I teach college in a small city in Arkansas, deep in the American Bible Belt. I am a historian of Africa and in my department that means that I also teach a world history survey. I always start with the expansion of modern humans out of Africa and their encounter with other types of humans: Neanderthals, Homo erectus, Denesovians and what seems like an ever-growing list of newly discovered human-like creatures. It’s less the case now, but when I started twenty years ago this part of the course was initially met with polite but firm resistance, which gradually gave way to a sort of furtive curiosity. I eventually realized that even my cleverest students knew very little about human evolution except that it was false and that they were supposed to reject it. They came to the university having been taught that evolution was part of a larger attack on their faith and values, but they had never really been exposed to anything but a sort of parody version of it. A small number of them accepted evolutionary theory, but being a Darwinian in rural Arkansas was usually more about youthful rebellion and non-conformity than it was about informed, rational consideration of evidence.
Once we got past the denunciation or acceptance of evolutionary theory as a form of tribal affiliation, I found students to be deeply curious about it. It was such a taboo subject that their high school teachers had only skimmed over it and often with some careful personal distancing from the material. So the opportunity to delve into the details of this forbidden knowledge was intellectually thrilling for them. Despite the excitement engendered by the topic only a few changed their minds; most did not.
My students had grown up in communities where evolutionary theory was so wrong, so contrary to the accepted worldview of all decent people, that the only acceptable way to talk about it was to denounce it or reject it. The result was that most of my students rejected evolution, but getting a chance to learn about it was profoundly exciting, even if most of them were too conformist (these were Honors students after all) to change their positions.
Erik Gilbert, “Liberal Orthodoxy and the New Heresy”, Quillette, 2019-02-04.
March 6, 2019
QotD: Teaching evolution in the “Bible Belt”
February 17, 2019
QotD: Nanotechnology and quantum computing
When I say Quantum Computing is a bullshit field, I don’t mean everything in the field is bullshit, though to first order, this appears to be approximately true. I don’t have a mathematical proof that Quantum Computing isn’t at least theoretically possible. I also do not have a mathematical proof that we can make the artificial bacteria of K. Eric Drexler’s nanotech fantasies. Yet, I know both fields are bullshit. Both fields involve forming new kinds of matter that we haven’t the slightest idea how to construct. Neither field has a sane ‘first step’ to make their large claims true.
Drexler and the “nanotechnologists” who followed him, they assume because we know about the Schroedinger equation we can make artificial forms of life out of arbitrary forms of matter. This is nonsense; nobody understands enough about matter in detail or life in particular to do this. There are also reasonable thermodynamic, chemical and physical arguments against this sort of thing. I have opined on this at length, and at this point, I am so obviously correct on the nanotech front, there is nobody left to argue with me. A generation of people who probably would have made first rate chemists or materials scientists wasted their early, creative careers following this over hyped and completely worthless woo. Billions of dollars squandered down a rat hole of rubbish and wishful thinking. Legal wankers wrote legal reviews of regulatory regimes to protect us from this nonexistent technology. We even had congressional hearings on this nonsense topic back in 2003 and again in 2005 (and probably some other times I forgot about). Russians built a nanotech park to cash in on the nanopocalyptic trillion dollar nanotech economy which was supposed to happen by now.
Similarly, “quantum computing” enthusiasts expect you to overlook the fact that they haven’t a clue as to how to build and manipulate quantum coherent forms of matter necessary to achieve quantum computation. A quantum computer capable of truly factoring the number 21 is missing in action. In fact, the factoring of the number 15 into 3 and 5 is a bit of a parlour trick, as they design the experiment while knowing the answer, thus leaving out the gates required if we didn’t know how to factor 15. The actual number of gates needed to factor a n-bit number is 72 * n^3; so for 15, it’s 4 bits, 4608 gates; not happening any time soon.
It’s been almost 25 years since Peter Shor had his big idea, and we are no closer to factoring large numbers than we were … 15 years ago when we were also able to kinda sorta vaguely factor the number 15 using NMR ‘quantum computers.’
