The School of Life
Published on 28 Nov 2016We’re used to thinking hugely well of democracy. But interestingly, one of the wisest people who ever lived, Socrates, had deep suspicions of it.
December 12, 2018
Why Socrates Hated Democracy
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November 30, 2018
QotD: A university education is not for everyone
We went through a generation in this country where parents discouraged their children from going into trades, and they said to them, “the only way you will get ahead in life is to stay at school until year 12, go to university.” Year 12 retention rates became the goal, high year 12 retention rates became the goal. Instead of us as a nation recognising there are some people who shouldn’t go to university, and what they should do is at year 10, decide they are going to become a tradesman. They will be just as well off, and from my experience and observation, a great deal better off than many others. I think we have to change that, and it’s a very big challenge because 30 years ago, we started getting this foolish bind that everybody had to go to university. Everybody doesn’t have to go to university, and a lot of people will be a lot better off if they don’t go to university and they recognise that at age 15 or 16, and go down the technical stream.
John Howard, interviewed by Mark Riley, 2005-03-06.
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November 22, 2018
The apparently unexpected backlash over cancelling a French-language university in Ontario
I suspect a lot of the uproar is actually just target-of-opportunity stuff to justify criticism of Ontario premier Doug Ford. Chris Selley points out that until the announcement, there wasn’t actually a lot of support for the new university among French-speaking Ontarians:
You would never know it since Thursday, when the Ontario government cancelled plans to open a new French-language university in Toronto, but those plans were not universally beloved. A lot of people hated the location. In an op-ed in Le Droit, University of Ottawa political scientist François Charbonneau complained it was being built to serve future francophone immigrants, not proper Franco-Ontarians in a community where they’ve been established for generations.
He called it “a historic mistake that perfectly illustrates what it means to be a minority: to have no power over one’s own destiny and to be dependent on ideological rantings with no democratic legitimacy.”
Higher-education consultant Alex Usher was among many who dismissed enrollment projections for the university as “fantasy.” Writing on the Higher Education Strategies blog, Usher called a recent survey of francophone Ontario high school students the “worst piece of social science I have ever seen.” It found lots of interest in attending the new university, but didn’t bother asking about their interest in existing bilingual alternatives like Laurentian University and the U of O.
To language hawks, bilingualism is the enemy: French always loses out in a budget crunch, and it does nothing to advance the right to live one’s life solely in French. Trouble is, very few students at French-language Ontario high schools are remotely interested in living their lives solely in French.
These are all things Premier Doug Ford and his ministers might have mentioned if they hoped to leave an impression other than that Ontario francophones just aren’t worth the money. They might wisely have chosen not to axe the French Language Commissioner in the same fiscal update, transferring its complaint-resolution powers to the ombudsman but orphaning its advocacy mandate. Finance minister Vic Fedeli hasn’t even said how much of its $1.2 million budget he hopes to recoup.
But they did what they did, all at once, and they said it was all about saving money. I suspect the whirlwind they reaped came as a surprise.
Good heavens, though, what wind.
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November 12, 2018
QotD: The importance of prices
I frequently teach economics principles courses, offering many college students their first exposure to the subject. While we cover all the basics — supply and demand, elasticity (consumer and producer sensitivity to price changes), taxation, trade, and externalities — I’m under no illusion that most of them will remember a lot of the material come a year from now, much less longer.
But there is one thing I hope all my students remember forever — the role of prices and private property. In particular, I want them to remember how these mechanisms are vital for a free and prosperous society. I make it clear to them that I think this material is of the utmost importance. In fact, prior to beginning our discussion of prices, I tell them I will be thrilled if the price system is one thing they remember from the class fifteen years from now.
Prices and private property rights are fundamentally important. Failure to grasp how these forces work leads to positively detrimental outcomes.
Abigail Blanco, “Marxism on the Menu: Why This Communist Restaurant Failed”, Foundation for Economic Education, 2016-12-27.
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November 9, 2018
Sniffing out the heretics in academia
There’s apparently an easy way to figure out who the secret conservatives are in the academic world:
In Evan Maloney’s fun little campus-bashing documentary Indoctrinate U, there’s a psychology prof who’s been outed as a conservative (and, of course, harassed out of employment and blackballed from academia, because Liberals are all about the dissenting viewpoints and how dare you suggest otherwise!!!). Maloney then interviews several of her former students:
“Oh yeah,” they say, “we all knew.” He asks them just how they knew, and they all reply with a version of “because she was the only professor we had who didn’t go off on political rants all the time in class.”
Which is how all but the deepest-cover shitlords get blown. Unhinged political rants are so common in academia, in every class from the loopiest Angry Studies seminar to the hardest of STEM labs, that simply not acting like an SJW lunatic during class time is unusual enough to get you noticed. It’s like being the first guy to stop clapping for Dear Leader at a North Korean politburo meeting.*
*It’s a mark of Orwell’s genius that he even thought this through. I always wondered why the put a time limit on the Two Minutes’ Hate… until I realized that, Stalinists being Stalinists, no work would get done otherwise; they’d keep ranting until they dropped from exhaustion (and the first guy to pass out would probably still get shot).
