Quotulatiousness

March 27, 2024

As the kids will be taught, pre-Columbian culture was feminist, egalitarian, non-violent, etc.

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

The way history will be taught in future will distort historical facts to flatter modern sensibilities, especially with regard to First Nations history:

Linguistic groups of pre-contact North America.
Wikimedia Commons

In my previous missive of this series, I outlined the socio-economic problems facing Indigenous people in Canada and identified the official narrative, promoted by the federal government, Indigenous leaders, and their non-Indigenous allies. This narrative is basically that colonialism, racism, and oppression are the sole (or at least the major) causes of the long list of socio-economic difficulties so many Indigenous people are suffering from today. The narrative focuses on colonialism, oppression, as well as “intergenerational trauma” and “genocide”, neither of which claims stand up to the slightest bit of objective scrutiny and analysis. The genocide claim is particularly laughable in that the Indigenous population has increased from about 100 thousand in 1900 to nearly 2 million today, which is at least four times the pre-contact Indigenous population.

Pre-contact living conditions for Indigenous people

In order to blame all the problems on European settlers and their descendants, the narrative starts out by implying that life in pre-contact Canada was idyllic. Students are led to believe that this was a time of peace, cooperation, and prosperity based on teachings and knowledge systems that were superior to what we have now (the Western enlightenment-based ethos and the scientific method). Students are told that people lived well- sustainably, with little environmental impact, and with a respect for each other and the land, with which their relationship was one of stewardship and symbiotic coexistence.

This is presented in contrast to the purported European world view, which kids are told was, and still is, characterized by exploitation and a belief in European superiority. Europeans are described as ruthless and greedy people who just wanted to enrich themselves by maximally extracting any and all resources without regard for impacts on the environment or Indigenous people. It is presented as a case of good vs. evil.

But what was life really like for pre-contact Indigenous people? Certainly their stone age way of living combined with their small, scattered population was eco-friendly, but was their standard of living, on balance, better than that of modern Canada? Were they more moral, or wiser than modern non-Indigenous Canadians? An honest answer to these questions demands a hard look at the available evidence and a willingness to draw conclusions wherever that evidence may lead.

And that evidence shows that pre-contact indigenous people demonstrated the full range of behaviors we find in all stone age hunter gatherer/horticulturalist societies. While there is much to admire about these people, who were able to survive in a challenging environment with only the most rudimentary of wooden, stone, and bone tools, the evidence is clear that, compared to modern times

  • life expectancy was very low
  • child mortality was very high
  • warfare was endemic
  • slavery was a common practice
  • violence of all kinds was common
  • people suffered a great deal from simple health problems which would now be easily treatable with antibiotics and surgical techniques.

It should also be pointed out that while the allegation that Indigenous people were the victims of genocide at the hands of the government of Canada is ridiculous, it is a well-established (but rarely mentioned) fact that Indigenous people carried out genocides against one another on a regular basis, for example the genocide of the Hurons by the Iroquois.

March 24, 2024

QotD: Adolescence

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

Children, in my sadly limited experience, are one of nature’s conservative forces. Or, they can be. Only after puberty are they likely, in the course of nature, to embrace change. One may glimpse what nature intended by this. Even adolescence has its function. As the child transforms into woman or man, by chemical processes I’d rather not mention, his outlook also changes. He will go out in the world. He still needs protection, but is beginning to forget. He is trying new spiritual garments on for size. He is trying things on, more generally; graduating, perhaps, from mischievous child to the full glory of juvenile delinquency. Or, from obedient and thoughtful child, to discerning and responsible adult.

In the old days, of course (in every culture), adulthood came earlier, and adolescence was merely its apprentice form. Now thanks to an extended, debilitating system of “education”, bureaucratically controlled, adolescence itself, or the semblance of it, may be extended past the age of thirty; and with the further interventions of what I call Twisted Nanny State, from birth (when permitted) to death (however caused). The old notion that one must take responsibility for oneself and in one’s neighbourhood (whatever that may be) has come to be replaced by the new notion that one is the member of a demographic group, to be assigned responsibilities by one’s progressive betters.

David Warren, “Against ‘education'”, Essays in Idleness, 2019-09-06.

March 15, 2024

Peter Turchin’s notion of the “overproduction of elites”

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

Severian is on a mini-vacation at the moment, but still managed to find time to share some thoughts about Turchin’s “overproduction of elites”:

University graduation – a large crowd of students at a graduation ceremony in Ottawa, Ontario. This was the thumbnail image used on the “Elite overproduction” Wikimedia page, which seemed quite appropriate.
Photo by Faustin Tuyambaze via Wikimedia Commons.

Let us consider “the overproduction of elites”. Those who love Peter Turchin’s work love this phrase, as it finally gives a name to a phenomenon we’ve all noticed: The creation, promotion, and indeed valorization of what would more properly be called social barnacles — they don’t move, can’t change, and eventually bring whatever they infest to a complete halt. Those who dislike his work often haven’t read it, so they object to the use of the word “elite” — again, these are social barnacles; what’s elite about them?

Which is precisely Turchin’s point — “elite” is a descriptor of their lifestyle, and most importantly their self-image; it is almost perfectly opposed to their actual utility. The modern Ed Biz is set up to do little else but produce these (pseudo) elites, and therefore a kind of Say’s Law takes hold. Say’s Law, you’ll recall, is vulgarly summarized as “Supply creates its own demand,” and that’s what we see with the (pseudo) elites churned out by every college in the land — they expect, indeed they demand, “jobs” commensurate with their “education”, and thus make-work “jobs” in the Apparat are brought into being.

