Saturday, June 26, 2021

How to Boot Stomp the Poors

Hot take: The left is right about “privilege.” It does have a tendency to protect itself. Leftists just don’t understand - or they refuse to acknowledge - that they (and their self-identified “conservative” apologists) represent the voice of the powerful. They speak for the elite — not us “MAGA-tards.” And it is their ideologies that maintain the various phenomena they insist are the features of “systemic oppression” for which we - not they - must atone. 


In The Vision of the Anointed, one of his seminal books, Thomas Sowell persuasively argues that to use income brackets to carve up American society into the “rich” and the “poor” is, in fact, to embrace a fiction. The 21-year-old scion of two urban professionals who’s currently making minimum wage at his local Starbucks might be cash poor for the moment — but to say that he belongs to some rigid, identifiable underclass is to ignore both his formative experiences and the likely impermanence of his present position (assuming, of course, that he makes smart choices from here on out). Indeed, the chances that this kid will find himself in a more comfortable circumstance - or even in the top 1% - in a decade or two are still remarkably high. 


Despite the fluidity of the membership for each income decile, however, I do believe there is such a thing as class. I simply believe it is better defined by sets of common experiences than by money in the bank. True: monetary wealth and life experiences aren’t independent variables. And true: even life experiences won’t give us clear boundaries between the classes. Nevertheless, I think Charles Murray had the right idea when, in creating his “How Thick Is Your Bubble?” quiz for Coming Apart, he included questions about the reader’s beer-drinking and vacationing habits.


By my personal definition, I’m a member of the coastal elite. Though I’m currently cash poor (just like that young, bourgie barista), I grew up in a comfortable middle class home in the suburbs in which education and cultural enrichment (via museum visits, trips to the theater, etc.) were stressed. I was trained (by my late father of blessed memory) in the art of gentlemanly debate and consequently developed a discomfort with ruder, more frank ways of speaking (something I’ve obviously been working to overcome for the sake of the truth as I understand it). I also graduated summa cum laude with highest honors from a top tier university and work in a job in which academic knowledge (of some sort) and verbal virtuosity are prized. I am, as Chris Arnade might put it, a quintessential “front row kid.”  If not for the grace of God, I would be David French. Admittedly, up until the winter of 2017, I basically was.


So when I rail against the elites on this blog, I’m railing against folks with whom I’m intimately familiar. As for what it was that made it possible for me to become a front row dissident — to, essentially, betray my own “breeding”? One reason may be that my family was military, which was a subculture of its own during the late Cold War era in which I knew it (i.e. well before the officer corps’ recent convergence by the woke). (Sigh. I’m pretty sure Dad’s spinning in his grave right now. If he were alive, he’d be hollering like crazy over this “whiteness” poison and how it will destroy unit cohesion.) Another may be that Mom and Dad both grew up working class and I have close relatives who still are. And the last may be my inborn personality. On the Big Five, I’m extremely low on extroversion and relatively low on agreeableness; in layman's terms, that means I’m a cranky, uncompromising bitch who doesn’t care very much what other people think. 


However the above-mentioned individual factors rank in importance, the result is that I have consciously cast my lot with the Other, “Deplorable” Half. And I will be eternally happy I did that because the people like me who do attempt to keep up with the hottest intellectual trends sweeping our class turn out to be awful, awful people. As I’ve said in previous posts, they’re God-damned peacocks who perform compassion instead of actively embodying it. And what’s worse, they look down on their fellow Americans with exactly the same kind of unearned, overweening pride that moved WASP’s in earlier ages to whisper that so-and-so was “simply not our kind, dear.” The one difference? Wokeness has finally given them a guilt-free means to be snobs — to fully indulge in their thinly-veiled antipathy for the hoi polloi in full confidence that they won’t be called out by their ideologically (but not practically) egalitarian peers for putting on airs.


And yet — there are definite costs to all this auto-flattery that don’t just fall on the targets of Elect opprobrium. In fact, when I hear someone like Don Lemon complain that white Americans don’t “see him as a human being,” I react with both contempt and pity. Naturally, the contempt comes in because Lemon, whose partner is white, clearly doesn’t mean all of white America when he spews crap like this. No: clearly, he means those white Americans over there who - ew - might drive pick-up trucks or - ugh - may not have gone to college. In other words, he’s absolutely using this rhetoric to announce his superior social status. Moreover, like many “POC” in the front row class, he’s openly rent-seeking. He’s learned that play-acting his “victimhood” moves his white peers to fall at his feet and give him anything he demands — and rather than react to that with self-respecting disgust, he’s chosen to take the path of least resistance because there lies tangible bennies.


But then — this is where the pity comes in. Because I think Lemon, somewhere deep down, knows how demeaning and toxic his woke milieu really is. If I were surrounded by unctuous white “allies” desperately trying to curry my favor to assuage their own guilt, I think I might feel I’d been robbed of my dignity too. Of course, that doesn’t excuse Lemon’s embrace of those who - either consciously or unconsciously - despise anyone who’s not them. Nor does it excuse his acting out his learned distaste - again, either consciously or unconsciously - by promulgating ideas that will pull up the ladder of success for all those who are Out. But there’s still a nut of something psychologically genuine in his pose of offense. Lemon, to put it bluntly, hangs out with the wrong crowd; that’s why he feels put-upon and bereft.


