Quotulatiousness

May 31, 2025

QotD: Explaining the science to the non-scientific layperson

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

There’s a famous video in which Richard Feynman is asked by a BBC journalist if he can explain magnetism to him, and Feynman pauses for a moment and says “no”. The journalist is totally incredulous, and demands to know what Feynman means by that, and the great scientist tells him that he knows so little of the basics, and magnetism is so deep and so tricky,1 that it would be impossible to explain much of anything without either misleading him or giving him a false understanding.

I’ve always thought that nearly all pop science books fall into one version or another of this trap. Either they abandon all attempts at explaining the difficult concept in simple terms, or they simplify and elide so much as to become actively misleading.2 I call the latter horn of the dilemma “string theory is like a taco”-syndrome, and it’s by far the more common failure case. This is because undersimplification makes your audience feel dumb, while oversimplification makes them feel smart, so you sell a lot more books by oversimplifying. Unfortunately the effects on the audience of oversimplification are far more dangerous and insidious. After reading something impenetrable, you at least still know that you don’t really understand it, so there’s still a chance for you to go on and learn it some other way. Reading an oversimplified explanation, however, can fool you into thinking that you now grasp the concept, when in reality all you’ve grasped is a lossy analogy that will lead you astray.

All of which is to say I think it’s pretty impressive how well [author David] Reich does at diving into some of the real statistical meat of his techniques while still making them comprehensible to a smart layman. He has the gift that the greatest scientific expositors possess of being able to communicate in simple terms what it is that makes a problem hard, and then also giving you the broad strokes of an elegant solution to that hard problem. He doesn’t pretend that he hasn’t left anything out, instead he points out exactly where he’s glossed over details, so that you can go back and look them up if you want. This doesn’t sound all that impressive, but it’s actually really freaking hard to pull off, especially in a field that’s new and hence hasn’t been reformulated and recondensed a hundred times until it’s turned into a crystalline version of itself.

Okay, what was your favorite interesting genetic fact that this book taught you about a contemporary population? Mine was definitely that the various Indian jatis are as genetically distinct from one another as the Ashkenazi Jews are from everybody else. Not one group, but hundreds and hundreds of groups, all living in close proximity to each other, have gone millennia with incredibly minimal genetic mixing. How is that possible? It makes me take some of the assertions made by classical Indian texts a little bit more seriously.

Jane Psmith and John Psmith, “JOINT REVIEW: Who We Are and How We Got Here, by David Reich”, Mr. and Mrs. Psmith’s Bookshelf, 2023-05-29.


    1. It always bothered me when people ragged on Insane Clown Posse for expressing humility and awe at magnets. In fact their attitude is exactly the appropriate one. Back when ICP were in the news more often, I made a minor hobby of demanding that anybody who made fun of them explain magnets scientifically to me on the spot. Nobody ever succeeded.

    2. And sometimes, remarkably, a pop science book manages to make both mistakes at the same time. I’m reminded of Edward Frenkel’s horrible book Love & Math, which is full of passages like: “Think of the Hitchin fibration as a box of donuts, except that there are donuts attached not only to a grid of points in the base of the carton box, but to all points in the base. So we have infinitely many donuts — Homer Simpson would sure love that! It turns out that the mirror dual Hitchin moduli space, the one associated to the Langlands dual group, is also a donut topic/fibration over the same base. Donuts. Is there anything they can’t do?”

May 29, 2025

“Kollidge Inglish Majors kan so reed gud!”

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

On Substack, Kitten provides a sample of the many, many, many, many reactions to an earlier viral piece called College English majors can’t read:

I think it’s safe to say that “lack of funding” isn’t the problem

Well, that was a wild ride. As of the time of this writing, College English majors can’t read has 120,000 views and 535 comments. Comments and restacks are still rolling in but not at the furious pace they were in the few days after publication. It went viral on twitter, with my tweet announcing the article getting 768 retweets and 1.5M views, with thousands of comments spread across various quote tweets. It was shared to Reddit in several different threads, many of which themselves spawned hundreds of comments. It went viral on Hacker News. It was shared on Vox Day. It was published on Revolver News. Hundreds of people linked it in their Instagram and Facebook posts. A bunch of people shared it on Slack or Microsoft Teams. And most endearing of all, thousands of people forwarded the newsletter around by email like an AOL chain letter from your grandma (Fwd:Fwd:Re:Fwd: You won’t BELIEVE what they are teaching in college now!!!!)

[…]

The people have spoken, and they speak in a single clear voice: they want to hear about how dumb college kids are. They want to bathe in delicious schadenfreude. They want all the embarrassing and gory details about how Suzie in Kansas couldn’t figure out what a megalosaurus is, how heavily she breathed during the 16 seconds she tapped Google searches into her phone before giving up. And their bloodlust will be slaked one way or another.

[…]

The title is inaccurate, college kids can read fine

I got this comment a bunch of different times, and I think that one particular guy made the same comment at least four different times that I saw, in different places. Basically, this nitpicking goes: these kids can read just fine, they just have trouble understanding and interpreting hard texts, and this means the title is sensational and not literally true. This is a fair point, and I deeply treasure our nation’s strategic reserve of turbospergs ready to call out technical inaccuracies wherever they rear their ugly heads. I should note for the turbospergs reading this that “rearing their ugly heads” is figurative language, article titles do not have bodies and do not move, you have me dead to rights on that one.

