If mediation is necessary for the average person to understand art (and sometimes it is), then this mediation is available in profusion via the same channels as the arts themselves. The local library, your parents, friends, the internet, book clubs, private teachers, interested amateurs … the list goes on and on. These are the vectors by which “culture” is injected into society. We learn culture from the artists and from our fellow men, not from learned dons who sit around stroking their beards and fretting about the malign influence of the hegemonic white-male patriarchy.
“But the internet is full of lies, mistakes, craziness, and utter junk!” the humanities profs might reply.
This is true. But this is also true of university humanities departments. At least YouTube won’t charge you thirty grand a year to teach you nonsense.
Most university liberal arts programs are not really about the arts; they are about politics as expressed through art. These politics are nearly unanimously leftist, and even worse disdain the very social and cultural constructs that gave birth to the “liberal arts” in the first place: literacy, religious belief, cultural confidence, and the notion of excellence in artistic execution as well as artistic intent. The purpose of instruction in many cases is not to teach why this or that work of art is great; the intent is to instead subvert the work and show why it is not great (because the artist is too white, too male, too European, too far outside the Progressive political frame to be acceptable to correctly-thinking people).
These are the wages of relativism and deconstructionism and “critical theory”: there is no magnetic north the artistic compass can point to. There is no way to navigate this ocean. All the humanities professor can say is that since one point is as good as any other, maybe it’s better to just stay where you are. If you must move, any random direction is pretty much the same — there’s no real destination, so you can never be lost. This theory of the arts asks little and returns little; it nourishes neither life nor spirit. Perhaps this is why the humanities courses in universities are dying out.
Monty, “DOOM (culturally speaking)”, Ace of Spades H.Q., 2014-10-28.
November 3, 2016
QotD: How culture is spread in theory and in practice
October 30, 2016
Victorian-style feminism today
A recent interview with Camille Paglia in the Spectator included a blast at the direction modern feminism has taken:
Paglia’s feminism has always been concerned with issues far beyond her own navel and the Hillary verdict is typical of her attitude — which is more in touch with women in the real world than most feminists’ (a majority of Americans, for example, have an ‘unfavourable view of Hillary Clinton’ according to recent polling).
‘My philosophy of feminism,’ the New York-born 69-year-old explains, ‘I call street-smart Amazon feminism. I’m from an immigrant family. The way I was brought up was: the world is a dangerous place; you must learn to defend yourself. You can’t be a fool. You have to stay alert.’ Today, she suggests, middle-class girls are being reared in a precisely contrary fashion: cosseted, indulged and protected from every evil, they become helpless victims when confronted by adversity. ‘We are rocketing backwards here to the Victorian period with this belief that women are not capable of making decisions on their own. This is not feminism — which is to achieve independent thought and action. There will never be equality of the sexes if we think that women are so handicapped they can’t look after themselves.’
Paglia traces the roots of this belief system to American campus culture and the cult of women’s studies. This ‘poison’ — as she calls it — has spread worldwide. ‘In London, you now have this plague of female journalists… who don’t seem to have made a deep study of anything…’
Paglia does not sleep with men — but she is, very refreshingly, in favour of them. She never moans about ‘the patriarchy’ but freely asserts that manmade capitalism has enabled her to write her books.
As for male/female relations, she says that they are far more complex than most feminists insist. ‘I wrote a date-rape essay in 1991 in which I called for women to stand up for themselves and learn how to handle men. But now you have this shibboleth, “No means no.” Well, no. Sometimes “No” means “Not yet”. Sometimes “No” means “Too soon”. Sometimes “No” means “Keep trying and maybe yes”. You can see it with the pigeons on the grass. The male pursues the female and she turns away, and turns away, and he looks a fool but he keeps on pursuing her. And maybe she’s testing his persistence; the strength of his genes… It’s a pattern in the animal kingdom — a courtship pattern…’ But for pointing such things out, Paglia adds, she has been ‘defamed, attacked and viciously maligned’ — so, no, she is not in the least surprised that wolf-whistling has now been designated a hate crime in Birmingham.
