Quotulatiousness

August 11, 2025

Smug Canadian boomer autohagiography rightly antagonizes the under-35s

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

Fortissax had an argument with one of his readers over a smug, self-congratulating meme about how wonderful Canada was in the 1990s and early 2000s:

What we lived through long before Trudeau was the Shattering, the breakdown of Canada’s social cohesion, driven by left-liberalism with communist characteristics applied to race, ethnicity, sex, and gender, and punitive almost exclusively toward visibly White men. My generation, those millennials born on the cusp of Gen Z, saw post-national Canada take shape not in the comfortable suburban rings of the GTA or the posh boroughs of Outremont and Westmount, but in self-segregated, ghettoised enclaves of immigrants whose parents never integrated and were never required to.

Memes like that are dishonest because they feed a false memory. The 2000s were not normal. Wages were stagnant, housing was already an asset bubble, and immigration was still flooding in under a policy that explicitly forbade assimilation. Brian Mulroney had enshrined multiculturalism into law in 1988. Quebec alone resisted, carving out the right to limit immigration under the 1992 Quebec–Canada Accord. After Chrétien, Stephen Harper brought in three million immigrants, primarily from China, India, and the Philippines in that order.

The Don Cherry conservatives of that era were Bush lite. They were rootless, cut off from their history, their identities manufactured from the top down since the days of Lester B. Pearson. They conserved nothing. For Canadian youth, it was the dawn of a civic religion of wokeness, totalitarian self-policing by striver peers, and the quiet coercion of every institution. My memories of that decade are of constant assault — mental, physical, spiritual — from leftists in power, from encroaching foreigners, and from the cowardice of conservatives.

Your 2000s might have been great. For us, they were communist struggle sessions. In 2009 we were pulled from class to watch the inauguration of Barack Obama, a foreign president, as a historic moment for civil rights. Our schools excluded us while granting space to every group under the sun: LGBT safe spaces and cultural clubs for Italians, Jamaicans, Jews, Indians, Indigenous, Balkaners, Greeks, Slavs, Portuguese, Quebecois, Iroquois, Pakistanis — every culture celebrated except our own. Anglo-Quebecers and Anglo-Canadians got nothing but an Irish club, closely monitored for “white supremacy” and “racism” by the HR grandmas of the gyno-gerontocracy of English Montreal. Students self-segregated, sitting at different cafeteria tables and smoking at different bus shelters. At Vanier, Dawson, and John Abbott College, these divisions were institutionalised. I remember walking into the atrium of Dawson, my first post-secondary experience, greeted by a wigger rolling a joint while a Jamaican beatboxed to Soulja Boy.

We became amateur anthropologists out of necessity, forced to navigate a nationwide cosmopolitan experiment from birth. We learned the distinctions between squabbling southeastern Europeans of the former Yugoslavia, and we did not care if Kosovo was Serbia or whether Romanians and Albanians were Slavic, they all acted the same way. We learned the divides within South Asia, the rivalries between Hindutva and Khalistani, the differences between a Punjabi, a Gujarati, a Telugu, a Pakistani, a Hong Konger, a mainlander, and a Taiwanese. We know the shades of Caribbean identity, the factions of the Middle East, and the intricacies of North African identity. We should never have needed to know these things, but we do.

For us, childhood in this cesspit was the seedbed of radicalism. We never knew an era when contact with foreigners was limited to sampling food at Loblaws. All we know is being surrounded by those who hate us, governed by a state that wants to erase us, with no healthcare, no homes, no jobs that are not contested by foreigners, and no money to start families.

July 26, 2025

The desperate narcissism of the “Cool Professor”

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

Freddie deBoer on the pathetic academic specimen sometimes known as “Bob” or “Biff” or “Lizzie” — the dreaded self-imagined “cool professor”:

“heh, probably never expected to have a professor with full sleeve tattoos, huh? well, that’s not the last time your mind’s gonna be blown this semester …”
Image and caption from Freddie deBoer’s Substack

Let me tell you about the saddest figures in the American university. They wear black jeans and Chuck Taylors to class, except maybe on the first day, when they stroll in wearing semi-ironic suits designed to contrast with their ample tattoos. Their syllabuses are printed in Helvetica. They mention Chappell Roan in the first fifteen minutes of the first day of class. They tell their students, with a wink, that they don’t believe in grades — why, who are they to judge their students! They encourage everyone in class to call them by their first names, or perhaps a contrived nickname. They hope to blow everyone’s minds when they theatrically announce that in their classes, students pick the readings, because the students are the ones who really know what’s worthy of their time. They describe themselves as “friends” or “guides” or “partners”, not as teachers or professors. They disdainfully invoke the words “rigor” and “standards” only with ironic scare quotes and want you to know that they don’t believe in deadlines. They subtweet the provost on BlueSky. They are the Cool Professors. And they are frauds.

The Cool Professor fundamentally does not want to teach, as teaching requires the teacher to sometimes be the bad guy. The Cool Professor can’t stand to be the bad guy, chafes at the very idea. That’s the core of all of this. The posture, the cultivated aesthetic of rejection, the performance of cool — none of it’s about students, even though Cool Professors will not shut the fuck up about how they run a “student-centered classroom”. Their affect isn’t about pedagogy. It’s about insecurity and narcissism, their desperate need to be perceived as the rare exception, the rogue academic, the anti-institutional rebel. Cool Professors aren’t trying to liberate students. They’re trying to be loved, and in being loved by students stave off their horror about growing old. And if that means letting students drift intellectually, if that means mistaking chaos for creativity, if that means failing to ever give anyone a hard but necessary lesson, then so be it. Because the thing the Cool Professor wants to avoid at all costs is being perceived as an authority figure, and that is precisely what students most need them to be.

