Quotulatiousness

October 30, 2021

“Pretendians” … members of the Wannabe tribe … people who fake First Nations ancestry for personal gain

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

I missed Thursday’s NP Platformed newsletter when it first came out, where Colby Cosh praised a CBC “longread” which dug into the oft-trumpeted heritage of a prominent Saskatchewan university official and did a thorough job of demolishing her claims to First Nations ancestry. This might have seemed unwarranted cruelty, except that those false claims had materially aided her rise to her current position with the university and the federal government:

Carrie Bourassa with media.
Lead photo in Geoff Leo’s article for the CBC – https://www.cbc.ca/newsinteractives/features/carrie-bourassa-indigenous

The result is not only astonishingly well-written and funny — it’s unanswerable. Bourassa has been caught telling utterly insupportable stories about her own past, making lurid claims of racial abuse and colonial trauma in a fanciful Indigenous household bearing no resemblance to the wealthy white one in which she actually grew up. When she got wind that the CBC was working on a story, Bourassa used the resources of the institute to organize a PR defence and arrange for an “open letter”, whose signatories are surprised and offended to find their names attached.

And if the story’s soundness is doubted, one need only refer to the rebuttal that Bourassa published yesterday. Read it and hear the scratching of ticked-off boxes. “I refuse to be victimized by this man who calls himself a journalist. This entire smear campaign stems from lateral violence … nothing less than tabloid journalism … it is apparent that I must adhere to western ideologies.”

But Bourassa’s response, while slinging the jargon generously, does nothing to refute Leo’s reporting. The Saskatchewan scholar lashes herself to the mast of a late-life Métis adoption, which does nothing to explain her tales of making mukluks and beadwork with her “half-breed” “gramps” at age seven.

No prior news item about Aboriginal stolen identity has ever been as strong and complete as this one — and that is why it is worthy of our attention, and of the resources dedicated to it. Bourassa has earned fantastic sums as a researcher and administrator of public funds. Most of this would have been utterly unavailable to her as an ordinary white social worker from the vodka-drinking parts of Saskatchewan. She is in a paramount position of importance in a national bureaucracy dedicated to Indigenous well-being and cultural preservation: her endless nose-stretchers about Aboriginal identity make her position completely untenable.

So will anything be done about it? If the federal government and the University of Saskatchewan are willing to overlook the case made here by the CBC, they will overlook absolutely anything. Falsely claiming Aboriginal descent is one sinful thing; lying floridly and repeatedly to audiences about your personal history of suffering racist treatment is another. (Can one “adopt” experiences? We suppose one can, with a little imagination!) Bourassa seems determined to fight, and to exploit her position to do it. So the institutions to which she has attached herself may have to act — or suffer a disastrous blow to their credibility among First Nations and settlers alike.

October 4, 2021

Teaching history versus teaching to pass history tests

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

Severian discusses the problem of university students who know how to do well on multiple-guess tests, but don’t have the intellectual tools to work out answers if they’re not presented the same way as they were in class:

(Not Severian’s old employer, Flyover State) University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

Having realized I made a horrible mistake going into the Ed Biz, I used my last few semesters before pulling the pin as a kind of freelance lab. I’d ask a series of questions with canned answers about, say, the Battle of Gettysburg: The high ground occupied by Union forces was called a) Cemetery Ridge, b) Heartbreak Ridge, c) Federal Ridge, d) Ridge over Troubled Waters, and so on. Then I’d put in a “tie it all together”-type question, like so: In this famous Union victory, a failed assault against higher ground proved decisive. Was it a) Gettysburg, b) Chancellorsville, c) Port Hudson, d) Stalingrad. Note that the correct answer was actually spelled out in the previous questions …

… and I’m sure you can guess how the average student did. Just for fun, go ahead and guess how many students in a typical class of 30 picked “Stalingrad”. I’ll save you the suspense: Whatever you guessed, it’s too low. The reason is: Not knowing how to handle a question that isn’t straight regurgitation, students assume it’s a trick. Since they’ve never heard of the Battle of Stalingrad, that must be the answer (alternate explanation: They knew they skipped a lot of classes, and since they’ve never heard of a Civil War battle at Stalingrad, I must’ve covered it on one of those days they were sleeping off a hangover at 2pm, so it must be the right answer).

