Quotulatiousness

August 9, 2018

Scottish schools’ proposed gender initiative will encourage gender uncertainty in 5-year-olds

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

Joanna Williams explains why authority figures actively undermining one of the few certainties in a young child’s world is bound to cause much more harm to many children:

Education Scotland, regional NHS boards and the Scottish government jointly came up with this new gender initiative’s daft – sorry, draft – guidelines, which are set to come into effect from 2019. The plan is to tell children: ‘Your sex is what you are told by a doctor when you are born. Most people are told they are a male child (a boy) or a female child (a girl).’ But this ridiculous statement contradicts everything children will later learn in biology lessons. Babies are not ‘told’ they are a particular sex in some odd conversation between parents and midwives on the labour ward. The overwhelming majority of babies actually are male or female, boys or girls. Sex is not a lottery. It doesn’t depend on how the doctor happens to be feeling at a certain point in time. It is there in the child’s genitals and in their chromosomes. Telling children that sex is simply something that is arbitrarily announced by a doctor is a lie.

But propagating this lie and encouraging children to believe that sex is a random declaration allows teachers to go on to tell children: ‘Your gender is what you decide.’ In other words, children will be told to ignore the evidence they see before them every time they go to the toilet or get undressed. Ignore what the nasty doctor said. And ignore what family members have wickedly led them to believe. Not only does this undermine parents, it also heaps a lot of pressure on to the shoulders of five-year-olds. Most find it difficult enough to decide what to have for breakfast. Their brains are full of Minecraft, superheroes or Friendship Fairies. They worry about dinosaurs coming back to life and unicorns not being real. It is hard to see how telling children this age that one of the few things they know for certain isn’t certain after all can do anything other than cause distress.

But the problematising continues. ‘People might think they know your gender because of the clothes you wear or the things you like to do’, children will be told. But, of course, these people are wrong: ‘You are a unique person, you know who you are.’ This confuses two separate issues – gender stereotypes and actually being a boy or a girl. It also seriously underestimates children. The youngest children distinguish between boy stuff and girl stuff; they know whether they are a boy or a girl and which clothes and toys they are supposed to like. But while some children might police gender stereotypes with enthusiasm, others do not. They know, better than the Scottish government it seems, that you can play football and still be a girl or dress up as a princess and still be a boy. Even those keen to enforce gender conformity at age five may well rebel by the time they are 15. And so what if they don’t? If a boy enjoys being a boy and wants to grow up into a man, is that really so bad?

July 20, 2018

QotD: The modern mission of the university

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

God makes a portion of each generation intelligent well above the average, and despite the best efforts of our state school systems, His handiwork is hard to suppress. The task of the modern progressive university is therefore to corrupt and unbalance the intelligent; to pit their minds against their common sense; to adapt their brains as a useful putty — a kind of “semtex” or plastic explosive to press into the folds and corners of the society the progressive must destroy to rule.

David Warren, “Halls of memory”, Essays in Idleness, 2016-10-01.

July 17, 2018

QotD: The incentive problem for universities

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

Incentives matter. This is a fundamental tenet of economics: People respond to their incentives. If something in a market seems to be going wrong, it’s because the incentives have gotten screwed up.

Looking at the market for education, it’s hard not to think that there’s something wrong with the incentives. Tuition keeps going up and so does debt. The percentage of people who are not paying off that debt — either because they are in default, deferment, or an income-based repayment program — is staggering. Naturally, a lot of folks would like to get the government in there to start tweaking those incentives until the market stops being so crazy.

One issue involves the incentives that schools have to ensure that their graduates get value out of their degrees. At the moment, a school can enroll you in practically any program, and the government will lend you money for tuition and living expenses, whether or not that degree is likely to produce the means to repay the loan. Since schools are often in a better position to know the economic value of their degrees than naive potential students, that twists the incentives. Eventually, the student will pay, either with money or trashed credit. If the loan defaults, taxpayers will pay too. The school has the most information about the transaction and yet it has the least at stake. No wonder we have such high tuition, so many dubious degree programs and such a troubling rate of default.

