Quotulatiousness

August 10, 2017

“[M]ental illness is to grad students as black lung was to Victorian coal miners”

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

Drew Brown on the less-salubrious aspects of getting your PhD:

There is no higher intellectual pursuit than a PhD. It offers the promise of living a ‘life of the mind’: freedom of thought and inquiry; creative control over your work; middle-class comfort without middle-class drudgery; and above all, a meaningful life in the pursuit of knowledge.

This is the ‘noble lie’ of the Academy. None of this really exists in any meaningful way for most of the people pursuing it, but it is propagated—unwittingly or otherwise—in a manner that maintains what is effectively a pyramid scheme of hyperexploited labour designed to siphon money from children.

Everyone with eyes to see and ears to hear has known for some time that there is a human cost to this arrangement, but researchers have finally given empirical grounding to our ugly suspicions. According to a study in Research Policy from earlier this year, rates of psychological distress and symptoms of mental illness are twice as likely to occur among PhD students as the rest of the “highly educated general population.” Specifically, one in two PhD students surveyed experienced symptoms of psychological distress, while one in three is at heightened risk for developing psychiatric illnesses, especially anxiety and/or depression. According to the study’s abstract “Organizational policies were significantly associated with the prevalence of mental health problems.”

The findings shouldn’t be shocking for anyone who has spent any amount of time among PhD students. Horror stories abound. In reflecting on the full-immersion acid bath called graduate school, one friend of mine quipped that “mental illness is to grad students as black lung was to Victorian coal miners.” Another who left our PhD program two years in told me that he “didn’t realize how miserable school made him until [he] was out,” and I thought about that sentence almost every day until I quit the program myself earlier this year.

H/T to Colby Cosh for the link.

August 9, 2017

QotD: University “studies” programs

Filed under: Education, Europe, History, Quotations, WW2 — Tags: , , , , — Nicholas @ 01:00

As someone who got partway through grad school, I am only a sort of half-layman when it comes to modern European history. On demand I can present an official document that testifies, by implication, that I have spent a certain amount of time in seminars talking about Himmler’s agronomy education or discussing why totalitarian regimes are always sexually puritanical. Even before it was ruined for me by formal training, I was a history buff. So I can sort of reconstruct the process whereby I know what Auschwitz is. But, by the same token, I am less able to know how anyone else comes by the knowledge.

It seems some part of our system for producing intellectually responsible grownups has failed […] That failure is probably not to be found in the extensive education in social work. A degree in social work amounts to a degree in helping people: assuming it is not totally idiotic for our institutions of higher learning to be generating such paper, there must be mastery of some technical arcana involved. I do not know that this would involve instruction in the details of the Holocaust. A nursing education doesn’t; an engineering education doesn’t.

It is, rather, that “social justice and peace studies” business that captures my eye. Wouldn’t the matter, the essential grounding of an education in social justice and peace just be … history? (With particular attention to the topic of concentration camps?) Wouldn’t expertise of this kind require digestion of a mass of information about the flux of war, diplomacy, economies, and ideas? Something Studies items were on the menu already when I began my undergraduate education, and I majored in history partly because, in my innocence, I couldn’t see how you would study anything else about human affairs without that foundation.

But we all know the secret of Something Studies well enough now: it is a way of avoiding the rigour and complexity of a history education, and going straight to the business of striking political stances. It is History For Left-Wing Dummies. And when you see such a degree on someone’s CV, you can be quite sure you have found one.

Colby Cosh, “Some part of our system for producing intellectually responsible adults has failed Alex Johnstone”, National Post, 2015-09-24.

July 29, 2017

Latin Declensions Made Easy

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

Published on 27 Jul 2017

An explanation of what the Latin Declensions are and how they work. This video is aimed at English-speaking students with no prior knowledge of English grammar. It is deliberately slow and repetitive, and it avoids any graphics or other adornments that may distract attention from the subject matter.

