Archive for the 'Education' Category

A college instructor, concerned about how poorly his students were doing in the philosophy class he was teaching, tried an experiment:  for extra credit, students could give up their phones for nine days and write about living without them. Twelve students, about a third of the class, took him up on the offer.

Without their phones, most of my students initially felt lost, disoriented, frustrated, and even frightened. That seemed to support the industry narrative: look how disconnected and lonely you’ll be without our technology. But after just two weeks, the majority began to think that their cell phones were in fact limiting their relationships with other people, compromising their own lives, and somehow cutting them off from the “real” world. 

See some of the student comments at the link.  Note that ten of the 12 students said their phones had been compromising their ability to have real-world relationships.  And in response to a student’s comment about safety concerns when phone-less, the instructor said:

What’s revealing is that this student and others perceived the world to be a very dangerous place. Cell phones were seen as necessary to combat that danger. The city in which these students lived has one of the lowest crime rates in the world and almost no violent crime of any kind, yet they experienced a pervasive, undefined fear.

For perspective, though, we should consider:  How would students in say, the 1950s through the 1980s have responded if they had been temporarily denied access to dorm or apartment phones and also to pay phones?  Because since smartphones became common, pay phones have largely disappeared, and I’d imagine that dorm and apartment phones are pretty rare as well.

I’d hazard a guess that 1950s-1980s students who were denied access to conventional telephony would have felt somewhat disconnected, but not nearly so much as present-day students without their smartphones.

When the telegraph was first invented, a journalist marveled that “This extraordinary discovery leaves…no elsewhere…it is all here.”

As I’ve noted before, it seems that if the wired communications reduced the sense of elsewhere, it seems that wireless communications reduces the sense of the here and now.

Free speech…free expression generally…is under attack in America and throughout the Western world to a degree not seen in a long time. I think there are some specific phenomena and (partially-overlapping) categories of people which are largely driving this attack–I’ve written about this subject previously, here, but the situation has gotten even more serious since that post, and some of the important factors were underemphasized.  Here are the current fronts, as I see it, in the war (not too strong a word, I’m afraid) on free speech.

The Thugs. As I pointed out in my post The United States of Weimar?, illegal actions against political opponents, ranging from theft of newspapers to direct assault and battery, have in recent decades become increasingly common on university campuses, and now are well on track to being normalized as aspects of American politics. Incidents of political thuggery are reported almost daily: just the other day, pro-Trump women at an upscale DC hotel were verbally attacked and apparently physically assaulted by members of a wedding party that was heavy on Democrat attendees; including, reportedly, some top officials from the DNC. A pro-free-speech film was reportedly interrupted by two men wearing masks. Interruption of movies they didn’t like was a tactic used by the Nazis prior to their obtaining official censorship powers. The film “All Quiet on the Western Front” was plagued by Nazi disruptions when released in Germany in 1930. And attempts to shut down dissident speakers on college campuses, such as this, have become so common as to now be almost the default expectation.

The Assassins. These individuals go beyond the level of violence practiced by the Thugs, and make credible death threats they attempt to carry out against those whose actions or believe they view as unacceptable. The majority of threats and attacks falling in this category have certainly been the doing of radical Muslims; however, some of the more extreme ‘environmentalist’ and ‘animal rights’ groups have also demonstrated Assassin tendencies. At present, however, it is those Assassins who are radical Muslims who have been most successful in inhibiting free expression. Four years in hiding for an American cartoonist. But see also Ecofascism: The Climate Debate Turns Violent, how long until this justification and practice of violence reaches the level of justifying and carrying out actual murders?

The Enclosure of the Speech Commons. Whereas the Internet and especially the blogosphere offered the prospect of political expression and discussion unfiltered by the traditional media, the primary social-media providers have taken various levels of controlling attitudes toward free speech; Twitter, in my opinion, is especially bad. Partly this is ideological; partly, it probably reflects their ideas about protecting their brands. Yes, there are plenty of ways to communicate online outside of the social media platforms, but their growth has been so rapid that a large proportion of the potential audience is not easily reached outside their domains. Note also that conversations that one would have been private friends talking at home, or over the telephone are now semi-public and sometimes made fully public. Plus, they become part of an individual’s Permanent Record, to use the phrase with which school officials once threatened students.

The Online Mobs. The concerns of the social media providers about providing online “safe spaces” does not seem to have in the least inhibited the formation of online mobs which can quickly make life unpleasant for their targeted individuals, and even destroy the careers of those individuals. Decades ago, Marshall McLuhan referred to the technology-enabled Global Village; unfortunately, it turns out that this virtual village, especially as mediated through the social media platforms, has some of the most toxic characteristics of the real, traditional village. See my post Freedom, the Village, and the Internet.

And the mobs do not limit themselves to attacks on the target individual: they frequently attack other individuals who fail to participate in the shunning of that target person. As an example:

A few weeks ago, shortly after I left my magazine gig, I had breakfast with a well-known Toronto man of letters. He told me his week had been rough, in part because it had been discovered that he was still connected on social media with a colleague who’d fallen into disfavour with Stupid Twitter-Land. “You know that we all can see that you are still friends with him,” read one of the emails my friend had received. “So. What are you going to do about that?”

“So I folded,” he told me with a sad, defeated air. “I know I’m supposed to stick to my principles. That’s what we tell ourselves. Free association and all that. It’s part of the romance of our profession. But I can’t afford to actually do that. These people control who gets jobs. I’m broke. So now I just go numb and say whatever they need me to say.”

Increasingly, it’s not just a matter of limiting what a person can say, it’s also a matter of edicting what they must say.

Read the rest of this entry »

We begin with a general lament by Max Boot.

Kids, don’t become like Donald Trump. Study history. The fact that so many Americans know so little about the past means that we as a society are vulnerable to demagogues. “Don’t know much about history” is a catchy song lyric but a dangerous motto for a democracy.

Historians may not want to admit it, but they bear some blame for the increasing irrelevance of their discipline. As historians Hal Brands and Francis Gavin argue in War on the Rocks, since the 1960s, history professors have retreated from public debate into their own esoteric pursuits. The push to emphasize “cultural, social and gender history,” and to pay “greater attention to the experiences of underrepresented and oppressed groups,” they write, has been a welcome corrective to an older historiography that focused almost entirely on powerful white men. But like many revolutions, this one has gone too far, leading to the neglect of political, diplomatic and military history — subjects that students need to study and, as enrollment figures indicate, students want to study but that universities perversely neglect. Historian Jill Lepore notes that we have ditched an outdated national narrative without creating a new one to take its place, leaving a vacuum to be filled by tribalists.