Authenticity does not exist among Lemon’s “friends” — and neither does deep knowledge of human nature or the roots of established social orders. That’s why the policies favored by our “betters” could very easily be collated under the following banner:


How to Boot Stomp the Poors in X Easy Steps


What are some of those steps, you may ask? Well, off the top of my head, here are two from the field of education (with which I have the most extensive contact):  


  1. Get rid of standardized tests.

  2. Discontinue advanced placement, accelerated study, and gifted programs in tax-funded schools.


In both cases, the stated motive for the proposed change is “equity.” Because certain subpopulations are proportionally under-represented among those students who earn high test scores and/or admission to advanced programs, the claim is that these markers of excellence are racist and should be scrapped. But as I have remarked many times before, different outcomes are not sufficient evidence that an injustice has been done. Such a conclusion can only be drawn after the (probably multifaceted) causes of these discrepancies have been thoroughly, thoughtfully, and honestly examined. Bias there may be — but it is also a fact that not every subculture values and pursues an education with equal fervor, and until we can face that forthrightly, radical attempts to “balance the scales” are certain to do tremendous harm.


If we completely abandon standardized tests, for instance, we will lose a great equalizer. Yes, that’s exactly what I said: an equalizer. The first tests of this type were conceived in China as a way to identify meritorious candidates for the civil service, and they enabled Chinese from lower social classes to advance to important government positions from which they would’ve been barred if those tests did not exist. And in the American context, meanwhile, the existence of the SAT has made bias against disfavored minority groups (like Jews and Asians) both visible and incredibly difficult to justify. To abolish standardized testing, then, is to rob us of the one means of objective measurement that has a proven historical record as both an engine of upward mobility and a bigotry detector. 


Yes: there is a slight association between a student’s SAT score and his SES. But the association between that same SAT score and actual undergraduate performance is stronger, indicating that, contrary to popular belief, the SAT is measuring something more than a student’s family circumstances — something that turns out to be quite relevant to predicting academic success (that thing being g, which is simultaneously the most supported thing in social science and the most often avoided). And unlike portfolios, resumes, essays, interviews, and/or student transcripts, the SAT is incredibly difficult to game (yes, even when you hire expensive tutors; take it from someone who does that for a living), which makes it a fantastic cross-check for students who don’t come from tony schools and therefore may not sparkle on those aforementioned - and comparatively easier-to-burnish - alternative assessments. Not every kid has the resources to wow an admissions committee with an account of his internship with a Washington D.C. think-tank — but every kid can log onto a computer at the public library and study for the SAT with Khan Academy without paying a cent (which is why I have a regular donation set up to support Sal Khan’s mission).


And if we destroy advanced placement programs? Again, more well-to-do kids won’t feel that lack; they will simply move to private institutions that offer what the public schools won’t. Meanwhile, the students on free and reduced lunch who are left behind by this flight will be stuck with the thin gruel that passes for a curriculum at their local politically-correct madrasa. You think the achievement gaps are bad now? Just wait until you have to pay tuition to take a calculus class in high school! Oh, I imagine that some of the most enterprising low-SES parents will still somehow find a path around that barrier — but if you want to talk about systemic obstacles to achievement, this would certainly qualify.


On just about every conceivable policy issue, these blue check bozos demonstrate an inability - or an unwillingness - to comprehend how their preferred solutions will affect flesh-and-blood people in the real world. Instead of working with human beings as they are, they continually seek some mystical “perfect” that can never be realized. And when their policies fail - which they almost always do given their manifest lack of contact with reality - those most afflicted are the supposed “beneficiaries” of their “aid.” Thus:

 

  • The elites can always hide behind their hired bodyguards and community gates — but scuttling traditional law enforcement leaves regular folks defenseless against the ensuing disorder.

  • The elites, protected by their affluence, can usually get away with encouraging non-traditional lifestyles — but poo-pooing marriage has saddled working class kids of every color with most of the consequences of rampant family dysfunction. 

  • The elites benefit from the steady stream of cheap domestic labor made available by a porous border. But destitute migrants are left at the mercy of human traffickers — and less-advantaged border communities are forced to contend with depressed wages and persistent crime (including theft, vandalism, drug trafficking, and gang violence). 

  • The elites came through the COVID lockdowns unscathed, ensconced in their cushy homes, their jobs preserved because they could be done with a lap-top and an internet connection. The yeomanry, on the other hand, were utterly crushed by our aristoi’s quixotic pursuit of absolute physical safety.


And on and on I could go down the list.


If I were a foil-hat type, the breathtaking consistency of the direction of these negative impacts would lead me to suspect a deliberate conspiracy on the part of our “privileged” to keep various outgroups down. But I’m hoping the truth is much simpler: that they just don’t know any better. Their “privilege” has effectively shielded them from the inherent tragedy and resource scarcity that defines our fallen world, so they assume that the system can be made flawless — and that we opponents must be evil, stupid, or lying when we point out the damage done by these “anointed” and their utopian schemes.