But most readers were quick to chide the spergs that this is an article about different levels of functional literacy, and that “read” can have different connotations depending on the context. Obviously we’re talking about more than just sounding out the words on the page in this case. And also, College English majors can’t read is just a much better title than the long but more technically accurate one you would have me write instead.

The study is bad and you can’t believe its results

A lot of people made this comment in one form or another, for a variety of reasons. If you want to read a detailed takedown, I suggest this long post by Holly MathNerd. She has a lot of different objections about the methodology and how the results generalize to the population of college kids. It’s worth reading and taking seriously if you’re the scientific minded type, she knows what she’s talking about.

One very large objection that should give you pause: there are multiple layers of potential selection bias taking place. We’re looking at just a couple schools in Kansas at a single point in time, not a nationally representative sample of students. These aren’t exactly top-tier schools, of course they don’t have the best kids! And worse, they recruited study participants the way they always recruit undergrads for this kind of study, by asking for volunteers in class or even by hand-selecting students and encouraging them to join up. This means the researchers weren’t getting a random sample of their students, they were getting the kids who were dumb enough to waste their time on a silly research task. Or even worse: they picked problematic kids on purpose to prove a point.

This is a fair criticism, and I don’t want to minimize it, but I don’t think it ultimately matters much. The reason is that we know how these kids tested on the ACT Reading subtest and how that compares to the national standard.

    The 85 subjects in our test group came to college with an average ACT Reading score of 22.4

The national average for college students on the ACT Reading subtest is 21.2, so these kids are a bit above average nationally. (20 to 23 is considered a competitive score for admission to most schools, with 24 to 28 being the standard for more selective schools). This is reasonably strong evidence that they are not significantly dumber than typical college students nationwide. Maybe not representative, sure, but certainly not dumber than average.

And despite being competitive for admission according to Educational Testing Service, 22.4 is not a good score!

    According to Educational Testing Service, [students with a score of 22.4] read on a “low-intermediate level”, able to answer only about 60 percent of the questions correctly and usually able only to “infer the main ideas or purpose of straightforward paragraphs in uncomplicated literary narratives”, “locate important details in uncomplicated passages” and “make simple inferences about how details are used in passages”

So maybe these results don’t actually generalize to students nationwide, maybe this wasn’t a fair sample. But if you’re skeptical on the question of generalization, another way to view this study is as an ethnography rather than a quantitative result — the researchers discovered and documented a group of college English majors with truly terrible reading comprehension. Whether or not this result generalizes to college kids everywhere, these particular kids exist. And they can’t read. Personally I think the ethnographic details are what make this study so evocative, and I wish more research took this form. My hunch is nobody would be talking about this at all without these details — distilled down to a raw quantitative result (half of kids score below median on test, news at 11), nobody would care.

May 27, 2025

Four years on, and the media still haven’t been honest about the Residential Schools claims

At The Rewrite, Peter Menzies looks back to the bombshell claims that horrified the nation, yet went unquestioned by pretty much all of the mainstream media:

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

This week marks the fourth anniversary of the day Canada’s media broke faith with the public that funds it.

May 27, 2021, was when the Tk’emlúps te Secwépemc First Nation announced the “confirmation of the remains of 215 children” discovered at the former Kamloops Residential School site. Most, if not all, media reported this statement, which was based on anomalies shown on ground penetrating radar, without challenging its veracity.

Not long after, the Cowessess First Nation in Saskatchewan announced that ground penetrating radar had located 751 unmarked graves in a community cemetery adjacent to the former location of a residential school.

Talk of “mass graves” ricocheted across the country and the world. Prime Minister Justin Trudeau was in Saskatchewan in a flash on bended knee with teddy bears. It didn’t matter that the markers in the cemetery had been removed decades ago by a rogue priest; Anderson Cooper and a 60 Minutes crew were already flying in to Regina. The impression left by the coverage was that children had been murdered en masse. Statues were toppled or put in storage and close to 200 churches were burned — many to the ground — or vandalized in the months and years that followed. Pope Francis visited Canada in 2022 to atone once again for the Roman Catholic church’s role in operating many of the schools.

All because no one had the courage to ask: “This is a very serious allegation – how can you be certain?” and then, in the immortal words of the City News Bureau of Chicago, check it out.

The coverage at the time showed little evidence journalists looked for proof beyond the Tk’emlúps te Secwépemc allegation or gave sufficient play to Cowessess Chief Cadmus Delorme’s efforts to establish context.

Since then, the Tk’emlúps te Secwépemc have revised their confirmation of bodies so that they now maintain the radar showed anomalies that possibly could be graves. No bodies have been found or, for that matter, searched for. The band has received millions of dollars to assist it with its investigation and the school is now a national historic site.

The original stories remain online and, in many cases, uncorrected, leaving the public’s understanding of the matter unchanged. Here’s one example from CTV/Canadian Press. The headline — “Remains of 215 children found buried at former B.C. residential school” — is still there. CBC has made an effort to update its stories, but its original headlines remain and recent incidents suggest staff still believe the initial version.

As Marco Navarro-Genie of the Frontier Centre for Public Policy recently wrote, media may even have been enlisted as allies to ensure the allegations went unchallenged:

    “According to The Knowing by Tanya Talaga, “select journalists” were given embargoed details to ensure “sensitive and impactful” coverage. CBC journalist Angela Sterritt admitted she was in contact with the Tk’emlúps te Secwépemc the day before the announcement and was one of only a few journalists granted access to the June 4, 2021, video conference, where live-streaming was prohibited. This raises serious questions about whether the CBC acted as a passive reporter or an active participant in promoting an unverified claim.”