If you like this video, please check out my teaching website: http://www.classicstuition.co.uk/

July 26, 2017

QotD: From local private charity to national government social program

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

In a small town, the impulse to assist the poor and disorganized was direct, and the people being helped were known to everyone. Big cities with their concentrated slums of poor immigrants led to social service agencies, funded at first by churches and cities, and then by state and federal governments. As the source of the assistance became impersonal, so did the aid — and the direct contact between those assisting and those assisted declined. Instead of the local church matrons with their bourgeois ideas of proper behavior and work, harassed social workers with enormous caseloads processed cases quickly, and the ideology of government assistance changed so that any behavioral expectation of the client population was viewed as an affront to their dignity.

In time, the government assistance ethos spread to every corner of the country and crowded out the local community services. Meanwhile, locally-controlled schools were gradually taken over by higher levels of government and distant union bureaucracies so that the influence of local parents was minimized. This was viewed as “progressive,” since distant elites thought local school boards and parents were too parochial and backward to be entrusted with decisions, and would get in the way of teaching the correct materials.

The incorrect application of emotions of sympathy and support to faceless categories of people like “the poor” and “the undocumented” removes any possibility of understanding the real situations of each of the category’s members. A hazy idealized poor family is envisioned, then a response that would be appropriate if that family lived next door (help them!) leads to voting for politicians that offer new programs to help “people like that.” By misapplying family and community feelings to higher levels of government, voters put into place a bureaucracy that misses most of the social signalling features of local groups and takes tax money to grow itself, crowding out local groups (and the valuable social signals that maintained bourgeois standards.)

Jeb Kinnison, “Real-life ‘Hunger Games'”, According to Hoyt, 2015-09-25.

July 23, 2017

In military training, “similar” is not the same as “identical”

Filed under: Cancon, Education, History, Military — Tags: , , , — Nicholas @ 05:00

Ted Campbell looks at one of the legacies of the 1968 integration of the Canadian Army, Royal Canadian Navy, and Royal Canadian Airforce as the unified Canadian Armed Forces:

Our problem, in Canada, goes back to a fairly simple mistake that former Defence Minister Paul Hellyer and his minions made in the mid 1960s. First I must declare that a lot of what Mr Hellyer proposed was good ~ the unification of the armed forces, creating proper joint commands in which Navy, Army and Air Force units and formations served together, under one single commander, just as history taught they they would fight together in war, made excellent sense. Some of what he introduced ~ like the integration of the military into a single service and introducing common occupation and training systems ~ made less, little or no sense at all.

The logical trap into which Mr Hellyer and his team fell and the consequential problem which still infects the Canadian Armed Forces today is that they failed to grasp that similar ≠ identical. Consider, for example, a Navy helicopter pilot and an Army attack helicopter pilot ~ both must fly rotary wing aircraft at a basic level, in that they are almost certainly identical, but, after that, the differences between landing a very big helicopter on the heaving deck of a very small warship and flying a small helicopter at high speeds at near treetop level are very large and the two pilots are very, very dissimilar. Does it make sense to train them together at the primary flying school level? Yes! Does it make sense to mix them together into one pool of “pilots” on the grounds that they are very much the same? No! The same applies to cooks and radar technicians and pay clerks and, and, and … they are, very often, similar but rarely nearly enough identical to merit having them in a single “trade” or group. But, Mr Hellyer was, valiantly, trying to solve a funding crisis and savings in personnel and training were seen as the equivalent of the brass ring on the old fashioned carnival carousel. For almost fifty years Mr Hellyer’s deeply flawed notion of integration has been sacrosanct even as his very good ideas about unification were pushed aside by empire building careerists in the most senior ranks of the Canadian Forces and by lazy superiors, including disengaged ministers and bureaucrats.

We can start the fix by recognizing that some things do work: there should be, just as an example, one, single, integrated primary flying school, where all helicopter pilots learn to fly a basic rotary wing aircraft. But Navy, Army and RCAF pilots (and, yes, each service should have its own) should, then, be trained in their specific specialities by their own service specialists. Similar things should apply to many skills ~ integrate the education and training when the similarities outweigh the differences, but train, usually, in single service, specialist centres, when the differences are dominant. Some training ~ staff training, for example, to produce officers who can serve in joint HQs ~ must be integrated, however, if we ever want to have a proper unified force.