Megan McArdle, “Don’t Make Colleges Pay for Student-Loan Defaults”, Bloomberg View, 2016-09-07.

July 13, 2018

QotD: Decline of the mainstream media

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

What happened to that instinct to go find the story that the “powers that be” wanted buried? Yeah, I know how the Internet has slashed into the paid-advertising model that supported “objective” daily newspapers. But don’t you think the ongoing loss of audience and credibility of the “legacy media” might also have something to do with the fact their little drones now all recite the “Leftist line” in unison — never challenge any of the sacred cows?

That what remains of the American and European “news media” would become captive to the screeching Collectivist/Globalist Left was predictable. First our colleges and now even the government youth propaganda camps (“public high schools”) have been captive to unionized Leftists pushing a thinly disguised Marxist agenda — Franz Fanon, Noam Chomsky and the like — for 45 years now. Public schools which quite purposely turn out graduates who are just barely literate enough to follow their marching orders, by the way, with most of a troublemaker’s innate sense of curiosity long since ground out of them.

(Real research is such a grind. We SO much more prefer the classes where we get good grades for just shouting our opinions about racism and oppression and stuff. And now we even get a free field trip to the state Capitol to shout it out for gun control! … even though we wouldn’t know a muzzle brake from a stripper clip, and couldn’t tell you who wrote the Bill of Rights or why he (or they) believed a citizenry armed with military-grade weapons is somehow “necessary to the security of a free state.” … Or even where that phrase appears.)

With the exception of a few pretty network news readers with great hair, no one ever went into journalism for the money. The sense since Woodward and Bernstein took down Richard Nixon was that journalists had a mission to take down greedy white “deplorable” politicians (and if we can’t find any, we’ll invent some. “If you’re for enforcing the existing immigration laws like every other nation on earth, you’re a racist!”)

The problem is not just a political “leaning.” The problem is that today’s crop of journalists are so incurious it never occurs to them to notice that their assignment editors are taking orders from owners and publishers who are on the same globalist/mind-control team as virtually all of those bought-and-paid-for politicians they’re supposed to be “exposing.” The big corporate guys don’t really care which politicians get taken down, since they’ve bought the “D”s AND the “R”s — they own Chuck Schumer and Nancy Pelosi AND Mitch McConnell and Lindsey Graham and Trey Gowdy. It’s Kabuki, it’s a Punch-and-Judy show to make people feel they’ve got a real choice.

Vin Suprynowicz, “On Reporters Who Ask No (Unapproved) Questions”, Libertarian Enterprise, 2018-06-03.

July 5, 2018

Barbara Kay on revising Ontario’s sex-ed curriculum

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

Her latest column in the National Post has some advice for Premier Doug Ford and his merry band of (dare I say) reformers:

Doug Ford at the 2014 Good Friday procession in East York, Ontario.
Photo via Wikimedia Commons.

Doug Ford’s victory was in some measure due to his promise — I believe a heartfelt one — to repeal the sex ed curriculum in Ontario schools. I assume there’s a replacement program in the works. A sex-ed vacuum is not politically tenable, or even what most conservative parents want.

What principles will undergird a Doug Ford inspired curriculum? I’d suggest four guidelines for his consideration.

First, take sex ed out of the hands of ideologues and activists. Constitute a task force made up of a variety of stakeholders, involving both liberal and conservative parents (including parents of LGBT students), disinterested scientific authorities and, yes, religious representatives, to hammer out recommendations for a sex ed paradigm, in which science is separated from theory, and in which proponents of morality and modesty-based sex ed have a voice and a vote.

Second, revisit the underlying premise in sex ed today that all children must learn everything under the sun that touches on sexuality from the state.

[…]

Third, there is the question of readiness. Children can be taught the facts of biology quite early, but there is no need to engage young children in detailed discussion of sexual preferences before they fully understand the nature of sexual desire. It is obviously appropriate to warn against internet porn and social media perils at a fairly early age, and the reality of same-sex couples (including parents of students) openly acknowledged, but full engagement in the nature of sexual desire in all its diversity and detail is best left for adolescence.