It’s a common misunderstanding, particularly among faculty who feel alienated from the bureaucracy of the university or who fancy themselves transgressive thinkers, that teaching should never be hierarchical. The idea is that it’s somehow oppressive to know more than your students or to presume to evaluate their performance; that knowing more than your students and evaluating their performance are publicly understood to be core parts of being a teacher typically goes ignored. Many who consider themselves modern or progressive in the academy insist that education should be horizontal, an equal exchange between learner and guide, that the classroom is a site of resistance or liberation. But these ideas, while maybe flattering to the professor’s ego and superficially appealing to a certain kind of idealist, are incoherent. They’re built on a fundamental category error: mistaking the classroom for a club meeting, or a dinner party, or a DSA breakout session. The classroom is none of those things. It’s a site of instruction, and in a site of instruction one party knows more than the other; one party evaluates the other; one party is, necessarily, in charge.

(And, for the record, the fundamental dictate of critical pedagogy is always and forever self-defeating: if you inspire your students to rebel against your authority in your own classroom, they’re still following your lead and thus not rebelling at all. The ubiquitous goal of prompting students to resist top-down education, whatever that means, is unachievable, because if you do prompt them to resist, they’re actually complying with your desires, not resisting them. It’s a good old fashioned paradox and not one you can bluff your way out of with abstruse academic vocabulary.)

The plain fact that a teacher must necessarily have some sort of control over the classroom space that the students do not makes people uncomfortable. Authority always does. But then, the job of a teacher is not to minimize discomfort; indeed, a good teacher will necessarily make their students uncomfortable, on occasion, as it’s often only in the space of genuine discomfort that we’re inspired to achieve our deepest growth. The professor’s job to be responsible for the intellectual development of students, which inevitably involves making judgments: what is true, what is false, what is well argued, what is sloppy, what is insightful, what is clichéd. If you aren’t willing to say those things, if you shrink from judgment, you’re abandoning the role you signed up for, you’re copping out. You’re indulging yourself, and your own flattering self-mythology, at the expense of the people you’re supposed to be teaching.

July 25, 2025

Autism, then and now

Filed under: Education, Health, Media — Tags: , , , , — Nicholas @ 04:00

At Psychobabble, Hannah Spier traces the rise of autism from its first formal definition to something that 1 in 36 kids is diagnosed with:

When Leo Kanner first defined autism in 1943, it was estimated that 4 to 5 children per 10,000 were affected. Today, the CDC puts that number at 1 in 36, almost one child in every classroom. If any other medical condition, blindness, epilepsy or paralysis showed a spike like this, it would trigger a pandemic-level outcry. But with autism, we see at best a curious murmuring as to what this is, and at worst, a growing chorus of people insisting, they too, belong in the group.

From experts, instead of raised alarms or calls for serious public health investigation (as would be expected for any other childhood disorder) we get calls for inclusivity and a self-congratulatory attitude toward their advancement in diagnostic understanding and tools. Another example of ideological capture of psychiatry by cultural sentiment.

Characters like Sheldon Cooper and Sherlock Holmes have helped turn the image of autism into a badge of honour. It means you’re socially odd, intellectually superior, and emotionally detached in an edgy and endearing way. For many, especially mothers with narcissistic tendencies hungry for a narrative of exceptionalism, this offered a seductive reframing of their child’s misbehaviour and non-conformity as evidence of giftedness. She could thus become the one who gave birth to the quirky but special genius. She alone saw the hidden brilliance beneath the “weird” behaviour. She became the martyr and the insider to an elite subculture. It’s Munchausen by proxy, 2025 edition.

People with narcissism and psychopathic traits exploit wherever they can, we know this. And yet again, psychiatry, the ones who should be the best at recognizing these, made it easy pickings by flinging the diagnostic gates wide open. Longtime readers will recognize the pattern: I’ve written before about the diagnostic creep in trauma, expanding definitions that blur the line between disorder and ordinary variation. The same diagnostic creep has unfolded here. Autism, once narrowly defined, was steadily loosened through each revision of the DSM.

The Great Diagnostic Expansion

Originally, Kanner’s autism was unmistakable: nonverbal children, socially disconnected, cognitively impaired, often with seizures. These were not quirky introverts. These were children who required full-time care and specialized schooling. In the DSM-III of the 1980s, it was called infantile autism. The criteria required clear onset before 30 months, marked language delays, gross deficits in social interaction, and repetitive behaviours. These were developmental dysfunctions, not misunderstood personalities. And neither clinicians nor parents had a problem naming them as such.

Then came the DSM-III-R in 1987, which introduced pervasive developmental disorder not otherwise specified (PDD-NOS) and broadened the field significantly. Suddenly, language delay and intellectual disability were no longer central. Subclinical cases were included. Asperger’s Syndrome followed in the DSM-IV in 1994, adding high-IQ individuals with no language delays but poor social functioning. A child who spoke on time but didn’t understand jokes, had poor eye contact, and rigid routines was now also autistic.

But the most dramatic change came with DSM-5 in 2013. The subtypes were eliminated. Autism became one spectrum. The criteria were thinned down to two domains: social communication difficulties and restrictive, repetitive behaviours. A person needed to meet just six out of twelve traits, spread across these two clusters. Language and cognitive delay? Optional. Even the requirement for early onset was removed. A diagnosis could now be given based on historical symptoms. Questionnaires like the Autism Spectrum Quotient (AQ) are so broad and subjective they can be easily gamed. This made it possible for 30-year-olds to recall feeling “socially overwhelmed” in school and not liking itchy clothing to receive the same diagnosis as a nonverbal child requiring lifelong care.

The diagnostic category has become a black hole, pulling in people with no clinical resemblance, collapsing distinction into sameness. From what I’ve observed, three distinct autism “patients” now account for much of the increased prevalence, none of whom would have qualified under the original criteria.

July 24, 2025

The vicious competition for Indian civil service jobs

Filed under: Bureaucracy, Economics, Education, Government, India — Tags: , , , , , — Nicholas @ 05:00

Once upon a time in most of the Anglosphere, the advantage of civil service jobs was that they were nearly impossible to get fired from and had a relatively good pension at the end of a long career. Private sector jobs were far less permanent, but paid more, had better benefits, and more prestige. Over the last fifty years, little of that is still true — civil servants still have fantastic job security, but they’re also better paid, have better benefits, and for many there are opportunities to retire and get re-hired back into a similar position with even higher pay while collecting a generous pension. The private sector no longer pays better nor offers significantly better benefits, so lots of people look to get into the civil service who once would have shunned positions like that.