Shamed domestically and internationally, the nation’s flags went to half mast for months before being raised only in deference to Remembrance Day. A new holiday was declared for federal employees and the Prime Minister took advantage of the first one to go surfing.

There is no question that children died at residential schools. I have stood by and honoured the once unmarked graves — including those belonging to children of the school’s principal — at the reclaimed site of the Indian Industrial School outside Regina. Nor is there doubt that many students suffered from cultural dislocation, shaming and abuse. But that is no excuse for media not reporting the original Tk’emlúps te Secwépemc claim and the Cowessess news professionally and instead wildly and widely misinforming the public, raising the spectre of mass murders and traumatizing many. It’s one thing to make a mistake, quite another to leave it uncorrected because you prefer the impression it made.

May 13, 2025

For boys, sometimes a touch of competition is all that’s required

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

Jon Miltimore was concerned when a report from his son’s school indicated that his son was lagging behind in reading compared to his classmates:

“Old Victorian Childrens’ Books” by pettifoggist is licensed under CC BY-SA 2.0 .

So the fact that my own son — who is quite bright and scores extremely high in math — was struggling hit me a little, but it was not a surprise. Like many children, he had fallen behind in reading during the pandemic, and our efforts to get him caught up at home were pretty ineffective. Part of the problem was that as parents we did not do a good enough job of finding the right books to naturally kindle his interest and curiosity, but another issue was that at some point he began to feel self-conscious about this reading, which created an aversion to books.

[…]

A few months later, I had just finished reading a story to my 6-year-old son, who shares a bedroom with his older brother. I went to flick the light off when my older son said something I’d never heard before.

“Can I read for just ten more minutes,” he pleaded, showing me his book on pro football players.

I quickly gave my approval, then went downstairs to tell my wife. She was not as surprised as I was.

“They’re doing a reading competition at school. It’s boys against girls,” she said. “Every minute he reads is now added to their score. So now he wants to read — because it’s a competition.”

My wife did not say this disapprovingly, but she said it in a way that said of course he wants to read now. (My son is competitive.)

Over the next several weeks I watched as my son made a point of reading every night. Oftentimes he’d ask — just like on that first night — if he could read just 10 more minutes. Many nights he’d fall asleep with a book on his chest.

I have to admit that at first I found this strategy a tad cynical, but then I got the results. Over the span of seven weeks, my son leapt nearly two reading levels. He’s reading comfortably at the third-grade level and we’re now focusing more on reading comprehension than reciting sentences. He’s asking for books on World War I, World War II, and Vietnam for Christmas.

“His fluency has improved so much! I am so proud of him,” his teacher later told me.

Competition as a Virtue

I don’t doubt that some will look on this strategy with disdain.

We’re taught today that competition is crass, even harmful. George Soros, in a highly read piece from the 1990s published in The Atlantic, could have been speaking for many when he wrote that competition can “cause intolerable inequities and instability”. For many, competition is a dirty word, a sinister force to be suppressed and controlled.

This is nonsense, of course. Competition isn’t just innate to humans; it brings out the best in us.

It’s the force that drove Roger Bannister to break the four-minute mile. It’s given us the achievements of Michael Phelps and Michael Jordan. Socially, competition is what prompted the Brooklyn Dodgers to do the unthinkable and sign Jackie Robinson, breaking the color barrier and forever changing sports and America.

May 12, 2025

Is modern fiction in any way intended to be read by a male audience?

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

I belong to several genre-specific groups on various social media platforms, most of which appear to be disproportionally female in membership, and I read very little new fiction of any sort these days, partly for diminished interest and largely from diminished disposable income. I’ve often seen the assertion that men no longer read much fiction, but is it actually true?

You can see here some of the challenges involved in measuring reading habits. Are we talking reading books or purchasing books? Does buying correlate to reading or are women better gift givers? What about those hugely popular 20-part, 60-page-per-instalment romance series that might ratchet up purchases by women — anything like that in the fiction market for men? Should we base assumptions about readership of literary fiction on data about readership of general fiction, as many of the articles I’ve read do?

All we can safely say is that it does seem men read somewhat less fiction than women; they also read fewer books of any kind. As a person in the book industry, I wish that weren’t so, but it may not be a cultural calamity.

The most interesting article I came across in last night’s binge was published in 2009 by the University of Saskatchewan’s Virginia Wilson in Evidence Based Library and Information Practice. She undertook a small study of boys aged four through twelve, interviewing them about their reading habits. Her theoretical perspective was that if anyone was ever going to understand the reading habits of boys, they needed to recognize that the experts were the boys themselves. She quizzed forty-three of them about their book collections, what they liked and didn’t like, and their motives for reading.

Each of the boys had a personal collection of books. These ranged from eight to 398 volumes, with a median of 98. All but one of the boys had fiction in his collection. The most prominent genres were fantasy, science fiction, sports stories, and humour. The boys had no time for love stories, books about groups of girls, and such classic children’s fiction as The Adventures of Robin Hood.

Asked about their favourite books, most of the boys pointed to a non-fiction title: joke books, magic books, sports books, survival guides, science books, references, atlases, dinosaur books.

The boys also read a good deal of non-book material: comics, manga, magazines, sticker books, puzzle books, and catalogues. A number mentioned reading video game manuals, both to learn more about the games, but also to heighten their enjoyment of the narratives within the games.

The manuals were part of a bent toward pragmatic reading, something they found useful as much as pleasurable. The boys often read to support another hobby — Pokémon, for instance. They also appreciated non-linear texts and plenty of illustrations.

