Quotulatiousness

February 28, 2025

Activists get the Toronto school board to agree to rename three schools

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

For people who utterly lose their minds when the Bad Orange Man changes the names of things, Toronto’s activists are still full-steam ahead to force the Toronto District School Board to rename three schools:

According to media reports, the TDSB has voted 11 to 7 to change the names of three schools: Dundas Junior Public School, Ryerson Community School and Sir John A. Macdonald Collegiate Institute. Evidently, a process will now start to choose a new name at each school. We shall see what they end up with, hopefully something better than “Sankofa”, which is the new name for Dundas Square, and has absolutely nothing to do with Canada.

There is nothing wrong, in principle, with changing a school name. Times change, and school names may need to change to reflect changing times. I attended a school which was named after a school board trustee who had served many decades prior to my time at that school. Would it make sense to change the name to that of a person who lived more recently and had a bigger impact on the community? Maybe schools should not be named after people at all, but rather should get their name from some more enduring aspect of the community, city, province, or country? These are fair questions.

But in these three TDSB cases, the reasons being given for the changes are part and parcel of an overall strategy by the activists running the school system to rewrite history according to their narrative of colonial oppression and the victimhood of Indigenous people and “people of colour”.

Two of the schools, Dundas Junior Public and Ryerson Community School, are named for men who have been accused of complicity in historical evils specifically for deemed connections to the slave trade and to do with the Residential Schools set up for First Nations children, but the third really is historical revisionism on the grand scale: the one named for Canada’s first prime minister:

Sir John A. Macdonald, first Prime Minister of Canada. circa 1875.
Photo by George Lancefield from Library and Archives Canada, MIKAN ID number 3218718.

The activists want our illustrious first Prime Minister’s name off a school because they say he knowingly, willfully, and intentionally starved Indigenous people in the Prairies.

This starvation narrative was popularized by James Daschuck’s 2014 book Clearing the Plains but this harsh indictment of Macdonald does not stand up to scrutiny, as his government actually spent more on famine relief for the Indigenous people in 1884 than on national defense.

Additionally, the Canadian approach to avoiding war through treaties doubtless saved tens of thousands of Indigenous (and no small number of settlers) lives, as a look south of the border, where upwards of 60 000 died in such wars at the time, will attest.

Macdonald’s government created the Northwest Police Force (later renamed the RCMP) to protect the native (and settler) population from American raids and slaughter, and Indigenous leaders at the time expressed their gratitude for it. He provided vaccination against smallpox to thousands of Indigenous people too.

It should also be mentioned that the catch-all complaint about Macdonald being somehow responsible for forcing Indigenous kids to attend IRS schools is baseless. Such schools were built at the request of Indigenous leaders according to treaties with the Crown and attendance was entirely voluntary during Macdonald’s lifetime. Indeed, mandatory school attendance only became mandatory along with such a requirement for all Canadian children in the early 20th century.

As mentioned at the opening of this article, 7 of 18 TDSB trustees voted “no” to the name changes. This is an encouraging sign that presenting a simplistic and misleading account of Canada’s past, and the people who shaped our history, in the service of affirming a putrid and deceitful narrative of oppressors Vs. victims in Canada is starting to lose its credibility. People are starting to demand a more comprehensive, nuanced, and accurate account of what really happened, and why. Yes, mistakes were made, and there were some bad actors, but by and large our history is one to be exceedingly proud of. We can learn from our mistakes and be an even greater country in the future.

February 22, 2025

QotD: Modern journalism

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

We Americans are truly blessed by having a mainstream media full of brilliant renaissance men, women, and gender non-specific entities who are masters of so many varied and intermittently useful skills and who are eager to share their knowledge with us benighted souls. The pandemic has revealed that every urban Twitter blue check scribbler, MSNBCNN panelist, NYT/WaPo doofus, and barely legal “senior editor” of a website you never heard of, is a Nobel Prize-winning epidemiologist, a master logistician, and a diversity consultant to boot.

They may all be lousy journalists, but damn it, they are also lousy at other jobs that they didn’t even pretend to train to do.

It’s awesome to see people with zero life experience in any relevant field weighing in as if we shouldn’t just laugh in their pimply faces. Here’s the typical resume of one of these hacks:

  • Went to high school, and never went to parties
  • Went to college, majored in journalism, and never went to parties
  • Went to journalism grad school, and never went to parties
  • Works in the media, and goes to Manhattan/Georgetown cocktail parties

This apparently qualifies them to explain to people like us who have actually done something in our lives how stuff is supposed to work.

Kurt Schlicter, “Our Super Smart Elite Shines During This Pandemic!”, TownHall.com, 2020-04-02.

February 18, 2025

Canadian academic life now entails mandatory indoctrination about “settler colonialism”

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

In Quillette, Jon Kay talks about the pervasive indoctrination of Canadian university students in that invasive intellectual weed from Australia, “settler colonialism”:

Last month, I received a tip from a nursing student at University of Alberta who’d been required to take a course called Indigenous Health in Canada. It’s a “worthwhile subject”, my correspondent (correctly) noted, “but it won’t surprise you to learn [that the course consists of] four months of self-flagellation led by a white woman. One of our assignments, worth 30%, is a land acknowledgement, and instructions include to ‘commit to concrete actions to disrupt settler colonialism’ … This feels like a religious ritual to me.”