I had this conversation talking with a pal at … a nice restaurant near one of America’s great centers of learning. Our waiter was amazed and shared with us the fact that he had done a Ph.D. thesis on the subject of quantum computing. My pal was convinced by this that my skepticism is justified; in fact he accused me of arranging this. I didn’t, but am motivated to write to prevent future Ivy League Ph.D. level talent having to make a living by bringing a couple of finance nerds their steaks.
Scott Locklin, “Quantum computing as a field is obvious bullshit”, Locklin on Science, 2019-01-15.
February 14, 2019
QotD: Knowing how to find out is an essential skill
The thing is, you don’t have to be an expert on everything. Simply knowing the basics and the relevance is enough in many cases. You have the entirety of human knowledge at your fingertips so knowing how to look things up is more important than memorization. Einstein allegedly said he had no reason to memorize how many feet were in a mile because he could find in any book. Today, you can find the details off your phone or laptop in seconds. What you need is an understanding of how to find it.
That’s the first thing a modern person needs to know. How to look things up on-line is an essential skill in the modern age. Working with young interns years ago, I was surprised to discover that none of them knew how to be curious. I had to teach them how to find things on-line. They had no idea how to discover the world by inference. What I ended up telling them is always ask what a thing is, not where a thing is. What is its nature, what does it do. Who thinks it is important. Enter those things in a search engine and you will get close to what you seek.
This is probably obvious to most reading this, but there is a reason browsers have bookmarks and there are services that let you synchronize your bookmarks on all of your devices. Most people store knowledge and then remember where they left it. That has its place, but when searching for things on-line, you may, whether you realize it or not, be looking for unknown unknowns. By thinking about what a thing or event is, you will find things like it or related to it that you never considered or simply did not know existed.
This will no doubt strike some as pedantic, but in the modern age, the ability to quickly acquire necessary information is probably the most valuable skill and therefore, the most essential of knowledge. All of us have at our fingertips the totality of human understanding. Knowing how to quickly dig through it to find what it is you need is vastly more useful and important than the ability to remember how many feet are in a mile or where the book you learned it is on your book shelf.
The Z Man, “Essential Knowledge Part I”, The Z Blog, 2017-01-13.
February 1, 2019
January 22, 2019
“I grew up in pre-history, or rather in Portugal (in some ways, same thing) in the 60s”
Sarah Hoyt on “toxic masculinity” and the rise of angry feminism:
… it’s such a just-so story it spreads and hides. It hides so well that people don’t realize they’re infected. But its distorting effects twist society’s processes to the point that something vital stops working.
Yes, the entire myth of “toxic masculinity” is one of these. It was born of the disappointment of feminists. Look, in the days when women were actually held back, those that made it were exceptional people.
Since I grew up in pre-history, or rather in Portugal (in some ways, same thing) in the 60s, where sexism was matter of fact and every day, I can tell you that, yes, to have the same grades as a boy you needed to work twice as hard, be brighter, more nimble, and more consistently good. Any boy started out with a good 20% on me in any teacher’s head, because “boys are smarter” wasn’t disputed, or even questioned.
So I understand that in the early twentieth century, women that made it to positions of prominence, where they became known for professional excellence, had to be GOOD at it. Amazing, in fact.
And even then, they might hit a glass ceiling, because they were the nail that stuck up. Everything conspired to bring them down.
Female liberation was played against this. People looked at these women, knew what they’d achieved against what obstacles, and dreamed that “if only women were allowed to be on an even footing with men, they’d be the best at everything. Every woman would be a leader.”
This is a form of insanity, because women are still human, and most humans are … average. That’s why they call it “average.”
But you can see how what they saw would deceive them.
Except that the obstacles were removed and women … were people. Sure. There are exceptional women, just as there are exceptional men, but in many ways, even with contraceptives, we women are still running with our legs in a biological sack. Oh, men too. They’re just different sacks. And men’s impairments, in a way, apply better to business, to creating, to competition.
Look, it’s become “sexist” to refer to PMS and women’s hormonal cycle as being at all different than men’s hormonal gearing up. Yeah. Any ideology that requires me to ignore my lying eyes in favor of their theory is bad-crazy which can destroy society, so these are my middle fingers. Reality is what it is.
