RUTHFULLY YOURS

https://quadrant.org.au/magazine/2020/12/the-silent-crisis-the-threat-of-mass-illiteracy/

“There are alarming implications for what could happen to our freedoms if we witness the emergence of a political and legal class who can function with virtually no scrutiny from a population that is too illiterate and therefore too disengaged to understand the language of power.”

Despite enormous efforts, despite a battery of programs and remedial regimes and the emergence of an entire sub-industry of school consultants and marketeers, the capacity to read and write across the English-speaking world shows evidence of steep decline. This should be a cause for community concern. Poor literacy is strongly associated with anti-social behaviour. Very literate people seldom enter the prison system, which suggests that widespread literacy is part of a good inoculation against criminality.

In most Western societies, the prison population has the highest concentration of illiteracy. In an interview with the Shannon Trust, a charity that promotes reading in United Kingdom jails, the journalist Stephen Moss was told that 50 per cent of British prisoners are functionally illiterate. The Literacy Project Foundation in the United States estimates 85 per cent of juvenile offenders have trouble reading, while other research estimates the illiteracy rate in American jails to be at least 75 per cent.

In 2015, the ABC reported that only 40 per cent of Victoria’s prison population had sufficient literacy to cope independently in the workforce. Or, put around the other way, 60 per cent of Victoria’s prisoners cannot read and write well enough to cope in most workplaces.

Lower literacy is related to poorer life choices, worse health, shorter lifespans and poverty. On a grander measure of human value, illiteracy denies people the ability to participate fully in their society. For at least a hundred years, basic literacy has been the necessary qualification for virtually all useful employment and for meaningful community involvement.

Literacy—sufficient to understand and produce complex texts—is even more important for our future. Fluent literacy is essential for citizens in any intellectual democracy that wishes to flourish. Since the beginning of popular democracy, the system has been safeguarded by vigilant citizens. The strength and stability of a democracy rest on the ability of its citizens to debate, understand and engage with complex ideas. Such engagement requires literacy above a basic standard. If much of modern political discourse seems to be emotional, visceral and simplistic, it may well reflect the inability of many in the electorate to handle complex ideas.

https://quillette.com/2020/12/27/a-student-mob-took-over-bryn-mawr-the-college-said-thank-you/

Ideology is a specious way of relating to the world. It offers human beings the illusion of an identity, of dignity, and of morality, while making it easier for them to part with them.
     ~Vaclav Havel

Last week marked the end of a chaotic semester at Bryn Mawr College, a small women’s liberal arts college located outside Philadelphia. During the final weeks, Bryn Mawr students, including my own child, scrambled to pick up the pieces following a student “strike” that exacerbated the serious preexisting disruptions associated with the COVID-19 pandemic. For a period of three weeks, few regular classes were held, activities were suspended, and student life (such as it was) became marked by the same toxic spirit of racism that the strikers claimed to oppose.

Bryn Mawr is affiliated with nearby Haverford College, whose parallel meltdown in November was documented recently by Quillette. These two selective and well-funded schools are part of a so-called Bi-Co arrangement, which allows students to participate in joint classes and activities. Both share a similarly progressive commitment to such causes as diversity, equity, and inclusion. And students at both schools generally are well-steeped in doctrines of intersectionality, “white fragility,” anti-racism, and all the rest. Yet following the police shooting of Walter Wallace Jr. in Philadelphia, activists at Haverford and Bryn Mawr embraced the dubious claim that their extremely progressive campuses were actually contaminated by a dangerous climate of racism that (quite literally) threatened the survival of black students. In many cases, the ire was directed not only at administrators and non-ideologically-compliant faculty, but also at any student suspected of not supporting the strikers’ apocalyptic rhetoric, dramatic postures, and inflated demands. Anyone who sought to attend class, go to the dining hall, or even turn in schoolwork was denounced as a “scab,” and often faced acts of bullying.