At any rate, the impact is the same: the elites maintain their advantage while the poors suffer.


Saturday, June 12, 2021

Grumpy Thoughts, 9th Edition

“Grumpy Thoughts” is a series in which I share quicker takes on recent news. To see the previous eight editions, click here.


As for today’s post, let’s begin with a short open letter.


Dear Ms. Smith (pro-abortion valedictorian):


I work with other studious young people your age, so I recognize in you a common desire to fight for justice and change the world. I take no issue with your spirit and believe you have a right to use any platform you’re given to express your political views regardless of what school authorities might think on the matter. 


However, I strongly encourage you to examine the abortion issue more deeply and not simply accept the lies you’ve been told about the prerequisites for female accomplishment — for it is not the case that your future depends on an invented right to destroy human life. If you should find yourself facing an unwanted pregnancy, bearing the child and then, perhaps, giving it up for adoption will not utterly scuttle your chances — even in the worst circumstances you mention. There are other options besides murder. 


But let’s suppose an unwanted pregnancy does irreparably damage your carefully laid plans. You and I - and every other human being on this planet - have a moral responsibility to look beyond the ends of our own noses and factor in the rights of others — especially those who are disadvantaged and defenseless. To put it another way, life is not all about you and your desire for career advancement. The fact that you would embrace terminating the life of your hypothetical child - who has committed no crime and cannot speak in his own defense - for the sake of your otherwise commendable ambition reveals a fundamental selfishness on your part that you should seek to root out rather than indulge.


You want to rebel? Why not fight the conventional wisdom that demands we women lay siege to the very thing that makes us women* in order to succeed. This, in my view, is the so-called “patriarchy” we need to dismantle.


Sincerely,

RG


*Yes, I am implying here that it is the womb that makes a woman. Howl all you want, but as a more masculine member of the distaff sex, I actually find that definition liberating.




“Life is not all about you.” I feel like I’ve been saying that a lot and in posts covering many different subjects. But I think that strikes right at the heart of one of my biggest problems with leftists: their eagerness to stomp on the rights of others for the sake of their own supposed “comfort”/”safety”/etc.


Leftists never take personal responsibility for their own happiness. Instead, they always ask us to bear that burden. If they’re upset about something, then it’s entirely our fault — even though, in reality, the leftist’s own cognition has a lot to do with her emotional state. (If you believe, for example, that honest, peaceful discourse is an unmitigated threat to your “existence,” you’re wrong, and you have a duty to seek help and change — not us.)  If a thoroughly reasonable standard - or ordinary people leading ordinary lives, even - somehow gets in the way of a leftist’s absolute liberty to do whatever the hell she wants whenever the hell she wants without even the mildest of injured feelings or inconveniences, then she concludes that “the system must be dismantled” regardless of the chaos and despair such a revolution would wreak. A leftist demands that the entire world change to suit her needs — and said demands are never open to negotiation because that same leftist believes she is more important than anyone else on Earth.


In my political writing, I believe I have always tried to find the rare kernels of wheat amongst all this leftwing chaff. And I’m probably going to continue to make that effort; after all, I have a commitment to the truth as I understand it regardless of its source. But I’m also looking at what time it is right now — and thinking I need to be even harsher when it comes to calling out everything that is evil and base in the whole leftist worldview. Because it is evil to intimidate and shame people into doing your bidding, it is evil to condone eliminationist and hateful rhetoric against people you perceive to be “privileged”, it is evil to promote violence and rioting as a tool for “change”, it is evil to use your victimhood (real or imaginary) to sponge off others, and it is evil to assault excellence because you’re incompetent and marinating in your own ressentiment.


Quite frankly, I’m not going to sit here and kowtow to these lazy, aggressively stupid, and floridly diabolical activists. Call me an istophobe if you want. I no longer care. I’m going to say exactly what I think now with zero effs given. See above and below.




A few posts ago, I suggested that the teaching profession has been colonized by not-super-intelligent women who leap at every chance to avoid real work. I made this observation out of frustration with the utter failure of many public school systems to provide the services to which students and parents are entitled because “muh COVID.” But I still stand by it because it explains other aspects of the K-12 implosion as well.


For example, it certainly accounts for the eagerness with which school districts in my area have embraced critical race theory. In one county to my north, theory-addled officials have eliminated the standardized test that used to be required for admission to their nationally-respected STEM magnet because they’ve swallowed the lie that race-blind standards — aren’t. And in another, officials have even threatened to cancel parents who’ve dared to challenge them on a so-called “anti-racist” curriculum that actually explicitly promulgates anti-white bigotry. Why? I’ll tell you: CRT gives them an easy out. It allows them to deflect the blame for observed achievement gaps onto a nebulous “system” that must be razed instead of squarely confronting their own monumental failure to educate less-advantaged students.


