We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
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Last Wednesday, Jodi Shaw received a Hero of Intellectual Freedom Award – and got to rap on-stage in NYC, four years after Smith College told her she couldn’t because rapping while white was racist.
The freedom to rap while white is a form of free speech it has never occurred to me to pursue, but something Jodi said struck me.
“These terms are never defined … It’s just ‘social justice’.”
“And you’re afraid to ask,” she added, because “that might put a spotlight on you,” and people will think you are racist … According to Shaw, there was an “ever-present terror” at Smith “that any unverified student allegation of racism, or any other ‘-ism,’ has the power to crush our reputations, ruin our livelihood, and even endanger the physical safety of ourselves or our family members.”
It’s not the first time a movement has refused to define its central idea.
Himmler issued strict orders to issue no definition of the term ‘Jew’ “because with all these foolish commitments we will only be tying our hands.” (referenced and discussed in ‘The Origins of Totalitarianism’ by Hannah Arendt)
Identify a respected institution. Kill it. Gut it. Wear its carcass as a skin suit, while demanding respect. I’ve seen that spot-on description of how the woke operate applied so many times – to institutions. But it’s just as true of ideas. Totalitarians always gut the ideas they proclaim of all actual meaning. The woke wear the murdered carcass of words like racism (structural racism) or justice (social justice) as a skin suit, while demanding respect.
Inevitably, it was Friday afternoon by the time Kevin [not his real name] was slowly and ineptly explaining in the headmistress’ office. All parents know what a talent children have for falling ill on Friday evening. The headmistress knew what a talent pupils have of presenting hard-to-handle problems on Friday afternoon.
Kevin had been acting up in class that morning – not unusual for either Kevin or the school, but this seemed different. The headmistress already knew somewhat about Kevin, of course, but only as three-in-the-afternoon came and went, did his full situation begin to emerge.
Years ago, mummy and daddy had little Kevin. Some years later, mummy and daddy had a falling out. Usually it’s the father who disappears first in this situation but in Kevin’s case it was his mother. Maybe she had some thought of retrieving him when she had a place he could stay and events just got on top of her – or maybe not. Kevin stayed with his father and step-mother, the new woman in daddy’s life. In time, this relationship too soured and daddy walked away from it, leaving Kevin cohabiting with his step-mum and, soon enough, his step-dad – a man she acquired. This occurred once or twice or thrice more – it was not entirely clear how many ‘step-‘s preceded the courtesy titles of the final ‘mum’ and ‘dad’ with whom Kevin was cohabiting when the Friday I’m talking about rolled round.
On that Friday, for reasons not worth detailing, Kevin’s step-(step-)parents were departing that habitation (whether in the same direction or in two different directions was uncertain) so other people could take vacant occupancy of it. It had been made clear to Kevin that he was not going to sleep there that night. He had no idea where he was going to sleep that night.
Of course, the Scottish government has assigned people, institutions and funding to handle this kind of situation. And of course, when you pay people to care, some work for the pay and not because they care (luckily for Kevin, his school’s headmistress was an exception). She was not surprised to discover, after she got her head fully round Kevin’s problem and phoned them, that the clock-watchers in the relevant social work department were almost all gone and no-one still there would take any responsibility or do anything before Monday.
Further questioning and checking elicited that Kevin had a granny living in the city. The headmistress managed to work out an address and phone number. Granny didn’t want Kevin – let’s be frank about it, he was not the kind of kid one instantly warmed to, although his distress and (when it penetrated his thick skull she would help him) willingness to cooperate made the headmistress like him a bit better than she ever had before. However Granny did not have that icy determination to get her off the phone before imminent departure for the weekend that had been shown by such social workers as had not departed even before she rang. (To be strictly fair, that city was unusually well supplied with the kind of people who consume social workers’ time and state handouts, and some of them greatly exceeded Kevin in being the kind of people one did not instantly warm to.) The strong-willed headmistress extracted consent to Kevin’s sleeping at granny’s for the weekend, “but he goes to school on Monday morning and he does not come back”.
Why am I telling you this? Two-thirds of the way through this long post, I mention Rotherham, where many of the abused girls were in the state’s not-so-tender care. My post below says power should be given to parents and taken from educational bureaucrats (especially the ones in that city, of whom I could tell you a tale). So, why indeed am I telling you this?
