As JGrossman, one of the commenters to the Guardian article I will quote extensively below, says of it, there are some views to which the only possible response is to quote the physicist Wolfgang Pauli:
This is not only not right, it is not even wrong.
The article I am about to quote falls, crashes and burns into that category.
Some background: the writer, Dawn Casey, is an Australian museum director and a well known Indigenous (i.e. Australian aboriginal) public figure. Warren Mundine, mentioned in the article as head of Tony Abbott’s Indigenous Council, is of the same heritage. Christopher Pyne, the Australian Education Minister, isn’t. How sad that one needs to spell out such things to understand what is being debated here. Here is what Dawn Casey writes:
Last week, Warren Mundine, head of the prime minister’s Indigenous council, was quoted in the Australian as saying that it is ridiculous to include an Indigenous culture perspective in the teaching of science and maths. Mundine said: “I agree with Christopher Pyne, I think in some areas we have got ridiculous. What is Indigenous physics? Physics is physics. If we are to compete in the job market we must learn technology and engineering, we need to be taught subjects properly.
“I agree that we need to reassess the curriculum because we need real units that teach the subjects without this ridiculous insertion of culture, the idea that you have to have an indigenous or Asian perspective, to be frank, is silly. The sciences and maths should be taught properly.”
Mundine’s comments add nothing to the very important debates on what should be included in the national curriculum and how children, regardless of their cultural background, should be taught. They ignore that culture permeates everything we do — including maths and physics — and reinforces stereotypical views that Indigenous culture is only about language, kinships systems and hunting and gathering – important as they are.
For centuries, people from all cultural backgrounds have been developing ideas andsolving problems. Euclid who lived in Alexandria more than 2000 years ago laid the foundations for mathematics. Australia’s Aboriginal people represent the longest-living culture on earth. It is incredible that our culture should be treated as a stand-alone subject or as part of the humanities.
To go back to a time when Aboriginal and Torres Strait Islander culture was put into an ethnographic box, as some sort of anthropological curiosity, and excluded from the breadth of mainstream knowledge, including maths and science, is to disadvantage all Australians.
The commenter who quoted Wolfgang Pauli chose his example well. Pauli was born in Germany but had to flee to the United States in 1940 because of his Jewish ancestry. So he would have been familiar in his own life with the concepts of “Jewish physics” and “German physics”. One can guess what he would have made of “Indigenous physics”.
Academic freedom once meant protection from politics; now it means protection for politics.
– Peter Wood, quoted earlier today by David Thompson.
A recent essay by Heather Macdonald in City Journal is getting lots of attention. Her piece was on the narrowing horizons of those who seek to teach the humanities in our places of higher learning. She ruffled feathers, and wrote this zinger of a response to one of her critics. Here is an excerpt:
…in contrast to the narcissism of today’s identity studies, the humanist tradition was founded “on the all-consuming desire to engage with the genius and radical difference of the past.” The Renaissance humanists were attracted to Classical Rome precisely because it differed so much from their contemporary Rome, with its papal intrigues and corrupted Latin; they were acutely aware of historical change and developed the seminal methods of textual scholarship to overcome the effects of time on historical and literary sources. It is instead the contemporary identity theorist who lacks an appreciation for the specificity of the past, determined as he is to expound on his own or others’ victimhood rather than lose himself in a world that may not mirror his narrow obsessions.
And that surely is the point. Western civilisation was reinvigorated when the lessons and musings of the Ancients were rediscovered. So much so that the “Grand Tour” was considered part of an educated person’s life, albeit only one that the rich could then afford. True progressives should want, and have wanted, this sort of grand tour of the intellect to be made available to all. No educated person would pass through life ignorant of Cicero; Aristotle, Marcus Aurelius or Lucretius. Instead, however, some of today’s educators would happily Balkanize us all inside narrow, self-regarding “victim groups”. (This is not just a fault of the academic Left, by the way – there are variants of this on the hard right, as far as I can see, when such folk fret about the impact of “alien cultures”).
Tim Sandefur also has comments on this topic:
This is true in other arts, too. There’s good poetry, sculpture, painting, and music out there, but the artistic elite—indoctrinated in postmodernism and identity politics—largely ignore those who produce it, on the grounds that it appeals to the common man and is therefore “commercial” (i.e., capitalist; i.e., evil) or “irrelevant” because it does not express the identity-politics agenda that is acceptable within that elite. This might at first seem paradoxical, since the political roots of this movement are in Marxism, which claimed to reject class divisions and to create a universal-humanity state. But just as Marxist societies become rigidly hierarchical—with a privileged nomenklatura on top and the faceless mass of disposable proles below—so in the art world, there is an elite of aesthetic correctness…and the consumers and consumer-friendly artists who are ignored when they are not ridiculed. Marxism was and remains a disease of the elite. Based on contempt for bourgeois society and bourgeois virtues, it has never recognized that these virtues are actually the desires of all mankind. Beauty is the most fragile of bourgeois virtues. It is always thought the most disposable by leaders with more militant goals.