Why do certain subgroups of students fall behind? The root causes for this are complex and multitudinous, but one reason is certainly the public school system’s addiction to stupid fads like “whole language” and “reform math” that appeal to “educators” who are thoroughly untutored on how the human brain actually works. More affluent students can get around these idiot curricula by seeking out someone like me (i.e., a traditionalist who has a degree in brain science); poorer students, however, are stuck with programs that fail to teach them to read, write and cipher. Unhappy with the outcomes generated by this state of affairs? You should be — and you should seek to rectify them by returning to what works: explicit, teacher-led instruction in the three R’s.


Of course, that seems yucky and hard to our aforementioned public school officials. Establishing need-based, drill-focused remediation camps to fix what “reformers” have broken? Ugh. That’s too much. Better to spread the idea that literacy and numeracy are “the white man’s standard.” That way, you don’t have to do anything at all.




And while we’re on the subject, the Very Smart People claiming that our complaints in re: the propaganda leftists are trying to force upon our children are alarmist/reactionary/a white-washing of history/etc. need to shut the eff up right now because you’re either actively lying or you just don’t know what the eff you’re talking about. 


Oh, I know you think you’re oh-so-clever pulling your faux-mystified “critical race theory is something discussed in law schools” schtick, but your dishonest obfuscation of the point doesn’t erase the direct intellectual through-line connecting those academic discussions and the applications of neo-racist thinking that we’re now seeing with our own damned eyes in our local schools. Whether these curricula are technically employing CRT as its academic originators understood it or not is a side question that doesn’t change the fact that they are morally wrong and incredibly damaging if you care about fostering genuine justice and solidarity. 


And that false dichotomy you’re setting up between the 1619 Project and “not teaching black history at all”? It’s absolute BS and everyone knows it. I’m almost 42 years old, yet I learned about slavery and segregation and was exposed to the thought of Frederick Douglass, W.E.B. DuBois, and others. (I also learned about the Trail of Tears and our interventions in Latin America, just FYI.) True: my high school course didn’t cover the black American experience with the exhaustive depth activists evidently prefer. But that same high school course also boiled down the presidency of John Adams to the X-Y-Z Affair and the Alien and Sedition Acts (which, as a fan of Adams, I take personally), so — I’m thinking maybe it’s hard to fully explore the details of anything in a survey course intended to instill elementary factual knowledge about the history of our own country (which everyone needs first before we start diving into the nitty-gritty). 


BLATE: There’s a vast field between “anti-racist” indoctrination and covering up the negatives in our national story, and every. single prominent anti-CRT activist lives in that space. If you are asserting otherwise? Again, sit the eff down so adults who aren’t functionally retarded can hash this out.



Yep, this is precisely what these radicals are trying to pull. And we see right through it.

          



 

Some psychopathic speaker who was given a platform at Yale (and is therefore unbelievably privileged despite her caterwauling to the contrary) reportedly dreams of murdering white people because she believes we’re all predators illegitimately seeking congratulations for what we’ve done for her. Well, allow me to correct the record: I don’t want to be praised, cupcake. I want to be left the hell alone. I’m sick of being held responsible for crimes other people committed before I was born. I’m happy to help anyone who’s genuinely struggling*, but when push comes to shove, I don’t owe anyone anything just because of my skin color. Collective guilt is a bullshit concept that leads to mass graves wherever it’s taken seriously.


*And let’s define “genuinely struggling,” shall we? If you’re low income and/or a victim of family dysfunction and/or community disorder and decay, you probably do need a hand up. Weirdly, though, those folks generally aren’t the ones clamoring for special consideration. Weirdly, the loudest voices demanding I abase myself before their righteous “suffering” are thoroughly bourgie mediocrities living quite comfortable lives who’ve discovered that appealing to grievance gives them power akin to wielding the One Ring. To them, the only thing I’m willing to offer is my two middle fingers.




To the whiny brat complaining about the prevalence of American flags from her rarefied perch at the New York Times: if you don’t like the United States, you’re free to leave. I’ll help you pack your bags. Hell, I’ll even set up a damned GoFundMe to buy your ticket if you don’t have the resources to emigrate. Why? Because I don’t want to share this country with contemptuous people like you. People like you want me and mine dead — or at least oppressed and immiserated. And as it is obvious there’s no room for reconciliation or negotiation here, I’m more than happy to consider divorce. Eff right off — and don’t let the door hit you on your way out.




James Lindsay is the unquestioned master at translating “woke” terminology into sane people English and you should absolutely peruse his stuff over at New Discourses. But here, I’m going to indulge in some translating of my own — after which I will propose a more helpful, less Marxian way to discuss the very real phenomenon at issue.


When I hear the phrase “systemic racism,” I hear: “I’ve noticed a disparity in outcome between whites and blacks in the US, and I’ve decided to blame all white people. It means nothing to me that in eras much more rife with legally sanctioned racial oppression, blacks were becoming professionals and raising well-adjusted kids. It means nothing to me that Asian immigrants on free lunch are cleaning white kids’ clocks on standardized tests. And I’m unwilling to consider the possibility that decades of condescending government handouts and affirmative action (i.e., stealth racial quotas) may have actually disincentivized educational attainment and healthy family formation in the black community and therefore done more harm than good. If I’m black, I enjoy humiliating guilty liberal white people, and I want historical mistreatment to be an excuse for all time because I just can’t be bothered to do anything for myself. If I’m white, I’m a peacock seeking carte blanche to lord my superior social status over other whites who don’t have my credentials or my position of power.”