Canadian universities are now full of courses like this — which are supposed to teach students about Indigenous issues, but instead consist of little more than ideologically programmed call-and-response sessions. As I wrote on social media, this University of Alberta course offers a particularly appalling specimen of the genre, especially in regard to the instructor’s use of repetitive academic jargon, and the explicit blurring of boundaries between legitimate academic instruction and cultish struggle session.

Students are instructed, for instance, to “commit to concrete actions that disrupt the perpetuation of settler colonialism and articulate pathways that embrace decolonial futures”, and are asked to probe their consciences for actions that “perpetuate settler colonial futurity”. In the land-acknowledgement exercise, students pledge to engage in the act of “reclaiming history” through “nurturing … relationships within the living realities of Indigenous sovereignties”.

My source had no idea what any of this nonsense meant. It seems unlikely the professor knew either. And University of Alberta is not an outlier: For years now, whole legions of Canadian university students across the country have been required to robotically mumble similarly fatuous platitudes as a condition of graduation. It’s effectively become Canada’s national liturgy.

After my tweet went viral, I was contacted by a US-based publication called The College Fix, which covers post-secondary education from a (typically) conservative perspective. Like many observers from outside Canada, reporter Samantha Swenson couldn’t understand why Canadian students were being subjected to this kind of indoctrination session. “I hope you can answer,” she wrote: “Why do schools make mandatory classes like these?”

I sent Swenson a long 13-paragraph answer — which, at the time, felt like a waste of my time: I assumed the reporter would pluck a sentence or two from my lengthy ramble, and the rest of my words would fall down a memory hole.

So when her article did come out — under the title, Mandatory ‘Indigenous Health’ class for U. Alberta nursing students teaches ‘systemic racism’ — I was pleased to see that I’d been quoted at length. I especially appreciated the fact that Swenson had kept in my point that educating Canadians (especially students in the medical field) about Indigenous issues is important work; and that courses such as Indigenous Health in Canada would provide value if they actually served up useful facts and information, instead of self-parodic faculty-lounge gibberish about “decolonized futurities”.

February 13, 2025

Australia’s most toxic export (so far) – “Settler-colonial ideology”

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

Helen Dale explains how a lunatic fringe Australian notion has grown to be a major ideology in most of the Anglosphere and even as far afield as Israel:

Despite a great efflorescence of literature and especially film about the mafia, it’s a truism to say that it isn’t very good for Sicily. It also hasn’t been very good when exported to other countries, either, spreading violence, corruption, and lawlessness. Well, Australia is to settler-colonial ideology as Sicily is to mafia, and our poisonous gift to the world is, like Sicily’s mafia, one of those things about us that really isn’t for export.

“Settler-colonial ideology” seems a mouthful, but if I describe bits of it to you, you’ll recognise it. Heard Australia Day called “Invasion Day”? You’ve encountered settler-colonial ideology. Been called racist for voting NO in the 2023 Voice Referendum? You’ve encountered settler-colonial ideology. Noticed Aboriginal academics get hired with obviously inadequate qualifications? You’ve encountered settler-colonial ideology.

Many Australians — including me — first encountered settler-colonial ideology at university. Back then, it was a theoretical and foreign concern, and largely in languages other than English (mainly French and Arabic). I do remember one of the “post-colonial literatures” (note the s, the s is important) obsessives trying to convince me that Alan Paton’s Cry the Beloved Country wasn’t a “legitimate book” because its author was white, but back then, this was still a niche view.

Like other Australians confronted with daft academic ideas, I blamed the US or France and ignored my own country’s contribution. Australians aren’t noted for their theoretical acumen, which made this easier. Critical race theory and affirmative action are all-American, while US academics have often executed hostile takeovers of French nonsense like postmodernism or queer theory early on in proceedings. It gets easy to blame America and France.

Easy, but unfair.

I realised how mistaken I’d been when, in October last year, I returned to Australia for a stint. While I was there, I read Adam Kirsch’s On Settler Colonialism: Ideology, Violence and Justice. I did so in part because October 2024 was the one-year anniversary of two important events. Both concerned what Kirsch calls “the ideology of settler-colonialism”.

Kirsch documents a process whereby the French- and Arabic-speaking theorists of post WWII decolonial conflicts — particularly Frantz Fanon — had their ideas grafted (very, very awkwardly) onto dissimilar Australian history and conditions by Australian intellectuals. These were then exported throughout the English-speaking world, likely through academic conferences. This explains how cringeworthy Australian nonsense like land acknowledgments managed to spread first to Canada and then the US in a reversal of the usual process whereby America sneezes and so gives its Hat a cold.

Fanon was a Marxist and a Freudian. His writing seethes with angry bloodthirstiness and pseudoscientific psychodrama, but he was responding to a vicious war of independence and incipient civil conflict. Kirsch notices a pattern where Australian scholars borrow bits of Fanon to give a sanguinary rhetorical garnish to their writing. “Fanon’s praise of violence is a large part of his appeal for Western intellectuals,” he notes. “Many of the sentiments expressed in The Wretched of the Earth, coming from a European or American writer, would immediately be identified as fascistic.”

Australia’s intervention changed the ideology, in some ways making it more destructive. Fanon is shorn of most of his Marxism, for example (can’t have that, won’t be able to recruit rich minorities to the boss class otherwise). The key Australian shift coalesces around an oft-quoted aphorism from historian Patrick Wolfe: “invasion is a structure, not an event”. That is, colonisation trauma is constantly renewed because “settler” is a heritable identity. “Every inhabitant of a settler colonial society who is not descended from the original indigenous population,” Kirsch points out, “is, and always will be, a settler”.

