Quotulatiousness

August 16, 2023

That useful German word, Fremdschämen

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

At Oxford Sour, Christopher Gage recounts a cringe-worthy example of Fremdschämen from his university days:

Back in university, our English literature professor assigned Jonathan Swift’s A Modest Proposal.

After peeling myself off an undisclosed living room carpet, I trundled into university at the ungodly, semi-torturous hour of 9 a.m. The Geneva Convention still drags its heels in deeming this a cruel and unusual punishment.

The hall filled up in dribs and drabs. One kid, the type who nodded furtively even when there was nothing to nod at, couldn’t wait to tell the world what he thought of The Modest Proposal.

Reader, I cannot directly quote here. One, because memory fails, and two because memory fails. Anyway, he charged into the work.

“Quite frankly,” he said. “I think it is disgusting. To think that even a few hundred years ago someone of apparent letters would propose such a twisted solution to poverty and to hunger is quite frankly abhorrent.”

After relishing his clearly rehearsed diatribe, he sat down and glanced over at the girls. To reward his brilliance, had they disrobed in the hope he sires them with his superior genes right then and there? There was to be no public Genghis Khan moment.

The lecturer, a Clark Kent lookalike with an expressive Roman nose, didn’t know what to say. Neither did anyone else. I admit that in my hungover, hangxiety-ridden, did-I-use-protection state, I briefly pondered whether the joke was on me. Swift was serious?! He meant we should feed poor children to the rich?

The professor said: “Interesting point”.

The lecture hall took on the air of the firing squad. Surely, someone would let fly the first bullet? Aiming neatly above his head, the professor revealed as one would deliver a diagnosis of a terminal illness. Swift’s Modest Proposal was “not given in sincerity” — the bourgeoise version of the proletarian phrase: Are you fucking stupid or something?

The boy crimsoned. His face beat so red he looked like a disgruntled toffee apple. “Oh, no. I knew that” he said. “Of course. I just. It’s just. I think. You know. Of course. I … it’s just shocking to me how … you know… how like … anyone could even print that as a joke?”

(I add the question mark to denote the Millennial tendency to dement declarative sentences into questions for fear of getting things wrong.)

I learned a new word that day. Fremdschämen: The German word for vicarious embarrassment or “cringe”.

August 13, 2023

QotD: Modern education

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

Our schools have fulfilled the liberal educators’ every dream, abandoning educational achievement as their goal and systematically replacing it with nurturing self-esteem — or at least self-conceit — leaving their pupils unaware of their own disastrous ignorance, unable even to read properly, and without a counterweight to their chaotic home environments.

Theodore Dalrymple, “A Murderess’s Tale”, City Journal, 2005-01.

Update 14 Aug: City Journal has changed their site structure since that article was posted, so I’ve updated the URL to the new location. H/T to somercet1 who called my attention to this.

August 10, 2023

“… most boys start being treated as second class citizens around middle school … boys are treated as defective girls”

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

Sarah Hoyt on the plight of boys and young men these days:

It’s far worse for the kids, because most of them are not even working at what they trained for. Or if they are, they are working at a level as though they were never trained.

But there is a bigger problem: most boys start being treated as second class citizens around middle school. If you’re older than me, you might think I lost my mind. Heck, if you’re younger than me, and never looked closely at what your kids’ school is doing, or you have no kids, you might think I’m nuts.

Well, I might be nuts but not on this. Starting at about middle school, boys are treated as defective girls. Because women are the majority and treated like a protected minority, every school is afraid of not “treating them fairly” which means giving them primacy. Now just your boy’s behavior as a boy will be punished, but assignments are geared for how girls/women think (which means they also annoy the living daylights of atypical females like myself), they are oriented to group work (which by and large punishes males, though again, atypical females ain’t too happy either), and they’re geared to at least external compliance (which again is a female trait.) Most of the teachers are not just women, but they’re women indoctrinated in a system that tells them that male work is superior and that women are unfairly discriminated against for “being kept out of it.”

If at this point you’re puzzled over my referring to male and female characteristics, and to male work, let’s take the gloves off and speak like adults, instead of the mush most of us have been fed our entire lives.

While we’re rational, thinking creatures, and creatures with our own will power, and therefore can work on a lot of our characteristics and change them: there are differences between men and women. Innate, inborn differences, starting in the uterus with the “hormone baths” that guide development of different sexes. Period.

No real scientist would ever deny that, unless of course he/she feared for his/her job.

… and because we live in retarded times, let me explain that though our bodies and brains are completely different and run on two models, yes, how much that difference manifests is a spectrum. First, because development has glitches. I.e. some people don’t get the right hormones at the right time, and might outright have a brain that leans more the way opposite their body. This is very rare. It is also, btw, not covalent with gender dysphoria. It’s mostly 100% living frustrated by the rest of humanity and assumptions made. But there are other issues. Other types of characteristics might emphasize/mitigate/mimic the way of thinking of the opposite sex. Autistic females tend to think more like males (go figure) and ADHD women might appear to (though it’s not necessarily true.)

Also, like every gendered characteristic, there is a spectrum. Gender doesn’t exist on a spectrum (mostly because it’s a grammatical construct and those are very binary/trienary) but GENDER EXPRESSING CHARACTERISTICS do. Every adult knows tall, hairy men with deep voices, and slight, almost hairless males who are tenors. And every combination thereof. This without regard to maleness/fertility/orientation. And every adult knows vavaboom females that look like they should be painted on the nose of WWII planes, and tall, broad shouldered, practically no hips or breasts females and every combination in between. And these women might or might not be straight/fertile without regard to those combinations.