Girls would be far better advised to revert to the brave feminist approach of her generation — when women were encouraged to fight all their battles by themselves, and win. ‘Germaine Greer was once in this famous debate with Norman Mailer at Town Hall. Mailer was formidable, enormously famous — powerful. And she just laid into him: “I was expecting a hard, nuggety sort of man and he was positively blousy…” Now that shows a power of speech that cuts men up. And this is the way women should be dealing with men — finding their weaknesses and susceptibilities… not bringing in an army of pseudo, proxy parents to put them down for you so you can preserve your perfect girliness.’
October 23, 2016
Engaging with “challenging subjects”
In the Guardian, Frank Furedi talks about the challenges faced by university instructors when they need to expose their students to “challenging materials”:
Students studying the archaeology of modern conflict at University College, London, have been told they are permitted to leave class if they find the discussion of historical events “disturbing” or traumatising. This does not surprise me. Shielding students from topics deemed sensitive is fast gaining influence in academic life.
My colleague at another university showed a picture of an emaciated Hungarian Jewish woman liberated from a death camp. A student, yelled out, “stop showing this, I did not come here to be traumatised”, disrupting his lecture on the Hungarian Holocaust. After the student complained of distress, caused by the disturbing image, my colleague was told by an administrator to be more careful when discussing such a sensitive subject. “How can I teach the Holocaust without unsettling my students?” asked my friend. Academics who now feel they have to mind their words are increasingly posing such questions.
Throughout the Anglo-American world universities have drawn up protocols warning of exposing students to “sensitive subjects”. Astonishingly, the university is now subject to practices that demand levels of conformism historically associated with narrow-minded, illiberal institutions. The terms “sensitive subject” or “challenging subject” are used by administrators to designate a class of topics portrayed as a risk to students’ wellbeing.
[…]
It is difficult to think of any powerful literary text that does not disturb a reader’s sensibility. Consequently virtually any classic text could incite a demand for a trigger warning. A Durham University student complained that his class was “expected to sit through lectures and tutorials discussing Lavinia’s rape in Titus Andronicus”, though he was delighted that “we did get a trigger warning about bestiality with regard to part of the lecture on A Midsummer Night’s Dream”.
It is difficult to avoid the conclusion that, once sensitivity becomes a commanding value in academic teaching, the range of topics deemed sensitive will expand. This has far-reaching implications for academic teaching. Once the teaching of an academic topic becomes subordinated to a criterion that is external to it – such as the value of sensitivity – it risks losing touch with the integrity of its subject matter. At the very least, academics have to become wary of teaching topics in accordance with their own inclination as to what is the right way of communicating their subject.
Sadly, far too many academics have responded to the pressure to protect students from disturbing ideas by censoring themselves.
October 2, 2016
QotD: Camille Paglia on what’s wrong with American feminism today
After the great victory won by my insurgent, pro-sex, pro-fashion wing of feminism in the 1990s, American and British feminism has amazingly collapsed backward again into whining, narcissistic victimology. As in the hoary old days of Gloria Steinem and her Stalinist cohorts, we are endlessly subjected to the hackneyed scenario of history as a toxic wasteland of vicious male oppression and gruesome female suffering. College campuses are hysterically portrayed as rape extravaganzas where women are helpless fluffs with no control over their own choices and behavior. I am an equal opportunity feminist: that is, I call for the removal of all barriers to women’s advance in the professional and political realms. However, I oppose special protections for women, which I reject as demeaning and infantilizing. My principal demand (as I have been repeating for nearly 25 years) is for colleges to confine themselves to education and to cease their tyrannical surveillance of students’ social lives. If a real crime is committed, it must be reported to the police. College officials and committees have neither the expertise nor the legal right to be conducting investigations into he said/she said campus dating fiascos. Too many of today’s young feminists seem to want hovering, paternalistic authority figures to protect and soothe them, an attitude I regard as servile, reactionary and glaringly bourgeois. The world can never be made totally safe for anyone, male or female: there will always be sociopaths and psychotics impervious to social controls. I call my system “street-smart feminism”: there is no substitute for wary vigilance and personal responsibility.
Camille Paglia, “The Catholic Pagan: 10 Questions for Camille Paglia”, American Magazine, 2015-02-25.
