Quotulatiousness

June 21, 2021

“… the GOP needs an inflammatory issue to rile their racist base, and so this entire foofaraw is really just an astro-turfed, ginned-up partisan gambit about nothing”

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

An excerpt from Andrew Sullivan’s most recent Weekly Dish looks at the burgeoning fight over the use of Critical Race Theory in public schools:

The stories in the mainstream media this past week about the broadening campaign to ban critical race theory in public schools have been fascinating — and particularly in how they describe what CRT is. Here’s the Atlantic‘s benign summary of CRT: “recent reexaminations of the role that slavery and segregation have played in American history and the attempts to redress those historical offenses.” NBC News calls it the “academic study of racism’s pervasive impact.” NPR calls CRT: “teaching about the effects of racism.” The New York Times calls it, with a straight face, “classroom discussion of race, racism” and goes on to describe it as a “framework used to look at how racism is woven into seemingly neutral laws and institutions.”

How on earth could merely teaching students about the history of racism and its pervasiveness in the United States provoke such a fuss? No wonder Charles Blow is mystified. But don’t worry. The MSM have a ready explanation: the GOP needs an inflammatory issue to rile their racist base, and so this entire foofaraw is really just an astro-turfed, ginned-up partisan gambit about nothing. The MSM get particular pleasure in ridiculing parents who use the term “critical race theory” as shorthand for things that just, well, make them uncomfortable — when the parents obviously have no idea what CRT really is.

When pushed to describe it themselves, elite journalists refer to the legal theories Derrick Bell came up with, in the 1970s — obscure, esoteric and nothing really to do with high-school teaching. “If your kid is learning CRT, your kid is in law/grad school,” snarked one. Marc Lamont Hill even tried to pull off some strained references to Gramsci to prove his Marxian intellectual cred, and to condescend to his opponents.

This rubric achieves several things at once. It denies that there is anything really radical or new about CRT; it flatters the half-educated; it blames the controversy entirely on Republican opportunism; and it urges all fair-minded people to defend intellectual freedom and racial sensitivity against these ugly white supremacists.

What could be more convenient? NBC News “reporter”, Brandy Zadrozny, even decried parents’ attempts to discover through FOIA requests just what their children are being taught — and argued this week that, “for longtime ultra conservative activists, CRT is the opportunity of a lifetime.” CRT, she explains, is not a threat at all, and there is no proof that it is even being taught. It’s “just a catch-all term repurposed as a conservative boogeyman.” She goes on: “it harnesses pushback against 2020’s racial justice movement, covid denialism, and depends on a base still energized by Trump and misinformation, looking for political power.”

I’m sure the MSM will continue to push this narrative indefinitely. They are still insisting, after all, that “white supremacy” is behind hateful attacks on Asian-Americans, and that soaring murder rates are purely a function of Covid19. And you can see why: this dismissive take is extremely helpful in avoiding what is actually happening. It diverts attention from the stories and leaks and documents that keep popping up all over the place about extraordinary indoctrination sessions that have become mandatory for children as early as kindergarten.

June 20, 2021

QotD: Cargo cult thinking in education

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

There are a lot of things that set the groundwork for this, and I am not an expert on post-modernism and critical race theory. But one factor that is not often credited is a cargo cult mentality. Folks look at successful white people and observe they all went to college, and then infer that if we just get all the black kids into college, they will be successful too. Their resulting plan is to reduce or eliminate standards that are perceived to be keeping black kids out of college.

The problem of course is that college is not the cause of prosperity, but a marker (with prosperity) of other traits — focus on long-term goals, discipline, hard work, and yes knowing 2+2=4. This sort of woke BS just makes it worse, because it attacks the real roots of prosperity. There are real barriers to poor blacks achieving prosperity — eg how do you focus on long-term goals when you don’t know where you are sleeping tonight or when you have no role models who do so — but the purity and objectivity of math is not among these.

This sort of cargo cult thinking can be seen all the time in Progressive economic proscriptions. The government push for home ownership is another — middle class people own homes so if low income people owned homes they would become middle class. Now, this has a bit of accuracy in that, like the stock market, the elite have goosed the housing market to always go up. But leaving that aside for a moment, owning a home vs renting is a terrible decision for many people — it piles on a lot of financial risk but perhaps more importantly it limits geographic mobility which used to be critical to lower-income people improving their lot.