And yes, all of us know strong women and weak males, though testosterone unreasonably favors males from early development.

[…]

Look, to level set: if you have a son, even a relatively high performing one, chances are he’s working under a level of throttling-down. And most boys are checked out. They no longer care. They’ve been told they’re oppressors and evil by reason of being born male from the moment they were conscious of being male. They no longer care. They no longer want to do anything. Burned out before they even start their lives.

And under it, because they’re males, with testosterone, there’s a level of anger that women will never understand, unless they live surrounded by males and really, really work at understanding. This means that this treatment of boys is creating that much ballyhooed “toxic masculinity” which idiots confuse with “being male”.

Yes, some boys are finding their way into professions the feminists have no interest in, and bless Mike Rowe, whatever his issues, for showing the way to a bunch of males.

But that’s not going to solve our problems as a society in general. Because, sure, we need machinists and HVAC technicians. But we also need engineers who are more fascinated with the “thing” that is the main part of their job, than with office politics. We need researchers who will work hard at figuring the problem, and not spend most of their time figuring out on whom to step to get higher. We need doctors who are gruff and not particularly good at “customer service” but view disease as an enemy to be conquered. (I could go for days about medicine. I’m not going to. But part of our favoring women in medical school is that we are importing most of the people involved in actual day to day doctoring — a dirty, unpalatable position educated women tend to disdain — from countries without the same standards of training. This is one of the idiotic consequences of denying biology in favor of bizarre Marxist social engineering. And not that, yes, I have several female doctors among the regulars. Yes, females can be good and passionate doctors. And several of them are. But those who read here are old enough they were admitted on an equal footing with males. No one was trying to make it 80% female, which is what I’m complaining about. That level of discrimination distorts everything down the line.)

We are INTENTIONALLY blocking males from pursuing their interests and talents, while pushing women to pursue what are traditionally male interests and talents.

This extends from professions to modes of behavior. Women are encouraged to join the hook up culture, with no emotional attachments and behave like BAD and IRRESPONSIBLE men of the 50s (or at least the popular image of those. None of us lived them. Wait. Some of you did. But I didn’t. And those who did as adults are, at this point, a minority.)

The only possible conclusion is that our culture has gone insane and thinks that male modes of work, and male modes of social behavior are VASTLY superior to females. And that females would normally behave like males, unless they were prevented. So, women must have been prevented for MILLENNIA. MILLENNIA. And now, we’re taking revenge for all those oppressed women, by making men behave like women and women like men. Ah. See how they like being oppressed!

Stated like this, openly, it sounds completely insane. It’s like these people are bizarrely misogynistic aliens, who never met a human. Which is largely true. They’re Marxists, for whom every human is a widget, interchangeable with every other human.

August 8, 2023

QotD: The British imperial educational “system”

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

The history of “education”, of the university system, whatever you want to call it, is long and complicated and fascinating, but not really germane. Like all human institutions, “educational” ones grew organically around what were originally very different foundations, the way coral reefs form around shipwrecks. Oversimplifying for clarity: back in the day, “schools” were supposed to handle education […] while universities were for training. That being the case, very few who attended universities emerged with degrees — a man got what training he needed for his future career, and unless that future career was “senior churchman”, the full Bachelor of Arts route was pretty much pointless.

(At the risk of straying too far afield, let’s briefly note that “senior churchman” was a common, indeed almost traditional, career path for the spare sons of the aristocracy. Well into the 18th century, every titled parent’s goal was “an heir and a spare”, with the heir destined for the title and castle and the spare earmarked for the church … but not, of course, as some humble parish priest. It was pretty common for bishops or abbots, and sometimes even cardinals, to be ordained on the day they took over their bishoprics. See, for example, Cesare Borgia. Meanwhile the illiterate, superstitious, brutish parish priest was a figure of satire throughout the Middle Ages and Renaissance. A guy like Thomas Wolsey was hated, in no small part, precisely because he was a commoner who leveraged his formal education into a senior church gig, taking a bunch of plum positions away from the aristocracy’s spare sons in the process).

That being the case — that schools were for education, universities for training — the fascinating spectacle of some 18 year old fop fresh out of Eton being sent to govern the Punjab makes a lot more sense. His character, formed by his education (in our sense), was considered sufficient; he’d pick up such technical training as he needed on the job … or employ trained technicians to do it for him. So too, of course, with the army, and the more you know about the British Army before the 20th century, the more you’re amazed that they managed to win anything, much less an empire — the heir’s spare’s spare traditionally went into the army, buying his commission outright, which meant that quite senior commands could, and often did, go to snotnosed teenagers who didn’t know their left flank from their right.

Alas, governments back in the days were severely under-bureaucratized, meaning that the aristocracy lacked sufficient spares to fill all the technician roles the heirs required in a rapidly urbanizing, globalizing world… which meant that talented commoners had to be employed to fill the gaps. See e.g. Wolsey, above. The problem with that, though, is that you can’t have some dirty-arsed commoner, however skilled, wiping his nose on his sleeve while in the presence of His Lordship, so universities took on a socializing function. And so (again, grossly oversimplifying for clarity) the “bachelor of arts” was born, meaning “a technician with the social savvy to work closely with his betters”. A good example is Thomas Hobbes, whose official job title in the Earl of Devonshire’s household was “tutor”, but whose function was basically “intellectual technician” — he was a kind of man-of-all-work for anything white collar …

At that point, if there had been a “system” of any kind, what the system’s designers should’ve done is set up finishing schools. The “universities” of Oxford, Cambridge, etc. are made up of various “colleges” anyway, each with their own rules and traditions and house colors and all that Harry Potter shit. Their Lordships should’ve gotten together and endowed another college for the sole purpose of knocking manners into ambitious commoners on the make (Wolsey might actually have had something like this in mind with Cardinal College … alas).

