Quotulatiousness

November 4, 2022

Ontario parents brace for yet more school disruption as CUPE threatens a Friday walkout

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

Matt Gurney, writing in Toronto Life, recounts a fairly typical Ontario parent’s concerns at the latest stand-off between the Ontario government and the non-teaching educational workers represented by the Canadian Union of Public Employees (CUPE):

It’s one thing to watch the news as a journalist and wonder how to cover it. Over the last week or so, though, I’ve just been another parent wondering if my young kids are going to be out of school for an extended period. Again.

It’s all very familiar by now, of course. Can I shuffle my deadlines? Should we get rotating playdates going with neighbours so we can have some quiet in the house when we have an important Zoom call? Do we still have the number of that tutor we used during Covid, and should we call her again if this drags on? Anyway, there’s always the grandparents, right?

This is stress we don’t need — a kick in an already tender spot. I remind myself that, all things considered, others have it way worse: people on shift work, single parents, parents of kids with special needs, those for whom a missed shift means a missed rent payment or a skipped meal. But, even among the affluent and privileged, the frustration, the sense of weariness at more of this, is strong.

[…]

Let me repeat that: my son, now in the third grade, has never had a normal year of school. Preschool and JK? Sure. But then Covid struck mid-senior-kindergarten, in a year already disrupted by job actions from teachers during contract negotiations with the province. (Once the pandemic began, deals were quickly reached.) Schools closed and didn’t reopen. The next year, his first grade, was a complete fiasco, with schools opening and closing as the virus surged and waned. The second grade was better but still had a lot of shifting rules and a relatively brief shutdown after Christmas. This year was the first shot for my son to know a normal school year.

And there are thousands of other kids like him out there, each with a parent (or two) who worries that their child has already lost too much.

Don’t discount the guilt parents feel. We spent years telling our kids, “No, you can’t do this.” Denying them birthday parties, family trips, sports and activities, even just playdates. If you aren’t a parent and don’t understand why people might get so passionate about whether their kids stay in a classroom, don’t make the mistake of thinking it’s all about the lesson plan or just a desire to ship them off so that the house is quiet for a few hours. Those both matter, but the bigger concern for many is that we’re tired of saying no to our kids. We’re tired of telling them that they can’t do things. We’re tired of having things taken away from them.

We knew that measures to limit the spread of Covid were important. We went along, for the most part. We waited. We got our jabs. Many of us got our kids jabbed. In exchange, we want normalcy back. Not for us but for them.

The Ford government’s treatment of CUPE is undeniably heavy handed — probably on purpose, to send a signal to other unions. It’s also unnecessarily nasty. Ford could have struck a better deal with education workers, like imposing a short-term contract with a higher wage boost to help them ride out inflation, as I proposed weeks ago. That might have eased the concerns of parents out there who, though worried about their kids, don’t like Ford or what he’s doing.

I think Jen Gerson has it right here:

October 24, 2022

The rise of “Queer Theory”

Filed under: Books, Health, History, Media, USA — Tags: , , , , , , , — Nicholas @ 05:00

In City Journal, Christopher F. Rufo provides the background that has lead to the widespread phenomenon of “Drag Queen Story Hour”:

Start with queer theory, the academic discipline born in 1984 with the publication of Gayle S. Rubin’s essay “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality”. Beginning in the late 1970s, Rubin, a lesbian writer and activist, had immersed herself in the subcultures of leather, bondage, orgies, fisting, and sado-masochism in San Francisco, migrating through an ephemeral network of BDSM (bondage, domination, sadomasochism) clubs, literary societies, and New Age spiritualist gatherings. In “Thinking Sex”, Rubin sought to reconcile her experiences in the sexual underworld with the broader forces of American society. Following the work of the French theorist Michel Foucault, Rubin sought to expose the power dynamics that shaped and repressed human sexual experience.

“Modern Western societies appraise sex acts according to a hierarchical system of sexual value,” Rubin wrote. “Marital, reproductive heterosexuals are alone at the top erotic pyramid. Clamouring below are unmarried monogamous heterosexuals in couples, followed by most other heterosexuals. … Stable, long-term lesbian and gay male couples are verging on respectability, but bar dykes and promiscuous gay men are hovering just above the groups at the very bottom of the pyramid. The most despised sexual castes currently include transsexuals, transvestites, fetishists, sadomasochists, sex workers such as prostitutes and porn models, and the lowliest of all, those whose eroticism transgresses generational boundaries.”

