Quotulatiousness

October 12, 2011

The “Ontario education system [is] a remarkably clean and ongoing experiment in the effects of school choice”

Filed under: Cancon, Economics, Education, Government, Liberty — Tags: , , — Nicholas @ 08:22

Stephen Gordon explains why Ontario’s two parallel school systems are helping to prove the efficacy of school choice:

Public funding for the Ontario separate school system is sometimes a controversial topic for reasons I won’t get into here. But by offering one set of parents with the choice of which school they can send their children, the Ontario education system has set up a remarkably clean and ongoing experiment in the effects of school choice. Catholics have the choice of sending their elementary-school aged children either to separate or to public schools, and non-Catholics do not have this choice.

Elementary school administrators in the two systems face very different constraints:

  • Public schools have a monopoly on non-Catholics who can’t afford private school.
  • Separate schools face a clientele that always has the option of switching to the public school system.

Of the two, separate school administrators have the greater incentive to provide higher-quality education: if the separate system were widely known to be dysfunctional, it would likely disappear.

Basic economics would predict that the competitive pressures on separate school administrators would provide stronger incentives to provide better education outcomes. And that seems to be just what is happening. A recent study (pdf) by McMaster University economists Martin Dooley and Abigail Payne in collaboration with UC-Berkeley’s David Card that examine these effects finds “a statistically significant but modest-sized impact of potential competition on the growth rate of student achievement.” In a related study using similar data, a CD Howe study done by Wilfrid Laurier’s David Johnson finds that of the 13 ‘above-average’ school boards, 11 are in the separate school system, while none of the 10 ‘below-average’ school boards are.

September 28, 2011

“‘Sensitivity to hurt feelings’ is not, in fact, a First Amendment value or a justification for censorship”

Filed under: Bureaucracy, Education, Liberty, Media — Tags: , , — Nicholas @ 14:42

Follow-up to Monday’s link to Popehat on bureaucratic censorship at the University of Wisconsin, Ken has a few words to say about the administration’s “justification”:

2. The problem with demanding a campus free of “implied threats” is illustrated by this case. Campus police first censored a poster of an imaginary space cowboy with a fan-pleasing quote. Next, just to say FUCK YOU IRONY they used threats of official retaliation against a poster condemning threats of official retaliation. No rational person could construe either poster as a threat, actual or implied, to commit violence against any person (although I suppose the second could be construed as a warning — a correct one — that thugs will act thuggishly when questioned.) If a rational person wouldn’t take it as an actual threat of violence, then it’s not a true threat that can be censored, however much the hysterical, irrational, nanny-stating, coddling, or professionally emo think about it, and however much university chancellors would like to believe otherwise.

3. Similarly, this case illustrates the problem with an approach to freedom of expression premised on “sensitivity” and making people feel “welcome, safe and secure.” “Sensitivity to hurt feelings” is not, in fact, a First Amendment value or a justification for censorship. In fact, stopping people from speaking because the speech hurts people’s feelings is the essence of censorship. A system in which what we can say is premised upon the likely reactions of the mentally ill and the undernourished pussywillows of the world is a system that encourages suppression of all unpopular, forceful, interesting, or challenging speech. The irrational and the morally and mentally weak are not entitled to have their feelings protected through the force of law, however prevalent they are on campus.

September 26, 2011

Gorram purplebelly censors

Filed under: Bureaucracy, Education, Liberty, Media — Tags: , , , , , — Nicholas @ 12:24

A Mal Reynolds poster falls victim to academic censorship:

Dateline: Wisconsin. At the University of Wisconsin-Stout, theater professor James Miller put up a poster on his door with an image of Nathan Fillon in the character of Captain Malcolm Reynolds with one of Mal’s better lines: “You don’t know me, son, so let me explain this to you once: If I ever kill you, you’ll be awake. You’ll be facing me. And you’ll be armed.”

In a better world, nothing would happen — except perhaps Firefly fans would geek out and people who roll their eyes at geek culture references would roll their eyes.

But this is modern America. In modern America, the Browncoats are people who like to use vigorous figurative language to speak their mind, and they are often outnumbered and outgunned by the Alliance, made up of silly, professionally frightened moral and intellectual weaklings who see expressions of dissent (particularly dissent rendered in vivid figurative terms) as upsetting and potentially all terroristy.