Since he teaches high school, Education Realist is more concerned with the “false positives”, the kids who ace the standardized test yet are dumb as fence posts … or, to be fair to them, are just slightly-brighter-than-average, but get the Certified Genius™ stamp on their high school transcripts, because they trained their asses off to ace the standardized tests. Me, I’m more interested in what this says about social decline.

My hypothetical question about the unnamed battle, above, isn’t genius-level stuff. It’s pretty basic, obviously, and at the start of my professing career I never would’ve tried it — NOT because I was so much more conventional back then (though I was), but because I considered it an insult to my students’ intelligence. Back then, I’d expect the average high school freshman to be able to figure that out, with no real strain on the brain …

It takes very long, very diligent, very expensive training to make kids into mere flowchart-followers. It takes even more of all that, plus a kind of sick genius, to turn them into the meat robots I saw at the end of my career, who were so robotic — and I swear this is true — that I could confound quite a few of them simply by switching up the word order. The powerpoint presentation said “The Union won the Battle of Gettysburg”, but the test said “The Battle of Gettysburg was won by ___”, and some large percentage of them would be stumped.

This has been a public service announcement, for all of you who’ve ever felt compelled to come up with some elaborate 4D chess theory about why our overlords do such seemingly stupid, indeed bizarre, things. These are the test-acers … and those are the kinds of tests they’re acing.

October 2, 2021

Signs of “white privilege” apparently include swearing and wearing second-hand clothing

Filed under: Britain, Politics — Tags: , , , , , — Nicholas @ 05:00

It’s gotten to the point that I half expect to be told that even breathing is a clear indicator of “white privilege”. Brendan O’Neill reports on a mandatory University of Kent diversity and inclusion course that declares white people swearing or wearing second-hand clothes are clearly evidence of their “privilege”:

Plato’s Closet used clothing store in Oshawa, Ontario. Obviously a nest of racial privilege.
Detail from Google Street View.

So now wearing second-hand clothes is a sign of “white privilege”. Just when you thought you’d heard it all from the loopy identity lobby, they come out with the idea that putting on a vintage dress or a musty old man’s shirt you bought from Oxfam is proof that you enjoy racial favouritism. This crackpot claim is made in a course being foisted on students at the University of Kent. If you can wear second-hand clobber without this being held up as yet another example of the “bad morals of [your] race”, then you are apparently white and you’re definitely privileged.

I have so many questions. First, who exactly is going around saying to ethnic-minority people who dare to don vintage fashion, “Oh God, how typical of your race to wear second-hand clothes?”. I am going to say “nobody”. When racist toerags do accost people who look different to them, it is usually not to critique their Seventies florals or dad’s old blazer. Secondly, it will surely be news to all the less well-off white kids who have little choice but to wear second-hand clothes – “hand-me-downs” – that their repurposed trainers and patched-up jumpers are proof of their privilege. Some of us who crazily cling to the belief that class and income remain the key shapers of privilege in our society might even say that the wearing of second-hand clothes in such circumstances is proof of the absence of privilege. Mad, I know.

The Kent course, titled “Expect Respect”, is only the latest example of students being inculcated into the ways of moral conformism. It’s a mandatory module, which takes four hours to complete, and is designed to raise students’ awareness about white privilege, microaggressions, pronouns and other riveting topics. The module includes a “white privilege quiz” – such fun! – in which the freshers are grilled over the societal benefits enjoyed by whitey. Apparently if you can swear without being called a disgrace to your race or go shopping without being followed or harassed, then you enjoy white privilege. Students who correctly identify all the indicators of racial privilege get a gold star. Presumably those who don’t get branded with the letter “R” for racist.

