Quotulatiousness

June 10, 2020

“Gender critical” feminism

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

Barbara Kay finds herself in agreement with an academic who, having come from a Marxist and radical feminist background, she would not normally have much in common:

Kathleen Lowrey, associate professor of anthropology at the University of Alberta, ascribes much of her intellectual formation to Marxism and radical feminism. Not, I think my regular readers would agree, someone with whom I would normally have a great deal in common. And yet, in this strange cultural moment, Prof. Lowrey and I find ourselves amicably united in the service of a mutually revered ideal. I write this column with ardent sympathy for her in her present predicament.

Academics’ time is generally split 40/40/20 amongst, respectively, research, teaching and “service” to their community — meaning committees, mainly. Until late March, Lowrey served as associate chair for undergraduate programs on behalf of the department of anthropology. Following anonymous complaints about her views from one or more students to the university’s office of safe disclosure and human rights, as well as to the dean of students, Lowrey was asked to resign. She was not given a precise reason, only told that because she holds “gender critical” opinions, she was making the learning environment “unsafe” for the anonymous complainants who felt that her views caused them “harm.” (It’s not clear — Lowrey believes it is doubtful — that the complainants were even taking her courses.)

“Gender critical” refers to what was shortly ago normative feminism doctrine in considering biological sex of primordial importance in fighting for women’s rights. Where the traditional rights of biological women collide with asserted rights of trans women — sport, intimate spaces, rape crisis centres, prisons — gender-critical feminists join with conservatives like me in insisting that biological women’s rights must prevail: for the sake of their safety, privacy and right to a level playing field.

Until what seems like a few minutes ago, there was nothing controversial about this opinion. But now there is. The only “correct” opinion to hold is that gender expression trumps biology in any rights-based claims. And in academic circles, Lowrey’s views, which she is at no pains to hide on campus and off, are a form of apostasy that cries out for punishment.

June 7, 2020

QotD: The American education system

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

[A]ll levels of our education system are extremely wasteful and ineffective. After spending more than a decade in class and burning up over $100,000 in taxpayer money, most Americans know shockingly little. About a third of adults are barely literate or numerate. Average adult knowledge of the other standard academic requirements — history, social studies, science, foreign languages — is near-zero. The average adult with a B.A. has the knowledge base you’d intuitively expect of the average high school graduate. The average high school graduate has the knowledge base you’d intuitively expect of the average drop-out. This is the fruit of a trillion taxpayer dollars a year.

Bryan Caplan, “Is Education Worth It? My Opening Statement for the Caplan-Hanushek Debate”, The Library of Economics and Liberty, 2018-02-19.

May 11, 2020

QotD: Certainty is liberation

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

My last semester of college was a total blowoff. I already had enough credits to graduate at the end of the previous term, but I figured that since I was on scholarship, I might as well use the remaining time to really lock down a job. One fell into my lap over the break, but it was too late to withdraw my registration and file for graduation. And that wasn’t all. My GPA was such that I could’ve failed every single class in that final semester and still graduated. And finally, the job was all the way across the country …

In short, absolutely nothing I did, or didn’t do, that final semester meant anything at all. I was as responsibility-free as an “adult” human can ever hope to get.

This had some interesting consequences. I got laid a lot more, for one thing — sorry about the crudity, but it’s a great illustration of the principle. The principle being: “When you truly don’t care, you project this invincible vibe that attracts people.” My friends were all shocked — not just about the getting laid part, but the fact that my whole personality seemed to change. I am not, as you might imagine, the most outgoing, happy-go-lucky guy, but that semester I was.

I mean, why not? I’d hit on varsity cheerleaders and sorority goddesses. I turned in wildly counter-intuitive assignments, just to see what would happen. I signed up for Intro to Conversational Chinese. Totally bombed it, but seriously, why not? I’ve always wanted to know if I have a knack for languages (turns out I don’t), and that was the hardest one in the course catalog. So long as I stayed alive and out of jail, I could do whatever the hell I wanted … so I did.