August 14, 2016
QotD: Women in graduate math programs
Academic programs presumably want people with high ability. The GRE bills itself as an ability test, and under our expanded definition of ability this is a reasonable claim. So let’s talk about what would happen if programs selected based solely on ability as measured by GREs.
This is, of course, not the whole story. Programs also use a lot of other things like grades, interviews, and publications. But these are all correlated with GRE scores, and anyway it’s nice to have a single number to work with. So for now let’s suppose colleges accept applicants based entirely on GRE scores and see what happens. The STEM subjects we’re looking at here are presumably most interested in GRE Quantitative, so once again we’ll focus on that.
Mathematics unsurprisingly has the highest required GRE Quantitative score. Suppose that the GRE score of the average Mathematics student – 162.0 – represents the average level that Mathematics departments are aiming for – ie you must be this smart to enter.
The average man gets 154.3 ± 8.6 on GRE Quantitative. The average woman gets 149.4 ± 8.1. So the threshold for Mathematics admission is 7.7 points ahead of the average male test-taker, or 0.9 male standard deviation units. This same threshold is 12.6 points ahead of the average female test-taker, or 1.55 female standard deviation units.
GRE scores are designed to follow a normal distribution, so we can plug all of this into our handy-dandy normal distribution calculator and find that 19% of men and 6% of women taking the GRE meet the score threshold to get into graduate level Mathematics. 191,394 men and 244,712 women took the GRE last year, so there will be about 36,400 men and 14,700 women who pass the score bar and qualify for graduate level mathematics. That means the pool of people who can do graduate Mathematics is 29% female. And when we look at the actual gender balance in graduate Mathematics, it’s also 29% female.
Vast rivers of ink have been spilled upon the question of why so few women are in graduate Mathematics programs. Are interviewers misogynist? Are graduate students denied work-life balance? Do stereotypes cause professors to “punish” women who don’t live up to their sexist expectations? Is there a culture of sexual harassment among mathematicians?
But if you assume that Mathematics departments are selecting applicants based on the thing they double-dog swear they are selecting applicants based on, there is literally nothing left to be explained.
I am sort of cheating here. The exact perfect prediction in Mathematics is a coincidence. And I can’t extend this methodology rigorously to any other subject because I would need a much more complicated model where people of a given score level are taken out of the pool as they choose the highest-score-requiring discipline, leaving fewer high-score people available for the low-score-requiring ones. Without this more complicated task, at best I can set a maximum expected gender imbalance, then eyeball whether the observed deviation from that maximum is more or less than expected. Doing such eyeballing, there are slightly fewer women in graduate Physics and Computer Science than expected and slightly more women in graduate Economics than expected.
But on the whole, the prediction is very good. That it is not perfect means there is still some room to talk about differences in stereotypes and work-life balance and so on creating moderate deviations from the predicted ratio in a few areas like computer science. But this is arguing over the scraps of variance left over, after differences in mathematical ability have devoured their share.
Scott Alexander, “Perceptions of Required Ability Act As A Proxy For Actual Required Ability In Explaining The Gender Gap”, Slate Star Codex, 2015-01-24.
August 9, 2016
Growing up White Trash in the modern university
Holly Genovese on the difficulties of an academic career when you come from a “White Trash” background:
I bought The Professor Is In by Karen Kelsky, a terrifying book full of blunt (and much needed advice) about navigating the academic job market. While the author gives outspoken advice about the struggles of the job market, particularly for women, she also implicitly argues for the importance of hiding one’s class. She wrote about clothing and makeup and speaking patterns in women. Around the time I read this book, I realized that I, for a lack of a better term, code “white trash.” I have bad teeth, frequently say “ya’ll” and “how come,” and have a habit of running around South Philadelphia in a Dale Earnhardt Jr. t-shirt. It is one thing to have your hometown judged by your peers, but it is quite another to realize that qualities you possess, habits born of a lifetime that you don’t even realize you have, make you read as unqualified or unfit for your chosen profession.