But they didn’t, and so the professors at the traditional colleges were forced into a role for which they were not designed, and unqualified. That tends to happen a lot — have you noticed? It actually happened to them twice, once with the need for technicians-with-manners became apparent, and then again when the realization dawned — as it did by the 1700s, if not earlier — that some subjects, like chemistry, require not just technicians and technician-trainers, but researchers. Hard to blame the “system” for this, since of course there is no “system”, but also because such a thing would be ruinously expensive.

Hence by the time an actual system came into being — in Prussia, around 1800 — the professors awkwardly inhabited the three roles we started with. The Professor of Chemistry, say, was supposed to conduct research while training technicians-with-manners. As with the pre-machinegun British army, the astounding thing is that they managed to pull it off at all, much less to such consistently high quality. They were real men back then …

Severian, “Education Reform”, Rotten Chestnuts, 2020-11-17.

August 4, 2023

QotD: The “knowledge base” problem in teaching history

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

Knowledge base. This is both over- and under-supplied in the Biz [teaching history]. If one were inclined to make efforts to remain humble, History is a good place to start, because a) it’s accessible to all, which means b) a lot of your “students” know a LOT more, about a lot more things, than you do. […]

The point is this: Even if I were an expert in that particular field (I’m not; as with Sovietology, I’m a gentleman amateur), there are zillions of people who know more of the details than I do. It seems like half the Internet can reel off, from memory, the entire command structure of the 6th Volksgrenadier regiment. Teach a “Modern Europe” class, and you’re guaranteed to have at least one of them among the studentry. Knowledge, in that sense, is over-supplied.

It’s over-supplied in another way, too. There have been tremendous recent advances in the study of, say, the Roman Empire. Computer modeling of seed-distribution patterns and asdzlsjdfjkha … sorry, my head hit the keyboard, I can’t stay awake for this stuff, but I’m sure glad someone can, because it’s important. As I understand it, there have been revolutions even in older fields like numismatics and epigraphy — you can learn a lot from coins and inscriptions, and they’re changing our understanding of some fundamental stuff (see e.g. Roman coins in Japan).

But knowledge is also under-supplied, especially from the teachers’ side. Not just “knowledge of human nature”, above, though of course that’s a biggie. Here’s a far from exhaustive list of what I was NOT taught in graduate school:

  • economics
  • military strategy
  • ecology
  • agriculture
  • logistics
  • Western languages
  • non-Western languages

and so on. Now, some of these you’re supposed to have supplied yourself (e.g. the languages, provided you don’t need them for your specialty, and at one time I could muddle through a few), but nobody checks. Obviously nobody checks when it comes to economics, because everyone in the Biz is a Marxist, and sentence one of page one of any basic economics textbook should read “Marxism is a comprehensive crock of horseshit”, but it works that way for all the others, too. Considering that “farming” and “fighting” are two of the Three F’s that comprise “what almost all humans did, all the time, for all of recorded history”, those are some pretty goddamn big oversights … you know, if actually knowing how humans do is the point.1

Severian, “How to Teach History”, Rotten Chestnuts, 2020-12-23.

    1. the third F, for the record, is “fucking”, and like the languages, you’re supposed to have acquired a working knowledge of that on your own before you arrive. Alas, that obviously didn’t work out as planned. The 40 Year Old Virgin wasn’t supposed to be a documentary, but it’s pretty much cinéma vérité in your average graduate program. Trust me: The persyn with bespoke pronouns has them because xzhey have absolutely no idea what to do with their naughty bits. When I say that a night on the town with a sailor on shore leave would cure most of these … organisms … of the majority of their problems, I mean it. Getting eggheads blued, screwed, and tattooed wouldn’t save America, but it would be a damn good start.

July 27, 2023

Instead of a malignant conspiracy, consider the possibility it’s really a society-wide dearth of competence

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

Sarah Hoyt on a topic I’ve been pushing for years in casual conversation:

Recently, in a conversation between friends, the hypothesis was floated: what if all the burning farms, derailed trains, crop failures, etc. etc. etc. etc. ad scary nauseam aren’t really enemy action, but more a competency crisis.

As in these things happen not because big-bad is plotting against us, but because no one knows how to do the things they purportedly do anymore. Some kind of know, but they are hampered, slow, and sometimes hemmed in by counterproductive regulation or the result of previous “strokes of genius” decisions that broke the system.

I’m not going to bore anyone with what I know to be a massive crisis of competency plus inherited factors breaking ability to function in the field. I already did that at Mad Genius Club this morning, and am not unpacking the whole thing again.

But here’s the thing: All of us can live without a functioning fiction writing/selling market. Maybe not as pleasantly/happily, at least for those of us addicted to reading, but we can survive. We have old books to re-read, and if we get really desperate we can write our own fanfic.

It’s another thing when you talk of transportation or medicine, or farming, or – Well, everything else.

I have friends and fans in a lot of places. And almost everyone’s story is of being caught in the middle of a system where nobody knows or can do much of anything. It’s all the way the cogs and bureaucracy move. And the way they move is completely divorced from what needs done, or what anyone knows how to do.

