Category: education and schooling

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crime and punishment education and schooling ideological culture media and media people moral hazard national politics & policies

Bias and Blindness

GAO, racism, race, boys, Roseanne, schools, education, bias

Neither stretching the truth nor ignoring it helps beat back implicit or explicit racism.  Yesterday, my Townhall.com column took the Washington Post to task for misstating the results of a recent GAO report.

The GAO noted wide discrepancies between the percentage of students facing disciplinary actions who are black, male and disabled and the relative percentages of these groups in the overall student population. Yet, the report also specifically stated: “Our analyses of these data, taken alone, do not establish whether unlawful discrimination has occurred.”

Nonetheless, the Post headline told readers: “Implicit racial bias causes black boys to be disciplined at school more than whites, federal report finds.” The article claimed that “a government analysis of data . . . said implicit racial bias was the likely cause of these continuing disparities.”

The same discrepancies regarding boys of all races? And students with disabilities? Even the crickets had no comment.

In the Post’s Outlook section, yesterday, readers were treated to further edification on race — this time via C. Nicole Mason with the Center for Research and Policy in the Public Interest. “I feel alienated and slightly betrayed by the reboot” of the sitcom Roseanne,” she writes.

The title of her piece proclaims why: “‘Roseanne’ was about a white family, but it was for all working people. Not anymore.”

The “not anymore” refers to Roseanne’s support of (and Mason’s derangement syndrome over) President Trump. Interestingly, a more legitimate “not anymore” angle was completely missed — or ignored. The Connors now have a black granddaughter. The new show isn’t “about a white family,” but a racially mixed family.

When racism is finally extinguished from this planet, someone remember to tell the race-hustlers.

This is Common Sense. I’m Paul Jacob.

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crime and punishment education and schooling folly general freedom moral hazard privacy responsibility too much government U.S. Constitution

Ecstatic with Independence

free range, freedom, Utah, children, walk, outside, law, hysteria

Utah’s legislature unanimously passed it; the governor signed it — the nation’s first measure protecting what’s become known as “free-range parenting.”

It was once known simply as “parenting.”

Certain activities are now exempt from a state law criminalizing child neglect. Children may legally “walk, run or bike to and from school, travel to commercial or recreational facilities, play outside and remain at home unattended” — thereby allowing “a child, whose basic needs are met and who is of sufficient age and maturity to avoid harm or unreasonable risk of harm, to engage in independent activities . . .”

Back in the day, we apparently played outside in a sort of statutory limbo.

Do we really need a law saying kids can walk on a public street?

Sadly, yes: government agencies across the country are grossly violating the most basic rights of parents to rear independent children.

Regular readers may recall my 2015 defenses* of the Meitiv parents against the absurd charge of “unsubstantiated neglect” leveled against them by Montgomery County (Maryland) Child Protective Services. Ultimately, Maryland authorities acknowledged that permitting one’s kids (in the Meitivs’ case, a 10- and a 6-year-old) to walk on a public sidewalk (from a local park) wasn’t prima facie evidence of a crime. 

The current free-range parenting movement was launched in 2008 when Lenore Skenazy publicly admitted — to mass shock and condemnation — to allowing her 9-year-old son to take a trip alone on New York City’s subway.

“My son got home,” she wrote in the New York Sun, “ecstatic with independence.”

Notice how rare it is to find anyone ecstatic with dependence.

Lesson? An old one: Happiness must be pursued with freedom.

This is Common Sense. I’m Paul Jacob.

 

* My writings on the Meitivs’ battle to keep their kids:

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crime and punishment education and schooling general freedom media and media people national politics & policies responsibility Second Amendment rights

Good Guy With Gun

Blaine Gaskill, school shooting, gun, gun control, Maryland, defense, 2nd Amendment

Short version of the story: a good guy with a gun at a Maryland high school stopped a bad guy with a gun. In less than a minute. How? Because the good guy had a gun and was inside the school with the gun.

The bad guy was able to shoot a 16-year-old female student, apparently someone with whom he had a previous relationship, as well as a 14-year-old male before an officer on site responded. This officer, Blaine Gaskill, was on the spot in less than a minute. Gaskill and the assailant fired simultaneously. The assailant fell dead. What exactly happened is still unclear; there has been some media speculation that the bad guy may have shot himself.