Finally, nowhere is the need for distinction between science and theory more urgently required than in the area of transgenderism.

Much of what children are learning about transgenderism today, at a very tender age, is not science-based, but activist-dictated theory that can result in psychological harm.

July 1, 2018

QotD: Homework

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

Let’s end homework forever — just end it now — and open up more daylight hours for life’s inexhaustible succession of microlessons. Knowing how to paddle a canoe, or fix a faucet, or work a cash register, or bake a coffeecake, or comfort someone who is unhappy, is much more important than knowing the names of the six kingdoms of living organisms, or the layers of the atmosphere, even if you’re going to become a naturalist or an atmospheric physicist — and paddling and faucet-­fixing and cash-­registering and cake-­baking and the offering of sympathy, like most memorable proficiencies, happen best when they’re voluntary, after school is out.

Nicholson Baker, “Fortress of Tedium: What I Learned as a Substitute Teacher”, New York Times Magazine, 2016-09-07.

June 26, 2018

QotD: Writing essays in school

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

To find their way in American life, high-­schoolers need to be able to speak English, to read, to listen to and respect other people’s opinions, to have a command of the basic elements of courtesy and, to a lesser extent, to write. (They do not need to know how to write a thesis sentence. More injury is done to high-school essays by the imposition of the thesis-­sentence requirement than by any other means. The trick, kids are sometimes told, is to begin with a word like “although.” No.)

Nicholson Baker, “Fortress of Tedium: What I Learned as a Substitute Teacher”, New York Times Magazine, 2016-09-07.

June 12, 2018

Conformity

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

May 30, 2018

QotD: Microeconomics

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

… I sincerely believe – believe to the point that I can say that I know – that principles of microeconomics is the most important economics course any student can ever take. Ever. By far. If taught properly, and learned with an open and critical and attentive mind, a principles of microeconomics course will impart to the student more understanding of the operation of economies than will all other economics courses combined – and I include here even well-taught PhD econ courses.

Too many academic economists, in my experience, are bored with microeconomic principles. Such principles are so basic. No genius is required to understand them or to teach them well. Teaching microeconomic principles provides no opportunity to showcase great cleverness or to push out the frontiers of understanding. It is, instead, to repeat timeless verities – and verities the majority of which have been known and understood by wise economists for nearly 250 years, and nearly all of which have been known and understood by wise economists for the past 50 years.

[…]

My goal in teaching Principles of Microeconomics is not to launch my students on a path to earn a doctorate in the subject, or even for them to become econ majors. While I’m always pleased when a student, after taking my class, switches his or her major to economics, I teach the course as if it is the only economics course these students will ever take. (Empirically, this assumption of mine is true.) So unlike many other intro-econ courses, I do absolutely no mathematics; I even draw no cost curves. I define a handful of esoteric terms (such as the “law of diminishing marginal utility”) but never mention many others (such as “perfect competition” or “marginal rates of substitution”) that are typical fare in many other principles-of-microecon courses. I wouldn’t even dream of doing indifference-curve analysis in such a course.

I open the course with some economic history. (“Have you any idea how materially prosperous you are compared to the vast majority of your ancestors?!”) I spend a lot of time on supply and demand. I devote two whole sections to international trade, another to public choice, and one to public goods and taxation. (Each section is two-and-a-half-hours long. And I cover some other topics in addition; I mention these only to give a flavor of my course.)

My goal – by teaching basic, foundational, principles of microeconomics – is to inoculate students against the bulk of the common economic myths that they’ll encounter throughout their lives – myths such as that the great abundance of goods and services available to us denizens of modernity is the result of a process that can be easily mimicked or understood in detail by smart people or planners – that the market value of goods or services can be raised by price floors (such as a legislated minimum wage) or lowered by price ceilings (such as rent control) – that benefits can be created without costs – that government is an institution capable of rising above the realities that ensure that private institutions never perform ‘perfectly’ – that intentions are results – that destruction of property is a source of prosperity – that exchange across political boundaries differs in economically meaningful ways from exchange that takes place within political boundaries – that the only consequences that occur or that matter are those that are easily anticipated and seen.