The list of things that are apparently signs of white privilege grows longer and more demented by the day. Saying “I don’t see colour” is white privilege. Eating French food is white privilege. Drinking milk is white privilege. Saying “I don’t have white privilege” is white privilege. Of course it is. “For white people to dismiss the benefits they’ve reaped because of their whiteness only goes to show how oblivious – and privileged – they really are”, says one writer. This is the Kafkaesque trap of identity politics. There’s no winning in this slippery game. Refuse to acknowledge another person’s race and you’re racist. But obsess over another person’s race and presumably you’re also racist. Saying “I don’t see difference” is racist. But saying “Oh you seem different, where are you from?” is racist too. Confess your white privilege, and clearly you’re privileged. Deny it and you’re really privileged. It’s like being an old lady on a ducking stool in medieval times. Float, you’re a witch. Die, you’re a witch.

September 28, 2021

QotD: I have literally no idea what this means

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

The move from a structuralist account in which capital is understood to structure social relations in relatively homologous ways to a view of hegemony in which power relations are subject to repetition, convergence, and rearticulation brought the question of temporality into the thinking of structure, and marked a shift from a form of Althusserian theory that takes structural totalities as theoretical objects to one in which the insights into the contingent possibility of structure inaugurage a renewed conception of hegemony as bound up with the contingent sites and strategies of the rearticulation of power.

Judith Butler, “Further Reflections on the Conversations of Our Time”, Diacritics, 1997, as quoted by Christina Hoff Sommers, 2019-01-04.

September 22, 2021

The Extremely Bizarre Engineering Rituals of Canada (And the Fascinating Way They Came to Be)

Filed under: Cancon, Education, History, Technology — Tags: , , , — Nicholas @ 04:00

Today I Found Out
Published 31 Jul 2021

This video is #sponsored by NordVPN.

Sources:

Andrews, Gordon, Canadian Professional Engineering and Geoscience: Practice and Ethics, Thomson Nelson Canada Ltd, 2005

Kipling, Rudyard, “The Hymn of Breaking Strain”, 1935, http://www.cuug.ab.ca/~branderr/risk_…

2 Esdras 4:5-10, https://thekingjamesversionbible.com/…

Bateman, Chris, The Secrets of Engineering’s Strange and Mysterious Initiation Ritual, TVO, April 24, 2018, https://www.tvo.org/article/the-secre…

“Background: The Calling of an Engineer, The Ritual of the Calling of an Engineer”, https://www.ironring.ca/background-en/

Anderson, Bill, “Why Engineering is Purple”, April 16, 2019, https://profbillanderson.com/2019/04/…

September 10, 2021

Why even highly gifted young quarterbacks rarely succeed as they move toward the NFL

Filed under: Football, Sports, USA — Tags: , , , , , — Nicholas @ 05:00

Severian at Rotten Chestnuts looks at the early career life-cycle of football quarterbacks:

At all levels of American football below pro, the “option” is a major facet of the game. This is an offensive play where the quarterback can either run the ball himself, pitch it to another player, or throw it downfield, as he thinks best. It certainly helps if the quarterback is a strong-armed, accurate passer, but the key criterion here is speed. If you get defenders cheating up in order to stop the run, you don’t have to be as strong or accurate with your throws. What matters is that the QB can pass — meaning, he can throw it X yards downfield, within a few yards’ radius of a given spot — not how often he does so. The closer he can get it to the spot, and the further downfield that spot is, the better, but so long as he’s in the vicinity the option system works well.

This starts very, very early in a player’s career. The lower down the skill ladder you go, the more prominent the “option” offense. In “Pop Warner” leagues — kids below age 12, basically — the option pretty much IS the offense, since few kids can throw the ball very far, much less with accuracy. Throwing a football with both velocity and accuracy is extremely difficult, and it doesn’t help that sound throwing mechanics feel brutally unnatural — you know you’re doing it right when it feels like your shoulder is going to pop out of its socket at the very instant your elbow ligaments snap and hit you in the face … which, unfortunately, is exactly what it feels like when you’re doing it wrong, and your shoulder IS about to pop out at the same moment your elbow ligaments snap.

What happens, then, is that kids generally learn how to throw with very poor form … but coaches generally aren’t going to correct them, either because they don’t know the proper mechanics themselves, or because they are focused exclusively on winning games. Who cares if little Kayden, Brayden, or Jayden is going to blow his arm out hucking it like that when he hits high school? That’s Coach Smith’s problem. All that matters now is that he can get it to X spot with radius Y.

