My Name is Academe, and I’m a Failure.

I have been calling attention for years, and don’t mind at all when people with bigger platforms than mine recognize that the first step in correcting failure is to admit failure.  The refreshingly solid Republican victories in national election might be the sort of evidence that would encourage academicians to revise their priors.  Let’s start with Michael Clune, professor of English at Case Western, with “We Asked for It” in the house organ for business as usual.

Over the past 10 years, I have watched in horror as academe set itself up for the existential crisis that has now arrived. Starting around 2014, many disciplines — including my own, English — changed their mission. Professors began to see the traditional values and methods of their fields — such as the careful weighing of evidence and the commitment to shared standards of reasoned argument — as complicit in histories of oppression. As a result, many professors and fields began to reframe their work as a kind of political activism.

In reading articles and book manuscripts for peer review, or in reviewing files when conducting faculty job searches, I found that nearly every scholar now justifies their work in political terms. This interpretation of a novel or poem, that historical intervention, is valuable because it will contribute to the achievement of progressive political goals. Nor was this change limited to the humanities. Venerable scientific journals — such as Nature — now explicitly endorse political candidates; computer-science and math departments present their work as advancing social justice. Claims in academic arguments are routinely judged in terms of their likely political effects.

The costs of explicitly tying the academic enterprise to partisan politics in a democracy were eminently foreseeable and are now coming into sharp focus.

Democracy is about emergence in government. The academic enterprise is about emergence in understanding.  It sounds like I got out just before the real nonsense took over.  Or perhaps higher education reverted to its roots in the seminary.  (Is it any accident, dear reader, that Joe Stalin was a seminarian at one time?)

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With Dread and Foreboding

So, how do I regard Election Day, looming up in two weeks? With dread and foreboding, to be absolutely frank – no matter who is declared victorious. It’s absolutely guaranteed that all flaming hell will break out in either case; either within hours/minutes, or in days/weeks.

If the Trump/Vance ticket sweeps to an unmistakable, unarguable landslide well beyond any means of the Democrat Party to fraud – the anti-Trumpists will be insane with baffled fury. The national media establishment will look like Wily Coyote after one of his Acme gadgets explodes – and the entrenched bureaucracy crusted like layers and barnacles all over the various federal government departments … they will see the end of their comfortable gravy train. Ruin, disgrace, impoverishment, possibly criminal charges. The Deity knoweth and the various conservative-sympathetic bloggers and commenters, to include many fellow Chicagoboyz essayists and frequent commenters, remember very well how blatantly they played dirty pool the last time around. What would they venture this time against the Great Orange One, the avatar of their doom … Political assassination? Of him, or any of his allies? At the height of what some commenters have termed a second civil war? Like Lincoln, at the hands of an angry partisan of the losing side? Sadly. I wouldn’t put it beyond the realm of possibility. This will be bad. Very bad.

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Dedicated Followers of Fashion

It’s kind of depressing, reading the various stories linked here and there by various blogs and social media about pro-Palestinian/pro-terrorist orgies of protest on the grounds of various colleges and universities, and in the streets of certain big cities. This reminds me of the anti-war demos of the Vietnam War era. Massive turnout, lots of signs, lots of free-floating rhetoric … which turned out to mean absolutely nothing at all, in the long run. Much of the ruckus wasn’t motivated by sincere conviction about the welfare of the South Vietnamese, or the lives of our military troops. It was all just the followers of fashion, making a show of their fashionable conviction.

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Random Thoughts (2) : Education Edition

1) Richard Fernandez:

“The actual purpose of much that is called education is not to teach a trade, or take you stumbling to the limits of the undiscovered but to put you in a position to laugh at people.”

2) From Thomas Sowell’s Ever Wonder Why?

Anyone who is serious about wanting to help minority young people must know that the place to start is at precisely the other end of the educational process. That means beginning in the earliest grades teaching reading, math and other mental skills on which their future depends. But that would mean clashing with the teachers’ unions and their own busybody agenda of propaganda and psychological manipulation in the classrooms.

“The path of least resistance is to give minority youngsters a lousy education and then admit them to college by quotas. With a decent education, they wouldn’t need the quotas.”

3) From the Brookings Institution’s SAT Math Scores Mirror and Maintain Racial Inequity

“Relying on a three-digit number to assess a student’s math ability clouds their drive, their resilience, and may impact their confidence in pursuing postsecondary education…

…..In 2019, the SAT developed an adversity score to contextualize students’ scores to their school and neighborhood. Under pressure, the College Board then abandoned the single statistic in favor of an Environmental Context Dashboard, which provides information like the portion of students at a high school receiving free and reduced lunch, median family income, and advanced-placement enrollment.

Colleges are starting to consider socioeconomic status in a more systematic way, and the College Board is too. This is vitally important, given how far achievement has already splintered along racial and class lines by the time students are about to graduate high school.”

I will add that at the end of the Brookings article the authors do detail ways of boosting disadvantaged students’ actual pre-college performance. That’s what is called in the trade as CYA, but ask yourself which is more likely to happen in the post-Fair Admissions v. Presidents and Fellows of Harvard world? Hiding affirmative action programs under some version of an “Environmental Context Dashboard” or actually breaking the rice bowls of the K-12 establishment?

More vouchers please.

Why Johnny Doesn’t Want to Read

The other day Instapundit linked an article on the role of public school reading assignments in discouraging boys from taking up reading for pleasure. The subject is familiar to anyone to anyone who read Christina Hoff Sommers’ book on the subject.  In short, K-12 reading assignments don’t match up with boys’ interests. Boys prefer activity-oriented plot-based stories, schools gravitate toward girls’ interests – quoting Sommers, “[p]ersonal narratives full of emotion and self-disclosure.” I’ll have more to say on that later.

This has me waxing (mostly unpleasantly) nostalgic about my own school-age reading assignments. The earliest one I can recall is of A Tale of Two Cities. I remember scarcely anything about London and a few highlights about Paris. Shakespeare is something I could take only in small doses due to the language barrier. I liked the plot synopses and some of the more memorable passages such as Polonius’ advice to Laertes (someone should CGI W. C. Fields into the role of Polonius). One junior high class assigned two entertaining movie scripts – Colossus: The Forbin Project and Escape from the Planet of the Apes. At home my literary gateway to the world was World Book Encyclopedia; I especially loved the maps and the articles on foreign locales and peoples and exotic animals. I did not grow up reading novels or even comic books. In my late teens I tried reading my mom’s Agatha Christie novels, but for some reason I couldn’t quite get into them. 

High school offered (ahem) textbook examples of what’s wrong with school reading assignments. I have finally gotten around to posting Amazon reviews for the three high school reading assignments that turned me off to reading.

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