Warren Meyer, “Are the Woke a False Flag Operation of White Supremacists?”, Coyote Blog, 2021-02-16.

June 16, 2021

“One nation, indivisible”?

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

As a child in England and then in Canada, I was used to the relatively low-key acknowledgements of the Crown and the nation which may be why I was quite befuddled watching American TV portrayal of the in-your-face patriotic displays of the United States, especially the Pledge of Allegiance required of schoolchildren. It seemed oddly statist and even collectivist (although I didn’t know those terms at the time) for a country that constantly seemed to be patting itself on the back as the “home of the free”. I later learned that the Pledge hadn’t even been invented until nearly a century after the nation had been established (and the current version was devised and popularized by a noted utopian socialist, then adopted by Congress in 1942). Tom Mullen explores how the Pledge came about and considers the idea that it is time to drop it:

“American Flag” by JeepersMedia is licensed under CC BY 2.0

An Atlanta, Georgia, charter school announced last week its intention to discontinue the practice of having students stand and recite the Pledge of Allegiance during its schoolwide morning meetings at the beginning of each school day, opting to allow students to recite the pledge in their classrooms instead. Predictably, conservatives were immediately triggered by this “anti-American” decision, prompting the school to reverse its decision shortly after.

The uproar over periodic resistance to reciting the pledge typically originates with Constitution-waving, Tea Party conservatives. Ironically, the pledge itself is not only un-American but antithetical to the most important principle underpinning the Constitution as originally ratified.

[…]

Then, there’s “indivisible”. One would think a federation born by its constituent states seceding from the nation to which they formerly belonged would make the point obvious enough. But the Declaration makes it explicit:

    That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

It would be impossible to exercise that right — that duty, as the Declaration later calls it — if the republic were indivisible. The strictest constructionists of the time didn’t consider the nation indivisible. Thomas Jefferson didn’t threaten to send troops to New England when some of its states considered seceding upon his election. Quite the opposite. And in an 1804 letter to Joseph Priestly, he deemed a potential split in the union between “Atlantic and Mississippi confederacies” not only possible but “not very important to the happiness of either part.”

The people advocating “one nation, indivisible” in those days were big government Federalists like Hamilton, whose proposals to remake the United States into precisely that were flatly rejected in 1787.

Proponents of absolute, national rule like to quip this question was “settled” by the American Civil War. That’s like saying Polish independence was “settled” by Germany and the Soviet Union in 1939.

In fact, it is precisely the trend towards “one nation” that has caused American politics to become so rancorous, to the point of boiling over into violence, over the course of the last several decades. This continent is inhabited by a multitude of very different cultures, which can coexist peacefully if left to govern themselves. But as the “federal” government increasingly seeks to impose a one-size-fits-all legal framework over people who never agreed to give it that power, the resistance is going to get more and more strident. If there is any chance to achieve peace among America’s warring factions, a return to a more truly federal system is likely the only way.

Getting rid of the un-American pledge to the imaginary nation would be a good, symbolic start.

June 9, 2021

QotD: Failing to account for mere “women’s work”

Filed under: Books, Economics, Health, Quotations — Tags: , , , , — Nicholas @ 01:00

“Oh, certainly, you could produce quantities of infants­ although it would take enormous resources to do so. Highly trained techs, as well as equipment and supplies. But don’t you see, that’s just the beginning. It’s nothing, compared to what it takes to raise a child. Why, on Athos it absorbs most of the planet’s economic resources. Food of course ­housing, ­education, clothing, medical care­ it takes nearly all our efforts just to maintain population replacement, let alone to increase. No government could possibly afford to raise such a specialized, non-productive army.”

Elli Quinn quirked an eyebrow. “How odd. On other worlds, people seem to come in floods, and they’re not necessarily impoverished, either.”

Ethan, diverted, said, “Really? I don’t see how that can be. Why, the labor costs alone of bringing a child to maturity are astronomical. There must be something wrong with your accounting.”

Her eyes screwed up in an expression of sudden ironic insight. “Ah, but on other worlds the labor costs aren’t added in. They’re counted as free.”

Ethan stared. “What an absurd bit of double thinking! Athosians would never sit still for such a hidden labor tax! Don’t the primary nurturers even get social duty credits?”

“I believe,” her voice was edged with a peculiar dryness, “they call it women’s work.”

Lois McMaster Bujold, Ethan of Athos, 1986.

June 7, 2021

Why is the belated discovery of (potentially hundreds of) unmarked graves at a former residential school surprising?