But you can’t go home either, as they say. The more formal education I acquired, the larger the gap between my family and I became. My parents are incredibly proud of me and have never been anything other than supportive. But everyone from cousins to former employers have insinuated that I am arrogant because I left my small town for the city and enrolled in a Ph.D program. Why couldn’t I get a real job in the Harley Factory? What could you even do with a history Ph.D anyway? And most common of all, was I ever coming home? Slowly I realized the answer to that question had to be no.
Coming home still feels like a relief, a break from a life of pretending. But very gradually, my life has become very different from that of my family and old friends. We no longer watch the same TV or drink the same beer or read the same books. It takes a good week to get acclimated to the Folgers coffee my mom still buys. And many of my friends have no frame of reference for my chosen career, having never gone to college or even finished high school themselves. And sometimes my liberal and quasi-socialist opinions run up against those of the people in my hometown. How can I contest their sometimes racist, homophobic, or anti-intellectual opinions without confirming their stereotypes about who I have become, an elitist snob from the city?
H/T to Rick McGinnis for the link. “Except for the use of the voguish word “microaggression,” this resonates strongly with what I’ve seen (and lived.) That in-between feeling, of never quite fitting in where you’ve come from or where you are now. Class is a powerful thing, and in my experience Americans have a hard time talking about it. (And Canadians only marginally less so.)”
August 5, 2016
QotD: Slavery as an American invention
I started giving quizzes to my juniors and seniors. I gave them a ten-question American history test… just to see where they are. The vast majority of my students – I’m talking nine out of ten, in every single class, for seven consecutive years – they have no idea that slavery existed anywhere in the world before the United States. Moses, Pharaoh, they know none of it. They’re 100% convinced that slavery is a uniquely American invention… How do you give an adequate view of history and culture to kids when that’s what they think of their own country – that America invented slavery? That’s all they know.
Dr. Duke Pesta, in conversation with Stefan Molyneux, transcribed by David Thompson, 2016-07-27.
June 20, 2016
QotD: Commencement speeches
This is the season of college Commencement speeches — an art form that has seldom been memorable, but has increasingly become toxic in recent times.
Two themes seem to dominate Commencement speeches. One is shameless self-advertising by people in government, or in related organizations supported by the taxpayers or donors, saying how nobler it is to be in “public service” than working in business or other “selfish” activities.
In other words, the message is that it is morally superior to be in organizations consuming output produced by others than to be in organizations which produce that output. Moreover, being morally one-up is where it’s at.
The second theme of many Commencement speakers, besides flattering themselves that they are in morally superior careers, is to flatter the graduates that they are now equipped to go out into the world as “leaders” who can prescribe how other people should live.
In other words, young people, who in most cases have never had either the sobering responsibility and experience of being self-supporting adults, are to tell other people — who have had that responsibility and that experience for years — how they should live their lives.
In so far as the graduates go into “public service” in government, whether as bureaucrats or as aides to politicians or judges, they are to help order other people around.
It might never occur to many Commencement speakers, or to their audiences, that what the speakers are suggesting is that inexperienced young graduates are to prescribe, or help to dictate, to vast numbers of other people who have the real world experience that the graduates themselves lack.
To the extent that such graduates remain in government — “public service” — they can progress from aides to becoming career politicians, bureaucrats and judges, never acquiring the experience of being on the receiving end of their prescriptions or dictates. That can mean a lifetime of people with ignorance presuming to prescribe to people with personal knowledge.
Thomas Sowell, “Commencement Season”, Townhall.com, 2016-05-24.
May 25, 2016
QotD: Administrative bloat at American universities
Some commentators blame lazy, overpaid faculty [for the rising cost of tuition]. But while faculty teaching loads are somewhat lower than they were decades ago, faculty-student ratios have been quite stable over the past several decades, while the ratio of administrators and staff to students has become much less favorable. In his book on administrative bloat, The Fall Of The Faculty, Johns Hopkins professor Benjamin Ginsberg reports that although student-faculty ratios fell slightly between 1975 and 2005, from 16-to-1 to 15-to-1, the student-to-administrator ratio fell from 84-to-1 to 68-to-1, and the student-to-professional-staff ratio fell from 50-to-1 to 21-to-1. Ginsberg concludes: “Apparently, when colleges and universities had more money to spend, they chose not to spend it on expanding their instructional resources, i.e. faculty. They chose, instead, to enhance their administrative and staff resources.”
