Quotulatiousness

November 13, 2025

How the school environment encourages male disconnection and stokes extremism

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

On the social media site formerly known as Twitter, a parent describes the experience of visiting a local high school and observing just how politicized and progressivized most of the classrooms are (which also strongly implies that the instruction is part education, part indoctrination):

Wokal Distance @wokal_distance
Nov 11

I despise the Groyper movement, but if you want to understand where Fuentes gets purchase with young men I will tell you how it happened by telling you about my experience at the orientation night when my son joined elementary school band:

My 11 year old son son joined the elementary school band, and so I went to the parents orientation night which was held at a local high-school. As the night went on it became obvious to me why young men rage against the larger social system.

The classrooms were inundated with DEI messages and trans pride flags. On the walls there were posters, stickers and various decorations that all invoked the various totems if diversity. Black lives matter messaging, decolonization messaging, LGBTQ+ messaging, and basically ever sort of race and gender social justice messaging you can imagine was present. The advertisements for post secondary opportunities featured social justice education prominently, including advertising a course on indigenous ways of knowing” as something grade 12 students should pursue upon graduation. Many of the teachers has “this is a safe space” sticker son their doors, and others had variations of “in this house” messaging on their doors or on the walls of the classroom.

The entire aesthetic which dominated the decoration of classrooms was the progressive leftist coded “in this house” and “be kind” aesthetic. As soon as you walked into a classroom there was no doubt as the the political leanings of whichever teacher occupied that classroom. The only way I can describe it is to say that progressive social justice activists have colonized the school and marked their territory.

A woman in a mask (who was in charge) got up and read a number of land acknowledgements before acknowledging the contribution of indigenous people to ways of knowing. Standard leftist land acknowledgement boilerplate. Additionally, every interaction was done in the style of HR style professionalism mixed with progressive leftist coded gentle parenting.

When it comes to how the teachers behaved I am going to draw on both that night and the other times I have been at my sons school in order to explain it. To begin, the boys are treated almost as though they are defective girls. The feminine modes of interaction and socialization are treated as though they are the only legitimate modes of interaction and serve as the taken for granted way to properly interact and navigate the world. Almost all the authority figures at my sons school are women with almost no exceptions. One day my son found out that the school had hired a single male education Assistant, and my son came home and told me, in wondrous amazement, that he saw a “boy teacher” at school. The level of wonderment and surprise he expressed was on par with what I would expect if he had walked into school and seen a triceratops walking the hallways.

My son often comes home from school and expresses utter frustration at the fact that his preferred way of communicating, as well as the things that are aligned with his temperament are treated as though they were somehow inferior. As he is 11 (and being assessed for autism) he lacks the correct technical language to describe this, so it generally shows up as him getting in trouble for being insufficiently “gentle” and “kind” in response to various passive aggressive power plays and instances of bullying carries out by his more socially developed (often) female peers.

To say that band night was feminine coded would be an understatement. It would be more accurate to say that feminized modes of behavior and communication were embedded in every single interaction. It was a totally alien environment for anyone who isn’t well versed in navigating the social codes of progressive leftist institutional spaces. It was like the slogan “the future is female” was taken to be a command delivered from God Himself turned into an education program.

Now, I want you to imagine what it is like for an 11 year old boy to be saturated in that environment day after day. he is an alien in his own school who is treated essentially like a ticking time bomb who needs to be effectively managed rather than engaged with an taught, and he knows this is happening. It is hard to overstate the level of hostility towards boys that is floating around in the ambient culture of the school system. It isn’t so much that there is an explicit form of anti-male bigotry (although examples of that exist) it is more that there is an overall attitude of distaste for anything masculine and an utter indifference towards the interests, fortunes, and inner lives of young boys. The expectations, norms, rules, and standards of behavior cater to the sensibilities of girls and women.

This is the entire social system that a young boy goes through from when he is 6 years old all the way until he is graduated from university.

It’s an old trope on the right to say “imagine if the roles were reversed,” but that would be to miss the point. I know that many on the left will say that all of this is perfectly acceptable because of historical injustices and the pursuit of Social Justice. What I want to point out to you is how absurd the world must appear through the eyes of the average 11 year-old boy. He is basically told he has a host of social advantages (white privilege, male privilege, straight privilege, etc) that he has never experienced and will never benefit from, and this justifies the system which he is immersed in. And the worst part is, if young men point any of this out, the very people who are doing it will look them in the eye with a straight face and deny that any of this ever happened. Making matters worse these men begin to figure out that the institutions have been used to advance a leftist political agenda that scapegoated their group (young white men), and when they point this out everyone in authority calls them evil bigots.

And all this happens during their formative years.

Now, Imagine you are a young white male.

You graduate from the school system and are released into the world only to find that the feminine modes of socialization pushed on you are entirely unfit for purpose. That the social skills you were taught fail utterly in both the job markets young men tend towards (construction, engineering, building, landscaping, etc) and have no purchase in the dating market where highly agentic, masculine, wealthy men have a huge advantage over the passive, docile “nice boy.” On top of that, imagine that a great deal of the job listings that you peruse make it clear that preference will be given to women and “diverse” candidates, and that the job interview itself is full of shibboleths, coded statements, and trap questions meant to elicit responses that allow the hiring party to exclude anyone who isn’t sufficiently versed in and aligned with the priorities of the DEI/Woke/Social Justice paradigm.

On top of that, that if a you do get a job you will exposed to various sensitivity trainings, DEI trainings, and intersectionality workshops in which your group (straight white men) are repeatedly scapegoated as the source of all the worlds pathologies. Laid at your feet are patriarchy, colonialism, racism, sexism and a great number of other social evils for which you are taken to be complicit in and have a responsibility for fixing in virtue of being a white male.

While all this is going on a series of scandals (COVID, Men in womens’ sports, trans kids, etc) reveal to you the degree to which the institutions that make up the society you live in have adopted an ideology that is actively hostile to you because you are a straight white male, and have been denying you opportunity while scapegoating you for all societies problems and treating you like you are a defective girl.

Once you understand this, the real question is not “why are some young men radicalizing?” the real question is “why are there any young men at all who have not been radicalized?”

None of this is to excuse any of the extremist radicals who are attempting to harness the resentment and anger of young men for their evil purposes. The point is to get you to understand why young men will attach themselves to any voice who is willing to stridently call for the obliteration of the social system and ideology which lied to them during their formative years and is currently doing things which rob them of opportunities for advancement and success.

The institutions have totally blown their credibility with young men, and have completely destroyed young men’s trust in institutions. Young men view the current set of social institutions as ideologically corrupt and totally illegitimate, and they view the narratives that emerge from those institutions as being expressions of as nothing more then a story told to legitimize an ideology which seeks to hold them back. As such, the institutions and their narratives have absolutely no normative pull on young Gen Z men.

I am not saying the situation is hopeless, but unless you acknowledge what I have laid out here, and engage in a good faith attempt to understand what the school system, Universities, non-profits, HR departments, and other civic institutions have done to young men, you will never be able to gain their trust enough to lead them away from guys like Nick Fuentes, Andrew Tate, Andrew Torba, and other pathological influences.

/fin

H/T to Sarah Hoyt at Instapundit for the link.

October 4, 2025

Rapid onset gender dysphoria (ROGD)

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

At Woke Watch Canada, Igor Stravinsky tells the story of “Jane and John”, a distressing tale of rapid onset gender dysphoria:

Image via the Boston Medical Center

In Ontario elementary schools, students are taught that whether you’re a boy or a girl is not determined by your physical body. Kids are encouraged to “explore their identity”. You may have a girl’s body. But how do you feel about it?

These kinds of discussions are going on because schools have accepted what rational people call “gender ideology”, but I prefer the term “gender mythology” because an ideology usually has to do with political systems. In my view the idea that a person’s sex is unrelated to their physical body, that they have a kind of soul sex, if you will, is clearly a myth.

