The waging of a “war on science” by right-wing know-nothings has become part of the conventional wisdom of the intelligentsia. Even some Republican stalwarts have come to disparage the GOP as “the party of stupid.” Republican legislators have engaged in spectacles of inanity, such as when Sen. James Inhofe, chair of the Committee on Environment and Public Works, brought a snowball to the Senate floor in 2015 to dispute the fact of global warming, and when Rep. Lamar Smith, chair of the House Committee on Science, Space, and Technology, pulled quotes out of context from peer-reviewed grants of the National Science Foundation so he could mock them (for example, “How does the federal government justify spending over $220,000 to study animal photos in National Geographic?”).
Yet a contempt for science is neither new, lowbrow, nor confined to the political right. In his famous 1959 lecture “The Two Cultures and the Scientific Revolution,” C.P. Snow commented on the disdain for science among educated Britons and called for a greater integration of science into intellectual life. In response to this overture, the literary critic F.R. Leavis wrote a rebuttal in 1962 that was so vituperative The Spectator had to ask Snow to promise not to sue for libel if they published the work.
The highbrow war on science continues to this day, with flak not just from fossil-fuel-funded politicians and religious fundamentalists but also from our most adored intellectuals and in our most august institutions of higher learning. Magazines that are ostensibly dedicated to ideas confine themselves to those arising in politics and the arts, with scant attention to new ideas emerging from science, with the exception of politicized issues like climate change (and regular attacks on a sin called “scientism”). Just as pernicious is the treatment of science in the liberal-arts curricula of many universities. Students can graduate with only a trifling exposure to science, and what they do learn is often designed to poison them against it.
Steven Pinker, “The Intellectual War on Science”, Chronicle of Higher Education, 2018-02-13.
March 9, 2018
QotD: Contempt for science
March 3, 2018
Arguments against having students read To Kill a Mockingbird
I’m very much anti-censorship, so in the vast majority of cases where “pressure groups” are demanding that a book be removed from a school reading list, I’m usually against the idea. Recently, a demand to pull Harper Lee’s To Kill a Mockingbird was denied, but Ann Althouse explains why, unlike so many other efforts, in her opinion this one deserves a fair hearing:
I think the argument against selecting this book — of all books — as the go-to reading about race discrimination is, in fact, very strong. I understand that schools defend their own choices and are dug in here, but the Kameetas made an excellent argument (as far as I can tell from this summary). The black characters are basically “spectators and bystanders.” I think the book is also a problem because:
1. It’s a rape story where the woman lies about rape. Why should the first thing children learn about rape be about the woman lying?
2. Rape is a complex subject, difficult for 9th graders to understand, and yet this rape story is cartoonish, in which the man is absolutely, unquestionably innocent. Why present a book as literature when it deals with this important subject in a completely unsubtle way, completely subordinated to another subject the author is bent on telling (the outrageous accusation against an innocent man)?
3. Racial discrimination is also a complex subject, especially as it persists today, but the racial injustice shown in the book is so exaggerated that it allows a present-day reader to feel smugly distanced. Nobody we know is that over-the-top racist, so weren’t those people back then terrible? That’s not how high-quality literature is supposed to work on readers. They should need to question their own simplistic preconceptions.
4. It’s not a subtle telling of the story of how courts work and might carry forward racial prejudice. The evidence of the man’s innocence is so completely obvious that you have a complete breakdown of justice. That doesn’t begin to enlighten students about how there could be racial disparities in the justice system today. It invites them to sit back and think people in the past were crazy.
5. There is blatant stereotyping of the poor white family, and their problems are not treated as perhaps a consequence of poverty. They’re treated as genetically deficient. They are truly the irredeemable deplorables.
6. There is great sentimentality about this book in the older generation. Having reread this book very carefully and written about it (in the Michigan Law Review, here), I hold the informed opinion that it is not a very good book and the practice of imposing on the younger generations — with endless pressure to regard it as a great classic — deserves serious, vigorous questioning.
March 1, 2018
Penn & Teller – The Right Not to be Offended
DeadJ0ker27
Published on 19 Feb 2010I’m personally offended by people who get offended.