The lesson I drew from this: Certainty is liberation. It’s bliss. I still had anxieties, of course — e.g. how was I going to do in my new life, all the way across the continent? — but in my current context, I had no worries at all. I was King of the Dorm, because, quite simply, I could afford to be. I had three hots and a cot, endless free time, and a give-a-damn meter stuck on zero.

If I were quicker on the uptake, I’d have identified that instant as my turn to the Shitlord side of the Force. What in god’s name am I doing, hitting on the homecoming queen? Doesn’t matter. She could blow me off so viciously that dudes three blocks over would wince and cover themselves,* and I couldn’t care less. Why not shoot for the moon? If I win, I’m a dorm legend; if I fail, I’m still a dorm legend for having the balls to try it. In two months, I’ll be a thousand miles away and nobody will care about either of us.

*She didn’t. She didn’t go out with me, of course, but she was very nice and gracious, as most truly pretty girls are. Another valuable lesson learned.

Severian, “The Emotion is the Tell”, Rotten Chestnuts, 2020-01-24.

April 29, 2020

QotD: “Ethical” ways to prevent scientific progress

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

The stigmatization of science is also jeopardizing the progress of science itself. Today anyone who wants to do research on human beings, even an interview on political opinions or a questionnaire about irregular verbs, must prove to a committee that he or she is not Josef Mengele. Though research subjects obviously must be protected from exploitation and harm, the institutional-review bureaucracy has swollen far beyond this mission. Its critics have pointed out that it has become a menace to free speech, a weapon that fanatics can use to shut up people whose opinions they don’t like, and a red-tape dispenser that bogs down research while failing to protect, and sometimes harming, patients and research subjects. Jonathan Moss, a medical researcher who had developed a new class of drugs and was drafted into chairing the research-review board at the University of Chicago, said in a convocation address, “I ask you to consider three medical miracles we take for granted: X-rays, cardiac catheterization, and general anesthesia. I contend all three would be stillborn if we tried to deliver them in 2005.” The same observation has been made about insulin, burn treatments, and other lifesavers.

The hobbling of research is not just a symptom of bureaucratic mission creep. It is actually rationalized by many bioethicists. These theoreticians think up reasons that informed and consenting adults should be forbidden to take part in treatments that help them and others while harming no one. They use nebulous rubrics like “dignity,” “sacredness,” and “social justice.” They try to sow panic about advances in biomedical research with far-fetched analogies to nuclear weapons and Nazi atrocities, science-fiction dystopias like Brave New World and Gattaca, and freak-show scenarios like armies of cloned Hitlers, people selling their eyeballs on eBay, and warehouses of zombies to supply people with spare organs. The University of Oxford philosopher Julian Savulescu has exposed the low standards of reasoning behind these arguments and has pointed out why “bioethical” obstructionism can be unethical: “To delay by 1 year the development of a treatment that cures a lethal disease that kills 100,000 people per year is to be responsible for the deaths of those 100,000 people, even if you never see them.”

Steven Pinker, “The Intellectual War on Science”, Chronicle of Higher Education, 2018-02-13.

April 25, 2020

QotD: The entitlement mindset of intellectuals

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

The intellectual wants the whole society to be a school writ large, to be like the environment where he did so well and was so well appreciated. By incorporating standards of reward that are different from the wider society, the schools guarantee that some will experience downward mobility later. Those at the top of the school’s hierarchy will feel entitled to a top position, not only in that micro-society but in the wider one, a society whose system they will resent when it fails to treat them according to their self-prescribed wants and entitlements. The school system thereby produces anti-capitalist feeling among intellectuals. Rather, it produces anti-capitalist feeling among verbal intellectuals. Why do the numbersmiths not develop the same attitudes as these wordsmiths? I conjecture that these quantitatively bright children, although they get good grades on the relevant examinations, do not receive the same face-to-face attention and approval from the teachers as do the verbally bright children. It is the verbal skills that bring these personal rewards from the teacher, and apparently it is these rewards that especially shape the sense of entitlement.

