Quotulatiousness

November 10, 2015

The “culture of ‘You can’t say that!’ in all its swirling, borderline violent ugliness”

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

Brendan O’Neill in sp!ked on the Halloween derangement syndrome at Yale:

Video footage of Yale students losing the plot over a faculty head who said everyone should calm down about Halloween has caused much head-shaking in liberal circles. And it isn’t hard to see why. The head’s crime was that his wife sent an email suggesting academics and students should chill out about ‘culturally insensitive’ Halloween costumes. It’s okay, he said, to be a ‘little bit inappropriate or provocative or, yes, offensive’ on this one day. For his wife issuing this mildest of rebukes to over-sensitive over-18s, he was accosted by a mob of students insisting the email made them feel unsafe. When he told the crowd that he thinks university is about providing education, not a ‘safe home’, they screamed at him to ‘step down!’. ‘Who the fuck hired you?!’, the most unhinged of the students cries.

It’s unnerving, odd, a terrifying snapshot of the new intolerance. We could see the culture of ‘You can’t say that!’ in all its swirling, borderline violent ugliness. It wasn’t a whispered or implied ‘You can’t say that!’, of the kind we see all the time in 21st-century public life, in response to people who criticise gay marriage, say, or doubt climate change. No, this was an explicitly stated ‘You can’t fucking say that, and if you do we’ll demand that you be sacked!’ That it was stated at Yale, and in response to a bloody email about Halloween, has added to the hand-wringing among liberals, who want to know what’s gone wrong with the new generation.

Okay, fine. It is indeed interesting, and worrying, that students are so sensitive and censorious today. But I have a question for the hand-wringers, the media people, academics and liberal thinkers who are so disturbed by what they’re calling the ‘Yale snowflakes’: what did you think would happen? When you watched, or even presided over, the creation over the past 40 years of a vast system of laws and speech codes to punish insulting or damaging words, and the construction of a vast machine of therapeutic intervention into everyday life, what did you think the end result would be? A generation that was liberal and tough? Come off it. It’s those trends, those longstanding trends of censorship and therapy, that created today’s creepy campus intolerance; it’s you who made these monsters.

November 9, 2015

QotD: Suppressing dissent

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

These are the chocolate sipping onesie boys of the world, who emote without thought and cringe at perceived aggressions by people who challenge their certainties. Brutality, bullying, rape, they cry. And in a polite society, their approach tends to shut down any talk.

Its the flip side of the Online Forum Effect where there is a tourettes-like tendency of some to bring up in any conversation and any occasion their pet political viewpoints. They do it loudly and angrily, and become so unpleasant that everyone around them learns to just shut up about some topics in the hopes that they won’t provoke another episode that ruins everything for everyone. And in the process, they win by silencing any dissent or alternate viewpoint. By not allowing anyone to gainsay or question their absolute certainty on a topic, all that everyone is left with is their regular outbursts on every subject.

And in time, that wears down all but the most strong of wills by the Big Lie. After all, I don’t hear anyone disagreeing with them or showing how they are wrong, and they wouldn’t be so very strong and insistent about this if it wasn’t at least somewhat true. They aren’t crazy or lying all the time, nobody would do that…

And until this changes, until this atmosphere at institutions of higher learning changes, until this approach toward academia and culture is different, then the entire exercise of education is pointless. How can you expect anyone to get an honest, valuable education in this kind of atmosphere? What kind of worldview and what sort of behavior is being inculcated by this kind of attitude? Nothing healthy.

Christopher Taylor, “SOCIAL JUSTICE KITTENS”, Word Around the Net, 2014-10-22.

November 7, 2015

The demand for trigger warnings may make teaching “difficult” subjects practically impossible

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

In Salon, Rani Neutill explains what happened in the class she taught where she provided exactly the sort of trigger warnings in advance of all potentially disturbing material:

About a year ago I was asked to teach a class about the evolution of the representation of sex throughout American Cinema. I started with the silent film (The Cheat) and ended with Spike Jonze’s disembodied sex in Her. Along the way, I showed a number of sexually graphic films that caused a great deal of controversy.

At the time I was teaching the course, I was also figuring out a life outside of academia. I had been a wandering postdoc for a long time and was tired. A friend of mine had recently been violently sexually assaulted. I was a witness. The trauma she suffered, from the assault and the long, drawn-out trial of her assailants, led me to volunteer at my local rape crisis center. Working directly with folks who have experienced trauma, I entered the course believing in trigger warnings and gave them throughout the class, even though it seemed as though the title of the course was a trigger warning in and of itself. Regardless, I gave them for almost every film I showed. I even gave them for films that really shouldn’t have needed them (i.e., Psycho).