As the parent of a Bryn Mawr student (and the parent of a Bryn Mawr alumna), I found this profoundly unsettling. I kept expecting that, at some point, the administration would take decisive steps to restore order on campus (where, as at Haverford, in-person learning was supposed to be occurring, under COVID-19 testing and social-distancing protocols). But that never happened. Instead, a small group of largely unidentified students effectively shut down the campus—not because their views attracted majority support (only about a quarter of the student body seemed to really be on board, from what I could tell), but because the administration simply never pushed back.

https://www.frontpagemag.com/fpm/2020/12/racism-reign-terror-begins-uri-insufficiently-woke-richard-l-cravatts/

Seeming to give credence to Bertrand Russell’s observation that “The whole problem with the world is that fools and fanatics are always so certain of themselves, and wiser people so full of doubts,” yet another campus engulfed in race hysteria has set its sights on administrators and faculty who purportedly have not exhibited sufficient contrition for their racism according to the current moral arbitrators of race awareness. 

In this case, black students and a particularly race-agitated faculty member at the University of Rhode Island (URI) created something they named The Diversity Think Tank, whose audacious role, it seems, is to “reject a worldview of white supremacy that has reigned unchallenged for 128 years at the University of Rhode Island and with ONE voice speak this Declaration of Diversity to embrace racial equity and to renounce the evils of racism and renounce the evils of white supremacy deeply embedded in our systemically racist university.”

As has happened on many campuses since the death last May of George Floyd under the knee of a white policeman, minority students and faculty at URI used the event to mobilize aggressive and bold anti-racist initiatives on their respective campuses, sensing that the time was ripe for publishing demands and extracting concessions from cowering administrators threatened by the prospect of being labeled racist themselves and insufficiently aware of the systemic, rampant racism that purportedly is engulfing campuses everywhere and causing great harm and “violence” to minority students.

https://www.wsj.com/articles/even-homer-gets-mobbed-11609095872?mod=opinion_lead_pos8

A sustained effort is under way to deny children access to literature. Under the slogan #DisruptTexts, critical-theory ideologues, schoolteachers and Twitter agitators are purging and propagandizing against classic texts—everything from Homer to F. Scott Fitzgerald to Dr. Seuss.

Their ethos holds that children shouldn’t have to read stories written in anything other than the present-day vernacular—especially those “in which racism, sexism, ableism, anti-Semitism, and other forms of hate are the norm,” as young-adult novelist Padma Venkatraman writes in School Library Journal. No author is valuable enough to spare, Ms. Venkatraman instructs: “Absolving Shakespeare of responsibility by mentioning that he lived at a time when hate-ridden sentiments prevailed, risks sending a subliminal message that academic excellence outweighs hateful rhetoric.”

The subtle complexities of literature are being reduced to the crude clanking of “intersectional” power struggles. Thus Seattle English teacher Evin Shinn tweeted in 2018 that he’d “rather die” than teach “The Scarlet Letter,” unless Nathaniel Hawthorne’s novel is used to “fight against misogyny and slut-shaming.”

Outsiders got a glimpse of the intensity of the #DisruptTexts campaign recently when self-described “antiracist teacher” Lorena Germán complained that many classics were written more than 70 years ago: “Think of US society before then & the values that shaped this nation afterwards. THAT is what is in those books.”

Jessica Cluess, an author of young-adult fiction, shot back: “If you think Hawthorne was on the side of the judgmental Puritans . . . then you are an absolute idiot and should not have the title of educator in your twitter bio.”

https://issuesinsights.com/2020/12/28/the-real-reason-why-your-kids-cant-go-back-to-school-hint-its-not-covid-19/

Schools have been closed for the better part of a year now, for the putative reason that COVID-19 makes them unsafe. Only distance learning and Zoom and other online classes are safe enough for both teachers and kids, we’re told. Even though the science says otherwise, powerful teachers unions keep schools closed anyway. But why?

Let’s start with a blunt fact: The teachers unions — including the American Federation of Teachers (AFT) and the National Education Association (NEA), along with a host of radicalized local unions — don’t have your kids’ best interests at heart, despite their well-funded, slick propaganda to the contrary.

They oppose reopening schools, despite overwhelming evidence they should be reopened immediately.

As a must-read piece in the American Institute for Economic Research recently noted:

Significant evidence shows that a truncated school year supplemented with online learning is vastly inferior to the education children get in-person. Virtual learning is particularly harmful to students from poor socioeconomic backgrounds who do not have sufficient resources to support their learning.

This is a looming disaster for all children, but especially for poor and minority kids.

A study in the Journal of the American Medical Association (JAMA) estimated that school closures could cost the 24.2 million affected U.S. students nearly 5.53 million total years of life, largely due to lower incomes, less educational achievement, and worse health outcomes.