Put another way, democracy dies in a darkness brought about by, inter alia, writers at influential newspapers. Consider, for instance, the 1619 Project from New York’s Times, which somehow wrote about slavery and secession and emancipation without asking any history professors.
Read the rest of this entry »

Good afternoon, dear reader. Jonathan Gewirtz and David Foster have invited me to participate in Chicago Boyz. I’m going to limit my presence here to occasional mini-dissertations on education, political economy, or transportation.

My first post is a cross-post from my primary web journal, Cold Spring Shops.

Inside Higher Ed’s Elin Johnson shares the bad news.  “Percentage of students who have met English and math benchmarks lowest in 15 years.”  The proximate cause appears to be a lack of preparation.

Almost 1.8 million students, or 52 percent of the 2019 graduating class, took the ACT.

Of the Class of 2019 who took the test, 37 percent met three of the four College Readiness Benchmarks, and 36 percent did not meet any. The latter number has grown over the past few years, reports ACT. Students who took the recommended high school core curriculum stayed steady in their readiness in English and math.

“As we’ve been pointing out for many years, taking the right courses in high school dramatically increases a student’s likelihood to be ready for success when they graduate,” said Marten Roorda, ACT CEO, in a press release. “Students who don’t take challenging courses — particularly those from underserved populations — may lack the self-confidence and ambition to do so, and social and emotional learning instruction can help them improve in those areas.”

I’d like to think that, oh, inculcating bourgeois habits and teaching the substance would work, but that’s not how the people whose salaries depend on them not seeing it respond. Read the rest of this entry »

Before there were electronic digital computers, there were mechanical analog computers. Although now obsolete for practical computation, these devices might actually have an useful future ahead of them–in education.

Mechanical analog computation (analog means that calculation is done by measuring rather than by counting) goes back to the Greek Antikythera mechanism (65 BC), which was used to predict the positions of heavenly bodies. The modern era of analog computing began with the work done by James Thompson and his brother William (Lord Kelvin) in the 1870s. First, James Thompson created a mechanical device that performs the calculus function of integration.

Lord Kelvin applied this device…along with other mechanisms for addition and trigonometric functions…to create a mechanical tide-prediction system. These tide predictors had a pretty good run: the invention was announced in 1876, and some of these systems were still in use in the early 1970s!

Financial Times recently had an article about a projected luxury dirigible.  Being an airship fan, I wish the venture success. I was struck, though, by a paragraph in the article contrasting the planned aircraft, called the Airlander, with the airships of the 1930s with their “flammable hydrogen fuels.”

Uh…no.  None of the airships of the 1930s used hydrogen as a fuel.  Some of them used hydrogen as a lifting gas, which is a totally different thing from the fuel consumed to power the craft forward. And most American airships didn’t use hydrogen for any purpose…the American airships that came to bad ends mostly did so as a result of weather-related structural failure…which point, one would have thought, might have been relevant to someone writing about the possible future of airships.

But airships are a pretty esoteric subject, after all, so maybe it’s unreasonable to expect a journalist to spend (or get his assistant to spend) half an hour actually learning something about whatever he is writing about.  So let’s talk about something that isn’t esoteric at all, but rather about as timely and important as it gets.  Energy.

I’ve noticed that in articles about energy storage…of which there have been a lot…the writer rarely seems to grasp that kilowatts are not the same thing as kilowatt-hours, and you can’t express the storage capacity of a battery or other storage system in kilowatts. It would be like stating the capacity of your car’s gas tank in horsepower.  (The same principle applies to megawatts and megawatt-hours, or gigawatts and gigawatt-hours)  Yet all the time, I see articles…not just in the general media but also in the business media…talking about the wonderfulness of a battery or whatever that can store 4 megawatts.

For example, here’s a Barrons article referring to a town which has installed batteries “that can hold two megawatts of power.”  Actually, the batteries at this facility can hold 3.9 megawatt-hours of energy…the 2 megawatts of power is about the rate at which energy can be added to or drawn from the system, and has nothing to say about the amount stored.  So if you withdraw power at 2 megawatts, you can do so for a little under 2 hours before the battery storage is exhausted. You need the megawatt-hour number to know that; “2 megawatts” tells you nothing about the storage capacity.

Turning now to television journalism:  I think Tucker Carlson is far superior to most TV commentators in terms of focusing on issues in some depth, rather than just obsessively circling in on whatever is hottest at the moment.  But when recently introducing a guest who was going to talk about a highly-questionable sale to China that was made during the Clinton administration, he said that sale had been of “machine parts.”  Actually, it was of machine tools, as the guest correctly explained.

Machine tools are one of the essential cornerstones of industry, and have been for a long time.  Shouldn’t a person who frequently writes and/or speaks about economic issues know what a machine tool is and why it matters?  Maybe I’m misinterpreting, but I think Tucker’s “machine parts” phrasing indicates that he has no such awareness.

Ben Rhodes, an Obama operative, said of the current generation of reporters:  “The average reporter we talk to is 27 years old, and their only reporting experience consists of being around political campaigns. That’s a sea change. They literally know nothing.”

No doubt true of a large number of those younger reporters who Rhodes manipulated while feeling contempt for. But there are journalists–older and younger–who do have a pretty good grasp of history, geography, and comparative political systems…some of them even have some education or reading in political philosophy.  But even among these, knowledge of technology–and by “technology” I do not mean just “computer stuff”–is pretty close to nonexistent.

And with the vastly increased influence of government over all aspects of the economy–and the even greater (much greater!) influence being sought by the current Democratic Party–such knowledge is pretty important.