Will it cost more? Yes … superficially. But the savings for which Mr Hellyer so fervently hoped, in 1968, never really materialized; instead the training system used, as it was directed to do, minimum common standards to achieve economies and, thereby, financially “burdened” the other commands with special to function training: teaching Army cooks to drive trucks and use field (gas) stoves, for example, and teaching Navy supply people how to work in a ship. It is possible, even likely, in my opinion, that Canadian military education and training could be reformed at low cost. Some education and training can be contracted out or done, as is the case now, using a kind of public-private partnership (P3) arrangement. I will return to this later with a thought on the the Royal Military College, the Staff Colleges and so on.

July 20, 2017

QotD: Who was Epicurus?

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

Epicurus (341-270 B.C.) was a Greek philosopher who claimed the cosmos was eternal and merely material, made up of atoms and void. Yet, breaking with his predecessor Democritus, he considered the universe indeterminate. In the realm of ethics, Epicurus taught that the purpose of human life was the pursuit of happiness, which could be achieved by the measured study of the natural world and adherence to a prudent and temperate hedonism.

He counseled men not to fear their own death, saying,

    Foolish, therefore, is the man who says that he fears death, not because it will pain when it comes, but because it pains in the prospect. Whatever causes no annoyance when it is present, causes only a groundless pain in the expectation. Death, therefore, the most awful of evils, is nothing to us, seeing that, when we are, death is not come, and, when death is come, we are not.

He considered friendship as the utmost means of securing wisdom, saying,

    Friendship dances around the world, bidding us all to awaken to the recognition of happiness…The same conviction which inspires confidence that nothing we have to fear is eternal or even of long duration, also enables us to see that in the limited evils of this life nothing enhances our security so much as friendship.”

He advised men to avoid vain ambitions such as the pursuit of fame, exorbitant wealth, and political power for their own sake. Rather, he thought wise men would be “strong and self-sufficient” and “take pride in their own personal qualities not in those that depend on external circumstances.”

To Epicurus, pain is a natural evil, pleasure a natural good, with the ultimate pleasure being the absence of bodily pain and tranquility of the mind. From his Letter to Menoeceus:

    When we say, then, that pleasure is the end and aim, we do not mean the pleasures of the prodigal or the pleasures of sensuality, as we are understood to do by some through ignorance, prejudice, or willful misrepresentation. By pleasure we mean the absence of pain in the body and of trouble in the soul. It is not an unbroken succession of drinking-bouts and of revelry, not sexual lust, not the enjoyment of the fish and other delicacies of a luxurious table, which produce a pleasant life; it is sober reasoning, searching out the grounds of every choice and avoidance, and banishing those beliefs through which the greatest tumults take possession of the soul.

Nevertheless, because Epicurus claimed the ultimate aim of happiness is to find pleasure – and not virtue or knowledge unto themselves – many of his contemporaries and later critics would uncharitably accuse him of advocating debauchery, one even saying he “vomited twice a day from over-indulgence,” and that his understanding of philosophy and life in general was wanting.

One might hear the very same smear today from mainstream American partisans in regard to libertarians, i.e. that liberty lovers are simply “pot-smoking republicans” or libertines who barely understand life and are too drunk on utopian dreams to see clearly. In this same vein, many reproached Epicurus (as they do of libertarians today) for his aloof stance on politics as apathetic and his notion of justice as too transactional.

“Natural justice is a pledge of reciprocal benefit,” writes Epicurus in his Principal Doctrines, “to prevent one man from harming or being harmed by another.” Elsewhere he writes, “We must free ourselves from the prison of public education and politics.”

Accordingly, Epicurus set up his own school, “The Garden,” where he offered philosophy to anyone, even women and slaves – an unheard of practice at the time, which many contemporary critics saw as proof of his penchant for depraved behavior. Why else would one invite women and slaves into one’s abode other than revelry? Was he actually going to talk to them about ideas?