Interestingly, many of the boys tended to discount their own reading. They often described the informational stuff they liked—those video game manuals or computer guides or research materials for science projects—as “not really being reading”. Serious reading, in their minds, involved novels and conventional non-fiction books.

Wilson’s conclusion was that at least part of the “boys and reading problem” might come down to what counts as reading. Informational nonfiction, comic books, computer magazines, graphic novels, and role-playing game manuals were “not necessarily privileged by libraries, schools, or even by the boys themselves”.

Of course, as Wilson notes, one shouldn’t generalize too much from a small qualitative study involving forty-three boys. There’s nothing definitive to be learned here about Trump or contemporary masculinity (although I’ve read several lengthy screeds based on less).

Wilson’s paper simply reminds us that reading is complicated, and most of the available research on reading habits isn’t. Survey respondents are typically asked if they read books for leisure, or if they’ve read a book in the last year. There are many reasons to read other than for leisure. There are many things to read other than books. And not all books are equal.

I haven’t seen a study that tracks if men spend more minutes per day reading sentences than women. Or one that drills down to find who reads the most newspapers, magazines, websites, newsletters, contracts, annual reports, research papers, instruction manuals, catalogues, and cereal boxes. Each of those formats is as potentially edifying (if not as much fun) as Morning Glory Milking Farm: A Monster Bait Romance, with its 47,570 enthusiastic ratings on Goodreads.

I read so many concerns for and condemnations of contemporary males last night that it came as a surprise to learn that our most reliable measure of reading competence, the Program for the International Assessment of Adult Competencies, finds no real difference in literacy of men and women aged 16 to 64 in the US or Canada. We should all revisit that baseline before assigning responsibility for the state of civilization to whoever is or isn’t reading or buying contemporary fiction. (PIAAC did find that while Canadian literacy scores have been stable, US scores have slipped 5 percent since Trump was first elected. Make of that what you will.)

Does the men-and-fiction problem exist? I think yes, and my sense is that it’s one of both supply (what’s getting published) and demand (what men will read). I thought I’d have more than that to say. This is my kind of issue — the whole point of SHuSH is ill-considered opinion drawn from shaky evidence on a weekly timetable — but I can’t compete with what I’m reading, so I’m backing off for now.

I certainly find myself reading almost nothing that has been published recently with a few exceptions for well-researched and well-written histories and military histories. My preferred genre reading got taken over by the “jam the narrative into every story” crowd a few decades back, so I stopped buying SF and fantasy titles except those from authors I’d already read.

May 6, 2025

Online tools for the curious autodidact

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

Like many people, I was generally not a good student and in primary and middle school, I was notorious for reading the “wrong” parts of books because they were closer to my interests than the assigned readings, but I generally was able to scrape together enough marks to pass the tests on the stuff I skimmed or ignored. This is hardly the way to make an academic career — not that I would ever have done so, unless they just let me study what I wanted to learn about. A useful Substack for my fellow autodidacts [Wiki] is a side project of military historian Bruce Ivar Gudmundsson called Extra Muros, and his latest post provides some information on tools for online research that you may find helpful:

Gustav Wenzel – “A Carpenter’s Workshop” (1881)

The “advanced search” page of the Internet Archive allows you to …

  • download copies, in various electronic formats, of
  • – books and magazines published before 1929

    – works (such as those created by the US Federal Government) that have always belonged to the public domain

    – relatively recent works uploaded by people in countries (such as India) with less restrictive copyright laws

  • examine books that you might want to acquire for enjoyment the old-fashioned way
  • find higher-quality copies of items that you found on Google Books
  • obtain an overview of the works (to include foreign language translations)
  • – of a particular author

    – on a particular subject

The “advanced search” page on the website of the Hathi Trust allows you to do many of the things you might otherwise do on the Internet Archive. Alas (and, indeed, alack), the interface restricts the direct download of complete volumes to “participating institutions”. As a result, mere mortals must either seek the PDF in question on Google Books (to which Hathi provides a direct link) or use a bit of freeware called Hathi Download Helper.

The Hathi Trust search engine also makes it easy for you to search within books for specific words and phrases, as well as the mention of particular places and personalities. Doing the former turns the Hathi Trust database into a kind of dictionary, a way of discovering ways that people in various climes and times have used the expression. Doing the latter converts that cornucopia into an encyclopedia.

The NGram Viewer performs a similar service. However, as it sits atop a smaller collection and suffers from a number of irritating defects, it has proved less useful to me than the website of the Hathi Trust.

May 1, 2025

The economics of migration

Lorenzo Warby wonders if an entire discipline can commit suicide:

Can an academic discipline seriously decline? Yes. Disciplines which were once mainstays of universities have either vanished or shrunk to pale shadows of their former selves.

What about a social science? One can envisage a social science disappearing. The most obvious way is it gets utterly discredited and replaced. A less obvious way is its institutional bases could disappear. A final way is its entire social basis disappears.

The West is currently marked by two entirely different discourses on migration that seem unable to interact. One is migration-as-economic-boon. This is the outlook of mainstream Economics. Migrants add to the economic activity of societies and potentially retard the effect of an ageing population by replacing absent local children with foreign migrants. This discourse invokes the authority of Economic Theory and its statistical methods.

This outlook typically treats criticism of migration as economically illiterate, socially retrograde, or morally bankrupt; or some combination of thereof. It is protected by the Self-Righteous, Knowing scoff which is such a feature of the modern professional-managerial class. They are the Masters of Knowledge, and of Moral Concern, who the plebs should defer to.