Nothing is so unsettling to a social order as the presence of a mass of scribes without suitable employment and an acknowledged status…The explosive component in the contemporary scene is not the clamor of the masses but the self-righteous claims of a multitude of graduates from schools and universities. This army of scribes is clamoring for a society in which planning, regulation, and supervision are paramount and the prerogative of the educated. They hanker for the scribe’s golden age, for a return to something like the scribe-dominated societies of ancient Egypt, China, and the Europe of the Middle Ages. There is little doubt that the present trend in the new and renovated countries toward social regimentation stems partly from the need to create adequate employment for a large number of scribes…Obviously, a high ratio between the supervisory and the productive force spells economic inefficiency. Yet where social stability is an overriding need the economic waste involved in providing suitable positions for the educated might be an element of social efficiency.

and

It has often been stated that a social order is likely to be stable so long as it gives scope to talent. Actually, it is the ability to give scope to the untalented that is most vital in maintaining social stability…For there is a tendency in the untalented to divert their energies from their own development into the management, manipulation, and probably frustration of others. They want to police, instruct, guide, and meddle. In an adequate society, the untalented should be able to acquire a sense of usefulness and of growth without interfering with the development of talent around them. This requires, first, an abundance of opportunities for purposeful action and self-advancement. Secondly, a wide diffusion of technical and social skills so that people will be able to work and manage their affairs with a minimum of tutelage. The scribe mentality is best neutralized by canalizing energies into purposeful and useful pursuits, and by raising the cultural level of the whole population so as to blur the dividing line between the educated and the uneducated…We do not know enough to suit a social pattern to the realization of all the creative potentialities inherent in a population. But we do know that a scribe-dominated society is not optimal for the full unfolding of the creative mind.

–Eric Hoffer, The Ordeal of Change

(This essay was published in the late 1950s or early 1960s. Hoffer was talking here not principally about the United States but about what were then called “underdeveloped countries.”)

(2019 update)  Also, Francis Bacon noted four hundred years ago that one reason for sedition and mutiny in any polity was breeding more scholars than preferment can take off…A modern translation of might be “graduating more PhDs than have any hope of getting tenure,” or, more generally, “graduating more people with degrees, and especially advanced degrees, than can use those degrees to pay for the cost of getting same.”

The extended Bacon quote:  “Therefore the multiplying of nobility, and other degrees of quality, in an over proportion to the common people, doth speedily bring a state to necessity; and so doth likewise an overgrown clergy; for they bring nothing to the stock; and in like manner, when more are bred scholars, than preferments can take off.”

This last weekend was the start of the fall book market season; I spent three days in Giddings, Texas, as one of the local authors invited to participate in the yearly Word Wrangler Book Festival – which is sponsored by the local library, and supported by practically every civic institution in Giddings, including the local elementary and high schools. Last Thursday, the first day of Word Wrangler, certain of us authors volunteered to go and visit schools for readings, or to just talk about writing. This year, I visited three middle-school classes, to talk to sixth graders about writing, the stories that they liked, and what they could write about. I like doing this with fifth and sixth grade students, by the way – they are old enough to read pretty well, but not so old as to be jaded by the whole ‘visiting writer/storyteller’ thing. Read the rest of this entry »

(This post is now an August perennial, in honor of the beginning of the new school year–indeed, many kids have already been in school for 2 or 3 weeks)

Peter Orszag, who was Obama’s budget director and is now at Lazard, thinks it would be a good idea to cut back on summer school vacations for kids, arguing that this would both improve academics and reduce obesity.

I’m with Jeremy Lott: But to look at the vast wasteland that is American public education — the poor teaching, the awful curriculum, the low standards, the anemic achievement, the institutional resistance to needed reform — and say that the real problem is summer vacation takes a special sort of mind.

I wrote about the war on summer vacation back in 2006, after stopping at a store in Georgia on the first day of August and discovering that this was the first day of school for the local children.

The truth is, most public K-12 schools make very poor use of the time of their students. They waste huge proportions of the millions of hours which have been entrusted to them–waste them through the mindless implementation of fads and theories, waste them through inappropriate teacher-credentialing processes, waste them through refusal to maintain high standards of performance and behavior.

When an organization or institution proves itself to be a poor steward of the resources that have been entrusted to it, the right answer is not to give it more resources to waste.

Orszag and similar thinkers seem to have no concept that good things can happen to children’s development outside of an institutional setting. Plenty of kids develop and pursue interests in science, literature, art, music…plus, there is plenty to be learned simply by interacting with friends in an unstructured environment.

Would the world be better off if Steve Wozniak and Jeri Ellsworth..to name only two of many, many examples..had their noses held constantly to the school grindstone rather than having time to develop their interests in electronics?

Lewis E Lawes, who was warden of Sing Sing prison from 1915 to 1941, wrote an interesting book titled Twenty Thousand Years in Sing Sing. The title refers to the aggregate lengths of the sentences of the men in the prison at a typical particular point in time.

Lawes:

Anthony Kronman, a professor of law at Yale, writes about how an obsessive focus by academia on ‘diversity’ (as that term is now used) is destructive of individuality and the search for truth.

Victor Davis Hanson observes that the Robert Muller’s “dream team,” loaded with Ivy Leaguers, was expected to devastate Trump’s legal team, which had scarcely a Harvard man or woman in sight.

Electricity problems in Sweden – looks like these are being driven by the closing of nuclear plants, the increased reliance upon wind, and the failure to build adequate transmission capacity to collect the wind turbines with the loads.

It profits a man nothing to give his soul for the whole world … but for Wales, Richard?- From A Man for All Seasons

I have been following the Oberlin/Gibson Bakery trial with the same kind of reluctant and horrified fascination with which one might regard a multi-vehicle pileup on the highway; the mass-casualty kind that involves numerous vehicles in every kind of disassembled condition and in every possible position, scattered or crunched together on the roadway or catapulted off on the verge, which attracts the professional attention of multiple fire department engines, ambulances, and every police and highway patrol cruiser for miles around. In the case of the Gibson Bakery suit against Oberlin, extensive coverage of the protests, trial, verdict and local background to the whole messy affair was provided by the Legal Insurrection blog.

One of the nastier aspects to the imbroglio is the revelation that there was an ongoing problem with students shoplifting, at Gibson’s and apparently at other local retailers. A writer for a student publication called it as a “culture of theft.” Read the rest of this entry »

Arnade, Chris. Dignity: Seeking Respect in Back Row America. Penguin Publishing Group, 2019.

Chris Arnade certainly seems to have been called, and may well have been chosen, to help mitigate one of the great divisions of our time. Dignity complements, among others, Charles Murray’s Coming Apart with interviews and photos from what Murray would call “Fishtown,” or rather its extreme margin, whose inhabitants are simultaneously transient and rooted, strategizing to survive in ways often incomprehensible to the more cognitively gifted and emotionally stable. Learning to extend compassion and respect rather than mere pity (in its more negative variant), glib political “solutions,” and outright contempt is a challenge far too few Americans are willing to undertake. Matthew 22:14 seems unnervingly relevant in this context, and while the church as it is depicted among the people Dignity portrays is an overwhelmingly positive influence, more “front row” believers might take a moment to consider just how much better than the vast majority of us Arnade, a secular liberal, has done at reaching out to desperate communities. My advice to them is to buy and read this book, pray over it, maybe lend it out to others for discussion, and—without reinventing the wheel—do the Tocquevillian thing and organize/volunteer, with an eye to Luke 15. Because if the parables in that chapter aren’t about “back row” people, they don’t mean a damned thing.