They take out massive student loans to get the “jobs”; they “work” the “jobs” to service the debt, and so on.

But that’s true of most “white-collar” “jobs” these days. What separates the “elites”, in Turchin’s usage, from the rest of them is not their utility, or lack thereof — the economy, such as it is, would function just as well (or not) with far fewer lawyers, accountants, insurance adjusters, and so on. The difference, comrades, is what we must call Revolutionary Class Consciousness, stealing nationalizing socializing liberating a phrase from Lenin.

An accountant, I’d wager, views his work as a technical specialty. They’re “rude mechanicals” (that’s Shakespeare, darlin’; evidently Mr. Ringo is an educated man). Maybe not so “rude” — accountants make good scratch; they’re middle to upper-middle class, economically — but basically technicians. Accounting is a highly-trained, well-compensated job, but that’s all it is: A job. Accounting is what an accountant does; it’s not what an accountant IS. Contrast that to the overproduced “elites”, in Turchin’s sense, and you see what Turchin’s sense really means: An “elite” really IS his job title.

Note the shift: His job title. As we all know, so many of the overproduced “elite” do no meaningful work. How could they? We could easily do this for most any “job” in the Apparat, but one example will suffice. Consider “Journalist”. Formerly called “Reporter”, and back then it required some actual productive output. Some “shoe leather”, as the phrase was. To find out what they were up to at City Hall, you actually had to physically go down to City Hall and follow the Mayor around. These days — the days when Reporters are now Journalists — it’s just stenography. And not even real stenography, Claudine Gay-style stenography — the Mayor’s press secretary (who probably went to college with you) emails you a press release; you change a word or two and then reprint it, basically verbatim, under your byline.

A monkey could be trained to do it. Hell, a chatbot could be trained to do it, and that’s probably a good quick-and-dirty definition of a Turchin-style overproduced “elite”: If whatever “work” he does could easily be replaced by a chatbot, with no appreciable drop-off in either productivity or quality. Because that’s the key to understanding these people: They know damn good and well, at some almost-but-not-quite conscious level, that they’re social barnacles. That is the “base” upon which the “superstructure” — again stealing terms from Onkel Karl — of their Revolutionary Class Consciousness is built.

February 28, 2024

The rise of the “Pretendian” is an inevitable consequence of academia’s ultra-woke culture

Filed under: Bureaucracy, Cancon, Education, Media, Politics, USA — Tags: , , , , , , — Nicholas @ 05:00

Freddie deBoer summarizes why we’ve seen a vast increase in the number of Pretendians in western academia, but especially in Canada and the United States (and we can be almost certain that there are a lot more who haven’t yet been revealed, because the incentives to pretend are so enticing):

“The Pretendians”, a CBC documentary – https://www.cbc.ca/passionateeye/episodes/the-pretendians

  1. Certain jobs in academia are highly prized
  2. There are far more applicants than openings for those jobs and so competition for them is incredibly fierce
  3. Representing yourself as a member of an underrepresented minority significantly improves your odds of getting such a job, and in certain fields representing yourself as a person of indigenous descent improves those odds dramatically
  4. Indigenous identity is easy to fake and difficult to disprove, and the cost of accusing someone else of faking it, in academia, can be very high indeed
  5. Most crucially of all, the social culture of academia strongly prohibits speaking frankly about these facts

Jay Caspian Kang’s new piece on the “Pretendian” crisis in academia is deeply researched and compulsively readable, and read it you should. But fundamentally everything you need to know about the problem is in the numbered list above. You’ve created a fiercely competitive process in which a segment of people are given a very large advantage, there are few if any objective markers that can disprove that someone is a member of that segment, and you’ve declared it offensive to question whether someone really is a member of that segment, outside of very specific scenarios. (When I was in academia people spoke very darkly about the concept of ever questioning someone’s indigenous identity, called it the act of a colonizer, etc etc.) The obvious question is … what did you think was going to happen? Humanities and social sciences departments have, through the conditions described above, rung the dinner bell for people pretending to have indigenous heritage. They now act shocked when such people show up. I find it disingenuous and untoward. This behavior is the product of the incentives that you yourself built. Of course it’s a stain on the integrity of the fakes. But you made it inevitable that this would happen. Reap what you sow.

Accusations aplenty, but still no clear evidence

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

Michelle Stirling outlines the establishment of the North West Mounted Police (today’s Royal Canadian Mounted Police) and their role in driving out American whiskey traders and criminal gangs who had invaded the Canadian west, and the initial role of Sir John A. Macdonald in setting up the first residential schools for First Nations children:

Kamloops Indian Residential School, 1930.
Photo from Archives Deschâtelets-NDC, Richelieu via Wikimedia Commons.

It is clear that the claim of “mass graves” of children allegedly found by Ground Penetrating Radar (GPR) at the former Kamloops Indian Residential School is false. The main reason is that there is no list of names of missing persons — over the course of 113 years of Indian Residential Schools, which saw 150,000 students go through the system, some staying for a year, most for an average of 4.5 years, some staying for a decade or more and graduating, and some orphans being taken in to the school as children, then remaining to work as Indigenous staff — these many thousands of children passed through Indian Residential Schools, their parents enrolling and re-enrolling them year after year.

And there is no list of names of missing persons.

There are many claims of missing persons.

Some of these claims are quite fatuous — with one person claiming that in their Band, every family had four or five children who went missing at that school. Another person claimed that their grandfather had ten siblings disappear in that school.

If that were true, the Band would have ceased to exist.

Despite these claims, there are no missing persons records.