Thankfully, we have Diogenes Laërtius to defend Epicurus from his detractors:

    But these people are stark mad. For our philosopher has numerous witnesses to attest his unsurpassed goodwill to all men – his native land, which honored him with statues in bronze; his friends, so many in number that they could hardly be counted by whole cities, and indeed all who knew him, held fast as they were by the siren-charms of his doctrine…the Garden itself which, while nearly all the others have died out, continues for ever without interruption through numberless successions of one director after another; his gratitude to his parents, his generosity to his brothers, his gentleness to his servants, as evidenced by the terms of his will and by the fact that they were members of the Garden…and in general, his benevolence to all mankind. His piety towards the gods and his affection for his country no words can describe. He carried his modesty to such an excess that he did not even enter public life.

Joey Clark, “What Epicurus Can Teach Us about Freedom and Happiness”, Foundation for Economic Education, 2016-10-18.

July 9, 2017

Historical ignorance

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

Jonah Goldberg laments the constant displays of historical ignorance in the media and on social media:

Ideological and political polarization is a big concern these days, and commentators on the right and left have chewed the topic to masticated pulp. But it occurs to me that one unappreciated factor is widespread historical ignorance, and the arrogant impatience of reaching conclusions before thinking. The instantaneity of TV and Twitter only amplifies the problem.

For instance, on the Fourth of July, NPR’s Morning Edition tweeted out the text of the Declaration of Independence, 140 characters at a time. The angry responses, from left and right, were a thing to behold. “Are you drunk?” “So, NPR is calling for revolution,” “Glad you’re being defunded, your show was never balanced,” and so on.

World War II and the Cold War, particularly Vietnam, used to define the intellectual framework for how we understood many events. For people in their 30s, that framework changed to the Iraq War and the War on Terror. In my more curmudgeonly moments, it seems like the new paradigm for millennials (and the journalists and politicians who pander to them) isn’t some major geopolitical test or moment but the adventures of Harry Potter. Having never read the series, I also don’t read the countless articles using the books to explain the political climate, but I do marvel at their ubiquity.

It should go without saying that a children’s book about a magical boarding school for wizards is of limited utility in understanding, well, just about anything in a world without wizards.

I once heard a story second-hand of a general who was talking to an audience full of 20-somethings. He was explaining how the War on Terror challenged his generation’s mindset. “I spent most of my career worrying about the Fulda Gap,” he said. To which one “educated” fellow reportedly replied, “I know that Gap! It’s in a mall near my house.”

The Fulda Gap is the location in the German lowlands where the Soviets were most likely to launch an invasion of Europe.

Today, we face a multitude of challenges, at home and abroad, that can only be met by people with a modicum of historical literacy. If only Harry Potter could cast a spell to give it to us.

July 8, 2017

Renaming Ryerson

Filed under: Cancon, Education, History, Politics, Religion — Tags: , , , — Nicholas @ 06:00

There’s apparently a demand from the usual suspects to change the name of Ryerson University in Toronto, because the man the university is named after was a key figure in the establishment of the hated aboriginal residential school system. Colby Cosh discusses the man, his history, and the issue:

The name of “Ryerson University” self-evidently exists to honour Egerton Ryerson, rather than merely to perpetuate the words or the sound of his name as a semantic object. Ontario, as a society, is free to reconsider this decision and, in a sense, put Ryerson on trial.

Which he might, after all, win. Egerton Ryerson was alive from 1803 to 1882; his place in the history of residential schools is based on activity he engaged in between 1837, when he was involved with Indian education as a member of the missionary Aborigines Protection Society, and 1847, when he wrote a report outlining future principles for aboriginal “industrial education.” For most of his life these ideas were never implemented. In the 1880s, by which time Ryerson was recognized as a Canadian founder, he had become more influential — and so the younger Ryerson was a central posthumous author of a system he never lived to see.

As an influence, nearly anyone would now judge him very harmful. He thought it was important that education should be provided to Indian children through boarding schools, and by the churches, with a strong religious element. Like many theorists of the 19th century, he believed in frogmarching aboriginal peoples through an accelerated agricultural-pastoral phase of cultural evolution, as part of their progress toward equality and their emergence from state “tutelage.”