[…]
And according to a 2010 study by the Goldwater Institute, administrative bloat is the largest driver of high tuition costs. Using Department of Education figures, the study found administration growing more than twice as fast as instruction: “In terms of growth, the number of full-time administrators per 100 students at America’s leading universities increased by 39.3% between 1993 and 2007, while the number of employees engaged in teaching research or service only increased by 17.6%.”
Colleges and universities are nonprofits. When extra money comes in — as, until recently, has been the pattern — they can’t pay out excess profits to shareholders. Instead, the money goes to their effective owners, the administrators who hold the reins. As the Goldwater study notes, they get their “dividends” in the form of higher pay and benefits, and “more fellow administrators who can reduce their own workload or expand their empires.”
But with higher education now facing leaner years, and with students and parents unable to keep up with increasing tuition, what should be done? In short, colleges will have to rein in costs.
When asked what single step would do the most good, I’ve often responded semi-jokingly that U.S. News and World Report should adjust its college-ranking formula to reward schools with low costs and lean administrator-to-student ratios. But that’s not really a joke. Given schools’ exquisite sensitivity to the U.S. News rankings, that step would probably have more impact than most imaginable government regulations.
Glenn Harlan Reynolds, “Beat the tuition bloat”, USA Today, 2014-02-17.
May 18, 2016
Human Capital and Signaling
Published on 7 Apr 2015
Wages in America differ greatly among workers. Why is that? One reason includes differences in human capital — tools of the mind. Education is one of the biggest investments people make to increase their human capital. Which college majors offer the greatest returns? And are all returns on education due to human capital? A college degree can “signal” other factors as well, and we discuss what is commonly known as the “sheepskin effect.” In this video, we also discuss how globalization has affected wages in the U.S.
May 16, 2016
March 16, 2016
The Social Welfare of Price Discrimination
Published on 7 Apr 2015
Now that we’ve learned a little about price discrimination, we can begin to think about whether or not price discrimination is bad for society. How does price discrimination affect output, and what is this effect on social welfare? If price discrimination increases output, it is likely beneficial for society. If output isn’t increased, social welfare is reduced. What are some examples of perfect price discrimination? Universities practice perfect price discrimination all the time. Students pay different amounts for their education based on many different factors surrounding each student’s ability to pay. This practice increases profits and also increases the number of students able to attend college. For this reason, price discrimination by universities likely increases social welfare.
January 22, 2016
Top 10 Onion parodies on higher education
Yeah, I know it’s a bit late in the year to still be publishing lame “top ten” roundups, but these are pretty funny:
1. Sex partner must say ‘yes’ every 10 minutes or it’s rape, 10th graders taught in California
2. Princeton student say he’s victim of microaggression over way he says ‘Cool Whip’
3. Study urges people to accept those who ‘identify as real vampires’
4. Professor: Harry Potter Helped Obama Get Elected
5. All-You-Can-Eat Taco Bars Deemed Offensive, Face Campus Extinction
6. Harvard Students Celebrate ‘Incest-Fest’ (tied with: Harvard University workshop to teach students how to have anal sex
7. Professors: Motorists more likely to run over black people than white people
8. Professor’s Book Hails ‘Apostle Barack,’ Compares Him to Jesus
9. University axes homecoming ‘king’ and ‘queen,’ replaces it with gender-neutral ‘royals’
10. Sexuality courses: Black dildos are proof of racism against African Americans
Update: Oh, wait. Sorry. These aren’t actually headlines from the satirical website The Onion. They’re all real headlines. My mistake.
January 2, 2016
QotD: Where did all those helicopter parents come from?
One of the things you might notice about novels from the 1950s and 1960s is how many of the affluent people in them are engaged in trades like selling insurance, manufacturing some dull but necessary article, or running a car lot. These people are rarely the heroes of the novel (even then, writers found it much easier to imagine themselves as doctors or lawyers or, for that matter, as rough-hewn working-class types than as regional office-supplies distributors). But it is telling that those novelists took for granted that the writers and professionals would be intermingled with the makers and sellers, something that comes across as distinctly odd to the residents of the modern coastal corridors. Few of my friends even run a budget outside their own households, much less a profit and loss statement, and very few indeed have ever gone on a sales call.