And every student who went to that school is documented on the Band’s Treaty rolls, in documents of the Indian Agent, in the enrollment forms at the Department of Indian Affairs, along with the student’s medical certificate for entry, and in the quarterly reports of the department.

In fact, the Indigenous population of Canada grew from about 102,358 in 1871 to now 1.8 million.

It seems that the claim of a “mass grave” on the former Kamloops Indian Residential School site was timed to “nudge” the approval of the United Nations Declaration of the Rights of Indigenous People through parliament — which it did! The bill had been “stuck” as six provinces had requested delay and clarity on key issues. Once the claim of “mass graves” surfaced — boom!

Less than a month after the “mass graves” news shot round the world, shocking the global community that Canadians — once known as international peacemakers, were actually hideous murderers of Indigenous children — UNDRIP swept through the Canadian Parliament with no objection.

A day later, China accused Canada of genocide, citing the Kamloops “mass graves” find as proof. For those of you following the concerns about China’s alleged interference in elections in Canada, this rather convenient timing might set off some alarm bells.

If anything, the RCMP should be investigating this matter on grounds of false pretences or fraud. But the RCMP appear to have transferred the investigation of the Kamloops “mass grave” to the people who claimed to have found them! Ground Penetrating Radar (GPR) can only identify “disturbances” under ground, not bodies or coffins. In fact, based on previous land use records, most likely the GPR found 215 clay tiles of an old septic trench.

February 26, 2024

Time to pry the smartphones from the clutches of our dopamine-addicted youngsters?

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

A couple of articles this weekend deal with the already acknowledged problem of dopamine addiction especially among the young whose brains and personalities are still in the formative stages. First, here’s Christopher Gage reporting with some delight that British schoolchildren are going to have to learn how to cope with a full school day without the electronic binkies they’ve grown so dependent on:

Detail of an article at bankmycell.com

I long for the day when gawking at one’s phone like a lobotomy patient invokes derision. Don’t you know your filthy addiction pollutes every atom of our society? You selfish bastard. You perverts should be ashamed of yourselves, etc. That day is on the horizon.

This week, British lawmakers banned smartphones in schools. Those pocket perils are lobotomising those whom sentimentalists call “the nation’s future”. Denied their devil devices, schoolchildren will endure hours of reading, thinking, and writing. Heaven forbid, they’ll talk to their friends and teachers in flesh and blood.

In these matters, I am militant. Children are not vessels of wisdom and wonder corrupted by a cruel world. They’re ignorant. By teaching them how to think and live, adults civilise children. That bleeping burping buzzing beehive in their pockets renders that civilising mission impossible.

Many disagree. But their knee-jerk reaction to this “knee-jerk reaction” crashes against concrete evidence. Smartphones erode concentration, dull critical thinking, blunt memory, and shred retention. The monstrous equation: Smartphones plus face-hugger apps equals ignorant, depressed, anxious youths.

Yes, technology invites moral panic. Plato worried that the written word would mulch minds into mush. But this is serious.

Last year, Dr Vivek Murthy, the United States surgeon general, issued a rare public health advisory. Across 19 pages, Dr Murthy warned that the effects of social media on adolescent mental health were “not fully understood”.

“There are ample indicators that social media can also have a profound risk of harm to the mental health and well-being of children and adolescents,” he said.

And what did we say? Not much. We had more important matters to attend. If I remember correctly, on that very day, Kim Kardashian revealed on Instagram her latest arse or her newest boyfriend.

However, serious people think this is a serious problem. Dr Benjamin Maxwell, a director of child and adolescent psychiatry at Rady Children’s Hospital in San Diego, said he is “immensely concerned” by a study linking social media and poor mental health. That “highly stimulating environment” may corrode “cognitive ability, attention span and memory during a time when their brains are still developing,” Maxwell said. “What are the long-term consequences? I don’t think we know.”

The UN’s education, science, and culture agency says the more young Jack scrolls through TikTok and the like, the lower his grades sink.

Countless studies show smartphones and their face-hugger apps — designed by behavioural psychologists to addict and milk the user — worsen anxiety, depression, and self-esteem. Not to mention lining up children for the predation of bullies 24/7.

Psychologists Jonathan Haidt and Jean Twenge are the canaries in the cultural coalmine. They say HMS Progress is crashing toward the icebergs — rising rates of suicide, depression, and anxiety. To them, the evidence is almost irrefutable. Turn back now, they say, or the ship sinks.

The second item is a follow-up by Ted Gioia to his post on dopamine culture last week:

My article on “dopamine culture” has stirred up interest and (even more) raised concerns among readers who recognize the symptoms I described.

One of the illustration went viral in a big way. And I’ve gotten requests from all over the world for permission to translate and share the material. (Yes, you can all quote generously from the article, and reprint my charts with attribution.)

This image was shared widely online

But many have asked for more specific guidance.

What can we do in a culture dominated by huge corporations that want us to spend hours every day swiping and scrolling?

I find it revealing and disturbing that readers who work on the front lines (in education, therapy, or tech itself) expressed the highest degree of alarm. They know better than anybody where we’re heading, and want to find an escape path.

Here’s a typical comment from teacher Adam Whybray:

    I see it massively as a teacher. Kids desperately pleading for toilet breaks, claiming their human rights are being infringed, so they can check TikTok, treating lessons as though they’re in a Youtube reaction video, needing to react with a meme or a take — saying that silence in lessons scares them or freaks them out.

    One notable difference from when I was at school was that I remember a lesson in which we got to watch a film was a relief or even pleasurable (depending on the film). My students today often say they are unable to watch films because they can’t focus. I had one boy getting quite emotional, begging to be allowed to look at his phone instead.