Read the rest of this entry »

From NBCLearn, here’s a series of short videos focused on WWII aircraft, technology, and people and intended for K-12 classroom use.  Each video is accompanied by two lesson plans, one focused on relevant STEM topics and the other with “social studies” topics.

For example, the STEM lesson plan that goes with the Pearl Harbor video is mainly about the attributes of the Zero Fighter .  The “social studies” lesson starts with the teacher asking students “Who wants to tell the class what has been happening in Europe since World War I” and “Who wants to tell the class what has been happening in the eastern hemisphere?”  (it would be interesting to hear some of the answers) and then progresses to other related topics, including a comparison of FDR’s speech after Pearl Harbor with the speech of GWB after 9/11.

I thought it was an interesting and worthwhile approach.  I would have preferred the videos to be a little longer (they’re about 5 minutes each), and thought there were some missed opportunities, misguided emphases, and a few apparent actual errors in some of the lesson plans.  For example, the “social studies” piece on the Night Witches (female Russian night bomber pilots) could have included something about the situation in the Soviet Union at the time, and the Eastern Front War in general…same point for The Flying Tank, the video about the Sturmovik ground attack plane.  The lesson on the B-17 Ball Turret could have usefully included a link the Randall Jarrell’s brutal poem, Death of the Ball Turret Gunner.  The STEM lesson plan on the ME-262 jet fighter talks about the benefits of the swept wing for “balance on its nosewheel”…”it also made the ME-262 faster”–but didn’t really get across the reasons why a swept wing is important as airspeeds get near the speed of sound.  The discussion of the Po-2 biplane used by the Night Witches implies that the plane had good gliding capabilities:  I seriously doubt this, given the low wing aspect ratio (as noted in the lesson plan) and the high drag generally characteristic of the biplane types. It would glide fine, but not for far…which was appropriate given its mission.

I thought that, overall, this was a very worthwhile effort.  The videos were co-produced with Paul Allen’s Vulcan Productions.  NBCLearn also has a whole lot of other educational videos.

There have been some interesting places to bring the discussion that came up in the comments, and I am impatient to get to them. But I think I will stay with my original plan for now. After this there are a few additional quick-hitters to spur thought, but no more extended essay.

Here are the weaknesses of those purported advantages:

Better teachers: Just because women in general had unacknowledged talents and some of them went into teaching does not mean those particular women were good teachers. Let’s go back just a bit further in history, to the late 19^th and early 20^th C and pick up the flow of who was heading up classrooms. My great-grandmother taught at a one-room school in Londonderry. She started at 17. Alert readers will suddenly remember Anne of Green Gables, the “Little House” books, and others of the era, and how young teachers might be. Moving forward in time, schools began to require that teachers had a highschool diploma, later a certificate from a Normal School (two-year teaching academy, later increased to four-year), then a Teacher’s Collge, and only quite far along, a Bachelor’s Degrees. Those with the earlier credentials were grandfathered – er, grandmothered – in. I had at least two teachers with a Normal School certificate only, even in my day. So whatever natural abilities they may have had, the majority of teachers did not have so much training – and there was not a lot of continuing ed in those days or supervision after.
Read the rest of this entry »

(This is a rerun of a post from 2010–I was reminded of this movie by Paula Marantz Cohen’s WSJ article about teaching ‘Othello’)

Odin James–“O”–is a high-school basketball star. His friend Hugo also plays for the team, though not on O’s level. When O singles out another player–Michael–for special recognition, Hugo’s already-high jealously level reaches a fever pitch.

Roger, a wealthy but awkward and widely-disliked student, is hopelessly in love with O’s girlfriend, Desi. Hugo enlists him in a plot which he sells to Roger as a way of luring Desi away from O…but his real intent is to destroy both O and Michael, with Desi as collateral damage.

Does the plot sound a little bit familiar?

This is, of course, “Othello,” set in an American prep school instead of in Venice, and with the title character as an athlete rather than a military commander.

O is Othello (Mekhi Phifer)
Desi is Desdemona (Julia Stiles)
Hugo is Iago (Josh Hartnett)
Roger is Rodrigo (Elden Henson)
Michael is Michael Casio (Andrew Keegan)
Emily is Emilia (Rain Phoenix)
The basketball coach, nicknamed “Duke,” is the Duke (Martin Sheen)

No attempt is made to use Shakespearean language, which was probably a wise decision. While this adaptation may sound contrived from the above description, I think it actually works very well. (The film was released in 2001.)

There are a few interesting differences between the film and the original play, as well as some interesting angles for transforming Renaissance Venice into a modern high school:

(1)In the movie, Hugo/Iago is the coach’s son, which plays an important role in his jealousy of O/Othello. There is no such relationship or motivation in the play.

(2)In the play, Iago’s hate of Othello and of Michael Casio is driven largely by Othello’s decision to choose Casio, rather than Iago, as his principal lieutenant. The recognition/elevation of Michael is also an important factor in the movie–however, in the play, Othello’s promotion decision is based largely on factors which Iago, with some justice, sees as extraneous: book-learning and family/social connections rather than combat experience. Hugo/Iago suffers from no such social-class disadvantage in the movie.

(3)In the play, Iago convinces Othello that he, Iago, understands more about the true nature of Venetian women than Othello the Moor–an outsider to Venice–possibly can, and that hence, Othello had better listen to Iago’s advice. In the movie, this turns into an assertion by Hugo that O…the only African-American in the school…needs to pay attention to Hugo’s greater experience with white women (“They are all horny snakes,” he warns O.)

(4)In the play, Michael Casio is portrayed in a very positive way. In the film, he comes across as more than a bit of a jerk.

(5)Like the play, the movie ends with the murder of Desi and Emily/Emilia and the suicide of O/Othello…but whereas in the play, Michael survives and is designated as Governor at the end, in the movie he is shot and it is left ambiguous whether or not he survives. I think Shakespeare perhaps intended the elevation of Michael Casio at the end to symbolize the continuity of society and of proper authority: there is no such symbolism in the film. The ending of the film is at least as dark as that of the play, and that’s pretty dark.