What should be used instead: lingering disadvantage. It is true that black development was actively suppressed in the US by slavery, segregation, and misguided “urban development” for a few centuries, and it is true that black people today are now behind on several metrics (like, for example, accumulated wealth) in part because of that history. But these after-effects cannot properly be called “racism” without stretching the definition of “racism” beyond all meaningful bounds. The term “racism” should be preserved for concrete, clearly documented differences in treatment in present-day organizations for which bias seems to be the prevailing cause. For everything else, “lingering disadvantage” is a more accurate term that avoids abusive finger-pointing - because, of course, white people living today didn’t commit yesterday’s sins - and enables multivariate analyses of our current problems.




And with that — I think I’m done for this week. Let me know in the comments what I should cover next!


Saturday, May 22, 2021

BFTP: Modern-Day Pharisees

Every few years, I pull this essay out from my archives -- because it is evergreen.

Modern-Day Pharisees
He also told this parable to some who trusted in themselves that they were righteous and regarded others with contempt: “Two men went up to the temple to pray, one a Pharisee and the other a tax collector. The Pharisee, standing by himself, was praying thus, ‘God, I thank you that I am not like other people: thieves, rogues, adulterers, or even like this tax collector…” – Luke 18: 9-11
Last week, CNN anchor T.J. Holmes caught the attention of the blogosphere when, in honor of Earth Day, he publicly confessed that he drives a gas-guzzling Chevy Tahoe just because he can, drinks bottled water without recycling the bottles, and uses old-fashioned incandescent lightbulbs. “Mea culpa, mea culpa, mea maxima culpa!” he cried, beating his penitent chest. Okay, no — that last part didn’t actually happen. But the quasi-religious nature of Holmes’ statements prompted Ed Morrissey to snark:
Er … say five Rachel Carsons and sing three Bob Dylan songs, my fellow planetary traveler, and go thee out and sin no more.
Meanwhile, Warren Buffett, one of the richest men in the world, is once again begging for higher taxes. He and his (also wealthy) allies, who call themselves the “Patriotic Millionaires for Fiscal Strength,” have even written up a petition asking the government to repeal the Bush tax cuts. How special.

What do these two gestures have in common? They are both textbook examples of the political theater put on by our modern-day Pharisees.

As noted in the verses from Luke that I quoted above (and as noted elsewhere in the New Testament), the Pharisees in Jesus’ day were the ultimate attention-whores. They ostentatiously displayed their righteousness by praying where everyone could see them, “sounding their trumpets” whenever they gave alms, and “disfiguring their faces” whenever they were fasting. On the other hand, Jesus counseled his followers to pray, give alms, and fast in secret so as to draw the attention of the Heavenly Father only:
“But when you give alms, do not let your left hand know what your right hand is doing, so that your alms may be done in secret; and your Father who sees in secret will reward you.” – Matthew 6: 3-4
These days, I have noticed a consistent pattern among leftists: They love to talk the talk, but they frequently behave as if mere talking gives them carte blanche to be assholes. One example: A few years ago, Amy Alkon, an advice columnist who describes herself as fiscally conservative and socially libertarian, made the mistake of noting the blindingly obvious fact that single-parenthood is destroying the black community. For her Thoughtcrime, representatives of the “tolerant” and progessive left filled her blog with trollish comments claiming that Alkon was secretly a transexual.

A second example: While I was away this past week, a leftist at Wonkette decided it would be HIGH-larious to make fun of little Trig Palin on his birthday. Fortunately, enough people found this attack on a disabled toddler so disgusting that Wonkette eventually lost the backing of several of its advertisers. Score!

A third example (this time from my personal experience): Back in 2009, a meme in which the participants admitted their unconscious racism and their “privilege” spread like wildfire throughout Live Journal. Over and over again, I saw leftist individuals publicly flagellate themselves for the sin of being white. Why did this suddenly become all the rage? Simple: These Live Journalers needed a license to bully. You may think that’s harsh, but consider what happened when science fiction author and avowed Democrat Elizabeth Moon put down her customary carafe of liberal Kool-Aid and challenged the hard-left orthodoxy on immigration and Islam. Instantly, Moon – who frequently irritates me with her uncritical regurgitation of the usual left-wing talking points on a host of other issues – was mauled by the anti-ist hounds. She was disinvited from a feminist science fiction convention, and many threatened to boycott her books.

It’s not for nothing that Thomas Sowell once declared leftist politics the “politics of self-congratulation.” **As many other bloggers have pointed out, Warren Buffett is certainly free to write out a check to the U.S. Treasury. Nobody’s stopping him. But Buffett is a modern-day Pharisee. He knows that making a quiet donation to the government is not going to bring him half as much attention as a dewy-eyed declaration – in front of the news cameras, of course – that he wishes to be taxed more. Leftism, you see, is all about kicking up a lot of sound and fury to demonstrate to the watching world how oh-so-compassionate you are — sound and fury that ultimately signifies nothing.