Robert Nozick, “Why Do Intellectuals Oppose Capitalism?”, Cato Policy Report, 1998-01-01.

April 18, 2020

QotD: Distorting the history of science

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

The most frequently assigned book on science in universities (aside from a popular biology textbook) is Thomas Kuhn’s The Structure of Scientific Revolutions. That 1962 classic is commonly interpreted as showing that science does not converge on the truth but merely busies itself with solving puzzles before lurching to some new paradigm that renders its previous theories obsolete; indeed, unintelligible. Though Kuhn himself disavowed that nihilist interpretation, it has become the conventional wisdom among many intellectuals. A critic from a major magazine once explained to me that the art world no longer considers whether works of art are “beautiful” for the same reason that scientists no longer consider whether theories are “true.” He seemed genuinely surprised when I corrected him.

The historian of science David Wootton has remarked on the mores of his own field: “In the years since Snow’s lecture the two-cultures problem has deepened; history of science, far from serving as a bridge between the arts and sciences, nowadays offers the scientists a picture of themselves that most of them cannot recognize.” That is because many historians of science consider it naïve to treat science as the pursuit of true explanations of the world. The result is like a report of a basketball game by a dance critic who is not allowed to say that the players are trying to throw the ball through the hoop.

Many scholars in “science studies” devote their careers to recondite analyses of how the whole institution is just a pretext for oppression. An example is a 2016 article on the world’s most pressing challenge, titled “Glaciers, Gender, and Science: A Feminist Glaciology Framework for Global Environmental Change Research,” which sought to generate a “robust analysis of gender, power, and epistemologies in dynamic social-ecological systems, thereby leading to more just and equitable science and human-ice interactions.”

More insidious than the ferreting out of ever more cryptic forms of racism and sexism is a demonization campaign that impugns science (together with the rest of the Enlightenment) for crimes that are as old as civilization, including racism, slavery, conquest, and genocide.

This was a major theme of the Critical Theory of the Frankfurt School, the quasi-Marxist movement originated by Theodor Adorno and Max Horkheimer, who proclaimed that “the fully enlightened earth radiates disaster triumphant.” It also figures in the works of postmodernist theorists such as Michel Foucault, who argued that the Holocaust was the inevitable culmination of a “bio-politics” that began with the Enlightenment, when science and rational governance exerted increasing power over people’s lives. In a similar vein, the sociologist Zygmunt Bauman blamed the Holocaust on the Enlightenment ideal to “remake the society, force it to conform to an overall, scientifically conceived plan.”

In this twisted narrative, the Nazis themselves are somehow let off the hook (“It’s modernity’s fault!”). Though Critical Theory and postmodernism avoid “scientistic” methods such as quantification and systematic chronology, the facts suggest that they have the history backwards. Genocide and autocracy were ubiquitous in premodern times, and they decreased, not increased, as science and liberal Enlightenment values became increasingly influential after World War II.

Steven Pinker, “The Intellectual War on Science”, Chronicle of Higher Education, 2018-02-13.

April 10, 2020

QotD: Ketman

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

I got into the higher ed biz fully intending to practice what Milosz calls “aesthetic ketman.” [“paying lip service to official ideology while secretly subverting it”] I loved my subject, but my subject was recondite enough, I figured, that I could keep the SJW bullshit to a bare minimum. I don’t remember what they called “intersectionality” back then, but whatever it was, I’d just make a few brief nods to it, then get on with my work in relative peace. Throw a few quotes from Foucault, Judith Butler, Gayatri Spivak, and the like in my dissertation intro, and that was that.

The problem, though, is that the sour pleasure of ketman is addictive, and like any addiction, you need to keep upping the dose to feel the same effect.

My first few years in grad school, anyone who cared to look could’ve easily spotted me as a secret shitlord. For one thing, I was the only guy in the whole damn town who actually looked happy. For one thing, professing is a 24/7 job — that’s “24 hours a week, 7 months a year,” and don’t let anyone tell you otherwise. All that free time is lovely, especially in a college town with 24-hour everything and scads of scantily clad undergraduate eye candy.