An interesting sound track, ranging from hip-hop to opera.

Certainly not a substitute for the original, but very well worth seeing, in my opinion.

(So – I am working up a post about communities, and self-organization. But in the meantime, a comment on another blog revived this memory of a bruising encounter with the education establishment.)

My slightly younger brother, JP and I have always counted ourselves fortunate that we got through primary school in the happy baby-boom years of the very early 1960ies, before a hitherto solid and well-established education system suddenly lost all confidence in itself and began whoring after strange gods, fads and theories. We both were taught the old phonics way, carefully sounding out the letters and the sounds, until… oh! There was that flash of understanding, at unraveling a new word, and another and another. We read confidently and omnivorously from the second grade on, and were only a little scarred from the infliction of the “New Math” on our otherwise happy little souls. It seemed like one semester I was memorizing the times tables and the “gozintas” (two gozinta four two times) and wrestling with very, very long division, and suddenly it was all about prime numbers and sectors and points on a line, and what was all that in aid of?

I really would have rather gone on with word problems, thank you very much, rather than calculus for the elementary school set. It was at least useful, working out how much paint or carpet to cover an area, or how what time a train going so fast would get to the next city. Thanks to the “New Math” I wound up working out how to figure what was 70% off of $15,000 when I was forty-three. Got to love those educational fads. You spend the rest of your life making up for having them inflicted on you. Pippy’s elementary education was far more adversely affected; she caught the “whole word” reading thing in the neck. While she did successfully negotiate the second grade and learned to read on schedule, she never enjoyed it as much, or read as much as JP and I did routinely.
Read the rest of this entry »

I’ve been having some fun poking around old posts on my own blog to see how some have held up ten years later.

Conspiracy theories seem to have held up well, and new ones keep popping up. Like Jeff Bezos trying to spin a conspiracy theory about how his penis pictures got to National Enquirer. No, it wasn’t Trump.

Now, the Wall Street Journal reports that Michael Sanchez, “a talent agent who has managed television pundits and reality-show judges” has also “long been a source for the Enquirer.” And, according to the paper, Michael Sanchez sold the Bezos texts to the Enquirer for $200,000.
Imagine that. Mogul sends deeply private texts to gossipy L.A. girlfriend who has gossipy, fame-hungry brother, and somehow it gets out! No Saudis required.

Hilarious.

This one of mine from 2010 has stood up pretty well.

The Democrats are committed to static analysis of tax effects. A tax cut loses revenue while a tax increase adds revenue. Now why are the Democrats, who have large majorities in both houses of Congress, unable to block this Republican effort to keep tax rates the same? It can’t be good economic policy because Steve Benen said so. What could they do to convince Republicans the Democrat position is the better choice ? Here are some theories.

You’re sending the message the richest of the rich actually control this country, and in order to get a few crumbs for the common man, the rich need to be paid off with borrowed money – money that the common man (and woman), and their children, will be obligated to pay back, with interest. That does not bode well for the future of America.

Posted by: delNorte

So the rich and the corporations control the country. That is probably the most widely accepted conspiracy theory in the country. It is accepted by the left and many independents.

I think it’s a confluence of reasons: 1) It’s a simple issue with little to no nuance. There is no good reason to extend the cuts to the rich (outside of politics). 2) OTOH, the bank bailout and the fin reg are/were very complex issues which did not satisfy anyone’s sense of justice for holding responsible those to blame for the mess we’re in.

Posted by: You Don’t Say

Now, there is another theory. There is no reason to keep the tax rates the same for those with incomes over $250,000 except politics. Here is a person who does not believe that small business creates jobs. I doubt he would be impressed by this video. That business owner makes $300,000 and employs about ten people. Raise his taxes and what happens ? Who cares ?

There is absolutely NO convincing case that extending tax breaks for the super-wealthy is good for the nation; quite the reverse — it signals that the unabated looting of America is now in full swing;

Not much has changed in 9 years. Emphasis, maybe.

This morning, the This Week program on ABC, in its new incarnation with Christiane Amanpour, spent the entire show on DADT. They said not a word about the economy. DADT will not be repealed so why spend an hour on it two days after the unemployment rate went up again to 9/8% ? The political left is bored by economics and the national economy. They are far more interested in social issues like DADT or gay marriage. I can understand this because so many of them are government employees, or academic institution employees or low level employees of private organizations who have nothing to do with managing the business. They don’t know how private business is managed, they have never signed the front of a paycheck, and have no idea how people make decisions about investing because, aside from 401ks, they have no contact with it.

Gay marriage has given way to transgender and global warming is still going strong,

The admissions scandal reveals a lot about the characters of the parents, college officials, and others that were involved; more importantly, it points up some unpleasant truths about the state of American higher education today.

Heather MacDonald:

None of this could have happened if higher education had not itself become a corrupt institution, featuring low classroom demands, no core knowledge acquisition, low grading standards, fashionable (but society-destroying) left-wing activism, luxury-hotel amenities, endless partying, and huge expense. Students often learn virtually nothing during their college years…

Peggy Noonan, writing in the WSJ about the pressure on kids to become Success Robots:

I go to schools a lot, have taught at universities and seen a ton of great kids and professors who’ve really sacrificed themselves to teach. A few years ago I worked for a few months at an Ivy League school. I expected a lot of questions about politics, history and literature. But that is not what the students were really interested in. What they were interested in—it was almost my first question, and it never abated—was networking. They wanted to know how you network. At first I was surprised: “I don’t know, that wasn’t on my mind, I think it all comes down to the work.” Then I’d ask: “Why don’t you just make friends instead?” By the end I was saying, “It’s a mistake to see people as commodities, as things you can use! Concentrate on the work!” They’d get impatient. They knew there was a secret to getting ahead, that it was networking, and that I was cruelly withholding successful strategies.

In time I concluded they’d been trained to be shallow, encouraged to see others as commodities. They didn’t think great work would be rewarded, they thought great connections were. And it was what they’d implicitly been promised by the school: Get in here and you can network with the cream of the crop, you’ll rise to the top with them.’

Indeed, much of the promotion of Higher Ed in the US has been based not on the idea that you will acquire knowledge, which is in itself a worthwhile thing, nor on the idea that you will acquire specific conceptual skills needed for your career, but rather, on the point that you will acquire a Degree, a Credential, a piece of paper.  And where ‘elite’ colleges are concerned, a big part of the perceived value of that credential is its scarcity value, quite similar to the scarcity value of a limited-edition print, the plates of which are destroyed after the initial run in order to keep the prices up.