But the 17-year-old shooter is dead. The female victim, though still alive, is unfortunately in critical condition. The male victim is in stable condition.

The good guy was armed — with a gun. And he was on site. If you’re learning about the incident here first, it’s because the story isn’t being plastered all over the place 24-7 as it would have been had the shooter been able to wreak much more havoc because nobody could quickly counter him.

So, is it okay to let responsible, well-trained administrators, teachers and others in schools be armed?

Well, ask the question a different way. If you happened to be inside the school at the time, would it be okay to survive when some maniac with a gun starts shooting at you and others inside that school?

Let’s defend our loved ones.

This is Common Sense. I’m Paul Jacob.

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education and schooling general freedom ideological culture media and media people moral hazard national politics & policies Second Amendment rights too much government

Civic Engagement Activities

blackboard, sheep, public schools, indoctrination, protest, guns

I love a good protest.

My first was in Mrs. Grubb’s third grade class, after a substitute teacher gave us a ton of math homework. During recess we organized and delivered a written statement  announcing a student strike against doing the math.

Believe it or not, the assignment was withdrawn, called an April Fools joke . . . but boy did we catch hell when Mrs. Grubb returned.

This week, with the school walkouts across the country to protest “gun violence” and demand “gun control,” some older kids finally got in the game. I may disagree with their public policy shibboleths and disdain their tone, but I would defend to the . . .

Well, you know.

The problem isn’t students or protests. It is the partisan government school system. The system’s taxpayer-paid agents — teachers, administrators — believe they can support student protest movements for changing laws they want changed, but block and punish protests on issues they do not favor.

And, especially, bring the hammer down on anyone who dares notice the double standard out loud.

Rocklin High School teacher, Julianne Benzel, “has been placed on paid administrative leave due to several complaints from parents and students involving the teacher’s communications regarding today’s student-led civic engagement activities,” the California school district said in a statement.

Benzel told CBS in Sacramento that she did not discourage her students from joining the protest — er, I mean, civic engagement activity. But in class, she did raise the issue of whether the school administration would similarly allow (much less facilitate, dare we say, encourage) student protests against abortion, instead of guns.

Let’s protest what we can actually change: public schools engaging in partisan political activity.

This is Common Sense. I’m Paul Jacob.

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education and schooling First Amendment rights folly ideological culture media and media people moral hazard national politics & policies

The Critique of Pure Intolerance

Christina Hoff Sommers, Lewis & Clark Law School, Federalist Society, fascism, free speech, censorship, no platform

If you are older than 50, you probably remember when “liberal” meant free speech advocacy to the point of absolutism. “I may disagree with what you say,” stalwart liberals pledged back in the Sixties, “but I’ll defend to the death your right to say it.”

Nowadays, if you are under 30 and have gone to college, you may not even have encountered this saw.

Which has consequences.

Nine student groups protested, last week, the Federalist Society’s invitation of writer Christina Hoff Sommers to speak at Lewis & Clark Law School. The groups called it an “act of aggression and violence” and smeared the philosopher and Democrat as “a known fascist.”

Bari Weiss, writing in The New York Times, calls this “the moral flattening of the earth,” the “main effect is that these endless accusations of ‘fascism’ or ‘misogyny’ or ‘alt-right’ dull the effects of the words themselves. As they are stripped of meaning, they strip us of our sharpness — of our ability to react forcefully to real fascists and misogynists or members of the alt-right.”

While this “flattening” does prevent the flatteners (bullies) from even seeing any gradations of threat or error, let’s not pretend to be surprised. Their techniques do not merely echo, but replicate exactly, neo-Marxist postmodernist philosopher Herbert Marcuse’s proposal, in “Repressive Tolerance,”* to censor writing and speech “from the right.”

Ideas have consequences. Just as Marxian socialism led to Lenin, Stalin and Mao, these tyrants led to Marcuse, whose thinking set much of today’s Academia into full tyranny mode.

It’s time for liberals “on the left” to repudiate explicitly the methods of tyrants . . . to their left.

This is Common Sense. I’m Paul Jacob.