But more importantly, there’s the pleasure of ketman. So long as I make a few radical noises, I can get you sheep to believe anything I say. I used to tell people I studied transgendered potato farmers in the Kenyan uplands. I told this obnoxious girl from the Gender Studies department my dissertation was on resistance strategies of Eskimos in the Waffen-SS. I cited Alan Sokal’s hoax paper on the social construction of gravity in every seminar taught by a radical feminist, and no one ever called me on it. Anyone who thinks I’m kidding obviously hasn’t been on campus in the last 20 years or so. It was fucking hilarious …

… for a time. And then it got sad, then nauseating, because I eventually realized I was no different from the fools who swallowed my bullshit. It doesn’t matter if you’re being exquisitely ironic when you tell a room full of freshmen that “gender is a social construction.” They can’t recognize irony anyway, and even if they could, parroting the phrase “gender is a social construction” is still required to pass the class. More importantly, what if they did recognize it? I’m up there thinking I’m a shitlord, speaking truth to power to anyone smart enough to figure it out, but all they see is another fat, middle-aged sellout parroting nonsense. If I were serious about my shitlordery, they think, then I’d quit. But I don’t quit, which must mean my so-called “principles” are worth … what? We’ve already established you’re a whore, madam; now we’re just haggling over the price.

Severian, “The Pleasures of Ketman”, Rotten Chestnuts, 2020-01-09.

April 4, 2020

QotD: The danger of studying philosophy

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

I quickly learned that […] many of my professors valued paradoxical and obscure arguments. And I got pretty good at making them. In an essay on Wallace Stevens, I concluded by asserting, “If everything is nothing, then that nothingness is everything. For poetry to encompass one, it encompasses the other. When Stevens’s mind of winter descends into the inescapable nothingness of his subjectivity, he has claimed for himself the totality of everything.” I don’t know what this means. But I wrote it and I was rewarded for it.

I knew my analysis of Wallace Stevens would please my professor, but I was bothered by a nagging thought that I really didn’t understand Wallace Stevens. I wondered if my graduate school training just amounted to a parlor trick. Last year, at my high school, the students enjoyed arguing if a hotdog is a sandwich, the millennial equivalent of asking how many angels can dance on the head of a pin. The hotdog question made its way to the whiteboard in our staff lounge. By the time I arrived, my colleagues had written their responses. Some argued that a hot dog is not a sandwich because a sandwich requires two pieces of bread and a hotdog bun isn’t supposed to separate. Others averred that it most definitely is a sandwich: Meat between bread is a sandwich, end of story. I saw these responses and thought, “Simpletons!” before putting my graduate education to work: “In order to determine if a ‘hotdog is a sandwich,’ we must first determine the proper understanding of ‘is’ for if we do not grasp the ontological necessity of being itself, we fall into an abyss wherein ‘being’ is and is not itself and thus a hotdog is and is not a sandwich for it is and is not its very self.” I was quite amused by the whole situation until a colleague told me that a student had seen the whiteboard and said he wanted to study philosophy so that he could write like me.

S. A. Dance, “Incomprehension 501: Intro to Graduate School”, Quillette, 2018-03-06.

March 28, 2020

Woodrow Wilson (pt.1) | Historians Who Changed History

Filed under: History, Politics, USA — Tags: , , , , , — Nicholas @ 02:00

The Cynical Historian
Published 28 Dec 2017

Time to finally tell you why I’ve used Woodrow Wilson as a bit of a rhetorical punching bag. This is part 1 of a 2 part series. This part will cover his life and scholarship before the presidency. It’s going to be quite a trip. [References on YouTube description]

