Quotulatiousness

May 28, 2026

“Van Langenhove is not charged with spreading false information. He is charged with presenting facts in a way that incites hatred”

Filed under: Europe, Law, Liberty, Politics — Tags: , , , , , — Nicholas @ 03:00

This is the natural end result of “hate speech” laws, as a court in Belgium clearly states in the finding quoted here:

These two paragraphs of my verdict are crucial for everyone to read and understand.

“Even if all of the statements made by Van Langenhove are based on scientific evidence and statistics, it makes no difference to the criminal intent. Van Langenhove is not charged with spreading false information. He is charged with presenting facts in a way that incites hatred against persons on the grounds of one or more of the protected criteria in the Anti-Racism Law.” 1⃣

“For Van Langenhove to have committed a crime, it is not necessary for him to have incited concrete acts of hate or violence. It suffices that others are incited to take on a general attitude of intolerance or disapproval regarding a group protected under the criteria of the Anti-Racism Law.” 2⃣

This means you can go to jail for “inciting hatred” even if your statements were 100% factual (see 1⃣) and even if you did NOT incite concrete acts of hate (see 2⃣).

The benchmark of “inciting hatred” , a crime punishable by prison, is thus “saying something that has the potential of inciting someone to have a general attitude of disapproval regarding a protected group“. This means literally any criticism of mass migration is now a punishable offence. If you cite a statistic, and someone could potentially think less of a protected group (like migrants) because of it, you can be jailed.

The craziest part is that there is no defence possible against this. I brought the scientific studies that I cited to court, but the judge didn’t care 1⃣. I also proved that the hundreds of students present at the lecture included students of all different political affiliations, and everyone was able to voice their opinion or ask questions. The lecture went very calmly, so obviously nobody was incited to hatred. But this too did not matter 2⃣, because if the judge says he believes there is the possibility that someone COULD be incited to “a general attitude of disapproval“, this is enough for the judge to send me to jail, even without any evidence.

I’m telling you this to warn you that by the time these hate speech laws have come into place, it’s already too late. You will NEVER be able to beat these laws in court. You have to stop them before they are implemented. Let my fate be your warning.

May 25, 2026

“When I was in high school, I was taught that every single Canadian adored Pierre Elliott Trudeau”

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

My family arrived in Canada in October 1967, just as the last of the Centennial events were shutting down. Pierre Trudeau became Liberal leader and Prime Minister not long afterwards. I think the “Trudeaumania” of 1968 was nearly 100% media generated, but it was new to Canadian voters who liked the idea of Canada being led by a sophisticated international playboy rather than the stolid, rather unfashionable men who preceded Trudeau. The media continued to “love him long time”, which definitely helped keep him in power and then back into power after the brief Joe Clark experiment. Since he left office, his reputation has been cherished and burnished by progressives in the educational system, as Harrison Lowman relates:

A Toronto Sun editorial cartoon by Andy Donato during Pierre Trudeau’s efforts to pass the Canadian Charter of Rights and Freedoms. You can certainly see where Justin Trudeau learned his approach to human rights.

“When I was in high school, I was taught that every single Canadian adored Pierre Elliott Trudeau. I learned that when the rose-pinned prime minister winked and pirouetted, the whole nation swooned.

It wasn’t until first-year university that I was first exposed to the fierce Western backlash to his National Energy Program.

It wasn’t until I graduated that I learned about any opposition to his Charter of Rights and Freedoms, his policy of national bilingualism, and official multiculturalism.

It was my Ontario high school civics teacher’s fault. While she was a great educator in other ways, the politics lessons she taught us were clearly slanted in the Liberal direction; a direction she supported.

My experience as a young person 20 years ago demonstrates the immense power teachers hold in moulding young minds. It’s a power that concerns me when I imagine dropping off my eight-month-old son at school in three years. Today, that teaching slant has become even steeper, with too many educators unwilling or unable to provide political or ideological balance in their classes.

This week, I interviewed Stephen Reich, a PhD student at The Ontario Institute for Studies in Education (OISE) who researches the proliferation of critical theory in kindergarten to Grade 12 policymaking.

Reich told me I should be concerned—that the educational leaders in this country have all but abandoned what should be the true purpose of education: imparting civilizational knowledge to the next generation. Instead, they’ve replaced it with seeking multiple “truths” and a narcissistic obsession with oppression narratives. Never mind that 92 percent of Canadians polled say they don’t want their children separated by race: taught to see themselves as “privileged” vs. “oppressed”. Reich says certain teachers are far less interested in producing independent thinkers and far more interested in producing activists.

“I have a feeling that success [for them] is ideological conformity,” he explained. That they aim to help foment some sort of “liberation.”

May 24, 2026

QotD: Historians, past and present

Filed under: Books, Europe, History, Politics, Quotations — Tags: , , , — Nicholas @ 02:00

The average ancient historian led troops, tutored a prince, governed a province, advised a king, made a fortune, fell from favor, was exiled, and buried 7 of their 10 children. The average modern historian passed a few tests then wrote a book on their laptop next to their cat. And worse, they all passed the same tests at the same institutions. And they all wrote the same statements on their applications to get into those institutions. And while attending those institutions, they all adopted the same opinions. Anyone who did otherwise was filtered out before they could become a professor with a publishing deal. Everything is like this now.