To give an example: Suppose you were hired to haul buckets from a well. But when you actually get the job, you find out, no. Because of inherited systems, and what your superiors expect, you’re supposed to climb down the wall, hand over hand, and bring up water by the cupfull. And there are regulations in the works to make that by the spoonfull. However, you’ll be fully held to account if you can’t provide the amount of water the company is contracted for. You. Personally.

So, you do what you can. You fudge the books. On paper, you’re getting all this water up. Where the water goes no one knows, every one down stream (pardon the pun) from you does the same.

If this sounds like the soviet system? It is. It’s just that the directives don’t come directly and traceably from the government. (Though under the infestation of Bidentia they increasingly do.) Instead, they come from “experts” “scientists” “Studies” “marketing gurus.” And sometimes they are curtailed or made worse by agencies and regulations.

Yes, the managerial or worse “expert” class is the same that furnishes government. These are not your friends, are not meant to be your friends, and are convinced they know much more than you do.

What they know in fact is “how to manage.” But it’s not how to manage anything. They know theory of management (or whatever) derived from no reality (mostly from the writings of Marx, if you dig a little) and pushed ALL THE WAY DOWN.

It’s like — exactly like — being run by “experts” who memorized the Little Red Book. It might please those in power, but it has nothing to do with accomplishing the actual job in front of you.

Part of this has to do with colleges. Remember all those student demonstrations of the 60s? If you’re like me, and didn’t hit college till the eighties or younger, you might think these are, as the movies show, all anti-war and for civil rights, and all that jazz.

Unspoken to any of us is the fact that half of these demonstrations were to DUMB DOWN THE CURRICULUM. To demand easier grading. And social factors taken into account. And to “update” to “relevant things.”

The idea being that we were in a sort of an year zero and anything else, in the long storied glories of Western civ no longer counted, except for us to declare ourselves superior to it.

July 26, 2023

Justin Trudeau’s odd choice to agitate Muslim Canadians over his LGBT beliefs

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

In the weekend’s roundup post from the editors of The Line, one of the topics discussed was Prime Minister Trudeau’s attempt to blow smoke up the collective butts of deeply religious Canadian Muslims that the only reason they were upset about his blatant dedication to LGBT issues was due to brainwashing by extreme right-wing Americans:

this week offered us a video clip of Trudeau that was just too interesting for us to pass up. Readers may recall a story from a few weeks ago in which several Muslim students in Edmonton absented themselves from Pride events and were lambasted by their teacher, who told them that they had to support this event or they “can’t be Canadians.” We didn’t make much note of it at the time because our colleague and friend at the National Post Colby Cosh had the definitive and winning take: that is, the teacher is a fucknut. These kids didn’t protest or object to pride or make their peers feel uncomfortable in any way. They just declined to participate. And in a pluralistic society, politely absenting oneself from ideological events with which one disagrees and instead hanging out at the Orange Julius or wherever the hell kids spend time these days is about the most perfect and Canadian response.

Perhaps not coincidentally, upon receiving such clear signals about the conduct that is now expected of a Canadian, Muslim parents are organizing ever louder protests against what they deem to be LGBTQ “indoctrination” in schools. And if you’ve been paying any attention to the logic pretzels that have been spun about intersectionality, lived experiences, the importance of listening to minority voices in majority cultures and so on, this is about the point at which you’re going to grab the popcorn, because what we have here, ladies and gentlemen, is a bona fide clash of values between competing minority interest groups.

So we give the prime minister a lot of credit for meeting with Muslim parents in a Calgary-area mosque last week to discuss the issue. And we mean that! Genuinely! Heading face-first into a mob of angry parents is a really difficult thing for anybody to do. He deserves credit for doing this.

However, the response that was recorded by attendees was also very, very interesting. The furore over LGBTQ issues in schools is much ado about nothing, he insisted; the result of right-wing extremists spreading “a lot of untruths about what’s actually in provincial curriculums”.

Trudeau continued: “They are weaponizing the issue of LGBT, which is something that, yes, Islam has strong opinions on …. That is something that is being weaponized by people who are not doing it because of their interest in supporting the Muslim community.”

A few notes about this response: The first is that it is undeniably true. There are anti-LGBTQ activists who are trying to mobilize the Muslim community because this minority population has greater moral suasion among the intersectionality set than socially conservative white Christians. There are right-wing commentators out there who focus on cases, videos, examples and books that they claim demonstrates a pervasive trend of “indoctrination” on LGBTQ issues in school environments. The examples are out there, and some are age-inappropriate. However, we have no sense that those examples are representative of what’s happening in most classrooms. Are there a lot more non-binary 12-year-olds in middle school nowadays? Sure. Is that a problem? We don’t know. Maybe? But we’ve yet to walk into an elementary school hosting a 24/7 Pride Parade with naked men and women throwing rainbow glitter and condoms to the kiddies. We are savvy enough media consumers to know that in a social-media age, edge cases have a habit of being falsely portrayed as routine.

Our snark aside, Trudeau’s response is interesting because it is also a dodge. Trudeau doesn’t actually want to deal with the hard problem of how to accommodate competing minority rights. So instead he pretends there is no problem. He blames the perception of a problem on disinformation agents. Marvellous — right up until the moment we see some video from a Toronto school of a teacher screaming at eight-year-olds that there is no such thing as boys and girls and that the whole concept of biological sex is an expression of imperialism and white supremacy. (Ed note: pin this graf for future victory lap.)