February 28, 2018
QotD: Words as “physical violence”
Berkeley. Evergreen. Middlebury. Missou. Yale. Brown. McMasters. Wilfred Laurier. The list goes on. One must wonder where this trend will ultimately take us. There have been several justifications given for this increasing rash of no-platforming, shaming, and at times, physical violence on North American campuses. In essence, these justifications can be distilled into a triad of well-meaning but ultimately flawed theses, namely, 1.) that all discourse is about power and that any speech that renders a listener physiologically uncomfortable therefore rises to the level of a physical attack upon that individual, thereby justifying actual physical violence in response, 2.) that for the sake of historically marginalized voices, persons who are members of historically privileged groups should forfeit their right to free speech or ought to remain silent, 3.) that certain assertions, even if possibly true, are nonetheless morally impermissible to make since to do so will likely create conditions whereby bad-intentioned persons will inevitably and successfully advance their morally heinous projects.
This first thesis — that all discourse is fundamentally about power — finds its philosophical origins in the likes of post-modernists such as Jacques Derrida and Michel Foucault. To quote Foucault, “Discourses are tactical elements or blocks operating in the field of force relations.” Thus, on Foucalt’s view, if all discourse is, at heart, really just veiled force relations between competing groups; if language isn’t fundamentally capable of being about objective truth or about the world in any meaningful sense, then the ink symbols written on the page and the shaped air admitted from one’s mouth in the forms of ‘rationality’, ‘facts’, ‘knowledge’, and ‘truth’ are just another set of weapons in a person’s overall arsenal to seize and maintain power, no different in kind from weapons of a physical sort. To speak then, on Foucault’s view, is to wield a weapon, albeit a subtler and refined one. The uncomfortable physiological feeling of hearing offensive speech, it would then seem, vindicates this view that one is being attacked. One might thus conclude, “Why not attack back with heavier, more effective, and more expedient weapons?”
Michael Robillard, “In Defense of Offense”, Quillette, 2018-02-05.
February 16, 2018
Differences in interest drives gender disparity in STEM fields
David C. Geary and Gijsbert Stoet examine the STEM fields’ renowned gender disparities:
Many academics in the modern world seem obsessed with the sex difference in engagement with science, technology, mathematics, and engineering (STEM) fields. Or rather they are obsessed with the fact that there are more men than women in some of these fields. There is particular concern about the lack of women in prestigious STEM fields, such as Ph.D.-level faculty positions, but surprisingly there is no concern about the under-representation of women in lower-level technical jobs, such as car mechanics or plumbing.
The concerned academics have been especially effective in convincing others, or at least intimidating them, into accepting their preferred interpretations regarding the source of these sex differences (as illustrated in the Google memo debate). These interpretations are not surprising and they include sexism, stereotype threat, and more recently implicit bias and microaggression. Each of these ideas has gained traction in the mainstream media and in many academic circles but their scientific foundations are shaky. In this essay, we’ll provide some background on the STEM controversy and consider multiple factors that might contribute to these sex differences.
[…]
We’ve recently found that countries renowned for gender equality show some of the largest sex differences in interest in and pursuit of STEM degrees, which is not only inconsistent with an oppression narrative, it is positive evidence against it. Consider that Finland excels in gender equality, its adolescent girls outperform boys in science, and it ranks near the top in European educational performance. With these high levels of educational performance and overall gender equality, Finland is poised to close the sex differences gap in STEM. Yet, Finland has one of the world’s largest sex differences in college degrees in STEM fields. Norway and Sweden, also leading in gender equality rankings, are not far behind. This is only the tip of the iceberg, as this general pattern of increasing sex differences with national increases in gender equality is found throughout the world.
The recent uptick in interest in concepts such as stereotype threat, implicit bias, and microaggression may be a reaction to the low female STEM participation in highly developed nations. At one time, there were substantive social and educational impediments to women’s participation in these (and other) fields, but as explicit sexism and restricted educational opportunities faded into history, the sex differences (e.g., fewer women than men physicists) attributed to them should have faded as well. Some of them have even reversed, such that more women than men attend and graduate from college and women may now have structural advantages (e.g., hiring practices) in STEM fields. Even with these changes, many other sex differences remain or have become larger over time. The latter are serious problems for anyone with strong beliefs about purely or largely social influences on sex differences; if the obvious social causes have been addressed, then there must be other, more subtle oppressive factors afoot. This is where stereotype threat, implicit bias, microaggression and related concepts enter the oppression narrative.