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

The weekly wrap-up post at The Line considers the recent revelation of possibly hundreds of unmarked graves of First Nations children at the site of a former Catholic-run residential school in BC. Despite being Canadian, my interest in Canadian history centres mostly on economic, naval, and military aspects, but I was certainly aware that the residential school system was a black mark on Canada’s historical dealings with First Nations and that the general outline of events — if not the gruesome details — had been known for many years. The first time I found out about it was in middle school, through what we’d now call a “Young Adult” novel about a young First Nations boy escaping from the residential school he’d been sent to and his attempts to travel hundreds of miles to get home. I read it in the early 70s and it may have been published up to a decade before then (I no longer remember the author’s name or the title of the book, unfortunately).

If I, as a schoolchild, knew something of this fifty years ago, why have people younger than me been shocked and appalled to be hearing about this widespread tragedy for the first time now?

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

We like to start our dispatches with something pithy or casual, but it’s been a heavy week. The discovery of what appears to be a burial site containing the bodies of more than 200 children at the site of a former residential school in B.C. has shaken Canadians. Of course it has. There are two outrages here — the outrageous reality of the generations of combined abuses inflicted on Indigenous Canadians, of which the residential school system was but a part. Also, the outrage that most Canadians are only learning about this now.

Your Line editors are not experts on Indigenous affairs or history, but we dare say we’re better read than most on Canadian history in a general sense. We do not say this in any way with snark or derision, but to our fellow Canadians — this should not be surprising to you. The Catholics who ran most of these schools under the sanction of the state had a long history of trying to save souls at the expense of the bodies in which they inhabited. Religious institutions were slow to recognize and stop the spread of disease in their own institutions. Most disturbingly, their ideology glorified, even sanctified, physical suffering. It still does.

Mass graves have been uncovered in Ireland, at the site of Catholic-run homes once devoted to the care of unwed mothers and children. “Saint” Mother Teresa’s hospitals in India were altars to the needless suffering of impoverished people who could not afford to die in peace and dignity. Her hospitals were dirty, poorly run facilities where children were reportedly tied to beds, and terminal patients were given little more than aspirin.

One of the great lessons of history that we consistently fail to accept is that many of our most evil actions are rooted not in self-evidently evil impulses, but rather in our desire to “save” others. Hubris and paternalism, these are the sins we cannot seem to shake. Residential schools, Catholic or otherwise, were the disastrous result of marrying a poisonous and righteous ideology with the authority and resources of a centralized state.

The Truth and Reconciliation report laid out much of this in detail in its final report in 2015, which also spelled out that graves like the ones we’re now mourning in Kamloops are likely to be far more prevalent and common than we now understand. Everyone here deserves the truth.

Update: I’m delighted to see that David Warren continues to improve from his recent health issues and he has rather a different view on Canada’s residential school system and its place in the lives of the First Nations children who attended the schools:

Ryerson was also a figure in the development of Canada’s “residential schools”, which took Indians from (mostly) dysfunctional homes and gave them an education with priests, nuns, and respectable Protestants. Not all denizens of an orphanage are happy, and by attaching the word “colonialism”, and giving simplified accounts, full of libels, “progressive” Canadian politicians have made this period of Canadian history into a scandal. Those who know better have been silenced.

Some years ago I tried to defend the “residential schools”, more or less alone in the Canadian “meejah”. I received many, many letters from former students of them, who said their memories were happy. They had been inspired by teachers of real Christian faith and conviction, and had been equipped with the rudiments of sound learning. “They saved my life,” was a frequent comment.

I could understand the residential schools because I am familiar with Canadian education before it was taken over by barbaric hordes; and also because I am myself partly a product of “British colonial” private schools in Asia, decades ago. They were brutal towards their boys, sometimes. I was myself beaten, and their teachers were sometimes tyrannical.

As a young man I thought this was the way of the world. Now that I am old, I look back on the teaching I received with great pride. It was vastly better than what I would receive in a Canadian high school; and that was much better than what we get today.

