Quotulatiousness

October 13, 2022

The Nazis’ Justification for the Genocide – October 9, 1943 – WAH 081

World War Two
Published 12 Oct 2022

This week the Nazis go on the record about their genocide of the Jews. Meanwhile the Jews in Denmark are coming closer to safety, and the Roman Jews are again at peril.
(more…)

October 8, 2022

QotD: Does homework, well, work? ¯\_(ツ)_/¯

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

Yesterday I wrote about bottlenecks to learning. I wanted to discuss the effectiveness of homework. If it works well, that would suggest students are bottlenecked on examples and repetition. If it works poorly, it would have to be something else.

Unfortunately, all the research on this (showcased in eg Cooper 2006) is terrible.

Most studies cited by both sides use “time spent doing homework” as the independent variable, then correlate it with test scores or grades. If students who do more time on homework get better test scores, they conclude homework works; otherwise, that it doesn’t.

One minor complaint about this methodology is that we don’t really know if anyone is reporting time spent on homework accurately. Cooper cites some studies showing that student-reported time-spent-on-homework correlates with test scores at a respectable r = 0.25. But in the same sample, parent-reported time-spent-on-homework correlates at close to zero. Cooper speculates that the students’ estimates are better than the parents’, and I think this makes sense — it’s easier to reduce a correlation by adding noise than to increase it — but in the end we don’t know. According to a Washington Post article, students in two very similar datasets reported very different amounts of time spent on homework — maybe because of the way they asked the question? I don’t know, self-report from schoolchildren seems fraught.

But this is the least of our problems. This methodology assumes that time spent on homework is a safe proxy for amount of homework. It isn’t. Students may spend less time on homework because they’re smart, find it easy, and can finish it very quickly. Or they might spend more time on homework because they love learning and care about the subject matter a lot. Or they might spend more time because they’re second-generation Asian immigrants with taskmaster parents who insist on it being perfect. Or they might spend less time because they’re in some kind of horrible living environment not conducive to sitting at a desk quietly. All of these make “time spent doing homework” a poor proxy for “amount of homework that teacher assigned” in a way that directly confounds a homework-test scores correlation. Most studies don’t bother to adjust for these factors. The ones that do choose a few of them haphazardly, make wild guesses about what model to use, and then come up with basically random results.

Both homework proponents (Harris Cooper) and opponents (Alfie Kohn) briefly nod to this problem, then take these studies seriously anyway. If you do that, you find that probably homework isn’t helpful in elementary school, but might be helpful during high school (though some people disagree with either half of that statement). But why would you take these seriously?

Scott Alexander, “Nobody Knows How Well Homework Works”, Astral Codex Ten, 2022-07-07.

September 27, 2022

Is Kayla Lemieux the leading edge of LGBT tolerance or a “dude gaming the system”?

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

Back on September 16, I posted a link to the then-breaking story of the teacher in Halton whose prosthetic breasts had poked into news headlines everywhere: “This is either the teacher of the year (come on, you know that’s inevitable because reasons) or someone doing an epic physical and psychological parody of our culture right now.” It’s nearly two weeks later, and we’re still not really clear on which of those two possibilities is closest to the truth. At PJ Media, Athena Thorne is making a case for the epic prank case:

There is the most titillating rumor being bandied about the interwebs right now. And while it may or may not be true, it’s certainly food for thought. It concerns “Kayla Lemieux”, the infamous trans-woman shop teacher at Oakville Trafalgar High School (OTHS) in Ontario, Canada.

An anonymous poster on an online forum recently made a claim about Lemieux’s shop class back when “Kayla” was still Mr. Kerry Luc Lemieux. The post reads:

    This dude is gaming the system. An anon here yesterday was in this dude’s class. This teacher was almost fired for ‘toxic masculinity’ last year, as well as not embracing woke culture. He’d drop redpills to his class, such as how silly gender neutral bathrooms are. The school board hates him.

    He’s now upping the ante to exploit the very clown world the school and society itself created. His long game is most likely to get fired, and then sue for discrimination. There is no other explanation… No better way to troll clown world than to become an over-the-top caricature of a woman.

File this allegation under “Huge if True” (lol). Imagine for a moment that the anonymous person is telling the truth. If that is the case, then this teacher is the greatest hero the sane world has fronted yet.

If Lemieux is indeed pranking the school board, then he is a genius. When images of the trans-busty high school shop teacher began spreading like wildfire online, the outrage was swift and formidable. OTHS and the Halton District School Board (HDSB) went on the defensive — and it quickly became evident that they had painted themselves into a corner with their mindless commitment to “inclusion”.