Fifty years ago, Peter Drucker asserted that one of the major advantages America has over Europe is the absence of a narrow educational funnel, in the form of a few ‘elite’ institutions, through which future high-level leaders must pass:

One thing it (modern society) cannot afford in education is the “elite institution” which has a monopoly on social standing, on prestige, and on the command positions in society and economy. Oxford and Cambridge are important reasons for the English brain drain. A main reason for the technology gap is the Grande Ecole such as the Ecole Polytechnique or the Ecole Normale. These elite institutions may do a magnificent job of education, but only their graduates normally get into the command positions. Only their faculties “matter.” This restricts and impoverishes the whole society…The Harvard Law School might like to be a Grande Ecole and to claim for its graduates a preferential position. But American society has never been willing to accept this claim…

We as a country are a lot closer to accepting Grande Ecole status for Harvard Law School and similar institutions than we were when Drucker wrote the above.

He continues:

It is almost impossible to explain to a European that the strength of American higher education lies in this absence of schools for leaders and schools for followers. It is almost impossible to explain to a European that the engineer with a degree from North Idaho A. and M. is an engineer and not a draftsman.

Parents who participated in the admissions scam seem to have had a view of American society similar to that which Drucker attributed to European society of 50 years ago.  And indeed, as I noted above, for some fields, this has even become somewhat true.

To a considerable extent, the real social function of the ‘elite’ college degree in America today is the erection and perpetuation of class barriers:  the limitation of social mobility.  See this piece by Glenn Reynolds.

If the colleges in question had truly rigorous programs, and one had to do well in these programs in order to get the coveted degree, then scams like the current one wouldn’t work very well. I could be wrong, but I don’t think that bribing your way into MIT would do you much good if you couldn’t do the work.  And bribing your way into a flight training program wouldn’t do you any good unless you developed the knowledge to pass the relevant written exam and the skills to convince an FAA Designated Examiner that you knew what you were doing.  Unfortunately, too many of America’s colleges seem to be more interested in establishing their admission processes as gateways to success than in demonstrating enough respect for what they profess to be teaching to ensure that their graduates have actually learned something about it when they get that magical certificate.

Drucker also wrote:

The central moral problem of the knowledge society will be the responsibility of the learned, the men of knowledge. Historically, the men of knowledge have not held power, at least not in the West. They were ornaments…But now knowledge has power. It controls access to opportunity and advancement. Scientists and scholars are no longer merely “on tap,” they are “on top.”…

But power and wealth impose responsibility. The learned may have more knowledge than the rest of us, but learning rarely confers wisdom. It is, therefore, not surprising that the men of knowledge do not realize that they have to acquire responsibility fast. They are no different from any other group that ever before entered into power..They too believe that anyone who questions their motives must be either fool or villain, either “anti-intellectual” or “McCarthyite.” But the men of knowledge, too, will find out that power can be justified only through responsibility…

It is highly probable that the next great wave of popular criticism, indignation, and revolt in the United States will be provoked by the arrogance of the learned.

I’m not sure university administrators, for the most part, should really count as “the learned”, although they do play that role on TV.

Via Grim, an interesting post at the Federalist:  Our Culture War Is Between People Who Get Results And Empty Suits With Pristine Credentials.

Subtitle:  Donald Trump declines the authority of the cultural sectors that most assertively claim it. That’s the real conflict going on.

I’m reminded of an interchange that took place between Picasso and Monet as the German Army advanced through France in 1940.  Monet was shocked to learn that the enemy had already reached Reims.  “But what about our generals?” asked Monet. “What are they doing.”

Picasso’s response: “Well, there you have it, my friend. It’s the Ecole des Beaux-Arts”

…ie, formalists who had learned one set of rules and were not interested in considering deviations from same.

It was an astute remark, and it fits very well with the observations of Andre Beaufre, who before the invasion had been a young captain on the French General Staff. Although he had initially been thrilled to be placed among this elevated circle…

I saw very quickly that our seniors were primarily concerned with forms of drafting. Every memorandum had to be perfect, written in a concise, impersonal style, and conforming to a logical and faultless plan–but so abstract that it had to be read several times before one could find out what it was about…”I have the honour to inform you that I have decided…I envisage…I attach some importance to the fact that…” Actually no one decided more than the barest minimum, and what indeed was decided was pretty trivial.

The consequences of that approach became clear in May 1940.

In addition to the formalism that Picasso hypothesized (and Beaufre observed) on the French General Staff, the civilian side of the French government was highly credential-oriented.  From the linked article:

In the first days of July, 1940, the American diplomat Robert Murphy took up his duties as the chargé d’affaires at the new U.S. embassy in Vichy, France. Coming from his recent post in Paris, he was as impressed as he expected to be by the quality of the Vichy mandarinate, a highly credentialed class of sophisticated officials who were “products of the most rigorous education and curricula in any public administration in the world.”

As the historian Robert Paxton would write, French officials were “the elite of the elite, selected through a daunting series of relentless examinations for which one prepared at expensive private schools.” In July 1940, the elite of the elite governed the remains of their broken nation, a few days after Adolf Hitler toured Paris as its conqueror. Credentials were the key to holding public office, but not the key to success at the country’s business.

It certainly appears that the current protests and riots in France are at least in part due to long-simmering resentment at that country’s credentialed class, whose performance has not matched their pretensions.  An interesting anecdote about Macron, in the Sunday Express:

This is a man who chastised a teenager at an official event for calling him “Manu” (the friendly diminutive of Emmanuel), saying that he should not express a view until he has acquired a degree and a job.

and

Macron is a graduate of the Ecole Normale d’administration (ENA), an elite Grande Ecole created by General De Gaulle in 1945 to break the upper class control of top Civil Service positions. 

In reality, only nine percent of ENA the graduates that fill the corridors of power in industry and government have a working class background.  The top 12 or 15 students will move to L’Inspection générale des finances (IGF), and then into a career in politics, or finance, Macron’s chosen route since he became a partner with Rothschild and Cie bank.