[…]

Jane and John

This is a true story. The names have been changed to protect the privacy of this person.

Jane was a happy, clever, talented, and expressive girl who always wanted to help others. She displayed precocious empathy and enjoyed teaching younger kids various skills. Jane became socially conscious at an early age and was bothered by the fact that she enjoyed a middle-class, Western quality of life while so many others were clearly struggling. As an elementary student, she canvassed her neighbourhood collecting donations for disadvantaged kids. She came to identify with groups she saw as persecuted or oppressed.

Her school was very racially diverse, but she did not observe much racial discrimination. What she did notice was a fair bit of homophobia. She quickly took every opportunity to be an ally to the LGBT cause. In her middle school, there was an LGBT club, which she joined. Jane would often arrive home from school in an angry state because another student had said something that upset her, like, “being gay is a sin”, for example.

Jane’s parents were progressives who made it clear that she would be loved and accepted if she were a lesbian. Jane laughed at that and replied that she “dreamed about boys”.

Jane was a high achiever who was active in athletics and music. At 16, she became a vegan. She was in most ways a typical high school student, but her allyship with LGBT people gradually moved towards activism.

At university she quickly gravitated towards Indigenous and Gender Studies. Her close friends were all LGBT people. Her best friend was a transwoman (a man who identified as a woman). Jane came out as “bisexual” but her main romantic relationship was with a man.

Then, abruptly at the age of 20, she announced to her parents that she was to be called “John” and that she was going to transition to male.

By her own admission, Jane had been perfectly happy as a girl/woman for 20 years- “until I wasn’t”. This does not fit the Gender Mythology narrative. There is simply no way you can reasonably argue that she had, at this late age, suddenly realized what she truly was. She herself did not even claim that. So, what happened?

[…]

It was pretty obvious to me that Jane’s “transition”, like [trans-race activist Rachel] Dolezal, was the result of a combination of personal qualities and social influences. All the stars aligned to point her in that direction. She desperately wanted to be part of the community she had connected with and was tired of just being an ally. Claiming to be bisexual did not really cement her position as an insider. But becoming trans was her ticket.

Due to the extreme nature of taking on that identity — lifelong drug regimens and a number of surgeries, all of which presented serious health risks, going down that road reflected a true commitment and not only made her a part of the LGBT tribe but catapulted her to the top of the hierarchy.

What Jane experienced is known as Rapid Onset Gender Dysphoria (ROGD) and was first identified by the physician/researcher Lisa Littman. Learn more about it here. If you want to get a 2SLGBTQ++ (plus whatever other letters and numbers they’re using now — I can’t keep up) activist spitting mad mention ROGD. The phenomenon proves beyond a reasonable doubt that gender dysphoria can be induced in vulnerable people by social circumstances and aligns well with the research and clinical practice of Dr. Kenneth Zucker from the Centre for Addiction and Mental Health (CAMH) in Toronto.

Zucker ran the clinic for some 20 years and was pushed out due to his refusal to accept “affirmative care” as the only acceptable treatment for gender dysphoria. Zucker found that about 80% of kids would eventually grow out of their dysphoria and thus did not believe in affirming kids’ identities but rather focused on helping them cope with their condition.

Since affirmative care (an oxymoron!) has been adopted, we thus know that 80% of the kids who have been put on the road to gender transitions (and most carry through to the end) would have seen their gender dysphoria dissipate naturally over time. But once the first step — puberty blocking drugs, is taken, kids almost always go on to cross sex hormones and many continue with various surgeries.

Gender clinics do not do follow up nor do they support de-transitioning, but it is clear that the number of young people out there who have seriously harmed themselves through “affirmation” treatments is significant, and more harm is being done day by day as long as affirmative care remains the standard treatment for gender dysphoria.

September 20, 2025

“[V]iolent crime [in Canada] had increased by 30% over the last decade”

Filed under: Cancon, Government, Law — Tags: , , , , — Nicholas @ 04:00

A lot of Canadians are noticing how much social peace has deteriorated in and near major cities, but police and local media increasingly are not sharing full information about suspects — often to avoid accusations of racism. It’s gotten bad but as James Pew points out … it’s just getting worse and worse:

Some of the 18 people charged with violent home invasions and carjackings in the Peel Region, July 2025.

Almost every day we hear new stories of violent crime in Canada. Many of us are shocked into speechlessness. Violent youth offences, home invasions, arsons and assaults are on the rise. The rate of car jackings in the York Region increased by 523% between the years 2019 and 2024. Home invasions in Canada are now a regular occurrence. Last year, Kiernan Green did some number crunching for The Hub. He found that violent crime had increased by 30% over the last decade. And Livio Di Matteo, of the Fraser Institute found that “while Canadian homicide rates remain lower than in the U.S., the Canadian rate has increased at a higher rate since 2014”. In the blink of an eye Canada went from a safe high trust society to a dangerous low trust society. Everything is upside down.

The swarming attack and murder of 59-year old homeless man Kenneth Lee of Toronto in December of 2022 was a somewhat early indication that something was dreadfully off. Eight girls, ranging in age from 13 to 16 attacked Lee, stabbing him with knives and small scissors multiple times. He later died in hospital. Initially charged with second degree murder, ultimately all eight girls had their charges reduced and were sentenced to probation only. The Mayor at the time, John Tory, referred to the judgment as “deeply disturbing.”

So far this year there have been thirteen cases in which youth offenders were charged with homicide in the Greater Toronto Area. The most recent involves a 12-year old who has been charged with murdering a 62-year old homeless man. He had been on a release order at the time of the murder. He was also accompanied by a 20-year-old man named Isaiah Byers. The two went on a spree of unprovoked violent attacks in downtown Toronto, targeting vulnerable individuals. Five in total were attacked with a hammer.

Frustrated with the city’s catch-and-release protocol, the Toronto Police Association recently took to X and asked, “Where are the judges who make these decisions?” And further, in a written statement the TPS pointed out, “Our members are held accountable for the decisions they make and the actions they take. Why isn’t anyone else?”

The Youth Criminal Justice Act (YCJA) is currently protecting the identities of youth offenders involved in shocking levels of violence across the GTA. On July 17th, a 14-year old boy, described as a black youth, was charged with fatally stabbing a 71-year-old woman, Shahnaz Pestonji, while attempting to rob her in a grocery store parking lot. The youth admitted later on a social media livestream that he “didn’t mean to kill the old lady” and was just trying to steal her car.

On August 16th, 8-year old Jahvai Roy was shot and killed by a stray bullet while at home sleeping in his mothers bed. Many bullets were shot that night by thugs outside the Roy home in North York, but tragically one of them passed through a window of Holly Roy’s bedroom and struck Jahvai. She wrote on Facebook, “My baby was preparing for one of his best friend’s birthday celebration. He was so excited he couldn’t sleep!” A 16-year old boy has been arrested, and two others are still being sought by police on Canada-wide warrants: 17-year old Ibrahim Ibrahim of Toronto, and 18-year old Amarii Lindner of Toronto.

On August 23rd a 16-year-old girl was charged with aggravated assault and assault with a weapon after stabbing a woman in her 80s in Scarborough, Ontario. Due to the YCJA, the name of the woman, who is suffering in hospital with life-threatening injuries, was not disclosed by the media. It was reported that the teen and the victim lived in the same residence. The story seems to have vanished. After August 23rd, there are no more media reports.

September 12, 2025

Canada’s temporary foreign worker programs

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

At Acceptable Views, Alexander Brown calls for the end to the Canadian federal temporary immigration scam programs:

It’s not hyperbole to say that Canada has built an entire economy on exploiting cheap, foreign labour through TWFP, as well as the International Mobility Program (IMP). These are two slightly different programs that allow foreign nationals to work in Canada, with most going to Ontario. But contrary to its name, there is nothing “temporary” about the TFWP. Its original purpose was to remedy proven labour shortages while Canadians were hired and trained to eventually do the jobs in question. Meanwhile, the IMP allows international students to work—with or without a proven labour shortage—while they’re studying in Canada.