**5/22/21 Foot Note: Just this week, I re-read Sowell's 25-year-old classic The Vision of the Anointed: Self-Congratulation as a Basis for Social Policy, and yes, its general thesis is still correct. Even if the examples therein are now a bit dated, go pick it up. You will instantly recognize the general thought patterns and debate avoidance strategies of a 2021 anti-racist -- or a Branch Covidian. 

Sunday, May 9, 2021

Boring Rhetorical Tics the Left Needs to Retire, Part IV

You can find the previous posts in this series here.

It's been a while since I last did one of these. And yes: in the intervening time, quite a bit of leftist stupidity has accreted on our discourse like rust on an abandoned and exposed bicycle. So let's break out some CLR, shall we?

10. Follow the science.

In the era of COVID-19, nothing has been abused more, I think, than the respect the average American has for scientific experts.

Last spring, I thought it reasonable to be a little more vigilant -- especially since MamaGeek and I both fell into high risk categories due to age and/or our comorbidities. But as of now, I no longer have patience for the fear-mongering that the left calls "the science." Why? Because the data are in: unless you are very old, obese, vitamin D-deficient and/or suffering from a preexisting medical condition, the chances that you will die from a COVID-19 infection are extraordinarily remote -- and the chances that you will need to be hospitalized are only slightly higher. This is not the Black Death; this is, at worst, a bad flu. It is of course tragic that hundreds of thousands of people have died; COVID-19 is not nothing. But hundreds of thousands of people also died of heart disease over the past year, and no one is suggesting we completely restructure our society on those patients' accounts.

"The science" has failed to provide proof that schools are significant sources of COVID-19 infection, yet it still demands we keep said schools closed to "safeguard" teachers and students. ("The science," in this case, is how the left chooses to cloak its obeisance to a bunch of lazy, not-very-smart women who've decided working from home in their jammies is a great way to escape the challenges of classroom management.) (Oh, is that insulting? Well, I'm not sorry. I know intimately the type of people the teaching profession attracts. Teachers are not all selfless public servants.) "The science" somehow justified closing parks and beaches even though, once again, it cannot articulate any likely mechanism by which COVID-19 can be spread in such outdoor settings. And "the science" has illogically declared that certain mass protests are perfectly fine while others are irredeemably evil. "The science," in short, is not science at all; it is an illegitimate appeal to authority.

Science - real, open science that actively seeks disconfirmation - is one of the best methods of knowledge generation we have. There's no question that it has dramatically improved both our standard of living and our understanding of the natural world. But that doesn't make it some idol we should worship and obey -- especially not when it is corrupted by extra-scientific concerns (as "the science" around COVID-19 certainly is). Furthermore, while science can tell us many useful facts about how things work, it can't tell us what we should do with that new information. Last century, for example, science figured out how to split the atom. But how, exactly, are we to "follow" that science? By building nuclear weaponry? Or by building clean power plants? On this question, science is mute.

Science is a tool meant to exist in a larger moral matrix. It should not - and cannot - be our sole source of guidance.

11. We need to have a national conversation about X.

This one wouldn't bother me nearly as much if leftists were being sincere each time they said it. But they're not. What leftists mean by a "national conversation" is a monologue. They get to yell at us about how horrible we all are -- and we're not at liberty to respond. If we do, we're being "fragile." Or we're "derailing." Or we're spreading "disinformation" and istophobia and need to be shut down. 

Leftists accept nothing but 100% submission. See also: this post, in which I respond to a New York Times columnist who decided it was pointless to talk to Trump supporters essentially because they refused to admit they were wrong and agree with him. But as I said then, it's not a genuine conversation if you've already decided ahead of time that the other person has nothing worthwhile to contribute to the discussion -- that you yourself are in sole possession of the truth.

12. You're denying my right to exist.

Radical trans activists in particular are guilty of screaming this one -- usually at people who are raising thoroughly mild objections to their Cartesian dualism. But what, exactly, does it mean to "exist"? Does it mean to live in a world in which your every desire is satisfied? Does it mean to live free of upset, disappointment, inconvenience, or interpersonal friction? No.

As a borderline autist, I have trouble with sensory processing. I get distracted/irritated by noises (like chewing or the clacking of computer keys) that other people easily ignore. But imagine if, while out in public, I demanded that perfect strangers shut their laptops or spit out their gum because "I have a right to exist." Wouldn't I be seen as the biggest asshole on planet Earth? After all, those other folks also have rights -- including a right not to be accosted by a crazy lady for doing something perfectly ordinary.

No one is denying the reality of gender dysphoria. No one is denying that it causes real distress. But rights are multi-directional and must be carefully negotiated -- and sometimes that means you don't get everything you want. Sometimes that means you have to respect, say, the needs of biologically female athletes -- or the concerns of gender-critical parents.

The world doesn't revolve around you.

Okay, readers: what else should I add to this ever-growing list? Please comment below!