Meanwhile Xenophon was an Athenian student of Socrates who joined a Greek mercenary group that marched 1000 miles into Persia to overthrow the King of Kings on behalf of the King’s brother. When the King’s brother died and the group’s commanders were all killed by Persian treachery, he led the troops 1000 miles home himself while being constantly harried by hostile armies. He then tried to establish a colony on the Black Sea, survived a mutiny, raided the Thracians, fought for the Spartans, was exiled by Athens, and settled down to manage an estate and write it all up.

Contrast Xenophon with Mary Beard, who studied at Cambridge and now teaches at Cambridge. She holds the same opinions as everyone else at Cambridge. She’s remarked before that, “I actually can’t understand what it would be to be a woman without being a feminist”. This seems like a peculiar failing for an ancient historian. After 9/11, she wrote an article saying that many people thought “the United States had it coming”, and that “world bullies, even if their heart is in the right place, will in the end pay the price”. That caused some controversy on the world stage, but earned her a promotion at Cambridge. I don’t know if she’s ever talked publicly about religion or democracy or climate change or immigration, but I could tell you exactly what she thinks about these things anyway. So why would you bother reading what she thinks about Rome? The answers are just as predictable.

Roman Helmet Guy, “New Books Aren’t Worth Reading”, Atlas Press, 2026-01-13.

May 21, 2026

Enoch Powell, from would-be Viceroy to “Little Englander”

Filed under: Britain, Government, History, Politics — Tags: , , , , , , — Nicholas @ 04:00

Niccolo Soldo discusses the early career of Enoch Powell and an earlier speech than the famous “Rivers of Blood” speech that took his own party to task for failings in the Imperial decline after World War 2:

AI-generated image from Fisted by Foucault

I’ve been on a bit of an Enoch Powell kick lately, and I’m not exactly sure as to why. Best known for his “Rivers of Blood” speech, in which he warned the UK about the dangers of mass migration, Powell was both an iconoclast and an eccentric, something that the British used to produce in spades.

Think about it; as a boy of the age of six, he would finish books and then collect his parents and give them a presentation on what he learned. His teen years were focused on the Classics, and translating(!) them into English. So adept was he at this that by the time he got to Trinity College at Cambridge, he entered into every Classics competition that existed at the time, and won each and every single one during his first year. When the University’s Dean and his wife invited him for a private supper, he had the temerity to politely refuse their offer, insisting that he had work to do (more translations). He became a Professor of Greek at the ripe old age of 25.

A devoted Nietzschean, Powell dreamed of becoming Viceroy of India, and he took the first opportunity to volunteer to serve his country in the war. His rise through the ranks was nothing short of incredible: Lieutenant-Colonel by 1942, and Brigadier (One-Star General) by the end of WW2. The man was the living embodiment of a 19th century German Romantic, albeit an English one at that. So thoroughly English was he that he could barely conceal his anti-Americanism, a trait that would surface from time to time over the course of decades. And yes, English, not British. Although today feted by immigration-restrictionists across the UK, his nationalism was what is known as “Little Englander”. Adding to the eccentricity, the turn away from Empire by the UK shortly after WW2 saw Powell do much the same: from golden dreams of being appointed Viceroy of India, to transforming into a Little Englander, adamant that it protect and retain all of what he felt were its best traits and characteristics, rejecting that which did not conform to this modus operandi.

It’s this overnight transformation that most piques my interest in his character because it is somewhat unique for a person of a very conservative nature to immediately accept such a dramatic shift in conditions and insist that the best must be made of it. “Empire is over. Let’s put it to bed, and let’s get on with it”, are words that are far, far beneath Powell’s level of erudition, but they do accurately describe his course correction.

Explaining why more men are “opting out”

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

On Substack, Bettina Arndt shows some of the reasons why men are less and less willing to commit — not just to relationships, but to huge swathes of what we used to call “adult life”:

The warning signs have been there for decades. Back in 1983, American author Barbara Ehrenreich wrote a powerful book — The Hearts of Men: American Dreams and the Flight from Commitment — arguing that a male revolt was underway. Since the 1950s, she suggested, men had begun rebelling against the breadwinner ethic — inspired by Playboy culture, the counterculture, and a desire for personal freedom. They were rejecting the cultural ideology that had shamed them into tying the knot and becoming a good provider, lest they be seen as immature, irresponsible, and less than a real man.

Ehrenreich understood that marriage was the mechanism by which society harnessed male productivity. Remove the shame, and the yoke comes off.

Forty years on, the yoke has disappeared. In April 2026, the American male labour force participation rate hit its lowest level since records began in the 1940s, according to the US Bureau of Labor Statistics. One in three American men — roughly 33% — were not working or actively looking for work. The overall male participation rate for men aged 16 and over stood at just 67%, down from 73.5% two decades ago and from 87% in the postwar years when Ehrenreich’s story begins.

The trend is not confined to America. Australian men’s workforce participation has fallen from around 79% in 1978 to approximately 71% today (see below), while similar declines — though less dramatic than in the United States — have occurred in the UK and Canada.

[…]

If you want to understand why men are voting with their feet, you need to look not just at what marriage now costs them — and the costs are severe — but at what it delivers. Increasingly, what it delivers is a pretty dud deal.

The modern woman: a prospectus.