It’s apparently much worse in India:

In India, government jobs pay far more than equivalent jobs in the private sector — so much so that the entire labor market and educational system have become grossly distorted by rent-seeking to obtain these jobs. Teachers in the public sector, for example, are paid at least five times more than in the private sector. It’s not just the salary. When accounting for lifetime tenure, generous perks, and potentially remunerative possibilities for corruption, a government job’s total value can be up to 10 times that of an equivalent private sector job. (See also here.)

As a result, it’s not uncommon for thousands of people to apply for every government job — a ratio far higher than in the private sector. In one famous example, 2.3 million people submitted applications for 368 “office boy” positions in Uttar Pradesh.

The consequences of this intense competition for government jobs are severe. First, as Karthik Muralildharan argues, the Indian government can’t afford to pay for all the workers it needs. India has all the laws of, say, the United States, but about one-fifth the number of government workers per capita, leading to low state capacity.

But there is a second problem which may be even more serious. Competition to obtain government jobs wastes tremendous amounts of resources and distorts the labor and educational market.

If jobs were allocated randomly, applications would be like lottery tickets, with few social costs. Government jobs, however, are often allocated by exam performance. Thus, obtaining a government job requires an “investment” in exam preparation. Many young people spend years out of the workforce studying for exams that, for nearly all of them, will yield nothing. In Tamil Nadu alone, between one to two million people apply annually for government jobs, but far fewer than 1% are hired. Despite the long odds, the rewards are so large that applicants leave the workforce to compete. Kunal Mangal estimates that around 80% of the unemployed in Tamil Nadu are studying for government exams.

Classical rent-seeking logic predicts full dissipation: if a prize is worth a certain amount, rational individuals will collectively spend resources up to that amount attempting to win it. When the prize is a government job, the “spending” is not cash, but years of a young person’s productive life. Mangal calculates that the total opportunity cost (time out of the workforce) that job applicants “spend” in Tamil Nadu is worth more than the combined lifetime salaries of the available jobs (recall that jobs are worth more than salaries, so this is consistent with theory). Simply put, for every ₹100 the government spends on salaries, Indian society burns ₹168 in a collective effort of rent-seeking just to decide who gets them.

The winners are happy but the loss to Indian society — of unemployed young, educated workers who do nothing but study for government exams — is in the billions. Indeed, India spends about 3.86% of GDP on state salaries (27% of state revenues times 14.3% of GDP). If we take Mangal’s numbers from Tamil Nadu, a conservative (multiplier of 1 instead of 1.68) back-of-the-envelope estimate suggests that India could be wasting on the order of 1.4% of GDP annually on rent-seeking. (Multiply 3.86% of GDP by 15 (30 years at 5% discount) to get lifetime value, and take 0.025 as annual worker turnover.) Take this with a grain of salt, but regardless, the number is large.

July 22, 2025

Bitter reality is coming for the laptop class

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

Spaceman Spiff foretells the end of the managed paradise of the “unsophisticated sophisticates” of the privileged laptop class who have been able to keep their dream alive at the expense of everyone outside their rarefied and protected bubbles:

There seems to be a section of society populated with gullible conformists who believe many of the manufactured narratives designed to manage society.

Most are the credentialed products of universities. The laptop class of professionals who operate the corporations, institutions and key organizations.

Their worldview is comprised of stories which are downloaded and stored as mental models. Adhering to these narratives can then devolve into belief systems that are placed beyond criticism. This in turn can easily degenerate into a kind of fanaticism.

Ideas like mass migration and the destruction of reliable energy sources are crazy and yet they are primarily in existence thanks to the efforts of this layer of society, the professionals who implement policies desired by the ruling class.

While some among them are cynically exploiting today’s fads for their own ends, many seem to be true believers.

How can they believe these things so completely? What is going on?

Rebels searching for causes

Most of today’s great crusades seem to have the same characteristics. They are easily downloaded and consumed, they are socially rewarded within some circles, and they are not immediately obvious as issues at all.

The most popular are pre-prepared to an almost comical degree and thoroughly focus-grouped to ensure minimal friction among their consumers.

Many even come with slogans attached. Diversity is our strength is every bit as artificial as two weeks to flatten the curve, but it goes down easily with no thought required, which is the point.

The ideas that stick are the ones most useful to demonstrate virtue. Showing off to your peers you are non-sexist, non-racist and non-homophobic helps secure your place in many professional hierarchies where visible in-group membership matters.

The most prized causes appear to be non-obvious where the conclusions are not reachable with the evidence available.

This confusing aspect makes many question some new idea or policy, but in the laptop class often triggers a sense of smugness that they see beyond the obvious to the obscure thanks to their impressive intellects. Criticism can then be dismissed as simplistic providing a rewarding sense of superiority.

Much of the above is evident in the belief systems of today’s professional classes.

[…]

What to make of all this?

Does any of this matter? Yes it does. It is this section of society that ultimately puts in place the ruinous ideas of the ruling class.

They are in the corporate offices, the local councils and the schools. They are running the television stations and the publishing houses. They are captured by groupthink. Everyone they know thinks as they do. All criticism is easily dismissed.

Very little can penetrate this bubble. Except one thing.

Over time reality intrudes. Models should be updated to accommodate new findings and observations, but that is challenging when they have been uncritically downloaded to satisfy psychological needs.

Contrary evidence threatens one’s sense of self so scrutiny is avoided. When these avoidances ultimately fail some dig even deeper. Magical thinking seems to be everywhere.

The ultimate effect is either a reassessment of one’s worldview, or a psychotic break from reality. We see examples of the latter; Trump Derangement Syndrome is one well known borderline psychosis but there are others.