Midway through the semester, because of my work in sexual assault prevention, I was asked to fill in for the Director of the Office of Sexual Assault Prevention Services at the university. The Director had to take a short leave so I was there to fill in temporarily. In accepting the position, I took on a dual role. First, I was an activist against sexual violence, supporting survivors on campus, but I was also an educator who believed that learning is about shaking up one’s world and worldview. I didn’t realize that occupying both roles at once would be impossible; failure was inevitable.

[…]

I began class by talking briefly about learning through discomfort. The students were silent. I turned to them for questions about moments of feeling uncomfortable and how we could read these as productive. The student who came to my office raised her hand and asked, “Are we gonna talk about SSBAS.”

“Yes,” I said, “but I want us to talk about any of the films that made people uncomfortable. Let’s discuss the discomfort.” Her face fell. She started crying and ran out of the room. Her friend followed her. Right after she left I showed the scene with Omar. Later that day, she came to my office again, sobbing.

For the rest of the semester, I gave trigger warnings before every scene I screened. Every. Single. One. This wasn’t enough. A student came to me and asked that I start sending emails before class outlining exactly which disturbing scenes I would be showing so that I wouldn’t “out” survivors if they had to walk out of class when hearing what I was about to show. This took all the free form and off the cuff ability to teach. It stifled the teaching process. There would never be a moment for me to educate them by confronting them with the unknown, by helping them become aware of their own biases by making them feel uncomfortable.

November 5, 2015

Do you have a sufficient supply of pronouns yet?

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

Another link I saved a while back and then didn’t get around to using until now:

A private Southern California women’s college now offers students eight different gender pronoun options from which to select, expecting professors and others on campus to use the choices.

The Claremont-based Scripps College, nicknamed “The Women’s College,” offers the gender pronoun options to students through its online student portal accounts. Students use a drop-down menu to select their preference from ten choices – eight of which are various gender pronoun sets such as “Hu, Hum, Hus,” “Per, Pers, Perself” and “Ze, Zir, Zir.” The other two are “none” and “just my name.”

Once students select their preference, a note of it appears on class rosters and other documents informing professors and others.

Though an all-female institution, the drop-down list does not default to the “She, Her, Hers, Herself” option, but instead, “Select Pronoun.” In fact, the choices are listed in alphabetical order, which places the traditional “she/hers” choice as the seventh possibility.

The list of options, along with phonetic pronunciations for the less frequently used choices, was provided to The College Fix by a campus official:

    1. E/Ey, Em, Eir/Eirs, Eirself/Emself (A, M, ear, ears, earself)
    2. He, Him, His, Himself
    3. Hu, Hum, Hus, Humself (hue like HUman,/hue-m like HUMan, hue-s, hue-mself)
    4. Just My Name Please
    5. None
    6. Per, Per, Per/Pers, Perself (per/purr, pers, perself)
    7. She, Her, hers, Herself
    8. They, Them, Their/Theirs, Themse
    9. Ze, Hir, Hir/Hirs, Hirself (zee, hear, hears, hearself)
    10. Ze, Zir, Zir/Zirs, Zirself (zee, zeer, zeers, zeerself)

November 3, 2015

QotD: Liberal arts programs

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

… liberal-arts programs have been ailing for decades. The humane thing would be to let them die with whatever modicum of dignity they have left.

My purpose in this essay is not to defend (or attack) “the arts” (the aaaaahts, in my plummiest fake English accent). The arts don’t need defending (or attacking), and even if they did, there are lots of thick books written by people who are far smarter than me making the case. This essay is, instead, a broadside against university humanities departments, which are mostly terrible and not really worth rescuing.

We don’t need university liberal arts programs to expose us to culture. Want some culture in your life? Hit YouTube and you can get all the culture you can choke down, for free. Art, music, dance, guided tours of great museums. Literature? The local library might still have a few books lying around if it hasn’t given itself over completely to being a day-care facility for the homeless. Amazon will sell you any book you want, from The Pilgrim’s Progress to The Brothers Karamazov to The Vagina Monologues and deliver it to your portable reading device in a matter of seconds. Amazon will also sell you a Blu-Ray of any opera or great film you want, and have it delivered right to your door by the next day. (Or stream it right to your TV, iPad, or smartphone.) Embarrassed for funds? You can download tens of thousands of public-domain books, films, and pieces of music for free from a variety of sources. In short, art has been transformed from a luxury good to a commodity good.