“We are aware of discussion on social media and in the media regarding Oakville Trafalgar High School. We would like to take this opportunity to reiterate to our community that we are committed to establishing and maintaining a safe, caring, inclusive, equitable and welcoming learning and working environment for all students and staff”, said OTHS in an email sent to parents and obtained by feminist news site Reduxx.

September 25, 2022

The five-paragraph essay straitjacket

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

In Aeon, David Labaree discusses the good intent and terrible results of forcing students to rigidly follow the “five paragraph” model of essay writing:

Schools and colleges in the United States are adept at teaching students how to write by the numbers. The idea is to make writing easy by eliminating the messy part – making meaning – and focusing effort on reproducing a formal structure. As a result, the act of writing turns from moulding a lump of clay into a unique form to filling a set of jars that are already fired. Not only are the jars unyielding to the touch, but even their number and order are fixed. There are five of them, which, according to the recipe, need to be filled in precise order. Don’t stir. Repeat.

So let’s explore the form and function of this model of writing, considering both the functions it serves and the damage it does. I trace its roots to a series of formalisms that dominate US education at all levels. The foundation is the five-paragraph essay, a form that is chillingly familiar to anyone who has attended high school in the US. In college, the model expands into the five-section research paper. Then in graduate school comes the five-chapter doctoral dissertation. Same jars, same order. By the time the doctoral student becomes a professor, the pattern is set. The Rule of Five is thoroughly fixed in muscle memory, and the scholar is on track to produce a string of journal articles that follow from it. Then it’s time to pass the model on to the next generation. The cycle continues.

Edward M White is one participant in the cycle who decided to fight back. It was the summer of 2007, and he was on the plane home from an ordeal that would have crushed a man with a less robust constitution. An English professor, he had been grading hundreds of five-paragraph essays drawn from the 280,000 that had been submitted that June as part of the Advanced Placement Test in English language and composition. In revenge, he wrote his own five-paragraph essay about the five-paragraph essay, whose fourth paragraph reads:

    The last reason to write this way is the most important. Once you have it down, you can use it for practically anything. Does God exist? Well you can say yes and give three reasons, or no and give three different reasons. It doesn’t really matter. You’re sure to get a good grade whatever you pick to put into the formula. And that’s the real reason for education, to get those good grades without thinking too much and using up too much time.

White’s essay – “My Five-Paragraph-Theme Theme” – became an instant classic. True to the form, he lays out the whole story in his opening paragraph:

    Since the beginning of time, some college teachers have mocked the five-paragraph theme. But I intend to show that they have been mistaken. There are three reasons why I always write five-paragraph themes. First, it gives me an organisational scheme: an introduction (like this one) setting out three subtopics, three paragraphs for my three subtopics, and a concluding paragraph reminding you what I have said, in case you weren’t paying attention. Second, it focuses my topic, so I don’t just go on and on when I don’t have anything much to say. Three and only three subtopics force me to think in a limited way. And third, it lets me write pretty much the same essay on anything at all. So I do pretty well on essay tests. A lot of teachers actually like the five-paragraph theme as much as I do.

Note the classic elements of the model. The focus on form: content is optional. The comfortingly repetitive structure: here’s what I’m going to say, here I am saying it, and here’s what I just said. The utility for everyone involved: expectations are so clear and so low that every writer can meet them, which means that both teachers and students can succeed without breaking a sweat – a win-win situation if ever there was one. The only thing missing is meaning.

For students who need a little more structure in dealing with the middle three paragraphs that make up what instructors call the “body” of the essay, some helpful tips are available – all couched in the same generic form that could be applicable to anything. According to one online document by a high-school English teacher:

    The first paragraph of the body should contain the strongest argument, most significant example, cleverest illustration, or an obvious beginning point. The first sentence of this paragraph should include the “reverse hook” which ties in with the transitional hook at the end of the introductory paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the second paragraph of the body.

You probably won’t be surprised that the second paragraph “should contain the second strongest argument, second most significant example, second cleverest illustration, or obvious follow-up to the first paragraph …” And that the third paragraph “should contain the third strongest argument …” Well, you get the picture.

September 17, 2022

QotD: Parenting

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

Parenting is learning how to balance the desire to cheer your kids for raging against The Machine with accepting the fact that you are now, in fact, said Machine.