The other discourse talks in terms of social and democratic decay, increased crime, threats of violence, increased fiscal stress, even the possibility of civil war.

This is the world where, in Sweden — due to the stress on social and fiscal order from migration — it has become policy to pay migrants to go away. This is the world where highly intelligent and informed folk quietly discuss how the performance of economists on migration has been so catastrophically bad, it may bring down the entire discipline.

The adherents of the second, problems-with-migration, discourse are well aware of what mainstream Economics has to say on migration, and judge it to be obviously and demonstrably — even catastrophically — false. That it is much harder for migrants to contribute positively to a society than mainstream Economics admits, and this gets worse the higher the rate of migration. A recent Dutch study (Jan van de Beek, Joop Hartog, Gerrit Kreffer, Hans Roodenburg, The Long-Term Fiscal Impact of Immigrants in the Netherlands, Differentiated by Motive, Source Region and Generation, IZA DP No. 17569, December 2024. https://docs.iza.org/dp17569) found that:

    Only 20% of all immigrants [to the Netherlands] make a positive lifetime net contribution to the public budget. Groups with large contributions come from Scandinavia, the Anglo-Saxon world and a few other countries like France and Japan.

The adherents of the first discourse seem either utterly unaware of the second discourse, or protected from even considering it by the Self-Righteous Knowing scoff. Their mastery of Theory is such, they cannot possibly be so catastrophically wrong.

The notion that migration could break a society along its existing fracture lines to the point of civil war would absolutely be treated with the Self-Righteous Knowing scoff, despite there being — as is discussed below — at least three historical examples of precisely that happening.

April 28, 2025

Making School Cafeteria Pizza from the 1980s & ’90s

Filed under: Education, Food, USA — Tags: , , , , , — Nicholas @ 02:00

Tasting History with Max Miller
Published 24 Dec 2024

A rectangular slice of cheese pizza, part of a complete meal in 80s and 90s schools in the US.

City/Region: United States of America
Time Period: 1988

Food in US schools from when I was growing up in the 80s and 90s were, to put it mildly, not the healthiest. Either there was actual fast food available, or many meals mimicked fast food favorites, like this cheese pizza.

One bite of this pizza brought back a flood of memories. It is almost exactly how I remember it from middle school, and I highly recommend making it to anyone who has rectangle pizza nostalgia. I chose to make it with the pourable crust because I was intrigued, but after tasting it, I’m convinced it was the same one that my school used.
(more…)

April 15, 2025

QotD: PhD delusions of (universal) competence

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

My guess – and this is only a guess – is that it’s part of their comprehensive delusion of competence. Just as your Basic College Girl assumes that her 1100 (or whatever slightly-above-average is now) SAT score makes her a genius without portfolio, so those with PhDs assume that their sheepskin is proof that they can master any subject they put their minds to. It’s not that rude mechanicals like plumbers and whatnot are doing something they can’t; they’re doing something they shouldn’t have to, by virtue of their superior intellects and social standing (that the same people who assume trade labor is for dirty, sweaty, smelly proles are also the most vocal champions of The Working Class™ is so ironic, Alanis Morissette must be weeping salty tears of joy right now, is infuriating but irrelevant).

And the delusion of competence is truly a thing to behold. They expend enormous effort in maintaining it. Just as the “gender is just a social construction” feminist somehow retains her belief in this every time she has to call the stock boy over to help her lift the can of economy-sized kitty litter, so the other eggheads shrug it off when they have to call in tradesmen to perform the simplest household maintenance. I think I’ve told this story before, but it’s worth repeating as an illustration:

Back in grad school, I was invited to a back-to-school shindig at the Department Chair’s house. She made sure to tell us that the only toilet in the house (she lived in a breathtakingly restored Victorian; it must’ve cost close to a million all in) wouldn’t work unless you followed the elaborate five-step process she and her “domestic partner” had worked out over months of trial and error. Said process was helpfully taped on the tank lid for us. They were on the plumber’s list, she said, but it would be a while (“you know how those people are,” wasn’t stated outright, but very clearly, sneeringly implied).

I had few beers, the inevitable happened, and so I meandered upstairs to throw a whiz. After zipping up, I followed the elaborate handle-jiggling procedure … and, well, look, y’all, I’m far closer to those helpless eggheads than I am to Mr. Fix-it. I have ten thumbs, and thank god I never had to do one of those “spatial rotation” tasks for real back in grade school, or they’d have stuck me on the short bus. But even I know when a toilet float bobber is stuck. So I lifted the lid, turned the little screw, flushed twice more to double-check my handiwork, and went back downstairs to report my success …

They looked at me like I’d just contracted leprosy, y’all. Instead of being happy that I’d saved them a lot of effort, not to mention a fair amount of money, they were disgusted. I mean, I’d done a menial’s job. With my hands. On the one hand, I suppose it was proof that people with PhDs can master very, very, very basic plumbing. But on the other … eeeeewwww. I was a class traitor!

Severian, “Gettin’ Jiggy in College Town”, Founding Questions, 2021-10-08.

April 11, 2025

QotD: Teaching in modern universities

Leys’s essays often combine delicacy with deep irony — a combination that few writers, especially in our times of stridency and parti pris, achieve. Here, for example, is the beginning of his essay “An Introduction to Confucius”: “If we consider humanity’s greatest teachers of wisdom — the Buddha, Confucius, Socrates, Jesus — we are struck by a curious paradox: today, not one of them could obtain even the most modest of teaching posts in any of our universities”. We laugh — which, of course, is the best tribute to the seriousness of the point that he is making. He goes on to explain, “The reason is simple: their qualifications are insufficient — they have published nothing”.