“But wait!” the academics cry. “Who’s going to teach you how to understand all this stuff? How to interpret it? How to uncover all the subtleties and meanings in it?”

In this response you get two fallacies for the price of one: that the average citizen requires someone to perform this task, and that universities are capable of performing it even if it were necessary.

Monty, “DOOM (culturally speaking)”, Ace of Spades H.Q., 2014-10-28.

October 29, 2015

QotD: Culture, the arts, and elitism

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

Of course not all liberal-arts professors think this way, and not all universities have become cultural wastelands. There are yet islands of excellence in the dead sea of mediocrity, meretriciousness and cultural Marxist rot.

Let us stipulate that there are excellent liberal-arts programs and professors out there. What value do they bring to students?

The usual answer is that a committed teacher can inculcate in a student a lifelong love of the subject matter, whether it be ancient Greek sculpture or medieval French poetry or American jazz music. However, this happens seldom enough to bring the whole axiom into question. It’s the whole “you can bring a horse to water but you can’t make him drink it” problem. You can make a class full of bored young people listen to Mahler and explain to them why you think it’s wonderful, but the point is to convince them that it’s wonderful (or at least worth “appreciating”). This is a much harder task, and one that not many college professors are particularly good at.

This is called the “arts appreciation racket”, and it goes back to the Romantic belief that exposing the hoi polloi to high art would make them more well-rounded people. Somehow. The belief has persisted in spite of mounds of evidence to the contrary. Forcing people to imbibe high art is like forcing a kid to eat broccoli — not only will the kid probably spit it out, he will probably develop a lasting dislike for it. Without context and some motivating purpose, high art simply doesn’t have much relevance for most people.

This is not an inherently bad thing. “High art” has never really been aimed at or intended for a mass audience. The whole notion of “high art” implies a kind of elitism, as a calculus equation is elitist (if you don’t know calculus, the equation will not yield its meaning). The creation and consumption of high art requires a level of literacy, wealth, and leisure that until recently not many people had. But now we live in an age when the jewels of world culture can be had for almost nothing, immediately, anywhere. The limiting factor is no longer literacy, or wealth, or leisure time, but rather motivation. All prerequisites have been removed except the “Why?”. Why spend time listening to a Mozart concerto? Why attend a Wagner opera or study a Turner painting or look up at the ceiling of the Sistine Chapel? The problem with University liberal-arts programs is that they can only give you their “Why?”, not your own “Why?”.

Monty, “DOOM (culturally speaking)”, Ace of Spades H.Q., 2014-10-28.

October 23, 2015

The Orangutan Theory of Division 1 football

Filed under: Education, Football, USA — Tags: , — Nicholas @ 02:00

Gregg Easterbrook points out the weirdness that is big-time college football in the United States:

These three coaching changes share in common what T.M.Q. calls the Orangutan Theory of Division 1: that football-factory programs have such incredible built-in advantages in recruiting power and gimmick schedules that an orangutan should be able to lead one to bowl eligibility.

Not only do the top recruits flock to prestige programs like South Carolina and U.S.C., but they also play under gimmick conditions. This year the Gamecocks have seven home games and five road dates; one of South Carolina’s opponents is lower-division Citadel. (Initially South Carolina scheduled eight home games and four road dates; a home game was moved because of Hurricane Joaquin.) U.S.C. enjoys seven home games versus five away; one of the Trojans’ opponents was Arkansas State, which plays in a lesser conference. Such schedules are as if the Denver Broncos played twice as many games at home as away, and one of the home games was against an Arena League team.

In the wake of the Spurrier and Sarkisian departures, the sports world — SportsCenter, Sports Illustrated, ESPN’s College GameDay — wondered when glory would return to these programs. Unless I missed it, not a word was said about the educational goals that are the ostensible purpose of the universities in question.

Spurrier’s team had a 51 percent graduation rate, including a 46 percent rate for African-Americans. He should have been given the boot for exploiting players without ensuring their educations: Instead all the boosters and the networks seemed to care about was his won-loss ratio. South Carolina is an SEC school. CBS has the contract for that conference, and benefits when the Gamecocks win. Where is the 60 Minutes segment on SEC football graduation rates?