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October 10, 2018
Bryan Caplan on “Sokal 2.0” or the “Grievance Studies Affair”
Much has been said and written about the successful academic hoax pulled off by Helen Pluckrose, James A. Lindsay, and Peter Boghossian to get multiple bogus papers published in peer-reviewed journals in the “grievance studies affair”. Bryan Caplan rounds up several comments and then explains why he is impressed by the work of the hoaxers:
My idea has inspired multiple actual tests. But frankly, none of them are in the same league as Sokal 2.0. Three scholars who held a vast academic genre in low regard nevertheless managed to master the genre’s content and style expertly enough to swiftly publish enough articles to earn tenure! Frankly, if that doesn’t impress you, I don’t know what would.
The main question in my mind: Does Sokal 2.0 primarily show that the authors are intellectually strong… or that “grievance studies” is intellectually weak? Both can be partly true, of course. But the harder the authors had to toil to achieve their goal, the less they impugn the honor of their target. So how hard did they toil? The authors’ self-account:
[W]e spent 10 months writing the papers, averaging one new paper roughly every thirteen days… As for our performance, 80% of our papers overall went to full peer review, which keeps with the standard 10-20% of papers that are “desk rejected” without review at major journals across the field. We improved this ratio from 0% at first to 94.4% after a few months of experimenting with much more hoaxish papers.
In other words, they barely broke a sweat. While you could accuse the authors of self-deprecation, this is a rare human failing. When we succeed, most of us like to highlight our own awesomeness, not the ease of our goals. While most people would have been less successful than the hoaxers, what they did was far from superhuman. And that, in turn, amply supports their main theses: the fields they hoaxed have low intellectual standards and don’t deserve to be taken seriously.
Does this mean that the subjects of race, gender, sexual orientation, body image, and so on don’t deserve to be taken seriously? Not at all. You shouldn’t blame subjects just because the fields that study them fall short. Identity is too important to be left to people who embrace their own identity. Still, until the researchers who study these subjects calm down, speak clearly, and treat dissent with civility, they will continue to produce little knowledge.
P.S. My main caveat about my positive evaluation of Sokal 2.0: I’ve seen too many hoax movies not to wonder if there’s a hoax within a hoax. Probably not, though.
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October 8, 2018
Debunking state education rankings
In the latest issue of Reason, Stan Liebowitz and Matthew L. Kelly explain why you should ignore those “authoritative” rankings published by U.S. News and World Report and others:
You probably think you know which states have the best and worst education systems in the country. If you regularly dip into rankings such as those published by U.S. News and World Report, you likely believe schools in the Northeast and Upper Midwest are thriving while schools in the Deep South lag. It’s an understandable conclusion to draw from those ubiquitous “Best Schools!” lists. It’s also wrong.
The general consensus on education, retold every few news cycles, is that fiscally conservative states are populated by cheapskates. In those necks of the woods, people are too ignorant to vote in favor of helping their illiterate and innumerate children. Intelligent people understand that high taxes and generous pensions for public school teachers are the recipe for an efficient and smoothly functioning education system. If skinflint voters would just lighten up, the story goes, they too could become erudite and sophisticated.
Paul Krugman rehashes this narrative regularly in his New York Times column, frequently bemoaning the country’s purportedly miserly education budgets. Increasingly, he perceives libertarian barbarians at the gates of state governments, brandishing axes for dreaded spending cuts. In April, he wrote that “we’re left with a nation in which teachers, the people we count on to prepare our children for the future, are starting to feel like members of the working poor.… One way to think about what’s currently happening in a number of states is that the anti-Obama backlash, combined with the growing tribalism of American politics, delivered a number of state governments into the hands of extreme right-wing ideologues. These ideologues really believed that they could usher in a low-tax, small-government, libertarian utopia.”
In Krugman’s view, which reflects the education establishment’s view as well, those attempting to keep the size of government in check are a danger to your child. To support this claim, education wonks and activists point to state rankings in U.S. News, Education Week, or WalletHub — outlets that grade states according to a few key measures, such as graduation rates, education spending, and test scores. When education is discussed in the news, these rankings are often cited to illustrate the havoc that restrained budget growth and right-to-work laws can wreak.
Indeed, such rankings do seem to show that the highest-quality state educational systems tend to be in big-spending states in the Northeast or Upper Midwest. These places apparently honor and respect teachers, while Southern states inexplicably abhor them. But the cheapskates in cheap states get their just deserts: Sophisticated northern jurisdictions grow ever smarter, while stingy conservative backwaters sink into ever-lower depths of ignorance. The solution is obvious: Pay up or your kids will suffer.
