to French-as-a-second-language education.

The numbers back that up. Never mind graduating high school bilingual; the vast majority of Canadian students aren’t even studying it after elementary. In the 2017-18 school year, excepting Quebec and New Brunswick, just under 50 per cent of Canadian Grade 9 students were in either core French or French immersion programs. In Grade 10 that was down to 22 per cent; in Grade 11, 15 per cent; in Grade 12, eight per cent.

Where French classes are available, moreover, they are too often shoddy. A 2017 report from the Senate committee noted a study finding 78 per cent of teachers teaching core French in British Columbia “felt uncomfortable speaking French.” Why would parents waste their kids’ time with that, if competent instruction in Mandarin, Punjabi or Japanese were available down the hall? (French isn’t mandatory at any grade level in British Columbia.)

As for French immersion, demand vastly outstrips supply. Lotteries and waiting lists are de rigueur. The Senate report told of cases where parents “camp(ed) outside schools to enrol their child in French immersion programs (for) up to four days.” Most parents have to go to work.

Back in 2015, Aaron Hutchins covered this for Maclean’s:

French-English bilingualism rates may be on the decline in Canada, but when it comes to getting kids into French immersion programs — which have come to be seen by many as a free private school within the public school system — there is nothing, it seems, that a Canadian parent won’t do.

Alyvia is now in Grade 2 and loving French classes. But for every student who graduates from French immersion, there’s at least one other who has been bumped out of the program and put into an English-only stream that many deem inferior. Well-meaning parents may feel that French immersion is the answer for every child. In reality, it has become an elitist, overly restrictive system, geared to benefit a certain type of student.

[…]

“What a program like French immersion does is it siphons off those kids who have engaged families who make sure the kids do all their homework,” says Andrew Campbell, a Grade 5 teacher in Brantford, Ont. “Because of that, the opportunities in the rest of the system are affected because the modelling and interaction those kids would provide for the other kids in the system aren’t there anymore.”

The immersion program creates division along lines of gender, social class and special needs students, wrote a 2008 study from the Canadian Research Institute for Social Policy looking at French immersion in New Brunswick. Girls are more likely to be enrolled than boys and the French stream has fewer kids in need of extra help. All things being equal in New Brunswick, every class — French or English — should have 3.4 students with special needs. But when a school offered French immersion, the average number of special needs students ending up in the English stream was 5.7. This kind of segregation is not unique to that province.

The richer the family, the more likely their kids will be immersed in French, according to figures from a Toronto District School Board study. In 2009-10, 23 per cent of all French immersion students came from families in the top 10 per cent of income. Meanwhile, only four per cent of French immersion students came from the bottom 10 per cent of family income.

“The program is open to lots of people, but it gets whittled down,” says Nancy Wise, a French immersion educational consultant and former special education teacher in the York region, just outside Toronto. “If you can’t cut it, you probably fall into one of these categories: [you’re a] new Canadian, this is your third language, you’ve got some learning challenges, or there’s a socio-economic factor. They jump on it in the schools and show them the door — and it’s just not right.”

January 22, 2020

The general unpleasantness of life in the “groves of academe”

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

David Warren on the state of play on the intellectual and political battlefronts of academia:

University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

As the latest reports from our universities confirm, we live in an age of juvenile anachronism. So far as the past is acknowledged at all, it is to be judged, by the incredibly narrow standards of “social justice,” itself two words of a lie. Anyone who tries to resist this — even tenured professors — will be demoted, fired, or “placed on probation.” As in Soviet universities, this was enough to keep most dissenters secret. There is, after all, at least one mouth to feed, and not everyone is equipped to become a martyr. Among the better academics, some particles of truth can be snuck into lectures, past the inquiring minds of ignorant thugs.

But as technology has now blessed us with portable, and easily concealed recording devices, they must stay constantly on guard. A slight ideological slip could end the most promising career, apart from surrounding the speaker with shrieking Antifa who, if they manage to injure him, will not be prosecuted by campus or municipal sensitivity police.

It’s actually no better for (most of) the students than it is for the professors:

… after family breakdowns and the re-education of a generation of public school teachers, the crop of new students are so dull and docile that, unless they are radicalized, they will sit there aloof, like zombies. There are “conservative” students, whose complacency can serve any mission. Many have “common sense” enough to play along. They are only there to acquire the minimum credentials for paid work on the outside. It is a prison term. Once graduated, they will then adopt the customs and tone in their workplace environment which, except for “professions” like journalism, are unlikely to be radical. The feigned “social justice warrior” is transformed into a feigned enthusiast for capitalism, by self-interest, almost overnight.