QotD: Toronto in summertime

Filed under: Cancon, Environment, Humour, Media, Quotations — Tags: , , , — Nicholas @ 01:00

I notice from an article in the Toronto Scar, that a problem with walking in the city parks and ravines is now publicly acknowledged. This is caused by redwing blackbirds, who resumed breeding recently, in honour of the spring. There is a population explosion of them, and they are extremely aggressive towards anyone who passes within fifty yards or so of any one of their innumerable nests. Brave, too, considering their size. I call them “hairdresser birds,” for the delight they take in rearranging hair styles. I noticed in scanning 63 comments on this and related local media articles that all were on the side of the birds, and inclined to condemn people like me for failing to avoid their quickly expanding ranges. This would be a good example of Canadian environmental liberalism. My countrymen are trained from birth always to take the side of another species. (I missed this brainwashing, somehow.)

On the other hand, the raccoon population appears to be dwindling. It would seem that the skunks are driving them away. Perhaps they will turn on the coyotes, next.

The geese and swans along the Lakefront are also acting unionized, having long nursed a powerful dislike for the city’s other inhabitants. They are large, and forceful in expressing their opinions. Ditto, the trolley drivers. And the schoolchildren are about to be released from their cages, in time for what is now called “Canada Day.” Monstrous little creatures in the main, especially after they have shot up their drugs. (The older-looking ones are their teachers.)

David Warren, “Sumer is icumen in”, Essays in Idleness, 2018-06-16.

June 3, 2021

John McWhorter on Affirmative Action

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

In the latest post at It Bears Mentioning, John McWhorter outlines the history of Affirmative Action in American schooling and explains why it’s no longer doing anything useful and should be re-oriented to actually help disadvantaged students of all races:

John McWhorter’s Twitter thumbnail image

I do not oppose Affirmative Action. I simply think it should be based on disadvantage, not melanin. It made sense – logical as well as moral – to adjust standards in the wake of the implacable oppression of black people until the mid-1960s.

When Affirmative Action began in the 1960s, largely with black people in mind, the overlap between blackness and disadvantage was so large that the racialized intent of the policy made sense. Most black people lived at or below the poverty line. Being black and middle class was, as one used to term it, “fortunate”. Plus, black people suffered open discrimination regardless of socioeconomic status, in ways for more concrete than microaggressions and things only identifiable via Implicit Association Testing and the like. In a sense, black people were all in the same boat.

Luckily, Affirmative Action worked. By the 1980s, it was no longer unusual or “fortunate” to be black and middle class. I would argue that by that time, it was time to reevaluate the idea that anyone black should be admitted to schools with lowered standards. I think Affirmative Action today should be robustly practiced — but on the basis of socioeconomics.

A common objection is that this would help too many poor whites (as if that’s a bad thing?). But actually, brilliant and non-partisan persons have argued that basing preferences on socioeconomics would actually bring numbers of black people into the net that almost anyone would be satisfied with.

I’m no odd duck on my sense that Affirmative Action being about race had passed its sell-by date after about a generation. At this very time, it had become clear, to anyone really looking, that the black people benefitting from Affirmative Action were no longer mostly poor – as well as that simply plopping truly poor black people into college who had gone to awful schools had tended not to work out anyway. It was no accident that in 1978 came the Bakke decision, where Justice Lewis Powell inaugurated the new idea that Affirmative Action would serve to foster “diversity”, the idea being that diversity in the classroom made for better learning.

I highly suspect that most people have always had to make a slight mental adjustment to get comfortable with this idea, as standard as it now is in enlightened discussion. Do students in classes with a certain mixture of races learn better? Really? Not that there might not be benefits to students of different races being together for other reasons. But does diversity make for better learning? Has that been proven?

As you might expect, it has not – and in fact the idea has been disproven, again and again. No one will tell you this when the next round of opining on racial preferences comes about. But this doesn’t mean it isn’t true.

June 2, 2021

QotD: The evolution of theory-of-mind

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

Theory-of-mind is our intuitive model of how the mind works. It has no relation to intellectual theories about how the mind is made of cognitive algorithms or instantiated on neurons in the brain. Every schoolchild has a theory-of-mind. It usually goes like this: the mind is an imaginary space containing things like thoughts, emotions, and desires. I have mine and you have yours. I can see what’s inside my mind, but not what’s inside your mind, and vice versa. I mostly choose the things that are in my mind at any given time: I will thoughts to happen, and they happen; I will myself to make a decision, and it gets made. This needs a resource called willpower; if I don’t have enough willpower, sometimes the things that happen in my mind aren’t the ones I want. When important things happen, sometimes my mind gets strong emotions; this is natural, but I need to use lots of willpower to make sure I don’t get overwhelmed by them and make bad decisions.