 

* See Herbert Marcuse and Robert Paul Woolf, A Critique of Pure Tolerance (1965). My college political theory professor, a proud communist, was a big fan of Marcuse.

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Accountability crime and punishment education and schooling folly general freedom ideological culture moral hazard nannyism Second Amendment rights too much government U.S. Constitution

Insufferable Common Sense

Timothy Locke, Cherry Hill High School East in New Jersey, gun, gun control, 2nd Amendment, hysteria

Sometimes common sense and open discourse can’t be suffered — or won’t be, anyway.

So discovered Timothy Locke, a popular teacher at Cherry Hill High School East in New Jersey, after discussing the possibility of arming teachers to help protect adults and kids from would-be mass-murderers. Locke also suggested that he’d be among those bearing arms if allowed.

Most of Locke’s students were okay with his opining. But one student was bothered enough by the viewpoint to complain to administrators.

Without further ado, the school — the “Home of the Cougars,” which proudly proclaims its promotion of “a welcoming environment, community, diversity . . . participation . . . growth mindset, grit. . . ,” so forth — searched Locke’s belongings, subjected him to mental and physical evaluations, and suspended him.

Mental evaluation? Wasn’t that a ploy in the old Soviet Union: dissenters must be crazy, hence ought to be carted off to the loony bin? Let’s go nowhere near such sanctions against independent thinking here.

“The bottom line,” Locke summaraized, “is that I was very concerned about security at my school.”

Through an online petition and otherwise, hundreds of students have protested the shabby way that a teacher who inspires them has been treated.

Students less enthusiastic about Locke lament the teacher’s tendency to digress — still legal in all 50 states.

So what now? After a futile school board meeting deflecting questions on Locke’s fate, a second, special meeting is scheduled for tonight, March 6, at 7 pm in the Cherry Hill High School West Auditorium.

Let’s hope sanity prevails.

This is Common Sense. I’m Paul Jacob.

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education and schooling folly ideological culture moral hazard

Through a Lens, Darkly

Matthew A. Sears, SJW, Social Justice Warrior, University, dialectic, truth, argument, protest

The “best debates” are ones in which one side shouts down the other side and threatens violence.

Well, that is what a Washington Post essay implies. In “Why ‘social justice warriors’ are the real defenders of free speech on campus,” Matthew A. Sears, an associate professor of classics and ancient history at the University of New Brunswick, offers a bizarre take on current campus controversies.

After two years of bizarre antics from leftist student bodies in colleges and universities all over the country, academics as diverse as Steven Pinker, Jordan Peterson, and Camille Paglia have denounced the intentionally disruptive and even violent tactics of student mobs. We need to go back to the Socratic method and “the disinterested pursuit of truth,” as Jonathan Haidt, the author of The Righteous Mind, put it.

Sears counters this by defending the “social justice approach” as better than a “disinterested pursuit of truth.” Instead of “constituting an attack on knowledge, the social justice lens reflects new ideas generated by academic disciplines and experts within them, and generally encourages expanding our knowledge and opening up subjects to new perspectives, much like Socrates advocated.”

Conflating Socratic “dialectic” with the screaming matches and overt force used by the social justice students who have shut down lectures, seminars and fora featuring non-leftist figures such as Ben Shapiro, Heather Mac Donald and Charles Murray, is more effrontery than enlightening.*

And about that “social justice lens”? Lenses refract, mirrors reflect — and Sears’ argument, you will notice, defends bad behavior out of his classroom by focusing on how he teaches in class.

We don’t need mirrors or lenses to see the deflection here.

This is Common Sense. I’m Paul Jacob.

 

* It was heartening to read most commenters on the page engaging in a merciless “dialectic” against the author.

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Accountability crime and punishment education and schooling folly general freedom moral hazard nannyism national politics & policies too much government

Leave Them Kids Alone

education, school, panic, hysteria, play, gun, toy, private, competition

This just in: oblivious little boys still play cops and robbers.

Just as in days of old.

Wait. Hold on. Breathe. Just breathe. This sociological fact doesn’t mean that we’re a nation of incipient international terrorists but for the galumphing grace of grumpy zero-tolerant schoolmasters.