Americans should not feel smug about our relatively-lesser obsession with credentials.  I’ve previously quoted  something Peter Drucker wrote in 1969:

One thing it (modern society) cannot afford in education is the “elite institution” which has a monopoly on social standing, on prestige, and on the command positions in society and economy. Oxford and Cambridge are important reasons for the English brain drain. A main reason for the technology gap is the Grande Ecole such as the Ecole Polytechnique or the Ecole Normale. These elite institutions may do a magnificent job of education, but only their graduates normally get into the command positions. Only their faculties “matter.” This restricts and impoverishes the whole society…The Harvard Law School might like to be a Grande Ecole and to claim for its graduates a preferential position. But American society has never been willing to accept this claim…

and

It is almost impossible to explain to a European that the strength of American higher education lies in this absence of schools for leaders and schools for followers. It is almost impossible to explain to a European that the engineer with a degree from North Idaho A. and M. is an engineer and not a draftsman.

We as a country are a lot closer to accepting Grande Ecole status for Harvard Law School and similar institutions than we were when Drucker wrote the above.  We haven’t gone as far as France and other European nations, but the trend has clearly been in the wrong direction.

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A 9-year-old boy lobbied successfully to get his town’s ban on snowball fights overturned.

Reminded me again of some comments by Goethe, circa 1828, which were the subject of a post here several years ago. He observed that when Englishmen came to town, they were invariably a hit with the local women. Indeed, when one of them came to visit, Goethe found it necessary to brace himself for the inevitable female tears upon the visitor’s departure. His friend Eckermann objected that Englishmen were not “more clever, better informed, or more excellent at heart than other people.”

“The secret does not lie in these things, my good friend,” returned Goethe. ““Neither does it lie in birth and riches; it lies in the courage which they have to be that for which nature has made them. There is nothing vitiated or spoilt about them, there is nothing halfway or crooked; but such as they are, they are thoroughly complete men. That they are also sometimes complete fools, I allow with all my heart; but that is still something, and has still always some weight in the scale of nature.”

Goethe goes on to contrast the upbringing of English boys with that typical in his own country:

“In our own dear Weimar, I need only look out of the window to discover how matters stand with us. Lately, when the snow was lying upon the ground, and my neighbour’s children were trying their little sledges in the street, the police was immediately at hand, and I saw the poor little things fly as quickly as they could. Now, when the spring sun tempts them from the houses, and they would like to play with their companions before the door, I see them always constrained, as if they were not safe, and feared the approach of some despot of the police. Not a boy may crack a whip, or sing or shout; the police is immediately at hand to forbid it. This has the effect with us all of taming youth prematurely, and of driving out all originality and all wildness, so that in the end nothing remains but the Philistine.

It’s not obvious to me why Goethe didn’t take up this issue of excessive policing with his very good friend Karl August, who as Grand Duke was pretty much the absolute ruler of Saxe-Weimar-Eisenach. Still, an interesting remark, given the increasing constraints on childhood in our own present culture.

What is also very interesting is that almost a century later, former Kaiser Wilhelm II made some rather similar observations in his memoirs:

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Several years ago, the WSJ wrote about the tendency of many companies to do hiring based on a long string of highly-specific (and excessively-specific) requirements. One person interviewed remarked that “Companies are looking for a five-pound butterfly. Not finding them doesn’t mean there is a shortage of butterflies.”

Since that article was written, the five-pound butterfly effect has probably gotten worse rather than better in the business world. (Until very recently–see below.)  But hunting for five-pound butterflies also seems to be increasingly affecting other areas of life, including college admissions and the search for love and marriage.

First I’ll talk about the five-pound butterfly effect in a business context and then develop its applicability to other areas. The WSJ article mentioned a company that makes automobile bumper parts and was looking for a factory shift supervisor. They eliminated all candidates who didn’t have a BS degree, even though many had relevant experience, and also insisted on experience with the specific manufacturing software that was in use at the plant. It took six months to fill this job (during which time the position was being filled by someone who wouldn’t ultimately be chosen for it.) Another company, Wabtec, which makes components for railcars and buses, insisted on knowledge of a specific version of the computer-aided design system it uses, even though the differences between that version and the earlier version were not all that great.

And as the article (which focused mainly on engineering jobs) didn’t mention…there were certainly talented salespeople who didn’t get hired this week because they lacked specific experience with the particular sales automation or customer resource management system being used..knowledge that they could have easily picked up during their first week or two on the job.

As I said in my original post inspired by the WSJ article: It’s a basic reality of life that you can’t optimize everything at once. So, if you insist on a perfect fit for certain things, you are probably getting less of some other attributes–and these may be ones that matter more. I’d personally rather have a salesman who has demonstrated (for example) skill at managing the customer politics in a large and complex sale than one who has specific experience with the Snarkolator CRM system. It’s a lot easier to train for the second than for the first.

Similarly, if a newly-hired mechanical engineer doesn’t work out, the cause will probably not be his lack of experience with the latest version of a CAD system. More likely, it will be a lack of good design intuition…or poor interpersonal skills…or an inability to integrate mechanical design with electrical and electronics aspects of the same product…or fit with the cultural style of the organization. Maybe he comes from an environment where he was closely supervised, and the new environment is more open and requires more self-starting…or vice versa. These things are not easily represented in “checklist” form, as is knowledge of a specific software package and version, but they matter a lot. The problem with increasingly long lists of requirements is that they tend to shortchange those things that cannot be easily compressed into a yes/no format, and also tend to screen out potential employees whose extreme excellence on certain criteria could well make up for their deficiencies in others.

Moving from work to love…there are apparently a lot of single people (especially women, it seems) who have developed long checklists for prospective partners. (It’s rumored that one woman had something like 350 items on her “mandatory” list.) As in the work environment, long checklists tend to delay the search..but more important, they can shortchange the factors that matter most. If someone insists on a prospective husband who is an investment banker with a good sense of humor and cooks gourmet meals and really likes kids, then she might, if she is very lucky, eventually find someone who satisfies all these criteria to some degree…but the sense of humor might not be quite as great, and the liking for kids not quite as strong, as if she were willing to compromise on the investment banker and the gourmet meals criteria. (And, of course, there are plenty of factors that operate below the conscious level and can’t be meaningfully represented on a checklist at all.)

(Update 9/17/18:  There are some indications that, as full employment gets closer, more employers are willing to compromise on educational requirements, and also experience requirements.)

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(This post is now an August perennial, in honor of the beginning of the new school year–indeed, many kids have already been in school for 2 or 3 weeks)

Peter Orszag, who was Obama’s budget director and is now at Lazard, thinks it would be a good idea to cut back on summer school vacations for kids, arguing that this would both improve academics and reduce obesity.