I corrected the name of the publication to City Journal. My goof.
“A decade or more ago, I used to have conversations with journalists who reflected that their industry’s business model was collapsing, but who somewhat sheepishly hoped the collapse wouldn’t come until they reached retirement age. Now I have the same kind of conversation with academics.”
– Glenn Reynolds, Mr Instapundit himself.
We all love those daft things that school children put on exam papers – How long is the menstrual cycle? Three feet; that sort of thing. So, here are some from a hundred years ago (when they didn’t have such things as menstrual cycles):
After twice committing suicide, Cowper lived till 1800 when he died a natural death.
Much butter is imported from Denmark, because Danish cows have greater enterprise and superior technical education to ours.
In the British Empire the sun always sets.
The courage of the Turks is explained by the fact that a man with more than one wife is more willing to face death than if he had only one.
Under what conditions will a body float in water? After it has been in the water three days.
Some of the others might turn out to be even funnier if I understood them.
I have only one thing to add to this Telegraph blog post by Daniel Hannan.
It is this: I am glad that Mr Hannan and other newspapers have not followed the usual timid practice when reporting stories of this type and obscured the name of the culprit. A storm of public anger is about the only weapon we have against the likes of Mrs L Small, head teacher of Littleton Green Community School, Colliers Way, Huntingdon, South Staffordshire WS12 4UD.
And if “our R.E. coordinator Mrs Edmonds”, she being the one with whom parents are invited to “discuss this further”, does not wish to join her boss in the stocks, she should direct her further discussion towards disassociating herself from the literally fascist tactics Mrs Small uses.
The L stands for “Lynn”, by the way. Lynn Small, head teacher of Littleton Green Community School, the one who coerces parents by threatening to harm their eight year old children.
“Almost half of the UK’s recent graduates are working in non-graduate jobs, demonstrating that pain continues to be felt in the labour market despite the start of economic recovery.”
– The Financial Times, today (behind a paywall). I’d add that this also suggests that some of the degrees that people have acquired – at some cost – are not marketable, and unlikely ever to be so. The whole idea that at least 50 per cent of the school-leaving population should go straight into higher education needs to be re-thought.
By coincidence, over at the Econlog blog, Bryan Caplan has this to say about the issue of “malemployment”. That is a term that deserves to be used more widely.
Which is better? A technically superb photo of something you’ve seen many times before, like a wonderful still life oil painting? Or, a technically very average photo of something remarkable, that you never thought you’d live to see?
If you are in the mood for the second sort of photo, and you are someone who likes the kind of ideas that Samizdata seeks to spread, you should definitely take a look at this:
This is a group of Chinese people to whom Tim Evans of the Cobden Centre, seated proudly in their midst, was speaking, on Friday September 20th, about … Austrian Economics. And yes that is people from China China, not from some already strongly capitalistic outlying fragment of China.
My thanks to Simon Gibbs of Libertarian Home for telling me about this. Gibbs writes:
Tim Evans of the Austrianist Cobden Centre shared this image on Facebook. It is unclear who is visiting who but he is depicted front and centre with a delegation of Chinese officials as if he was an honoured guest or leader. Tim has been training the group in the details of Austrianism. The group worked with the Chinese State Council and the Central Committee of the Chinese Communist Party.
Of this exercise, Tim Evans writes:
Spent a great day on Friday lecturing key academic and economic advisers to the Chinese State Council and the Central Committee of the Chinese Communist Party. I regularly work with senior Chinese officials and find many of them to be increasingly well versed in the ideas of the Austrian School of Economics.
Austrian Economics is very persuasive to a certain sort of economically curious person, because it is basically a statement of how things are. It describes a world of realities which are true whether you care about or accept their truth or not. This stuff is true no matter what else you choose merely to believe. You can, in principle, understand that Austrian Economics describes how the world is, yet still believe that the world ought to be a centralised despotism or a socialist nirvana, or maybe even some combination of the two.
But, it is rather difficult to stick with such beliefs on a permanent basis. Once you accept the truths that Austrian Economics tells you, it is difficult not to find yourself believing that the world ought to be different from the tyrannical way that a lot of it still is.
We need these government training schemes to produce skilled workers, they have not learnt any meaningful skills in, er, government schools
– Samizdata commenter Mr. Ed
No one was killed, no one was injured. Do not excite yourselves.
From Adrian Hilton in the Spectator: Revd Dr Alan Clifford’s ‘homophobic’ comments referred to the CPS
The Criminal Justice and Immigration Act 2008 contains the offence of stirring up hatred on the grounds of sexual orientation. Anyone using threatening words or behaviour, or anyone displaying, publishing or distributing any written material which is threatening, is liable for prosecution. Former Conservative Home Secretary Lord Waddington won an amendment to an earlier version of the law, which established that no one might be prosecuted for stating their belief that homosexuality is sinful or wrong. It read: ‘For the avoidance of doubt, the discussion or criticism of sexual conduct or practices or the urging of persons to refrain from or modify such conduct or practices shall not be taken of itself to be threatening or intended to stir up hatred.’