So naturally the campus police at University of Wisconsin-Stout went all Mrs.-Grundy-With-A-Gun-And-A-Badge on Professor Miller. They threatened Prof. Miller with criminal charges for disorderly conduct, taking a page from the cops at Sam Houston state. They also took the poster down. The redoubtable FIRE has the story and has sent the necessary letter asking the University to grow the fuck up and pull its shit together. (That might be kind of a paraphrase by me.)

September 16, 2011

No free speech, please, we’re Canadian

Filed under: Cancon, Education, Law, Liberty — Tags: , — Nicholas @ 12:36

Ken at Popehat has a lovely summary of the “all Jews should be sterilized” fracas at York University:

Pity poor Professor Cameron Johnson at York University. He was just trying to make this fundamentally Canadian concept clear to the students in the class he was teaching by giving examples of unacceptable opinions. Really, reminding them that some opinions are unacceptable was, in the Canadian context, an act of great patriotism, akin to starting an American lecture with the Pledge of Allegiance and possibly a barbecue. In the course of being so very Canadian, Prof. Johnson mentioned that the sentiment “all Jews should be sterilized” was “unacceptable.”

[. . .]

By uttering the words, Prof. Johnson committed speechcrime. That’s a strict liability crime; intent is irrelevant. Moreover, in thinking that he could utter a series of offensive words by putting them into a specific disapproving and pedagogical context, Prof. Johnson committed a hate crime against the Moron-Canadian community, which is too stupid to grasp context, and the Entitled-Canadian community, which believes that it is un-Canadian to require them to pay close enough attention to follow context. Prof. Johnson knew or should have known that his class of 450 people would include members of the Moron-Canadian and Entitled-Canadian community.

And indeed it did — in the form of Sarah Grunfeld, a member of the Moron-Insipid-Entitled-Canadian community. Sarah Grunfeld was outraged to hear, sort of, that her professor thought that all Jews should be sterilized, and started quite a stir, complaining to York University officials and various community members. Tumult and inquisition ensued. The Canadian media acted in an appallingly un-Canadian manner, focusing on the so-called “context” of Professor Johnson’s words and the utterly irrelevant detail that he was Jewish. Grunfeld, raised by her actions into a position of leadership in the Entitled-, Insipid-, and Moron-Canadian communities, did her best to set them back on the path of right thinking

September 15, 2011

National Post headline funnies

Filed under: Bureaucracy, Cancon, Education, Media — Tags: , , — Nicholas @ 09:19

The article discusses a day planner that was distributed to students at a Toronto primary school. The planner included a printed version of an online “Days of Significance” calendar that had references to sex workers, female genital mutilation and Palestinian solidarity. The board agreed with the complaint that this material was not appropriate for a kindergarten-through-grade 5 audience (although they did not say whether the planners were being withdrawn). The National Post headline, however conveys a slightly different message:

Sex workers, genital mutilation not suitable for children: TDSB

I should hope that sex work and FGM would be considered unsuitable!

September 2, 2011

Time perspectives

Filed under: Economics, Education, Media, Technology — Tags: , , , — Nicholas @ 00:06

H/T to Chris Myrick for the link.

September 1, 2011

Do women earn less than men?

Filed under: Economics, Education — Tags: , , — Nicholas @ 09:27

August 27, 2011

The value of education may actually just be a signalling mechanism

Filed under: Economics, Education — Tags: — Nicholas @ 11:38

Bryan Caplan looks briefly at the micro (to the person) and macro (to the society) benefits of higher education, but comes up with a more interesting view of the real value of education:

All this is well and good. But there’s an even deeper level of education to examine: What students actually study, learn and retain. I think of this as the “picoeconomic approach”* because it focuses on details too small for the “microeconomic approach” to see. The microeconomic approach tells us how much the market rewards education. But in the end, it doesn’t tell us why. To discover why education matters, we must descend to the picoeconomic level.

Key example: the main reason I’m think signaling is big deal has nothing to do with either Micro-Mincerian or Macro-Mincerian estimates of the return to education. The main reason I think signaling is a big deal is that (a) students study a ton of material that almost no job uses; (b) the Transfer of Learning literature shows that learning is highly specific — you don’t build general purpose mental muscles by learning Latin; (c) students quickly — and happily — forget most of what they learn, anyway. And yet employers amply reward education! The signaling model instantly looks like the best way to explain all the key facts.

[. . .]

* I know that the term “picoeconomics” is already used to describe the study of self-control problems, motivation, and so on. But why not think of self-control problems as one picoeconomic topic, and mine as another? We can treat picoeconomics as a blanket term that covers everything too small for microeconomists to notice.