Or, just as an example of the sort of thing that just maybe could happen, when an ostensibly trans shop teacher shows up to class in a wig and Size-Z prosthetic breasts with armour-piercing nipples and the school board responds by saying “This is not a problem, you bigot,” and then it turns out that the teacher in question hasn’t been entirely upfront about their life! Or until, well, some teacher tells a bunch of Edmonton kids that skipping pride to head to the mall makes them un-Canadian. Oops! Wait, so who’s lying now?

The second reason we found this response interesting is that it’s become this government’s go-to deflection. All criticism is just disinformation. Anybody who disagrees with the Liberals is a baddie because can’t you see how awesome and empathetic and genuinely well intentioned they are? Throw in a little threadbare virtue, a touch of white saviour: “you, poor, deluded, Muslims, are just being manipulated by malign forces and can’t possibly understand what you’re saying or what you really believe,” and you’ve got a pitch-perfect urban progressive Canadian non-comment. It’s a mask slip moment, when we see exactly how Trudeau seems himself, and how he sees the people he’s talking to. Oh wait: actual Muslims find this statement condescending and insulting? Don’t they know whose side they’re supposed to be on? Maybe they’re just watching too much Matt Walsh. Why does anybody need to define what a woman is anyway? Maybe we need a new law for that so the plebes stop getting so confused …

You see where this logic takes us. We may wade into this one a bit more at The Line in coming days and weeks, so enough said for now. But for now, it’s enough to note that this is not how a mature, pluralistic society handles irreconcilable differences in values and beliefs. Generally speaking, everyone is pretty content to let adults live and let live, but when you bring kids into any ideological agenda, expect matters to get ugly quickly. And you’re going to need a better response to legitimate concerns about how an emerging secular ideological consensus around gender and ideology crashes against deeply held religious values than: “YouTube lies”.

July 25, 2023

Chris Rufo, enemy of the [legacy media] people

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

Last week, Richard Hanania posted this review of Chris Rufo’s new book America’s Cultural Revolution: How the Radical Left Conquered Everything:

Some facts are so shocking that you don’t want to believe them. And if you do believe them, there’s a tendency to forget, downgrade their importance, and often have to be reminded of them again. Here’s one fact that falls into this category: The American education system, or at least the field of education itself, was taken over by literal communists. Those entrusted to teach children and young adults have as their greatest intellectual inspirations lunatics who would clearly have massacred their fellow Americans if they had the chance.

We know this because during the Cold War, some of the leading lights of modern academia were openly in favor of distant regimes that were engaging in mass killings in the name of equality. Some of them, like members of the Weather Underground and Angela Davis, personally participated in violent acts themselves. Instead of locking these people up and throwing away the key, we made them into tenured professors, and some of the most highly cited scholars in the world. They now are major intellectual figures in education schools, which train future teachers and administrators and ultimately control what kids learn, along with the DEI bureaucracies that exert so much control from within our most powerful institutions.

What does one do with these facts? Chris Rufo’s work over the last several years has been about taking them seriously. Tomorrow, he is publishing his first book, America’s Cultural Revolution: How the Radical Left Conquered Everything, which explains the history behind and intellectual foundations of modern wokeness. It serves as a wakeup call as to how bad things are. Many of the facts presented may be familiar to the reader, but taken together, they tell a story that serves as a searing indictment of the American establishment.

Rufo’s book is built around intellectual biographies of four activist-scholars: Herbert Marcuse, Angela Davis, Paulo Freire, and Derrick Bell. He traces their influence through political organizing and propaganda efforts. Marcuse was the intellectual godfather of the New Left. Davis’ Black Panther movement can be considered the precursor to BLM. Freire’s Pedagogy of the Oppressed “became the bible of teachers colleges throughout the United States and created a cottage industry in academic publishing,” with the author’s research having garnered about half a million citations. Finally, Derrick Bell was the force behind Critical Race Theory, a movement that seems to have been resisted and laughed at by most of the academic legal establishment before it wore its opponents down and gained a foothold in top law schools.

I can’t help but feeling a certain parallelism between Rufo’s work and my own. We both started becoming well known for writing about wokeness in the last few years. We both make extensive use of Twitter and longform writing to communicate to the world, and we both have books coming out two months apart with the same publisher trying to explain the origins of the radical ideas and concepts that have taken over American institutions. He’s exactly one year and two days older than me, so we’ve lived through the same formative political and cultural experiences, watching “white” become an epithet and homosexuals go from being a leper class when we were in high school to individuals having a preference that seems almost quaint in the era of public celebration of trans and the alphabet people.

Of course, an important difference is that Rufo has maintained a laser-like focus on wokeness and avoided alienating natural allies as he’s built a broad coalition within the conservative movement to take on the enemy. And his accomplishments have been quite impressive. Rufo was almost single-handedly responsible for Trump banning Critical Race Theory in the federal government, as he’s also developed close working relationships with Ron DeSantis and other politicians. Today, when Republican-controlled states ban gender transitions for minors, forbid the discussion of Critical Race Theory in schools, or abolish DEI offices in public universities, Rufo is serving as an intellectual inspiration to decision makers when he’s not directly involved in the policy process himself. If wokeness is ever defeated, one can imagine a leftist in thirty years writing a book on the career and activities of Rufo the way he writes about Marcuse and others today.

July 16, 2023

“A school is a hole we fill with money”

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

One of the readers of Scott Alexander’s Astral Codex Ten has contributed a review of The Educated Mind: How Cognitive Tools Shape Our Understanding by Kieran Egan. This is one of a few dozen anonymous reviews that Scott publishes every year with the readers voting for the best review and the names of the contributors withheld until after the voting is finished:

I got a master’s degree in something like educational theory from a program whose name looked good on paper, and when I was there, one of the things that I could never quite make sense of was my professors’ and fellow students’ rock-solid assumption that schools are basically doing a good job.