Between 2019 and 2023, the TFWP increased by 88 percent and the IMP increased 126 percent. They account for close to 1.58 million work permit holders, equal to roughly 7 percent of Canada’s labour force.

Taken together, the results of the TFWP and IMP are deplorable. The TFWP allows foreign nationals to be recruited abroad in vast numbers, brought to Canada, housed in degrading conditions, paid the minimum wage, forced to work long hours, pressured into not joining a union, and required to work for only one employer. Yes, the IMP is more flexible, but it’s more pernicious because it does not even pretend to address labour shortages.

Both schemes are also of course bad for Canadians themselves. The problem is especially grievous for young Canadians trying to get started in the labour market. Canada lost 40,800 jobs this past July, the unemployment rate is now 6.9 percent, and youth unemployment (those between 15 and 24 years old) is now 14.6 percent.

Both the TFWP and IMP are used as business models. Hiring foreign nationals at minimum wage keeps prices low and profits high—most notoriously in the hospitality and trucking sectors, but no industry seems untouched now.

Addicted to cheap foreign labour

The use of the TFWP in the healthcare sector, for example, has grown by an appalling 1,700 percent since 2000. That dramatic rise has no doubt been abetted by the absence of uniform standards and credential recognition among Canadian provinces. If medical personnel could move easily from one province to another, shortages could be filled by Canadians. But historically this has not been possible, and so medical institutions have had to turn to the TFWP. Ontario’s recent determination to solve this problem by speeding up recognition of 50 “in-demand” professions from other provinces is a step in the right direction, and hopefully not too little too late.

Meanwhile, the IMP is a vehicle for outright fraud, ranging from fake acceptance letters from bogus “colleges” to elaborate human-trafficking schemes. Not long ago, nearly 50,000 holders of foreign student visas were working and attempting to settle here, rather than studying at any Canadian university or college. Most were migrants from India, and some were trying to cross the border illegally into the United States. The RCMP is now working with Indian law-enforcement to investigate alleged links between dozens of “colleges” in Canada and two “entities” in India allegedly facilitating passage into the U.S. When we reflect that an astounding 4.9 million temporary visas are set to expire this year, we have reason to believe that this abuse, exploitation, and fraud are on a much larger scale that we understand.

The consequences for young Canadians

Both the TFWP and the IMP serve to keep wages artificially low and profits high, and to price Canadians out of the job market. It wouldn’t be wrong to view these programs as distortionary government subsidies or welfare for unproductive businesses. The effects disproportionately harm younger Canadians who are priced out of the labour market, given that temporary workers overwhelmingly earn less than the median wage. And yet, we’re constantly hectored about labour shortages, Canadians’ “unwillingness” to do certain jobs, and the need for foreign workers.

It shouldn’t take much intellectual effort to see that the use of foreign labour and the difficulties of employing younger Canadians are two sides of the same ugly coin. Foreign workers are more cooperative because they are bound to their employers like serfs. They face normally insurmountable barriers to joining unions and have no attachment to the community in which they’re expected to work. In comparison, the domestic population is generally better educated and rooted in the local community.

Young Canadians can afford to be discriminating and should rightly expect higher wages than foreign nationals. Employers should instead work harder to invest in and reward their domestic workforce. In any other era, this would have been obvious. But now there is little incentive for businesses to look beyond cheap, foreign labour.

To get an idea of the magnitude of our collective failure here, consider the following fact. A 2024 study by RBC Economics revealed that Canadian businesses are sitting on a stockpile of cash worth almost a third of our country’s GDP. In other words, Canadian companies have the means to invest in hiring and training Canadians, but simply refuse to do so. The results of this refusal are stagnant wages, structural unemployment, and a de-skilling of the domestic population.

September 10, 2025

The hard limits of education

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

On his substack, Freddie deBoer argues that “education doesn’t work”, in that you can’t educate someone beyond their innate abilities no matter how much money you throw at the problem:

For some time now, I’ve been arguing for a perspective on the value of education that does not map cleanly onto any major contemporary ideological position, political party, or school of educational philosophy. My overall thoughts on education1 are as follows:

  1. In any given population, the ability to excel academically (whether or not you call it “intelligence”) is, like almost all other human abilities, plottable as a normal distribution: that is, a few people will be really bad at it, a few people will be really good, and the majority will be somewhere near the middle.
  2. Because some people are simply better at school than other people, any pedagogical strategy, practice, or method that improves the performance of the worst students will also improve the performance of the best students; this means that “closing the performance gap” between the worst and best students will only be possible if you use the best strategies for the worst students and the worst strategies for the best ones — and even then the most talented students will probably adapt pretty well, because that’s what being a talented student means. Another way to put it: if every student in America were equally well funded and every student equally well taught, point 1 above would still be true.
  3. Resistance to these two points is pervasive because we collectively participate in a “cult of smart” that overvalues academic performance vis-à-vis other human excellences. That is, because we value “intelligence” as a unique excellence, necessary to our approval, we cannot admit that some people simply aren’t smart. (By contrast, we have no trouble admitting that some people can’t run very fast or lift heavy weights, because those traits are not intrinsic to social approval.)

In so many human domains, we’re willing to accept that some people are naturally advantaged, bound by some inherent trait to be better than others, whether it’s physical attractiveness, the visual arts, musical performance, athletics, memory, sense of direction, language learning, charisma … We are, generally, perfectly willing to accept that different human beings have profoundly different strengths and abilities. But with education and intelligence, we’re unwilling to countenance the simple reality that some people are better equipped to succeed and some worse. It wasn’t always this way. For much of human history, that some people were simply smarter than others was accepted as a matter of course. In particular, and unfortunately, inherent group differences have historically been asserted in cognitive ability, and education was typically walled away from those who weren’t of the right class, gender, race, or station; this, obviously, was unjust and a terrible waste of human talent. In the last 50 years, however, a combination of forces2 has led us to overcorrect and embrace the opposite conclusion, that all individual people have equal ability to excel academically. This has led to all manner of ugly consequences, including blaming those who lack academic talent for their own immiseration and unfairly pinning educational failures on schools and teachers that they are not responsible for.

Our educational debates are largely useless because most people engaged in those debates assume out of hand that, absent unusual circumstances like severe neglect or abuse or the presence of developmental or cognitive disabilities, any student can be taught to any level of academic success, and any failure to induce academic success in students is the result of some sort of unfortunate error. Some tend to ascribe the failure to reach academic excellence as the result of exogenous social variables (like poverty and racial inequality) while others insist that students who have failed to learn to standard are evidence of failing schools and feckless, untalented teachers. My own perspective insists instead that as with any other kind of human ability, academic ability is unequally distributed across the population, with some destined to excel, some destined to struggle, and many destined to meet various levels of mediocrity. My belief is that this tendency is the result of some sort of intrinsic or inherent academic potential, that just as in natural talent for playing a musical instrument or playing a sport, there is such a thing as talent in school, and like all other talents, this one is not distributed equally to all people and is thus not fair.

I in particular hold these three beliefs with descending levels of confidence – the first is an empirical truth that is not debatable, the second is an obvious conclusion to draw that’s difficult to avoid given the first, the third is speculative but appears to be the most likely reason for the first two:

  1. At scale, the relative academic performance hierarchy is remarkably static, with very few students significantly moving to higher or lower positions of educational success over the course of academic life.
  2. The remarkably consistency in student performance over time, even in the face of immense investment and relentless pedagogical and policy efforts to alter student performance, strongly suggests some individual attribute that constitutes an inherent or innate academic potential, predilection, or tendency.
  3. The most direct and parsimonious explanation for this attribute is genes.