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LET’S CONNECT:
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Wiki:
Thomas Woodrow Wilson (December 28, 1856 – February 3, 1924) was an American statesman and academic who served as the 28th President of the United States from 1913 to 1921. A member of the Democratic Party, Wilson served as the President of Princeton University from 1902 to 1910 and then ran and was elected as a progressive Democrat to the office of Governor of New Jersey. Wilson’s victory in the 1912 presidential election made him the first Southerner elected to the presidency since Zachary Taylor in 1848. He also led the United States during World War I, establishing an activist foreign policy known as “Wilsonianism.” He was a major leader at the Paris [Versailles] Peace Conference in 1919, where he championed the proposed League of Nations. However, he was unable to obtain Senate approval for U.S. membership. After he suffered debilitating strokes in September 1919, his wife and staff members handled most of his presidential duties.
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Hashtags: #History #WoodrowWilson #LostCause #historians #Princeton #biography

March 25, 2020

Bonus QotD: Cognitive dissonance and the very, very woke

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

Like everyone, I’m tired of the Wuhan Flu freakout. But I owe a debt to future historians to leave them a primary source, so I’m going to do this last brief post on it, then move on. Unless something major happens, this is my final word on the subject […]

We’ve written a lot here on the West’s “crisis of legitimacy.” Well … this is it. Let’s break down some of the big factors in play:

The first, biggest, and in some ways only factor that matters, legitimacy-wise, is cognitive dissonance. We spent a lot of time here back in the days arguing about whether or not it’s a real thing […] I finally took the position that it’s real, but only for stuff that rises to level of actual cognition … which you just don’t see too much of anymore. Indeed, the whole point of Postmodern Leftism, when you come right down to it, is not having to think. Identity politics gives you The One Right Answer for most every situation; it’s just a matter of filling in the Social Justice Mad Lib. Any apparent conflict between One Right Answers is dealt with by ad hominem.

An example will probably help: Trannies vs. Feminists. Feminists, of course, are all in on The One Right Answer that “gender is just a social construction.” But Trannies actually believe this — if you feel you’re really a woman, then you are, your twelve-inch wang be damned. How, then, can impeccably #woke lesbians refuse to have sex with the aforesaid twelve-inch wang, since gender is just a social construction and Thundercock identifies as a lesbian? Easy: ad hominem. Oh, gender’s just a social construction all right … it’s just that any be-penised individual who “constructs” himself as a lesbian is lying for personal gain (#wokeness, as everyone knows, gives one the ability to read minds).

This isn’t a problem for the Left as a whole, much less for our entire society, because of the tiny numbers involved. Despite showing up pretty much everywhere in popular culture, gays are a small fraction of the population. Trannies are a fraction of a fraction, and since militant lesbianism is almost entirely political anyway (lesbian bed death is very real), about the only place this could possibly be a live issue is on the loonier college campuses.

Severian, “The Real Crisis”, Rotten Chestnuts, 2020-03-17.

March 16, 2020

University lectures developed historically due to the extremely high cost of books…

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

… now that books are extremely cheap, universities should long since have adapted:

University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

As Brad Delong has been pointing out for years the very method of university teaching arose from a technological issue. Books were expensive. No, expensive. A scholar might amass a library of 50 volumes in a lifetime if they were assiduous at the game. Hundreds indicated an active collector spending significant sums. At which point, to educate the impecunious – students have never been known as the rich – it makes sense for education to be one person with a book reading it to a room full of others. The lecture that is.

Books are now cheap. That education method no longer needs to be.

So too with this idea of essays. Sure, it’s a good thing to be able to research, write down an argument and all these things. But that world out there has changed. Getting someone else to do it for you is now cheap. Less than the money you could earn pulling pints in the time it might take to do it. Well, -ish, -ish, around and about.

This is also all global. Changing UK law to ban the [essay] mills isn’t going to change matters a jot. Nor tittle in fact.

What needs to be changed is the method of education which leads to students being asked to produce essays unsupervised.

What’s so odd is that the educational establishment is near entirely Marxist. The state of technology determines the mode of social relations of whatever it is. OK, technology has changed, the mode of educational relations needs to change.

Essays – just as an example here – must be produced under exam conditions. Done, problem solved.

February 25, 2020

“… and men like you will teach the kids. Not poems and rubbish; SCIENCE! So we can get everything working!”