Thus the possible career path of any kid who can throw a football reasonably well quickly diverges. If he’s too slow to run the option effectively, his coaches will try to turn him into an “air raid” style quarterback, which means he throws on every play, mechanics be damned, because we need to win now, and what the hell, he can get it there, can’t he? But even the “air raid” style of play is enormously more difficult to coach, because that means you need to be able to coach a whole corps of wide receivers to run a whole bunch of increasingly complex routes. Here, look:

That’s what’s known as a “route tree”, and all of your receivers — five guys, usually, on every play, plus their backups — need to know how to run every one of them, every time. Which means your playbook is going to be huge, because you (theoretically, anyway) need a play for each one of those routes, for each receiver on the field. And obviously your quarterback has to have something going on upstairs, because he needs to memorize five different guys’ routes for every single play, plus audibles and checkdowns (changing any given player’s route, or even the entire play, on the fly), and so on.

I’m sure y’all see where I’m going with this, but it’s important to note that the key selection — whether a given kid shall be an “option” quarterback, or an “air raid” quarterback — has been made by someone else, much lower on the skill ladder. It would be great if one and the same kid could do both to a high degree of skill, but since human neurons apparently don’t work like that, it’s natural for everyone involved to take the path of least resistance.

And again, I’m not blaming coaches for this. Forget things like “getting fired for losing too many games”, and just consider the sheer amount of work. Stipulating for the sake of argument that you’ve got 50 man-hours in a week to get ready for a game, how do you best allocate them? Getting your QB to throw with proper mechanics alone probably takes a significant chunk of that time, and even though he’ll have to do a lot of it on his own — throwing passes at a tire in the backyard until his arm feels ready to fall off — you’re still spending a LOT of time on something that will make no appreciable difference to the game’s outcome this Friday night. And then throw in the other stuff — how much time does it take just to “install” (as the term d’art is) a game plan that has all those routes in it, much less coaching all the receivers up to where they can run them all?

Nah, brah. Just hand Jonquarious the ball and let him run it, and if he has to huck it downfield every now and again, let him do it his way. Again, this will make no difference at all to the outcome of this week’s game — he’ll either run it or he won’t; make the throw or not — but it frees up a lot of man hours to do all the other stuff a coach has to do that we haven’t talked about yet, such as defense.

September 7, 2021

QotD: Calvin was right

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

Calvin: “I used to hate writing assignments, but now I enjoy them. I realized that the purpose of writing is to inflate weak ideas, obscure poor reasoning, and inhibit clarity. With a little practice, writing can be an intimidating and impenetrable fog! Want to see my book report?”

Hobbes: “‘The Dynamics of Interbeing and Monological Imperatives in Dick and Jane: A Study In Psychic Transrelational Gender Modes.'”

Calvin: “Academia, here I come!”

Bill Watterson, Calvin and Hobbes.

August 28, 2021

QotD: Social media capitalizes on “the biggest Faculty Lounge Fallacy of them all”

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

… Twitter (etc.) are specifically set up in such a way as to discourage any real-world action. Basically it’s the faculty lounge writ large. If you’ve been to college in the last half-century, you surely noticed that the faculty are Very Very Concerned about all kinds of stuff … but that the stuff they’re Very Very Concerned about is always happening to some obscure group thousands of miles away.

Even when they’re pretending to Care Very Much about, say, “systemic racism” in “America”, it would never occur to them to go down to the ghetto that, in many notorious cases, is literally right next door to do anything about it. They could find out everything they ever wanted to know — and then some!! — about “the Black Experience” by driving down MLK Blvd. at three in the morning, but somehow they never do. The way you win at victim bingo in the ivory tower is you find the most obscure group, the furthest away, to chastise your peers for not caring enough about. If what you say could possibly have any real-world application in the lives of anyone anybody you know had even the possibility of ever meeting, you lose.