Another teacher asked if the proper response is to unplug regularly? Others have already embraced digital detox techniques of various sorts (see here and here).

I hope to write more about this in the future.

In particular, I want to focus on the many positive ways people create a healthy, integrated life that minimizes scrolling and swiping and mindless digital distractions. Many of you have found joy and solace — and an escape from app dependence — in artmaking or nature walks or other real world activities. There are countless ways of being-in-the-world with contentment and mindfulness.

Today I want to discuss just one bedrock of real world life that is often neglected — or frequently even mocked: Ritual.

I know how much I rely on my daily rituals as a way of creating wholeness and balance. I spend every morning in an elaborate ritual involving breakfast, reading books (physical copies, not on a screen), listening to music, and enjoying home life.

Even my morning coffee preparation is ritualistic. (However, I’m not as extreme as this person — who rivals the Japanese tea ceremony in attention to detail.)

I try to avoid plugging into the digital world until after noon.

I look forward to this daily time away from screens. But my personal rituals are just one tiny example. There are many larger ways that rituals provide an antidote to the more toxic aspects of tech-dominated society.

Below I share 13 observations on ritual.

February 25, 2024

Who Killed Canadian History?

Filed under: Books, Cancon, Education, History, Media, Politics — Tags: , , , , , , , — Nicholas @ 05:00

I was not aware that it has been a full twenty-five years since J.L. Granatstein published his polemical Who Killed Canadian History?:

In that work, Granatstein asserts that the rationale for the history taught in Canadian schools was political, not historical. And sexism and racism were being taught, not history.

In the postmodern era, the priority of vast areas of history teaching and historiography, and Granatstein is far from the only academic who noticed this, transitioned from evidence and facts, to morals and emotions. Western oppression became the source of historiographical obsession. And the practice, which has shaped Western historiography since at least the turn of the twentieth century, of injecting moral judgements adjacent to facts and timelines, became entrenched.

This has happened because important areas of historiography, and historical pedagogy, have been subsumed into social sciences. My 9 and 11 year old children do not have a history class. What they learn about history, which isn’t much, is in a class called “social studies”. My son, who is in grade 6, and who was never previously taught anything about the Holocaust, is learning about Nazis Germany’s persecution of the Jews in the most obscure way. His introduction to the Holocaust included a lesson pertaining to the MS St. Louis, a passenger ship carrying 907 Jewish refugees fleeing Nazi persecution that was refused entry into Canada in 1939.

The ship’s Jewish passengers were safely returned to four European countries, but tragically 254 were later killed in the Holocaust. A terrible outcome. Indeed, one of the rare dark stains on Canada’s otherwise quite exemplary record of offering sanctuary to refugees. But if Canadians at the time had known that refusing entry to the MS St. Louis would result in the cold-blooded murder of 254 innocent people, would they have allowed entry? A question not raised in my son’s class.

As well, what Canadians knew or didn’t know about the genocidal ambitions of the Nazis did not come up in my son’s classroom discussions. Indeed, that would be too complex and nuanced for 12 year old’s. They also did not discuss conditions in Canada at the time that may have played a role in the consequential decision to turn away the MS St. Louis. Nor did they mention the Evian Conference, which occurred the year prior to the MS St. Louis‘ ill-fated arrival to Canada.

The Evian Conference of 1938 was held in the French resort town of Évian-les-Bains. There were 32 participating nations, including Canada, who were “to seek, by international agreement, avenues for an orderly resettlement of (Jewish) refugees from Germany and Austria”. Shockingly, at the close of the talks, none of the nations involved had offered to accept any Jewish refugees.

From the London Spectator (1938):

    If the Conference has not been a complete failure, it has achieved little to boast about, all the States sympathizing and none desiring to admit refugees. Even the United States, as prime mover, offers no more than the quota.

My son did not come away from his class with an impression that Canada was not alone in its reluctance to accept refugees. This, and other such lessons, seem as if they are designed to implant a sense of revulsion over Canada’s past failures, instead of patriotism over its achievements and victories. What a disservice to young Canadian learners.

This cherry-picked event from history, which doesn’t really deal with the Holocaust, but assumes kids will appreciate related events that occurred over the backdrop of the Holocaust, is doubly misleading in that it presents Canada as a racist country hostile to refugees, before establishing that the opposite was (and is) overwhelmingly true throughout the arc of Canadian history up to the present.

It’s not even clear if my son took away from the lesson that Hitler was the far bigger villain, compared to his “racist colonial” country of Canada.

Clearly, Canada eventually let in Jewish people, and people from all ethnicities. We became the world’s first multiculturalism, and our large cities are among the most cosmopolitan and multicultural places in the world. This needs to be established first for young learners of Canada’s story. Clearly established, before one starts teaching the exceptions to the rule. But my son is getting some weird blend of oddities presented as introductory material to larger subjects which hold historical conclusions opposite to the ones the cherry-picked exceptions portray. It only makes sense that these exceptional events are selected deliberately for political, not educational, reasons.

Twenty-five years ago, Granatstein wrote of Canadian schools,

    The material taught stressed the existence of anti-Aboriginal, anti-Metis, and anti-Asian racism, as well as male sexism and discrimination against women, as if these issues were and always had been the primary identifying characteristics of Canada … The history taught is that of the grievers among us, the present-day crusaders against public policy or discrimination. The history omitted is that of the Canadian nation and people.