QotD: Social assistance as a Western cargo cult

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

Part of the problem with social policy here in America is that it is conducted like a South Pacific Cargo Cult. We looked around and saw that the majority of successful people owned their own homes and had college degrees, so we figured that if we grabbed any old slacker and subsidized them a home and a college degree, then they, too, would become successful. It’s got cause and effect completely out of whack.

Tamara Keel, “From a conversation elsewhere…”, View From The Porch, 2020-06-10.

July 21, 2025

“Normal”? Dude, that’s extremist right-wing hate speech!

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

The Bone Writer on the huge increase in young people “identifying” as something other than what unreconstructed cavemen used to call “normal”:

Walk through any high school, scroll through TikTok, or attend a freshman orientation, and you’ll see the new hierarchy of modern identity:

  • Straight white male? Bottom rung.
  • Bisexual nonbinary neurodivergent? Stunning and brave.
  • Confused, anxious, fluid? You’re seen. You’re valid.
  • Rooted, stable, and clear? YOU must be dangerous.

It’s not just a cultural shift anymore. It’s a cultural mutation. A slow but total dislocation from reality.

We are no longer celebrating the diversity of life. We are celebrating the diversity of escape routes from it.

Identity as a Compass? No … It’s Identity as Camouflage

There was a time when “identity” meant something integrated, a clear expression of who you are, shaped by your values, your upbringing, your nature.

Now, identity is:

  • A product
  • A protest
  • A mask

It’s often less about expressing truth and more about shielding from judgment.

And nowhere is that clearer than in the explosion of LGBT+ self-identification, especially among the young.

The Numbers Don’t Lie but No One Wants to Look at Them

In 2012, Gallup found ~3.5% of Americans identified as LGBT.

By 2021? Over 20% of Gen Z now identify somewhere on the spectrum.

Among Gen Z women, bisexual identity has grown by over 400%.

Do you really believe this is all “just visibility”? Do you really think the human genome changed this much in 10 years?

Of course not.

What changed was the culture. And culture now rewards deviation and punishes normativity.

Reported by Axios in 2021

QotD: The parasitic classes

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

A parallel case may be found in the “civil” services, regulating authorities, non-profits, &c. Jobs in these areas, which command high salaries and pensions, and present delicious opportunities for graft, are outwardly the opposite of productive. They parasitically consume, on a colossal scale, the resources of the productive.

Look into almost any kind of “charitable” activity, such as social work, and one will find that only a tiny proportion of the cash “trickles down” to the characteristically desperate “clients”. And when it does, they use it to buy not only drugs and licker, but truly useless things, such as lottery tickets.

“Education” systems, in the modern West, exist chiefly to enrich semi-literate, unionized schoolteachers. In many parts of Ontario, for instance, a teacher will make at least double what the average parents make, and therefore feel justified in sneering. The teachers naturally consider that the little ones belong to them, for they are the necessary source of their income. What rights should parents have to interfere in their upbringing?

My best argument for the parasite class (always granting that some may be sincere), is that they protect society from gathering excessive wealth, or living lives of too much ease. Without them, we might easily suffer from the vices associated with too much freedom.

How I preferred the deadbeat, layabout, very English London of the Labour Party, when I lived there in the ‘seventies — to the cosmopolitan, rich, over-swept London of the Thatcher years. There are some advantages to socialism.

And there are other arguments, too, for putting depraved Leftists in power, though on examination they reveal special pleading. For instance, teachers may claim to offer child-minding services, so that mothers, especially, can go to work. But it is because heavy taxation requires the dual income, or women to do horrible and demeaning paid work when their husbands run away, that these services were ever made necessary.

The government does, arguably, “create” employment. Among the most farcical examples are the tax lawyers and consultants. Taxpayers need these to navigate incredibly elaborate tax codes, for their own protection. Only a professional can find the loopholes. Whereas, a comprehensible, flat tax system would put all these “experts” out of business. It would shrink revenue departments spectacularly, and by extension, threaten to shrink taxes. To a professional politician, this would never do. It would shrink his power.

David Warren, “Answering to a ‘need'”, Essays in Idleness, 2020-06-18.

July 20, 2025

QotD: Above all else, helicopter parents hate … helicopter parenting

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

It’s a very weird, but oft-observed, phenomenon that the biggest opponents of “helicopter parenting” are … helicopter parents. You can go into a Starbucks and announce to the gaggle of Karens: “Kids these days are so soft; their parents never let them get hurt or make any mistakes, and so they never learn anything!” all you’ll get complete, enthusiastic agreement. Meanwhile, they’ve got their Jayden and Kayden and Brayden and Khaleesi coated in bubble wrap, wearing three masks and taking hand-sanitizer baths every half hour.

If the kid gets anything less than an A-triple-plus in Zoom School, Karen is immediately on the horn to the teacher … and since all schools these days, even the rare physical ones, are all wired up with “classroom management software”, they can bombard their kids’ teachers with emails and text messages 24 hours a day, 7 days a week.

Helmets, knee pads … kids these days wear more safety gear than a mountain climber just to ride their bikes, and I wouldn’t be at all surprised to see them kitted out like hockey goalies if recess ever becomes a thing again. Can the day be far off when every kid is trailed by xzheyr own personal injury lawyer, and parents are forced to sign waivers to let their kids use the bathroom?

Everyone knows how bad this is for childhood development, but if I told some kid with a scraped knee to rub some dirt on it, you’ll be fine, I’d probably get hauled up on child endangerment charges.

How can kids advance past age twelve, mentally and emotionally, if they’re never allowed to get hurt? To fail? To suffer the consequences of their own bad decisions?

I’m no developmental psychologist, but it seems obvious that such learning is time-limited. If you haven’t learned that X brings pain — and WHY — by the time you hit twelve years old, then on some fundamental level you’re never going to learn it.

Severian, “On Being Bad”, Founding Questions, 2021-12-12.