Sarkisian’s team was graduating 47 percent of players, including 38 percent of African-Americans; Kiffin’s team had a 48 percent graduation rate, including 39 percent for African-American players. ESPN and Fox, which broadcast Pac-12 football, devoted lots of air time to the recruiting and ranking ramifications of the Kiffin and Sarkisian dismissals. Did either so much as mention graduation rates?

Even from programs like U.S.C. and South Carolina that produce many N.F.L. draftees, more than 90 percent never receive a professional paycheck. Because of the risk of injury and brain trauma and because of the effort and time that goes into the sport, colleges should make extra efforts to ensure football players receive educations. And yet many big football programs exploit African-American football players for profit without giving them the level of support to get the bachelor’s degree that is most people’s ticket into the middle class, or even distract them from education by demanding all their time and effort go into football. In many cases the boosters and boards of trustees don’t care, and the sports broadcasting world, which takes a cut of the exploitation, stays silent.

You want to discuss inequality? There are many thousands of NCAA football players, many of whom could not possibly attend university without athletic scholarships. They are subject to arbitrary rules that threaten to yank their funding at the slightest violation, constantly required to put aside any actual education-related activities to concentrate on training for games and in many cases, they are “studying” for degrees that don’t have much post-academic future. Most of them won’t ever be considered for the NFL, so getting that degree is the most important thing about attending university, but coaches and administrators collude to deprive them of that possibility in order to win football games, which attracts donations from alumni and TV coverage.

October 19, 2015

Dildos versus guns – Sarah Hoyt on a modern version of magical thinking

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

In case the title isn’t clear enough, there’s a protest started recently at the University of Texas in Austin where students upset at a recent court ruling allowing concealed weapons to be carried on campus came up with what they thought was a perfect counterpoint: they’d open carry dildos instead. Sarah Hoyt comments:

… I have no idea what Ms. Jin majored in, but I can sort of follow the tracks of her thought. Logically, carrying sex toys to campus to protest guns makes absolutely NO sense. I could see carrying signs, or … I don’t know, police whistles, if you’re convinced you’re completely safe if you can just call the police. I can even see, in a more sane way, wearing a protective vest and claiming this is better than guns for defense. I mean, at least they are in the same general kind of thing and sort of kind of address the problem in different ways.

BUT no. Because this is not reasoning. This is magical thinking. WORSE. This is magical thinking based on a world that doesn’t exist, a world that was sold to Ms. Jin (literally. College is expensive) by academics so divorced from reality that they can’t find it with two hands, a cane and a seeing eye dog.

In this world, you see, conservatives love guns and hate sex. This is all “explained” with pseudo Freudian patter about how guns are a substitute for the penis. This is total nonsense and old nonsense at that, stuff we LAUGHED at for being pseudo profound way back in the seventies.

But they absolutely believe that we defend the second amendment not because we want to be responsible for our own self-defense, not because we believe power derives from the individual and that therefore an individual must be capable of reining in the government when it gets out of control. No. They think we want guns because that’s the way we express our sexual repression. (Actually now I think about it, my gun obsessed friends are also the most sex-positive, so their idea not only is wrong, it’s bizarrely wrong.)

Since Ms. Jin has never considered that these stories she was sold are in fact stories with no relation to reality, her reasoning went something like “They’re carrying guns and that upsets me. I must carry something that upsets them. Ahah! Dildos.”

In an even mildly sane world, the press would have made her a laughing stock, because that reasoning makes no sense whatsoever.

But the press buys into the same imaginary world in which somehow the belief in guns for defense is a Freudian thing and so the “gun” value can be countered with the “dildo” value.

This is not grown up thinking. It’s magical thinking, in which complex issues get reduced to amulets and symbols, countered by other amulets and symbols.

Again, this is sort of the human default. And believing absurd things about those you believe to be the enemy is also completely normal. The left calls it “othering” and is completely oblivious to the fact that they do it. A lot.

But it’s still human-normal.

October 12, 2015

The rise of the censors on campus

Filed under: Law, Liberty, Religion — Tags: , , , , — Nicholas @ 02:00

Ginni Thomas discusses free speech under attack with FIRE’s Greg Lukianoff.