“Settler” here includes people transported to both America and Australia in chains — slaves and convicts. Once it became acceptable to construe one group of people conveyed against their will across thousands of miles of ocean in dreadful conditions as providentially lucky (and genocidal) settlers, it became possible to extend the reasoning to other, similar groups. After all, the only difference between a convict and a slave is the presence or absence of a criminal conviction.

Kirsch’s attempt to explain how Australia was analogised with Fanon’s Algeria and then how Israel was analogised with Wolfe’s Australia is heroic, in part because the casuistry he seeks to unpick is so convoluted. Filtering Fanon through Australian academia and its claim that “settler” is a heritable identity did have the effect of making Jewish Israelis look more like non-indigenous Australians or Americans, however, especially when attention was focussed on European Jewish immigrants to Israel.

February 11, 2025

QotD: Scientists, in their natural habitat

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

Now, do you accept the traditional image of scientists as sober, serious, disinterested seekers of truth? Or do you have more of a Biscuit Factory sort of view of them, where quite a lot of them are very flawed human beings, egotistical shits bent on climbing the greasy pole and treading on people to get to the top? Bullshitters and networkers and operators? Actually, I think the former types do exist, there are good, serious scientists out there (including some of my personal friends, and quite a few readers of this blog), but there are an awful lot of the latter types, especially at the top, and it’s rare to hear of a science department that isn’t full of bitter hatreds and jealousies and vendettas, where every Professor turns into an arsehole no matter how nice they seemed when they were a graduate student.

Hector Drummond, “Soap-opera science”, Hector Drummond, 2020-03-29.

February 3, 2025

QotD: Illiteracy then and illiteracy now

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

My old friend George Jonas, now forcibly confined within the Mount Pleasant Cemetery, observed of the times:

    In the not too distant past, people who were illiterate could neither read nor write. These days they can, with disastrous results for the culture.

He quoted his own old friend Stephen Vizinczey:

    No amount of learning can cure stupidity, and formal education positively fortifies it.

David Warren, “On paper logic”, Essays in Idleness, 2020-02-22.

January 27, 2025

QotD: The bureaucratization of university administration

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

On the consolidation of power within the administrative bureaucracy:

    The character of the college as a micro-community of academics is being doubly subverted: from within, by the rapid growth of bureaucratic roles taken up by professional administrators, and from without, by a university seeking to centralise control and elide differences among the colleges. The more uniform the overall environment becomes, the more rapidly it will suffer from the bad decisions inevitably yet to be made.

On the metastasis of overpaid, officious administrators:

    “The content of this letter is extremely important, so please read it carefully.” It isn’t often that the university speaks to its employees in this way. This was a follow-up email from the former pro-vice-chancellor for strategy and planning, David Cardwell. He wanted academics to complete his Time Allocation Survey by tabulating how many hours were spent across a vast suite of possible activities. It is characteristic of contemporary Cambridge that the strongest rhetoric it can muster is directed toward this self-serving bureaucratic exercise. Cardwell rubbed shoulders with four other pro-vice-chancellors, all enjoying a salary that is several multiples of the typical university academic, and surpasses the Prime Minister’s.

This administrative overgrowth is, by the way, a historical novelty:

    All of this is new: until 1992, the role of vice-chancellor was covered in short stints by the Heads of House, who paused their college governance while the rest of Cambridge got on with what they were here to do. Now we have not only career administrators at the helm, but their five deputies, for an annual cost of around £1.5 million. All the while, the university fails to find the money to keep important subjects alive, such as the centuries-old study of millennia-old Sanskrit.

I’ve been pointing this out for years. Until very recently, administrative functions in universities were largely filled by senior academics: you got bullied into shouldering the unwelcome burden because somebody had to do it, and you drew the short straw. There is nothing that a serious person despises more than paperwork, especially a scholar, who would much rather be happily buried in whatever esoterica he has made his field of study. Forcing academics into administrative roles ensured that the people filling those offices were incentivized to keep the paperwork to an absolute minimum; the last thing they wanted was to create more of the hateful stuff.

Enter, some decades ago, the professional administrators. Initially, these usually had some sort of academic qualification, and still largely do – albeit typically in fake non-disciplines, “public administration” or what have you – but they were not in any sense scholars. They were managers. Give us your burden, they said; we’ll do all the annoying paperwork for you, and you can concentrate on your very important research, you very important scholars, you. Thus the professoriate, like gullible fools, handed over the keys to the kingdom.

Unlike professors, managers are incentivized to create as much administrative complexity as they can: the more administration there is to perform, the more administrators the institution needs, and the larger the fiefdoms senior administrators can command. Since admin typically has control of the budget, they were easily able to appropriate the necessary funds. The result has been the explosive proliferation of useless eaters with lavish salaries and ridiculous titles like Senior Vice Assistant Dean for Excellence or Junior Associate Student Life Provost. At many universities, administrators now exist in a 1:1 ratio with the student body.

Admin have sucked shrinking university budgets dry, with real intellectual consequences: they aren’t going to fire themselves, and they sure aren’t taking a salary cut, so to make up budget shortfalls academic programs with low enrolment get the axe. Butterfield’s reference to the closure of the Sanskrit program is an example of this; there are many such examples, and they are increasingly common. To brains built out of buzzwords and spreadsheets, everything is either a marketing technique or a revenue stream, and if a program isn’t popular enough to subsidize their summer vacations in Provence or social-justicey enough for them to brag to their beach friends about how progressive they are, it serves no purpose.