July 6, 2025

The purpose of primary and secondary schools in the west

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

About a week ago, I linked to a parent’s review of “Alpha School” at Astral Codex Ten. Perhaps as an unintended counter-point, here’s another anonymous essay discussing existing public school systems in the West:

    Democracy is the worst form of Government except for all those other forms that have been tried from time to time. – Winston Churchill

    There exists in such a case a certain institution or law; let us say, for the sake of simplicity, a fence or gate erected across a road. The more modern type of reformer goes gaily up to it and says, “I don’t see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don’t see the use of it, I certainly won’t let you clear it away. Go away and think. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it. – G.K. Chesterton

What Do Schools Do?

Imagine for a moment that you visit 100 random classrooms in 100 random schools across the country. You’ll be impressed by some teachers; you won’t think much of others. You will see a handful of substitute teachers struggling to manage their classrooms. You’ll see some schools where the energy is positive and students seem excited to learn, and others where it feels like pulling teeth. Two commonalities you might notice are that first, in the vast majority of classrooms, the students are grouped by age and taught the same content. And second, you might notice that the learning isn’t particularly efficient. Many students already know what is being taught. Others are struggling and would benefit from a much slower pace. You will see plenty of sitting around waiting for the next thing to happen, or activities that seem designed to take up time and not to maximize learning.

What do schools do? Your first thought might be that schools exist to maximize learning. Observing 100 random classrooms may disabuse you of that notion. It sure doesn’t seem like school is doing a good job of maximizing learning. So what are schools doing?

Context

This essay is a review of school as an institution. It is an attempt to write something that is true and insightful about how school is designed and why the structure of school has proven so durable. In particular, I’m trying to describe why those two commonalities – age-graded classrooms and inefficient learning – are so widespread. I’m not trying to provide solutions. Everyone seems to have a pet idea for how schools could be better. I do think that most people who think they have the prescription for schools’ problems don’t understand those problems as well as they should. For context, I am a teacher. I have taught in public, private, and charter schools for 13 years. I have also had the chance to visit and observe at a few dozen schools of all types. I’m writing based on my experience teaching and observing, and also drawing on some education history and research. My experience and knowledge are mostly limited to the United States, so that’s what I’ll focus on and where I think my argument generalizes. I’ll leave it as an exercise to the reader to think about how these ideas apply to other countries.

Thesis

Here’s the thesis, the point of this essay. School isn’t designed to maximize learning. School is designed to maximize motivation.

This might seem like a silly thing to say. During those 100 classroom visits you might have seen a lot of classrooms with a lot of students who don’t look very motivated. The core design of our schools – age-graded classrooms where all students are expected to learn more or less the same curriculum – are the worst form of motivation we could invent … except for all the others. While school is not particularly effective at motivating students, every other approach we’ve tried manages to be worse. School is a giant bundle of compromises, and many things that you might intuitively think would work better simply don’t.

The important thing to remember is that, when I talk about school, I’m talking about tens of millions of students and a few million teachers in the US. You might say to yourself, “I wasn’t very motivated in school”. Sure, I believe you. The goal isn’t to motivate you, it’s to motivate as many students as possible, and to do it at scale. If you have a boutique solution that works for your kid in your living room, that’s nice, but that isn’t likely to scale to the size at which we ask our education system to operate.

Motivation for What?

So school is designed to motivate kids. But motivate them to do what? Do kids learn anything in school?

There are plenty of depressing statistics out there about what people don’t learn in school, but they do learn things. You can look at longitudinal studies where on average students make academic progress. For a broader sample size, the NWEA assessment is given at thousands of schools across the country each year. You can see from the average scores they publish that the average student does improve at math and reading – especially through the end of middle school. We also had a natural experiment a few years ago. The pandemic closed schools across the country, shifting to online or part-time learning for anywhere from three months to a year and a half. The result is now well-known as “learning loss”. The nationally-sampled NAEP assessment is the most objective measure, though learning loss shows up across various assessments. There’s some variability between states, subjects, and ages. For one example, 8th grade math scores declined by about 0.2 standard deviations. This is a relatively small but significant decline. It’s a good example of the broader principle: students learn less in school than we would like, but students do learn things.

It’s useful to pick a few specific examples. Do you know the meaning of the word “relevant?” Do you know what photosynthesis is? Where do you think you learned those facts? I’m sure some readers learned them by being avid readers and curious humans, outside of the school curriculum. But many kids learn stuff like that in school. If you’re skeptical, stop by a middle school classroom when they’re learning photosynthesis, or when they’re working on identifying relevant evidence in their writing. You’ll see plenty of kids who already know both, but plenty more who know neither. A lot of learning is this kind of gradual, incidental knowledge that we often take for granted.

So students can read and do arithmetic and maybe they learn about photosynthesis, but isn’t that all learned in elementary school? A number of studies suggest that additional years of education lead to IQ gains of 1-5 IQ points per year of schooling. These studies often use a change in compulsory education laws or age discontinuities as quasi-experiments. In particular, changes in compulsory education laws are typically at upper middle school or high school levels. Those are the places where we might be most skeptical of the value of education. Sure, schools teach kids how to read, but once students know how to read do schools really add any value? Kids don’t remember how to factor quadratics, yet they gain IQ points from the time they spent in school not learning how to factor quadratics, at least on average.

That gain in IQ points is worth lingering on. This might seem hard to believe for people who are skeptical of the value of school. And to be clear, the fact that school raises IQ doesn’t mean that school is designed optimally. Maybe there’s a better way to design school that would raise IQ even more? But I think that, if we all imagine a world where we give up on education and the average person had a significantly lower IQ, is that a world you want to live in? We don’t have good experiments on IQ, but higher IQs are correlated with all sorts of things that we might want – lower probability of committing crime, higher career earnings, and better physical and mental health. It’s tough to pin down exactly what students learn in school that sticks, particularly for the higher grades. During those visits to 100 classrooms you would’ve seen a lot of classrooms where not much learning was happening. Yet despite all those bad optics, school still raises IQ. Before we tear down the fence, we should think carefully about the purpose this particular fence serves.