Such is Social Media, so it’s no surprise that the Twitterati all fall victim to the biggest Faculty Lounge Fallacy of them all: That saying something is the same as doing something. Or, in other words, and not to put too fine a point about it, they act like passive-aggressive little bitches, like cat ladies around the company water cooler. You could get Johnny from Accounting to stop leaving his half-eaten sandwich in the lunch room fridge by simply asking him to stop … or you can have daily hen parties about it for weeks, months, years, squawking about how some people need to get some common courtesy … and meanwhile Johnny from Accounting goes on doing it, oblivious.

The genius of Facebook, Twitter, etc. — and it IS genius; sick, evil, twisted genius — is that they figured out how to monetize this.

Severian, “Internet Tough Guys”, Rotten Chestnuts, 2021-05-10.

August 4, 2021

QotD: The Bell Curve of the benefits of (modern) education

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

It’s become clear over the last two or three decades that the benefits of education follow a bell curve (see the image at the top of this item).

On the far left of the curve is a newborn — who has learned literally nothing, knows nothing, and has received no benefit from education.

As we learn from our parents at home and our teachers at school, we progress along the curve with benefits accumulating along the way.

But something happens somewhere between sophomore year Vivisecting the Deconstructed Patriarchy 201 at Bleeding Heart College and achieving the dream of earning that Ph.D. from the University of Charging More Than a Mortgage for your dissertation on Imposing Ruthless Meaninglessness on Others.

Somewhere just on the right side of the bell curve, we devolve along the curve with detriments accumulating along the way.

By the time you’re as well educated as Dr. Swannie Jett, you’re so untethered from reality that you’re basically impervious to knowledge.

Stephen Green, “Insanity Wrap #198: Looted & Burned Target Store Puts Up Mural Celebrating Arson”, PJ Media, 2021-05-03.

July 27, 2021

John McWhorter on “antiracism” in theory and practice at the University of California

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

John McWhorter doesn’t just comment on this issue from mere distant concern, because he was working at UC Berkeley and watched it happen before his eyes:

John McWhorter’s Twitter thumbnail image

When I taught at UC Berkeley in the 1990s, it was an open secret that there was a two-tier undergraduate student body. Namely, black and Latino students tended to be considerably less prepared for the workload than white and Asian students.

No one talked about it openly, but plenty attested to it when they were sure the wall didn’t have ears, and to notice it was not racist – it was simple fact. Of course there were weak white and Asian students; of course there were excellent black and Latino students. But a tendency was unmistakable. It was painfully obvious that brown students were admitted according to very different standards than white and Asian ones.

Proposition 209 barred racial preferences of that kind in the UC system as of 1998, and of course, fewer brown students were admitted to the flagship schools Berkeley and UCLA after that. There were still plenty of brown students – the “resegregation” so many furiously predicted never happened. But not as many as before. And there has remained, for almost a quarter century now, a contingent who have never gotten over thinking UC would be better by going back to the way it was.

First there was the addition of a “hardship” bonus to the admissions procedure, with standards relaxed for applicants who could attest to having faced obstacles to achievement such as the death of a parent or serious illness. Formally this was supposed to apply to kids of all races. But immediately evaluators started weighting black and Latino hardship heavier than that suffered by white and Asian kids, as in rejecting an Asian applicant who had gone through the same kinds of hardship as a Latino one who was admitted.

I criticized this in the media, and will never forget when the suits assigned a kind, academically accomplished administrator to take me to lunch to “talk to me”. The poor man did his duty and … sat there lying to me. I genuinely felt sorry for him. But this showed how impenetrably committed to antiracism – or at least what they think is antiracism – these admissions officials are.

But even this kind of thing hasn’t been able to return Berkeley and UCLA to the good old days of having a “representative” number of brown students (apparently “representative” means in lockstep with their proportion of the state population). The problem is that pesky SAT, and at last, UC has gotten rid of it. The SAT will no longer be used to evaluate students for admission or even for scholarships.

A lot of people must have clinked their glasses of Pinot over this. But what they’ve done is not antiracist at all.

July 15, 2021

QotD: Macaulay’s prescription for ruling India

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

In 1835 Thomas Macaulay had argued in his famous essay Minute on Education that “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population.”