  • They are the most miserable, anxious, and insecure cohort in living memory — hardly great marriage material.
  • Most married women go off sex — and the husband who objects is seen as the problem.
  • Many women don’t actually like men very much. The more educated she is, the higher the contempt.
  • They’ve gone full throttle left — and three quarters of college-educated women won’t even date a man who votes differently.
  • They’ve rigged the education system and colonised corporate and institutional life, turning universities and workplaces into man-repellent factories.
  • Yet their hypergamy (desire to marry up) is still running hot. Despite outnumbering men in education and careers, they demand a tall, equally high-status unicorn.
  • The modern female threat-detection system is hyperactive. Almost any male behaviour — silence, opinions, jokes, breathing — gets flagged as a red flag.
  • They’re extremely well-versed in the lucrative economics of divorce, including a well-timed false allegation to eliminate tedious shared parenting.

What rational man reads this list and thinks: yes, that’s exactly what’s been missing from my life?

QotD: “Theory” in film interpretation

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

[David G. Hughes] You often situate your ideas in reference to things like geography, the animal kingdom, sexuality, history, and tidbits of quirky detail — earthly, tangible things. It’s different from the dominant theoretical approach in film interpretation, and there’s humour. Would you describe your work as atheoretical, or even anti-theoretical?

[Camille Paglia] What has been called “theory” since the arrival of deconstruction in elite U.S. universities in the 1970s is in my view one of the most pointless and pretentious movements in modern cultural history. The catastrophic results should be obvious by now: the humanities are in ruin and have lost public respect and even internal support in academe, where budget reduction has come to the fore. I would refer those seeking greater specifics to my long attack on poststructuralism, Junk Bonds and Corporate Raiders: Academe in the Hour of the Wolf, published by Arion in 1991. Seven years ago, I did a follow-up assessment of current “theory” when the Chronicle of Higher Education asked me to review three new academic books by women about the bondage and domination trend. My unhappy response was “Scholars in Bondage”, which laments the damage done to promising young professors by a tyrannical academic establishment still chained to the bleached-out corpse of “theory”.

My approach to art is grounded in the sensory. Art is not philosophy. Art by definition refracts meaning through some medium of the material world. Hence my interpretation of art is grounded in the five senses. Perhaps the only theorist who fully grasped this issue was Gaston Bachelard in his 1957 book, The Poetics of Space, animated by a phenomenology that partly aligns with my own practice. It is no coincidence that I have spent most of my teaching career at art schools, where the body remains front and center in most art forms. Digital genres are certainly spreading and flourishing, but dance, music, and theater remain grounded in physicality — which is partly why art schools are finding it so difficult to adapt to the harsh, distancing realities of the virus crisis.

“David G. Hughes talks to Professor Camille Paglia about her work on Alfred Hitchcock’s The Birds (1963) and much more”, Electric Ghost, 2020-05-28.

May 17, 2026

French contributions to the development of wokeness

Brivael Le Pogam offers an apology to the west for France being so significant in the philosophical and political effluvia of 1968 for setting the conditions in which wokeness was born:

Protesters gathered in the Place du Capitole in Toulouse, 11 or 12 June, 1968.
Photo by André Cros (1926-2021) via Wikimedia Commons.

I want to offer my apologies, on behalf of the French, for giving birth to French Theory (which in turn gave birth to the worst of all ideological monstrosities: wokism).

We gave the world Descartes, Pascal, Tocqueville. And then, in the intellectual ruins of post-1968, we gave Foucault, Derrida, Deleuze. Three brilliant men who forged, in the elegance of our language, the ideological weapon that today paralyzes the West.

We must understand what they did. Foucault taught that truth does not exist, that there are only power relations disguised as knowledge. That science, reason, justice, the medical institution, the school, the prison, sexuality — everything is merely a staging of domination. Derrida taught that texts have no stable meaning, that every signifier slips away, that every reading is a betrayal, that the author is dead and the reader reigns supreme. Deleuze taught that we should prefer the rhizome to the tree, the nomad to the sedentary, desire to the law, becoming to being, difference to identity.

Taken individually, these are debatable theses. Combined, exported, and popularized, they form a system. And that system is a poison.

For here’s what happened. These texts, unreadable in France, crossed the Atlantic. The departments of Yale, Berkeley, and Columbia absorbed them in the 1980s. They found there a soil that did not exist among us: American Puritanism, its racial guilt, its obsession with identity. French Theory married this substratum, and the child of that union is called wokism.

Judith Butler reads Foucault and invents performative gender. Edward Said reads Foucault and invents academic postcolonialism. Kimberlé Crenshaw inherits the framework and invents intersectionality. At every step, the matrix is French: there is no truth, there is only power, so every hierarchy is suspect, every institution is oppressive, every norm is violence, every identity is constructed and thus negotiable, every majority is guilty.

That’s how three Parisian philosophers, who probably never imagined their practical consequences, provided the operating software to an entire generation of activists, university bureaucrats, HR managers, journalists, and legislators. That’s how we ended up with a civilization that no longer knows how to say whether a woman is a woman, whether its own history is worth defending, whether merit exists, whether truth can be distinguished from opinion.