August 16, 2011

Influence of the education system on the London riots

Filed under: Britain, Education, Law — Tags: , , — Nicholas @ 07:44

Neil Davenport wonders how changes to the English education system may have influenced the rioters’ attitudes:

Some young people, asked by journalists why they rioted, blamed their violence on the scrapping of the educational maintenance allowance (EMA), the hike in university tuition fees or rising youth unemployment. These apparently radical platitudes sound obviously rehearsed, designed to please liberal journalists. [. . .]

No doubt there was a hardcore of repeat delinquents smashing in windows. But many more of the rioters seemed like the normal, and likeable, teenagers that I have taught in schools in London over the past decade. In the capital, some 91 per cent of the riotous offenders were under 25, many of them aged between 16 and 18. As one commentator quickly observed, this means they were all educated under the New Labour government (1997 to 2010). It makes you wonder what they learnt at their New Labour-era hi-tech schools. Perhaps the real lesson they learnt is that nothing should be allowed to dent their self-esteem, and nobody should ever be allowed to ‘victimise’ or ‘bully’ them or prevent them from doing what they like.

In recent years, young people have internalised a corrosive sense of entitlement, where they really do believe that the world owes me, me, me a living. Since this retrograde outlook is far more institutionalised in London’s education system than elsewhere in Britain, it is not that surprising that a hardcore of rioting took place in the capital rather than in, say, Scottish cities. Their education system is largely separate from England’s.

‘New Labour kids’ have been more flattered, mollycoddled and freed of responsibilities than any generation before them. These days, as young people progress through the education system, they learn that there is a whole raft of medical reasons why they can’t write neatly or behave properly in class. They also know that if their exam grades are slightly disappointing, they can always blame the teachers. And New Labour’s social-inclusion charter also means that schools cannot automatically throw kids out, even in the sixth form, for not working hard enough or for their poor behaviour. Local education authorities can fight to ensure that a suspended child is reinstated and then attack the school for failing to provide ‘adequate support’ to address the pupil’s ‘psychological issues’.

July 24, 2011

QotD: School isn’t for everyone

Filed under: Bureaucracy, Education, Quotations, Randomness — Nicholas @ 14:12

If the communists hadn’t nationalized the old Lutheran Gymnasium of Budapest, my father might have put his foot down. As it was, he resigned himself to my not going back to school in the fall of 1952. “Can’t say that I blame you,” he said. “The comrades are crashing bores. I doubt if you’d learn anything from them, but why take a chance. You’d just have to spend years unlearning it, especially if it started with an ‘e’ like economics or ethics.”

[. . .]

I’m not sure if anybody was. In those days, there was no such illness as Attention Deficit Disorder, and in any event I didn’t suffer from it. I could be tirelessly attentive, even obsessive, about things I liked. I could, and did, read voraciously. Futzing with details was a delight; I just needed to explore things that interested me in settings that didn’t rub me the wrong way.

School did. The sound of chalk on blackboards did. What I suffered from wasn’t ADD but SADD: School Attention Deficit Disorder. The sight of a classroom made me sleepy and hyperactive at the same time. Years after I dropped out, I had one recurring nightmare: I dreamt I was sitting in my bench in class, trying to explain to everyone it was a mistake because I had no business being there.

Some soar in a school setting; I could barely drift. I loved books, but hated the way teachers expected me to deal with what I’ve read. I wanted to think, absorb, fantasize and dream about characters and stories; they wanted me to parse and précis. I was puzzled and frustrated by their fussy, fusty, pedantic, and pedestrian ways. They’d show me Mona Lisa’s smile, and ask me to count her teeth.

George Jonas, “Everything I know, I learned from not going to school”, National Post, 2011-07-24

July 12, 2011

Dealing with irritations: two varieties

Filed under: Books, Education, Media, Randomness, Technology — Tags: — Nicholas @ 14:38

First up, Charles Stross is questioned about his “credentials” by a budding scholar:

From: numpty#@gmail.com

     Hello, I’m citing your work for a debate article I’m using about space colonization and how it is improbable. I do need credentials however, and I’ve yet to find them online. If you could reply with your credentials that’d be great.

     (I assume he’s talking about this; it’s all over the internet, triggered a firestorm, and I keep getting gimme emails from content farms asking to reprint it.)

From: me

     I’m a novelist, not an academic. If you want credentials, go look me up in wikipedia.