This ability of university administrations to close down programs illustrates something else, which is that they are the real power on campus. The academics are mere employees: they will teach whichever students the admin decides to admit, will teach those students whatever the admin says to teach them, will not teach what the admin tell them not to teach, will teach in whatever manner admin decides is best, and will evaluate the results of that instruction in whatever fashion admin mandates they be evaluated.

As members of the managerial class, university administrators are drones of the global managerial hive mind, and instinctively exert a homogenizing influence. Old, parochial practices must be jettisoned in favour of standardizing the institutions they manage.

    As for our age-old titles – of lecturer, senior lecturer, reader and professor – these were replaced with American titles so as to be “more intelligible” to a global audience. … To conjure up a world of “assistant professors” and “associate professors”, who in fact have no supporting relationship to “the professors”, makes a mockery of that venerable system.

Administrators dislike horizontal social relationships amongst faculty. Peer-to-peer network architectures are hard to control; they prefer a server-terminal model, with management as the server through which all communications pass, and professors as the terminals, who can be regulated through systems of permissions. Thus, they set about dissolving those institutions that facilitate conviviality amongst the faculty:

    It was telling that a few years ago the authorities silently closed down the University Combination Room, the 14th-century hall in which academics could freely convene outside their individual colleges.

Administration is also sneaky, adopting governance practices that minimize whatever legacy powers the professoriate still possesses:

    Although in theory Cambridge academics are self-governing, the move to online voting, with minimal announcement, allows for many university policies to be driven through by those who want them enacted.

Butterfield understands full well that the problems are hardly unique to Cambridge:

    All this I say of Cambridge. But these issues go right across the university sector … The public need to trust and respect the elite academic institutions they fund; but that respect is waning, as stories continue to reveal politicised teaching, grade inflation, authoritarian campus policies and lurid, even laughable, research grants. The ambitions of our whole education system are ultimately pegged to the achievements at the very pinnacle of academia. If Cambridge can’t resist decline, who can?

The obvious answer is: no one can resist this. Not Cambridge, not Oxford, not University College London, not Harvard, not Princeton, not MIT, and not Whittier College. The problem is too systemic; the rot too deep. Decades of administrative consolidation of power has subsumed the ivory tower into an appendage of the global asset management system. Generations of ideological infection by the mind virus of cultural Marxism, wokeism, critical social justice, gay race communism, whatever you want to call it, has poisoned the minds of too many of the faculty. Generations of steadily declining standards, an inevitable consequence of massively increased enrolment which of unavoidable necessity heavily sampled the fat middle of the IQ distribution, has thinned out the influence of the bell curve’s rarefied tail to statistical irrelevance. After all of this, the only way to save the university is to purge it, of the great mass of low-performing affirmative action students, of the diversity hire academics who substitute clumsy sermonizing for the scholarship they can neither understand nor perform, and most especially of the great tumorous mass of useless administrators.

Such a purge, to be effective, would need to be thorough. To be thorough, it would remove almost everyone in the system. This would be the same as destroying the system. To save the patient, one would have to kill the patient.

Therefore no such purge will take place.

Instead, the system will crumble, buckle under its own weight, and eventually collapse.

As, in fact, it is doing.

John Carter, “Crumbling DIEvory Towers”, Postcards From Barsoom, 2024-10-25.

January 26, 2025

QotD: The map is not the territory, state bureaucrat style

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

… most bureaucrats aren’t evil, just ignorant … and as Scott shows, this ignorance isn’t really their fault. They don’t know what they don’t know, because they can’t know. Very few bureaucratic cock-ups are as blatant as Chandigarh, where all anyone has to do is look at pictures for five minutes to conclude “you couldn’t pay me enough to move there”. For instance, here’s the cover of Scott’s book:

That’s part of the state highway system in North Dakota or someplace, and though again my recall is fuzzy, the reason for this is something like: The planners back in Bismarck (or wherever) decreed that the roads should follow county lines … which, on a map, are perfectly flat. In reality, of course, the earth is a globe, which means that in order to comply with the law, the engineers had to put in those huge zigzags every couple of miles.

No evil schemes, just bureaucrats not mentally converting 2D to 3D, and if it happens to cost a shitload more and cause a whole bunch of other inconvenience to the taxpayers, well, these things happen … and besides, by the time the bureaucrat who wrote the regulation finds out about it — which, of course, he never will, but let’s suppose — he has long since moved on to a different part of the bureaucracy. He couldn’t fix it if he wanted to … which he doesn’t, because who wants to admit to that obvious (and costly!) a fuckup?

Add to this the fact that most bureaucrats have been bureaucrats all their lives — indeed, the whole “educational” system we have in place is designed explicitly to produce spreadsheet boys and powerpoint girls, kids who do nothing else, because they know nothing else. Oh, I’m sure the spreadsheet boys and powerpoint girls know, as a factual matter, that the earth is round — we haven’t yet declared it rayciss to know it. But they only “know” it as choice B on the standardized test. It means nothing to them in practical terms, so it would never occur to them that the map they’re looking at is an oversimplification — a necessary one, no doubt, but not real. As the Zen masters used to say, the finger pointing at the moon is not, itself, the moon.

Severian, “The Finger is Not the Moon”, Rotten Chestnuts, 2021-09-14.