Egan disagrees. He opens his book by laying that out:

    Education is one of the greatest consumers of public money in the Western world, and it employs a larger workforce than almost any other social agency.

    The goals of the education system – to enhance the competitiveness of nations and the self-fulfillment of citizens – are supposed to justify the immense investment of money and energy.

    School – that business of sitting at a desk among thirty or so others, being talked at, mostly boringly, and doing exercises, tests, and worksheets, mostly boring, for years and years and years – is the instrument designed to deliver these expensive benefits.

    Despite, or because, the vast expenditures of money and energy, finding anyone inside or outside the education system who is content with its performance is difficult.

Q: Oh, can it really be that bad?

Imagine a group of 100 American adults, chosen at random. They’ve sat through years of science lessons, so you decide to ask them some basic questions. What will they know?

Bryan Caplan, in his book Against Education, cites surveys of what Americans know about basic scientific concepts. Here’s what they find:

  • of the hundred adults, 76 know that the center of the Earth is hot (this is good!)
  • only 54 know that the Earth goes around the Sun
  • only 50 know that not all radioactivity is man-made
  • only 29 know that ordinary (as opposed to GMO) tomatoes have genes

Q: Well, those are facts, not understanding — and that’s just looking at American adults in general! Surely good schools are doing a better job educating than that?

Caplan cites a famous study by the educational psychologist Howard Gardner:

    Researchers at Johns Hopkins, M.I.T., and other well-regarded universities have documented that students who receive honor grades in college-level physics courses are frequently unable to solve basic problems and questions encountered in a form slightly different from that on which they have been formally instructed and tested.

Q: Okay, but schools teach reading, writing, and math … right?

Basic literacy and numeracy: yes. Adult-level: no.

If you gave someone two editorials that clashed over interpreting economic evidence, what percent of American adults could compare the editorials? One U.S. Department of Education study that Caplan cites finds: just 13%.

And while 78% could “calculate the cost of a sandwich and a salad, using prices from a menu”, only 13% could “calculate an employee’s share of health insurance costs for a year, using a table that shows how the employee’s monthly cost varies with income and family size”.

Q: I’m afraid to ask about reasoning abilities.

Caplan quotes from a study that looked into how well college students were at applying academic learning to everyday life. The authors write:

    The results were shocking. Of the several hundred students tested … the overwhelming majority of responses received a score of 0. Fewer than 1% obtained the score of 2 that corresponded to a “good scientific response”.

America isn’t so much of an outlier; numbers across the rest of the world are comparable. The 4.7 trillion-dollar question is why.

QotD: The girls’ locker room at school

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

One of the few skills I’ve retained from my teen years in the public school system of mid-Nineties America is the ability to get undressed in front of people without ever actually being naked. It is an art form particular to girls of a certain age, mastered in the locker room in the five minutes between gym class and the rest of the day: a sort of anti-strip tease in which you take off your sports bra while still wearing a T-shirt, always taking care not to expose so much as a millimetre of bare breast.

This method of bra removal was part of a larger, elaborate set of rules, unwritten but ironclad, whereby the locker room was a place to be naked as little as humanly possible. Being in your underwear was okay, but only if you were clearly making haste to put on more clothing. The bathing facilities, it was understood, were for decoration only and not to be used; people still talked about the time a few years back when a girl named Katie, a transfer student from some other country, or possibly another planet, actually took a shower after gym class one day — here you would lower your voice to a dramatic whisper — in the nude.

This cautionary tale of Katie revealed the true nature of our shared pathology: it wasn’t just that we didn’t want to be seen naked, or to see each other naked. It was that allowing yourself to be seen naked signified something sinister about you. You had to be some kind of pervert, an exhibitionist weirdo who lacked the good sense to be ashamed of your body — which was, of course, disgusting, and should be hidden at all costs.

Obviously, this was not a healthy way to be. Obviously, we all had eating disorders. Obviously, the kids were not, in this particular case, all right — or right at all. It’s strange, then, that in 2023, the neuroses of a bunch of 15-year-old girls trying to hide their developing bodies from each other in an upstate New York locker room seem to have somehow become the basis for a new Western paradigm. Nudity is now seen as invariably sexual, highly suspicious, and probably dangerous, particularly to children.

Kat Rosenfield, “The case for getting naked”, UnHerd, 2023-04-12.

July 12, 2023

“[E]lite colleges are machines for laundering privilege”

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

Scott Alexander ponders the reasons our elite universities operate as they do:

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

We could think of “the best college” as a self-fulfilling prophecy; for whatever reason, one college has gotten a reputation as the one whose signal is most valuable. Everyone naturally tries to get in there; if they fail, they go to the college with the next-best reputation, and so on. The system is stable; the “best” college will keep its reputation (since it gets the best students) and the best students will always want to go to the best college. If, as Matt’s son suggests, all the Ivies started accepting the worst students instead, an Ivy degree would soon become a signal that you’re bad, and employers would stop respecting it.

I heard a fascinating variation of this hypothesis from Matt Christman of Chapo Trap House: elite colleges are machines for laundering privilege.

That is: Harvard accepts (let’s say) 75% smart/talented people, and 25% rich/powerful people. This is a good deal for both sides. The smart people get to network with elites, which is the first step to becoming elite themselves. And the rich people get mixed in so thoroughly with a pool of smart/talented people that everyone assumes they must be smart/talented themselves. After all, they have a degree from Harvard!