It’s shit for one simple reason, and it must be stated calmly. A civilization stands on three pillars: the belief that there exists a truth accessible to reason, the belief that there exists a good distinct from evil, the belief that there exists a heritage to be transmitted. French Theory set out to dynamite all three. Not out of malice. Out of intellectual play, fascination with suspicion, hatred of the bourgeoisie that had nurtured them. But the result is there. An entire generation learned to deconstruct and never learned to build. An entire generation knows how to suspect and no longer knows how to admire. An entire generation sees power everywhere and beauty nowhere.

I apologize because we French bear a particular responsibility. It’s our language, our universities, our publishers, our prestige that gave this nihilism its chic packaging. Without the legitimacy of the Sorbonne and Vincennes, these ideas would never have crossed the ocean. We exported doubt the way others export weapons.

What is being built now, in Silicon Valley, in AI labs, in startups, in workshops, in all the places where people still make things instead of deconstructing them — that is the response. A civilization is rebuilt by builders, not by commentators. By those who believe that truth exists and is worth devoting oneself to. By those who embrace a hierarchy of the beautiful, the true, the good, and are not ashamed to transmit it.

So, forgive us. And back to work.

Auto-translated by the social media site formerly known as Twitter from the original French post.

May 16, 2026

QotD: History doesn’t repeat, but sometimes it rhymes

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

No one would claim for I Commit to the Flames ([Ivor] Brown’s flames, I should add, were meant in an entirely metaphoric sense) that it is a great work, seminal as some critics might put it — nowadays, perhaps, ovular. But, published eighty-six years ago, it is particularly interesting at the present conjuncture. I am not sure whether it is reassuring or depressing that our problems recur, not in precisely the same form of course, and our reactions to them are similar though not identical. It is also worth noticing what has changed.

Let me just quote a couple of passages that might be written with very slight alterations today:

    My object is to relate all the follies of the day to their common origin. The committers of folly, the authors of the rubbish which I commit to my symbolical flames, have not, in all probability, the wit to understand any general principles of puerility. It needs reason to understand that the source of the trouble is a general flight from reason and from the legacy of civilised opinion in which past reason has been embodied. The world increasingly substitutes fisticuffs for argument, flags and symbols for facts and realities, belief in the omnipotence of the sub-conscious for faith in self-determination of the will by reason guided … it teaches its children that impulse is divine. Consequently it has no standards.

Brown asked a question nearly a century ago now that has surely occurred to many of us:

    Why should all acquired knowledge, all human experience, all civilisation be cast aside? It needs sifting, that is acknowledged; but why scrap it? The passion for such root-and-branch abolition invades the arts as well as the schools.

Later, he provides the sketch of an explanation for the radical iconoclasm that he sees in his own time:

    It is a commonplace that the person most easy to deceive is the recipient of a higher education that has failed to be high enough. The schooling system of Europe and America had just reached the stage at which it was creating the pseudo-intellectual in very considerable numbers.

This seems more than ever applicable now: the contemporary pullers-down of statues are educated enough to formulate simplistic generalisations, but not educated enough to appreciate the complexities and ironies of existence.

Theodore Dalrymple, “Sufficiently Educated to Embrace the Simplistic”, The Iconoclast, 2020-09-24.

May 4, 2026

Our genetic heritage and our culture

On Substack, Helen Dale and Lorenzo Warby look at our genetic inheritance and how it continues to shape our culture:

From Wikipedia:

    The Neolithic Y-chromosome bottleneck refers to a period around 5000 BC where the diversity in the male y-chromosome dropped precipitously across Africa, Europe and Asia, to a level equivalent to reproduction occurring with a ratio between men and women of 1:17. Discovered in 2015, the research suggests that the reason for the bottleneck may not be a reduction in the number of males, but a drastic decrease in the percentage of males with reproductive success in Neolithic agropastoralist cultures, compared to the previous hunter gatherers.

The development of farming and then animal herding greatly increased the number of humans — which continued to have evolutionary consequences for our species — and created productive assets (farms and animal herds) worth fighting over. Successful male teams (typically organised as clans) wiped out unsuccessful male teams and took their women as spoils.

Hence, there is a dramatic bottleneck in male lineages but not in female lineages. This pattern stopped with the development of chiefdoms and especially states, though not so much on the Steppes, whose states were more like super-chiefdoms and where intense competition over resources (and women) continued.1

This had consequences. A major one is that the male expression of human genes became dramatically better at forming and maintaining teams — as there was drastic selection pressure for that — but the female expression of human genes did not.

This is why young schoolboy sporting teams regularly crush adult women’s national teams in team sports such as soccer. It is not that schoolboys have the strength advantage over women associated with adult men (they are often not particularly advantaged around age 14-15). It’s simply that human males are much more likely to “get” teamwork at a visceral level.

At least some of the differences in the statistical distribution of cognitive traits between men and women comes from this genetic bottleneck’s intense selection pressure differences. This is particularly clear in social patterns. For instance, men readily form hierarchies — often using physical cues such as height to do so.

Men focus on roles, suppressing or otherwise managing their emotions to do so. They regularly test each other — hence ragging each other, making appalling jokes, etc. Such mechanisms generate trust, as they test whether you will fold under pressure, whether one can say outrageous things and still get support. Hence the popular quip:

    Men insult each other but they don’t mean it. Women compliment each other but they also don’t mean it.

Men roast each other as tests because so much male interaction is about teamwork, and the roles and reliability that requires, while women typically look to emotional connection. Given that the latter requires a lot of interaction to build up trust, yes, female friendships can be quite intense, but relations between human females can also be viciously unstable and fissile.