Don Boudreaux, “Teach the Timeless Verities”, Café Hayek, 2014-08-26.

May 13, 2018

Title IX complaints as a form of Prisoner’s Dilemma

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

The more I read about Title IX, the more I wonder why university students dare risk mingling with the opposite sex under any circumstances outside class:

The University of Cincinnati suspended a female student for allegedly engaging in nonconsensual sex with a male student who claimed he was too drunk at the time to approve the encounter.

The fact that this case involves a male accuser (“John Doe”) and a female aggressor (“Jane Roe”) makes it unusual among Title IX complaints. (Title IX is the federal statute that forbids sex discrimination in schools.) But the female student’s lawsuit against Cincinnati — which accuses the university of violating her due process rights — reveals something even odder: Roe had previously filed a sexual misconduct complaint against one of Doe’s friends.

Roe’s lawsuit, then, suggests that Doe filed the complaint against Roe as a kind of revenge for getting his friend in trouble. (I have an alternative theory, but I’ll save that for the end.)

“On information and belief, John Doe was motivated to file a Title IX Complaint in retaliation for a prior Title X Complaint Jane Roe had filed against his friend,” according to the suit.

Roe also contends that it was ridiculous to find her guilty of nonconsensual sex because of Doe’s drunkenness, but not find Doe guilty too: Roe was also drunk at the time, so under the rules she was just as unable to consent to sex as he was. While this might seem like a paradox — how can two young people rape each other? — it would actually be a straightforward application of affirmative consent, which requires all participants in a sexual encounter to proactively obtain freely given and unambiguous consent before proceeding.

[…]

According to The Cincinnati Enquirer, Roe said that she was being punished for “engaging in the same sexual freedoms that men on the campus enjoy.” It might be more accurate to say she is being held to the same standard — a standard that is, for many reasons, horrible.

Roe’s theory that Doe’s complaint was a form of revenge is interesting, and it could be true. Perhaps the whole thing was a setup — he lured her to his bedroom, feigned drunkenness, and initiated sexual contact, fully intending to race to the Title IX office the next day, no-one-wounds-me-with-impunity style.

Here’s an alternative theory: Doe woke up, realized they had engaged in sexual activity while they were both drunk, and feared that she would file a complaint against him, as she had done to his friend. Panic-stricken, he felt he had no choice but to beat her to the punch.

Indeed, if you suspect you are going to become the subject of a Title IX investigation, the optimal strategy may very well be to file the first complaint. For reasons not completely clear to me, Title IX administrators often appear biased in favor of the initial complainant, and presume the other party is the wrongdoer.

May 11, 2018

The impact of universities on Generation X

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

Last month, Aaron Clarey explained why (in his view) the 1980s were so much better than the 1990s:

For example if you went to the gas station you would buy gas there. If you went to Target you bought staples and everyday supplies. If you went to the coffee store they would serve you coffee. And if you went to a movie theater they would show you a movie. They were simpler times and it made my halcyon childhood days very enjoyable. But then something started happening in the 90’s that would end these blissful, innocent times.

College.

Well, not college unto itself necessarily, but the propaganda…err..umm… “education” my generation (Gen X) would receive in college. For you see, while we were all told we “had to go to college” because it was necessary for us to have any sort of career or professional life at all, at the same time some very conscious and very intentional people in academia had a political agenda. And it was to make sure that we not so much had skills that would land us jobs in the future, but more importantly (to them anyway) that we placed more value on social and political agendas than profit, production, efficiency and reality. So that by the time Gen X graduated from college, and inevitably started taking over the reigns of control of the economy (which we have), we would not be so much concerned with offering the best product at the best prices possible, but what I like to call “Profit Plus Purpose.”

Politics Politics Everywhere! In Your Soup and in Your Hair!