I don’t want to overstate the case here. We should be skeptical of school learning. Kids don’t learn as much as we might hope. They forget all sorts of stuff you would think they’d remember if school was operating well. But at a basic level, most students learn to read and do arithmetic, some learn much more than that, and on average school seems to add to IQ. Revisiting Chesterton’s fence, those are the benefits of school we need to understand before we tear anything apart.

June 29, 2025

A parent reviews “Alpha School”

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

At Astral Codex Ten, an anonymous reviewer offers his views on a new “AI-powered” school that claims radically better results for children than traditional schooling methods:

Unbound Academy website screencap

In January 2025, the charter school application of “Unbound Academy“, a subsidiary of “2 Hour Learning, Inc“, lit up the education press: two hours of “AI-powered” academics, 2.6x learning velocity, and zero teachers. Sympathetic reporters repeated the slogans; union leaders reached for pitchforks; Reddit muttered “another rich-kid scam“. More sophisticated critics dismissed the pitch as “selective data from expensive private schools”.

But there is nowhere on the internet that provides a detailed, non-partisan, description of what the “2 hour learning” program actually is, let alone an objective third party analysis to back up its claims.

[…]

Unfortunately, the public evidence base on whether this is “real” is thin in both directions. Alpha’s own material is glossy and elliptical; mainstream coverage either repeats Alpha’s talking points, or attacks the premise that kids should even be allowed to learn faster than their peers. Until Raj Chetty installs himself in the hallway with a clipboard counting MAP percentiles it is hard to get real information on what exactly Alpha is doing, whether it is actually working beyond selection effects, and if there is anyway it could scale in a way that all the other education initiatives seemed to fail to do.

I first heard about Alpha in May 2024, and in the absence of randomized-controlled clarity, I did what any moderately obsessive parent with three elementary-aged kids and an itch for data would do: I moved the family across the country to Austin for a year and ran the experiment myself (unfortunately, despite trying my best we never managed to have identical twins, so I stopped short of running a proper control group. My wife was less disappointed than I was).

Since last autumn I’ve collected the sort of on-the-ground detail that doesn’t surface in press releases, or is available anywhere online: long chats with founders, curriculum leads, “guides” (not teachers), Brazilian Zoom coaches, sceptical parents, ecstatic parents, and the kids who live inside the Alpha dashboard – including my own. I hope this seven-part review can help share what the program actually is and that this review is more open minded than the critics, but is something that would never get past an Alpha public relations gatekeeper:

  1. Starting Point: My Assumptions: how my views on elite private schools, tutoring and acceleration shaped the experiment (and this essay). WHAT is the existing education environment.
  2. A Short History of Alpha: from billionaire-funded microschool to charter aspirations. HOW Alpha came to be.
  3. How Alpha Works Part 1: Under the Hood: What does “2-hour learning” actually look like – what is the product and the science behind the product? HOW is Alpha getting kids to learn faster (Spoiler: “Two hour learning AI learning” closer to three hours, with a 5:1 teacher:student ratio and zero “generative AI”).
  4. How Alpha Works Part 2: Incentives & Motivation: The secret sauce that doesn’t get mentioned in the PR copy, but I have discovered is at least as important as the fancy technology. The “other HOW” that no one is talking about.
  5. How Alpha is Measured: Effectiveness: The science says it should work, but how do you measure if it is working? How is the vaunted “2.6x” number calculated? WHAT data is Alpha using to make its claims and what does that data actually say?
  6. Why this time might be different: Most promising educational initiatives fail to have impact when expanded beyond their initial studies. Bryan Caplan might argue this is because most education education is just signaling anyway (“The Case Against Education“). He also argues that most parental interventions have no impact (“Selfish Reasons to Have More Kids“) – He claims that how kids turn out is a combination of genetics and non-shared environment (randomness; nothing to do with parenting choices). How can we reconcile Caplan’s buttoned-up data with the idea that the “parenting choice” to educate your kids differently (like with Alpha) might result in different outcomes than would be expected from genetics alone? WHY could Alpha work?
  7. What Comes Next? The Scaling Problem: The Alpha founders have a vision of completely re-inventing the way the world serves education. But even if Alpha works, it is up against a history of education programs that were never able to scale. It is also going to face resistance for being “weird”. WHAT comes next?

After twelve months I’m persuaded that Alpha is doing something remarkable — but that almost everyone, including Alpha’s own copywriting team, is describing it wrong:

  • It isn’t genuine two-hour learning: most kids start school at 8:30am, start working on the “two-hour platform” sometime between 9am-930am and are occupied with academics until noon-1230pm. They also blend in “surges” from time to time to squeeze in more hours on the platform.
  • It isn’t AI in the way we have been thinking about it since the “Attention is all you need” paper. There is no “generative AI” powered by OpenAI, Gemini or Claude in the platform the kids use – it is closer to “turbocharged spreadsheet checklist with a spaced-repetition algorithm”
  • It definitely isn’t teacher-free: Teachers have been rebranded “guides”, and while their workload is different than a traditional school, they are very important – and both the quantity and quality are much higher than traditional schools.
  • The bundle matters: it’s not just the learning platform on its own. A big part of the product’s success is how the school has set up student incentives and the culture they have built to make everything work together

… Yet the core claim survives: Since they started in October my children have been marching through and mastering material roughly three times faster than their age-matched peers (and their own speed prior to the program). I am NOT convinced that an Alpha-like program would work for every child, but I expect, for roughly 30-70% of children it could radically change how fast they learn, and dramatically change their lives and potential.

June 26, 2025

QotD: Credentialism versus meritocracy

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

Returning briefly to the running theme of Vietnam, what all the “happy little hotdogs” had in common was: They were all Harvard men. Kennedy was a Harvard graduate. McGeorge Bundy had been a Dean at Harvard. McNamara was a Harvard b-school grad. John McNaughton was a Harvard professor. Maxwell Taylor was a West Pointer, but all the other happy little hotdogs said “he was the kind of general Harvard would produce”; they could think of no higher compliment.