Sunday, May 2, 2021

The Virginia Mathematics Pathways Initiative Is Tainted

I happen to agree that students who are not on accelerated math tracks are often shortchanged by poor instruction and - even more importantly - ridiculously low standards. I also happen to agree that every student - barring a severe LD/ID - should be able to master basic algebra, geometry, and statistics at the very least if they are taught correctly. But the Virginia Mathematics Pathways Initiative, which proposes a universal course sequence for all students in the Commonwealth in grades K-10, appears to be animated by wrong-headed ideas -- at least if the supporting documentation the VDOE provides is any indication.

Batty Theme 1: If You're High Achieving, You Need to Check Your Privilege

Despite the VDOE's recent denials, it does appear that their intention was - and perhaps still is - to eliminate acceleration and force high achieving students into mixed-ability classrooms until the last two years of high school. The links at the bottom of the page all display a hostility to explicit ability grouping, decrying tracking as "inequitable". This, from the NCTM, is representative: 
"The practices of tracking students into course pathways that do not prepare them for continued study of mathematics and tracking teachers in ways that deny some students access to high-quality instruction are longstanding barriers to offering each and every student access to a high-quality mathematics education. These practices are not just, and they contribute to unjust differential student learning outcomes. These insidious practices must be dismantled if we are to achieve the goal of supporting each and every student in reaching his or her potential in mathematics." 
But to call tracking “insidious” is biased, loaded language. Granted, in the past, high ability students from underserved groups were often excluded from “high” tracks due to bias. But the way to address this is not to get rid of tracking. It is, instead, to remove the subjective from tracking decisions. A focus on universal objective measures of mathematics achievement and talent will expand opportunity when coupled with “second look” programs that actively seek out low-SES students who may fall through the cracks. 

In reality, tracking happens for practical reasons. Nobody in 2021 is intentionally trying to hold students back. It's simply a fact that in a typical middle/high school, you will encounter students who have strong ability/strong foundational development and students who do not. This variety arises because 1.) students are not all equally intelligent, sad to say, and 2.) even if they were equally capable in a theoretical sense, by the time students have entered the upper grades, it’s already too late to correct what’s been missed in previous classes without pulling out students who need extra help. 

In fairness, the NCTM does mention "differentiation," which is basically a covert way to ability group students. But "differentiation" is very difficult to pull off fairly and effectively and, oh by the way, also dramatically increases a teacher's workload. So if we were to switch to mixed-ability classrooms, how would we bring the students who are behind up to “grade level” while also adequately serving talented, highly prepared students at the same time? How would we teach the student who still can’t divide fractions and the student who’s flying through basic algebra? I'll tell you: we wouldn't. We'd ignore the high achieving kid and teach to the lowest common denominator. I've seen it happen out here in the wild; I even catch myself devoting more time to struggling students even though I'm well aware, due to personal experience, that gifted children need special attention too. 

It's also true that disadvantaged students often don’t have access to the most experienced, most effective teachers. But there are reasons for this too beyond some “insidious” conspiracy to screw certain kids. For one thing, the most talented, most experienced teachers are often the only ones who can teach AP/IB/honors level math. That's certainly the case at my own workplace. As a sixteen year vet, I'm the only instructor who knows our curriculum backwards and forwards and can confidently teach AP-level math and science. Thus, the highest achievers are funneled to my desk because I am the only one with the requisite content knowledge. Secondly, in many neighborhood schools, social dysfunction wholly unrelated to mathematics instruction often makes the environment an exceedingly unpleasant one in which to work. To be blunt, the highly talented instructors quite rightly want to work where they will be appreciated and treated well -- not where they risk constant disrespect and even physical assault from students we can no longer remove from our classrooms because “muh equity.” And lastly, talented teachers are more likely to want autonomy to teach as they see fit -- something they may not be given in low-ranking schools, where faddish nonsense often reigns supreme. Strengthen discipline in such schools. Protect them from the dangers of the surrounding community. And return to modes of instruction that are proven to succeed. Only then will you attract the best and the brightest.

Batty Theme 2: The Best Way to Teach Math Is Via Discovery & Endless Talk

This has been ed school orthodoxy since forever, and it shows no sign of dying out any time soon. (Which is one reason why I refuse to get my masters in math education even though it would almost certainly open up my job prospects). The problem? It's wrong. You can't learn math the same way you learn your native language because, in evolutionary time, we've only just yesterday started to use symbols and abstraction to represent both low and high level mathematical concepts. (Calculus was invented in the 17th century -- two seconds ago as far as our lagging wetware is concerned.) 

The NCTM document describes a classroom scenario in which a teacher opens up a class discussion regarding how to correctly interpret a position-time graph -- a discussion that continues at some length until the students finally realize for themselves that a horizontal line on a position-time graph means that the object is standing in place. The theory behind this is that this floundering conveys some sort of "deep understanding" that explicit explanation does not. But there's no good evidence that discovery actually works -- at least not for our novice students, who simply don't have the grounding to conduct a fruitful investigation and reach the correct conclusion in a reasonable time frame. On the contrary, studies from Project Follow Through onward have concluded that well-designed direct, teacher-led instruction is best -- not just for procedural fluency but also for this vaunted "understanding" that is the education elite's central concern.   