The effects of these principles, once applied, were beyond disastrous. But Ryerson’s advice was not predicated on harming or punishing First Nations. He was opposed in his own time by malign quietists who preferred to plan for Canadian Indians to literally die off in out-of-sight places. He worked with aboriginal colleagues in developing his ideas, spoke Ojibwe, and modelled his vision of Indian education on outstanding European schools for the (European) poor.

This would be a strange approach if his goal had been genocide. Which is not to say that he or anyone else ought to be judged mostly on his intentions.

The Canadian state lies under remarkably heavy obligations to Egerton Ryerson for both its development and its current form. He is an important reason that religious tests for political participation never gained a foothold in our country. He is the father of secular public schooling here, though he would hate to hear that. As a bureaucrat, he stood for a non-partisan public service when that was a weird new idea, and did as much as anybody to show it could work.

Gerry Bowler discusses similar cases down to Hector-Louis Langevin:

If you go to the Doge’s Palace in Venice and consider the portraits of the city’s rulers, you will find them all in chronological order until you come to the place where you would expect to see that of Marino Faliero, elected in 1354. Instead of his likeness, you will behold only a black pall and the words “Hic est locus Marini Falethri decapitati pro criminibus” (This is the spot for Marino Faliero, beheaded for his crimes).

In the 20th century, Kremlinologists had a hard time keeping up with the Soviet personalities who achieved high office but somehow earned the wrath of Josef Stalin. One day, they’re a member of the Politburo, a famous poet or a marshal of the Red Army; the next day, they’re given a bullet in the back of the head and their names are erased from Communist Party publications, with photographs altered to show that they had never – despite what witnesses might remember – reviewed the troops in Red Square, been acclaimed a Hero of Socialist Labour or stood beside Vladimir Lenin during the revolution.

Unfortunately, Canadians are not above this sort of thing. Now is the turn for Hector-Louis Langevin. For the crime of being associated with the Indian residential school system, his name is to be stripped from one of the buildings on Parliament Hill. Although he was a Father of Confederation, an architect of a nation spanning half a continent, the political class of today deems him unworthy of being remembered. Never mind that his ideas were utterly respectable in his day and shared by those who are, for the moment at least, still allowed to be memorialized – Sir John A. Macdonald, Archbishop Alexandre-Antonin Taché or Sara Riel, for example – they are now considered shameful.

The irony is that this brouhaha will not obliterate Langevin from public memory; thousands now know more about his life and works than they did a month ago.

But oblivion is not enough for today’s signallers of their virtue. They want to go beyond Orwell’s novel 1984, past amnesia into disgrace. They want to dishonour Langevin and those who were of his opinion – and by extension, anyone today who opposes current aboriginal policies.

As Orwell told us: “You will be annihilated in the past as well as in the future. You will never have existed.”

So long, Langevin!

June 29, 2017

Homeschooling is looking like a better option all the time

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

Susan Goldberg explains what some states are now asking primary school teachers to do in the way of monthly mental health evaluations of the kids they teach:

On paper it reads like a not-so-vague attempt to socially engineer your child’s behavior. In reality, teacher-led mental health assessments coming to a growing number of public schools are a bureaucratic nightmare. One that will no doubt further clog our nation’s public education system with increased paperwork and administrative costs while putting your child’s future at serious risk.

Thanks to Dr. Aida Cerundolo’s piece in The Wall Street Journal, we are beginning to understand the real-life ramifications of these dangerous educational ideas. Want the Cliffs Notes version? Head over to the excellent summation by Emmett McGroarty and Jane Robbins, detailing the ramifications of the Every Student Succeeds Act (ESSA), a federal bill focused on the buzz-phrase “Social Emotional Learning” (SEL), the latest craze in public education. Schools in states that have ESSA legislation on the books can use the Devereux Student Strengths Assessment (DESSA) to fulfill ESSA paperwork requirements.