In two sentences, Leys has pinned, like a butterfly to an entomologist’s board, the bureaucratic sickness that has overtaken our institutions of higher learning (and not only those institutions). There is no madness more difficult to treat than that which believes itself sane, and there is no irrationality greater than that which believes itself perfect. It is no surprise that Leys retired early from his university chair because the university no longer bore any resemblance to what it had once been and misled students and the rest of society into believing it still was. A community of scholars had become an organization of foremen on a production line.

Theodore Dalrymple, “Rare and Common Sense”, First Things, 2017-11.

April 3, 2025

QotD: When the History Department at Flyover State committed slow motion suicide

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

It started when they hired a radical feminist lesbian. Radical by ivory tower standards, I mean, which as you can imagine is a bar so high, Mt. Everest could limbo under it without breaking a sweat. This was the kind of “scholar” whose work was like that dude we mentioned a while back, who claimed that the US Civil War was really about “gay rights” — something that’s not merely wrong, but impossible, as the mid-19th century lacked the conceptual vocabulary to even suggest such a thing. In other words, they hired this persyn to be professionally obnoxious, and xzhey were happy to oblige.

Now, you have to understand something about the academy at this point: Though these people are profoundly ideologically enstupidated, they’re still pretty cunning where their wallets are concerned. Indeed, that’s the whole reason they allow “scholarship” on left-handed LatinX truck drivers in the Ming Dynasty or whatever that persyn’s book was, to pull that kind of stunt — only “original” “research” gets published, and since all the true facts have been ascertained long ago, you have to make shit up if you want tenure. Publish or perish, baby!

A clever plan, but with one teensy tiny flaw: “Tenure” requires a university, and universities require students, which means that, while pretty much all professors hate teaching, they have to do it … and not only that, they have to actually appeal to those icky little deplorables, the students, in sufficient numbers to keep the faculty employed. If, back in your own college days, you wondered if maybe the only reason Western Civ I or whatever was required was that it gave Professor Jones something to do, congrats, you were right. But you can’t require History majors, and there’s only enough Western Civ to go around, which means you have to have 200- through 400-level classes that students actually want to take …

You can see where this is going, and to their credit, some of the faculty at Flyover State saw it, too. At the time, there were still enough upperclassman History majors (and grad students) that the class on LatinX truck drivers in the Ming Dynasty would fill … barely … but that situation obviously would not continue. Nor could you simply stick the new hire in Western Civ classes, because in addition to the other obvious problems, of course xzhey would immediately turn “Western Civ I” into “LatinX truck drivers in the Ming Dynasty … and maybe, if there’s time, the Roman Empire or some shit.”

You know what the Department ended up doing (hint: nothing), and so the first semester after the new hire went exactly like you knew it would. And so did the next, and the next, because as we all know, chicks of both sexes and however-many-we’re-up-to-now genders are herd animals. Hiring the radical lesbian gave all the slightly-less-radical lesbians, again of both sexes and however-many genders, permission to let their freak flag fly. Which, of course, they did. Pretty soon you couldn’t find a History class that wasn’t some bizarre, micro-specialized SJW mad lib. Sure, they’d still call it “The US in the Civil War Era” or “Modern Germany” or whatever, but the course description made it perfectly clear that the class was really about transsexual cabaret acts on the New York Bowery … and maybe, if there’s time, secession or some shit.

And soon enough there were no more History majors, and thus no more History Department. At one of the small schools that collectively make up “Flyover State”, the former History, Psychology, and Classics departments have been folded into something called the “Humanities Department” … to which, last I heard, the former English Department will soon be added.

Severian, “The Dunbar Problem”, Founding Questions, 2021-10-06.

March 24, 2025

Postcards from academia’s zombie apocalypse

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

Ted Gioia points out exactly why them there kids ain’t learnin’ no more:

[High school students] just care about the next fix — because that’s how addicts operate. They have no long term plan, just short term needs.

They can’t get back to their phones fast enough.

How bad is it for educators right now?

Check out this commentary from one experienced teacher, who finds more engaged students in prison than a college classroom.

This comes from Corey McCall, a member of The Honest Broker community who recently posted this comment:

    I saw this decline in both reading ability and interest occur firsthand between 2006 and 2021 … I had experience teaching undergrads who hadn’t comprehended the material before, but hadn’t faced the challenge of students who could read it but who simply didn’t care …

    Since 2021 I’ve been teaching part-time in prison, and incarcerated students really want to learn. They love to read and think along with authors such as Plato, Descartes, and Simone de Beauvoir. I am teaching Intro to Theater this semester (the story of how this happened is interesting, but is irrelevant here) and students have been poring over Oedipus the King and asking why this amazing play isn’t performed more regularly alongside plays like Hamilton and The Lion King.

    I believe that there is hope for the humanities and perhaps for culture more generally, but it will be found in unusual places.

I’ve made a similar claim in this article — where I look outside of college for a rebirth of the humanities. It would be great if it happened in classrooms, too, but I fear that they are now the epicenter of the zombie wars.


Alas, I fear the number of zombie students is still growing — and at an accelerated pace.

Jonathan Haidt, who has taken the lead in exposing this crisis — and thus gets attacked fiercely by zombie apologists — shares horrifying trendlines from Monitoring the Future.

This group at the University of Michigan has studied student behavior since 1975. But what’s happening now is unprecedented.