Who Killed Canadian History? also criticized the teacher-curated practice whereby early exposure to Canadian history is random and discontinuous concerning time periods and individuals, and “without much regard for chronology”. Exactly what I have been experiencing with my kids, decades after Granatstein identified the problem.

February 23, 2024

“… the very act of education is ‘a colonial structure that centres whiteness'”

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

Teachers in the Toronto District School Board are being told they have to focus on the race of their students above everything else:

The Canadian education system exists exclusively to perpetuate “white supremacy” and schools must prioritize the race of their students above any other factor, reads an official guidebook distributed to all 20,000 Toronto public school teachers.

“Race matters — it is a visible and dominant identity factor in determining people’s social, political, economic, and cultural experiences,” reads one of the introductory paragraphs of Facilitating Critical Conversations, a handbook produced and distributed by the Toronto District School Board.

Teachers are told that they serve an educational system “inherently designed for the benefit of the dominant culture” and that the very act of education is “a colonial structure that centres whiteness”.

“Therefore it must be actively decolonized,” the guide says.

Authored by the TDSB’s Equity, Anti-Racism and Anti-Oppression Department, the guide is one of several new policy documents telling teachers to become agents of “decolonization”.

At multiple points, teachers are told to interact with students based primarily on their “identity group”.

“Am I thinking about the various identities students may hold, whether they are part of a group, their comfort in identifying as part of this group, and articulating/coming out as part of this group,” reads one entry in a checklist of how teachers should engage in “critical conversation”.

The “critical conversation” itself is defined as a means of conditioning students that “identity and power” is inextricable, and that the world around them is chiefly defined by “structures that privilege some at the expense of others”.

“White Supremacy is a structural reality that impacts all students and must be discussed and dismantled in classrooms, schools, and communities,” it reads.

The entire document was produced to replace a 21-year-old TDSB guidebook that was previously the standard text for addressing “controversial and sensitive issues” in the classroom.

February 21, 2024

“College attendance is our society’s only meaningful initiation ritual, and it thus assumes an existential importance that renders it near-impossible to replace until an alternative is found”

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

Johann Kurtz believes the modern university’s survival despite its increasingly irrational and counterproductive actions can be explained as the last modern example of an initiation ritual:

Harvard University Memorial Church.
Photo by Crimson400 via Wikimedia Commons.

Our understanding of the college system is incomplete. Until we correct this, we won’t be able to fix or replace the system.

First, consider a paradox: college attendance remains near all-time highs [Link], yet the majority of Americans no longer believe it is worth the cost [Link].

The college system seems irrationally resistant to declining value. We must therefore ask: is there an important non-rational reason for college attendance which we have failed to acknowledge?

I believe the answer is “Yes”. College attendance is our society’s only meaningful initiation ritual, and it thus assumes an existential importance that renders it near-impossible to replace until an alternative is found.

Our culture is historically anomalous in lacking explicit initiation rituals.

Mircea Eliade, the great religious historian of the 20th-century, defined initiation rituals as “a body of rites and oral teachings whose purpose is to produce a decisive alteration in the religious and social status of the person to be initiated“.

    In philosophical terms, initiation is equivalent to a basic change in existential condition; the novice emerges from his ordeal endowed with a totally different being from that which he possessed before his initiation; he has become another.

    — Mircea Eliade, Rites and Symbols of Initiation: The Mysteries of Birth and Rebirth

In Europe, fully expressed initiation rituals were common until the end of the Middle Ages, and in the wider world, until the end of the First World War. Now, they only persist in the West in the sacramental practices of devout Christians (baptism, confirmation, and so forth).

Once, however, these practices were of tremendous importance to us, as Eliade makes clear:

    To gain the right to be admitted among adults, the adolescent has to pass through a series of initiatory ordeals: it is by virtue of these rites, and of the revelations that they entail, that he will be recognized as a responsible member of the society. Initiation introduces the candidate into the human community and into the world of spiritual and cultural values. He learns not only the behavior patterns, the techniques, and the institutions of adults but also the sacred myths and traditions of the tribe, the names of the gods and the history of their works …

In the absence of local community rituals, the universities are a natural site for their replacement. These have always been religious sites, although the nature and expression of this religion has transmuted over time.

H/T to Bruce Gudmundsson at Extra Muros for the link and his additional comments:

This hypothesis accords with the argument, made often in this blog, that education and schooling are two very different things. At the same time, it suggests that one of the definitive purposes of Extra Muros, the encouragement of young people to eschew the conventional college experience in favor of a combination of practical pursuits and systematic self-tuition, may be a fool’s errand. After all, if four (or five or six) years of drinking second-rate beer from red plastic cups does for the office-bound folk of North America what fear-filled rites of passage do for members of the bone-in-the-nose set, then I might well be sailing against the wind.

Upon second thought, I find hope in the possibility that the parasite (or, to be more precise, the cancer) promoted by d’Angelo, Kendi, and company will soon deal the coup de grâce to its mortally-wounded host.

The coming-of-age ordeals of warrior tribes demand that boys who would be men prove possession of such martial virtues as courage and self-command. The rites-of-passage of the modern middle classes, however, require that postulants demonstrate a mixture of conformity, conscientiousness, and, to a diminishing degree, intelligence. (Readers familiar with the oeuvre of economist Bryan Caplan will recognize the source of this troika. However, it is worth noting that, while Professor Caplan will occasionally tip his hat in the direction of the campus-based building of basic brain-power, he devotes far more attention to the collegiate cultivation of the two components of Sitzfleisch.)1

The cult of Marx, Mao, and Marcuse demands complete compliance, not only with its basic tenets, but also with any changes in the party line that, from time to time, may occur. (I am old enough to remember the days when campus commies of the caucasian persuasion could don dashikis without facing charges of “cultural appropriation”.) Thus, those who sit at the feet of the acolytes of critical theory learn an art of great value to people who wish to thrive in a large organization, that of discarding the old hat, and putting on the new one, at just the right time. (Think, if you will, of the mid-level employees of the McDonalds Corporation, who, over the course of the last four decades, were obliged to alter their opinion of the McRib sandwich more often than they changed the oil in their cars.)