“It’s amazing that you’re strong enough to escape the crib I confine you to. Your burgeoning independence is a marvel to behold. Keep fighting the dying of the light at bedtime, darling.”

“I hate you!”
“Of course you do, precious. Hatred of the people who are keeping you alive is a necessary part of individuation. However, you lack the executive function to properly weigh the consequences of going to that all-night kegger in the field.”

Jen Gerson (@jengerson), Twitter, 2022-06-14.

September 13, 2022

The Boise Pride Festival’s “Drag Kids on Stage”

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

I’m not sure I could accurately place Boise on a map, but the city’s relative obscurity doesn’t mean it can’t have a really progressive LGBT scene, including a special “Drag Kids” event planned for their Pride Festival:

Remember that California has just passed a new law, SB 1100, to protect local legislative bodies against “bullying” from people who do hateful things like disagreeing with them, and that the recent failure of another (spectacularly offensive) bill in the state legislature was the product of “harassment”, by which the author of the bill meant that the peasantry forcefully and persistently criticized it. And you should definitely read this twopart essay from Bat Cattitude on the technocratic presumption that disagreement with technocrats can only be dangerous extremism.

With that background in mind, consider a modest victory in the most dismal battlefield of the culture war, and then watch the response to it.

This one happens in Boise, a purple town in a red state. This year’s Boise Pride Festival was all set to feature an event called Drag Kids:

“Now it is time to see the kids”, sexy eleven year-olds shaking that dirty little moneymaker on the stage. So hot. So empowering!

[…]

Now, the Big Pivot: Boise Pride pays its bills by soliciting the support of corporate sponsors, so a bunch of corporations suddenly found themselves sponsoring the sexuality-incorporating performances of some hot little eleven year-olds. They quickly began to jump clear of the thing:

Because bigotry still prevails in Amerikkka, see, corporations aren’t brave enough to stand up and support the sexy eleven year-olds in their extremely hot sexiness. Atavists! Prudes!

Now, here come the politicians. The mayor of Boise, Lauren McLean, is Very Disappointed In You All™:

Slogan slogan slogan, slogan slogan, slogan slogan slogan. A spotlight on the critical need for a conversation about standing together!

If you challenged Mayor NPC to publicly identify specific pieces of inflammatory rhetoric that were important and central to the controversy, she couldn’t; she just knows that the “inflammatory rhetoric” box has to be checked, because Mean Republicans objected to something involving an LGBT event, specifics not important. Nor could she explain how sexy children represent the dignity of all people, or respond coherently to a discussion about sexual commodification and the erasure of childhood. She has a list of slogans. She deploys them.

September 11, 2022

“Learning is something we humans do, while schooling is something done to us”

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

Kerry McDonald refutes the “learning loss” narrative we’ve been inundated with:

“Abandoned Schoolhouse and Wheat Field 3443 B” by jim.choate59 is licensed under CC BY-NC-ND 2.0

There are mounting concerns over profound learning loss due to prolonged school closures and remote learning. New data released last week by the US Department of Education reveal that fourth-grade reading and math scores dropped sharply over the past two years.

Fingers are waving regarding who is to blame, but the alleged “learning loss” now being exposed is more reflective of the nature of forced schooling rather than how children actually learn.

The current hullabaloo over pandemic learning loss mirrors the well-worn narrative regarding “summer slide”, in which children allegedly lose knowledge over summer vacation. In 2017, I wrote an article for Boston NPR stating that there’s no such thing as the summer slide.

Students may memorize and regurgitate information for a test or a teacher, but if it has no meaning for them, they quickly forget it. Come high school graduation, most of us forget most of what we supposedly learned in school.

In his New York Times opinion article this week, economist Bryan Caplan makes a related point: “I figure that most of the learning students lost in Zoom school is learning they would have lost by early adulthood even if schools had remained open. My claim is not that in the long run remote learning is almost as good as in-person learning. My claim is that in the long run in-person learning is almost as bad as remote learning.”

Learning and schooling are completely different. Learning is something we humans do, while schooling is something done to us. We need more learning and less schooling.

Yet, the solutions being proposed to deal with the identified learning loss over the past two years promise the opposite. Billions of dollars in federal COVID relief funds are being funneled into more schooling and school-like activities, including intensive tutoring, extended-day learning programs, longer school years, and more summer school. These efforts could raise test scores, as has been seen in Texas where students receive 30 hours of tutoring in each subject area in which they have failed a test, but do they really reflect true learning?