Common sense says you don’t suspend toddlers from school for wiggling their fingers as if wielding a gun, or for sculpting a “gun” out of a slice of Wonder Bread or Freihofer’s. Yet evidence continues to mount that all too many teachers and administrators are immune to considerations of reasonableness when it comes to kids who misbehave. (Or “misbehave.”)

Such enemies of childhood innocence must be hindered. So let’s give two and a half cheers to Ohio lawmaker Peggy Lehner, who proposes to legislate an end in her state to suspending children in the third grade or younger who aren’t threatening anybody. (I’m not sure why kids in grades later than third can’t catch the same break.)

A new, probably imperfect government regulation is not the only way to counter blunderbuss government-school policies. The most fundamental alternative is the free market.

Ideally, no public-school monopoly plagued by mandatory insane rules would exist. Ideally, all K-12 (and university) educational offerings would be provided by an unregulated market economy, making it much easier for families to drop insane schools and patronize sane ones. The pressures of market competition would encourage school officials to become students of common sense.

We are not there yet.

This is Common Sense. I’m Paul Jacob.

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education and schooling folly general freedom ideological culture moral hazard nannyism responsibility

The Common School Agenda

Evergreen, students, protest, Heying, Weinstein

The rise of campus radicalism, write Heather Heying and Bret Weinstein in the “Washington Examiner, appears to “validate every fantasy the Right ever had about the Left.”*

Heying and Weinstein, who have resigned their positions at Washington State’s public liberal arts college, Evergreen, detail what went wrong at the college they “loved.”

A sociologist was hired as college president, and he systematically bred an activist movement reminiscent of the Cultural Revolution. That’s how our two extremely popular professors found themselves defending free speech and non-compliance against angry crowds of students spurred on by college administrators and “equity” officers.

Heying and Weinstein plausibly assert that these protests arise directly from the “‘equity and inclusion’ movement, cloaked in words that sound benevolent and honorable” but serve as little more than “a bludgeon.” And definitely “not like protests many readers will remember from their own college days.”

But are they really that surprising?

Government-run and -funded education hit these United States in a big way with the 19th century’s Common School movement. And not primarily to ensure “proper education.” The rationale was political . . . to more-than-nudge immigrant children to assimilate to our republican way of life.

The political element from our schools never left — and became more Left with each and every “revolution” in educational methods, and each increase in government involvement.

So, does training students to become violent mob activists bent on suppressing ideas they don’t approve of seem out of place?

It certainly is expensive. In more than one way.

This is Common Sense. I’m Paul Jacob.

 

* And note that this piece did not appear in the left-of-center Washington Post — echoing the hesitance the mainstream and leftstream press have shown towards Bret Weinstein’s story in the first place.

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Accountability education and schooling folly local leaders responsibility

Learning to Cheat

Ballou High School, corruption, cheating, scandal, WAMU, DCPS, Washington D.C. , D.C. Public Schools

Months ago, Ballou High was widely lauded for posting impressive gains in graduation rates — from a abysmal 51 percent two years ago to a much less terrible 64 percent this year — and for the even more remarkable feat of getting every single graduate accepted by a community college or university.

“Pay-dirt!” I sarcastically proclaimed at Townhall.com.

But the real dirt was dug up by WAMU, a National Public Radio affiliate in the nation’s capital. What did Ballou students learn? How to cheat.

Well, that appears to have been the lesson plan, anyway.

In numerous interviews — many given on conditions of anonymity for fear of retribution — teachers charged they were pressured by the administration to give grades that students did not earn, so those students could nonetheless graduate.

“Last year, DCPS put school administrators entirely in control of teacher evaluations. . . .” And those evaluations, which grade teachers and administrators on student performance, can mean as much as $30,000 in bonus pay.

The incentive to cheat is both obvious and sizable.

The mayor and the chancellor of the D.C. Public Schools quickly announced an investigation, but regular observers suspect the usual “white-wash.”

“This is [the] biggest way to keep a community down,” protested one black teacher. “To graduate students who aren’t qualified, send them off to college unprepared, so they return to the community to continue the cycle.”

That tragic cycle is captured in public education’s corrupt cycle: promised reforms followed by false claims of progress . . . followed by the discovery of cheating.

This is Common Sense. I’m Paul Jacob.

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