January 21, 2020

QotD: “Safe spaces” do not produce strong people

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

What, after all, is the effect of shielding people from contrary opinions by designating and maintaining, under color of law or regulation, “safe spaces” for this or that minority? Does it make them stronger? Better able to deal with a harsh world? Does it change that objective world to something less harsh? No and no and no; it does none of that. Do you gain grit in a safe space? Ha. Do you learn endurance in a safe space? Oh, please.

No, It merely makes of them mollycoddles, weaklings, and in some important ways barely or not even human. That’s the effect of a safe space, to render those who hide in them weak and ignorant.

There are things worse than the safe space, though. That only weakens your brain by making sure you never have to reason about or argue in defense of your beliefs. And, at least, this moral weakening and brain-deadening thing is voluntary. Much worse is the movement to restrict free speech and to manipulate speech for political ends. This does what the safe space does, of course, but a simple saunter down memory lane shows it does so much more. Want to starve ten or twenty or fifty million of your own people to death? Want to gas a few million members of a despised minority? Want to hack to death half a million countrymen? Job one is attack speech.

Don’t you find it odd that your teachers have led you away from any history that would tend to show you that destruction and perversion of free speech is generally followed by massive murder? Don’t you find it a little odd that they place offending someone as worse somehow than starving, gassing, or shooting them to death?

Tom Kratman, “It’s Up to You, Millennials. Deflect or Be Doomed”, Milo, 2017-12-06.

January 20, 2020

A Drag Queen speaks out against Drag Queen Story Hour for kids

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

Libby Emmons reports on a rare bird indeed — a Drag Queen who doesn’t think it’s appropriate to have other Drag Queens visit schools and libraries to read to pre-teen kids:

Drag Queen Kitty Demure has taken to Twitter to speak out against the sexualization of children by woke people co-opting drag culture and rebranding it as an educational tool.

“I have absolutely no idea why you would want [drag queens] to influence your child. Would you want a stripper or porn star to influence your child?”

Demure notes that just as you wouldn’t take your kids out to see porn stars or strippers read stories while in full dress and makeup, you shouldn’t take them to see drag. There’s an effort to introduce kids earlier and earlier to adult sexuality. The idea is that this will help kids be more open-minded and understanding about the difference. What it really does is normalize deviant adult behaviour in children’s minds and override their own instincts. Giving children access to sexual content makes them think this kind of thing is for them, it opens doors that should stay closed until a child is of age.

Demure says here what all of us know: drag culture is adult entertainment. The look is sexualized. The names are sexualized. In fact, the entire concept of drag is a send-up of beauty queen culture. Beauty queen culture is sexualized as well, and while that is sometimes subsumed beneath the surface, it’s obviously fully part of it. That’s what drag plays on. Drag can be lots of fun, but it’s grown-up fun, not for kids.

January 19, 2020

QotD: Bad fiction writers often know little or no economic theory

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

This poor woman has everything backward in her head. It makes it very difficult for me to believe that she can create any kind of sane or believable world. Why? Because she doesn’t understand the laws of supply and demand, which means she doesn’t understand reality.

It is clear that she comes from an academic background, since she thinks that shelves are allotted by order of “importance.”

This is a problem for me as a reader often because I run into a lot of writers like her. It’s less important in things like romance, though even there it can get weird, like when some authors assume that the best thing possible in the Regency would be being a duke AND a doctor. (Head>desk, repeat.) This is because they misunderstand the relative wealth and importance of earning a living in the professions.

But there are a ton of books in mystery that hit the wall. Those that require understanding of how the world worked. So the economics these writers write are what you expect from exquisitely maleducated people. They learned sociology and various grievance studies. So you know, factories are bad places where people are forced to work in terrible conditions — for the 21st century. None of these darlings has the slightest idea what actual conditions were like at farms in the Regency, say — and do not even get health care or counseling, and are probably totally deprived of free ice cream.

I have now walled mysteries, some romances and a few fantasies, because they assume people who build and run factories are “evil exploiters” and villains. (As opposed to you know not building anything and letting the peasants starve.)