    …every month the teacher must answer 72 questions about each of the perhaps dozens of students in her class. She must assess whether the student “carr[ies] himself with confidence,” whatever that means for a 5-year-old, and whether he can “cope well with insults and mean comments.”

    … Dr. Cerundolo’s alarm at the imposition of DESSA is shared by at least some New Hampshire teachers. One of them contacted Ann Marie Banfield, Education Liaison for Cornerstone Action in New Hampshire, to express her objections to completing the DESSA forms on her students. The teacher was especially troubled that the school neither sought parental consent nor even notified parents that their children were being screened by amateurs for mental-health issues. As the mother of public-school students, she worried that other teachers were completing this assessment on her children.

You read that right: if you live in an ESSA state, your child’s mental health will be assessed by a non-medical professional in a non-medical context. The paperwork will not be protected by HIPAA laws, which means that the school district can share a teacher’s assessment of your child’s mental health with literally anyone. Parents are not asked for permission before the DESSA is administered, nor do they have any say over where the records go once they are obtained.

I imagine that primary school teachers will be just overjoyed to take on yet another task for which they may have no formal training or aptitude, in addition to the piddling little details of actually teaching. Were you ever warned about youthful misbehaviour going on to your “permanent record”? Now, it’s not just the big ticket items that will follow your kids from now on in their school careers.

June 21, 2017

College Students ‘Think Freedom is Not a Big Deal’

Published on 20 Jun 2017

Sociologist Frank Fruedi and Reason’s Nick Gillespie discuss the decline of free speech on campus and his new book, What Happened to the University: a Sociological Exploration of its Infantilisation.
———-
“For the first time, a growing number of young people actually think freedom isn’t a big deal,” says sociologist Frank Furedi, who’s an emeritus professor at the University of Kent and author of the new book, What Happened to the University: a sociological exploration of its infantilisation.

The university was once a place where students valued free speech and risk taking, but today “a very illiberal ethos has become institutionalized,” says Furedi. “In many respects, it’s easier to speak about controversial subjects outside the university…It’s a historic role reversal.”

Furedi sat down with Reason‘s Nick Gillespie to talk about the roots of this intellectual shift on campus — and how to fix it.

Edited by Mark McDaniel. Cameras by Jim Epstein and Kevin Alexander. Music by Bensound.

June 16, 2017

QotD: Cultural decline markers

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

In response to my previous post noting that the Flynn effect turns out to be a mirage, at least two respondents have suggested that average IQ has actually been falling, and have pointed to the alleged dumbing-down of politics and popular culture in the last fifty years.

I think both those respondents and the psychometricians are correct. That is, it seems to me that during my lifetime I’ve seen evidence that average IQ has risen a little, but that other traits involved in the “smart or stupid” judgment have eroded.

On the one hand, I’ve previously described the emergence of geek culture, which I take among other things as evidence that there are more bright and imaginative individuals around than there were when I was a kid. Enough of us, now, to claim a substantial slice of turf in the cultural marketplace. This good news is reinforced for me be the explosive growth of the hacker community, which today is easily a hundred times the size it was in, say, 1975 — and far larger than I ever dreamed it would be then.

On the other hand, when I compare Americans today to the country of my childhood there are ways the present comes off rather badly. We are more obese, we have shorter attention spans, our divorce rate has skyrocketed. All these and other indicators tell me that we have (on average) lost a significant part of our capacity to exert self-discipline, defer gratification, and honor contracts when the going gets tough.

To sum up, we’re brighter than we used to be, but lazier. We have more capacity, but we use less of it. Physically and mentally we are self-indulgent, flabby, unwilling to wake up from the consumer-culture dream of entitlement. We pursue happiness by means ever more elaborate and frenetic, diminishing returns long since having set in. When reality hands us a wake-up call like 9/11, too many of us react with denial and fantasy.

This is, of course, not a new complaint. Juvenal, Horace, and Petronius Arbiter wrote much the same indictment of their popular culture at the height of the Roman Empire. They were smart enough to understand, nigh on two millennia ago, that this is what happens to elites who have it easy, who aren’t tested and winnowed by war and famine and plague and poverty.