What I’m here to demonstrate today is the core empirical point that makes up the first belief: despite the widespread assumption that any student can be educated to any level of performance, in reality students demonstrate a certain level of overall academic ability and gravitate to that level of ability throughout their academic lives, with remarkable fidelity at the population level. Decades of grading data; standardized test scores; cross-sectional, longitudinal, observational, and experimental studies; along with many other types of ancillary and convergent evidence, ultimately tell the same story: education can raise the absolute performance of most students modestly, but it almost never meaningfully reshuffles the relative distribution of ability and achievement.3 We can reliably teach some (but never all) students certain knowledge, skills, competencies, and concepts that they did not possess before being taught, which we might call absolute or criterion-referenced learning. But all of these can also be assessed on a relative basis; whether students can read or do algebra or apply the scientific method are all questions that have polychotomous rather than binary answers. That is to say, students can be better or worse at the various cognitive and academic tasks learned in school, and we can assess these abilities and then assign them ranks in a relative distribution, which if our instruments are sound will almost always be normal or Gaussian – some kids will be excellent, some will be terrible, some will be in-between, and they number in each percentile will follow a predictable curve.

  1. Helpfully summarized by my friend Alan Jacobs here.
  2. On the well-meaning side, you have a cheery kind of simplistic egalitarianism, which is emotionally defensible but which ultimately hurts people who lack natural talent, as The Cult of Smart describes; on the less salutary side, the rise of educational blank slate thinking can be traced to the neoliberal turn in American economics, where the dismantling of the labor movement and the steady erosion of the social safety net left ordinary people with no path to basic economic security other than through the college-to-white-collar-work pipeline – which only works for everyone if everyone is equipped to handle that kind of school and work.
  3. Absolute performance = teaching students to do/understand something they couldn’t do/understand before. Taking a student who couldn’t do long division before and teaching them how to do long division is absolute learning; teaching a student the steps in the Krebs cycle such that they can describe them after not knowing anything about them previously is absolute learning; helping a toddler to memorize the alphabet is absolute learning. Tests that are concerned only with the demonstration of the ability to perform a given academic competency or skill (AKA criterion referenced tests) are fundamentally tests of absolute learning. Relative learning = helping any individual students or group of students improve relative to peers/the performance spectrum. One student outperforming other students on a test of long division is an expression of differences in relative learning; observed performance gaps like racial or gender gaps are reflections of relative learning; competitive admissions processes are evaluations of relative ability/learning. Aptitude and achievement tests (AKA norm referenced tests) are fundamentally tests of relative learning.

September 9, 2025

Employers insist that there are lots of high-paying “entry level” jobs that Canadians won’t do

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

Canada’s insanely out-of-control temporary foreign worker program hinges on employers being honest about the jobs on offer being impossible to fill with Canadian citizens or legal immigrants. The huge numbers of these jobs — often listed at much higher than minimum wage in areas with very high unemployment — strongly implies that employers are systematically gaming the system:

A selection of jobs subject to active Labour Market Impact Assessments (LMIA), meaning that an employer has applied for a temporary foreign worker on the grounds that no Canadian is available to fill the position.
Photo by Government of Canada Job Bank.

If public sentiment is turning against the TFW system, it’s partially because of a greater awareness of the conditions under which employers are claiming they cannot find Canadians for their jobs.

Any hiring of a temporary foreign worker has to first be preceded by a “Labour Market Impact Assessment”. It’s effectively a job posting laying out the basic details of the position, and carrying the disclaimer “the employer could not find a Canadian worker for this job and applied for a Labour Market Impact Assessment (LMIA) to hire a temporary foreign worker”.

What’s made many of these LMIAs so controversial is that they often describe quite desirable jobs with minimal qualifications. There are also noticeably high numbers of them being submitted in cities with high unemployment.

Last year, a viral Reddit post featured a heat map of all the Toronto-area employers who had been approved for temporary foreign workers after claiming to find no Canadian applicants. More recently, the website JobWatchCanada has launched a searchable database of active LMIAs, complete with interactive maps and guides to which employers are the heaviest users.

What really bothers a lot of Canadians about the program is the high number of jobs posted with few or no qualifications at well-above market rates at the same time that young Canadians are finding it impossible to get hired no matter how many positions they apply for:

In June, a Calgary auto shop submitted an LMIA for a “motor vehicle mechanic helper”. The job is to essentially act as a “gofer”. The starting wage for the helper job is $36.50 per hour, the employer promises to cover relocation costs, and the “experience” category contains only the words “will train”.

A Langley, B.C., drywall contractor said it can’t find any Canadian drywall installers at $36.75 per hour. A vape shop in Lloydminster, Sask., has filed an LMIA to fill a $36.05 per hour shift supervisor job in which the educational requirement is a high school diploma.

In Woodbridge, Ont., a homeowner filed an LMIA for a $38 per hour housekeeper in which the only qualification is that the applicant has to speak English. “No degree, certificate or diploma”, is listed in the space for educational requirements, and the requirement for work experience is just “will train”.

The useful site fakejobs.ca currently shows three LMIA positions in my small town each paying at least $35 per hour that supposedly can’t be filled by local applicants. The jobs — two food service supervisors and a marketing co-ordinator — can’t possibly have such exotic required qualifications that nobody in the area can match, which is why I strongly suspect they’re fakes.

September 6, 2025

QotD: Leadership training for Persian nobles

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

Anyway, young Cyrus […] and his classmates spend practically every waking moment being little Tai-Pans. They study in classrooms, receive military training,1 and shadow the magistrates in their official duties; but all of these official lessons are just the backdrop against which the real lessons are taking place. The boys have missions to accomplish, missions which they cannot possibly accomplish individually. So they have to learn to put together a team, to apportion responsibilities, and to judge merit in the aftermath. Anytime one of the boys commits an infraction,2 the adults ensure that he is judged by the others. All of this is carefully monitored, and boys who show partiality or favoritism, or who simply judge poorly, are savagely punished.3

The most common sort of mission is a hunt, the boys are constantly going on hunts, because: “it seems to them that hunting is the truest of the exercises that pertain to war”. This is obvious at the level of basic physical skills: while hunting they run, they ride, they follow tracks, they shoot, and they stab. But the military lessons imparted by hunting are not just physical, they’re also mental. They learn to “deceive wild boars with nets and trenches, and … deer with traps and snares”. To battle a lion, a bear, or a leopard on an equal footing would be suicide, and so by necessity the boys learn to surprise them, or exhaust them, or to terrify them with psychological warfare, doing everything in their power to find an unfair advantage or to create one from circumstances.4 As Cyrus’s father tells him years later: “We educated you to deceive and take advantage not among human beings but with wild animals, so that you not harm your friends in these matters either; yet, if ever a war should arise, so that you might not be unpracticed in them.”

There’s another reason that the boys constantly hunt wild animals, which is that it habituates them to hunger, sleep-deprivation, and extremes of heat and cold. When they depart on a hunt the boys are deliberately given too little food, and what they have is simple and bland (though that’s hardly an issue for those who “regularly use hunger as others use sauce”). Some of this is ascesis in the original Ancient Greek meaning of the word (ἄσκησις – “training”); by getting used to being tired and hungry and cold under controlled circumstances, they will be better at shrugging off these disadvantages when the stakes are higher.

But the real core of it lies in the phrase: “He did not think it was fitting for anyone to rule who was not better than his subjects.” Later, when they’ve reached manhood, the boys will oftentimes be called upon to share physical hardship with those they have been set over, and in that moment it is vital to this social order that they not be soft. “We must of necessity share with our slaves heat and cold, food and drink, and labor and sleep. In this sharing, however, we need first to try to appear better than they in regard to such.” Better in the sense of physically tougher, but also better in the sense of having achieved the absolute mastery of the will over any and all desires.5

Constant exposure to deprivation and hardship isn’t just supposed to improve their endurance, it’s also supposed to make them better at sneering at comforts.6 This is a society which believes that men are more easily destroyed by luxury than by hardship, and that it’s especially important that the leaders be seen to scorn luxury, for “whenever people see that he is moderate for whom it is especially possible to be insolent, then the weaker are more unwilling to do anything insolent in the open.”7 What I love about Xenophon is that unlike many Greek authors, who would deliver that line completely straight, he instead subverts (or at least balances) it with the observation that any kind of suffering is easier to bear when you’re in charge, and even easier when you’re bearing it in order to be seen to be bearing it.