Well, if anyone ever implements (or just argues for) the scheme in my post below – to protect children by empowering their parents and disempowering the educational bureaucracy – then I want them to know beforehand, not discover afterwards, that these situations happen. Woke tyrants love their theories, but we believe in learning from experience – from the many that tell us the family is the best protector of children, and also from the few that warn us that parents aren’t always good, that step-parents can be worse, and that on a Friday afternoon, someone in our brave new-old educational world might suddenly discover that the parents, and the step-step-parents, and the clock-watching employees of that ultimate step-step-…step-parent the state, have all gone.
We laugh at them for not knowing what ‘woman’ means. They laugh at us for not knowing what ‘power’ means.
“Only power arrests power.” (Montesquieu)
“In a conflict between mere law and power, it is seldom law will emerge as the victor.” (Hannah Arendt)
The state of Tennessee has laws. A law taxes its citizens and gives a hefty chunk of the proceeds to maintain a large education bureaucracy. A law compels Tennessee children to attend the schools this bureaucracy administers. A law forbids this education establishment to push critical race theory on the kids – but the education establishment is not as eager to obey this law as they are to enforce the others.
“We don’t really let anybody tell us what to do.”
The same casual contempt of the idea that laws apply to teachers, not just to parents and children, can be seen in Oklahoma. In Florida, laws force parents to pay education taxes and children to go to school from a young age, and they get enforced. But the law against teachers sexualising kindergarteners is another matter. Amber junior doesn’t feel like going to school? Amber senior doesn’t feel like paying so much tax? “Tough!”, says Amber the teacher. “You can’t break the law but I can.”
The educational establishment’s belief in its right to ignore the parents and those they vote for – its right to confine their role strictly to providing the kids and the money – is not new. They will behave this way while they have the power to do so. While the tax laws and the attendance laws provide the base for the educational establishment’s power, it will be hard to impose an external power to restrain their power. The parents may want it, but the parents have been deprived of direct power – they must pay taxes to a bureaucracy that can (and prefers to) ignore their wishes. The kids may want it, but the kids are compelled to attend school, and to treat the teachers’ narrative as fact and their doubts as ignorance. As long as all that operates, it will be hard to find the additional taxes and the additional government employees and lawyers to make a contemptuous bureaucracy obey an external power. Until the power dynamic can be changed, expect the education bureaucracy to spend much time laughing at the impotent rage of governors and the despair of parents while grooming their kids, or punishing them for teacher-defined *isms and *phobias. It will be hard work for even an unusually able and energetic governor to focus external power effectively upon them. As for parents, the bureaucrats think they have no right even to know, and ‘interpret’ the rules to impose costs on any who try.
Parents are pretty-well the only available independent resource with which to counter this power-dynamic. The idea of giving back to parents the power the bureaucrats took from them has been around for a long time. Past ‘school choice’ schemes have often offered parents only a little choice – ‘Education vouchers’ that let them choose an education-establishment-run school that is less full than others of inept teachers the teacher’s union will not let be weeded. Any legislature that wants the education laws they pass treated as facts, not jokes, needs to transfer a lot more power. Make the definition of school minimal. Give administering that definition to a small finance authority focussed on avoiding fraud, not on enforcing a narrative. Tie the tax money to the child and transfer it directly to the school they attend – and to the new school attended if the parents pull the kid from the old one. Cut the education bureaucracy out of every decision. In legal theory, the state will lose some power, but in actual reality they will lose the illusion of it; the education bureaucracy will lose the reality of it.
The education bureaucracy has a long track record of cheating to destroy voucher schemes. Everything I said about why they will nullify state law applies tenfold to a state law designed to give parents more power and them less. That’s why the handling of the money must be pulled back from the education department to an adjunct of the revenue. Revenue is everything. Taking the receipt of education revenue away from the education bureaucracy is everything. Taking the disbursement of it to schools and teachers away from the education bureaucracy is everything. Until that happens, a child’s parents may have the law on their side but the educational establishment will have the power.
From an anonymous article in Tuesday’s Guardian called “My pupils have been badly set back by the pandemic. ‘Catch-up’ lessons aren’t what they need”:
In my school, some children are now struggling to articulate what they need or want, answer simple questions or follow short instructions. This has a knock-on effect on their social skills. Those who haven’t had much practice taking turns in conversation or sharing with others find playing and using school resources difficult. Many children have missed out on physical development opportunities; it has been eye-opening to witness four- and five-year-olds choosing to crawl down the corridor into the toilets rather than walk.