As we know from research on unschoolers and others who learn in self-directed education settings, non-coercive, interest-driven learning tends to be deep and authentic. When learning is individually-initiated and unforced, it is not a chore. It is absorbed and retained with enthusiasm because it is tied to personal passions and goals.

September 7, 2022

QotD: Gender Dysphoria

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

My lifelong gender dysphoria has certainly been a primary inspiration for my entire career as a researcher and writer. I have never for a moment felt female — but neither have I ever felt male either. I regard my ambiguous position between the sexes as a privilege that has given me special access to and insight into a broad range of human thought and response. If a third gender option (“Other”) were ever added to government documents, I would be happy to check it. However, I have never believed, and do not now, that society has any obligation to bend over backwards to accommodate my particular singularity of identity. I am very concerned about current gender theory rhetoric that convinces young people that if they feel uneasy about or alienated from their assignment to one sex, then they must take concrete steps, from hormone therapy to alarmingly irreversible surgery, to become the other sex. I find this an oddly simplistic and indeed reactionary response to what should be regarded as a golden opportunity for flexibility and fluidity. Furthermore, it is scientifically impossible to change sex. Except for very rare cases of intersex, which are developmental anomalies, every cell of the human body remains coded with one’s birth sex for life.

Beyond that, I believe that my art-based theory of “sexual personae” is far more expansive and truthful about human psychology than is current campus ideology: who we are or want to be exceeds mere gender, because every experimental persona that we devise contains elements of gesture, dress, and attitude rich with historical and cultural associations. (For Halloween in childhood, for example, I defiantly dressed as Robin Hood, a Roman soldier, a matador, Napoleon, and Hamlet.) Because of my own personal odyssey, I am horrified by the escalating prescription of puberty-blockers to children with gender dysphoria like my own: I consider this practice to be a criminal violation of human rights. Have the adults gone mad? Children are now being callously used for fashionable medical experiments with unknown long-term results.

In regard to the vexed issue of toilets and locker rooms, if private unisex facilities can be conveniently provided through simple relabeling, it would be humane to do so, but I fail to see why any school district, restaurant, or business should be legally obligated to go to excess expense (which ultimately penalizes the public) to serve such a minuscule proportion of the population, however loud their voices. And speaking of voices: as a libertarian, I oppose all intrusion by government into the realm of language, which belongs to the people and which evolves organically over time. Thus the term “Ms.” eventually became standard English, but another 1970s feminist hybrid, “womyn”, did not: the populace as a whole made that decision, as it always does with argot or slang filtering up from ethnic or avant-garde subgroups. The same principle applies to preferred transgender pronouns: they are a courtesy that we may choose to defer to, but in a modern democracy, no authority has the right to compel their usage.

Camille Paglia, “Prominent Democratic Feminist Camille Paglia Says Hillary Clinton ‘Exploits Feminism’”, Washington Free Beacon, 2017-05-15.

September 6, 2022

Fixing the American education system (other than burning it to the ground and starting over)

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

At First Things, M.D. Aeschliman reviews The Knowledge Gap: The Hidden Cause of America’s Broken Education System — and How to Fix It by Natalie Wexler:

E.D. Hirsch Jr., distinguished scholar of comparative literature, is the most important advocate for K–12 education reform of the past seventy-five years. Natalie Wexler’s recent book The Knowledge Gap is a helpful examination of Hirsch’s critical analyses and intellectual framework, as well as the elementary school curriculum that he designed — Core Knowledge.

One of Hirsch’s key focal points is the vapid, supposedly “developmentally appropriate” fictions that dominate language arts curricula in elementary schools — mind-numbingly banal stories with single-syllable vocabularies and large pictures. These silly literary fictions and fantasies have helped “dumb down” a hundred years of American students by eliminating or forbidding any substantial reading of expository prose about history and science in the first eight grades. A poignant narrative well worth reading is Harold Henderson’s Let’s Kill Dick and Jane, which details a noble but ultimately losing fight waged by a family firm from 1962 to 1996 against the big textbook publishers.

After a teaching career of fifty years, I agree with Hirsch that the primary problem in American public education is not the high schools, but the poorly organized, ineffective elementary school curricula, including the idiotic books of childish fiction. As Wexler writes, the governing “approach to reading instruction … leaves … many students unprepared to tackle high-school-level work”. Pity the poor high school teachers.