Rubin’s project — and, by extension, that of queer theory — was to interrogate, deconstruct, and subvert this sexual hierarchy and usher in a world beyond limits, much like the one she had experienced in San Francisco. The key mechanism for achieving this turn was the thesis of social construction. “The new scholarship on sexual behaviour has given sex a history and created a constructivist alternative to” the view that sex is a natural and pre-political phenomenon, Rubin wrote. “Underlying this body of work is an assumption that sexuality is constituted in society and history, not biologically ordained. This does not mean the biological capacities are not prerequisites for human sexuality. It does mean that human sexuality is not comprehensible in purely biological terms.” In other words, traditional conceptions of sex, regarding it as a natural behavior that reflects an unchanging order, are pure mythology, designed to rationalize and justify systems of oppression. For Rubin and later queer theorists, sex and gender were infinitely malleable. There was nothing permanent about human sexuality, which was, after all, “political”. Through a revolution of values, they believed, the sexual hierarchy could be torn down and rebuilt in their image.

There was some reason to believe that Rubin might be right. The sexual revolution had been conquering territory for two decades: the birth-control pill, the liberalization of laws surrounding marriage and abortion, the intellectual movements of feminism and sex liberation, the culture that had emerged around Playboy magazine. By 1984, as Rubin acknowledged, stable homosexual couples had achieved a certain amount of respectability in society. But Rubin, the queer theorists, and the fetishists of the BDSM subculture wanted more. They believed that they were on the cusp of fundamentally transforming sexual norms. “There [are] historical periods in which sexuality is more sharply contested and more overtly politicized,” Rubin wrote. “In such periods, the domain of erotic life is, in effect, renegotiated.” And, following the practice of any good negotiator, they laid out their theory of the case and their maximum demands. As Rubin explained: “A radical theory of sex must identify, describe, explain, and denounce erotic injustice and sexual oppression. Such a theory needs refined conceptual tools which can grasp the subject and hold it in view. It must build rich descriptions of sexuality as it exists in society and history. It requires a convincing critical language that can convey the barbarity of sexual persecution.” Once the ground is softened and the conventions are demystified, the sexual revolutionaries could do the work of rehabilitating the figures at the bottom of the hierarchy — “transsexuals, transvestites, fetishists, sadomasochists, sex workers”.

Where does this process end? At its logical conclusion: the abolition of restrictions on the behavior at the bottom end of the moral spectrum — pedophilia. Though she uses euphemisms such as “boylovers” and “men who love underaged youth”, Rubin makes her case clearly and emphatically. In long passages throughout “Thinking Sex”, Rubin denounces fears of child sex abuse as “erotic hysteria”, rails against anti–child pornography laws, and argues for legalizing and normalizing the behavior of “those whose eroticism transgresses generational boundaries”. These men are not deviants, but victims, in Rubin’s telling. “Like communists and homosexuals in the 1950s, boylovers are so stigmatized that it is difficult to find defenders for their civil liberties, let alone for their erotic orientation,” she explains. “Consequently, the police have feasted on them. Local police, the FBI, and watchdog postal inspectors have joined to build a huge apparatus whose sole aim is to wipe out the community of men who love underaged youth. In twenty years or so, when some of the smoke has cleared, it will be much easier to show that these men have been the victims of a savage and undeserved witch hunt.” Rubin wrote fondly of those primitive hunter-gatherer tribes in New Guinea in which “boy-love” was practiced freely.

Such positions are hardly idiosyncratic within the discipline of queer theory. The father figure of the ideology, Foucault, whom Rubin relies upon for her philosophical grounding, was a notorious sadomasochist who once joined scores of other prominent intellectuals to sign a petition to legalize adult–child sexual relationships in France. Like Rubin, Foucault haunted the underground sex scene in the Western capitals and reveled in transgressive sexuality. “It could be that the child, with his own sexuality, may have desired that adult, he may even have consented, he may even have made the first moves,” Foucault once told an interviewer on the question of sex between adults and minors. “And to assume that a child is incapable of explaining what happened and was incapable of giving his consent are two abuses that are intolerable, quite unacceptable.”