All this seems so obvious to most people that it sounds like common sense rather than theory. It isn’t; it has to be learned. Very young children don’t start out with theory of mind. They can’t separate themselves from their emotions; it’s not natural for them to say “I’m really angry now, but that’s just a thing I’m feeling, I don’t actually hate you”. It’s not even clear to them that people’s minds contain different things; children are famously unable to figure out that a playmate who has different evidence than they do may draw different conclusions.

And the learning isn’t just a process of passively sitting back observing your own mind until you figure out how it works. You learn it from your parents. Parents are always telling their kids that “I think this” and “What do you think?” and “You look sad” and “It makes me feel sad when you do that”. Eventually it all sinks in. Kids learn their parent’s theory-of-mind the same way they learn their parents’ language or religion.

When in human history did theory-of-mind first arise? It couldn’t have been a single invention – more like a gradual process of refinement. “The unconscious” only really entered our theory-of-mind with Freud. Statements like “my abuse gave me a lot of baggage that I’m still working through” involves a theory-of-mind that would have been incomprehensible a few centuries ago. It’s like “I’m clicking on an icon with my mouse” – every individual word would have made sense, but the gestalt would be nonsensical.

Still, everyone always assumes that the absolute basics – mind as a metaphorical space containing beliefs and emotions, people having thoughts and making decisions – must go back so far that their origins are lost in the mists of time, attributable only to nameless ape-men.

Scott Alexander, “Book Review: Origin Of Consciousness In The Breakdown Of The Bicameral Mind”, Slate Star Codex, 2020-06-01.

May 24, 2021

QotD: The internet is rewiring our brains

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

… there’s a reason 99.998% of the Internet is porn, and that reason is: The Internet, itself, has rewired our brains.

Yeah, I’m a history guy, not a biologist, and no, I can’t show you the specific spots on the fMRI that prove it, but look, you can test this yourself. Ever been around kids? It’s easiest to see in the early grades, so go to a daycare or afterschool program. Trust me, you can pick out right away, with 100% accuracy, the kids who spend more than 3 hours a day at daycare. This is not a knock on daycare providers, lots of whom are good, dedicated people doing hard work. Rather, it’s a knock on the situation, because if a kid’s in daycare that long, it means the parents both work long-hour, high-stress jobs. How do you think the kid’s home life is, under those conditions?

You know as well as I do that when the kid gets home from day care, he gets plunked in front of a tv, a video game, an iPad, a smartphone, some kind of glowing box. That’s what’s rewiring their brains. That’s not “ADHD,” which doesn’t really exist. “ADHD” is a cope, a bit of shorthand, to describe what’s actually going on, which is: These kids’ heads have been rewired. They need constant stimulation. Everything needs to be in five-minute chunks for them, because they’ve never known anything different. Asking them to sit down and pay attention for any length of time – say, in a 60 minute lecture, like our old Prussian (from the 18th century!) system requires – is like asking one of us to suddenly run a marathon, or bench press 300 lbs. It can’t be done; we don’t have the equipment.

Severian, “Bio-Marxism Grab Bag”, Founding Questions, 2021-01-21.

May 23, 2021

Portlanders “have developed rituals, devotions, and self-criticisms to fight ‘systemic racism’ and ‘white supremacy'”

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

In City Journal, Christopher F. Rufo talks about the “child soldiers of Portland”:

“Portland, Oregon” by Ben Amstutz is licensed under CC BY-NC 2.0

There are only a few places on earth where radicals and their children ritualistically burn the American flag and chant “Death to America”: Tehran, Baghdad, Beirut, Kabul, Ramallah — and Portland, Oregon.

The City of Portland, a cloud-covered metro on the south bank of the Columbia River, has become known for its political protesters. Anarchists, Communists, ecofascists, and various other agitators regularly denounce the police, politicians of both parties, and America itself, and flag-burning has become part of the protesters’ liturgy. Last summer, protesters associated with Antifa upped the ante with chants of “Death to America” and participated in months of violent protests to avenge the death of George Floyd while he was in police custody in Minneapolis. Children as young as four marched with the crowd to the federal courthouse, raising the Black Power fist and chanting “Fuck the Police!”

Famously the “whitest city in America”, Portland has become the unlikely headquarters of race radicalism in the United States. The city has elevated white guilt into a civic religion; its citizens have developed rituals, devotions, and self-criticisms to fight “systemic racism” and “white supremacy”. The culminating expression of this orthodoxy is violence: street militias, calling themselves “antiracists” and “antifascists”, smash windows and torch the property of anyone transgressing the new moral law.