I’ve walled even more of them when the villain becomes “reformed” and just gives his whole fortune away to people who probably drink it away within a week and, presumably, dies in a gutter shortly thereafter.

In science fiction and fantasy this is even more painful. You’ll have entire worlds getting paid for things, without it making any sense, since there is no galactic agreement on money, no universally agreed upon standard, nothing that makes whatever they hand you worth anything. We have entire worlds paid for things that make no sense to transport inter-world with the money existent at that time. You have “exploited” groups, that you can’t figure out why anyone would exploit or what sense it makes.

Then there is the soc jus in these worlds, which often consists of upending historic injustices by creating worse injustices and, oh, yeah, incidentally making it impossible for the economics to function and starving everyone in the world. If you’re going to do that call it Planet Venezuela already, okay?

And don’t get me started on the economics of worlds with magic, where monetizing magic is somehow either wrong or no one ever thought of doing it (because everyone in that world is born mentally impaired.)

Sarah Hoyt, “A Fundamental Misunderstanding of Supply and Demand”, According to Hoyt, 2019-11-06.

January 8, 2020

QotD: Diversity in academia

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

Academia is simultaneously both the part of America that is most obsessed with diversity, and the least diverse part of the country. On the one hand, colleges bend over backwards to hire minority professors and recruit minority students, aided by an ever-burgeoning bureaucracy of “diversity officers”. Yet, when it comes to politics, they are not just indifferent to diversity, but downright allergic to it.

“America’s one-party state”, The Economist, 2004-12-02.

January 5, 2020

More from Severian about modern girls at university

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

Having regaled us with shocking tales of the Basic College Girl (linked here), Severian now gets down to the not-very-salacious details of modern female mating behaviour at US colleges:

University College, University of Toronto (not one of the post-secondary institution Severian used to teach at).
Photo by “SurlyDuff” via Wikimedia Commons.

When people find out I’m retired from “higher” “”education,”” if they’re anything but rabid Leftists they usually ask me a series of questions: Why are professors such hypocritical assholes? and Is there really any point to ___ Studies? and Why do they pay the football coach umpteen zillion dollars a year to never finish higher than third in the conference? If the questioner is a man, though, and we’re out drinking, after a few martinis they always get around to: But what about … you know … the girls?

Where to start? Since there’s no avoiding prurience here let’s get one thing out of the way up front. This is TLP, not me, but it holds for coeds, too:

    These people are prone to two errors. A psychological one: fetishization; and a biological one: mistaking for beauty what is merely youth.

Taking the second first: I made the same mistake. I came to the ed biz later than most, having had a “real” job back in my other life, so when I first got to grad school I was amazed at how hot the girls were. Like everyone else I was a TA for Intro to Studies 101, but unlike everyone else I must’ve gotten the “sorority girls only” section, because every single chick in it was a knockout.

Now I’ll cop to being a little slow on the uptake, but I’m not that dumb. So I started looking a little closer — purely in the interests of science, you understand — and it wasn’t long until I realized that yeah, what I thought at first was smokin’ hotness was just youth. Back in the office I’d been surrounded by women who were equally attractive, but not equally young. A few years in a high-stress job puts a lot of miles on you.

But the other, fetishization element came into it too. Not like that, get your minds out of the gutter, let me explain:

I don’t think it ever really was, but if “coed” was a fetish its days are long past. In a country where the vast majority of people have at least a semester or two of college, not even “sorority girl” really moves the needle much. Rather, all the “fetish” stuff comes from the other side. After spending oh-god-sooooo-many hours getting harangued by the HR ladies about “sexual harassment,” even the most cynical teacher finds himself wondering what he’d do if some slinky young thing really did show up at office hours, close the door, and declare she’ll do anything to pass the class…

Which never happens, of course. I’ve never even heard of it, and I taught at lots of places, for many years, among male colleagues (and a lot of lesbians) who were desperately horny losers. The reason is twofold. The first, and most obvious, is that even if some girl really is that mercenary / sociopathic — and y’all have me on record, at great length, describing what little sociopaths modern kids are — there’s a much simpler alternative available: Straight-up bribery. But notice that’s the one thing you never even hear suggested, though it’s the easiest thing in the world. TAs get paid peanuts; I don’t know how low the bidding could’ve gone, but having seen the squalor in which lots of my fellow grad students lived, twenty bucks doesn’t seem unreasonable …