Harvard’s motto is “Veritas” — truth — but it ought to be “ludificationes pertinet“, which the internet informs me is how you say “delusions of competence” in Latin. I meant it when I said that the “Ministry of Talent”, as these jerkoffs unironically called themselves, actually had some serious brainpower and real accomplishments … but the Peter Principle is also true, and though they had some real brains and actual accomplishments, neither their brains nor their accomplishments at Harvard translated to anything out in the real world, any more than some Late Republic social climber’s “experience” as curule aedile translated to anything real in their world.

Just as the Roman Senate had no idea how to deal with a Julius Caesar, then, despite it all, so no American “leader” had any idea how to deal with a guy like Ho Chi Minh, even though he, like Caesar, had always been perfectly open and forthright about what he was doing and why. It never occurred to “the best and brightest” to even ask the question “What does Ho Chi Minh want?”, because after all, Ho Chi Minh wasn’t a Harvard man.

And all this was 60 years ago. These days, the AINO cursus honorum is so widespread that every kid who manages to fill out a college app has a resume that would give McGeorge Bundy an erection lasting more than four hours. You’ll have to trust me on this, I guess, but I wouldn’t be surprised to learn that Flyover State — which is respectable but rinky-dink; the kind of outfit where you see their team losing a late December bowl game and you think “Gosh, I guess that state has a third college in it” — had several hundred student organizations …

… all of which seem to exist for no other reason than to have “officers”, to which these little social climbers can be “elected”, the better to pad their law, med, and grad school apps. By the end of my career, probably 3/4 of the students who ever sent me an email had an auto-signature on it, and that auto-signature was longer than my entire CV. President of this, Vice-Treasurer of that, Assistant Grand Poobah (junior grade) of the other thing. Grandpa Simpson was a piker compared to these kids:

    I’m an Elk, a Mason, a Communist. I’m the president of the Gay and Lesbian Alliance for some reason. Ah, here it is. The Stonecutters!

Instead of giving potential movers and shakers some practical experience, our modern cursus honorum casts the widest possible net for sociopathy. McGeorge Bundy is your absolute best case scenario. He wasn’t actively evil; he was just a goofy egghead who thought he was way smarter and more accomplished than he actually was, because he’d never been in a position to find out otherwise. (An anecdote that tells you everything you need to know, courtesy of Wikipedia: “When applying to Yale, Bundy wrote on the entrance exam ‘This question is silly. If I were giving the test, this is the question I would ask, and this is my answer.’ Despite this, he was still admitted to Yale as he was awarded a perfect score on his entrance exam”).

Think about that the next time you go to the doctor. Even if your MD — or, much more likely these days, PA — isn’t a prize graduate of Bollywood Upstairs Medical College, xzhey most likely spent xzheyr college years as an Elk, a Mason, a Communist …

Your worst case scenario is, of course, another Caesar. A fake and gay one, it goes without saying — this being Clown World — but a fake and gay Caesar can still do tremendous damage, because they’re the worst of both worlds: Bundy-level goofs, and angry ethnic sociopaths with huge chips on their shoulders. These are the kids who have been “team leads” doing “original research” since about age 12. Not only have they never failed, they’ve never been exposed to the merest hint of the possibility of failure. All their “success” is theirs by right. They have Caesar’s vaulting ambition, his utter disregard for tradition, his absolute cutthroat ruthlessness … and none of his experience, to say nothing of his competence.

Severian, “Cursus Honorum”, Founding Questions, 2021-12-27.

June 19, 2025

QotD: Peer review and the replication crisis

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

But what about the error correction function of peer review? Surely it’s important to ensure that the literature doesn’t fill up with bullshit? Shouldn’t we want our journals to publish only the most reliable, correct information – data analysis you can set your clock by, conclusions as solid as the Earth under your feet, uncertainties quantified to within the nearest fraction of a covariant Markov Chain Monte Carlo-delineated sigma contour?

Well, about that.

The replication crisis has been festering throughout the academic community for the better part of a decade, now. It turns out that a huge part of the scientific literature simply can’t be reproduced. In many cases the works in question are high-impact papers, the sort of work that careers are based on, that lead to million-dollar grants being handed out to laboratories across the world. Indeed, it seems that the most-cited works are also the least likely to be reproduced (there’s a running joke that if something was published in Nature or Science, you know it’s probably wrong). Awkward.

The scientific community has completely failed to draw the obvious conclusion from the replication crisis, which is that peer review doesn’t work at all. Indeed, it may well play a causal role in the replication crisis.

The replication crisis, I should emphasize, is probably not mostly due to deliberate fraud, although there’s certainly some of that. There was a recent scandal involving the connection of amyloid plaques to Alzheimer’s disease which seems to have been entirely fraudulent, and which led to many millions – perhaps billions – of dollars in biomedical research programs being pissed away, to say nothing of the uncountable number of wasted man-hours. There have been many other such scandals, in almost every field you can name, and God alone knows how many are still buried like undiscovered time bombs in the foundations of various sub-fields. Most scientists, however, are not deliberately, consciously deceptive. They try to be honest. But the different models, assumptions, and methods they adopt can lead to wildly divergent results, even when analyzing the same data and testing the same hypothesis. Beyond that, they can also be sloppy. And the sloppiness, compounded across interlinked citation chains in the knowledge network, builds up.

Scientists know quite well that just because something has received the imprimatur of publication in a peer-reviewed journal with a high impact factor doesn’t mean that it’s correct. But while they know this intellectually, it’s very difficult to avoid the operating assumption that if something has passed peer review it’s probably mostly okay, and they’re not inclined to spend valuable time checking everything themselves. After all, they need to publish their own papers – in order to finish their PhD, get that faculty position, or get that next grant – and papers that are just trying to reproduce the results of other papers, that aren’t doing something novel, aren’t very interesting on their own, hence unlikely to be published. So instead of checking carefully yourself, you assume a work is probably reliable, and you use it as an element of your own work, maybe in a small way – taking a number from a table to populate an empty field in your dataset – or maybe in an important way, as a key supporting measurement or fundamental theoretical interpretative framework.