January 24, 2025

When the law schools went woke

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

In the New English Review, Bruce Bawer reviews Ilya Shapiro’s book Lawless: The Miseducation of America’s Elites:

As Donald Trump begins his second term as president with a mandate to undo the damage done to the country by leftist ideology, incompetence, and corruption, one of the many stables that most need cleaning up is academia – which is, of course, the source of virtually all of the most misbegotten ideas that have sent America astray.

To be sure, some parts of academia are more desperately in need of reform than others. As a rule, the elite universities, especially those in the Ivy League, are more poisoned by the new progressivism than most state schools, especially those in the heartland. Humanities and social science departments are worse off than STEM departments. And as Ilya Shapiro points out in his important new book, Lawless: The Miseducation of America’s Elite, the introduction of woke thinking into law schools is singularly damaging.

Yes, writes Shapiro, it’s unfortunate enough if, say, a sociology faculty is selling ideology rather than fact, for it represents “a loss to the richness of life and the accumulation of human knowledge”. But for a law school to head down the same road is far more perilous. For these schools turn out the lawyers, politicians, and judges who will serve as “the gatekeepers of our institutions and of the rules of the game on which American prosperity, liberty, and equality sit”.

And the sad fact, alas, is that in too many American law schools today, a preponderance of students are the products of classrooms in which, as Shapiro puts it, “the classical pedagogical model of legal education” has been abandoned in favor of “the postmodern activist one” – a process that has been underway for decades but that was greatly accelerated during the Covid pandemic and in the wake of the irrational nationwide hysteria over the killing of George Floyd. Hence those students swallow such dangerous notions as critical race theory and its corollary, critical legal theory, and therefore believe that colorblind justice, due process, and freedom of speech aren’t desiderata but tools of white supremacy.

Lawless has its roots in Shapiro’s own hellish encounter with this ideological leviathan. It happened like this: on January 26, 2022, the day that Supreme Court Justice Stephen Breyer announced his retirement, Shapiro tweeted that the “best pick” for a replacement was Sri Srinivasan, who, if appointed by President Biden, would be the “first Asian (Indian) American” on the Court. Yet because Biden had promised to name a black woman, lamented Shapiro, “we’ll get [a] lesser black woman”. After sending off the tweet, Shapiro went to bed – and awoke in the morning to discover that his comment had caused pandemonium in the legal community, where he was being viciously attacked as a racist and a sexist. Shapiro immediately deleted the tweet and issued an apology for expressing his opinion in such an “inartful” manner.

But that wasn’t the end of it. As it happened, Shapiro, who had just left the Cato Institute, was scheduled to take up a new position at Georgetown University’s school of law in five days. And unluckily for him, the dean of the law school, William M. Treanor, was a wimp of the first order, the kind of craven academic administrator who’s quick to cave to the noisiest and most radical elements. On January 27, Treanor issued a statement in which he represented Shapiro as believing that “the best Supreme Court nominee could not be a Black woman”.

This was the height of disingenuity: it was clear that Shapiro simply meant that Biden shouldn’t limit the pool of possible nominees on the basis of sex or race – a view shared by three-quarters of the American public. But as Shapiro would soon discover, under the current dispensation at woke law schools “what matters is not the objective meaning of a given statement or even its intent but its effect – not the facts but the feelings”.

So it was that Treanor ordered an elaborate and expensive “investigation” by a top-dollar law firm into Shapiro’s tweet – yes, an investigation into a tweet. Ludicrously, it took more than four months – during which Shapiro’s new job was put on hold. In the end, the “investigators” concluded that Shapiro had indeed expressed an offensive opinion but permitted him to start work at Georgetown. Wisely, Shapiro decided that, given everything that had happened, Georgetown would not be a comfortable fit for him – at least not with Treanor at the helm – and chose instead to accept a job offer from the Manhattan Institute, where he works today.

January 21, 2025

Claim – First Nations lived sustainably and harmoniously with their natural environment. Reality – “Head-Smashed-In Buffalo Jump”

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

Pim Wiebel contrasts how children are taught about how First Nations before contact with Europeans were living fully sustainable lives in a kind of Garden of Eden until the white snakes man arrived and the rather less Edenic reality:

Head-Smashed-In Buffalo Jump near Fort McLeod, Alberta.
Photo by Mike via Wikipedia Commons.

Among the many “proofs” offered in First Nations circles to support the claim of a pre-contact Eden imbued with an ethos of environmental harmony, is the idea that before the Europeans arrived, the buffalo was considered sacred, treated with great respect, and killed only in numbers that would sustain it in perpetuity.

Each of these notions require scrutiny.

For the Great Plains tribes, the buffalo was an essential source of food and of materials for tools, clothing and lodges. It is unsurprising that the buffalo featured prominently in tribal mythology. Among the Blackfoot, the animal was considered Nato’ye (of the Sun) sacred and to have great power. Buffalo skulls were placed at the top of the medicine lodges and prominently featured at communal ceremonies.

It is ubiquitously asserted that the tribes only killed as many buffalo as they needed for their sustenance between hunts, and that every part of the animal was used. A Canadian history website suggests, “The buffalo hunt was a major community effort and every part of the slaughtered animal was used“. An American publication states, presumptuously: “It’s one of the cliches of the West; Native Americans used all the parts of the buffalo. It’s something that almost everyone knows, whether you are interested in history or not.” The Assembly of First Nations weighs in, teaching Canadian school children in their heavily promoted “Learning Modules”, that “Hunters took only what was necessary to survive. Every part of the animal was used.”