A hundred years ago John Dewey and his lieutenants from Columbia Teachers College, especially William H. Kilpatrick, started dismantling academic “subjects” in favor of “the project method”. They also worked to redefine history as “social studies”, a degenerative development that has continued without cease in our K–12 schools, leading to ludicrous presentism. Dewey and the progressives also attacked traditional language classes — especially phonics but also Latin — opening the way for “naturalistic” literacy instruction that has proved to be ineffective. Yet it should be obvious that students must “learn to read” well early on so as to “read to learn” for high school and college and the rest of their lives. And what they read early on is important.

The “progressive” educational assault on traditional American education had another source, which might be called “soft utopianism”. Twenty-five years ago Hirsch was already writing powerfully — in The Schools We Need and Why We Don’t Have Them — about this romantic-progressive “soft utopianism” and how it conflicted with what is wisest and best in the thinking, writings, and achievements of the founding fathers and their early republic. Yet he also knew — as himself a repentant progressive “mugged by reality” — that in the nineteenth century the republican educational legacy was already under intellectual assault by Rousseau’s American disciples Emerson, Thoreau, and Walt Whitman. Whitman’s egalitarian naturalism was one of Dewey’s greatest inspirations by the early twentieth century.

The progressives particularly dislike history, and our current “Great Awakening” indicates this. A few years ago, the former superintendent of the school system of one of our most “liberal” states said to me in private conversation that “the progressives hate history and won’t tolerate it in the curriculum”. They hate it because any thinking about history requires ethical assumptions and qualitative judgments: What in the past is worth studying? How do we structure our narratives? How do we fairly evaluate historical personalities and events? Which ones were virtuous and beneficial? These and related questions require some standard of justice and the idea that most individuals — in the past and present — have some degree of free will and some disposition to ethics: the “self-evident truths” of our founding document, and of civilization itself.

September 1, 2022

Rotherham Borough Council proudly announces they will be the first “Children’s Capital of Culture”

Honest to God, you can’t parody the real world harder than it parodies itself:

The news that the South Yorkshire market town of Rotherham would be the world’s first “Children’s Capital of Culture” in 2025 has been greeted by many as some kind of sick joke.

Rotherham is at the heart of England’s group-based child sexual exploitation crisis. In 2012, The Times revealed that a confidential 2010 police report had warned that vast numbers of underaged girls were being sexually exploited in South Yorkshire each year by organised networks of men “largely of Pakistani heritage”. South Yorkshire Police and local child-protection agencies were shown to have knowledge of widespread, organised child sexual abuse — but failed to act on this on-the-ground intelligence.

Rotherham borough council, South Yorkshire Police and other public agencies responded by setting up a team of specialists to investigate the reports. In 2013, an independent inquiry spearheaded by Professor Alexis Jay was launched. Her subsequent report into child sexual exploitation in Rotherham, published in 2014, made for awfully grim reading. It found that at least 1,400 children had been subjected to appalling forms of group-based sexual exploitation between 1997 and 2013. The report detailed how girls as young as eleven years of age — either in Year 6 or Year 7 of school — had been intimidated, trafficked, abducted, beaten and raped by men predominantly of Pakistani heritage.

Jay was also deeply critical of the institutional failures that had allowed organised child sexual abuse to flourish in Rotherham. The report concluded that there had been “blatant” collective failures on the part, firstly, of the local council, which consistently downplayed the scale of the problem; and secondly, on the part of South Yorkshire Police, which failed to prioritise investigating the abuse allegations. Indeed, the Jay Report found that the police had “regarded many child victims with contempt”. The inquiry discovered cases involving “children who had been doused in petrol and threatened with being set alight, threatened with guns, made to witness brutally violent rapes and threatened they would be next if they told anyone”. One young person told the inquiry that gang rape was a normal part of growing up in Rotherham. Just let that sink in — groups of adult-male rapists preying on vulnerable girls was normalised in an English minster town.

The Jay Report also took the local authorities to task for elevating concerns about racial sensitivities over the protection of the children in their care — an all-too-familiar element of the nationwide grooming-gangs scandal in England. As the Jay Report put it: “Several [council] staff described their nervousness about identifying the ethnic origins of perpetrators for fear of being thought as racist; others remembered clear direction from their managers not to do so”.

The safety and protection of the most vulnerable girls in society was sacrificed on the altar of state-backed multiculturalism and diversity politics. A recent report published after a series of investigations carried out by the Independent Office for Police Conduct (IOPC) under “Operation Linden”, found there were “systemic problems” within South Yorkshire Police that meant “like other agencies in Rotherham … it was simply not equipped to deal with the abuse and organised grooming of young girls on the scale we encountered”. South Yorkshire Police recently landed itself in further hot water after it was revealed by The Times that the police force was failing to routinely record the ethnic background of suspected child sexual abusers. For Rotherham, suspect ethnicity was missing for two in three cases.