John Psmith, “REVIEW: The Education of Cyrus, by Xenophon”, Mr. and Mrs. Psmith’s Bookshelf, 2024-01-08.

    1. If you’ve ever been a little boy, or the parent of a little boy, you know how true this is:

    “Now the mode of battle that has been shown to us is one that I see all human beings understand by nature, just as also the various other animals each know a certain mode of battle that they learn not from another but from nature. For example, the ox strikes with his horn, the horse with his hoof, the dog with his mouth, the boar with his tusk … Even when I was a boy, I used to seize a sword wherever I saw one, even though I did not learn how one must take hold of it from anywhere else, as I say, than from nature. I used to do this not because I was taught but even though I was opposed, just as there were also other things I was compelled to do by nature, though I was opposed by both my mother and father. And, yes, by Zeus, I used to strike with the sword everything I was able to without getting caught, for it was not only natural, like walking and running, but it also seemed to me to be pleasant in addition to being natural.”

    2. Not just explicit violations of the rules though: “they also judge cases of ingratitude, an accusation for which human beings hate each other very much but very rarely adjudicate; and they punish severely whomever they judge not to have repaid a favor he was able to repay”.

    3. “In one case, I was beaten because I did not judge correctly. The case was like this: A big boy with a little tunic took off the big tunic of a little boy, and he dressed him in his own tunic, while he himself put on that of the other. Now I, in judging it for them, recognized that it was better for both that each have the fitting tunic. Upon this the teacher beat me, saying that whenever I should be appointed judge of the fitting, I must do as I did; but when one must judge to whom the tunic belongs, then one must examine, he said, what is just possession.”

    4. Players of old-school tabletop role-playing games might be reminded of the distinction between “combat as sport” and “combat as war” or the parable of Tucker’s Kobolds.

    5. Years later one of Cyrus’s classmates gives a long speech about how falling in love is optional — a real man can make himself love any woman he chooses, and conversely can restrain himself from loving any woman, no matter how desirable. All poetic references to being made a prisoner by love, or forced by love to do certain things, are excuses made by weaklings who wish to give into their desires. This is a message right in line with the most inhuman aspects of Greek philosophy, and to his credit Xenophon immediately subverts it by having the guy who delivers it immediately fall madly in love with his beautiful female captive.

    6. One of the highest compliments ever paid to Cyrus is when an older mentor remarks of his posse that:

    “I saw them bearing labors and risks with enthusiasm, but now I see them bearing good things moderately. It seems to me, Cyrus, to be more difficult to find a man who bears good things nobly than one who bears evil things nobly, for the former infuse insolence in the many, but the latter infuse moderation in all.”

    7. Compare this to the American ruling class, which is also weirdly Spartan in its own way. The wealthiest Americans on average work a crazy number of hours, lead highly regimented lives, and avoid drugs. The difference is that whereas the Persian aristocracy does this as an example for the lower classes, the American aristocracy actively encourages the lower classes to consume themselves in cheap luxury and sensual dissipation.

August 1, 2025

Australia saw Britain’s awful Online Safety Act and said “hold my beer”

Filed under: Australia, Government, Law, Liberty, Media, Technology — Tags: , , , , , , — Nicholas @ 05:00

In The Freeman, Nicole James discusses how Australia’s attempt to protect young, innocent eyes from the terrors of the internet seems to be having all kinds of unforeseen impacts on adults:

Commonwealth Coat of Arms of Australia (1912).
Quarterly of six, the first quarter Argent a Cross Gules charged with a Lion passant guardant between on each limb a Mullet of eight points Or; the second Azure five Mullets, one of eight, two of seven, one of six and one of five points of the first (representing the Constellation of the Southern Cross) ensigned with an Imperial Crown proper; the third of the first a Maltese Cross of the fourth, surmounted by a like Imperial Crown; the fourth of the third, on a Perch wreathed Vert and Gules an Australian Piping Shrike displayed also proper; the fifth also Or a Swan naiant to the sinister Sable; the last of the first, a Lion passant of the second, the whole within a Bordure Ermine; for the Crest on a Wreath Or and Azure A Seven-pointed Star Or, and for Supporters dexter a Kangaroo, sinister an Emu, both proper.

Once upon a time, not so long ago, children roamed freely through the pixelated wilderness of the Internet, posting dog memes, finding kindred spirits in weird little corners of Tumblr, and learning how to contour like Kylie Jenner. It was all chaotic, noisy, and entirely normal.

Now? Well, welcome to Australia in 2025, where the new Online Safety Amendment (Social Media Minimum Age) Bill has galloped through Parliament like a runaway Shetland pony, banning under-16s from social media. This is a full-blown digital eviction. And the ban isn’t limited just to TikTok and Snapchat. It also extends to YouTube (yes, YouTube), where apparently autoplay is now considered a gateway drug.

And how will they enforce this sweeping national grounding? Age verification, of course. Potentially through facial recognition. Not for the kids, mind you; they’ll simply be locked out. It’s everyone else who’ll need to prove they’re not children. Because nothing says “welcome to adulthood” like having to scan your actual face just to post a birthday shoutout or watch a slow-cooker recipe reel. All to reassure a tech platform that you’re not a rogue 14-year-old with strong opinions and a ring light.

The bill’s spiritual mother, eSafety Commissioner Julie Inman Grant, who, fun fact, once interviewed for a job at the CIA to analyze serial killers, gave a passionate speech at the National Press Club called “Swimming Between the Digital Flags”. It sounded very beachy and breezy until you realized she meant regulatory flags, and not the ones you’d use at Bondi. Her point was clear: the online world is full of rips and sharks and emotional jellyfish, and children must be protected from being dragged under.

Which is noble. Obviously. But somewhere between “protect the kids” and “build a biometric panopticon”, the line got a little smeared.

And where, you might ask, were parents in all this? Sitting quietly in the back, apparently, while Canberra (Australia’s Washington, DC) appointed itself Mum, Dad, the school principal, and possibly even the family dog. Because this isn’t just about safety; it’s about who decides what kids can see, say, share, and, in the case of a few bold young TikTokers, lip-sync while delivering motivational speeches to two mildly traumatized budgies.

The idea behind the project is that children are being harmed online, and honestly, yes, some are. The Internet is not all kittens and cake recipes. But rather than investing in education or digital literacy, the government has opted for a full blackout. It’s like banning scissors because one kid snipped their fringe into a reverse mullet.

And here’s the kicker. The bill had a consultation period of just 24 hours. That’s less time than it takes to read the terms and conditions you just agreed to without reading. (Don’t lie, we’ve all done it.)

In that tight little window, more than 15,000 submissions were made, and while some were supportive, the vast majority sounded the alarm. LGBTQIA+ organizations warned of disconnected teens losing safe spaces. Indigenous advocates pointed out the risks of further digital exclusion. Psychologists, educators, digital rights groups, and even a Community Soccer Club raised concerns.

July 31, 2025

The intent of Britain’s Online Safety Act … and the actual implementation

Filed under: Britain, Government, Law, Liberty, Technology — Tags: , , , , , , , — Nicholas @ 03:00

In The Conservative Woman, Dr. Frederick Attenborough discusses the gap between what the Online Safety Act was intended to do and how it’s actually being enforced now that it’s the law of the land:

X posts like this may not be visible to uses in the UK under the age verification rules of the Online Safety Act.