Filed under: Books, Britain, Education, Greece — Tags: , , , , , — Nicholas @ 05:00

Apparently “the Artilleryman” from Jeff Wayne’s musical interpretation of War of the Worlds has taken over some important post at Oxford:

The Classics Faculty at the University of Oxford is considering whether to remove from its undergraduate courses the compulsory study in their original languages of Homer and Vergil. The reasons given are that students from independent schools, where some classical teaching is kept up, tend at the moment to do better in examinations than students from state schools, and that men do better than women. I regard this as the most important news of the week. I do so partly because I make some of my living from these languages, and so have a financial interest in their survival. I do so mainly because I see the proposal as a further enemy advance in the Culture War through which we have been living for at least the past two generations.

I could make this essay into another attack on the cultural leftists. I will come to these, as they are among the villains. They are not, however, the main villains. These are people who sometimes regard themselves, and are generally regarded by others, as conservatives. They once looked to Margaret Thatcher as their political champion, and then to Tony Blair. They were some of the most committed advocates of our departure from the European Union. They now look to the Johnson Government for the final triumph of their agenda. For these people, a nation is barely more than a giant economic enterprise – Great Britain plc. For them, the main, or perhaps the sole, purpose of education is to provide sets of skills that have measurable value in a corporatised market.

These people have been around for a long time. They were satirised by Charles Dickens in Hard Times, where Thomas Gradgrind explains his philosophy of education:

    Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which to bring up these children. Stick to Facts, sir!

[…]

I agree that state education had become a joke where almost nothing of any kind was taught. As continued by Tony Blair, the Thatcher reforms did eventually drive up standards of literacy and numeracy. But this has been at a terrible cost. Any modern school that wants to be thought desirable must focus on its place in the league tables. This involves working the children like slaves – stuffing them in class with facts that can be regurgitated in tests and therefore graded, then handing out reams of homework that leaves no time for personal development.

The universities continue this conveyor belt approach. Around half of school leavers are pressured into “higher” education. Those who go into the “STEM” subjects – Science, Technology, Engineering, Mathematics – follow a narrow and specialised curriculum that leaves them ignorant of nearly everything outside their own subject. The rest sign up for largely worthless subjects – anything with the words “business” or “studies” in the name. There, they are kept busy with three-hour lectures. I know the value of these, as I used to give them. I fell asleep in one of them, and the students were happy when my voice finally trailed off. Progress in these subjects is measured by coursework that is increasingly plagiarised or ghost-written, or through examinations where the grades are fiddled. At the end of this, graduates – and everyone does graduate – are qualified for nothing better than employment in one of those bureaucracies of management or control that fasten on the actually productive like mistletoe on a tree. The universities look at rising numbers and the fact that graduates do find paid employment, and call this a great success. No one thinks it a disgrace if students never take up a book not on their worthless reading list, or that, having graduated, they never open another book.

Or school leavers at the bottom end are herded into courses in plumbing or hairdressing. I was once invited to teach a module in a Parking Studies degree – this for the certification of traffic wardens. I suppose people are needed to keep the roads clear, and I suppose they should be given some idea of their legal rights and duties. I am not at all sure if they need to have degrees. I am sure that skilled trades of undoubted value are best taught, as they always used to be, through private apprenticeships or informally on the job.

February 22, 2020

QotD: Veblen’s “leisure class” evolve into the “luxury belief class” in truly affluent cultures

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

You might think that, for example, rich kids at elite universities would be happy because their parents are in the top one per cent of income earners. And they will soon join their parents in this elite guild. But remember, they’re surrounded by other members of the one per cent. Their social circle, their Dunbar number, consists of 150 baby millionaires. Jordan Peterson has discussed this phenomenon. Citing figures from his experience teaching at Harvard in the 1990s, Peterson noted that a substantial proportion of Ivy League graduates go on to obtain a net worth of a million dollars or more by age 40. And yet, he observes, this isn’t enough for them. Not only do top university graduates want to be millionaires-in-the-making; they also want the image of moral righteousness. Peterson underlines that elite graduates desire high status not only financially, but morally as well. For these affluent social strivers, luxury beliefs offer them a new way to gain status.