    1. Bryan Caplan, The Case Against Education: Why the Education System is a Waste of Time and Money (Princeton: Princeton University Press, 2018), pages 9-21.

February 16, 2024

QotD: The PUA (Pick-up artist)

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

If you’ve read The Game […] you can’t help being struck by how expensive all this must be, both in time and money. Mystery, the first PUA guru who kicked the whole “community” off by offering classes, charged something like $1-5000 for a week-long class — serious money back then, and that’s before you consider that guys were flying in from all over the country, indeed from all over the world, to take them. That aside, consider what it would take to hit at least three Sunset Strip clubs a night, three nights a week. I’m well past my bar-hopping days, but when I was in grad school, the “trendy” clubs in College Town charged $10-20 just in cover …

This was two decades or more ago, and College Town was in Podunkville. Imagine what they’re charging to get into the hot nightspots on the Sunset Strip. I bet just getting into the clubs costs these aspiring PUAs a couple hundred bucks, every week, for months. Then there’s all the other stuff Strauss said he did to transform himself into “Style” — laser-whitening his teeth, tanning beds, classes on elocution and posture, a whole new (and ever-changing) wardrobe, surfing. I can’t even begin to calculate it, but at one point he and three other PUAs are living in a Hollywood Hills mansion that once belonged to one of the Rat Pack — monthly rent, $50K. Then throw in the fact that all of this takes a tremendous amount of time, and consider the toll that must take on your body. I hit the sauce pretty hard back in my day, and one of the reasons I stopped was that the hangovers really started hurting — one night of bar-hopping now, and I’d be bedridden for days. I’m getting exhausted just typing this, and do you see what I mean?

And all this without getting a single girl. I think everyone here has been in at least one relationship, so we know that no matter how casual you keep it, bare-bones relationship management, even of pump-and-dumps, takes a fairish bit of time (so I’ve heard, anyway). I might be misremembering, but at one point Strauss claims he was managing something like four or five more or less long-term hookups simultaneously. I don’t think there are enough hours in the day …

Much better, then, to just say you’re a PUA. To do it Tyler Durden style, in other words. I’m pretty sure you could sell the illusion of yourself as a hardcore PUA with one not-too-expensive night on the town. Just dress up like one of these goobers, hit up one bar, and take selfies with a bunch of girls, making sure to alter the shot angles enough that no one can tell you’re in the same bar the whole time. Post one or two stories of your conquests a week, and you could portray yourself as some kind of pickup master in no time at all.

Of course, that’s if you want to consciously fake it. I have no idea what “Tyler Durden” was doing, not being a sociopath myself, but as Strauss tells it, his disciples got snookered into it. They really did want to learn how to pick up girls, but since dressing up like a PUA and talking about getting girls is much easier than actually getting girls, a night on the town with those guys ended up being an endless series of “approaches”. Again, it’s how you define “effective”, and Strauss lets the cat out of the bag a bit when he informs us of the PUA’s weird lingo for “closing”. There’s the “f-close”, of course, which should be obvious, but there’s also the “kiss close” and even the “phone number close” … and both of those count as complete successes.

Severian, “Mental Middlemen”, Rotten Chestnuts, 2021-05-05.

February 7, 2024

As the media now tell us, it’s dangerous to do your own research and you should just trust them about everything

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

David Friedman has some timely tips on how you might go about determining the truth of an assertion offered in the legacy media or online source of undetermined trustworthiness:

Following up the claim you come across an article, perhaps even a book, which does indeed support that claim. Should you believe it?

The short answer for all of those examples, some of them claims I agree with, is that you should not. As I think I have demonstrated in past posts, claimed proofs of contentious issues are quite often wrong, biased, even fraudulent.

More examples from previous posts, here or on my old blog:

An estimate of the cost of a ton of carbon dioxide calculated with about half the total depending on the implicit assumption of no progress in medicine for the next three centuries.

A factbook on state and local finance that deliberately omitted the most important relevant fact that readers were unlikely to know.

A textbook, in its third edition, with multiple provably false claims.

The important question is how to tell. There are three answers:

1. Read the book or article carefully, check at least some of its claims — easier now that the Internet provides you with a vast searchable library accessible from your desktop — and evaluate its argument for yourself. Doing this is costly in time and effort and requires skills you may not have; depending on the particular issue that might include near-professional expertise in statistics, history, physics, economics, or any of a variety of other fields. I have taught elementary statistics at various points in my career, both in an economics department and a law school, but gave up on a controversy of considerable interest to me (concealed carry) when the statistical arguments got above the level I could readily follow.

2. Find one or more competent critiques of the argument and see if you find them convincing. This is the previous answer on easy mode. You still have to think things through but you don’t have to search out mistakes in the argument for yourself because the critic will point you at them, with luck offer evidence.

There are three possible conclusions that that exercise may support: that the argument is wrong. that it might be wrong, that it is probably right. The way you reach the last conclusion is from the incompetence or dishonesty of the critique; I am thinking of a real case.