You see this “Profits Plus Purpose” every day in western economies. It is literally unavoidable. If you go to a hotel there is always a sign asking you to “save the planet” by reusing your towels. If you go to a coffee store they cannot help themselves from bragging about their organicfairtradefreetradegaiaunicorn credentials. When you walk into a Target they’re always bragging about how they give back 5% to the community. Even British Petroleum tells you about how environmentally friendly they are at their gas pumps, while Exxon Mobil actually has a “corporate social responsibility page.” Matter of fact, this propaganda is so thorough and so complete Generation Z will be the first generation to be brought up where there has ALWAYS been some kind of secondary political message forcefully embedded into nearly every product and service sold in America.

The reason “Profits Plus Purpose” propaganda was so COMPLETE and UNIVERSALLY successful can be found in its genius genesis. It capitalizes on the egotistical and lazy nature of human beings. Leftist academics and politicians started propagandizing Generation X in college with the beginnings of things like “diversity,” “feminism,” “environmentalism,” “global warming,” etc. (you could almost pinpoint it to the date Captain Planet first aired). Whether you believe in the veracity of these “isms” or not is moot, because their ulterior purpose was to give then-naïve-and-egotistical Gen X’ers immediate gratification, purpose, morality, and ego in exchange for their life-long leftist political loyalty and further advancing said political agendas well into the future.

Why, you weren’t just some rank and file Mechanical Engineering major. You were an environmentalist Mechanical Engineering major.

Why, you weren’t some mass produced business major. You were an empowered, feminist, future business leader.

You weren’t some worthless, math-avoidant liberal arts degree major. You were a pro-refugee activist utterly unemployable liberal arts degree major.

Thus, whereas learning a real skill from a real degree took deterring work, effort, and rigor, immediately subscribing to some kind of moral leftist political crusade was effortless, yet provided immediate value and agency. Gen X couldn’t sign up fast enough and thus virtue signaling and Social Justice Warriors were born.

H/T to SDA for the link.

May 8, 2018

Author dubious about students “analyzing” his novels

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

This is a most amusing little anecdote:

Ian McEwan, the award-winning author, has admitted feeling “a little dubious” about people being compelled to study his books, after helping his son with an essay about his own novel and receiving a C.

McEwan, author of works including Atonement, Amsterdam, and On Chesil Beach, said he remained unconvinced about the purpose of asking students to analyse his work.

“I always feel a little dubious about people being made to read my books,’ he told Event magazine, saying his son Greg was required to write an A-Level essay on Enduring Love several years ago.

“Compelled to read his dad’s book – imagine. Poor guy,” McEwan added.

“I confess I did give him a tutorial and told him what he should consider. I didn’t read his essay but it turned out his teacher disagreed fundamentally with what he said.

“I think he ended up with a C+.”

Asked for his thoughts on the literary landscape of 2018, McEwan suggested he was sceptical.

“Literary fiction is in a curious nosedive saleswise, down about 35 per cent over the past five years,” he said.

“Everyone’s got a theory: TV box sets, some sort of fatigue, who knows. Maybe it’s not just good enough.

“When people ask me who are the amazing writers under 30, I’m not in a position to judge. I start a lot of modern novels and don’t find myself compelled to continue.”

May 4, 2018

Jordan Peterson – Winston Churchill predicted the Death of our Civilization

Filed under: Education, Health, History — Tags: , , , , — Nicholas @ 02:00

Dose of Truth
Published on 9 Apr 2018

Without tradition or culture and the diligence to keep it alive our value systems and lessons learned by our ancestors will be soon forgotten and Western civilization will descend in to chaos as a result of the forgotten history and disregard for its tradition and value structure. Jordan Peterson sits down with former Deputy Prime Minister John Anderson and they discuss this topic and Jordan Peterson provides us with an education on concepts in psychology like memory and its function. John Anderson starts off with words of Churchill, as Jordan Peterson unpacks the statement made.

April 13, 2018

The free speech views of “Gen Z”

Filed under: Education, Liberty, Politics, USA — Tags: , , , — Nicholas @ 06:00

Sean Stevens and Jonathan Haidt argue that despite many nay-sayers, there really is a freedom of speech crisis on university campuses:

In our first post responding to the skeptics, we showed that the skeptics support their skepticism primarily by relying on data about the Millennial generation (those born 1982-1994). The skeptics are correct that Millennials are not much different than previous generations when asked about free speech issues. We also argued that this debate has nothing to do with Millennials; it is about CURRENT college students, who are not Millennials. By the fall of 2015, most college students (especially at elite four year schools) were members of iGen, the “Internet generation” (sometimes called “Gen Z”), which begins around birth year 1995, and which first arrived at college around 2013.