Thorstein Veblen’s famous “leisure class” has evolved into the “luxury belief class.” Veblen, an economist and sociologist, made his observations about social class in the late nineteenth century. He compiled his observations in his classic work, The Theory of the Leisure Class. A key idea is that because we can’t be certain of the financial standing of other people, a good way to size up their means is to see whether they can afford to waste money on goods and leisure. This explains why status symbols are so often difficult to obtain and costly to purchase. These include goods such as delicate and restrictive clothing like tuxedos and evening gowns, or expensive and time-consuming hobbies like golf or beagling. Such goods and leisurely activities could only be purchased or performed by those who did not live the life of a manual laborer and could spend time learning something with no practical utility. Veblen even goes so far as to say, “The chief use of servants is the evidence they afford of the master’s ability to pay.” For Veblen, Butlers are status symbols, too.

Building on these sociological observations, the biologist Amotz Zahavi proposed that animals evolve certain displays because they are so costly. The most famous example is the peacock’s tail. Only a healthy bird is capable of growing such plumage while managing to evade predators. This idea might extend to humans, too. More recently, the anthropologist and historian Jared Diamond has suggested that one reason humans engage in displays such as drinking, smoking, drug use, and other physically costly behaviors is because they serve as fitness indicators. The message is: “I’m so healthy that I can afford to poison my body and continue to function.” Get hammered while playing a round of golf with your butler, and you will be the highest status person around.

Rob Henderson, “Thorstein Veblen’s Theory of the Leisure Class — A Status Update”, Quillette, 2019-11-16.

February 11, 2020

Leaving the Left – Part 9: PJ O’Rourke

Filed under: Books, Economics, Humour, Liberty, Politics, USA — Tags: , , , — Nicholas @ 04:00

Economics in the Media
Published 18 Aug 2016

“When I got my first paycheck I found that I netted $82.27 after federal income tax, state income tax, city income tax, Social Security, union dues, and pension fund contribution. I was a communist. I had protested for communism. I had rioted for communism. Then I got a capitalist job and found out we had communism already.”
– The Baby Boom, PJ O’Rourke

Parliament of Whores: A Lone Humorist Attempts to Explain the Entire U.S. Government

Full Interview with Peter Robinson
https://youtu.be/keJYIkxbieg

January 22, 2020

The general unpleasantness of life in the “groves of academe”

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

David Warren on the state of play on the intellectual and political battlefronts of academia:

University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.

As the latest reports from our universities confirm, we live in an age of juvenile anachronism. So far as the past is acknowledged at all, it is to be judged, by the incredibly narrow standards of “social justice,” itself two words of a lie. Anyone who tries to resist this — even tenured professors — will be demoted, fired, or “placed on probation.” As in Soviet universities, this was enough to keep most dissenters secret. There is, after all, at least one mouth to feed, and not everyone is equipped to become a martyr. Among the better academics, some particles of truth can be snuck into lectures, past the inquiring minds of ignorant thugs.

But as technology has now blessed us with portable, and easily concealed recording devices, they must stay constantly on guard. A slight ideological slip could end the most promising career, apart from surrounding the speaker with shrieking Antifa who, if they manage to injure him, will not be prosecuted by campus or municipal sensitivity police.

It’s actually no better for (most of) the students than it is for the professors:

… after family breakdowns and the re-education of a generation of public school teachers, the crop of new students are so dull and docile that, unless they are radicalized, they will sit there aloof, like zombies. There are “conservative” students, whose complacency can serve any mission. Many have “common sense” enough to play along. They are only there to acquire the minimum credentials for paid work on the outside. It is a prison term. Once graduated, they will then adopt the customs and tone in their workplace environment which, except for “professions” like journalism, are unlikely to be radical. The feigned “social justice warrior” is transformed into a feigned enthusiast for capitalism, by self-interest, almost overnight.

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