We might be tempted to dismiss this as the work of a few harmless radicals “keeping Portland weird”, but in recent years, their underlying ideology on race has become institutionalized. The city government has adopted a series of Five-Year Plans for “equity and inclusion”, shopkeepers have posted political slogans in their windows as a form of protection, and local schools have designed a program of political education for their students that borders on propaganda.

I have spent months investigating the structure of political education in three Portland-area school districts: Tigard-Tualatin School District, Beaverton School District, and Portland Public Schools. I have cultivated sources within each district and obtained troves of internal documents related to the curriculum, training, and internal dynamics of these institutions. We can best understand the political education program in Portland schools by dividing it into three parts: theory, praxis (or practice), and power. The schools have self-consciously adopted the “pedagogy of the oppressed” as their theoretical orientation, activated it through a curriculum of critical race theory, and enforced it through the appointment of de facto political officers within individual schools, generally under the cover of “equity and social-justice” programming. In short, they have begun to replace education with activism.

The results are predictable. By perpetuating the narrative that America is fundamentally evil, steeping children in race theory, and lionizing the Portland rioters, they have consciously pushed students in the direction of race-based “revolution”. In the language of the Left, the political education programs in Portland-area districts constitute a “school-to-radicalism pipeline”: a training ground for child soldiers. This is not hyperbole: some of the most active and violent anarchist groups in Portland are run by teenagers, and dozens of minors were arrested during last year’s riots. These groups have taken up the mantle of climate change, anticapitalism, antifascism, and Black Lives Matter — whatever provides a pretext for violent “direct action”.

Contrary to those who believed that the end of the Trump presidency would bring a “return to normalcy”, the social and political revolution in Portland has only accelerated under President Joe Biden. On Inauguration Day, teenage radicals marched through southeast Portland, smashing the office windows of the state Democratic Party and unfurling large banners with hand-painted demands: “We don’t want Biden, we want revenge”; “We are ungovernable”; “A new world from the ashes”. Intoxicated by revolution and enabled by their elders, Portland’s kids are not all right.

May 19, 2021

QotD: School is prison for kids

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

I try to review books in an unbiased way, without letting myself succumb to fits of emotion. So be warned: I’m going to fail with this one. I am going to get angry and write whole sentences in capital letters. This is one of the most enraging passages I’ve ever read.

School is child prison. It’s forcing kids to spend their childhood — a happy time! a time of natural curiosity and exploration and wonder — sitting in un-air-conditioned blocky buildings, cramped into identical desks, listening to someone drone on about the difference between alliteration and assonance, desperate to even be able to fidget but knowing that if they do their teacher will yell at them, and maybe they’ll get a detention that extends their sentence even longer without parole. The anti-psychiatric-abuse community has invented the “Burrito Test” — if a place won’t let you microwave a burrito without asking permission, it’s an institution. Doesn’t matter if the name is “Center For Flourishing” or whatever and the aides are social workers in street clothes instead of nurses in scrubs — if it doesn’t pass the Burrito Test, it’s an institution. There is no way school will let you microwave a burrito without permission. THEY WILL NOT EVEN LET YOU GO TO THE BATHROOM WITHOUT PERMISSION. YOU HAVE TO RAISE YOUR HAND AND ASK YOUR TEACHER FOR SOMETHING CALLED “THE BATHROOM PASS” IN FRONT OF YOUR ENTIRE CLASS, AND IF SHE DOESN’T LIKE YOU, SHE CAN JUST SAY NO.

I don’t like actual prisons, the ones for criminals, but I will say this for them — people keep them around because they honestly believe they prevent crime. If someone found proof-positive that prisons didn’t prevent any crimes at all, but still suggested that we should keep sending people there, because it means we’d have “fewer middle-aged people on the streets” and “fewer adults forced to go home to empty apartments and houses”, then MAYBE YOU WOULD START TO UNDERSTAND HOW I FEEL ABOUT SENDING PEOPLE TO SCHOOL FOR THE SAME REASON.