Students are literally finding it too hard to think. So they can’t learn new things.

Below are more ugly numbers from another in-depth study — which looks at how children spend their day. It reveals that children under the age of two are already spending more than an hour per day on screens.

YouTube usage for this group has more than doubled in just four years.

Poor and marginalized communities are hurt the most. As your income drops, your children’s screen time more than doubles.

In other words, these children are getting turned into screen addicts long before they enter the school system.

This is why teachers are speaking out. They see the fallout every day in their classrooms.

March 22, 2025

“Humiliate yourself before us,” I was being told, “And we still won’t hire you, lol”

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

The accelerating downfall of the academic-political complex is the subject of John Carter’s most recent post at Postcards from Barsoom:

University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

Look. In any given case, for any given scientist working inside the university system, there are exactly two possibilities.

One: they embraced all of this with cheerful, delirious, evangelical enthusiasm. Religious devotees of the unholy cause of converting every institution to the One False Faith of Decay, Envy, and Incompetence, they have spent the last decade or more enforcing campus speech codes, demanding inclusive changes to hiring policies, watering down curricular requirements to improve retention of underrepresented (because underperforming) equity-seeking demographics, forcing their research collaborations to adopt codes of conduct, and mobbing any of their colleagues who voiced the mildest protest against any of this intellectual and organizational vandalism.

Two: they had reservations, but went along with it all anyhow because what were they to do? They needed jobs; they needed funding; and anyhow they didn’t go into STEM to fight culture wars. As the article says, “They’d prefer to just get back to the science,” and the easiest way to get back to the science was to just go along with whatever the crazies were demanding. Even if the crazies were demanding that they abandon any pretense of doing actual science.

The first group are enemies.

The second are cowards.

Both deserve everything they get.

And I am going to enjoy every moment of them getting it.

Look, I am going to vent here a bit, okay? Because the mewling in this article succeeded in getting under my skin.

Not long ago I was considered a promising early career scientist, with an excellent publication record for my field, a decent enough teaching record, and all the rest of it. After several years as a semi-nomadic postdoc – which had followed several years as a semi-nomadic graduate student – it was time to start looking for faculty positions. My bad luck: Fentanyl Floyd couldn’t breathe, and the networked hive consciousness of eggless harpies infesting the institutions was driven into paroxysms of preening performative para-empathy.

What this meant was two things. First, more or less every single university started demanding ‘diversity statements’ be included in faculty application packages, alongside the standard research statements, teaching statements, curriculum vitae, and publication list. The purpose of the diversity statement was to enable the zampolit in HR and the faculty hiring committee to evaluate the candidate’s level of understanding of critical race theory, gender theory, intersectionality, and all the rest of the cultural Marxist anti-knowledge; to identify candidates who had already made contributions to advancing diversity; and to identify candidates who had well-thought-out ten-point plans to help advance the department’s new core principle and overriding purpose, that being: diversity.

The second thing it meant was that hiring policies now implicitly – in the United States – and explictly (in Canada) mandated diversity as an overriding concern in hiring. As everyone knows, this means that if you’re a heterosexual cisgendered fucking white male, you are not getting hired.

In other words, I was now expected to write paeans praising the very ideology that had erected itself as an essentially impermeable barrier to my own employment, pledging to uphold this ideology myself and enforce it against others who look like me. “Humiliate yourself before us,” I was being told, “And we still won’t hire you, lol.”

Having some modicum of self-respect, I refused to go along with this. This meant that I simply could not apply for something like 90% of the available positions. And when I did apply to positions that didn’t require a diversity statement, and successfully got an interview, guess what? One of the first questions out of the mouth of one of hiring committee members would be “what will you do for diversity”, or “I see you didn’t mention diversity in your teaching statement …” See, even if it isn’t mandated by the administration, that doesn’t stop the imposter-syndrome-having activist ladyprofs from insinuating the diversity test on their own initiative. I once had a dean, a middle-aged Hispanic woman, tell me “women in science are very important to me” right at the beginning of the interview; I very nearly got that job, because everyone on the committee wanted me, but later – after they inexplicably ghosted – found out that she’d nixed it. They just didn’t hire anyone.

Right around the same time, of course, we were in the thick of the COVID-19 scamdemic. You remember, the one that was just the flu, bro, until it became the new Black Death that definitely did not come from a laboratory shut up you conspiracy theorist; which couldn’t be stopped by masks so don’t be silly until suddenly masks were the only thing that could save you; which led to us all being locked in our houses for a year because some idiot wrote a Medium article called “the dance of the hammer with your soft skull” or whatever which then went viral inside the hysterosphere; which motivated the accelerated development of a novel mRNA treatment that no one was going to get because you couldn’t trust the Evil Orange Man’s bad sloppy science until suddenly it was safe and effective and then overnight absolutely mandatory and anyone who refused to take it should be sent to a camp.

Yeah, remember that?

I guarantee you that every single credentialed scientist in that article was on board for all of it.

How do I know this?

Because they all were.

QotD: The Dunbar Number in the ivory tower

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

As we know, college people are all Leftists, and if Leftists were capable of seeing the skull-fuckingly obvious consequences of their actions, they wouldn’t be Leftists. But I think it’s actually more basic than that. The answer, I submit, involves the Dunbar Number [link], which I’m using as a stand-in for the network of personal relationships that defines any bureaucracy.