“The battle over free speech is not partisan,” says a proud liberal whose organization helps a wide variety of clients facing free speech threats. He has spent fifteen years in the field as a fearless advocate who worked at the ACLU before coming to the Foundation for Individual Rights in Education (FIRE).

Greg Lukianoff, the President and CEO of FIRE, starts this 20 minute video interview for The Daily Caller by assessing global issues. “The international situation for freedom of speech is dire,” says Lukianoff, focusing on the emergence of blasphemy laws to not offend Islam.

This harks back to a previous Daily Caller interview with Steve Coughlin, author of “Catastrophic Failure,” who discussed the Organization of Islamic Cooperation’s Ten Year Program of Action to make Islamic speech codes the global speech standard. In America, this would entail making free speech conditional on not defaming Islam, a religion of less than 1 percent of the US population.

H/T to David Thompson for the link.

October 5, 2015

Why are women under-represented in STEM?

Filed under: Science, Technology — Tags: , , , , — Nicholas @ 03:00

Yet another link I meant to post a while back, but it got lost in the shuffle:

Readers of the higher education press and literature may be forgiven for supposing that there is more research on why there are not more women in STEM fields than there is actual research in the STEM fields themselves. The latest addition to this growing pile of studies appeared a few months ago in Science, and now Science has just published a new study refuting the earlier one.

In the earlier study, “Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines,” Sarah-Jane Leslie, a philosophy professor at Princeton, and several co-authors surveyed more than 1800 academics across 30 disciplines — graduate students, postdocs, junior and senior faculty — to determine the extent of their agreement with such statements as, “Being a top scholar of [your field] requires a special aptitude that just can’t be taught” and whether “men are more often suited than women to do high-level work in [your field.]”

Fields that believe innate brilliance is essential to high success, such as physics and philosophy, have a significantly smaller proportion of women than fields that don’t, such as Psychology and Molecular Biology.

[…]

What Ginther and Kahn found, in short, is that it was not “expectations of brilliance” that predicted the representation of women in various fields “but mathematical ability, especially relative to verbal ability…. While field-specific ability beliefs were negatively correlated with the percentage of female Ph.D.s in a field, this correlation is likely explained by women being less likely than men to study these math-intensive fields.”

Ginther’s and Kahn’s argument was anticipated and developed even beyond theirs by psychiatrist Scott Alexander in a brilliant long entry on his widely read Slate Codex blog, “Perceptions of Required Ability Act As A Proxy For Actual Required Ability In Explaining The Gender Gap.” His criticism of Leslie et al. is even more devastating:

    Imagine a study with the following methodology. You survey a bunch of people to get their perceptions of who is a smoker (“97% of his close friends agree Bob smokes.”) Then you correlate those numbers with who gets lung cancer. Your statistics program lights up like a Christmas tree with a bunch of super-strong correlations. You conclude, “Perception of being a smoker causes lung cancer,” and make up a theory about how negative stereotypes of smokers cause stress which depresses the immune system. The media reports that as “Smoking Doesn’t Cause Cancer, Stereotypes Do.”

    This is the basic principle behind Leslie et al.

Like Ginther and Kahn, who did not cite his work, Alexander disaggregated the quantitative from the verbal GRE scores and found that the correlation between quantitative GRE score and percent of women in a discipline to be “among the strongest correlations I have ever seen in social science data. It is much larger than Leslie et al’s correlation with perceived innate ability. Alexander’s piece, and in fact his entire blog, should be required reading.

October 4, 2015

QotD: The “value” of the Mensur

Filed under: Europe, Germany, History, Quotations — Tags: , , — Nicholas @ 01:00

Whether anything can properly be said in favour of the German Mensur I am doubtful; but if so it concerns only the two combatants. Upon the spectators it can and does, I am convinced, exercise nothing but evil. I know myself sufficiently well to be sure I am not of an unusually bloodthirsty disposition. The effect it had upon me can only be the usual effect. At first, before the actual work commenced, my sensation was curiosity mingled with anxiety as to how the sight would trouble me, though some slight acquaintance with dissecting-rooms and operating tables left me less doubt on that point than I might otherwise have felt. As the blood began to flow, and nerves and muscles to be laid bare, I experienced a mingling of disgust and pity. But with the second duel, I must confess, my finer feelings began to disappear; and by the time the third was well upon its way, and the room heavy with the curious hot odour of blood, I began, as the American expression is, to see things red.