August 30, 2022

NYT op-ed – “Maternal instinct is a social construct devised by men to keep women subordinate”

Filed under: Health, Media, Science — Tags: , , , , , — Nicholas @ 03:00

Jerry Coyne responds to a New York Times op-ed by Chelsea Conaboy (author of a forthcoming book from which the op-ed was adapted):

The recent article […] from the New York Times (of course), is one of the worst of the lot. It bespeaks a lack of judgment on the part of the author — who ignores biology because of her ideology — as well as on the part of the newspaper, which failed to hold the author’s feet to the scientific fire. Let this post be my rebuttal.

Author Conaboy, who apparently hasn’t done enough scientific research, maintains that “maternal instinct” doesn’t exist, but is a social construct devised by men to keep women subordinate.

The immediate problem is that Conaboy never defines “maternal instinct”. It could mean any number of things, including a greater desire of women than men to have children, a greater desire of women than of men to care for those offspring, the fact that in animals mothers spend more time caring for offspring than do fathers, a greater emotional affinity of women than of men towards children (including offspring), or the demonstration of such a mental difference by observing a difference in caring behavior.

I will define “maternal instinct” as not only the greater average tendency of females than males to care for offspring, but also a greater behavioral affinity towards offspring in females than in males. The term involves behavioral response, not “feelings”, which are demonstrable only in humans. Thus one can look for difference in “parental instincts” across various species of animals.

But even in this sense, Conoboy is partly (but far from wholly) correct when she discusses humans. It’s undoubtedly true that women were socialized into the sex role as offspring breeders and caretakers, with men assuming the “breadwinning” role. It’s also true that women were often denied access to work or education because their vocation was seen as “reproducer”, or out of fear that they would spend less time working and more on children, or even that they’d get pregnant and would leave jobs. Further, it’s also true that this role difference was justified by being seen as “hard-wired” (i.e., largely the result of genes, which, I argue below, is true), and that “hard-wired” was conceived as “unable to be changed”. The latter construal, however, is wrong, and that is what really held back women. The socialization of sex roles, which still occurs, goes on from early ages, with girls given dolls and boys toy cars, though, as society has matured, we’re increasingly allowing girls to choose their own toys and their own path through life. I of course applaud such “equal opportunity”.

But to claim that women don’t have a greater desire than men to care for offspring, or have a greater emotional affinity towards offspring, is to deny biology, and evolution in particular. (I freely admit that many men love their kids deeply, and that some men care for them as much or more as do mothers, but I’m talking about averages here, not anecdotes.)

There are two reasons why Conaboy is wrong, and both involve evolution.

The first is theoretical, but derived from empirical observations. It thus explains the second, which is wholly empirical and predictive. How do we explain the fact that, across the animal kingdom, when members of only one sex do most of the childrearing, it’s almost invariably the females? (Yes, in many species males share the duties, and in a very few, like seahorses, males provide more parental care; and there are evolutionary reasons for that.)

The reasons for the statement in bold above involves the biology of reproduction. It is the female who must lay the eggs or give birth, and there is no way she can leave her genes behind unless she does that. It’s easier for males to take off after insemination and let the females care for offspring. Given that females are constrained to stick with the fertilized eggs, their best strategy is to take care of the gestation and resultant offspring, which of course allows males to seek other mates. Not only must females carry the fetuses, lay the eggs, and so on, but they are also constrained to see out the pregnancy until offspring are produced and then suckle or tend them in other ways. In some cases it’s the best evolutionary strategy for a male to stick around and share the child-rearing, but often it’s not.

This disparity in behavior holds not just in humans, of course, but in many animals: it’s a prediction — largely verified — of evolutionary psychology.

August 29, 2022

QotD: Refuting the “children want to learn” notion

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

As PJ O’Rourke has been known to note, only people who have never dated an EE [Elementary Education] major fail to understand what is wrong with education. We’re not exactly recruiting the brains of our generation into that workforce. Which is of course why that workforce falls for the sort of tripe the progressives tell them about teaching snots.

    “Progressivism rests on the idea that children want to behave and they want to learn, the teacher needs to step back and allow the child to explore their natural curiosity, which will motivate them and keep them engaged,” Mr Bennett said.