Leave your logical brain aside for a second — I’ll pause, to let you pound as many shots as necessary — and think like a chick. Declining enrollment numbers are just a line on a graph. Indeed, the students themselves are mostly an abstraction — professors hate teaching and avoid it whenever possible, which, thanks to grad students, research sabbaticals, and the like, is fairly often. But that radical-even-by-academic-standards lesbian? She’s right there. All the time.

If you’ve never been inside the ivory gulag, it’s hard to convey just how tiny and all-encompassing that world is, but I’ll try. Imagine you’re just out of school and living with two roomies (for the one or two young folks who might still remain among the readership: It was once considered a good thing to move away from home, so much so that even if they had the opportunity to live in Mom’s basement after graduation — even if it would make great financial sense to do so — young folks would endure quite a bit of deprivation in order to make their own way in the world. This often necessitated living in crappy apartments in a dodgy part of town with one or more roommates, for several years). Your roomies do what young guys do — sometimes their girlfriends move in; sometimes they move out; sometimes their friends crash on the couch — but here’s the kicker: Everyone involved does the same job at the same company, such that you’re effectively always at work. Anything you do at “home” gets brought into the office, because everyone you live with — and everyone you could potentially ever live with — is there.

Imagine living life like that. That’s the ivory tower.

Severian, “The Dunbar Problem”, Founding Questions, 2021-10-06.

March 19, 2025

The Trumpocalypse – “The outlook for universities has become dire”

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

John Carter suggests that American higher education needs to find a new funding model that doesn’t depend on governments to shower their administrative organizations with unearned loot:

Shortly after taking power, the Trump administration announced a freeze on academic grants at the National Science Foundation and the National Institute for Health. New grant proposal reviews were halted, locking up billions in research funding. Naturally, the courts pushed back, with progressive judges issuing injunctions demanding the funding be reinstated. Judicial activism has so far met with only mixed success: the NSF has resumed the flow of money to existing grants, but the NIH has continued to resist. While the grant review process has been restarted at the NSF, the pause created a huge backlog, resulting in considerable uncertainty for applicants.

The NIH has instituted a 15% cap to indirect costs, commonly referred to as overheads. This has universities squealing. Overheads are meant to offset the budgetary strain research groups place on universities, covering the costs of the facilities they work in – maintenance, power and heating, paper for the departmental printer, that kind of thing. Universities have been sticking a blood funnel into this superficially reasonable line item for decades, gulping down additional surcharges up to 50% of the value of research grants, a bounty which largely goes towards inflating the salaries of the little armies of self-aggrandizing political commissars with titles like Associate Vice Assistant Deanlet of Advancing Excellence who infest the flesh of the modern campus like deer ticks swarming on the neck of a sick dog. Easily startled readers may wish to close their eyes and scroll past the next few images btw, but I really want to make this point here. When you look at this:

A 15% overhead cap, if applied across the board, has an effect on the parasitic university administration class similar to a diversity truck finding parking at a German Christmas market. Thoughts and prayers, everyone.

Meanwhile at the NSF, massive layoffs are ongoing, and there are apparently plans to slash the research budget by up to 50%. While specific overhead caps haven’t been announced at the NSF yet, there’s every reason to expect that these will be imposed as well, compounding the effect of budget cuts.

There is no attempt to hide the motivation behind the funding freeze, which is obvious to both the appalled and the cuts’ cheerleaders. Just as overheads serve as a blood meal for the administrative caste, scientific research funding has been getting brazenly appropriated by political activists at obscene scales. A recent Senate Commerce Committee report found that $2 billion in NSF funding had been diverted towards DEI promotion under the Biden administration. In reaction to this travesty, as this recent Nature article notes, there are apparently plans to outright cancel ongoing grants funding “research” into gay race communism. DEI programs, formerly ubiquitous across Federal agencies, have already been scrubbed both from departmental budgets and web pages. Indeed, killing those programs was one of the first actions of the MAGA administration.

The outlook for universities has become dire, and academics have been sweating bullets all over social media. Postdocs aren’t being hired, faculty offers are being rescinded, careers are on hold, research programs are in limbo. This comes at the same time that budgets are being hit by declining enrolment due to the demographic impact of an extended period of below-replacement fertility along with rapidly declining confidence in the value of university degrees, with young men in particular checking out at increasing rates as universities become tacitly understood as hostile feminine environments. They’re hitting a financial cliff at the same point that they’ve burned through the sympathy of the general public.

The entire sector is in grave danger.

Politically, going after research funding is astute. Academia is well known to be a Blue America power centre, used to indoctrinate the young with the antivalues of race Marxism, provide a halo of scholarly legitimacy to the left’s ideological pronouncements, and hand out comfortable sinecures to left-wing activists. The overwhelming left-wing bias of university faculties is proverbial. The Trump administration is using the budgetary crisis as a handy excuse to sic its attack DOGE on the unclean beast – starting with cutting off funding to the most ideological research projects, but apparently also intending to ruin the financial viability of the progressives’ academic spoils system as a whole.

Cutting the NSF budget by half may seem at first glance like punitive overkill, and no doubt the left is screeching that Orange Hitler is throwing a destructive tantrum like a vindictive child and thereby endangering American leadership in scientific research. After all, for all the attention that NASA diversity programs have received, the bulk of research funding still goes to legitimate scientific inquiry, surely? However, the problems in academic research go much deeper than its relentless production of partisan activist slop. Strip out all of the DEI funding, fire every equitied commissar and inclusioned diversity hire, and you’re still left with a sclerotic academic research landscape that has spent decades doing little of use – or interest – to anyone, and doing this great nothing at great expense.

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