These differences have other social consequences. Men are notably more positive about free speech than women, because men often see speech as a test while women are more likely to see it as a threat. As universities have feminised, the male-female differences on free speech among students have become more pronounced. Men are systematically more tolerant of alternative points of view than are women.

Orwell’s famous comment in his novel 1984:

    It was always the women, and above all the young ones, who were the most bigoted adherents of the Party, the swallowers of slogans, the amateur spies and nosers-out of unorthodoxy.

Was a great novelist doing what great novelists do: noticing.

As part of the teamwork focus, men tend to be the social solidarity sex while women are not. Women are much less likely to have friends of lower socio-economic status than are men. For women, such friends are much less likely to be worth the emotional investment. For men, they may be useful members of a future team.

As institutions, occupations and public discourse become more feminised, there has been a shift in patterns of language. A massive study of patterns of language use found a dramatic shift since the 1980s, such that:

    our results suggest that over the past decades, there has been a marked shift in public interest from the collective to the individual, and from rationality toward emotion.

All this means that male-dominated institutions and spaces will be generally better, often much better, at generating and managing feedback than female-dominated spaces. When people note that feminising institutions and occupations have a strong tendency to become less functional, it is precisely because they are worse at generating and managing feedback, and at generating and maintaining trust.


  1. This paper attempts to explain the extreme narrowing of surviving male lineages by the adoption of patrilineal systems and polygyny. While the shift to patrilineal systems in itself does increase unequal lineage success—as does polygyny—much of the point of the shift to patrilineality was precisely that warriors who grow up together are better warrior teams.
  2. Moreover, there is considerable evidence of violence after the shrinkage of male lineages dramatically slowed — and then reversed — with the development of chiefdoms, and especially states. These suppressed violence, but not patrilineality or polygyny. In many societies, polygyny actually intensified with the rise of states.

    The bottleneck effects continued to echo down populations. The extraordinary reproductive success of particular male lineages is associated either with pastoralist violence and conquest and/or early state creation. Further, the notion that the majority of male lineages just passively accepted their reproductive exclusion flies in the face of a huge amount of evidence — especially as the examples of very successful pastoral lineages occurred in societies with notoriously high levels of violence, including as raiders, such as across the Steppes and in Ireland.

    Moreover, polygyny is associated with higher rates of violence, single-spouse marriage with higher social cohesion. Nor was the creation and maintenance of states typically a peaceful process: periodic violent peaks in Chinese history, for example, were extraordinary. It was precisely the creation of a reproductively-excluded underclass that provided so much of the impetus for the banditry and mass peasant revolts that are such a feature of Chinese history. So, while patrilineality and polygyny were definitely factors in the wildly differentiated success rates of male lineages, considerable levels of violence and contestation over resources and women — that selected in favour of male teamwork — were clearly also very much in play.

May 3, 2026

Reasons people romanticize their college experience

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

On the social media site formerly known as Twitter, Devon Eriksen responds to comments about people wanting the world to be like they remember their time at college:

People romanticize college because for four years of their lives they:

1. Had all the rights of adults but none of the responsibilities.

2. Lived in a closed community with sealed borders that kept out low IQs and anti-socials.

3. Were young, energetic, healthy, and attractive.

4. Were thrown together with a bunch of similar people who had no predefined power- or need-based relationship with them, which is how friendships form.

This last is the important one, especially as fertility rates decline.

People with children transition to making friends with other parents of children in the same age group, because events and networks centered around those children throw them together with other parents in the same way.

But childless people have few or no opportunities to make friends after college. So they are left with a slow dwindling circle of college based relationships, remembering the days when it was all easy, and they weren’t so isolated, and they didn’t have to work so hard.

Couple that with having to complete with infinity immigrants in the job market, so they can pay taxes to support infinity boomers and government bureaucrats, while being passed over for the best jobs and careers in favor of infinity DEI incompetents, who they also have to support …

Well, for a lot of people born into what was once the American middle class, college was their first and last experience of an adult life wherein they weren’t being systematically and deliberately routed into the formation of a new underclass.

A special form of underclass who are still expected to be productive enough to materially support all the non-producing people who were positioned as their social superiors despite being their intellectual inferiors.

So, yeah, they wish they could go back to college.

Is anyone surprised by this?

Useful intellectual idiot case study: Malcolm Caldwell

Filed under: Asia, Britain, History, Politics, Quotations — Tags: , , , , — Nicholas @ 03:00

Occasionally, Substack suggests a writer or a particular post that its algorithm deems likely to be of interest to me. This post from a few weeks ago by Mark Manson definitely fit the bill. He ranges over a variety of cases starring intellectuals suddenly discovering reality, starting with a particular British useful idiot’s collision with reality:

On December 19th, 1978, Malcolm Caldwell, a professor at the University of London boarded a plane to Cambodia for a historic trip. It was an opportunity so rare, so special, that Caldwell genuinely believed it could potentially change the world.

Three days later, Caldwell would die in one of the dumbest ways imaginable.

Malcolm Caldwell was the consummate intellectual. He had spent his entire life studying Southeast Asian history and economic development. He had written hundreds of articles and over a dozen books on the subject. He was a professor and researcher at one of the most prestigious universities in the world and was celebrated and supported for his views.