But that protection will be illusory for as long as homophobia is defined and understood by the police as ‘any incident which is perceived to be homophobic by the victim or any other person’. Against that background, all mission-orientated Christians will need to temper their proselytism – especially on Gay Pride marches.
Dr Clifford tells me that Huguenot Calvinists are not easily intimidated, and that his faith in God is sustaining him: ‘I am not in deep shock: I enjoy perfect peace,’ he said. Others, of course, may not be so robust and may indeed prefer to pay a £90 fine. Much may depend on the tone and manner of the interrogating police officer.
From Damien Gayle in the Daily Mail via Tim Worstall: Armed police turn up at family home with a battering ram to seize their children after they defy Germany’s ban on home schooling
A team of 20 social workers, police officers, and special agents stormed the home of Dirk and Petra Wunderlich because they refused to send their children to state schools. The youngsters were taken to unknown locations after officials allegedly ominously promised the parents that they would not be seeing them again ‘any time soon’.
The only legal grounds for the removal of the children, aged from seven to 14, were the family’s insistence on home schooling their children, with no other allegations of abuse or neglect.
“How did it come to pass that so many teachers and students, in some of the freest and most scientifically accomplished nations in the world, entertained such an illiberal, illogical, and politically repressive account of the relationship between science and society? Part of the answer may be that universities generally, and humanities departments in particular, are more backward than is universally recognised. For most of their history, universities functioned primarily as repositories of tradition. It was professors, not priests, who refused to look through Galileo’s telescope, and who drove genuinely progressive students like Francis Bacon and John Locke to distraction with their endless logic-chopping and parsing of ancient texts. Similarly it was twentieth-century humanities professors who, confronted with the glories of modern science and the triumph of the liberal democracies over totalitarianism, responded by denigrating virtually every political philosophy except totalitarianism.”
– The Science of Liberty, by Timothy Ferris, pages 257-8.
This is the Timothy Ferris who writes mostly about science, not the Timothy Ferris of the “Four-hour body” and other such works.
Instpundit gleefully links to an article entitled (my reaction to this sentence was to see if SQotD was already taken – it was):
America’s best educated kids don’t go to school
Why? Well, partly of course it’s all the usual public sector stuff, about a big old nationalised industry getting worse and worse, no matter how much other people’s money they throw at it. Unions won’t allow bad teachers to be fired. Politicians won’t allow bad kids to be disciplined. And so on. Public sector education in the USA is a like a great big Detroit, spreading out across the entire country. All true.
But I think there’s another big force at work here. Another key sentence in this piece, aside from its title, is a quote from Walter Russell Mead:
Many parents these days have just as much education as teachers if not more.
A few years back, I did a spell of education blogging, and one of the big conclusions I reached was that countries where teaching was a much coveted career were at a fundamentally different stage in their development to ones where teaching was what you did when you couldn’t get a better job. Basically, in develop-ing countries, teaching was and is a great job. Everyone knows education will separate you from the pack of the dirt poor, but the jobs you’ll then get offered will still be pretty terrible, so a very appealing job is to be a teacher. But in a develop-ed country, where the economy has worked out how to make seriously good use of educated people, teaching is strictly a second best, if that. The result is this odd flip-flop. The more developed the country, the crappier its schools tended to be, at least compared to what you might have expected. Lavishly funded, crammed with textbooks and computers, but still a horrible disappointment.
To put all this another way, what I am saying is that the familiar slogan saying that Those Who Can Do and Those Who Can’t Teach applies with unequal force, depending on what else there is to do.
I recall reading, long ago, in a book by the late Peter Drucker (he was one of the first people I ever read who told it like it was about the public sector), about how computers had, for the first time in human history, created an abundance of well paid jobs for mathematicians. Given that the world now cries out for maths geeks, to do things like programme computers, analyse share prices, stop bridges collapsing, streamline cars, predict market share, sort out logistics in warehouses, and so on and so on and so on, it’s no wonder that maths teachers are on the whole not what they used to be. The same principle applies to education generally.
A hundred years ago, the typical American kid’s best chance of learning good stuff about the world was to go to a school and pay attention to the teachers there, who tended to be far better educated than his own parents. Now, increasingly, the same kid would do better to skip school and spend time with his now far better educated parents. (The big question now being: can those parents spare the time? Suggestion: a developed economy that is in an economic slump is especially good at encouraging home education.)
As commenters will surely explain, there are plenty of other influences that explain the current inexorable rise of home education, the fact that computers are now to be found in every home – now, in just about every hand – being another obvious fact about this story. But I do believe that the tendency, now as opposed to a century ago, of well educated people in rich countries only to want to be teachers if they are too mediocre to do any better is a big part of this story.