But was the Indigenous relationship with the buffalo in reality one of supreme reverence? Was every part of the animal used, and were the buffalo always killed only in numbers that would satisfy immediate needs while ensuring the sustainability of the herds?

The evidence suggests something quite different.

Archaeologists have studied ancient buffalo “jump sites”, places where Indigenous bands hunted buffalo herds by driving them over high cliffs. Investigations of sites from the Late Archaic period (1000 B.C. to 700 A.D.) reveal that many more buffalo than could be used were killed and that rotting heaps of only partially butchered bison carcasses were left behind.

Buffalo jumps continued to be used as a hunting method long after first contact with Europeans. Early Canadian fur trader and explorer Alexander Henry, made the following entry on May 29th, 1805 in his diary of travels in the Missouri country: “Today we passed on the Stard. (starboard) side the remains of a vast many mangled carcasses of Buffaloe which had been driven over a precipice of 120 feet by the Indians and perished; the water appeared to have washed away a part of this immense pile of slaughter and still there remained the fragments of at least a hundred carcasses they created a most horrid stench. In this manner the Indians of the Missouri distroy vast herds of buffaloe at a stroke.”

Alexander Henry described how the buffalo jump unfolded. The hunters approached the herd from the rear and sides, and chased it toward a cliff. A particularly agile young man disguised in a buffalo head and robe positioned himself between the herd and the cliff edge, luring the animals forward. Henry was told on one occasion that the decoy sometimes met the same fate as the buffalo: “The part of the decoy I am informed is extremely dangerous if they are not very fleet runers the buffaloe tread them under foot and crush them to death, and sometimes drive them over the precipice also, where they perish in common with the buffaloe.”

The Blackfoot called their jump sites Pishkun, meaning “deep blood kettle”. It is not difficult to imagine the horrendous bawling of the animals that suffered physical trauma from the fall but did not immediately succumb. Did the hunters have the ability, or even make an attempt, to put them out of their misery with dispatch? We do not know.

January 16, 2025

QotD: “At promise” youth

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

A new law in California bans the use, in official documents, of the term “at risk” to describe youth identified by social workers, teachers, or the courts as likely to drop out of school, join a gang, or go to jail. Los Angeles assemblyman Reginald B. Jones-Sawyer, who sponsored the legislation, explained that “words matter”. By designating children as “at risk”, he says, “we automatically put them in the school-to-prison pipeline. Many of them, when labeled that, are not able to exceed above that.”

The idea that the term “at risk” assigns outcomes, rather than describes unfortunate possibilities, grants social workers deterministic authority most would be surprised to learn they possess. Contrary to Jones-Sawyer’s characterization of “at risk” as consigning kids to roles as outcasts or losers, the term originated in the 1980s as a less harsh and stigmatizing substitute for “juvenile delinquent”, to describe vulnerable children who seemed to be on the wrong path. The idea of young people at “risk” of social failure buttressed the idea that government services and support could ameliorate or hedge these risks.

Instead of calling vulnerable kids “at risk”, says Jones-Sawyer, “we’re going to call them ‘at-promise’ because they’re the promise of the future”. The replacement term — the only expression now legally permitted in California education and penal codes — has no independent meaning in English. Usually we call people about whom we’re hopeful “promising”. The language of the statute is contradictory and garbled, too. “For purposes of this article, ‘at-promise pupil’ means a pupil enrolled in high school who is at risk of dropping out of school, as indicated by at least three of the following criteria: Past record of irregular attendance … Past record of underachievement … Past record of low motivation or a disinterest in the regular school program.” In other words, “at-promise” kids are underachievers with little interest in school, who are “at risk of dropping out”. Without casting these kids as lost causes, in what sense are they “at promise”, and to what extent does designating them as “at risk” make them so?

This abuse of language is Orwellian in the truest sense, in that it seeks to alter words in order to bring about change that lies beyond the scope of nomenclature. Jones-Sawyer says that the term “at risk” is what places youth in the “school-to-prison pipeline”, as if deviance from norms and failure to thrive in school are contingent on social-service terminology. The logic is backward and obviously naive: if all it took to reform society were new names for things, then we would all be living in utopia.

Seth Barron, “Orwellian Word Games”, City Journal, 2020-02-19.

January 7, 2025

QotD: Most people hate their jobs

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

A Gallup poll found that 85 percent of people hate their jobs. Business schools would say that this is due to poor strategy, poor leadership, or poor innovation. Nothing that cannot be fixed with an MBA degree. The real explanation is much simpler, however: 85 percent of people hate their jobs because, given the choice, they would never do them in the first place. Twenty years ago, I applied to a business school. A good one. Actually, one of the best. When the acceptance letter arrived, I was convinced that I’d been admitted under some female quota, as my abilities are perfectly average. Then I started the course and realised that so were everyone else’s. No one in my class was especially bright. Or if they were, it was of the topical, tactical sort of intelligence — one that allows a person to see the different angles but somehow totally miss the point. The course itself was akin to vocational training: two months of accounting, two months of strategy, two months of marketing, and then off you go, ripe and ready for the office. Sorry, for leadership — which is telling other people in the office what to do.