Macaulay was arguing that British Government should spend money on educating those it found under its rule. So it came to be as Britain ruled over the most heavily-populated and most valued part of its empire for another century.

Jawaharlal Nehru, the Prime Minister who led India to independence from Britain, studied at Trinity College, Cambridge, and at the Inner Temple, and was closely connected to the Fabian Society. Nehru’s rival, Muhammad Ali Jinnah, the founder of Pakistan, studied law at the Lincoln’s Inn, and was strongly influenced by English utilitarianism and French positivism. Nehru was an agnostic who requested a secular burial (this was denied him), while Jinnah was a gin-drinker whose religious attachments were more a matter of identity than belief.

Nehru and Jinnah led India and Pakistan to independence as the brown-skinned Westerners Thomas Macaulay had envisioned a century earlier. South Asian in appearance and pedigree, the leaders of these two nations nevertheless personified a fundamental truth about the Western orientation of the new Asian states. Pakistan was aligned with the United States, while socialist India was nominally non-aligned but clearly tilted toward the Soviet bloc. Though the populace of these nations were mostly illiterate, poor and detached from the cosmopolitan currents of the world, their elites were integrated among the English-speaking peoples. Nehru’s daughter, Indira Gandhi, attended Somerville College, Oxford. His grandson, Rahul Gandhi, whose mother is Italian, studied at Harvard and Trinity College.

Razib Khan, “Why the West lost India’s culture wars”, UnHerd, 2021-04-13.

July 1, 2021

QotD: Life at “Flyover State” in the 1990s

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

Something felt off when I arrived at Flyover State to take up my first teaching gig. It took me a while, but I finally figured it out: Everything, everywhere, was just ugly.

“Blandly utilitarian” was about the best that one could say about the least offensive campus architecture; “brutalist monstrosities” was closer to the truth for most of it. And as with the campus, so with the town — the off-campus housing was beautiful old Victorian houses ripped up and made into “efficiency” apartments, crammed cheek by jowl with poured-concrete boxes that looked like barracks for low-ranking Party members in the Pyongyang suburbs. The public parks were nicely landscaped, but each featured some publicly-subsidized “art” that made you want to gouge your eyeballs out. Every single space had wheelchair ramps, and was festooned with enough signs to give M. Night Shyamalan wood. It was hideous.

As with the built environment, so with human behavior. Everyone on the faculty looked like a refugee from 1968, but instead of toking righteous bud, they’d been taking sriracha enemas. The shopkeepers who catered to them were seemingly locked in a contest to out-obnoxious each other over their leftwing politics, and as for the few tradesmen who provided vital services, they had the warm and welcoming vibe of a DMV supervisor. Not that I blame them for this — I ended up hanging out with a lot of those guys at a townie bar, and trust me, being called out to work at a professor’s home is exactly the kind of experience you think it is. Hurry up and fix the leaky pipe, bigot, while I lecture you about your privilege … then try to stiff you on the bill. (Same thing in reverse for the students). So they came off like cops, assuming that everyone they met was a dyed-in-the-wool asshole until proven otherwise.

Life in a college town, then, is soulless, instrumentalist, transactionalist — everything’s for sale, but everything had best be spelled out, in writing, in triplicate. Nobody’s from there, nobody stays there, so everything is always on the arm. No one and nothing is ever on the level; everyone is always looking to chisel everyone else. And, ironically, the longer someone stays there, the more likely xzhey are to push this attitude to near-platonic perfection — eggheads all believe, with all their hearts and souls, that they deserve to be at Harvard, so when Harvard doesn’t come calling, the days and months and years become an intolerable insult. How dare they expect me to live like this, in a place designed to cater to my every whim, making only 100 large per year! It’s an outrage!!