At the heart of the regime is a requirement to implement “highly effective” age checks. If a platform cannot establish with high confidence that a user is over 18, it must restrict access to a wide category of “sensitive” content, even when that content is entirely lawful. This has major implications for platforms where news footage and political commentary appear in real time.

Ofcom’s guidance makes clear that simple box-ticking exercises, such as declaring your age or agreeing to terms of service, will no longer suffice. Instead, platforms are expected to use tools such as facial age estimation, ID scans, open banking credentials and digital identity wallets.

The Act also pushes companies to filter harmful material before it appears in users’ feeds. Ofcom’s broader regulatory guidance warns that recommender systems can steer young users toward material they didn’t ask for. In response, platforms may now be expected to reconfigure their algorithms to filter out entire categories of lawful expression before it reaches underage or unverified users.

One platform already moving in this direction is X. Its approach offers a revealing – and potentially sobering – glimpse of where things may be heading. The company uses internal signals, including when an account was created, any prior verification, and behavioural data, to estimate a user’s age. If that process fails to confirm the user is over 18, he or she is automatically placed into a sensitive content filtering mode. As the platform’s Help Center explains: “Until we are able to determine if a user is 18 or over, they may be defaulted into sensitive media settings, and may not be able to access sensitive media”.

This system runs without user opt-in and applies at scale. Depending on how X classifies it, filtered material may include adult humour, graphic imagery, political commentary or footage of violence. Already there are signs that lawful content is quietly being screened out.

One example came on July 25, the day the Act’s age-verification duties took effect, during a protest outside the Britannia Hotel in Seacroft, Leeds, where asylum seekers are being housed. A video showing police officers restraining and arresting a protester was posted on X, but quickly became inaccessible to many UK-based users. Instead, viewers saw the message: “Due to local laws, we are temporarily restricting access to this content until X estimates your age”.

West Yorkshire Police denied any involvement in blocking the footage. X declined to comment, but its AI chatbot, Grok, indicated that the clip had been restricted under the Online Safety Act due to violent content. Though lawful and clearly newsworthy, the footage was likely flagged by automated systems intended to shield children from real-world violence.

In The Critic, Christopher Snowdon explains the breakdown of trust between the British public and their government that the implementation of the Online Safety Act only exacerbates:

People are right to be concerned about this slippery slope and yet it cannot be denied that it is pornography enthusiasts who have been hardest hit by the Online Safety Act in the short term. They must now verify themselves in one of three ways, each less appealing than the last. They can submit their credit card details, they can scan in proof of ID, such as a passport, or they can take a photo of their face and allow AI to judge how old they are. If they want to maximise their chances of being the victim of blackmail and identity theft, they could do all three.

While we might not think twice about submitting our credit card details to Amazon or posting our photos on Instagram, there is an understandable reluctance to hand over private data in order to access dubious websites for the purposes of sordid acts of self-pollution. The government assures us that the data will be kept confidential but it is only two weeks since we learned about a data breach that led to the names of 19,000 Afghans who wanted to flee the Taliban being given to the Taliban and it is less than two months since the names and addresses of 6.5 million Co-op customers were stolen in a cyber-attack. Rightly or wrongly, millions of British plank-spankers and rug-tuggers do not wish to identify themselves to anybody.

The result is a surge in interest in Virtual Private Networks (VPNs) which allow internet users to access websites as if they were in a less censorious country. Half of the top ten free apps in Apple’s app download charts yesterday were for VPNs. Google Trends data show that searches for “VPN” have gone through the roof since Friday. Readers can draw their own conclusions from the fact that these searches have been peaking between midnight and 2am.

Downloading random VPNs comes with risks of its own and opens up a whole new world of illicit online activity from free Premier League football to the Dark Web. But there is a deeper reason to feel uneasy about this unintended, albeit predictable, consequence of paternalistic regulation. By driving another wedge between the state and the individual, it further normalises rule-breaking in a country where casual lawlessness is becoming part of daily life. A law-abiding society cannot long endure if the median citizen thinks that the law is an ass.

The breakdown of trust can be seen most clearly when the ordinary man or woman does not share the moral certainties of the governing class. Among smokers, a collapse in tax morale — the intrinsic motivation to pay taxes — has led to a huge rise in the consumption of illegal tobacco in recent years. Smokers no longer feel any obligation to pay taxes that are designed to impoverish them to a government that vilifies them. Cannabis smokers learn from an early age to be suspicious of a police force that they might otherwise respect. Motorists who are faced with 20mph speed limits that were introduced by people who hate private transport have no scruples about flouting the law.

July 30, 2025

“The worst thing that can happen to a good cause is, not to be skilfully attacked, but to be ineptly defended”

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

On Substack, Johann Kurtz provides a great example of Bastiat’s insight (quoted in the title), as debaters ineptly defend the whole notion of masculinity, particularly how boys are victimized for being boys:

“End Toxic Masculinity” by labnusantara is licensed under CC BY-NC-ND 2.0

We’re failing our boys.

Two-thirds of young men feel that “no one really knows” them. Their real wages have been falling since the 1970s. They’re dropping out of education and the workforce in growing numbers. They die deaths of despair at almost three times the rate of women. Even their physical strength is collapsing.

Terrible solutions are proposed. No matter how much traditional masculinity is undermined, powerful voices continue to insist that the real problem is that it hasn’t been destroyed altogether. “Only then will boys be happy”.

My thesis for this series is that there is a need to defend true masculinity on its own terms, not on the implicit terms of progressives who either don’t understand it or actively hate it.

Take, for example, this debate at the Oxford Union on traditional masculinity. The opening argument of the opposition — who are supposed to be defending traditional masculinity — starts with asserting the need for a “contemporary and inclusive” masculinity which is accessible to anyone “of any race, sexuality, or other identity“.

The best defence that this speaker can mount on this anaemic foundation is an argument that masculinity is useful for activism and community building like the “Movember Foundation”. After this slightly pathetic case she goes back to conceding “being forced to conform to a set of expectations is uncomfortable and even dangerous. We should allow people to access the gender expressions that make them feel like their truest self.”

The next speaker for the defence of traditional masculinity continues the grovelling: “In 2019, you know, we should not be honouring and obeying men — those times have gone.” This talk is a little better — you get the sense that he actually likes men, and notes that it’s overwhelmingly men who die in wars and dangerous jobs — before collapsing back at the end: “We should look at new ways of being a man. I would love to get more men involved in teaching, in nursing — make it ‘cool to care’. I’ve been around Scandinavia talking to stay-at-home dads … These are progressive, beautiful men.”

The final speaker — who, again, is supposed to be defending traditional masculinity — takes the stage and begins: “Some of the most beautiful moments I’ve watched in young men’s lives are when we’re alone in a room — and maybe a brother who’s been struggling with his sexuality comes out in front of a hundred other brothers, and he’s crying, and his other brothers are crying with him“. You can imagine the rest.

None of this has anything to do with traditional masculinity. In this series I will advocate for the cultivation in boys of all of the aspects of masculinity that these “advocates” were afraid to defend: strength, aggression, dominance, stoicism, and risk-taking.

July 22, 2025

Age verification schemes are just another attempt to control everyone’s internet usage

Filed under: Britain, Government, Law, Technology — Tags: , , , , , , — Nicholas @ 03:00

Marian Halcombe is specifically discussing the British age verification provisions of their Online Safety Act, but similar schemes are popping up all over the west, and they’re only pretending to be about protecting young people from online content:

“Privacy” by g4ll4is is licensed under CC BY 2.0 .

The British State, in its infinite filth and hypocrisy, would like you to believe that it is deeply concerned about what you do with your penis. Or more precisely, what you look at while your hand is on it. The latest wheeze — part of the Online Safety Act — is mandatory age verification for all pornographic websites. We’re told it’s to stop children from seeing naughty videos. In reality, it’s a spyware regime disguised as child protection, devised by a ruling class that snorts coke with one hand while signing surveillance warrants with the other.