We believe that with economic development and advances in human rights, including gender equality, people are better able to pursue their individual interests and in doing so more basic sex differences are more fully expressed. The differences in STEM are related in part to student’s personal and occupational interests and relative academic strengths. Sex differences in occupational interests are large, well-documented, and reflect a more basic sex difference in interest in things versus people. Men prefer occupations that involve working with things (e.g., engineering, mechanics) and abstract ideas (e.g., scientific theory) and women prefer working with and directly contributing to the wellbeing of others (e.g., physician, teacher). The sex difference in interest in people extends to a more general interest in living things, which would explain why women who are interested in science are much more likely to pursue a career in biology or veterinary medicine than computer science.
Programs designed to steer women into inorganic STEM fields would in effect steer these same women away from the life sciences. Such programs would, in our opinion, only be justifiable if women are not provided a fair opportunity to pursue inorganic STEM fields (for which there is no good evidence). The main argument from gender activists is that inorganic STEM fields are a better choice for women either because these jobs lead to higher incomes or that there is a labor market demand for them. Both arguments are fundamentally capitalist and dehumanizing in the sense that considerations of personal interest are overridden by considerations of societal demand. This is ironic, given that the agenda arguing for more women in STEM seems most popular among left-leaning people.
January 31, 2018
Tyler Cowen: The Economics of Choosing the Right Career
Marginal Revolution University
Published on 11 Oct 2016As many who entered the labor market following the Great Recession know all too well, graduating with a college degree does not mean you’ll easily fall into a good career. Four-year college graduates with entry-level jobs actually earned more in 2000 than they’re earning today and student loan debt burdens are higher than ever.
Does this mean you should skip college or drop-out? Not necessarily. Unemployment is still lower for those with undergraduate and higher degrees. However, understanding the economics behind the labor market will make finding a career a more manageable task.
The labor market in the United States has undergone many changes in the past few decades. Whereas we once had many manufacturing jobs that required little training or specialized skills, the labor market today demands more people who can work with computers and information technology.
Choosing a good career requires planning beyond getting a college education. You’ll want to carefully consider the career options available for your major, as well any specialized skills you’ll need to build outside of the classroom.
It’s also essential to understand how supply and demand affect your career options. How many people are also choosing that major vs. how many employers are looking for those skills? Is a particular career path susceptible to being replaced by a machine? What about outsourcing in the global labor market? What about laws and regulation – does it require an occupational license?
There’s a lot to think about! Choosing a career is a huge decision and understanding how supply and demand rule the labor market will help you better navigate your future.
January 29, 2018
“… those I know in the alt-right crowd dislike [Jordan Peterson] more than the honest progressives I know”
Zachary Slayback tries to discover why so many intellectuals dislike Canadian psychologist Jordan B. Peterson:
I’ve spent the last few years thinking about how to upend higher education and have worked with some leading entrepreneurs and thinkers in this space. Continually, we come back to the question of liberal arts education and its value (remember, I studied philosophy!). Some people are too quick to dismiss liberal arts education as useless and not worth the time. Instead, they insist on purely vocational education. Yet many of the most successful and happiest individuals I know are widely read (rarely because of their college courses), can discuss ideas from Aristotle to Jung to Jacobs with you, and love the idea of entertaining big ideas.
I visited Peterson’s lectures and found them to be nuanced, intricate, and to jump well between clinical experience, psychological research (most of which was well-validated, hard to do in psychology), and Jungian myth interpretation. When he released his Bible lecture series, I found myself, for the first time since I was a child, intimately listening about the ideas that go into religion and how these ideas surface elsewhere in the culture. More than a decade of skepticism towards religious texts due to their shallow readings and uses for the Joel Osteens of the world melted away.
His lectures rarely touch on politics in any capacity. When it gets brought up, he’s quick to note that he does not oppose calling trans individuals by their pronouns but that he opposes having his language dictated by a central political committee. This seems commonsensical to me. Part of what made the American and Canadian traditions so egalitarian is their rejection of forced speech and titles.
And for those who listen to Peterson, he bridges any kind of ideological gap (in fact, those I know in the alt-right crowd dislike him more than the honest progressives I know). Peterson’s worldview is a classical liberal rejection of collectivism (an ideology that killed more than 50 million people in the 20th century alone) while simultaneously not falling into an atomized view of the individual relative to his culture.
Just last week, I met with an acquaintance in San Francisco, the Mecca of American political correctness, who described herself as a “liberal democrat type,” who had listened to and met Peterson at a company event. She admitted that she couldn’t read into his politics and found his talk compelling about the nature of the world, men in it today, and why people like Peterson must appeal to so many people outside the San Francisco and Washington DC bubbles. She was explicit in saying that she was neither a libertarian nor a conservative and still Peterson motivated her to introspect, read into Jungian archetypes, and better understand the culture that shapes the world.