I wanted more. I looked from face to face surrounding me, and in most of them I found reflected undoubtedly my own sensations. If it be a good thing to excite this blood thirst in the modern man, then the Mensur is a useful institution. But is it a good thing? We prate about our civilisation and humanity, but those of us who do not carry hypocrisy to the length of self-deception know that underneath our starched shirts there lurks the savage, with all his savage instincts untouched. Occasionally he may be wanted, but we never need fear his dying out. On the other hand, it seems unwise to over-nourish him.

In favour of the duel, seriously considered, there are many points to be urged. But the Mensur serves no good purpose whatever. It is childishness, and the fact of its being a cruel and brutal game makes it none the less childish. Wounds have no intrinsic value of their own; it is the cause that dignifies them, not their size. William Tell is rightly one of the heroes of the world; but what should we think of the members of a club of fathers, formed with the object of meeting twice a week to shoot apples from their sons’ heads with cross-bows? These young German gentlemen could obtain all the results of which they are so proud by teasing a wild cat! To join a society for the mere purpose of getting yourself hacked about reduces a man to the intellectual level of a dancing Dervish. Travellers tell us of savages in Central Africa who express their feelings on festive occasions by jumping about and slashing themselves. But there is no need for Europe to imitate them. The Mensur is, in fact, the reductio ad absurdum of the duel; and if the Germans themselves cannot see that it is funny, one can only regret their lack of humour.

Jerome K. Jerome, Three Men on the Bummel, 1914.

October 2, 2015

QotD: The plight of women at Yale is “worse than Berlin in 1945”

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

The Association of American Universities (AAU), a nationally recognized research organization, arranged last Spring to have a Campus Climate Survey on Sexual Assault and Sexual Misconduct taken by undergraduate and graduate and professional students at 27 colleges and universities.

[…]

The results at Yale were more spectacular than merely impressive. The survey’s results apparently demonstrate that “By senior year, 34.6 percent of female undergraduates reported experiencing nonconsensual penetration or sexual touching by force or incapacitation.” These are sexual assaults that meet criminal standards.

“Among female undergraduates, 28.1 percent experienced this type of assault since entering Yale University and 14.3 percent experienced this type of assault during the current school year.”

When the Russian Army took Berlin in 1945, “[a]t least 100,000 women are believed to have been raped” (Wikipedia) out of a population of 2,000,000 women.

So roughly 5% of German women were successfully sexually assaulted in 1945 by a hostile invading army of primitives bent upon revenge, while in 2015 at Yale almost three times as many (14.3% ) of the young ladies suffer the same fate worse than death. Goodness gracious!

David Zincavage, “Worse Than Berlin in 1945”, Never Yet Melted, 2015-09-22.

October 1, 2015

QotD: The “epidemic” of sexual assault on campus

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

Wildly overblown claims about an epidemic of sexual assaults on American campuses are obscuring the true danger to young women, too often distracted by cellphones or iPods in public places: the ancient sex crime of abduction and murder. Despite hysterical propaganda about our “rape culture,” the majority of campus incidents being carelessly described as sexual assault are not felonious rape (involving force or drugs) but oafish hookup melodramas, arising from mixed signals and imprudence on both sides.

Colleges should stick to academics and stop their infantilizing supervision of students’ dating lives, an authoritarian intrusion that borders on violation of civil liberties. Real crimes should be reported to the police, not to haphazard and ill-trained campus grievance committees.

Too many young middle class women, raised far from the urban streets, seem to expect adult life to be an extension of their comfortable, overprotected homes. But the world remains a wilderness. The price of women’s modern freedoms is personal responsibility for vigilance and self-defense.

Camille Paglia, “The Modern Campus Cannot Comprehend Evil”, Time, 2014-09-29.

September 30, 2015

Helicopter parents have raised a generation of needy, emotionally fragile young adults

Filed under: Education, Health, Quotations, USA — Tags: , , , , — Nicholas @ 02:00

In Psychology Today, Peter Gray looks at how universities are unequipped to handle the anxieties and emotional neediness of today’s students:

A year ago I received an invitation from the head of Counseling Services to join other faculty and administrators, at the university I’m associated with, for discussions about how to deal with the decline in resilience among students. At the first meeting, we learned that emergency calls to Counseling had more than doubled over the past five years. Students are increasingly seeking help for, and apparently having emotional crises over, problems of everyday life. Recent examples mentioned included a student who felt traumatized because her roommate had called her a “bitch” and two students who had sought counseling because they had seen a mouse in their off-campus apartment. The latter two also called the police, who kindly arrived and set a mousetrap for them.