Looking back on it, I see now why I hated the 1990s so much. Eggheads are incredibly conservative about everything but their politics, but in this one case, they really were as “progressive” as they fancy themselves. Before just about anyone else, they embraced the globohomo ethos of rootless piracy. Then as now, they all claimed to hate “sportsball” (if you’ll forgive an anachronism for clarity’s sake) with the heat of a thousand suns, but they could’ve given LeBron James lessons on how to be a backstabbing, glory-hogging, money-chasing, utterly mercenary douchebag. As early as the late 1980s, they found the idea of remaining loyally in one institution, building it up as a service to the community, as laughable as modern sportsballers find sticking in one city in order to be a role model. Fuck that, give me mine!!!

Severian, “Everything Is Ugly New”, Rotten Chestnuts, 2021-02-15.

June 21, 2021

QotD: The young Richard Nixon

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

As a schoolboy he hadn’t a single close friend, preferring to cloister himself up in the former church’s bell tower, reading, hating to ride the school bus because he thought the other children smelled bad. At Whittier, a fine Quaker college of regional reputation unknown anywhere else, he embarked upon what might have been his most humiliating job of all: learning to be a backslapping hail-fellow-well-met. (“I had the impression he would even practice his inflection when he said ‘hello'”, a reporter later observed.) The seventeen-year-old blossomed when he realized himself no longer alone in his outsiderdom: the student body was run, socially, by a circle of swells who called themselves the Franklins, and the remainder of the student body, a historian noted, “seemed resigned to its exclusion.” So this most unfraternal of youth organized the remnant into a fraternity of his own. Franklins were well-rounded, graceful, moved smoothly, talked slickly. Nixon’s new club, the Orthogonians, was for the strivers, those not to the manner born, the commuter students like him. He persuaded his fellows that reveling in one’s unpolish was a nobility of its own. Franklins were never photographed save in black tie. Orthogonians wore shirtsleeves. “Beans, brains, and brawn” was their motto. He told them *orthogonian* — basically, “at right angles” — meant “upright,” “straight shooter.” Also, their enemies might have added, all elbows.

The Orthogonians’ base was among Whittier’s athletes. On the surface, jocks seem natural Franklins, the Big Men on Campus. But Nixon always had a gift for looking under social surfaces to see and exploit the subterranean truths that roiled underneath. It was an eminently Nixonian insight: that on every sports team there are only a couple of stars, and that if you want to win the loyalty of the team for yourself, the surest, if least glamorous, strategy is to concentrate on the nonspectacular — silent — majority. The ones who labor quietly, sometimes resentfully, in the quarterback’s shadow: the linemen, the guards, the punter. Nixon himself was exemplarily nonspectacular: the 150-pounder was the team’s tackle dummy, kept on squad by a loving, tough, and fatherly coach who appreciated Nixon’s unceasing grit and team spirit — nursing hurt players, cheering on the listless, even organizing his own team dinners, entertaining the guests on the piano, perhaps favoring them with the Orthogonian theme song. It was his own composition.

Nixon beat a Franklin for student body president. Looking back later, acquaintances marveled at the feat of this awkward, skinny kid the yearbook called “a rather quiet chap about campus,” dour and brooding, who couldn’t even win a girlfriend, who attracted enemies, who seemed, a schoolmate recalled, “the man least likely to succeed in politics.” They hadn’t learned what Nixon was learning. Being hated by the right people was no impediment to political success. The unpolished, after all, were everywhere in the majority.

Rick Perlstein, Nixonland: The Rise of a President and the Fracturing of America, 2008.

June 20, 2021

QotD: Cargo cult thinking in education

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

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

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

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

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

June 11, 2021

Latin and Greek are the next sacrifices to the great god Antiracism

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

In the latest edition of It Bears Mentioning, John McWhorter considers the Princeton University classics department decision to get rid of the requirement for students to read classic texts in the original languages:

“USA – New Jersey – Princeton” by Harshil.Shah is licensed under CC BY-ND 2.0

I have written recently about the Princeton classics department’s decision to eliminate the requirement that students engaging closely with Latin and Greek texts be able to … read them in Latin and Greek. The new idea is that the department will attract more majors by opening up to ideas from students who may be full of beans but just not inclined to tackle complex, ancient languages. And sub rosa, the idea is clearly – as we can see from words in the official statement like underrepresented, perspectives, and experiences – that of especial interest will be black students, especially in light of today’s racial reckoning which the department openly acknowledges was the primary spur for this change.