Isn’t that fun as an assumption? Because if it were true then we wouldn’t need trained teachers in schools, would we? The brats want to learn, they will learn therefore. Actually, we don’t even need schools. Just release them into the wild somewhere near a library and they’ll get on with it themselves. [Perhaps the best known historical exponent of this theory was Jean-Jacques Rousseau, in Émile, a treatise on education.]

Ah, you say, that wouldn’t work? Then and therefore our assumption about all just wanting to learn is wrong, isn’t it?

To approach the same point alternatively. If kiddies just thirst for that knowledge to be imparted then why do we monitor truancy? If the first assertion is true then there won’t be any of the second. If we have incidence of the second – and we do indeed have a system to both monitor and try to prevent it – then the first assertion cannot be true. Not of all, all the time that is. And that’s all we need to be able to insist that a teaching method based upon its universal existence is wrong.

Not for the first time Progressivism fails when applied to actual human beings.

Jacob Rosser, “When Progressive Teaching Meets The Reality of Human Children — Not A Pretty Sight”, Continental Telegraph, 2019-05-13.

August 5, 2022

“… what explains the growing enthusiasm for ‘Drag Queen Story Hour'”?

Filed under: Britain, Health, Media — Tags: , , , — Nicholas @ 03:00

In UnHerd, Andrew Doyle considers the deep weirdness of how not just “Drag Queen Story Hour” but all things drag are being pushed on children at any cost:

“One thing that drag queens don’t get on FLICKR is tips” by kennethkonica is licensed under CC BY-ND 2.0 .

One Easter Sunday, many years ago, some friends and I attended a showcase of performances in a network of dank subterranean vaults. The event was self-consciously avant-garde, and many of the artists were drag queens who were exploring the more subversive aspects of their craft. This involved a great deal of screaming, bloodletting and carnal depravity. At one point I wandered into a chamber in which two naked performers were engaged in full penetrative sex. Around them a cluster of middle-class hipsters had formed, pensively observing them as though they were connoisseurs contemplating a Henry Moore.

These days we are accustomed to a somewhat tamed version of drag. But the best performers have always pushed the limits of acceptability: I once appeared at a comedy night at the Edinburgh fringe hosted by a drag queen whose interaction with the punters was not so much waspish as downright libellous. At another, I remember a drag artist smoking liberally during the performance, blowing smoke at a pregnant woman on the front row and saying “I hope you have a miscarriage”. It was a far cry from RuPaul’s Drag Race.

Traditional drag is clearly meant for adults. So what explains the growing enthusiasm for “Drag Queen Story Hour”, in which drag queens visit schools, libraries and other council venues to read to young children? For whatever reason, this bizarre subgenre has been championed by celebrities and politicians who wish to be seen as being on “the right side of history”. Last week the MP for Walthamstow, Stella Creasy, tweeted about taking her infant son to a show in which a drag queen called Greta Tude “put so much energy into story telling and entertaining local children”. Her colleague Nadia Whittome replied, describing the event as “so wholesome”.

But do fans of drag really want it to become “wholesome”? The appeal of drag shows is that they revel in sexual dissidence, as the American drag queen Kitty Demure has pointed out:

    I have no idea why you want drag queens to read books to your children … Would you want a stripper or a porn star to influence your child? It makes no sense at all. A drag queen performs in a nightclub for adults. There is a lot of filth that goes on, a lot of sexual stuff that goes on, and backstage there’s a lot of nudity and sex and drugs. Okay? So I don’t think this is an avenue that you would want your child to explore.

The sexual element of drag is impossible to deny. Even the more tepid drag queens, whose repertoire extends no further than lip-synching to Donna Summer, tend to interlace their performances with suggestive gestures, provocative quips and the occasional slut-drop.

That’s not to say drag queens can’t adapt to a younger audience — they are actors after all. It’s perfectly possible for performers of Drag Queen Story Hour to read stories to children without all the eroticised preening and pouting we have come to expect from them. But why would any self-respecting artist want to do it? There is something deeply mystifying about drag queens who choose to anaesthetise their art form in order to regale infants with tales of teddy bears and picnics.

July 24, 2022

Still no actual evidence of unmarked graves for Residential School children

In Quillette, Jonathan Kay updates the year-old sensational stories about First Nations children being buried in unmarked (in more unhinged reporting it might have been “mass”) graves on the grounds of former Residential Schools in Canada:

Canada’s unmarked-graves story broke on May 27th, 2021, when the Tk’emlúps te Secwépemc First Nation reported the existence of ground-penetrating radar (GPR) data that indicated regularly spaced subterranean soil disturbances on the grounds of a former Indigenous Residential School that had operated in Kamloops, BC between 1893 and 1978. In addition, the First Nation’s leaders asserted their belief that these soil disturbances corresponded to unmarked graves of Indigenous children who’d died while attending the school.