Let’s start with the pretence. No one in Westminster cares what children watch online. These are the same people who presided over the industrial-scale rape of working-class girls in Rotherham, Telford, Rochdale, and elsewhere — refusing to intervene for fear of “racism”. The idea that they now lie awake worrying about a Year Eight boy glimpsing a MILF thumbnail on Pornhub is an insult to the intelligence. They don’t care about children. They care about you.

The age-verification scheme isn’t just about proving you’re eighteen. It’s about linking your name and your age, and your IP address to your viewing habits. Whether it’s ID upload or facial recognition or some third-party database, the outcome is the same: a digital file that knows what you watch and when you watch it.

In a normal country, this would be recognised as deeply perverse. In ours, it’s dressed up as safety. The State that can’t fix the trains, that can’t keep the hospitals clean, now wants the power to log whether you’re big-enders or little-enders. And all under the banner of protecting the kiddies.

Yes, of course it’s technically possible to anonymise verification. But only if you believe that governments, regulators, and their corporate collaborators are incapable of abuse. That’s a belief I do not share. This is the same British government that let GCHQ harvest your webcam feeds and your phone calls under the TEMPORA programme. You didn’t vote for that. You weren’t told about it. You found out because Edward Snowden blew the whistle.

Do you really think the same regime won’t take an interest in which adult videos you watch? Anyone with an ounce of memory knows how this goes. Every intrusive policy begins with “think of the children”. The Video Recordings Act. The Dangerous Dogs Act. The Terrorism Act. And now the Online Safety Act. Once the infrastructure is in place, it never stays limited to its original purpose.

The definition of “harmful content” is vague for a reason. It can grow. It can stretch. Today it’s Pornhub. Tomorrow it’s Twitter. Then it’s dissident blogs, pro-life websites, or even a dodgy meme about immigration statistics. In the end, the target isn’t porn — it’s dissent.

July 10, 2025

Mandatory online age verification

Filed under: Bureaucracy, Business, Cancon, Government, Law, Media, Technology — Tags: , , , , , , , — Nicholas @ 04:00

Michael Geist discusses the rush of the Canadian and other governments in the west to try to impose one-size-fits-all age verification schemes on the internet:

The Day I Knew I Was Old 😉 by artistmac CC BY-SA 2.0

When the intersection of law and technology presents seemingly intractable new challenges, policy makers often bet on technology itself to solve the problem. Whether countering copyright infringement with digital locks, limiting access to unregulated services with website blocking, or deploying artificial intelligence to facilitate content moderation, there is a recurring hope the answer to the policy dilemma lies in better technology. While technology frequently does play a role, experience suggests that the reality is far more complicated as new technologies also create new risks and bring unforeseen consequences. So too with the emphasis on age verification technologies as a magical solution to limiting under-age access to adult content online. These technologies offer some promise, but the significant privacy and accuracy risks that could inhibit freedom of expression are too great to ignore.

The Hub runs a debate today on the mandated use of age verification technologies. I argue against it in a slightly shorter version of this post. Daniel Zekveld of the Association for Reformed Political Action (ARPA) Canada makes the case for it in this post.

The Canadian debate over age verification technologies – which has now expanded to include both age verification and age estimation systems – requires an assessment of both the proposed legislative frameworks and the technologies themselves. The last Parliament featured debate over several contentious Internet-related bills, notably streaming and news laws (Bills C-11 and C-18), online harms (Bill C-63) and Internet age verification and website blocking (Bill S-210). Bill S-210 fell below the radar screen for many months as it started in the Senate and received only cursory review in the House of Commons. The bill faced only a final vote in the House but it died with the election call. Once Parliament resumed, the bill’s sponsor, Senator Julie Miville-Dechêne, wasted no time in bringing it back as Bill S-209.

The bill would create an offence for any organization making available pornographic material to anyone under the age of 18 for commercial purposes. The penalty for doing so is $250,000 for the first offence and up to $500,000 for any subsequent offences. Organizations can rely on three potential defences:

  1. The organization instituted a government-approved “prescribed age-verification or age estimation method” to limit access. There is a major global business of vendors that sell these technologies and who are vocal proponents of this kind of legislation.
  2. The organization can make the case that there is “legitimate purpose related to science, medicine, education or the arts”.
  3. The organization took steps required to limit access after having received a notification from the enforcement agency (likely the CRTC).

Note that Bill S-209 has expanded the scope of available technologies for implementation: while S-210 only included age verification, S-209 adds age estimation technologies. Age estimation may benefit from limiting the amount of data that needs to be collected from an individual, but it also suffers from inaccuracies. For example, using estimation to distinguish between a 17 and 18 year old is difficult for both humans and computers, yet the law depends upon it. Given the standard for highly effective technologies, age estimation technologies may not receive government approvals, leaving only age verification in place.

July 6, 2025

The purpose of primary and secondary schools in the west

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

About a week ago, I linked to a parent’s review of “Alpha School” at Astral Codex Ten. Perhaps as an unintended counter-point, here’s another anonymous essay discussing existing public school systems in the West:

    Democracy is the worst form of Government except for all those other forms that have been tried from time to time. – Winston Churchill

    There exists in such a case a certain institution or law; let us say, for the sake of simplicity, a fence or gate erected across a road. The more modern type of reformer goes gaily up to it and says, “I don’t see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don’t see the use of it, I certainly won’t let you clear it away. Go away and think. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it. – G.K. Chesterton

What Do Schools Do?

Imagine for a moment that you visit 100 random classrooms in 100 random schools across the country. You’ll be impressed by some teachers; you won’t think much of others. You will see a handful of substitute teachers struggling to manage their classrooms. You’ll see some schools where the energy is positive and students seem excited to learn, and others where it feels like pulling teeth. Two commonalities you might notice are that first, in the vast majority of classrooms, the students are grouped by age and taught the same content. And second, you might notice that the learning isn’t particularly efficient. Many students already know what is being taught. Others are struggling and would benefit from a much slower pace. You will see plenty of sitting around waiting for the next thing to happen, or activities that seem designed to take up time and not to maximize learning.

What do schools do? Your first thought might be that schools exist to maximize learning. Observing 100 random classrooms may disabuse you of that notion. It sure doesn’t seem like school is doing a good job of maximizing learning. So what are schools doing?

Context

This essay is a review of school as an institution. It is an attempt to write something that is true and insightful about how school is designed and why the structure of school has proven so durable. In particular, I’m trying to describe why those two commonalities – age-graded classrooms and inefficient learning – are so widespread. I’m not trying to provide solutions. Everyone seems to have a pet idea for how schools could be better. I do think that most people who think they have the prescription for schools’ problems don’t understand those problems as well as they should. For context, I am a teacher. I have taught in public, private, and charter schools for 13 years. I have also had the chance to visit and observe at a few dozen schools of all types. I’m writing based on my experience teaching and observing, and also drawing on some education history and research. My experience and knowledge are mostly limited to the United States, so that’s what I’ll focus on and where I think my argument generalizes. I’ll leave it as an exercise to the reader to think about how these ideas apply to other countries.

Thesis

Here’s the thesis, the point of this essay. School isn’t designed to maximize learning. School is designed to maximize motivation.

This might seem like a silly thing to say. During those 100 classroom visits you might have seen a lot of classrooms with a lot of students who don’t look very motivated. The core design of our schools – age-graded classrooms where all students are expected to learn more or less the same curriculum – are the worst form of motivation we could invent … except for all the others. While school is not particularly effective at motivating students, every other approach we’ve tried manages to be worse. School is a giant bundle of compromises, and many things that you might intuitively think would work better simply don’t.

The important thing to remember is that, when I talk about school, I’m talking about tens of millions of students and a few million teachers in the US. You might say to yourself, “I wasn’t very motivated in school”. Sure, I believe you. The goal isn’t to motivate you, it’s to motivate as many students as possible, and to do it at scale. If you have a boutique solution that works for your kid in your living room, that’s nice, but that isn’t likely to scale to the size at which we ask our education system to operate.