Rowan Atkinson Live – Headmaster kills student
Rowan Atkinson Live
Published on 24 Jan 2014One of the most loved clips from Rowan’s vast back catalogue, a hilarious sketch where the angry teacher played by Rowan invites a father in to talk about the trouble with son…
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.
I first heard this sketch many years ago (pre-internet days when we knapped our own flint) on an audio tape of clips from the Dr. Demento radio show, put together by my friend William. He didn’t know the performer, so he titled it “Fatal beatings”.
December 31, 2018
7 Things You Should Know About Free Speech in Schools: Free Speech Rules (Episode 1)
ReasonTV
Published on 13 Dec 2018Watch the first episode of Free Speech Rules, a new video series on free speech and the law. The first episode looks at the seven things you should know about how the First Amendment is applied in schools, from black armbands to ‘Bong Hits 4 Jesus.’
——————–
Subscribe to our YouTube channel: http://youtube.com/reasontv
Follow us on Twitter: https://twitter.com/reason
Subscribe to our podcast at Apple Podcasts: https://goo.gl/az3a7aReason is the planet’s leading source of news, politics, and culture from a libertarian perspective. Go to reason.com for a point of view you won’t get from legacy media and old left-right opinion magazines.
—————-Watch the first episode of Free Speech Rules, a new video series on free speech and the law that’s written by Eugene Volokh, the Gary T. Schwartz Distinguished Professor of Law at UCLA, and the co-founder of the Volokh Conspiracy, which is hosted at Reason.com.
The first episode looks at the seven things you should know about how the First Amendment is applied in schools:
1) Political and religious speech is mostly protected.
Students, from first grade to twelfth, can’t be punished based on their political or religious speech. As the Supreme Court ruled in Tinker v. Des Moines Independent Community School District: “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gates.”2) Disruptive speech is not protected.
Schools can punish speech that “materially disrupts schoolwork” — for instance, because it prompts fights.3) Vulgar or sexual speech is not protected.
Schools can also punish students for using vulgarities or sexual innuendos.4) Praising drugs is not protected.
Schools can punish speech that seems to praise drug use, and probably also alcohol use and other crimes, at least when the speech doesn’t seem political.5) Official school newspapers are the school’s own speech.
Courts see the newspaper as the school’s own speech, even if students are the ones who write it.6) This only applies to public schools.
Under the so-called “state action doctrine,” the First Amendment doesn’t limit private schools, even those that get tax breaks or government funds.7) California is different. Some states, like California, have passed laws that provide more protection to students.
Written by Eugene Volokh, a First Amendment law professor at UCLA.
Produced and edited by Austin Bragg, who is not. This is not legal advice.
If this were legal advice, it would be followed by a bill.
Please use responsibly.
December 27, 2018
QotD: The deep state
The deep state is no myth but a sodden, intertwined mass of bloated, self-replicating bureaucracy that constitutes the real power in Washington and that stubbornly outlasts every administration. As government programs have incrementally multiplied, so has their regulatory apparatus, with its intrusive byzantine minutiae. Recently tagged as a source of anti-Trump conspiracy among embedded Democrats, the deep state is probably equally populated by Republicans and apolitical functionaries of Bartleby the Scrivener blandness. Its spreading sclerotic mass is wasteful, redundant, and ultimately tyrannical.
I have been trying for decades to get my fellow Democrats to realize how unchecked bureaucracy, in government or academe, is inherently authoritarian and illiberal. A persistent characteristic of civilizations in decline throughout history has been their self-strangling by slow, swollen, and stupid bureaucracies. The current atrocity of crippling student debt in the US is a direct product of an unholy alliance between college administrations and federal bureaucrats — a scandal that ballooned over two decades with barely a word of protest from our putative academic leftists, lost in their post-structuralist fantasies. Political correctness was not created by administrators, but it is ever-expanding campus bureaucracies that have constructed and currently enforce the oppressively rule-ridden regime of college life.
In the modern world, so wondrously but perilously interconnected, a principle of periodic reduction of bureaucracy should be built into every social organism. Freedom cannot survive otherwise.
Camille Paglia, “Hillary wants Trump to win again”, Spectator USA, 2018-12-04.
December 12, 2018
Why Socrates Hated Democracy
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.
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.
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.
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.
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).
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.
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.