Much of his work dealt with English colonialism in Asia and its dire political consequences. As a result, Caldwell evolved into a staunch Marxist, far to the left of the leftiest leftist who ever lefted.

Just to give you an idea how far left we’re talking, Caldwell visited North Korea in the 1960s and came away saying good things about it. When the Vietnam War started, Caldwell tried to host a fundraiser in London … for the Vietcong.

So when communist revolutionaries took control of Cambodia, Caldwell showed enthusiastic support. The new communist leader of Cambodia was a man by the name of Pol Pot and he had radical new ideas of how to achieve a communist utopia — ideas that had existed in Marxist thought but had yet to actually be attempted in any communist country. Caldwell had been waiting for decades for a communist revolutionary who fully implemented his Marxist dreams. Caldwell came to believe Pol Pot was his man.

Bones recovered from the Killing Fields in Cambodia. Pol Pot’s regime killed nearly 2 million people in less than five years.
Image from Mark Manson.

But the truth was that Pol Pot was as insane as he was cruel. And it was pretty obvious to anyone paying attention. Upon taking power, Pol Pot nationalized the all land, kicked out or killed all foreigners, and began a sweeping genocide against the educated class. In the four years Pol Pot was in power, it’s estimated that he was responsible for the death of more than 20% of the country’s population.

But when news of the genocide and atrocities began to leak out of Cambodia, Caldwell refused to believe it. He defended Pol Pot’s regime and wrote off the atrocities as simply more western capitalist propaganda. His unwavering support eventually earned him an exclusive invitation to visit Cambodia by Pol Pot’s government. Caldwell accepted. And in December of 1978, he boarded that fateful flight to Asia.

Once there, Caldwell toured the country. He met the leadership and learned about their policies firsthand. But the climax of his trip was the last evening — a private audience with Pol Pot himself. Reportedly, Caldwell was “euphoric” with excitement and anticipation. Once in private, Caldwell and Pol Pot had a long intellectual conversation. In his enthusiasm, Caldwell began sharing some of his ideas for the Cambodian regime. He began to offer feedback and dare I say, potentially even a little criticism. Pol Pot, not used to being lectured to by a professor, promptly had Caldwell killed that night.

Malcolm Caldwell is what I like to refer to as an intelligent idiot. A man with an encyclopedic breadth of knowledge and understanding, a world-class mind with powerful thoughts, and yet absolutely no idea how to apply any of it.

May 1, 2026

We are much more Brave New World than 1984

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

Culturally, we had lots of warning from George Orwell and Aldous Huxley about their future — our present — and while we have had some success avoiding what Orwell feared for us, we’ve had much less success avoiding a Brave New World culture:

As the curtain of totalitarianism descended across much of the globe, in the mid-twentieth century, the Western intellectual class pointed to George Orwell’s 1984 as a blueprint for societal ruin.

I’m sure many of you are familiar with Orwell’s magnum opus, but for those who don’t know the gist: Orwell envisioned a dystopian future governed by a panoptic state, where an externally imposed oppression would ruthlessly strip humanity of its autonomy, its history, and its capacity for critical thought.

It is a great novel and many believe it was prophetic (I certainly believe parts of it ring true), but, as the cultural critic Neil Postman astutely observed in his foreword to Amusing Ourselves to Death, it was not Orwell but Aldous Huxley, author of Brave New World, who accurately mapped the specific destiny of the modern collapse.

Huxley recognised a far more insidious threat:

    What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book because there would be no one who wanted to read one.

No “Big Brother” is required to deprive a populace of its cognitive liberty. He foresaw a society that would come to adore the very technologies that undid its capacity to think.

Where Orwell feared those who would ban books, Huxley feared there would eventually be no reason to ban a book, for there would be no one left who wanted to read one. Where Orwell feared the truth would be actively concealed, Huxley feared it would be drowned in an endless sea of irrelevance. Ultimately, Orwell feared that what we hate will ruin us, while Huxley feared that what we love will ruin us.

[…]

The Collapse of Literacy in the Intellectual Elite

The symptoms of this cognitive counter-revolution are visible not only in the general populace but at the very apex of the educational system, signalling a crisis that threatens the reproduction of the intellectual class itself. Over the past decade, professors at elite academic institutions have sounded the alarm regarding a precipitous and bewildering decline in student literacy. In a widely discussed exposition in The Atlantic, Nicholas Dames, a professor of Columbia University’s required Literature Humanities course since 1998, noted that his undergraduate students, the supposed academic elite of the nation are now “bewildered by the thought of finishing multiple books a semester“.1

Two decades ago, Dames’s classes effortlessly engaged in sophisticated, week-to-week analyses of lengthy texts like Jane Austen’s Pride and Prejudice and Fyodor Dostoevsky’s Crime and Punishment. Today, the landscape is unrecognisable. In 2022, a first-year student confessed to Dames that during her entire tenure at a public high school, she had never been required to read a single book cover-to-cover.2 Instead, her education consisted of excerpts, isolated poems, and fragmented news articles. This is a systemic failure; middle and high schools have largely ceased assigning whole books, breaking them down into easily digestible, context-free fragments to accommodate dwindling attention spans. High-achieving students can still decode words, but they struggle to muster the sustained attention or cognitive ambition required to immerse themselves in substantial texts. As technology provides instant gratification, the sustained labor of reading feels deeply unnatural to a generation raised on screens.