[…]

Ironically, I’d bet #MeToo and the rest of it actually result in more, not less, of this behavior. Like I always say, today’s blue-haired, nose-ringed slam poet is tomorrow’s obergruppenfuhrer, and one of the main reasons I say it is that I’ve been around a LOT of college people. Shrinking violets who need “safe spaces” everywhere very obviously long to knuckle under to power, any power. Goofy losers who suddenly find themselves with a lot of power naturally start carrying on like Heinrich Himmler. Put them together in the closest possible proximity, in a place explicitly designed to shield them from the real world, and, well, you figure it out.

January 3, 2020

Magical thinking in names

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

Theodore Dalrymple relates the rather odd story of a young girl’s media-publicized objection to a math problem in school and then considers the girl’s given name in the larger context:

Popular first names in the United States, 2010.
Image from Behind the Name.

My attention was also caught by the first name of the politically-correct child: Rhythm. This is not a traditional name, though not actually ugly; but her parents have evidently accepted the increasing convention of giving a child an unconventional, and sometimes previously unheard of, name. This is a worldwide, or at least occident-wide, phenomenon. In Brazil, for example, parents in any year give their children one of 150,000 names, most of them completely new, made up like fake news, and in France, 55,000 children are born every year who are given names that are shared by three or fewer children born the same year. This latter is all the more startling because, until 1993, there was an old Napoleonic law (admittedly not rigidly enforced) that constrained parents to choose among 2000 names, mainly those of either saints or classical heroes.

What does the phenomenon of giving children previously unheard-of names signify — assuming that it signifies something? I think it is symptomatic of an egoistic individualism without true individuality, of self-expression without anything to express, which is perhaps one of the consequences of celebrity culture.

I performed an internet search on the words Rhythm as a given name. I soon found the website of a group called the Kabalarians, who believe that the name given to a child determines, or at least contributes greatly, to its path through life, especially in conjunction with the date of birth:

    When language is used to attach a name to someone this creates the basis of mind, from which all thoughts and experiences flow. By representing the conscious forces combined in your name as a mathematical formula, one’s specific mental characteristics, strengths and weaknesses can be measured.

It invited readers to inquire about the psychological characteristics and problems of people with various given names. I invented a child called Rhythm of the same age, more or less, as Rhythm Pacheco. This was the result:

    The name of Rhythm causes this child to be extremely idealistic and sensitive. She will find it difficult to overcome self-consciousness and to express her deeper thoughts and feelings in a free, natural way. She is too easily hurt and offended, and will often depreciate her own abilities. Because of her lack of confidence and her sensitivity, she will go to great lengths to avoid an issue. True affection, understanding, and love mean a great deal to her, as she is a romantic and emotional youngster. Often she will resort to a dream world when her feelings are hurt. She could be very easily influenced by others, for she will find it difficult to maintain her individuality. This problem could become more predominant during the teenage years. Although there is much that is refined and beautiful about her, the lack of emotional control could bring much unhappiness, repression, misunderstanding and loneliness later in life. Tension could also create fluid and respiratory problems. Because of the sensitivity created by this name, she will find it difficult to cope with the challenges of life.

There is, in fact, a semi-serious theory of nominative determinism, according to which a name may influence a person’s choice of career: two of the most prominent British neurologists of the first half of the twentieth century, for example, were Henry Head and Russell Brain. A recent Lord Chief Justice of England was called Igor Judge. And surely it must work in a negative direction too: no poet could be called Albert Postlethwaite. However rational one believes oneself, one might also experience a frisson of fear on consulting a doctor called Slaughter — as was called the doctor and popular novelist Frank G. Slaughter.

When I first went to Africa, I encountered patients whose first names were Clever, Sixpence or Mussolini. The first of these names was presumably an instance of magical thinking, while the second two were chosen merely because the naming parents liked the sound of them. Years later, during the civil war in Liberia, I met a constitutional lawyer called Hitler Coleman, who presumably desired to live his name down by concerning himself with the rule of law.