From: numpty#@gmail.com

     Your time is clearly very valuable, as you would rather argue with me over this than simply take a minute or two to state your credentials. Furthermore, I have no need to know the extent of your writings, I simply need to know if you are indeed certified to be considered a credible source on the topic. For instance, if your credible knowledge is on the topic of slaads and borrowing from George R. R. Martin, you are not considered a credible source on space colonization. So let me just ask you this, why should I believe your article has any rational basis, when for all I know now is your true expertise lies in the githyanki.

And in another instance, Dark Water Muse has to deal with a clueless telephone solicitation:

I had the privilege today of being phoned by fraudsters phishing for access to my computer. This is the second time I’ve received this type of call and I’ve used the same response in both cases. Try it, it’s fun.

[The phone rings. callee answers the phone.]

Callee: Hello?

[several seconds pass before the background noises of a busy call centre can be heard]

Caller [affected by a thick South Asian accent]: Hello?

Callee: Hello??

Caller: can I speak to Mr…uhhh…Goon…please?

July 7, 2011

“Bodice-rippers” guilty of perverting women’s lives

Filed under: Books, Britain, Education, Health, Media — Tags: , , — Nicholas @ 13:00

Apparently, The Guardian thinks that women are weak-willed and easily (mis-)lead, especially when it comes to their sex lives:

Mills & Boon’s romance novels should come with a health warning, according to a report published in an academic journal.

Blaming romance novels for unprotected sex, unwanted pregnancies, unrealistic sexual expectations and relationship breakdowns, author and psychologist Susan Quilliam says that “what we see in our consulting rooms is more likely to be informed by Mills & Boon than by the Family Planning Association”, advising readers of the Journal of Family Planning and Reproductive Health Care that “sometimes the kindest and wisest thing we can do for our clients is to encourage them to put down the books — and pick up reality”.

Her comments follow a recent claim that romance novels can “dangerously unbalance” their readers, with Christian psychologist Dr Juli Slattery saying she was seeing “more and more women who are clinically addicted to romantic books”, and that “for many women, these novels really do promote dissatisfaction with their real relationships”.

July 1, 2011

Why Canadian students learn so little history

Filed under: Cancon, Education, History, Politics — Nicholas @ 12:33

An article in the newly launched Dorchester Review discusses the teaching of history:

Here in Canada the preoccupation with victimhood has mostly centred on Japanese Canadians and residential school “survivors.” Peter Seixas in Teaching Canada’s History (pp. 18-21) thinks children should be encouraged to condemn Caucasian writers who used terms like “Eskimo,” “primitive,” and “pagan.” What Seixas, a professor of education, seems not to appreciate is that schoolchildren are too young for this kind of academic pseudo-complexity and that their worldview is warped by pretentious classroom efforts to “heal the wounds.” Indeed what he advocates is what we have already had in many locales for a generation and counting.

[. . .]

In its more recent form, the classical model proposes that various integrated fields from science and math to English and second or classical languages should be covered at three stages (hence “trivium”), each time to a deeper, more systematic and engaging degree. For example, one approach for history could look like this, in four fields: (1) classical antiquity, (2) medieval-renaissance, (3) modern history, and (4) national, regional, and local history. Taught as a trivium, each of these four fields would be covered three times between grades one and twelve. Students today complain about repetition, but that is because they are tortured repetitively with the same introductory material by different uncoordinated teachers — rather than going into the subject more deeply and systematically as they grow older and more capable. As Anna Clark wrote in her 2008 paper on history teaching in Australia and Canada, “There is little point mandating the subject if it does not engage students and teachers.” Textbooks should be used as a guide not a crutch, as classical educators have long maintained.

[. . .]

We all have far to go. First, the evidence suggests that effective historical memory work is haphazard and unsystematic in public and many private schools. Students arrive at senior grades fundamentally culturally deprived and ignorant of facts. Even if narrative history is “compulsory” in Britain to age 14, in practice pupils lack “chronological understanding,” according to Ofsted, the agency that inspects school standards. Teachers have failed “to establish a clear mental map of the past.” Students “knew about particular events, characters and periods but did not have an overview.” In Canada, social studies curricula in the English-speaking provinces reveal a similar prevalence of disconnected, episodic case studies. In England (and presumably elsewhere), as Michael Gove’s critics admit, “The real problem is not with the curriculum, but with the schools’ failure to deliver it.”