Rubin’s American compatriots made the same argument even more explicitly. Longtime Rubin collaborator Pat Califia, who would later become a transgender man, claimed that American society had turned pedophiles into “the new communists, the new niggers, the new witches”. For Califia, age-of-consent laws, religious sexual mores, and families who police the sexuality of their children represented a thousand-pound bulwark against sexual freedom. “You can’t liberate children and adolescents without disrupting the entire hierarchy of adult power and coercion and challenging the hegemony of antisex fundamentalist religious values,” she lamented. All of it — the family, the law, the religion, the culture — was a vector of oppression, and all of it had to go.

October 16, 2022

The concept of “childhood” changes over time

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

Chris Bray on the steady changes in how adult societies have viewed their children from the “better whipped than damned” views of the Puritans to the “childhood is sexy” views of today’s avante-garde opinion pushers:

Childhood is mercury.

Puritans thought that children were born in a state of profound corruption, marked by Original Sin. Infants cry and toddlers mope and disobey because they’re fallen, and haven’t had the time and the training to grow into any higher character. The devil is in them, literally. And so the first task of the Puritan parent was “will-breaking”, the act of crushing the natural depravity of the selfish and amoral infant. A child was “better whipped than damned”, in need of the firm and steady repression of his natural depravity. Proper parenting was cold and distant; parents were to instruct.

By the back half of the 19th century, children were sweet creatures, born in a state of natural innocence, until the depravity of society destroyed their gentle character. (“Man is born free, and everywhere he is in chains.”) Meanwhile, the decline of family-centered industry changed the household. The historical father, present all day on the family farm and guiding his children with patriarchal modeling and moral instruction, left for work at the factory or the office, and mom occupied “the women’s sphere“, the nurturing home.

Depraved infants, stern and firm parents; innocent children, nurturing mothers. Those two conceptions of childhood and the family can be found less than a hundred years apart at their edges. There are some other pieces to layer into that story, and see also the last thing I wrote here about the history of childhood. But the briefest version of an explanation is that the changing idea of what it meant to be a child was a reflection of growing affluence and security: Calvinist religious dissenters living hard and unstable lives viewed childhood darkly, while the apotheosis of Romantic childhood appeared in the homes of the emerging Victorian management class.

So childhood is mercury: It moves and morphs with societal changes, becoming a different thing in different cultures and economies. It tells you what the temperature is.

In the febrile cultural implosion of 2022, childhood is sexy, and legislators work hard to make sure 12 year-olds can manage their STDs without the interference of their stupid clingy parents.

Or click on this link to see a fun story about a teacher in Alabama who has a sideline as a drag queen, reading a story to young children about a dog who digs up a bone and then cleverly telling the children, “Everybody loves a big bone.” Wink wink! I mean, really, what could be sexier or more fun than talking to very young children about thick adult erections, amirite?

Update: Corrected link.

October 14, 2022

QotD: High school

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

Those of us on the back nine of our lives remember high school as a process of differential diagnosis. You try on a certain set of social roles to see which, if any, fit. You don’t go out for the baseball team because it’s the first step to making the Majors. Really, you might not even like playing baseball all that much. You go out for the baseball team because you want to be a Jock. If you make the team, you’re a Jock for a while, leading the Jock life and learning its lessons. If you don’t make the team, you go find something else — the Debate Club, heavy metal music, whatever — and learn the lessons those lifestyles teach.

You didn’t understand this back then, of course, but your parents did, and — crucially — your teachers did. If you wanted to be a Metalhead this semester, they’d treat you like a Metalhead, complete with the “Why are you wasting your potential (and ruining your ears) with that godawful noise?” They’d make a show of having a Very Serious Conversation with you about the dangers of drugs and satanism … knowing full well that you weren’t on drugs, weren’t sacrificing virgins to Moloch (if for no other reason than you didn’t actually know any girls), and would, in fact, come back as a clean-scrubbed Preppie after summer break your junior year.

The key word in “adolescent rebellion”, after all, is adolescent. All of that stuff was just practice. If it proceeded in the normal way, what going through all the permutations of high school identity taught you was:

  • you’re a fairly normal person; and
  • that’s ok.

In other words, you are not a collection of externals — clothes, music, hairstyles. You’re you. The externals can change, fairly radically — remember that one summer you broke your nose trying to be a skater? — but there’s a core in there that’s you. Which is great, because it means that you are just a person who takes customer service calls in a cubicle farm to pay the bills; they’re not going to put “Here lies Bill, a Customer Service Representative” on your tombstone.

Severian, “The Basic College Girl”, Rotten Chestnuts, 2019-07-24.

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.

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