My disappointment with this decision is because it is part of a tradition of arguments that we do black people a favor by exempting them from certain kinds of faceless, put-up-or-shut-up challenges to entry. Back in the aughts, the classic example was brilliant, fierce black lawyers confidently arguing that because black firefighter applicants don’t do as well on the entrance exams required for the job, the exams are racist and should be eliminated. More recently there has been the idea that if black kids are rare at top-ranked public schools in New York City like Stuyvesant because few excel on the standardized test one must ace to be admitted, then the solution is to eliminate the test as “racist”. The Princeton decision is a variation: to get black kids into classics, it’s supposedly immoral to expect them to master the intricacies of Latin and Greek, languages which I suppose we can see as foreign, “white” to them as well. Rather, they must be admitted in shining expectation that their class comments will be bracingly “diverse” in good old English.

My Atlantic colleague Graeme Wood is more sanguine about the Princeton decision. He argues sagely that a certain kind of student happens to enjoy working their way through languages like Latin as a kind of puzzle (I openly admit being that type), but that there are others who don’t go in for that particular task and yet are itching and well-equipped to engage and analyze classical texts regardless. Graeme notes that we do not consider it an educational tragedy that specialists in English history are not required to be able to read Old English. (Although I wonder if this analogy would hold if the idea were someone specializing in England of the first millennium, where all of the relevant linguistic matter was in Old English [and Latin].)

I can go with him here to an extent. On the one hand, as I have argued here, to engage work only in translation is, of course, to lose a lot. Yet, in making that argument here, I was referring to my own reading War and Peace in English, as I myself was not inclined to hack through it in Russian (although my being black was not the reason for this disinclination [couldn’t help it!]). The question is how important we consider that loss to be.

Having no facility in languages myself, I’m more sympathetic to the students’ viewpoint than I might otherwise be, but depending on someone else’s translation of the text being studied has unexpected risks, as Sarah Hoyt explained from her own translation studies:

The discussion […] reminded me of when I was sixteen and embarked on a class called “Techniques of Translation”.

Although I had studied French and English and German, the translations I’d done so far were of the “I took the pen of my neighbor” variety. I thought the class would teach me to smooth out the sentence to “I took my neighbor’s pen” and that would be that.

I was wrong. Oh, it taught that also, but that was a minor portion of it. The class mostly hinged on the moral, ethical and — most of all — professional dilemmas of being a translator. I know any number of you are translators, formal or informal, but any number of you are also not. So, for the ones who are not, let me break the news with my usual gentleness:

There is no such thing as translation.

The French have a proverb “to translate is to betray a little” — or at least that’s the closest meaning in English. It’s fairly close to the true meaning, but slightly askew, of course. Every language is slightly askew to other languages.

The idea that there exists in every language a word that is exactly the equivalent of other languages is sort of like assuming that aliens will — of course — live in houses, go to school, ride buses, understand Rebecca Black’s “Friday”. [This was originally written in 2011.]

Language is how we organize our thoughts, and each word, no matter how simple, carries with it the cultural freight and experience of the specific language. Oh, “mother” will generally mean “the one who gave birth to” — except for some tribal, insular cultures where it might mean “the one who calls me by her name” or “my father’s principal wife” — but the “feel” behind it will be different, depending on the images associated with “mother” in the culture.

So, when you translate, you’re actually performing a function as a bridge. Translation is not the straightforward affair it seems to be but a dialogue between the original language and the language you translate into. If you’re lucky, you meet halfway. Sometimes that’s not possible, and you feel really guilty about “lying” to the people receiving the translation. When on top of language you need to integrate different cultures and living systems (which you do when translating anything even an ad) you feel even more guilty, because you’re going to betray, no matter how much you try. At one point, a while back, I had my dad on one phone, my husband on the other, and I was doing rapid-fire translation about a relatively straight forward matter. And even that caused me pangs in conscience, because my dad simply doesn’t understand how things are done here. I had to approach his experience and explain our experience in a way he wouldn’t think I was insane or explaining badly. That meant a thousand minor lies.

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