Faculty at the meetings noted that students’ emotional fragility has become a serious problem when in comes to grading. Some said they had grown afraid to give low grades for poor performance, because of the subsequent emotional crises they would have to deal with in their offices. Many students, they said, now view a C, or sometimes even a B, as failure, and they interpret such “failure” as the end of the world. Faculty also noted an increased tendency for students to blame them (the faculty) for low grades—they weren’t explicit enough in telling the students just what the test would cover or just what would distinguish a good paper from a bad one. They described an increased tendency to see a poor grade as reason to complain rather than as reason to study more, or more effectively. Much of the discussions had to do with the amount of handholding faculty should do versus the degree to which the response should be something like, “Buck up, this is college.” Does the first response simply play into and perpetuate students’ neediness and unwillingness to take responsibility? Does the second response create the possibility of serious emotional breakdown, or, who knows, maybe even suicide?

Two weeks ago, the head of Counseling (who has now moved up to another position in the University) sent us all a follow-up email, announcing a new set of meetings. His email included this sobering paragraph: “I have done a considerable amount of reading and research in recent months on the topic of resilience in college students. Our students are no different from what is being reported across the country on the state of late adolescence/early adulthood. There has been an increase in diagnosable mental health problems, but there has also been a decrease in the ability of many young people to manage the everyday bumps in the road of life. Whether we want it or not, these students are bringing their struggles to their teachers and others on campus who deal with students on a day-to-day basis. The lack of resilience is interfering with the academic mission of the University and is thwarting the emotional and personal development of students.”

[…]

In my next essay in this series I’ll examine the research evidence suggesting that so-called “helicopter parenting” really is at the core of the problem. But I don’t blame parents, or certainly not just parents. Parents are in some ways victims of larger forces in the society — victims of the continuous exhortations from “experts” about the dangers of letting kids be, victims of the increased power of the school system and the schooling mentality that says kids develop best when carefully guided and supervised by adults, and victims of increased legal and social sanctions for allowing kids into public spaces without adult accompaniment. We have become, unfortunately, a “helicopter society.”

If we want to prepare our kids for college — or for anything else in life! — we have to counter all these social forces. We have to give our children the freedom, which children have always enjoyed in the past, to get away from adults so they can practice being adults, that is, practice taking responsibility for themselves.

September 29, 2015

Universities, alcohol, women, and consent

Filed under: Health, Law, Politics, USA — Tags: , , , , — Nicholas @ 04:00

At Simple Justice, Scott Greenfield includes a poster from Southeast Missouri State University that nicely summarizes both the institutional infantilization of university students and the current double standard on booze and consent rules:

University students, booze and consent

There is universal agreement that any female (though not male) who has passed out is incapable of giving consent to sex. But as the spectrum of reaction to alcohol or drugs comes closer to the sober end, it becomes increasingly problematic. The word used to describe a woman who cannot consent is “incapacitation.”

What is incapacitation? That’s impossible to say. It usually described by either specific instances of conduct (“if she’s puking her guts out, that means she’s incapacitated”), which offers no guidance when she’s not puking her guts out, or when she’s done puking her guts out, or before she’s puking her guts out.

The underlying rationale is that a woman who is so drunk that she cannot formulate knowing, intentional and voluntary consent, cannot consent to sex. This is a dubious standard, as the incapacity to consent doesn’t mean she would not consent, but that she cannot consent.

To put this in context, consider a person who fully consents, enthusiastically desires to engage in conduct, but wasn’t specifically asked beforehand. This person can truthfully assert that it was non-consensual under the Affirmative Consent standard, because she never overtly expressed consent.* The objective standard is not met, although the subjective standard is fully met.

The problem is reminiscent of drunk driving, which was determined by the objective inability to perform the tasks necessary to safely drive a car before the law turned to Blood Alcohol Content as a proxy, an inadequate measure but a convenient one for law enforcement to prove. Sexual incapacitation suffers from a lack of definition and no objective basis.

What is clear about incapacitation is that it’s not when there is “liquor in the cup,” or when “she has touched alcohol,” any more than it would be a crime for her to thereafter get behind the wheel of a car. Yet, the notion that any alcohol (or drugs, which don’t seem to find their way onto posters or flyers as much) per se vitiates consent is spreading and being used as the hard and fast line.

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