Secondly, “critical skills” are introduced too early. “Where ignorance and scepticism meet, a course on British history becomes a course on running Britain down,” remarks one Financial Times writer: “By age 16, students will have as much cynicism and ‘distance’ as any educator could wish.” In Canada, a typical curriculum (Alberta’s) prescribes “historical thinking” in grade nine, “a process whereby students are challenged to rethink assumptions about the past.” But how can students “rethink” something they haven’t learned in the first place?

Regrettably, the British curriculum downgrades history to an elective after age 14, a premature cut-off that sabotages the three-stage process that classical educators promote. It reduces history to an elementary subject. It’s similar in Canada: after children are immersed in relativist “traditions and celebrations” (grade two in Ontario), they jump around in grades three to seven social studies from settlement in Upper Canada backwards to the middle ages; backwards again to antiquity, followed illogically by first nations and explorers and a survey of Canada. After grade seven, as in Britain, history becomes an elective. We have all seen the schoolbus with some banal motto painted on the side such as “On the Journey of Learning.” Most parents may never realize what this really means: “On a Journey to Nowhere in Particular.”

I went to school in the 60s and 70s and I loved history . . . just not the crap that was taught in history classes. It seemed to me that they deliberately tried to make Canadian history as boring as humanly possible. I had a few teachers who really seemed to enjoy teaching the subject, but for most of them it did appear to be just a tedious exercise they had to go through.

June 28, 2011

Happy Tau Day

Filed under: Education, Randomness — Nicholas @ 09:29

Just when you think it’s safe to go back to mathematics, you discover a holy war against pi:

Tau Day revellers suggest a constant called tau should take its place: twice as large as pi, or about 6.28 — hence the 28 June celebration.

Tau proponents say that for many problems in maths, tau makes more sense and makes calculations easier.

Not all fans of maths agree, however, and pi’s rich history means it will be a difficult number to unseat.

“I like to describe myself as the world’s leading anti-pi propagandist,” said Michael Hartl, an educator and former theoretical physicist.

“When I say pi is wrong, it doesn’t have any flaws in its definition — it is what you think it is, a ratio of circumference to diameter. But circles are not about diameters, they’re about radii; circles are the set of all the points a given distance — a radius — from the centre,” Dr Hartl explained to BBC News.

[. . .]

Dr Hartl is passionate about the effort, but even he is surprised by the fervent nature of some tau adherents.

“What’s amazing is the ‘conversion experience’: people find themselves almost violently angry at pi. They feel like they’ve been lied to their whole lives, so it’s amazing how many people express their displeasure with pi in the strongest possible terms — often involving profanity.

“I don’t condone any actual violence — that would be really bizarre, wouldn’t it?”

June 26, 2011

Anti-semitism at the University of Toronto

Filed under: Cancon, Education, Liberty, Politics — Tags: , , — Nicholas @ 11:54

Post-graduate students at the U of T may have gotten a bit too honest and outspoken in class:

Picture the following: A discussion in a post-graduate university class on the topic of Jews turns ugly. The professor is uncritical when one student says he doesn’t want to be around Jews. Another student complains about “rich Jews,” implying their excessive power. In a subsequent class, the same professor, as if to validate those points, says half her department faculty are Jews and with her approbation, students conduct a ‘Jew count’.

While this sounds like an episode in Germany leading up to the anti-Jewish Nuremberg Laws, it occurred more recently and much closer to home, at the University of Toronto’s Faculty of Social Work. Now, more details are emerging under the exceptional circumstance of two U of T professors publicly criticizing a colleague for facilitating classroom anti-Semitism and the university administration’s inadequate response.

The controversy began when some visible minority students in a Social Work Master’s program at the University of Toronto expressed discomfort about being around “rich Jews,” in Professor Rupaleem Bhuyan’s class, regarding a proposed outing in 2009 to the Baycrest Centre, an internationally renowned Jewish geriatric and research facility. They were undoubtedly confident of a sympathetic ear from her. The previous year, Bhuyan denounced Israel as a satellite of the United States, unworthy of distinction as a separate country.

The few Jewish students in Bhuyan’s Master’s Program class were intimidated into silence for much of the discussion by a classroom culture slanted against them. Finally, one young woman spoke up, protesting her grandparents had come to Canada with virtually nothing and she was proud her family could now afford the fees for them to reside at Baycrest.

That must have rung an alarm bell for Professor Bhuyan, because startlingly, she then admonished her students not to divulge what transpired in class to outsiders.

H/T to Ilkka for the link.

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