But there are important differences. One is that while decadence used to be an exclusive problem of the upper crust, we are all aristocrats now. More importantly, where the Romans believed that decadence in individuals and societies was inevitable, we know (because we’ve kept records) that as individuals we are taller, stronger, healthier, longer-lived and more intelligent than our ancestors — that, in fact, we have reaped large gains merely within the last century.

We have more capacity, but we use less of it. And, really, is it any surprise? Our schools are abandoning truth for left-wing bullshit about multiculturalism and right-wing bullshit about “intelligent design”. Our politics has become a wasteland of rhetorical assassinations in which nobody but the fringe crazies believe even their own slogans any more. Our cultural environment has become inward-turned, obsessed with petty intramural squabbles, clogged with cant. Juvenal would find it all quite familiar.

Eric S. Raymond, “People Getting Brighter, Culture Getting Dimmer”, Armed and Dangerous, 2005-08-28.

June 2, 2017

Ethiopia goes offline

Filed under: Africa, Education, Government, Technology — Tags: , , — Nicholas @ 03:00

Cory Doctorow on Ethiopia’s decision to shut down access to the internet “to prevent exam cheating”:

The entire nation of Ethiopia — a corrupt, oligarchic state with the distinction of being “the world’s first turnkey surveillance state” where spy technology from the “free world” is used to spy on the whole country — just dropped off the internet.

The ruling clique says it turned off the country’s internet to prevent Ethiopian students from accessing final exam questions via Facebook groups run by the global Ethiopian diaspora, and indeed, last year’s exams were spoiled by early-circulated exam questions.

But Ethiopia routinely disappears from the world’s internet in response to dissent and protest, and these are never far from the surface in Ethiopia, so the exams might just be a convenient excuse.

It’s an interesting counter to the idea that even authoritarian regimes struggle to turn off their national internet systems, because these are vital to maintaining the elites’ business interests, as well as extractive industries like oil, or other industries like tourism. In Burma and Egypt, totalitarian regimes have wrestled with the question of when and whether to shut down the internet, often pulling the switch after it was too late (for them).

June 1, 2017

Words & Numbers: Is Your College Degree Worthless?

Filed under: Economics, Education — Tags: , — Nicholas @ 04:00

Published on 31 May 2017

A lot of people assume that any degree increases your income over the course of your life, but it actually seriously depends on what major you choose and what career you go into. This week on Words & Numbers, Antony Davies​ and James R. Harrigan​ breakdown the numbers on what your college degree is actually worth.

QotD: Economics

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

Science may be the noblest endeavor of the human mind, but I believe (though I cannot prove) that the most crippling and dangerous kind of ignorance in the modern West is ignorance of economics, the way markets work, and the ways non-market allocation mechanisms are doomed to fail. Such economic ignorance is toxic, because it leads to insane politics and the empowerment of those whose rhetoric is altruist but whose true agenda is coercive control.

Eric S. Raymond, “What Do You Believe That You Cannot Prove?”, Armed and Dangerous, 2005-01-06.

May 29, 2017

QotD: Western intellectuals’ anti-Western bias

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

Much of the West’s intelligentsia is persistently in love with anything anti-Western (and especially anti-American), an infatuation that has given a great deal of aid and comfort to tyrants and terrorists in the post-9/11 world. Besides these obvious political consequences, the phenomenon Julian Benda famously called le trahison des clercs has laid waste to large swathes of the soft sciences through ideologies like deconstructionism, cultural relativism, and postmodernism.

I believe, but cannot prove, that le trahison des clercs is not a natural development of Western thought but a creation of deliberate propaganda, directly traceable to the successes of Nazi and Stalinist attempts to manipulate the climate of opinion in the early and mid-20th century. Consequently I believe that one of the most difficult and necessary tasks before us in the next half century will be to banish the influence of totalitarian nihilism from science in particular and our culture in general.

Eric S. Raymond, “What Do You Believe That You Cannot Prove?”, Armed and Dangerous, 2005-01-06.

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