January 2, 2020

“Modern ‘virtue signalling’ has deep Victorian roots”

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

David Warren on the work of the late Gertrude Himmelfarb and the era she documented:

The historian, Himmelfarb, is particularly good at revealing the often generational decline in “liberal values,” for instance from helping the poor through such institutions as the Salvation Army, to using them for moral posturing at no personal cost. This corresponds to a loss of religious faith, and its replacement by moralizing. Modern “virtue signalling” has deep Victorian roots.

Unfortunately we now live in a time that is narrow, and for the most part thinkers are ignored, or reduced to single sound bites. For our time, and in our universities, so great a student of philosophy as Leo Strauss, of literature as Lionel Trilling, of social research as Irving Kristol (the brilliant man Himmelfarb married) are dismissed unread as “neo-conservatives” and worse, when in fact they were engaged with the whole Western tradition. Today, the contemptible Washington Post associates them with a rightwing “backlash,” as if they were shouting slogans. Impressive Jewish thinkers are casually compared to “white nationalists” or “supremacists,” in the frothing malice of the SJWs.

Yet the characters rejected were once themselves Leftists (though anti-Stalinists), and their perceived voyage to the Right was a steadiness as the waters passed them by.

I was thinking this just now while reading the first essay in Himmelfarb’s latest and possibly last book of essays: Past and Present. It is about Strauss (another formative influence). What a paradise it would have been to be among the “Ivy Leaguers” of the post-War and ‘fifties; during a long-lost American adventure into the world of ideas. Himmelfarb was the last of that team of adventurers, I was thinking; the landscape now is, intellectually, barren. Even to participate in “high culture” — what Matthew Arnold innocently called, “the best that has been thought and said” — is to put a professor at physical risk.

Leo Strauss explained somewhere, or in several places, that the student of the past must be prepared to learn something — “not merely about the thinkers of the past, but from them.”

Today’s student (if any are left in the humanities), replies with incomprehension. What an affront it is, to a later academy, in which the only purpose for the past is to judge it, by the asinine prejudices of the present day.

December 29, 2019

Rowan Atkinson Live – Dirty Names

Filed under: Britain, Education, Humour — Tags: — Nicholas @ 02:00

Rowan Atkinson Live
Published 24 Jan 2014

A classic bit by comedian Rowan Atkinson. A teacher does roll call with a class register full of hilarious dirty names.

Whether mesmerising us with the sheer visual mastery of Mr. Bean, beguiling us with the acerbic wit of Edmund Blackadder, or simply entertaining us as the suave, but rather hapless British Secret Agent Johnny English, you surely won’t have escaped the comic genius that is Rowan Atkinson.

In Rowan Atkinson Live, co-written with Richard Curtis (4 Weddings & a Funeral, Notting Hill, Love Actually) and Ben Elton, Atkinson runs the whole gamut of his remarkably versatile 30 year career, with sketches, mimes and monologues that are guaranteed to have you shedding tears of laughter. Performing live on stage alongside “straight man” Angus Deayton, the show features a number of original and familiar routines, including sketches that appeared in the original Mr. Bean series.

December 20, 2019

Anton Howes on the “improving mentality” of the British industrial revolution

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

In the latest Age of Invention newsletter, Anton Howes looks at some of the “bottom-up” educational initiatives that helped create and shape the industrial revolution:

I stumbled across a speech the other day, delivered by Dr Olinthus Gregory — the mathematics teacher at the Royal Military Academy at Woolwich — to the Deptford Mechanics’ Institution. The mechanics’ institutions, or institutes, were created by working men pooling their savings to pay for lectures, libraries, educational equipment, news-rooms, and book clubs. They spearheaded Britain’s bottom-up approach to adult education, with the classes held in the evenings after work. But they’re a story for another time.

Diagram of a Watt steam engine from Practical physics for secondary schools (1913).
Wikimedia Commons.

What caught my eye was Gregory’s speech. Delivered in 1826, Britain’s industrial prowess was already obvious to many. The Industrial Revolution was already in full swing. Gregory paints the picture perfectly:

    Agriculture, manufactures, commerce, navigation, the arts, and sciences, useful and ornamental, in a copious and inexhaustible variety, enhance the conveniences and embellishments of this otherwise happy spot. Cities thronged with inhabitants, warehouses filled with stores, markets and fairs with busy rustics; fields, villages, roads, seaports, all contributing to the riches and glory of our land.