But some of those papers, despite having been peer reviewed, will be wrong, in small ways and large, and those erroneous results will propagate through your own results, possibly leading to your own paper being irretrievably flawed. But then your paper passes peer review, and gets used as the basis for subsequent work. Over time the entire scientific literature comes to resemble a house of cards.

Peer review gives scientists – and the lay public – a false sense of security regarding the soundness of scientific results. It also imposes an additional, and quite unnecessary, barrier to publication. It frequently takes months for a paper to work its way through the review process. A year or more is not unheard of, particularly if a paper is rejected, and the authors must start the whole process anew at a different journal, submitting their work as a grindstone for whatever rusty old axe the new referee is looking to sharpen. Far from ensuring errors are corrected, peer review slows down the error correction process. A bad paper can persist in the literature – being cited by other scientists – for some time, for years, before the refutation finally makes it to print … at which point some (not all) will consider the original paper debunked, and stop citing it (others, not being aware of the debunking, will continue to cite it). But what if the refutation is itself tendentious? The original authors may wish to reply, but their refutation of the refutation must now go through the peer review process as well, and on and on it interminably drags …

As to what is happening behind the scenes, no one – not the public, not other scientists – has any idea. The correspondence between referees and authors is rarely published along with the paper. Whether the review was meticulous or sloppy, whether the referee’s critiques warranted or absurd, is entirely opaque.

In essence, the peer review process slows down the publication duty cycle, thereby slowing down scientific debate, while taking much of that debate behind closed doors, where its quality cannot be evaluated by anyone but the participants.

John Carter, “DIEing Academic Research Budgets”, Postcards from Barsoom, 2025-03-17.

June 14, 2025

Mere disagreement on a political point does not rise to the level of “causing harm” … even in Canada

Filed under: Cancon, Education, Media, Politics — Tags: , , , , — Nicholas @ 04:00

In The Free Press, Rupa Subramanya reports on a Canadian school board’s attempt to paint a parent’s (valid) objection to the forced speech of modern-day “land acknowledgements” as causing “harm” and not acceptable:

Late last month, a Canadian school board informed Catherine Kronas, a parent serving on her child’s local school council in Ontario, that her role was being “paused” for allegedly causing “harm” and violating board policy.

Her offense? “Respectfully” requesting during an April 9 council meeting that her objection to the land acknowledgment be recorded in the meeting minutes. Kronas argued that the Hamilton-Wentworth District School Board lacks an official mandate to require land acknowledgments at school council meetings and that such statements “undermine the democratic process”, amount to “compelled speech”, and are “divisive” and “inappropriate”.

Kronas, who has served on the board for the past year and like all board members is a volunteer, has since been barred from attending upcoming meetings, including virtual ones, while the board reviews the allegations.

“They’ve ostracized me and painted me as someone who harms others,” Kronos told me, pointing to the letter she received in May.

Parents who once expressed similar concerns about land acknowledgments privately have all “slunk away” and “gone silent”, she said. She is convinced that if even one other parent had publicly backed her objection, she wouldn’t have been suspended.

“I have no support,” Kronas says.

But Kronas is far from alone in her views. A new poll shows that a majority of Canadians — 52 percent — reject the idea that they live on “stolen” indigenous land. In Kronas’s own region, Hamilton-Niagara, a suburb just outside Toronto, 50 percent said “no” to the concept.

There’s also a political shift underway that reflects this: New legislation from Ontario premier Doug Ford that is widely viewed as effectively anti–diversity, equity, and inclusion (DEI) aims to roll back some of the ideological activism that has spread through school boards. The bill will, among other things, ban the renaming of schools based on the belief that historical figures are linked to “systems of oppression” and mandate the return of school resource officers, a form of law enforcement, in jurisdictions where police services provide them. In recent years, many Ontario school boards have removed police from schools on the grounds that their presence causes harm to “racialized” groups — a peculiarly Canadian euphemism for non-white people that casts them as perpetual victims in need of saving — and makes at least this brown Canadian feel like something is inherently wrong with us.

QotD: University students or NPCs?

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

When I first started teaching, for instance, I had to constantly remind myself that my charges were just teenagers. At most they were 21, 22 tops, which is basically the same thing. So much of the crap they pulled, then, was just typical teenager stuff. All they really needed to straighten themselves out was two good head knocks and a swift kick in the ass, which life would soon provide. I did exactly the same sort of dumb stuff back in my own undergrad days – maybe not as bad, but it was a difference of degree, not kind. They’d be ok in a few years.

A few semesters on, and that no longer applied. Sure, sure, they were still teenagers, and still pulled typical teenager capers … but a new set of behaviors crept in. I can’t describe them exactly, in detail, but the overall impression was: here’s someone doing a pretty good impersonation of a teenager. Most every kid goes through the faux-sophisticate stage, usually somewhere around age 12, and this kinda looked like that — young kids pretending to be a lot older — but it also looked a lot like the opposite end of the spectrum. Not quite “hello, fellow teens!” — not yet — but there was something like that going on, too. It was weird, but I figured it was mostly in my head — I’ve always been a grouchy old man, but now I was actually chronologically old enough to let my freak flag fly, so I assumed that’s what I was doing. They’re not changing, I am …

Fast forward a few more semesters, and nope, it’s definitely them. The kids at the tail end of my career still looked like bargain basement Rich Littles, doing impersonations of teenagers, but their act was terrible. Remember a few years back, when Facebook or Twitter or whoever tried to make an AI chat bot, and it immediately turned super racist? Not that these kids were racists — they were the furthest thing from that — but they all seemed to have a small stock of crowdsourced responses. And that’s ALL they had, so no matter what the situation, they’d shoehorn it in to one of their canned affects, because that’s all they had.

By the very end, interacting with them was like playing one of those old text-adventure games from the very dawn of the personal computer, like Zork. They’d respond to commands, but only the right commands, in the exact word order. No deviations allowed, and of course their responses were equally programmed.

Severian, “Terminators”, Founding Questions, 2021-12-04.

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