Motivation for What?

So school is designed to motivate kids. But motivate them to do what? Do kids learn anything in school?

There are plenty of depressing statistics out there about what people don’t learn in school, but they do learn things. You can look at longitudinal studies where on average students make academic progress. For a broader sample size, the NWEA assessment is given at thousands of schools across the country each year. You can see from the average scores they publish that the average student does improve at math and reading – especially through the end of middle school. We also had a natural experiment a few years ago. The pandemic closed schools across the country, shifting to online or part-time learning for anywhere from three months to a year and a half. The result is now well-known as “learning loss”. The nationally-sampled NAEP assessment is the most objective measure, though learning loss shows up across various assessments. There’s some variability between states, subjects, and ages. For one example, 8th grade math scores declined by about 0.2 standard deviations. This is a relatively small but significant decline. It’s a good example of the broader principle: students learn less in school than we would like, but students do learn things.

It’s useful to pick a few specific examples. Do you know the meaning of the word “relevant?” Do you know what photosynthesis is? Where do you think you learned those facts? I’m sure some readers learned them by being avid readers and curious humans, outside of the school curriculum. But many kids learn stuff like that in school. If you’re skeptical, stop by a middle school classroom when they’re learning photosynthesis, or when they’re working on identifying relevant evidence in their writing. You’ll see plenty of kids who already know both, but plenty more who know neither. A lot of learning is this kind of gradual, incidental knowledge that we often take for granted.

So students can read and do arithmetic and maybe they learn about photosynthesis, but isn’t that all learned in elementary school? A number of studies suggest that additional years of education lead to IQ gains of 1-5 IQ points per year of schooling. These studies often use a change in compulsory education laws or age discontinuities as quasi-experiments. In particular, changes in compulsory education laws are typically at upper middle school or high school levels. Those are the places where we might be most skeptical of the value of education. Sure, schools teach kids how to read, but once students know how to read do schools really add any value? Kids don’t remember how to factor quadratics, yet they gain IQ points from the time they spent in school not learning how to factor quadratics, at least on average.

That gain in IQ points is worth lingering on. This might seem hard to believe for people who are skeptical of the value of school. And to be clear, the fact that school raises IQ doesn’t mean that school is designed optimally. Maybe there’s a better way to design school that would raise IQ even more? But I think that, if we all imagine a world where we give up on education and the average person had a significantly lower IQ, is that a world you want to live in? We don’t have good experiments on IQ, but higher IQs are correlated with all sorts of things that we might want – lower probability of committing crime, higher career earnings, and better physical and mental health. It’s tough to pin down exactly what students learn in school that sticks, particularly for the higher grades. During those visits to 100 classrooms you would’ve seen a lot of classrooms where not much learning was happening. Yet despite all those bad optics, school still raises IQ. Before we tear down the fence, we should think carefully about the purpose this particular fence serves.

I don’t want to overstate the case here. We should be skeptical of school learning. Kids don’t learn as much as we might hope. They forget all sorts of stuff you would think they’d remember if school was operating well. But at a basic level, most students learn to read and do arithmetic, some learn much more than that, and on average school seems to add to IQ. Revisiting Chesterton’s fence, those are the benefits of school we need to understand before we tear anything apart.

June 14, 2025

QotD: University students or NPCs?

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

When I first started teaching, for instance, I had to constantly remind myself that my charges were just teenagers. At most they were 21, 22 tops, which is basically the same thing. So much of the crap they pulled, then, was just typical teenager stuff. All they really needed to straighten themselves out was two good head knocks and a swift kick in the ass, which life would soon provide. I did exactly the same sort of dumb stuff back in my own undergrad days – maybe not as bad, but it was a difference of degree, not kind. They’d be ok in a few years.

A few semesters on, and that no longer applied. Sure, sure, they were still teenagers, and still pulled typical teenager capers … but a new set of behaviors crept in. I can’t describe them exactly, in detail, but the overall impression was: here’s someone doing a pretty good impersonation of a teenager. Most every kid goes through the faux-sophisticate stage, usually somewhere around age 12, and this kinda looked like that — young kids pretending to be a lot older — but it also looked a lot like the opposite end of the spectrum. Not quite “hello, fellow teens!” — not yet — but there was something like that going on, too. It was weird, but I figured it was mostly in my head — I’ve always been a grouchy old man, but now I was actually chronologically old enough to let my freak flag fly, so I assumed that’s what I was doing. They’re not changing, I am …

Fast forward a few more semesters, and nope, it’s definitely them. The kids at the tail end of my career still looked like bargain basement Rich Littles, doing impersonations of teenagers, but their act was terrible. Remember a few years back, when Facebook or Twitter or whoever tried to make an AI chat bot, and it immediately turned super racist? Not that these kids were racists — they were the furthest thing from that — but they all seemed to have a small stock of crowdsourced responses. And that’s ALL they had, so no matter what the situation, they’d shoehorn it in to one of their canned affects, because that’s all they had.

By the very end, interacting with them was like playing one of those old text-adventure games from the very dawn of the personal computer, like Zork. They’d respond to commands, but only the right commands, in the exact word order. No deviations allowed, and of course their responses were equally programmed.

Severian, “Terminators”, Founding Questions, 2021-12-04.

June 5, 2025

The Liberals believe this time they’ll keep kids away from internet porn

Filed under: Cancon, Government, Liberty, Media, Technology — Tags: , , , , , , — Nicholas @ 03:00

Sometimes it’s hard to get a grip on what Liberals actually believe, as on the one hand they’re actively resisting pulling literal pornography out of school libraries (because it’s “LGBT friendly”) and on the other hand, they’re all gung-ho for yet another attempt to pass legislation that will try to prevent kids from seeing porn on the internet:

How does a website automatically, “responsibly” prove someone’s age down the end of an internet connection, without actually verifying their ID? Answer: It doesn’t. Obviously

There is another legislative effort afoot to keep Canadian children away from pornography. It’s well-intentioned effort, I suppose, but such efforts didn’t work very well when pornography was printed on glossy paper and distributed on VHS tapes and pay-per-view, so it seems particularly improbable in the internet age.

Bill S-209 is Independent (Liberal-appointed) Senator Julie Miville-Dechêne’s second attempt at a private member’s bill on the topic. It is predicated on the notion that it’s easier to verify age automatically than it used to be: “Online age-verification and age-estimation technology is increasingly sophisticated and can now effectively ascertain the age of users without breaching their privacy rights”, the bill’s preamble avers.

It is absolute rubbish, to the extent that even the Liberals under former prime minister Justin Trudeau seemed to realize it the first time it was tried. We can only hope Mark Carney’s Liberals are of similar mind. Early signs are not positive. The reappointment of Steven Guilbeault as heritage minister (now called Canadian identity and culture minister, for some reason) doesn’t bode well. He seems genuinely to dislike the online world on principle.

Or, maybe it does bode well. Guilbeault did a singularly terrible job trying to sell the Liberals’ anti-internet agenda in English Canada. I’m not sure he could give away ice cream in a Calgary heatwave. So if you think laws targeting “online harms” are doomed to fail at best — and could lead to dystopian outcomes — then maybe Guilbeault is exactly the fellow you want in charge.

When it came to online porn, the Trudeau Liberals seemed to have some sense of the Sisyphean proposition before them. Miville-Dechêne’s first attempt at a bill received support from MPs of all parties in the House of Commons last year, but the Liberal leadership cited privacy concerns in refusing to get behind it.

In large part that might just have been because Conservative Leader Pierre Poilievre supported the idea and, to Liberals, anything Poilievre supports must obviously be a serious threat to humanity’s survival. But still, Trudeau was pretty unequivocal in rejecting the idea.

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