The most blatant form of this obfuscation: suppose you own a very successful family business. You can leave your son your fortune, you can leave him the business, you can leave him your mansion, but you can’t (directly) leave him an aura of having deserved all these things. What you can do is make a $10 million donation to Harvard in exchange for them accepting your son. Your son gets a Harvard degree, a universally-recognized sign of being a highly meritorious person. Then when you leave him the business, everyone will agree he deserves it. Who said anything about nepotism? Leaving a Harvard graduate in control of your business is an excellent decision!

This happens a little, but I think it mostly isn’t this obvious. More often the transactions are for abstract goods: prestige, associations, favors. The Maharaja of Whereverstan sends his daughter to Harvard so that she appears meritorious. In exchange, Harvard gets the credibility boost of being the place the Maharaja of Whereverstan sent his daughter. And Harvard’s other students get the advantage of networking with the Princess Of Whereverstan. Twenty years later, when one of them is an oil executive and Whereverstan is handing out oil contracts, she puts in a word with her old college buddy the Princess and gets the deal. It’s obvious what the oil executive has gotten out of this, but what does the Princess get? I think she gets the right to say she went to Harvard, an honor which is known to go mostly to the meritorious.

People ask why Harvard admissions can still be bribed or influenced by the rich or well-connected. This is the wrong question: the right question is why they ever give spots based on merit at all. The answer is: otherwise the scheme wouldn’t work. The point of a money-laundering operation is to take in both fairly-earned and dirty money, then mix them together so thoroughly that nobody can tell which is which. Likewise, the point of a privilege-laundering operation is to take in both fairly-earned and dirty privilege, then stamp both with a Harvard degree. “Fairly-earned privilege” means all the brilliant talented ambitious youngsters admitted on the basis of their SAT scores and grades and impressive accomplishments; “dirty privilege” means the kids of various old-money aristocrats, foreign potentates, and ordinary super-rich people. Colleges mix them together, with advantages for both groups.

Is this good or bad? It’s good insofar as it provides a justification for making some elite positions dependent on merit and accessible to anyone, but bad insofar as it helps defend and obfuscate the ones that aren’t. It’s good if you think it’s good for all the elites (meritocratic and otherwise) to know each other and be on the same page; it’s bad if you don’t want them to be (maybe because it helps them oppress people more efficiently).

I expect that without such a system the elites would do their own thing without any concession to merit whatsoever – so maybe it beats the alternative.

July 9, 2023

QotD: Military history informs modern concepts of conflict

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

… the body of knowledge military history creates serves as the foundation for political and military (two separate but related things!) thinking about war and conflict. This is not new, of course; as I noted above, the field of military history emerged out of a desire to train military leaders. What has changed is that this is no longer an exercise for training (often hereditary) aristocrats for battlefield command in societies where political and military decision-making was generally restricted to men born to the job. Instead, all citizens in a democracy have a role in shaping decisions about war and peace.

At the same time, something has not changed, which is the human propensity for conflict. And so the most obvious reason to study the history of human conflict remains: to prepare for the conflicts of our day which, despite our best efforts, are sure to occur. And since political decision-making is no longer confined to a small elite, it makes sense that both the target and scope of military history has changed. This is part of why the focus on the broader “war and society” lens is important: if average citizens need to (through elections) make choices on the security posture of their country, they are going to want to know “what is conflict going to be like for me and my family?” Thus the greater focus on the experience of the common soldier (what is sometimes called the “Face of Battle” school of military history, after J. Keegan, The Face of Battle (1976)) and on the experience of the “homefront” as well as on the victims of conflict. I know that last focus sometimes frustrates the “cult of the badass” adherents, but frankly, no matter how many reps you can do, you were always more likely to be one of Alexander the Great’s victims than one of Alexander’s soldiers (much less Alexander himself).

Bret Devereaux, “Collections: Why Military History?”, A Collection of Unmitigated Pedantry, 2020-11-13.

July 5, 2023

Intersectionality showdown

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

Chris Bray on the major break in progressive solidarity caused by non-white American Muslims’, Ethiopian Christians’, and Peruvian Catholics’ unexpected reaction to woke teachers wanting to sexually indoctrinate their children:

We’re wading through this culture war sewage because we have a political class that’s deliberately pumping it into the culture to keep us from noticing that, how can I put this in a sophisticated way, they suck.

But this really tedious maneuver is increasingly leading to moments like this — and Twitter still won’t let Substack writers embed tweets, so click to watch video, but here’s the substance of the thing:

The fake conflict is increasingly likely to be a dozen sanpaku-eyed AWFL’s against a thousand genuinely multicultural parents, battling over insane questions like the “book bans” that remove highly explicit sexual content from elementary school libraries. In 2023, the culture war is rapidly cooking down to STOP PREVENTING US FROM TALKING TO YOUR EIGHT YEAR-OLDS ABOUT SUCKING DICK, YOU NAZIS.

If you’ve never read what I wrote about Jim Jones and the Peoples Temple, please take a moment to go read this. About 900 people died at Jonestown in 1978, but Jones started in Indianapolis in the 1950s. He moved his church to a rural property in California, and then to Guyana, by constantly telling his parishioners that they were threatened by hostile forces outside the church that were maneuvering to destroy them. The frequent recourse to invented threats is a sign of a sick movement, not a sign of something the grows and flourishes.