She’s not alone. I regularly speak to friends and acquaintances from across the political spectrum who find value in Peterson’s talks. These are people years out of college (or who never went) who now pick up classics like Dostoyevsky, Jung, Neumann, and even the Bible with a critical intellectual lens. Peterson regularly talks about and shares letters from fans who admit that his moralistic talks inspired them to pull themselves together and “sort themselves out” by figuring out what they want from life and pursuing that. r/JordanPeterson (yes, he has his own subreddit) is filled to the brim with stories of people saying how Peterson helped them get control of their lives and navigate the world.
I’ve bought but not yet read Peterson’s recent book, 12 Rules for Life. It’s not the sort of thing I usually read, so I’m not quite sure what to expect (Indigo says it’ll be delivered tomorrow).
January 23, 2018
Paul Sellers on the fascination of working with hand tools
Snipped from a longer post by Paul Sellers, discussing how he developed his woodworking beyond just sharing skills in person:
When I’m working in my shop, picking up tools, flipping wood and twisting a plane to a more effective cut, the response to my working with my hands has been something I mostly took for granted. But I became gradually aware of others watching me. I mean sometimes you just catch someone innocently watching somewhere, perhaps in a cafe or something. You glance up and catch them and they, embarrassed, look away. I became ever more conscious that people watched me working with a sort of silent fascination you to me my work was just ordinary work that I did all the time. Suddenly I realised that, ah! they’ve never seen such as this before. I saw then that people in the past three decades would be most unlikely to see such things. Even carpenters may never see or have seem a man like me recess hinges or plane the edge of a door, let alone dovetail a box corner or shape a mould to the edge of a mantle shelf with a block of wood holding a blade. Whereas it is till hard for me to imagine such a thing, it’s become a reality that 99.9% of people living in the world have never in their life seen a man like me working with his hands and working with hand tools instead of machines. To them such a thing has become as if they were watching something, well, magic. A shaving rises from the throat of a plane as if from some secretive place and by some special device and it twists away as a ribbon might flutter in a gentle breeze. It’s a spell plucked from a sorcerer’s hand book causing ribbons of pine to rise skyward before their very eyes. I might take such things for granted because I do see hundreds if not thousands of these things happen in a given day or week. They on the other hand never saw such as this before. If you’ve watched an experienced chef dice up onions with a knife live you’ll know what I mean. So it is with a chisel cut and a smoothing plane, a plough plane and a router plane.
The birth of new-genre woodworkers
When I first began my work training others, my own apprentices, young students and such, children too, it wasn’t at all that I needed more staff but that I couldn’t help myself. It’s always been the same. I never taught to make income because I always earned my income and then taught from my abilities as a producing craftsman. That’s the truth. Because I responded to the yearning of others to become crafting artisans, the outcome led to a new life. Of course they were always adult men who approached me. They wanted me to help them become one kind of woodworker or another. They would stay working with or alongside me for a year or two until they gained a level of proficiency they needed to function well and then they’d move on. Mostly there was some reciprocal gain, mostly it was always tipped in their favour not mine. In fact I would always lose money on the deal because money and making personal gain was never the reason I did it. But it was when I began teaching smaller children through to teenagers that I began seeing the deeper issues. Remember, I wasn’t a teacher being paid for the many evenings I invested in holding classes year in year out. Hundreds of children came to my classes several nights a week for two decades. I never charged a penny and let them use my own tools and supplied the wood until they acquired their own. It was a lot of work but it was such fun too. Dads and lads stood at benches from 7 till 9.30 each night and it was here that I began to see more deeply into the future possibilities of the yet unborn woodworkers be that the kids or their parents. This was an unexpected trip up. A sort of punctuation mark in my history if you will.
Mostly it was dads who came with their boys and it was here that I began to see a latent penchant in dads as they helped their sons to sharpen up chisels or reset a bumped plane. Somehow it was the need of their sons that pulled something out of the dads. You know what it’s like: something goes wrong with your child and you just can’t help yourself but pull out all of the stops to make it right. I would see the dads struggle to find an answer knowing that they might not have the answer at all, but try they might! I had to find the solution and find it I did. I started holding classes for adults so that they could reach the children that I couldn’t. People came to classes from all over the US and then they started flying in from other countries too. On the one hand it was ideal to have face to face contact this way, but on the other I knew the audience was much wider but that I could never reach them without some exponential changes being made.