I’m with Jeremy Lott: But to look at the vast wasteland that is American public education — the poor teaching, the awful curriculum, the low standards, the anemic achievement, the institutional resistance to needed reform — and say that the real problem is summer vacation takes a special sort of mind.

I wrote about the war on summer vacation back in 2006, after stopping at a store in Georgia on the first day of August and discovering that this was the first day of school for the local children.

The truth is, most public K-12 schools make very poor use of the time of their students. They waste huge proportions of the millions of hours which have been entrusted to them–waste them through the mindless implementation of fads and theories, waste them through inappropriate teacher-credentialing processes, waste them through refusal to maintain high standards of performance and behavior.

When an organization or institution proves itself to be a poor steward of the resources that have been entrusted to it, the right answer is not to give it more resources to waste.

Orszag and similar thinkers seem to have no concept that good things can happen to children’s development outside of an institutional setting. Plenty of kids develop and pursue interests in science, literature, art, music…plus, there is plenty to be learned simply by interacting with friends in an unstructured environment.

Would the world be better off if Steve Wozniak and Jeri Ellsworth..to name only two of many, many examples..had their noses held constantly to the school grindstone rather than having time to develop their interests in electronics?

Lewis E Lawes, who was warden of Sing Sing prison from 1915 to 1941, wrote an interesting book titled Twenty Thousand Years in Sing Sing. The title refers to the aggregate lengths of the sentences of the men in the prison at a typical particular point in time.

Lawes:

This is lifted from one of many retyped responses to people who just want to engage in history-free, context-free thought experiments on whether socialism is any good. This particular one came in response to a person who was defending the USSR as a viable method of organizing society.

“The problem is, and likely will remain for the foreseeable future, that there are wannabee genocidaires who would like to be signing the death warrants for those who resist the advance of socialism. There is no reliable test to separate those evil people from those who haven’t figured out why socialism landed on the ash heap of history and genuinely want to run through what happened, what went wrong, and why so many people died in the pursuit of this idea of implementing the labor theory of value as government policy.”

If there is a reliable test, I certainly would love to know it. The ignorant are coming out of the US education system by the boatload. The malicious are far fewer than that, but so dangerous that they can’t be ignored.

Diana Senechal, guest-blogging at Joanne Jacobs, told the following story:

I run two lunchtime literature clubs at my school. The fourth graders just finished reading A Little Princess. During our discussions, I encourage delving into the text and discussing it on its own terms. I am not a big fan of “accountable talk,” “making predictions,” “making connections,” and so forth when they assume precedence over the subject matter itself.

One student brought up the part where Sara spends her money on hot buns for a beggar girl. “She made a self-to-self connection,” the student said. I felt sorry that students are learning such ghastly terminology, however well meant. Why are students not encouraged to say, “She understood how the girl felt” or “She felt compassion for the girl”?

Why, indeed? It’s bad enough to impose verbiage like “self-to-self connection” on college students: to do it to a 4th grader is really unforgiveable. It adds nothing to understanding–indeed, it very likely interferes with the true understanding and appreciation of the story by creating an emotional distance.

Strange, awkward, and unnatural verbal formulations, used ritualistically and without contributing to understanding, are becoming increasingly common in our society: although this phenomenon is arguably at its worst in education, it is by no means limited to that field. These word and phrases are not similar to the traditional jargon of a profession or trade. “Self-to-self connections” is not the same kind of thing as “amp” or even “kanban.”

Mark Helprin, in an essay about art, writes about people who are so obsessed with their tools and techniques that they lose sight of the substance of the work:

Modernism is by necessity obsessed with form, much like a craftsman obsessed with his tools and materials. In my climbing days we used to call people like that “equipment weenies.” These days you can see it in fly-fishing, where not a few people go out once a year with $5,000-worth of equipment to catch (maybe) $5-worth of fish. What should have been the story of the man, the stream, and the fish becomes instead a romance between the man and his tools. In this century the same thing happened in art.

Athough Helprin is talking here about art, but the same excessive focus on methodology is visible in other areas as well.

Who are the people who perpetrate and cling to these fake-erudite verbal formulations? I suspect that they are generally those who have an education which is extensive–in terms of total years spent in the classroom–but not deep.

Bruce Fleming, who teaches English at the U.S. Naval Academy, has some interesting thoughts on the teaching/misteaching of literature, which are highly relevant to this topic. Excerpt:

Literary study in the classroom nowadays offers views of the work of literature rather like the views of Mt. Fuji in Hokusai’s celebrated spring series on “100 Views of Mt. Fuji.” In each view, the mountain, while present, is frequently tiny and in a corner, viewed (in the most famous print) beyond the crest of a wave whose foam seems to make fingers at the edges, or (in another) through a hoop that a barrel-maker is shaping.

Those are not the front-and-center shots on a postcard. They foreground the angle of the mountain, its treatment, much the way a literature professor does with a funky viewpoint that got him or her tenure. Of course the postcard shot has its own point, but in a real sense it’s more neutral than the angled treatment. It doesn’t push our noses in its approach: It defers to the object it is depicting. We’re far more conscious of the treatment of Mt. Fuji in an artsy Hokusai print than we are in a postcard shot. And that means, we’re all but compelled to see the mountain the way it’s presented, rather than being able to work on our own presentation. That’s why literary studies is intrinsically coercive.

I think the blatherification of America is an important issue. It inhibits clear thought. It is harmful to the enjoyment of art and of literature. It is destructive of intelligent policy-making in both business and government.

What say you? Do you agree that blatherification is happening and that it matters? Thoughts on causes and possible countermeasures?

(links for the Helprin and Fleming quotes removed–no longer working)

It’s got to be drummed
In your dear little ear
You’ve got to be carefully taught.
(From the musical South Pacific)

Or not taught at all. Last week as I sat in my cosy home office contemplating things, the ebb and flow of the internet brought to me the woebegone maunderings of a (presumably) white and (arguably) somewhat credentialed Millennial, who in her search for meaning and purpose in her life wound up involved in those anti-pipeline protests near the Sioux reservation. The ukase of her lament seemed to be that she had no native culture, not in comparison with those charming and dignified tribal elders. She appeared to view them as benign, terribly exotic, definitely ‘other’ – pretty much the same lens with which the old National Geographic viewed and photographed those interesting aboriginal peoples in far distant foreign lands all these decades ago.
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