John Boswell, a gay historian at Yale, argued that both the scriptures and early Christianity, unlike modern Christian critics of homosexual sex, treated it as no worse than other forms of non-marital intercourse. What convinced me that Boswell had a reasonable case was reading an attack on him by a prominent opponent which badly misrepresented the contents of the book I had just read. People who have good arguments do not need bad ones.

Of course, there might be other critics with better arguments.

An entertaining version of this approach is to find an online conversation with intelligent people covering a wide range of views and follow discussions of whatever issues you are interested in. With luck all of the good arguments for both sides will get made and you can decide for yourself whether one side, the other, or neither is convincing. Forty years ago I could do it in the sf groups on Usenet, which contained lots of smart people who liked to argue. Five years ago I could do it in the comment threads of Slate Star Codex. Currently Data Secrets Lox works for a few controversies but the range of views represented on it is too limited to provide a fair view of most.

The comment threads of this blog are at present too thin for the purpose, with between one and two orders of magnitude fewer comments than the SSC average used to be, but perhaps in another few years …

3. Recognize that you don’t know whether the claim is true and have no practical way of finding out, at least no way that costs less in time and effort than it is worth. This is the least popular answer but probably the most often correct.

QotD: Indoctrinating children into progressive worldviews

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

… As an analogy for the price of progressivism, it’s close to perfect. Authorities impose an ideology onto reality; reality slowly fights back. The question is simply how much damage is done by this kind of utopianism before it crumbles under its own weight. Simple solutions — like a separate, individual gender-neutral bathroom for the tiny minority with gender dysphoria or anyone else — are out of bounds. They are, after all, reinforcing the idea that girls and boys are different. And we cannot allow biology, evolution, reproductive strategy, hormones, chromosomes, and the customs of every single human culture since the beginning of time to interfere with “social justice.”

It’s also vital to expose children to the fact of their race as the core constituent of their identity. Here is an essay written by a woke teacher about the difficulty of teaching “White boys”:

    I spend a lot of my days worried about White boys. I worry about White boys who barely try and expect to be rewarded, who barely care and can’t stand being called on it, who imagine they can go through school without learning much without it impacting in any way the capacity for their future success, just because it never has before.

This sounds to me as if he is describing, well, boys of any race. And when boys are labeled as “White” (note the capital “W”) and this requires specific rules not applied to nonwhite boys, they often — surprise! — don’t like it:

    This week, a student spoke up in class to say that every time a particular writer talked about White people and their role in racism, he would start to feel really guilty, and it made him not want to listen … I try to keep an arm around the boys who most need it, but it’s hard, because I’m also not willing to give an inch on making my room safe for my students of color. It’s not their job to keep hurting while White boys figure it out.

Children, in other words, are being taught to think constantly about race, and to feel guilty if they are the wrong one. And, of course, if they resist, that merely proves the point. A boy who doesn’t think he is personally responsible for racism is merely reflecting “white fragility” which is a function of “white supremacy”. QED. No one seems to have thought through the implications of telling white boys that their core identity is their “whiteness”, or worried that indoctrinating kids into white identity might lead quite a few to, yes, become “white identitarians” of the far right.

One of the key aspects about social-justice theory is that it’s completely unfalsifiable (as well as unreadable); it’s a closed circle that refers only to itself and its own categories. (For a searing take down of this huge academic con, check out Douglas Murray’s superb new book, The Madness of Crowds.) The forces involved — “white supremacy”, “patriarchy”, “heterosexism” — are all invisible to the naked eye, like the Holy Spirit. Their philosophical origins — an attempt by structuralist French philosophers to rescue what was left of Marxism in the 1960s and 1970s — are generally obscured in any practical context. Like religion, you cannot prove any of its doctrines empirically, but children are being forced into believing them anyway. This is hard, of course, as this teacher explains: “I’m trying. I am. But you know how the saying goes: You can lead a White male to anti-racism, but you can’t make him think.”

The racism, sexism, and condescension in those sentences! (The teacher, by the way, is not some outlier. In 2014, he was named Minnesota’s Teacher of the Year!) Having taken one form of religion out of the public schools, the social-justice left is now replacing it with the doctrines of intersectionality.

Andrew Sullivan, “When the Ideologues Come for the Kids”, New York Magazine, 2019-09-20.

February 5, 2024

QotD: The history of slavery in America

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

This is therefore, in its over-reach, ideology masquerading as neutral scholarship. Take a simple claim: no aspect of our society is unaffected by the legacy of slavery. Sure. Absolutely. Of course. But, when you consider this statement a little more, you realize this is either banal or meaningless. The complexity of history in a country of such size and diversity means that everything we do now has roots in many, many things that came before us. You could say the same thing about the English common law, for example, or the use of the English language: no aspect of American life is untouched by it. You could say that about the Enlightenment. Or the climate. You could say that America’s unique existence as a frontier country bordered by lawlessness is felt even today in every mass shooting. You could cite the death of countless millions of Native Americans — by violence and disease — as something that defines all of us in America today. And in a way it does. But that would be to engage in a liberal inquiry into our past, teasing out the nuances, and the balance of various forces throughout history, weighing each against each other along with the thoughts and actions of remarkable individuals — in the manner of, say, the excellent new history of the U.S., These Truths by Jill Lepore.

But the NYT chose a neo-Marxist rather than liberal path to make a very specific claim: that slavery is not one of many things that describe America’s founding and culture, it is the definitive one. Arguing that the “true founding” was the arrival of African slaves on the continent, period, is a bitter rebuke to the actual founders and Lincoln. America is not a messy, evolving, multicultural, religiously infused, Enlightenment-based, racist, liberating, wealth-generating kaleidoscope of a society. It’s white supremacy, which started in 1619, and that’s the key to understand all of it. America’s only virtue, in this telling, belongs to those who have attempted and still attempt to end this malign manifestation of white supremacy.