But there was more to be done. After all, everything can always be improved (an attitude that I call the improving mentality):

    Recollect farther, that every natural and every artificial advantage is susceptible of gradual progression, and trace the yearly elevation to higher perfection. New societies for improvement … new machines to advance our arts and facilitate labour; waste lands enclosed, roads improved, bridges erected, canals cut, tunnels excavated, marshes drained and cultivated, docks formed, ports enlarged: these and a thousand kindred operations which present themselves spontaneously to the mind’s eye, prove that we have not yet attained our zenith, and open an exquisite prospect of future stability and greatness.

Progress had been made, but there was always room for more.

As for the causes, Gregory had some interesting observations. Important, he said, was coal: “more valuable to us than the gold mines ever were to Spain, since without these the various metals could not be worked, and half our manufactories would be at a stand.”

But coal alone was not enough. There would be less output, of course, but he did not say that progress would have been stifled altogether (which is also more or less my own position). Also important was that inventors could persuade the government of the benefits of innovation, which is something I mentioned in my last email. As Gregory put it, Britain had “a government of whom the arts and sciences never crave audience in vain.”

And most important of all was Britain’s community of inventors and scientists, from the Boultons and Watts and Smeatons and Arkwrights and Bramahs, to the Donkins, Hornblowers, Trevithicks, Maudslays and Stephensons (only a few of whom are at all heard of today) …

December 13, 2019

Further adventures of the “Basic College Girl”

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

Severian has another tale of his university teaching career to share:

University College, University of Toronto, 31 July, 2008. (Not the educational institution in the story…)
Photo by “SurlyDuff” via Wikimedia Commons.

The Basic College Girl is so dumb, lazy, and entitled, she makes Hillary Clinton look like a criminal mastermind. I caught one recycling a term paper from another class because she’d forgotten to take the other professor’s name off the header. Hell, I caught one copy-pasting straight off Wikipedia because she’d left the hyperlinks embedded in the text.

And these were not Hail Marys. Just copy-pasting something, anything, Cuttlefish-style makes sense if you haven’t done a lick of work and it’s due in five minutes. It’s a one-in-a-million shot, sure, but since it took you all of 45 seconds and you’re going to fail anyway, you might as well try to shoot the moon. No, these were papers turned in with plenty of time to spare (I always had my term papers due at least a week before final exams).

Think about that for a second: Instead of coming to my office hours with a sob story, or trying to talk the registrar into an incomplete, or faking her own death, or doing literally anything else, more than a few BCGs turned in visible-from-space plagiarism and skipped on down to Starbucks for a triple foam half-caff venti soy chai pumpkin spice latte. YOLO!

That’s not the worst part, though. The worst part is the BCG’s reaction when you catch them. When you point out that no, I’m not Professor Jones and this isn’t Spring 2014, the BCG’s universal, invariable reaction is … anger. At YOU.

At the time I was simply too pissed to think about it rationally (I trust you’ll believe me when I say that in the semesters just before I retired, my biggest challenge was keeping a look of utter contempt off my face). Looking back on it after some years, though, it makes sense. BCGs are all grandiose narcissists with Borderline Personality Disorder. Of course they’re just so wonderful that anything they deign to turn in should be given an A+, sight unseen. What other purpose could I, the professor, possibly serve, other than to mark it down for record-keeping? Now she’s forced to take the time to email me, or come down to my office hours, or what have you, just to set my dumb ass straight. It’s a real inconvenience!

December 11, 2019

Toward a working definition of “social justice”

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

David Thompson hacks through the jungle of misinformation to craft an initial working definition that appears to hit all the high points quite nicely:

“Social justice” entails treating people not as individuals but as mascots and categories. And judging a person and their actions based on which Designated Victim Group they supposedly belong to and then assigning various exemptions and indulgences depending on that notional group identity and whatever presumptuous baggage can be attached to it, with varying degrees of perversity. And conversely, assigning imaginary sins and “privilege” to someone else based on whatever Designated Oppressor Group they can be said to belong to, however fatuously, and regardless of the particulars of the actual person.

Which is to say, “social justice” is largely about judging people tribally, cartoonishly, and by different and contradictory standards, based on some supposed group identity, which apparently — and conveniently — overrides all else. It’s glib, question-begging and pernicious. Cargo-cult morality. Viewed with a cool eye, it’s something close to the opposite of justice. And yet, among our self-imagined betters, it’s the latest must-have.