We do, of course, have a choice. If you don’t like office work, you can become a PE teacher. If you are bad with authority, start your own business. The corporate sector is too greedy for you? Join an NGO. How glorious our life would be if things were so simple. Regrettably, they are not. Nicolai Berdyaev, a Russian religious philosopher during the first half of the twentieth century, argued — quite convincingly — that this choice to which we habitually refer is not really a choice at all. There is no freedom in it. It is a decision to adjust, adapt, and fit in. It is not a choice to create. At best, it is the choice of an animal looking for food and shelter, not of a human agent created in God’s image. He was right. As we leave childhood and the need to earn a living becomes increasingly urgent, our dreams start getting trimmed and trampled and squashed, until there comes a day when we no longer remember them. We begin by seeking the sublime. We end up resigned to the ordinary.

Elena Shalneva, “Work — the Tragedy of Our Age”, Quillette, 2020-01-29.

January 5, 2025

“Everything humans build starts with human and social capital. This includes everything economic.”

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

Lorenzo Warby explains why he has always disagreed with the “standard model” of economic growth, as it fails to include the biggest cultural variables that matter enormously for economic development:

“Hyderabad bazaar” by ruffin_ready is licensed under CC BY 2.0 .

The seminal theory of economic growth is the Solow Growth Model (technically, the Solow-Swan model). The model can be easily expressed mathematically.

I have never liked the model, nor its later variations.1 The intuition behind my dislike was that societies — and indeed different ethnic groups within societies — obviously varied enormously in their capacity to use, to “put together”, the factors of production. They also vary enormously in their capacity to generate factors of production: specifically capital, the produced means of production. The model implies that there will be a general convergence between economies that has not happened.

Updating the model by including human capital was a gesture in that direction but did not fix the problem with the model, which is much more basic. The update attempted to grapple with the failure of investment to flow to poorer countries and, by implication, the long-term, systematic failures of foreign aid. The failures of foreign [aid] also supported my intuition.

The most recent (2024) Nobel memorial was for work that also directly supports my intuition — how much institutions matter for economic growth. The long-term economic growth literature — identifying culture as very much mattering for economic growth — also supports my intuition.

Skills and knowledge (human capital) are basic

To explain why the entire approach — basically, fiddling with some version of the Cobb-Douglas production function — is fundamentally mistaken, we need to go back to the origins of human economic growth. I mean, right back — all the way to foragers.

What are the original forms of capital? Well, there are tools, which are the original form of physical capital. But without the skills to make and use the tools, they either do not exist, or they are useless.

So, we start with skills and knowledge, with human capital. It takes almost 20 years to train a young human forager to be a subsistence adult — that is, to forage as much nutrition as they consume. The need to stuff the human brain with skills and knowledge — and the need to grow a brain that can be so stuffed — is why we have the most biologically expensive children in the biosphere. The need to impart skills to biologically expensive children is fundamental to the dynamics of all human societies.

Human capital — skills and knowledge — is not an “add on”. It is basic.

So are social connections (social capital)

Foragers do not live as atomistic individuals. They live in families and (fluid) foraging bands. Families and foraging bands are vehicles for our highly cooperative subsistence and reproduction strategies.

That we are the tool-making and tool-using species lacking tearing teeth and claws with the most biologically expensive offspring is why we have highly cooperative subsistence and reproduction strategies. It is also why we are so much the normative species — enabling robust cooperation based on convergent expectations — and why we have prestige and propriety as forms of status.

Both these forms of status represent currencies of cooperation. Prestige grants people status for doing things which are risky, clever, hard, entertaining. It is status by conspicuous competence. It provides a way to reward people for engaging in activities which generate wider social benefits — what economists call positive externalities. It also encourages people to want to associate with you.2

The other form of status — propriety — grants status to those who uphold the norms of the group. In particular, it wields stigma against those deemed to have violated those norms. It provides a way to punish people for engaging in activities which generate wider social costs — what economists call negative externalities. It helps solve the free-rider problem regarding the effort to enforce norms.

Reversing (i.e. perverting) status patterns so that people get prestige from victimhood — extending to various forms of failures of competence or even wildly anti-social behaviour — while stigmatising people who conspicuously successful (as oppressors or exploiters) is deeply destructive of human flourishing.3 We can see this pattern currently operating in “progressive” US states, and especially cities, but murderous versions of it operated in various Communist states. These things affect economic activity, but cannot be discerned by a Cobb-Douglas production function.

It is not true that scientists have never discovered Homo economicus. Unfortunately, Homo economicus is not a member of genus Homo. It is Pan troglodytes (chimpanzees) playing strategy games in a lab. It is precisely because we Homo sapiens are more normative, allowing us to encapsulate the social conquest of the Earth, that there are billions of us and only a few thousand of them.

We — as a highly social, indeed ultra-social, species — engage in both individual and social calculations. Different cultures notoriously generate different patterns for, and balances between, such calculations.

    1. The model has some utility for short-term calculations of growth.

    2. As with any social benefit, the knock-on dynamics of prestige can be complex, but status from conspicuous competence is at the heart of it.

    3. The November 2014 Shirtgate controversy — where a rocket scientist who had led the technically incredibly difficult task of landing a probe on a comet was publicly humiliated over the shirt he wore (a gift from a female friend it turned out) — represented conspicuous achievement (prestige) being trumped by feminist stigmatisation (propriety).