I take a fairly forgiving view of the actions that our government and others took when the pandemic hit. As an immediate strategy lockdown may well have been the right thing to do, and even if it wasn’t, it is easy to be wise in hindsight and when it is not you who has to make the decision. Boris & Co. were faced with a type of crisis they had never faced before and a cacophony of conflicting advice, all of which claimed to be expert.
But it was clear quite early on that the slight risk that Covid-19 presented to young children was far outweighed by the harm done to their development by masks and lockdown. That is difficult to forgive.
I’m not saying that I think the present science establishment is good. It has been utterly poisoned by the interference of government, and the biggest mistake we make is thinking that something like the FDA or the CDC are science establishments, when they are in fact government institutions. It might be populated by people with science degrees, but they are still civil servants before being scientists. (especially the higher up the greasy pole they climb.) And unfortunately the universities have also been largely sucked into the poisonous stream of government funding.
– Fraser Orr
The whole creaking machine is lubricated by the magic grease of grade inflation. As of the early Sixties, 15% of grades at American colleges and universities fell within the A range. By 2013, the proportion had reached 45%. To paraphrase the joke from the old Soviet Union, students pretend to work, and professors pretend to grade them.
It is within the context of these forms of collegiate stupidity that we can understand the one that is now the most salient: wokeism. Wokeism can be thought of as the opportunistic infection of a host with an already weakened intellectual immune system. Students haven’t learned to think, so they lack the means to spot its inconsistencies, its hypocrisies, its absurdities. They haven’t learned to read, so they uncritically absorb its empty language. They know little of history, so they accept whatever tendentious version wokeism hands them.
– William Deresiewicz
Dominic Cummings was completely right in his belief that ‘Generally, the better educated are more prone to irrational political opinions and political hysteria than the worse educated’. The history of communism is the most obvious example, Bolshevism being a student cult that was passionately believed in by some very intelligent, brilliant people long after it was exposed as a disaster.
– Ed West
From the Wall Street Journal (paywall):
Saudi Arabia is in active talks with Beijing to price some of its oil sales to China in yuan, people familiar with the matter said, a move that would dent the U.S. dollar’s dominance of the global petroleum market and mark another shift by the world’s top crude exporter toward Asia. The talks with China over yuan-priced oil contracts have been off and on for six years but have accelerated this year as the Saudis have grown increasingly unhappy with decades-old U.S. security commitments to defend the kingdom, the people said.
The Saudis are angry over the U.S.’s lack of support for their intervention in the Yemen civil war, and over the Biden administration’s attempt to strike a deal with Iran over its nuclear program. Saudi officials have said they were shocked by the precipitous U.S. withdrawal from Afghanistan last year.
From what I can recall, the demise of the dollar as the world’s most important reserve currency has been predicted for so long that it was probably being stated fifty years ago. Predictions of “currency wars” often crop up in the business sections of bookstores. Take this racy example from James Rickards.
The underlying problem is not oil exports, or whether Sleepy Joe is getting on well with whatever shithead is running Saudi Arabia. The problem is that the US government has racked up a debt of $28.43 trillion. Further, US savings rates haven’t held up. The US has been too reliant on savings from countries that have at times wished it ill. This is not sustainable. It is funny really. Sustainability is one of the buzzwords of our time, denoting a concern about the Planet, but surely if it also means anything it means having a state that does not go bankrupt.
The US Federal Reserve put up interest rates today, and in the next few months, is likely to put them up more. (See an interesting discussion involving a friend of mine, Keith Weiner, about the Fed.) Every time it does so, the interest costs of the US debt stock will rise. The amount of interest payable on that debt will be the equivalent of, say, an aircraft carrier fleet. High indebtedness is not just stupid in financial terms. It is a national security issue.
Contemporary experience and history demonstrate beyond a reasonable doubt that virtually all parents in a free society will take full responsibility for the education of their children (in varying degrees, of course) in the same way that they care for the physical health of their children. Contrast that with a society that does not respect and protect individual rights in the name of a universal “right” to an education. The result is a society that is both immoral and unjust and that also fails to educate most children on a daily basis. We should not be surprised that a moral and just system leads to good results while an immoral and unjust system leads to bad results.