I don’t believe most African-Americans believe this, outside the elites. They’re much less doctrinaire than elite white leftists on a whole range of subjects. I don’t buy it either — alongside, I suspect, most immigrants, including most immigrants of color. Who would ever want to immigrate to such a vile and oppressive place? But it is extremely telling that this is not merely aired in the paper of record (as it should be), but that it is aggressively presented as objective reality. That’s propaganda, directed, as we now know, from the very top — and now being marched through the entire educational system to achieve a specific end. To present a truth as the truth is, in fact, a deception. And it is hard to trust a paper engaged in trying to deceive its readers in order for its radical reporters and weak editors to transform the world.

Andrew Sullivan, “The New York Times Has Abandoned Liberalism for Activism”, New York, 2019-09-13.

February 3, 2024

QotD: The Postmodernist’s Dilemma

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

If Leftists could see the obvious consequences of their own positions, they wouldn’t be Leftists. We know this. But since it’s their world, and we have to live in it as best we can, it helps to go back and spell out those obvious consequences from time to time. The biggest, most obvious one of all is what I’m going to call The Great Contradiction. It’s the obvious next step from the Great Inversion: If “whatever is, is wrong”; then all authority, everywhere, is illegitimate — which includes the authority proclaiming The Great Inversion.

We could also call it “the PoMo’s Dilemma”, since this stuff originated in the ivory tower back in the Sixties, and finally broke containment in the late Seventies. Most intellectual fads quickly become caricatures of themselves, but in their haste to get to the next hot new thing the PoMos decided to cut to the chase. Postmodernism started as a self-parody. Put simply but not at all unfairly, PoMo is the assertion for a fact that there is no such thing as a fact. There is no Truth, just “truth”. No eternal verities, just perspective, just discourse; it’s all — say it with me now — “just a social construction”.

I suppose we must give the early PoMos credit for having — in a thoroughly Postmodern way – the courage of their convictions. When Alan Sokal invited the PoMos to try transgressing the Law of Gravity from his twenty-first floor apartment window, the goofs from Social Text published a “rebuttal” to Sokal, informing him, a working physicist, that they, the English Department, understood physics better than he did. He meant it as a joke, but he was really right all along about the so-called “law” of “gravity”.

That was 1996. At that point, any sane society would’ve had the editors of Social Text dragged out of the faculty lounge and shot in the middle of the quad, pour encourager les autres. But of course we chose not to. And why would we? Being close to three decades deep into the Great Inversion by then, we got much barmier stuff than anything Social Text published in freshman orientation. Stick it to The Man, we were told, and don’t trust anyone over thirty …

Severian, “Hoist on Their Own Petard”, Rotten Chestnuts, 2021-04-19.

January 30, 2024

The foul “nudgers” are at it again at Cambridge

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

Christopher Gage reports on a recent fun-reducing experiment by paid psychological meddlers at Cambridge University:

“Wineglass” by quinn.anya is licensed under CC BY-SA 2.0 .

Researchers found they could “nudge” people into drinking less wine when they denied the unsuspecting blighters a large 250ml measure.

Last summer, these wholly well-adjusted people convinced 21 Cambridgeshire pubs and restaurants to offer only small or medium glasses of wine. The result left the boffins breathless. But sadly, not in the medical sense of the word.

When denied a large, vivifying glass of wine, the subjects drank eight percent less than usual, and the pubs didn’t lose any money — smaller measures cost more. Puritans: two. Oenophiles: nil.

The usual suspects cooked up this obscene waste of time and money. Professor Dame Theresa Marteau, director of the behaviour and health research unit at Cambridge University, boasts lurid form in control freakery.

Her previous studies read like an almanac of neurotic impulses. The mad mullah dreams of shrinking plates and sinking sodas. This finger-wagger-in-chief obsesses with the vinous, porcine masses and what they may slip into their faces when she’s not looking. Marteau chillingly laments that large wine glasses “increase the pleasure of drinking wine”.

The fundamentally nosey swear these are the first murmurs of Utopia. Next, they’ll bend boozing regulations into a truncheon to batter the gastronomic swine over its head. They don’t stop. First, they shrink the large glass. Then, the medium glass affects as the large. What happens next? Take a wild guess.

This is not the work of some rogue Colonel Kurtz. One Daily Telegraph writer seized on the study. Employing the presumptuous “we” beloved of oppressive minds, they offered tips to help us drink less, assuming we drink large wines only because we are weak-willed effigies desperate for professional helpers to show us what’s best for us.

Advocates of “nudging” drive themselves senseless over this psychological thimblerig. The potential to correct “undesirable” behaviour proves too great to resist. They are a species of featherless biped with which I share nothing but the right to a trial before a jury of my peers.

As I write, I’ve just returned from a five-mile jaunt with 33 pounds strapped to my back. Loading a bag with weights burns double the calories. Therefore, whatever I do after that trek is my business alone. On my desk is a large glass of Portuguese red blend. Beside that soul-tingling measure sits a smouldering, hand-rolled, menthol-tipped cigarette.

Why strangers stake their mental well-being on what others put into their bodies, I will never know. Why they wish I’d sit here choking on sparkling water and its vegetable equivalent — celery — I’ve not the foggiest of insights. All I do know, friends, is that I am not the one in dire need of a few sessions with a psychoanalyst. My professional advice: Seven letters. Vulgar slang. A phrasal verb rhyming with “duck cough”.

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