In much the same way, “diversity” seems to be the belief that the less we have in common, and feel we have in common, the happier we will be. An unobvious proposition, to say the least. And then there’s “equity” — another word favoured by both educators and campus activists — and which is defined, if at all, only in the woolliest and most evasive of terms. And which, when used by those same educators and activists, seems to mean something like “equality of outcome regardless of inputs.” Inputs including diligence and punctuality. And that isn’t fair either.

December 2, 2019

A bad IDEA for classroom peace

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

In Quillette, Max Eden discusses the rise of “room clears” as teachers resort to evacuating classrooms to prevent harm to students from one disruptive one:

Last month, NBC Nightly News aired a segment on the latest classroom-management technique to sweep America’s schools: “room clears”: When a child throws a tantrum that could physically endanger his peers, teachers evacuate all of the other students from the classroom until the troublemaker has vented his rage upon empty desks, tables and chairs. The technique was virtually unheard of five years ago. But 56 percent of surveyed teachers and parents in Oregon now report having experienced a room clear in their or their child’s classroom over the last year.

Surrendering the classroom to a single student: The average reader might well ask why anyone thinks this would be a good idea. Yet the policies that make this approach inevitable have been applauded by a wide range of authorities, from the Southern Poverty Law Center to the Trump-administration’s Department of Education.

The emergence of room clears is a product of several fashionable education-policy trends designed to protect the rights of troubled students, often with little regard for the rights of their classmates. These include the provisions contained in the federal Individuals with Disabilities Education Act (IDEA), which mandates that special-education students be subject to the “least restrictive environment” possible. When it comes to students who are hard of hearing, dyslexic or developmentally delayed, this policy likely has done a great deal of good. But many schools also label disruptive or violent students as having an “Emotional and Behavioral Disability” (EBD). Rather than provide these students specialized attention in separate settings, schools often funnel them into traditional classrooms.

In a national poll, two thirds of surveyed teachers at high-poverty schools reported that there is a student in their classroom who they believed shouldn’t be there; and 77 percent of surveyed teachers report that a small number of disruptive students cause other students to suffer. Unfortunately, IDEA’s provisions don’t adequately account for the rights and interests of general-education students, and teachers typically have little say over who is in their classroom.

Once they are assigned to a traditional class, EBD students can become virtually untouchable as far as discipline goes. Schools are discouraged by federal policy and activist groups alike from disproportionately disciplining students with disabilities — the effect of which is that principals are required to overlook many otherwise unacceptable transgressions. (Two thirds of teachers say that special-education students are treated more leniently than general-education students for the same offenses.) The worst-behaved students effectively are taught that the rules don’t apply to them in the same way they apply to others. Even when misbehavior edges toward violence, EBD students are becoming physically untouchable.

November 24, 2019

QotD: The persistence of culture

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

The trick to this is not only to give [the people] a fake history. Every tinpot dictator does that. The trick is to give them a fake history starting in kindergarten, that is painted in primary hues and comic-book complexity. There are good guys (the oligarchs who would design society to be more fair) and bad guys (usually capitalists and greedy, they want to “exploit” everyone, which only works if you believe in fixed pie economics and that everyone gets a share at birth, an economic idea so stupid you have to be indoctrinated from birth to believe it.) And everything is explained by “laws” and top down action. Though this history talks about mass movements, and “the people” they don’t actually take THE PEOPLE into account, not with any depth and complexity. The people in this narrative, the entire culture, in fact, is moldable, like butter to the sculpting knife of the powerful.

Societies don’t work that way. Culture doesn’t work that way. In fact culture is so persistent, so stubborn, it leads people to think it’s genetic. (It’s not. A baby taken at birth to another culture will not behave as his culture of origin.) It changes, sure, through invasions and take overs, but so slowly that bits of older cultures and ideas stay embedded in the new culture. It has been noted that the communist rulers of Russia partook a good bit of the Tsarist regime, because the culture of the people was the same and that came through. (They just dialed up the atrocities and lowered the functionality because their ideology was dysfunctional. They blame their failure on Russia itself, but considering how communism does around the world, I’ll say to the extent countries survive it’s because of the underlying culture.)

Sarah Hoyt, “A Generation With No Past”, According to Hoyt, 2017-10-19.

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