December 22, 2024

QotD: “Sparta Is Terrible and You Are Terrible for Liking Sparta”

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

“This. Isn’t. Sparta.” is, by view count, my second most read series (after the Siege of Gondor series); WordPress counts the whole series with just over 415,000 page views as I write this, with the most popular part (outside of the first one; first posts in a series always have the most views) being the one on Spartan Equality followed by Spartan Ends (on Spartan strategic failure). The least popular is actually the fifth part on Spartan Government, which doesn’t bother me overmuch as that post was the one most narrowly focused on the spartiates (though I think it also may be the most Hodkinsonian post of the bunch, we’ll come back to that in a moment) and if one draws anything out of my approach it must be that I don’t think we should be narrowly focused on the spartiates.

In the immediate moment of August, 2019 I opted to write the series – as I note at the beginning – in response to two dueling articles in TNR and a subsequent (now lost to the ages and only imperfectly preserved by WordPress’ tweet embedding function) Twitter debate between Nick Burns (the author of the pro-Sparta side of that duel) and myself. In practice however the basic shape of this critique had been brewing for a lot longer; it formed out of my own frustrations with seeing how Sparta was frequently taught to undergraduates: students tended to be given Plutarch’s Life of Lycurgus (or had it described to them) with very little in the way of useful apparatus to either question his statements or – perhaps more importantly – extrapolate out the necessary conclusions if those statements were accepted. Students tended to walk away with a hazy, utopian feel about Sparta, rather than anything that resembled either of the two main scholarly “camps” about the polis (which we’ll return to in a moment).

That hazy vision in turn was continually reflected and reified in the popular image of Sparta – precisely the version of Sparta that Nick Burns was mobilizing in his essay. That’s no surprise, as the Sparta of the undergraduate material becomes what is taught when those undergrads become high school teachers, which in turn becomes the Sparta that shows up in the works of Frank Miller, Steven Pressfield and Zack Snyder. It is a reading of the sources that is at once both gullible and incomplete, accepting all of the praise without for a moment thinking about the implications; for the sake of simplicity I’m going to refer to this vision of Sparta subsequently as the “Pressfield camp”, after Steven Pressfield, the author of Gates of Fire (1998). It has always been striking to me that for everything we are told about Spartan values and society, the actual spartiates would have despised nearly all of their boosters with sole exception of the praise they got from southern enslaver-planter aristocrats in the pre-Civil War United States. If there is one thing I wish I had emphasized more in “This. Isn’t. Sparta.” it would have been to tell the average “Sparta bro” that the Spartans would have held him in contempt.

And so for years I regularly joked with colleagues that I needed to make a syllabus for a course simply entitled, “Sparta Is Terrible and You Are Terrible for Liking Sparta”. Consequently the TNR essays galvanized an effort to lay out what in my head I had framed as “The Indictment Against Sparta”. The series was thus intended to be set against the general public hagiography of Sparta and its intended audience was what I’ve heard termed the “Sparta Bro” – the person for whom the Spartans represent a positive example (indeed, often the pinnacle) of masculine achievement, often explicitly connected to roles in law enforcement, military service and physical fitness (the regularity with which that last thing is included is striking and suggests to me the profound unseriousness of the argument). It was, of course, not intended to make a meaningful contribution to debates within the scholarship on Sparta; that’s been going on a long time, the questions by now are very technical and so all I was doing was selecting the answers I find most persuasive from the last several decades of it (evidently I am willing to draw somewhat further back than some). In that light, I think the series holds up fairly well, though there are some critiques I want to address.

One thing I will say, not that this critique has ever been made, but had I known that fellow UNC-alum Sarah E. Bond had written a very good essay for Eidolon entitled “This is Not Sparta: Why the Modern Romance With Sparta is a Bad One” (2018), I would have tried to come up with a different title for the series to avoid how uncomfortably close I think the two titles land to each other. I might have gone back to my first draft title of “The Indictment Against Sparta” though I suspect the gravitational pull that led to Bond’s title would have pulled in mine as well. In any case, Sarah’s essay takes a different route than mine (with more focus on reception) and is well worth reading.

Bret Devereaux, “Collections: This. Isn’t. Sparta. Retrospective”, A Collection of Unmitigated Pedantry, 2022-08-19.

December 7, 2024

QotD: Game of Thrones as PoMo “deconstructionism”

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

Finally, Game of Thrones. I think it’s the same deal here, the same faux world weary cynicism. I’ve only seen one or two episodes of the show, but I read the first two or three books, up to the point where I realized two things: 1) he has no idea how he’s going to finish the story, and 2) it’s yet more tedious PoMo “deconstruction”.

Again, I guess I can forgive my colleagues, under-sexed little closet cases that they are, for being distracted by the boob cornucopia up on screen, but in the books, anyway, this comes through plain as day: Everyone in Westeros is either a psychopathic scumbag, or dead. In the very best PoMo style, the author is rubbing our faces in his belief that, since it’s extremely difficult to be heroic — or, all too often, merely decent — everyone who even thinks about trying is a fool, and deserves all the awful shit that happens to him. I’m told that back in the 18th century, a fun topic of debate at salons is whether a society of atheists could endure. Martin’s entire oeuvre seems dedicated to proving that life — mere, grubby, eating-shitting-sleeping existence — will continue in a society composed entirely of scumbags … but he has no idea why.

I have no idea why this idea (if that’s the right word) is so deeply appealing to academics, but evidently it is … and these are the people who are teaching your children.

Severian, “The One Pop Culture Thing”, Rotten Chestnuts, 2021-09-16.

« Newer Posts — Older Posts »

Powered by WordPress