How do you best prepare students to tackle novel problems? You fill their mental bank with examples, algorithms, and formulae and give them scaffolded exercises that start with the routine and then gradually step up the challenge by adding more and more novel elements. You don't demand they behave like professional mathematicians at the outset in the name of "productive struggle". No scientist launches an experiment without first reviewing all the literature that's relevant to his research question. No pianist starts playing concertos without first learning scales. No basketball player skips his basic drills. Similarly, no student of mathematics should be thrown into the proverbial deep end without floaties -- i.e., the received knowledge generated by mathematicians of previous ages.

Which brings me to...

Batty Theme 3: Procedural fluency/correctness is unnecessary -- or at least not as important as "understanding."

From the NCTM again:
Or imagine a classroom in which Jacobi is told directly that his reasoning is incorrect and Charles is told directly that his is correct. In such a case, both Jacobi and Charles might base their mathematical identities on correctness—getting the right answer—rather than on reasoning and sense making.

And also:

Historically, much of school algebra has been concerned with the rewriting of algebraic expressions and the solving of equations and inequalities. Today, these tasks can be performed by technology that is available in a variety of forms, and this development should shift the focus of school algebra from learning how to perform algebraic manipulations “by hand” to learning how to recognize which techniques will produce a desired outcome, how to interpret the outcome mathematically, and how to use the outcome to move forward in analyzing a situation or solving a problem.

Beneath quotes like these lurk the assumption that procedural fluency and understanding are independent -- but that is not the case. Procedural fluency is, in fact, what enables understanding over time. Math is a linear subject. Topics build on each other. The lower leads to the higher.

In my own experience, students who have not thoroughly mastered adding, subtracting, multiplying and dividing fractions struggle with Algebra 1. That's because the skills required to competently manipulate fractions are intimately linked with the skills you need for entry-level high school courses. To cite one example: to efficiently reduce fractions requires strong knowledge of divisibility -- something that also happens to be required to efficiently factor quadratic trinomials. The fractions score on my workplace’s diagnostic exam, in short, turns out to be a fantastic proxy for estimating a student’s general number sense and problem-solving ability and is a strong predictor of success (or struggle) in math overall. And when we focus on addressing a student's lack of proficiency in manipulating fractions through direct, focused instruction - when we, in other words, do exactly the opposite of what the NCTM suggests - that student's algebra grade, in the vast majority of cases, goes up. True: this is the experience of one particular learning center. But my personal observations do line up with what we're seeing in our abysmal math performance stats nationwide after years of "reform" math and "discovery learning".  

So no: forgoing the rich understanding that comes through doing lower level math with pencil and paper is not going to enable students to access higher level concepts more quickly. The reason for this is easily explained by something known as cognitive load theory. According to cognitive load theory, we can only hold roughly four items in our working memory at a time. But we can circumvent that by storing things in long-term memory - like the multiplication facts or the algorithm for finding a percent - thereby opening up the working memory slots for other things - like breaking down a multistep word problem. Thus, as it turns out, it is actively detrimental to force students - through instruction that deemphasizes the importance of procedural fluency - to consciously attend to lower level skills while they're attempting to understand something more advanced. 

And as for these "reformers'" love affair with "technology": Number one, technology is not reliable; I see my calculator-dependent students miss-key things all the time without realizing that their magical box is giving them garbage output in response to their garbage input. Number two, using technology is often less efficient than simply knowing something; it takes much longer to type "8 X 7" into a calculator than it does to retrieve "56" from memory. But most importantly, the way you process information that's delivered to you on a computer is different from the way you'll process that same information in writing. When looking at a screen, we are less attentive. We scan. We become passive bystanders instead of actively grappling with the topic at hand. That's why smart researchers are now suggesting students eschew technology entirely when they're trying to absorb a lecture or otherwise assimilate new material. 

Batty Theme 4: We Must Never Tell a Child He's Wrong

Instead, we must cultivate their "identities" as "doers of mathematics."

Yeah: it's basically the self-esteem movement all over again; it's just been re-dressed in social justice/critical theory clothes.

Of course, we should never tell a child that he's constitutionally bad at math and should just resign himself to that fact. As I stated at the start, I think even middling students are capable of mastering algebra, geometry, and basic statistics with the right interventions. And I also think that there should be flexibility in our sorting systems -- that there should be ample opportunity to jump tracks through sustained hard work and demonstrated achievement.

But while we should encourage our students to strive to achieve no matter their starting point, we shouldn't lie to them. Despite what appears to be popular ed school belief, kids are not stupid. They're going to know who usually gets the answers right and who often gets the answers wrong no matter how many times you insist that everyone in your class is "thinking mathematically" (whatever that means).  And they're certainly going to notice all attempts to blow smoke up their butts.

The best way to build a child's so-called "identity" as a "doer of mathematics" is to actually teach them mathematics to mastery. Competence leads to self-esteem and self-efficacy. It doesn't work the other way around.

Sigh. Can we please drop all this BS and go back to the legitimate cognitive science? Kthx.