The story became an immediate sensation in the Canadian media; and remained so for months, even after the GPR expert on whom the First Nation relied, Sarah Beaulieu, carefully noted that the radar survey results didn’t necessarily indicate the presence of graves — let alone graves that had been unmarked, graves of Indigenous people, or graves of children. Contrary to what many Canadians came to believe during that heady period, GPR survey data doesn’t yield X-ray-style images that show bodies or coffins. What it typically shows are disruptions in soil and sediment. Investigators then need to dig up the ground to determine what actually lies underneath.

An explanatory image posted by GeoScan, a Canadian Ground-Penetrating-Radar service provider, showing how mapped GPR data can indicate the possible presence of graves.
Image via Quillette.

But those details were swept aside during what, in retrospect, appears to have been a true nation-wide social panic. As other Indigenous groups announced that they’d be conducting their own GPR surveys, media figures confidently asserted that the original Canadian Residential-School student death-toll estimate of 3,201 would soon double or even triple. One op-ed writer went so far as to declare that “the discovery of the graves of the children in Kamloops may be Canada’s Holocaust moment.” Dramatic, tear-drenched acts of public atonement unfolded everywhere, with many July 1st Canada Day celebrations being either cancelled or transformed into opportunities for morose self-laceration.

I was one of many Canadians who initially got swept up with all of this — in large part because it seemed as if everyone in the media was speaking with one voice, including journalists I’d known and respected for many years. Looking back on the coverage, I note that headline writers mostly skipped over the technical bits about soil dislocations and such, and went straight to “bodies” and “graves”. And the stories often were interspersed with credulous recitations of dubious tales featuring live babies being thrown into furnaces or buried alive.

The whole mission of Canada’s church-run Residential School system was to assimilate Indigenous people into white Canadian society, usually against their will, while forcing children to leave their families and communities for months or even years at a time. No one disputes that many students were subject to cruel (and sometimes even predatory) treatment and substandard medical care. Certainly, the death rate for Indigenous children attending these schools was much higher than that for children in the general population. No, I never bought into the idea that there was any kind of mass-murder plot going on at these schools. But it hardly seemed far-fetched that some victims of mistreatment and neglect had been buried in unmarked graves — “off the books”, so to speak—by malevolent white teachers, school administrators, and priests seeking to evade responsibility for their actions.

The other important aspect to mention is that — like most other Canadians, I’m guessing — I believed we were only a few days or weeks from seeing real physical evidence plucked from the earth. So it didn’t much matter to me that early commentators were temporarily playing fast and loose with the distinction between GPR data and actual corpses.

Canadians were being told that the old orchard in Kamloops where the GPR data had been collected was a crime scene — a site of mass murder, and the final resting place of 215 child homicide victims. As I’ve reasoned elsewhere: If you told Canadians that, say, 215 murdered white children were buried somewhere in Toronto, or Ottawa, or Vancouver, there’d be investigators and police crawling all over the place, looking for remains that could be tested and identified. And so I naturally assumed the same thing soon would be happening in Kamloops.

But … no. Not at all, in fact.

As I wrote over a year ago, the way the story swept the media was as if the whole Residential School history was somehow new and previously unknown:

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?

July 16, 2022

QotD: No, your baby isn’t racist

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

Look, it’s not even racial, but it is tribal. Because human beings are tribal. By evolution and inclination, humans associate most with people they’re used to, and they feel safe amid a small number of people they know well.

The insanity of all the “your baby is racist” studies is thinking that babies prefer people who look like THEM. This is not the case. They prefer people who look like those they identify as parents. Take a Chinese baby, at birth, and have him raised by Maori and they’ll react badly to people who look Chinese. Think of it in terms of the band of human (or pre-humans.) If a baby found himself amid a group that didn’t look like its caretakers chances were it was dead and/or lunch. Sending up a distress signal in the form of wailing is its only hope its caretakers will come and rescue it. (“It” because I’m including pre-humans. This applies — with bells on — to baby chimps, btw, who are just human-adjacent.)

Sarah Hoyt, “They’re Out To Get You”, According to Hoyt, 2019-04-09.

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