The change in our novels reflects a change in our economy: the decline of manufacturing; the rise in the number and remuneration of professional jobs; the increase in the size of service firms; and the resulting shift toward salaried positions rather than partnerships or sole proprietorships. As a result of these changes, the upper middle class has found itself in a curious bind. In some ways, its economic fortunes are better than ever: They make more money, more reliably, than they used to. But because they are employees rather than business owners, they have a very limited ability to pass their good fortune onto their children.
A parent who had built a good insurance business in 1950 had a valuable asset that he could hand over to his sons. As long as they put a full day in at the office, they too would be able to take home a good living. That calculation applies across a broad range of manufacturing, retail and service businesses that used to form the economic bulwark of the prosperous middle class.
An MBA, however, is not heritable. Neither is a law degree, a medical degree, or any of the other educational credentials that form the barriers to entry into today’s upper middle class. Those have to be earned by the child, from strangers — and with inequality rising, the competition for those credentials just keeps getting fiercer.
Of course, parents have always worried about their kids making it; small family firms were often riven by worries about Uncle Rob’s ability to settle down to the business. But those were worries about adults, at an age when people really do settle down and become less wild. These days, we’re trying to force that kind of responsibility onto teenagers in their freshman year of high school. Of course, we don’t tell them that they need to earn a living; we tell them they need to get into a good college. But the professionalization of the American economy means that these are effectively the same thing for large swathes of the middle class.
Many teenagers — and I include myself at that age — do not quite have the emotional maturity and long-term planning skills for the high-stakes economic competition they find themselves engaged in. So their parents intervene, managing their lives so intensely that their child doesn’t have much opportunity to, well, act like a child instead of a miniature middle-aged accountant. Since the professional class can’t pass down its credentials, it passes down its ability to navigate the educational system that produces the credentials. The more inequality widens, the more obsessively they will manage their kids through school — and the more economic mobility will stagnate, since parents outside the professional class will have grave difficulty replicating this feat.
Megan McArdle, “What Really Scares Helicopter Parents”, Bloomberg View, 2015-11-30.
December 17, 2015
The rise of the “transageist community”
Carl Trueman comments on what he calls the transageist community:
The case of Stefonknee Wolscht, the Canadian man who has decided that he is not simply a woman trapped in a man’s body but actually a six year old girl trapped in the same, has attracted some web attention. At first, I thought the story was a hoax but, no, it would appear that the lunatics have taken over the asylum and it is indeed true. Even if a sick joke, however, it would still offer insights into the inner logic of the politics of identity as currently played by the Left. Thus, for example, the U.K.’s Pink News reports that parts of the trans community are upset. Not, of course, at the harm done to Wolscht’s wife and children, those symbols of bourgeois oppression who are thus just so much collateral damage in the Glorious Revolution of the Self(ish). No. They are upset because his claim to be a different age “discredits their cause.”
A moment’s reflection would indicate that this condition, whereby a person is really a small child incarcerated within a much older adult body, is increasingly prevalent in today’s society. Recent events on the campuses of some of America’s top (sic) universities (sic) clearly show that the transageist community is rapidly growing in size, influence and belligerence. Still, as with all vanguard movements, some opposition is to be expected. The concerned reaction of sections of the transgender community is therefore understandable.
[…]
No doubt opponents will say that such a view will create chaos. Law courts must recognize an age of consent and an age of criminal responsibility; Schools need an objective standard of age to structure their curricula; And it is in everyone’s best interest that one-year-olds are not allowed to drive on the highways or drink Scotch or play in their cribs with loaded AK-47s. Well, yes, of course — but, please, do not shoot the messenger. I have not created the politics of repudiation which drives so much of the Left today. I am merely pointing out that its logic is inexorable. Those who accept its premises and yet seek to curb its power according to their own tastes are merely so many desperate postmodern Canutes, shouting impotently at the relentless waves of ecstatic nihilism that are even now crashing against the shore.
H/T to David Warren for the link.