I sometimes sit in on child psychiatrists’ case conferences, and I want to scream at them. There’s the kid who locks herself in the bathroom every morning so her parents can’t drag her to child prison, and her parents stand outside the bathroom door to yell at her for hours until she finally gives in and goes, and everyone is trying to medicate her or figure out how to remove the bathroom locks, and THEY ARE SOLVING THE WRONG PROBLEM. There are all the kids who had bedwetting or awful depression or constant panic attacks, and then as soon as the coronavirus caused the child prisons to shut down the kids mysteriously became instantly better. I have heard stories of kids bullied to the point where it would be unfair not to call it torture, and the child prisons respond according to Procedures which look very good on paper and hit all the right We-Are-Taking-This-Seriously buzzwords but somehow never result in the kids not being tortured every day, and if the kids’ parents were to stop bringing them to child prison every day to get tortured anew the cops would haul those parents to jail, and sometimes the only solution is the parents to switch them to the charter schools THAT FREDDIE DEBOER WANTS TO SHUT DOWN.

I see people on Twitter and Reddit post their stories from child prison, all of which they treat like it’s perfectly normal. The district that wanted to save money, so it banned teachers from turning the heat above 50 degrees in the depths of winter. The district that decided running was an unsafe activity, and so any child who ran or jumped or played other-than-sedately during recess would get sent to detention — yeah, that’s fine, let’s just make all our children spent the first 18 years of their life somewhere they’re not allowed to run, that’ll be totally normal child development. You might object that they can run at home, but of course teachers assign three hours of homework a day despite ample evidence that homework does not help learning. Preventing children from having any free time, or the ability to do any of the things they want to do seems to just be an end in itself. Every single doctor and psychologist in the world has pointed out that children and teens naturally follow a different sleep pattern than adults, probably closer to 12 PM to 9 AM than the average adult’s 10 – 7. Child prisons usually start around 7 or 8 AM, meaning any child who shows up on time is necessarily sleep-deprived in ways that probably harm their health and development.

School forces children to be confined in an uninhabitable environment, restrained from moving, and psychologically tortured in a state of profound sleep deprivation, under pain of imprisoning their parents if they refuse. The only possible justification for this is that it achieves some kind of profound social benefit like eliminating poverty. If it doesn’t, you might as well replace it with something less traumatizing, like child labor. The kid will still have to spend eight hours of their day toiling in a terrible environment, but at least they’ll get some pocket money! At least their boss can’t tell them to keep working off the clock under the guise of “homework”! I have worked as a medical resident, widely considered one of the most horrifying and abusive jobs it is possible to take in a First World country. I can say with absolute confidence that I would gladly do another four years of residency if the only alternative was another four years of high school.

Scott Alexander, “Book Review — The Cult of Smart”, Astral Codex Ten, 2021-02-17.

May 9, 2021

QotD: Boys

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

I was also forced to acknowledge by the time I had two sons that the male mind really does approach problems differently than the female mind. Before I had the second son, I put down the differences between the male and female minds as all due to the socialization process. Two sons tipped the balance. It’s like this; the bookcases looked cool to climb to the Last Amazon. She tries once when my attention is on other matters; falls and deduced that it was a bad idea. The sons’ perceive the bookcases as a mountain to be conquered at all costs and they are prepared to pay any price to crown themselves King of the Bookcases. See the bookcases, take the bookcases; or die in the attempt. It did not matter how many times they were thwarted or injured, they refused to give up. Each time they went into the assault with the premise that this time it will end in triumph.

[ … ]

I admit to being a little more than angry and frustrated myself. Partially it is at a school system that won’t allow boys any physical activities where they can blow off steam. No football, soccer, hockey, baseball, dodge ball, or any other kind of game that “promotes aggression” or the “possibility of injury”. Volleyball and cross country running are all well and good but they are seasonal, and frankly, to a lot of boys; it blows. I do understand that not all boys are the “physical” sort but more are than not. While I realize no parent wants their child injured; it just seems that by denying that boys really do need a way to physically deal with aggression, you set them up for horseplay which eventually leads to fighting. How can anyone expect boys to spend all recess at the wall or standing around chatting about the weather?

Kate “The Last Amazon”, “When Biology is Destiny”, The Last Amazon, 2005-03-02.

April 7, 2021

Hitler and Stalin’s Child Soldiers: The Hitler Youth and KOMSOMOL – WW2 – On the Homefront 008

Filed under: Germany, History, Italy, Military, Russia, WW2 — Tags: , , , , — Nicholas @ 04:00

World War Two
Published 6 Apr 2021

Patriotism and war enthusiasm sweeps through the totalitarian countries in the run-up to the Second World War. This doesn’t leave out children either, who are supposed to become the prime soldiers of the future.