This anecdotal evidence from the highest echelons of the academy is overwhelmingly corroborated by a mountain of empirical data. The decline in sustained reading and linguistic proficiency is measurable and accelerating.


  1. https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/
  2. Ibid

April 26, 2026

QotD: College Town, USA

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

Everything human changes, but Nature does not change. That’s “conservatism”, I guess, and for lack of a better term. And that’s what causes Noticing, I’m coming to believe. It’s not that we dislike “change” — that would be as absurd as disliking the seasons. We dislike change qua change; change for change’s sake, and that instinctive distaste for change qua change is why we Notice. We have that sense of Impermanent Permanence, so we can’t help but Notice that today’s Current Thing is the exact opposite of yesterday’s.

It’s not “change” in the sense we understand, and instinctively accept — it’s not “change” in the way the seasons change. It’s directed change — somebody decided to do it. And if it’s not immediately apparent who, or why, we are naturally suspicious. We are “based”, if you will, in the Permanent, so we are acutely aware of the deliberate aspects of the Impermanent.

City life gives you the opposite, indeed overwhelming, sense of Permanent Impermanence. Nothing stays the same; the only constant is change. I remember seeing it in College Town, which was not particularly large, population-wise, but had almost all the “amenities” you’d expect from a major metro. Bearing in mind, as always, that “College Town” is a composite of several different places … but they’re all basically the same, and that’s the point.

The first thing that struck me about College Town — that you see in every College Town, coast to coast — was how shabby it was. Even the brand-new apartment complexes (of which there were many, Higher Ed being a growth industry at that time) all looked dilapidated. The next thing I Noticed was the lack of institutions. College Town had every imaginable “amenity” — exotic cuisine, 24 hour everything — but no playgrounds, no ball fields, no churches. Hardly any schools, despite being pretty good size relative to the surrounding area, because why would there be? All that stuff is for people who actually live there, as opposed to the transients, or even the “permanent residents”, if you will, on the faculty (what an unconsciously telling phrase that is!).

Nobody’s from there, and nobody stays there. Not even the faculty — they always have one foot out the door, no matter if they’re Department Chairs with 30+ years’ seniority. It is crucial to their amour-propre to believe that they’re always about to get the call from Harvard, which in part explains the weird phenomenon of the “faculty ghetto”. They’ll spend a zillion dollars “restoring” a frankly tiny house in the “historic” district, by which is meant “gutting it, and making it as close to a Current Year McMansion as the physical infrastructure can bear”. Then they’ll spend a zillion more on yearly maintenance, when they could’ve gotten twice the house, with the latest and greatest everything, built to spec on the outskirts of town …

… which is five minutes away; it’s not like they’re facing some huge commute (and it’s not like they walk or even bike to campus, and God forbid they take the bus. No, they’d much rather gut or knock down another old building, just to have a garage in which to park the huge gas-guzzling SUV they drive the 45 linear feet to “work”, because how else would they show off how important they are, without parking in their designated space in the one fucking lot in the entire town?).

In other words, they don’t want to admit that they live there — they are, at most, “permanent residents”. There are no public playgrounds, because their one designer baby isn’t going to rub elbows with the children of the few greasy proles they grudgingly tolerate in the absolutely necessary service industries — you know, the mechanics and plumbers and snow plow drivers and such. There are no churches, just one or two Temples of the Current Thing, and only to the extent that a few of them have paraphilias involving clerical vestments. No ball fields, no Cub Scout packs or Elks Lodges or American Legion posts, because c’mon man. A town that size anywhere else would have a Walmart and a Minor League team and a big rivalry game between the local high schools; College Town has head shops and Egyptian-Thai fusion cuisine and DoorDash.

Permanent Impermanence, in other words. Deliberate impermanence. Nothing lasts, nothing can last, nothing should last. There are some people who find that attitude — which I would call straight-out, shit-flinging nihilism — deeply appealing, and … well … there it is.

Severian, “Transience”, Founding Questions, 2026-01-19.

April 20, 2026

Civilization-building is gendered, sorry ladies

Filed under: Health — Tags: , , , , , — Nicholas @ 05:00

On Substack, Janice Fiamengo explains why the very different strengths and weaknesses of men and women will always lead to what appear to be unequal results, and fighting against biology is always a bad idea:

Even if the numbers don’t back it up, women feel that this is so true.

Social psychologist Roy Baumeister explored the relevant research in Is There Anything Good About Men (2010), a cautiously non-feminist book in which the author readily asserted that he, like most everyone else, prefers women to men. Women are more lovable, he claimed, and more pleasant to be around.

But he was not quite willing to accept the now-mainstream thesis that women can replace men in all areas of society.

His thesis is summed up in the book’s sub-title: How Cultures Flourish By Exploiting Men. Men are the foot soldiers of civilization as well as its leaders. They are the ones who make things work or make new things.

Men are the ones who must prove their utility to society. Their drive to be useful has powered centuries of back-breaking work, risk-taking, tool-building, self-sacrifice, and outstanding performance of a sort that has never been expected of women (and still isn’t).

Women in the main tend not to work as hard as men to succeed because they don’t have to. Women developed different strengths and tendencies.

Women’s strength, for good and ill, is in the inter-personal arena: not only in caring for those who are weaker but also in being cared for by those who are stronger. Women are good at reading people’s emotions and desires, and at expressing their own.