There’s just one problem with this narrative: Traditional rankings are riddled with methodological flaws.
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September 7, 2018
September 4, 2018
Grad school mafia
In the Chronicle of Higher Education, Andrea Long Chu recounts her experience as a teaching assistant to Professor Avital Ronell, and the disturbing psychological world inhabited by grad students at New York University:
Structural problems are problems because real people hurt real people. You cannot have a cycle of abuse without actually existing abusers. That sounds simple, which is why so many academics hate it. When scholars defend Avital — or “complicate the narrative,” as we like to say — in part this is because we cannot stand believing what most people believe. The need to feel smarter is deep. Intelligence is a hungry god.
In this way, Avital’s case has become a strange referendum on literary study. Generations of scholars have been suckled at the teat of interpretation: We spend our days parsing commas and decoding metaphors. We get high on finding meaning others can’t. We hoard it, like dragons. We would be intellectually humiliated to learn that the truth was plain: that Avital quite simply sexually harassed her student, just as described. Sometimes analysis is simply denial with more words. Sometimes, as a frustrated student in a first-year literature course always mutters, the text just means what it says it means.
My department has been largely silent since the news broke. Faculty members have said nothing to us. Upset and ashamed, my fellow graduate students and I speak with one another cautiously. We heal, or don’t, alone. People I know are afraid to make any public comment, even on Facebook, where they are friends with older, richer scholars who might one day control their fates. Even I, who have by extraordinary luck options outside of academia, fear what being vocal will bring.
A culture of critics in name only, where genuine criticism is undertaken at the risk of ostracism, marginalization, retribution — this is where abuses like Avital’s grow like moss, or mold. Graduate students know this intuitively; it is written on their bones. They’ve watched as their professors play favorites, as their colleagues get punished for citing an adviser’s rival, as funding, jobs, and prestige are doled out to the most obedient and obsequious. The American university knows only the language of extortion. “Tell,” it purrs, curling its fingers around your IV drip, “and we’ll eat you alive.”
Avital conducts herself as if someone somewhere is always persecuting her. She learned this, I imagine, in graduate school. No woman escapes the relentless misogyny of the academy. The humanities are sadistic for most people, especially when you aren’t a white man. This is understood to be normal. When students in my department asked for more advising, we were told we were being needy. “Graduate school should destroy you,” one professor laughed.
The irony is that those who survive this destruction often do so at the cost of inflicting the same trauma on their own students. Avital, now a grande dame of literary studies, who Reitman alleges bragged to him of a “mafia”-like ability to make or break the careers of others, still feels persecuted. She makes it the job of those around her to protect her from that persecution: to fawn, appease, coddle. The lawsuit against her reads as a portrait, not of a macho predator type, but of a desperately lonely person with the power to coerce others, on pain of professional and psychic obliteration, into being her friends, or worse.
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August 13, 2018
Publish, perish … or cheat
In the Vancouver Sun, Douglas Todd tells the story of a Canadian academic who’s risked his career to expose what most of us would consider widespread cheating in academic publications:
A determined B.C. economics professor has journeyed into the heart of a dark world where academics seeking to advance their careers have had hundreds of thousands of their articles published for a fee in journals that either deserve suspicion or are outright phoney.
In academia, where the admonition to “publish or perish” is not an empty threat, it is often difficult for scholars to have their research published in legitimate journals, let alone top ones. But it’s becoming increasingly common for academics to get articles produced in questionable journals, just by forking over $100 to $2,500 Cdn.
Derek Pyne, a Thompson Rivers University economist who was granted tenure in 2015, is among the global academics who are exposing the deceptive journals, sometimes at a risk to their careers. Experts say these journals are chipping away at scientific, medical and educational credibility — and wasting the money of the taxpayers who largely finance public colleges and universities.
Pyne’s pioneering research has been cited by The New York Times and The Chronicle of Higher Education. On June 23, The Economist, in a piece on blacklisted journals, praised the B.C. scholar, remarking: “This is an area in which data are hard to come by. But one academic has been prepared to stick his neck out and investigate his own institution.”
His dedication to truth, however, has not gone well for Pyne, who might be turning into one of the most noted professors at Thompson Rivers University. He has been at the public Kamloops institution since 2010, specializing in economic and mathematical theory related to education, religion, trade and crime.
On July 17, however, Pyne was suspended without pay. That’s after being banned on May 17 from the picturesque campus on a Kamloops hillside.
H/T to Claire Lehmann for the link.
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August 9, 2018
Scottish schools’ proposed gender initiative will encourage gender uncertainty in 5-year-olds
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?
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July 20, 2018
QotD: The modern mission of the university
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.
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July 17, 2018
QotD: The incentive problem for universities
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.
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July 13, 2018
QotD: Decline of the mainstream media
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.
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July 5, 2018
Barbara Kay on revising Ontario’s sex-ed curriculum
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.
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