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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

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

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

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

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

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

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

Eternally Postponing Responsibility

There is a common sense element to economics. We ignore it at our peril. So let’s take a cue from the Democratic Party’s current and de facto leader, Bernie Sanders.

Turn to Denmark for a model.

The Nordic state has what Bernie wants: higher education “free for all.” But there are . . . costs involved.

It turns out that “some Danes, especially older citizens already in the labor force,” explains Business Insider, “say the extra freedom can eliminate a crucial sense of urgency for 20-somethings to become adults. The country now deals with ‘eternity students’ — people who stick around at college for six years or more [not to mention advanced degree work] without any plans of graduating, solely because they don’t have any financial incentive to leave.”

Hardly a shock. Young Danes would not be the first to see in college life what satirist Tom Lehrer identified as the prolongation of “adolescence beyond all previous limits.”

Give young people an incentive to suck up resources year after year, and some will certainly take you up on that.

It’s hard to counter, too. The Danish “eternity student” problem remains even after taking policy steps to discourage it.

Business Insider ends its report by quoting an expert who insists that “motivation to succeed in your studies is in no way linked to whether you’re paying for your tuition or not.”

Yup, that’s what proponents of “free” education keep telling us. But there is more at play here.

Responsibility is on the line. Adulthood is about responsibility. Free tuition is about postponing responsibility.

Do we really want to go further in that direction?

This is Common Sense. I’m Paul Jacob.


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Accountability education and schooling free trade & free markets general freedom local leaders national politics & policies responsibility too much government

SEZ Ed

The great barrier to educational advance in our time is the federal government. The second great barrier? Your state government. The third great barrier? Your local government.

Proposals to break up government-subsidized and -enforced school monopolies have ranged from tax credit proposals and voucher programs to charter schools and (the biggest success so far) home schooling.

But it may be time to advance something a little . . . more daring. Break the stranglehold of government on dysfunctional schooling.

How?

Apply the “free trade zone” (FTZ) idea to education.

We remember the FTZ proposal because of its rise in popularity amongst academics and policy wonks in the 1980s and 1990s. But the notion is an old one. And in China, where they are called “special economic zones” (SEZs) — and it is this term that is catching on — they have been amazingly successful, the former fishing village of Shenzhen being the most obvious example.

What about America? Take a devastated region, like inner-city Chicago or Detroit,* and simply nullify the regulations and rules. (This probably would require federal enabling legislation on top of state leadership.) With the ensuing freedom and opportunity, entrepreneurs, established businesses and schools, teachers, community groups and activists could cook up new solutions to the oldest schooling problem there is:

actual education.

I’ve heard whispers of this Educational SEZ idea for some time now.

It is time for rational and quite public discussion.

And then the shouting.

This is Common Sense. I’m Paul Jacob.

 

* Of course, any area could work. The reason to focus on demonstrably failed educational regions is that such areas have lost hope, and thus the politically resistant are likely to give in and allow it.


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Accountability education and schooling folly responsibility

Only Make Believe

Problems can be solved. But for those lacking the merest clue how to solve a given problem . . . alternatives exist.

Books can be cooked to pretend the problem no longer exists. And perhaps to fool others.

A series of articles in the Washington Post highlights the effort to reduce the rate by which city schools suspend students for misbehavior. The good news? “D.C. Public Schools has reported a dramatic decline in suspensions at a time when school systems around the country have been under pressure to take a less punitive approach to discipline.”

Results? A whopping 40-percent decline.

The bad news?

A Post investigation found that “at least seven of the city’s 18 high schools have kicked students out of school for misbehaving without calling it a suspension and in some cases even marked them present.” In those schools, “most suspensions were not reported.”*

The Post further uncovered documentation showing that “DCPS officials knew students were being sent home without documentation at least as early as 2010.”

It brings to mind the recent scandal in Prince George’s County (Maryland) Public Schools, where a dramatic announcement that the county increased its student graduation rate faster than any other county . . . was followed by an investigation into grade tampering by school administration officials, which numerous teachers have alleged.

It is also reminscent of the systematic cheating on standardized tests in Atlanta — and across the nation.

Hiding the truth, cheating on tests, lying about results . . . not the actions of a system teaching kids a love of truth.

This is Common Sense. I’m Paul Jacob.

 

* Seven schools’ emails show that students spent a total of 406 days in suspension in January 2016. Officially recorded? Only 15 percent.


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Illustration based on a photo by Tod Baker

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education and schooling free trade & free markets general freedom ideological culture media and media people national politics & policies privacy property rights responsibility too much government U.S. Constitution

According to Economics

“Everywhere you look, economics is despised,” writes Tom Woods in his Tuesday email letter.

You know what isn’t despised? A daily email letter.*

But I digress; back to economics.

“The gimme-free-stuff people hate it because they don’t like being told that there might be undesirable side effects from seizing other people’s things.”

Well, true enough. But turn it around: many people demand free stuff at least in part because they do not understand the bigger picture . . . which Mr. Woods ably provides in his daily podcast and on his weekly Contra Krugman podcast with economist Bob Murphy.

“Politicians hate it, because it imposes logical constraints on what political activity can accomplish.”

True, but, like many in the general public (from whence they come), politicians’ prior lack of economic knowledge also leads, in part, to their hubris.

“Even some folks in the business world hate it, because (1) they’d rather agitate for special privileges than hear the case for free markets, and (2) they’d rather have low interest rates than be warned about the causes of the business cycle.”

Yes, too true. But, again, business people are generally just people, most of whom haven’t even been exposed to something beyond boring and misleading textbook econ, if that. Mr. Woods knows that, since that’s what his mission is, exposing more folks to ideas beyond what he calls “the index card of allowable opinion.”

Well, I’m all about allowing the unallowable — if it’s right!

This is Common Sense. I’m Paul Jacob.

 

* Historian Woods is now doing what I’ve been doing since 1999, providing a daily common-sense thought that is short and easy-to-read and dropped into your email box every weekday. Mine goes up online at ThisIsCommonSense.com; I don’t see his on his website . . . but I do see a lot of books and podcasts!


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