We noted that the new attitudes about speech — including the idea that speech can be violence (even when it includes no threat), and corresponding requests for safe spaces and trigger warnings — only began to appear on select campuses around 2013 or 2014, and we noted that these ideas only became widely known after the wave of student protests that began at the tail end of 2015. Therefore, we pointed out, it is unlikely that nationally representative samples, drawing on students in America’s 4,700 institutions of higher education, could have picked up any changes before 2015, when colleges were still full of Millennials who had never heard of trigger warnings and microaggressions. We proposed that the best way to evaluate whether or not things have changed on campus is to examine data collected on current college students in 2016 or later, and compare it to data on current college students from 2014 and before.

When we performed such comparisons, we found some evidence that in fact things are changing. There is not yet much data available to make direct comparisons, but the GSS does show a change for the little bit of iGen data that it has (see figure 1 in post 1), and the larger Knight study showed a change just from 2016 to 2017. In this post we do a much deeper dive. We present far more data on current college students and we assess whether the campus climate has changed in the last few years with regard to speaking up and sharing one’s views.

The key question is this: are students and professors today more reluctant than they were a few years ago to share their views or to question dominant views? If so, then there is a climate or culture problem on campuses where that change has occurred. We note that the overall climate can change rapidly even if there has been no change in average attitudes about speech. All that needs to happen is that a small group of students begins imposing social costs on those who say things they don’t like, while at the same time college administrators do nothing to stop them. (For a fuller explanation, see this essay by Lee Jussim, or this one by Nassim Taleb, whose title explains the key point: The most intolerant wins: The dictatorship of the small minority.) If college students are more likely to report the feeling of “walking on eggshells” in the years after 2015 than they did in the years before 2015, then there has been a change in the campus culture, even if the average student’s support for free speech has not changed.

“…it is possible to complete an entire degree in anthropology without hearing any criticism of Margaret Mead’s Coming of Age in Samoa

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

Margaret Mead’s reputation has run the gamut over the last nearly 100 years after her career-making visit to Samoa in the mid-1920s:

… my journey did leave me with a newfound and abiding respect for the anthropologist Margaret Mead. At the same young age of 23, Mead travelled to the Samoan Islands to the east of the Vanuatu in the South Pacific Ocean to study the islands’ Polynesian people. On a cloudy Samoan day in August of 1925, she stepped off the S.S. Sonoma in Pago Pago Bay, Tuttuila, and began her research. By the end of her career, she was celebrated as the mother of anthropology, both revered and despised for the image of humanity she presented to the world, and for her conclusions about the Samoan people, in particular.

At first, her conversations with the Samoans did not go especially well:

    Mead: When a chief’s son is tattooed they build a special house, don’t they?
    Asuegi: No, no special house.
    Mead: Are you sure they never build a house?
    Asuegi: Yes. Well, sometimes they build a small house of sticks and leaves.
    Mead: Was that house sacred?
    Asuegi: No, not sacred.
    Mead: Could you take food into it?
    Asuegi: Oh no. That was forbidden.
    Mead: Smoke in there?
    Asuegi: Oh no, very sacred.
    Mead: Could anybody go into the house who wished?
    Asuegi: Yes, anybody.
    Mead: No one was forbidden to go in?
    Asuegi: No.
    Mead: Could the boy’s sister go in?
    Asuegi: Oh no. That was forbidden.

Mead later recalled that she could have “screamed with impatience.” To make matters worse, the native Samoans would often take her belongings and redistribute them according to ceremonial obligations. But, eventually, she began to make progress. Mead developed close friendships with a small and dedicated group of young girls who became her chief informants. She was made a taupou, a ceremonial virgin, despite having a husband back in the United States. Before long, Mead was considered a respected honorary member of the society, and her research project blossomed. A few months and a tropical hurricane later, Mead returned to the United States, and in 1928, she published the results of her research, Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilization.