The conclusion before us is now obvious. A free, moral, and just society is one in which all individuals shall have the right and shall assume the responsibility for educating their own children.
– C Bradley Thompson, on his Redneck Intellectual column, via Substack. The article I link to can be read here. Thompson is the author of America’s Revolutionary Mind, which is an excellent study, and a reminder of what a remarkable thing the Revolution in that country was, and of the intellectual and cultural antecedents of said. He also appeared on this interesting podcast about education issues.
“Meeting people is part of the education. Online is great but not for everything.”
– Academic and writer Tyler Cowen, going out on a limb.
the college staged a fulsome ceremony, in which the statuette was handed to a descendent of the Obas of Benin, the slavers from whom it was confiscated. The British who freed the Oba’s slaves were described by the Master as having committed “a wrong that is so egregious”
The article I’m quoting from also notes Jesus College’s
embarrassing record of lucrative sycophancy towards the Chinese regime
in which
discussion of human rights has been regarded as “unhelpful”
All this “comes from the University and College administrations”, who clearly grasp that the British Empire’s duty to pay reparations for abolishing slavery follows inevitably – unavoidably – from the entire woke project, which cannot make sense without it.
However it seems Cambridge administrators are not yet finding this logic quite as easy as they expected to communicate to their own students. On 11 November (Armistice Day), at the Cambridge Union, the debate motion “This House is ashamed to be British” lost
“by a considerable majority, in a packed chamber.”
You might almost suspect an element of astroturfed collusion in the narrative of woke students forcing university administrators to do these things.
Campus magazine, a Singaporean publication aimed at students, published this article on 15th December 2021: The Paradox of Gender Inequality in STEM Education. It was one of many pieces that pointed out the odd fact that
In a nutshell, multiple studies have found that the lower the gender-equality in a given country, the higher the percentage of women studying STEM.
Simply put in numbers, before the pandemic, women made up 70% of engineering students in Iran, 42% in Morocco, 41% in Algeria, and 40% in Jordan, but only 29% in Norway, 19% in the U.S., and just 18% in Australia. Those are just some countries, but the pattern repeats itself almost everywhere.
The Global Gender Gap Report (GGGR) by the World Economic Forum (WEF) calculates global gender inequality based on a matrix, including health and survival, educational attainment, labour force participation, percentage of seats in parliament, and more. According to the 2021 GGGR, Norway was third globally. Iran was 150th. Yet Iran has double the percentage of women studying STEM.
Like almost every other article on the subject I have seen, the one in Campus spends several paragraphs explaining – and lamenting – how cultural factors push female eighteen year-olds away from science subjects. Note the scare quotes around “choosing”.
The unconscious bias may have different sources. For instance, it’s often cultural – the idea that “girls should play with dolls, while boys should build things” is still inherent in many households today. It may be observational – since women in STEM are already underrepresented, we assume that STEM is more a “guy thing.”
Sometimes, it can even be well-intentioned. For instance, parents may assume that STEM is difficult and they fear their daughters won’t be as successful being in a male-dominated course – especially compared to sons who they ascribe different characteristics, like being more competitive.
Facing this litany of discouraging cultural and social messaging, it’s no surprise that young girls in more developed countries – where there are viable, non-STEM study options – are often pushed away from STEM. This is then wrongly interpreted as them actively “choosing” non-STEM subjects.
…but devotes far less attention to the reasons behind superior academic performance of younger girls compared to boys in STEM subjects. There is half a line of acknowledgement that, hey, eggheads argue about why girls do better, but not a word of what those arguments are. Female superiority at thirteen is not seen as a thing needing to be changed or explained:
Multiple studies in dozens of countries show that pre-teen girls outperform their male peers in standardised math and science tests. Psychologists and neuro-scientists may argue the specific reasons, but the result is undisputable. Preteen girls and boys also enjoy/prefer STEM subjects at roughly the same ratio.
If we want Iranian levels of female STEM university students, perhaps we should do what Iran does and embed the superior level of responsibility shown by females into law?
According to Iran’s Islamic law, in cases of murder and certain other capital crimes boys over 15 and girls over nine may be held as culpable as adults and, therefore, punished with the death penalty.
– from “Iran executes 100 young people a year, human rights group says”, the Times, 26th Dec 2021.
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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