Men are not rewarded for expressing emotions and desires; men are oriented to acting, often under pressure to perform competently, in large groups and systems.

“The female brain,” according to Baumeister, “tends to be geared toward empathy, which includes emotional sensitivity to other people and deep interest in understanding them and their feelings. In contrast, the male brain is oriented toward understanding systems, which means figuring out general principles of how things operate and function together, and this applies to inanimate objects as much as social systems” (p. 85).

Baumeister supports his argument in a book-length exploration of men’s system-building. He shows how men are driven to work with, and in competition with, other men to make it possible for large numbers of human beings to live together in complex, efficient networks. The large social institutions that have characterized western cultures, from the army to churches, from corporations to unions, and from market places to police forces, give evidence of men’s system-building.

Women can work well within the systems that men devise, but they rarely devise new systems on their own. This is not because women are, on average, less intelligent than men (except at the very highest levels). It is because women’s motivations and sources of satisfaction are generally different from men’s.

Women’s contribution to culture in nurturing children, providing companionship, and looking after the family home has been a crucial one. But it does not drive innovation or invent new technologies.

Even the most intelligent women are rarely compelled, as highly intelligent men often are, to pursue scientific and other breakthroughs with the single-minded focus necessary for greatness. Often, as in the case involving Matt Taylor discussed above, many women do not seem to value or understand the nature and importance of such breakthroughs.

Women’s main contribution in the male civilizational sphere has been to lobby for admission and then to complain about, and work to undermine, the male culture of competitive excellence.

April 11, 2026

Declining educational standards are now “a civilizational catastrophe”

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

On the social media site formerly known as Twitter, Brandon Zicha points out that the declining educational standards across the west are now to the point of “a civilizational catastrophe”:

A student today at my elite university admitted to me today that she took a class so she could work on reading for more than 20 minutes at a time. She can’t read. She mainly skims and summarizes, she says and still gets A’s.

This student is, by professional standards, illiterate. Gonna have high GPA when she graduates.

This conversation was had after 6 of 22 students dropped my course because the maximum reading per week in one week was over 100 pages.

What people aren’t grasping is that this is literally *dangerous*. These people are going to be come doctors, engineers, etc. They are — by any metric — vastly less capable than prior generations. These effects are cumulative over a lifetime.

This grade inflation is part of the problem, but not even close to the entirety. And the problem obviously starts in K-12.

Students don’t know history because, you can’t actually become historically literate on the advice of “never assign more than 30 pages a week”. You can’t develop any of the skills that came with literacy. This is, quite honestly, a civilizational catastrophe.


Another student who seemed really interested in history … confirmed he was … but doesn’t read. He watches Youtube …

… which explained how the conversation went after when I pressed further.


I coteach a class with a colleague … but I am lead … for the past 15 years. I was discussing complaints from students and he pointed out that we have reduced the difficulty and load every 3 years or so since the beginning, and we probably have to stop.

I agreed. But, the students were absolutely irate, and complained about how it left them no time to “reflect” … a load about 30% less than when the course started.

That is an objective decline in ability.


Honestly, I hadn’t even noticed until he pointed it out. It was just incremental.

Changed how I approach teaching.


A good colleague is worth a thousand teaching development seminars.


(quick note … most of those 6 dropped for this reason … not each one … there was a double booking or two)


I feel like I need to point out that the student in the original tweet is a model of *what to do*.

This student is the hero of my tale, but is overcoming something they should not have to, and that is disasterous if it is as widespread as it seems it may be, and they aren’t all similarly driven.

This student? The hero.

Not a dunk.


Another clarification:

I’m a small account here … Didn’t expect the affection.

The student is literate. Not a professional university level (or what it’s ever been).

It was hurried poor phrasing.

The student seems aware that their reading retention and scope is not what it should be … And is addressing it!


Summarizing:

The concern isn’t my (actually heroic) student, but the trend that student is tackling under her own steam …

I routinely here professors complaining about students who:
1.) Can’t or won’t read at levels we have never seen.
2.) When they do, their ability to connect between texts and evaluate is poor. Indeed, grasping the text is not great. It’s increasingly the norm, and it used to be the opposite.
3.) They struggle to reason, honestly.
4.) Most weirdly, we struggle to talk about “reflecting on ones ideas”. They often struggle to understand *what that means*. This suddenly started where students didn’t understand what this meant.
5.) They have declining writing skills.
6.) They have lower interest in ideas
7.) They are less sophisticated in their ability to manipulate ideas
8.) They are much worse on many of the metrics associated with high level reading ability.

At the same time
1.) Study times have declined.
2.) Assigned workloads have declined a great deal
2.) Hiring employer complaints about graduate quality has declined increased continually.
3.) Grades have remained the same or gone up.

… in the past decades, but particularly the last decade to an alarming degree. This is not about one student’s situation, or whether or not one should be “readmaxxing” in college, reading 500 pages plus.

… and just look at the examples cited in this thread.

We have a major issue to address here, folks. Civilizational level issues. And, I genuinely don’t feel we are having the conversation we need to be having yet.

Update, 12 April: Welcome, Instapundit readers! Have a look around at some of my other posts you may find of interest. I send out a daily summary of posts here through my Substackhttps://substack.com/@nicholasrusson that you can subscribe to if you’d like to be informed of new posts in the future.

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