That’s where we are. We’re watching a sick thing die. The question, now, is how long it takes to die, and how much damage it does in its death throes. But the increasingly hysterical tone, against an increasingly matter-of-fact response — a thousand parents saying calmly that no, we won’t let you inflict this curriculum on our children — suggests that the inflection point is getting closer.

July 3, 2023

Schools fail their students when they try to teach things the students have no interest in learning

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

David Friedman has several examples of success in learning when the learner suddenly wants to learn the material:

One of the problems with our educational system is that it tries to teach people things that they have no interest in learning. There is a better way.

What started me thinking about the issue and persuaded me to write this post was an online essay, by a woman I know, describing how she used D&D to cure her math phobia.

How to Cure Mathphobia

    I was failed by the education system, fell behind, never caught up, and was left with a panic response to the thought of interacting with any expression that has numbers and letters where I couldn’t immediately see what all of the numbers and letters were doing. The first time I took algebra one, I developed such a strong panic response that it wrapped around to the immediate need to go to sleep, like my brain had come up with a brilliant defense mechanism that left me with something akin to situational narcolepsy. (I did, actually, fall asleep in class several times, which had never happened to me before.) I retook the class the next year. I spent a lot of that year in tears, with a teacher who specifically refused to answer questions that weren’t more specific than “I don’t get it” or “I have no idea what any of those symbols mean or what we’re doing with them”.

Until she had a use for it:

    The first time I played D&D, I was a high school student. My party was, incidentally, all female, apart from one girl’s boyfriend and the GM, who was the father of three of the players. We actually started out playing first edition AD&D, which I am almost tempted to recommend to beginners, just on the grounds that if you start there you will appreciate virtually every other edition of D&D you end up playing by comparison. I might have given up myself before I started, except that one of the players in the first game I ever spectated was a seven-year-old girl, and I was not about to claim that I couldn’t do something that a seven-year-old was handling just fine.

    One of my most vivid memories of this group is the time we were on a massive zigzagging staircase — like one of those paths they have at the Grand Canyon, that zigzag back and forth down the cliff face so that anyone can reach the bottom without advanced rock-climbing. We saw a bunch of monsters coming for us from the ground below, and we weren’t sure whether they had climb speeds, but we didn’t super want to wait to find out. The ranger pulled out her bow to attack them before they could get to us.

    “Now, wait a moment,” says the GM. “Can your arrows actually reach that far?”

    “Well, they’re only, like, sixty feet away.”

    “No, it’s more than that, because you have to think about height in addition to horizontal distance.”

    “Yeah, but that’s, like, complicated?”

    “Is it? Most of you are taking geometry right now, don’t you know how to find the hypotenuse of a right triangle?”

    There were some groans. Math was hard. But we did know how to find the hypotenuse of a right triangle. We got out some scrap paper and puzzled over it for a couple minutes, volunteering the height of the cliff and the distance of the monsters and deciding that we could ignore the slight slope caused by the zigzagging stairways. We got a number back and compared it to the bow’s range per the rules. We determined that we could hit the monsters without a range penalty.

    We killed the monsters. This wasn’t the real victory that day.

June 25, 2023

British schoolchildren mock their oh-so-woke teachers

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

In Christopher Gage’s weekly round-up, I discovered that I shared a trait with Ted Kaczynski (“austere anarchist scholar” as US mainstream media might have described him). Not just any trait, but the one that ended up putting him in prison after nearly twenty years of sending bombs through the mail:

Elliot Rodger, Ed Kemper and Ted Kaczynski.
Photos from Quillette.

… Ted insisted on the proper use of the idiom, “You can’t eat your cake and have it, too”. Ted rejected the common and logically fraught version: “You can’t have your cake and eat it, too”. Indeed, you can. You must have your cake if you are to eat your cake. You cannot have your cake once you’ve eaten your cake.

That turn of phrase helped F.B.I agents snare Ted. His sister-in-law read his essay, recognised the writing style, and the peculiar diction, and then grassed him up to the rozzers.

For the record, this may be the only point of agreement I have with that noted austere scholar, although I’ve never read any of his writings to find out.

Another amusing incident involved children taking the Mickey out of ultra-progressive teachers in British schools:

Last week, schoolchildren in Sussex dropped themselves into the soup after suggesting that their fellow classmate is not actually a cat.

Two thirteen-year-old girls at Rye College were told they “should go to a different school” if they didn’t believe that a girl could identify as a cat.

During a “life education” class, the pair said there was “no such thing as agender” and: “If you have a vagina, you’re a girl, and if you have a penis, you’re a boy — that’s it.”

When they queried how someone could identify as a cat, the pair were blasted for questioning their classmate’s identity.

An investigation found children at schools across the land now identify as dinosaurs and horses. Another often dons a cape and demands to be acknowledged as a moon. Another identifies as Bambi.

After the hysteria simmered, it became obvious what was going on here. And it too became obvious that this is a good thing.

Reader, these children are taking the Mickey.

When confronted with obvious nonsense held by their preachy, supposedly superior teachers, these kids cannot resist mocking them to a nub.

After all, if one can identify as whatever one wants then that includes anything one wants. For teenagers primed with mischief, this is just too good a brew not to sup on a daily basis.

And it is a promising sign. Ridicule, the sharp-elbowed sister of truth, is essential to all progress. Clearly, these kids are unafraid to think for themselves and are determined to see that which is beyond their own nose.

Perhaps this is the beginning of the end of what almost everybody knows to be patent nonsense. As history assures us, once something becomes a laughingstock it soon dies of ridicule.

As James Thurber put it, that which cannot withstand laughter is not a good thing.

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