Her work was widely accepted and praised but by the 1960s, there were some signs challenging her research and conclusions, especially the research of New Zealand anthropologist Derek Freeman. Although he held back the publication of his work until after her death, she was aware of his criticisms and received one of the chapters of his book in advance:

Countless readers had formed a romantic image of the Samoan people from Coming Of Age in Samoa, but now Freeman had broken the spell. The people most blindsided by Freeman’s book were those anthropologists who had stood in front of lecture audiences and fed students Mead’s image of Samoa. Some of them immediately attacked the book. Anthropologist Laura Nader, sister of independent US politician Ralph Nader, called Freeman’s book a “Right-wing political backlash” for questioning the influence of culture on human behavior, and a vote by American Anthropological Association condemned the book as unscientific.

Over the next few decades, Mead’s reputation hung precariously in the balance as anthropologists and evolutionary psychologists battled it out in the nature-nurture controversy. However, the cruelest blow to Mead would come from anthropologists themselves.

It turned out that the young girls Mead apparently depended upon for many of her concepts about Samoan life were far from truthful about their lives:

Unlike the American anthropologists who preached Mead’s findings, Samoans themselves tended to look upon Mead’s work negatively. Some of the Samoan elders burned copies of Coming of Age in Samoa when they realized what Mead had written, and for some time libraries in Samoa didn’t stock the book. Samoan anthropologist Unasa L. F. Va’a called it “one of the worst books of the twentieth century.”3 One of the questions that preoccupied Freeman was how Mead arrived at the erroneous conclusions she drew in her book. He decided that Mead’s own research came mostly from interviews with women, particularly young women, who are hardly the best informants when it comes to matters of historical warfare and violence. On the subject of promiscuity, Freeman conjectured that Mead was the victim of a hoax by her young female informants: “All the indications are that the young Margaret Mead was, as a kind of joke, deliberately misled by her adolescent informants.” In 1987, a few years after Margaret Mead and Samoa was published, it was discovered that one of Mead’s close informers in 1926, Fa’apua’a Fa’amu, was still alive, and wished to swear on the Bible to clear the record on what she had told Mead all those years ago about sexual relations among the Samoans:

    We said that we were out all night with the boys; she failed to realize that we were just joking and must have been taken in by our pretenses… She must have taken it seriously but I was only joking. As you know, Samoan girls are terrific liars when it comes to joking. But Margaret accepted our trumped up stories as though they were true.…Yes, we just lied and lied to her.

But was she totally wrong? Doubts exist here, too:

Although Mead’s analysis is obviously highly questionable, the degree to which her work misrepresented Samoan society remains an open question. In 2009, the anthropologist Paul Shankman published his book The Trashing of Margaret Mead in which he reconsiders the evidence. Shankman describes Freeman as an unruly character marked by mental instability, a vindictive desire to ruin the careers of other anthropologists, and plain rudeness (Shankman recalled a nightmare experience when he gave a lecture at ANU and Freeman sat behind him opening and reading his mail so loudly that Shankman had to ask him to stop). This ad hominem attack on Freeman might seem like a desperate effort to evade his refutation of Mead, or to seek revenge on Freeman, but Shankman does succeed in raising some important questions. For example, although virginity is prized in Samoa, it is much more prized among the taupou, the ceremonial virgins of higher status who go on to marry the chiefs. Among the lower status girls, sexual mores were more relaxed and some of these girls did sleep with men before marriage as even Freeman’s data found. Other aspects of Shankman’s belated defense of Mead are more contentious. For example he dismisses Fa’apua’a Fa’amu’s testimony about lying to Mead as irrelevant due to her advanced age and sometimes contradictory statements. He also speculates that Fa’apua’a Fa’amu’s testimony was probably not influential on Mead’s wider conclusions because she was only one of 25 informants. These are important qualifications to what is often presented as Freeman’s decisive refutation of Mead’s work.

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