So anyway, in my own small way I became something of a solution. By the end of two decades I had personally trained 5,000 woodworkers from 5 year olds to ancients through hands-on classes in beginning woodworking. It was and always has been hand tool woodworking and no one else had done such a thing on so wide a scale at that time. I knew I could steer dads to guide their sons and be a bridge for them to continue growing closer through the work in hand. Something that in my view had become increasingly lacking and today is getting far worse. Ultimately, my teaching the children meant also that the dads were gaining the same insights the kids were. Their maturer years combined with experience and strength meant that they could stay ahead of their children to help them. The outcome is more evident today than ever.
QotD: Indoctrination
In the hands of a skillful indoctrinator, the average student not only thinks what the indoctrinator wants him to think … but is altogether positive that he has arrived at his position by independent intellectual exertion. This man is outraged by the suggestion that he is the flesh-and-blood tribute to the success of his indoctrinators.
William F. Buckley Jr., Up From Liberalism, 1959.
January 20, 2018
January 17, 2018
QotD: The true purpose of public education
The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else
H.L Mencken, The American Mercury, 1924-02.
January 16, 2018
January 7, 2018
Now we know how to get more women in the STEM fields
Toni Airaksinen reviews the findings of Professors Parson and Ozaki, who believe they’ve identified the key factors holding back young women from studying STEM subjects:
Two professors believe that “masculine STEM ideals”—like “asking good questions” and “putting school first” — are to blame for the lack of women in math and science courses.
Laura Parson, a professor at Auburn University, and Casey Ozaki, who teaches education at the University of North Dakota, advanced the notion in an article published in the latest issue of the NASPA Journal About Women in Higher Education, noting that women are not only “less likely to major in STEM fields” than are men, but those who do study science, technology, engineering, and math are less likely to graduate than their male classmates.
Together, Parson and Ozaki interviewed eight female students majoring in math or physics to learn more about why women struggle in STEM. From their interviews, the professors learned that many women feel pressure to conform to so-called “masculine” norms.
According to the professors, these masculine norms include “asking good questions,” “capacity for abstract thought and rational thought processes,” “motivation,” the expectation that students would be “independent” thinkers, and a relatively low fear of failure.
“This requirement that the average student asks questions and speaks in class is based on the typical undergraduate man,” they contend.
Unfortunately for the female students, many of them indicated difficulty embodying these traits, reporting that they tend to ask fewer questions in class than do their male peers, and have noticed that other women in their classes share the same inclination.
So what’s to be done? How can we ensure that female students significantly outnumber men in the STEM departments as they now do in most other university departments?
Parson and Ozaki spell out a few recommendations for STEM programs, saying for instance that academic departments should “redefine success by changing expectations,” such as letting women write down questions instead of asking them out-loud. They also recommended that more women are hired, but notably did not mention any concerns over merit.
They also declare that “an important aspect of changing the masculine nature of STEM is diversifying STEM fields,” and suggest that hiring more female faculty members could lead to increased enrollment of female students because “women faculty have been found to increase participation, feelings of inclusion and belonging, and women’s perceptions of identity compatibility.”
Achieving “a critical mass of women” in STEM, the professors predict, would serve to weaken “the masculine STEM discourses of individualism and competition” while promoting “connectivity and relatedness,” which they believe will help to create the sense of “community” desired by the students they interviewed.
“Improving the chilly climate in STEM fields requires revising the STEM institution from one that is masculine to one that is inclusive for non-men, non-White students,” they conclude.
I mean, it’s obvious now that they’ve spelled it out for us, isn’t it?
December 27, 2017
India’s Geography Problem
Wendover Productions
Published on 5 Dec 2017
December 24, 2017
Hilarious History: That Time Cadets at West Point Rioted Over Eggnog
Today I Found Out
Published on 6 Dec 2017In this video:
From the beginning, heavy drinking was fairly commonplace among the cadets at the United States Military Academy at West Point (founded in 1802). In an attempt to stem this in 1826, the academy’s strict superintendent and the “Father of West Point,” General Sylvanus Thayer, began a crackdown by prohibiting alcohol on campus. As Christmas approached and the cadets realized that the prohibition would put a damper on their traditional Christmas Eve festivities that included consumption of a fair amount of eggnog, a bold few began to plan away around the problem.
Want the text version?: http://www.todayifoundout.com/index.p…