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Follow WW2 day by day on Instagram @ww2_day_by_day – https://www.instagram.com/ww2_day_by_day
Between 2 Wars: https://www.youtube.com/playlist?list…
Source list: http://bit.ly/WW2sources

Hosted by: Anna Deinhard
Written by: Fiona Rachel & Spartacus Olsson
Director: Astrid Deinhard
Producers: Astrid Deinhard and Spartacus Olsson
Executive Producers: Astrid Deinhard, Indy Neidell, Spartacus Olsson, Bodo Rittenauer
Creative Producer: Maria Kyhle
Post-Production Director: Wieke Kapteijns
Research by: Fiona Rachel
Edited by: Karolina Dołega
Sound design: Marek Kamiński

Colorizations by:
– Mikołaj Uchman
– Daniel Weiss

Sources:
– Bundesarchiv
– Library of Congress
– RIAN NOVOSTI: 25358
– Narodowe Archiwum Cyfrowe NAC
– Yad Vashem: 6884/13, 6884/14, 6884/5
– National Archives NARA
– Picture of Boy Scouts at a Campsite courtesy of Springfield College, Archives and Special Collections
– English children at school in 1920s courtesy of pellethepoet from Flickr – https://tinyurl.com/yerg47hn​
– Fortepan: 5660, 1371, 32045, 55755,
– Picture of the League of German Girls with children courtesy of Facing History and Ourselves & Hoover Institution Archives – https://tinyurl.com/yzrfozas​

Soundtracks from Epidemic Sounds:
– “The Inspector 4” – Johannes Bornlöf|
– “Weapon of Choice” – Fabien Tell
– “Remembrance” – Fabien Tell
– “Moving to Disturbia” – Experia
– “Break Free” – Fabien Tell

Archive by Screenocean/Reuters https://www.screenocean.com​.

A TimeGhost chronological documentary produced by OnLion Entertainment GmbH.

From the comments:

World War Two
3 hours ago (edited)
When thinking of people who have been affected by the horrors of war, children are not usually the first group to pop into one’s mind. Of course, fathers away at the front and wartime propaganda bring the war closer to children’s homes, but with state-controlled youth organizations in totalitarian countries, we have yet another topic at our hands, how the war crept into children’s lives. Even though with the end of the war this dark chapter of youth movements in Europe mostly got to an end, clubs and associations are still an important part of youth culture to network and emancipate oneself. Have you been part of a club or other youth organizations in your childhood? Please let us know in the comments.

Cheers, Fiona

March 5, 2021

Schools told they need to “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views”

Filed under: Education, Politics, USA — Tags: , , , , — Nicholas @ 09:15

No wonder I had trouble with math back in grade school: Math is a racist tool of White Supremacists!

“Math Class” by attercop311 is licensed under CC BY 2.0

Mandatory teaching standards that focus on critical theory and identity politics to the detriment of liberalism and individualism are already working their way through state legislatures.

Now, math education itself has been deemed “racist.” A group of educators just released a document calling for a transformation of math education that focuses on “dismantling white supremacy in math classrooms by visibilizing the toxic characteristics of white supremacy culture with respect to math.”

Among the educators’ recommendations, which officials in some states are promoting, are calls to “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views,” “provide learning opportunities that use math as resistance,” and “encourage them to disrupt the disproportionate push-out of people of color in [STEM] fields.”

Beyond activism, these recommendations also argue that traditional approaches to math education promote racism and white supremacy, such as requiring students to show their work or prioritizing correct answers to math problems. The document claims that current math teaching is problematic because it focuses on “reinforcing objectivity and the idea that there is only one right way” while it “also reinforces paternalism.”

February 24, 2021

Disney’s Best Propaganda Cartoon

Filed under: Education, Germany, History, Politics, USA, WW2 — Tags: , , — Nicholas @ 02:00

J.J. McCullough
Published 21 Nov 2020

A review of Education for Death, a WW2 propaganda film. This video was sponsored by the Great Courses Plus! Start your free trial today by clicking here: http://ow.ly/az9m30rkCKF

Check out Three Arrows here: https://www.youtube.com/channel/UCCT8…

During the World War II, Disney made a number of cartoons to boost public support for the Allies and denounce Germany. This one, about Little Hans, has always been my favorite.

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