RUTHFULLY YOURS

https://www.spiked-online.com/2021/12/15/the-new-dark-ages/

If ignorance is bliss, the Western world should be ecstatic. Even as colleges churn out degrees and collect fees, and technology makes information instantly accessible, the basic level of literacy, as measured by such things as reading books and acquainting oneself with the past, is in a precipitous decline. Rather than building a vital world with our technological culture, we are repeating the memes of feudal times, driven by illiteracy, bias and a rejection of the West’s past.

Over half of American adults have a reading level below the equivalent of sixth-grade level (11- to 12-year-olds), and book reading outside of school or work among the young in particular has declined markedly. A survey conducted in 2014 found slightly over half of American children saying they liked to read books ‘for fun’, down from 60 per cent in 2010. This is not just an American trend. A landmark study by University College London tracked 11,000 children born in 2000 up to age 14 and found that only one in 10 ever did any reading in their spare time as teenagers. The Covid-related lockdowns, notes one recent UN study, raised the number of children experiencing reading difficulties from 460million to 584million.

Even before the pandemic, people’s cognitive skills were weakening. Many employers in the US report difficulty finding workers capable of having a serious conversation. Over 60 per cent of applicants are found to be lacking in basic social skills. Today’s teens’ experiences are increasingly limited to what they access on their phones and social media. Rather than opening minds, social media seem to be creating a generation with little ability to communicate in person.

Sites like Facebook and Instagram have been linked to reduced attention spans: research indicates that the average attention span has fallen 50 per cent since 2000, mainly due to social-media use. This loss of literacy comes at a time when much of our education and literary establishment has embraced censorship, while on the right there’s an increasingly Pavlovian embrace of book-banning. Even in defending the common culture, the right forgets the necessity of diverse opinions in a democracy.

Right now, the most influential advocates for banning classical literature from curricula, or removing books non-compliant on issues like gender, are not disgruntled conservatives. No, the assault on studying ‘great books’ and Western culture largely comes from progressive professors with PhDs, and the ever-expanding university bureaucracies and their recent graduates. The embrace of these cultural trends, as former Mother Jones writer Kevin Drum suggests, has emerged as Democrats have moved far more to the left than Republicans have gone further to the right. This is sometimes enforced with mandatory indoctrination sessions and even requirements to sign the woke version of McCarthy-era ‘loyalty oaths’.

https://www.city-journal.org/university-of-michigan-medical-school-goes-woke

At the University of Michigan, critical race theory has invaded yet another discipline: medicine. In January 2021, Michigan Medicine’s Anti-Racism Oversight Committee Action Plan called for designing a new curriculum, one that would use an “intersectional framework” and incorporate “critical race theory.”

The story is a microcosm of a nationwide trend that has not spared medicine. In the summer of 2020, senior administrators at Michigan Medicine, like many of their colleagues around the country, called for large-scale change. On June 1, five deans and vice presidents published a letter decrying health disparities, declaring: “We must reject and prevent this manifest . . . injustice.” A few days later, the executive vice president for medical affairs expressed the same urgency in a letter titled “The Time is Now.”

Students pressured the administrators to follow through on their ambitious rhetoric. A coalition of students and student organizations published its own letter, demanding concrete action from the medical school. “Correcting centuries of historical injustices perpetrated against the Black community,” the letter reads, “requires a radical departure from what we are currently doing.” The letter listed over a dozen far-reaching demands. “Michigan Medicine must end traditional policing efforts on its grounds,” it asserted. “Michigan Medicine must support physicians in taking an active role in advocacy efforts”—that is, “a greater role in advocating for change in our communities and government.”

Most notably, the letter demanded a curriculum overhaul. “The redesign,” it dictated, “must use an intersectional framework that incorporates critical race theory.” It hyperlinked to a journal article on intersectionality in medicine, which surmises that “considering intersectionality could lead to more successful patient-clinician interactions.”

The school was happy to oblige. It created a Racial Justice Oversight Committee, which released its Action Plan in early 2021. The 24-page document lays out concrete steps based on the students’ demands, steps which were then “endorsed by Michigan Medicine Leadership.” Thus, Michigan Medicine promised to integrate racially divisive ideology into its curriculum. Closely following student demands, the plan calls for a redesign of Michigan Medicine’s undergraduate, graduate, and continuing medical education. The redesign should adopt the new framework “in partnership with health justice education professionals.”

https://www.project-syndicate.org/commentary/digital-technology-to-reverse-pandemic-learning-losses-by-henrietta-h-fore-and-david-malpass-2021-12

When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss.

WASHINGTON, DC – As the third year of the COVID-19 pandemic approaches, classrooms remain fully or partially closed for as many as 647 million schoolchildren around the world. Even where schools have reopened, many students continue to lag behind.

It is now abundantly and painfully clear that children have learned less during the pandemic. According to World Bank estimates, pandemic-related school closures could drive up “learning poverty” – the share of 10-year-olds who cannot read a basic text – to around 70% in low- and middle-income countries. This learning loss could cost an entire generation of schoolchildren $17 trillion in lifetime earnings. As the Omicron variant takes hold, more governments may be tempted to close schools. Without the online infrastructure in place to support learning, doing so would extend the educational losses and deny children the many other benefits of daily school attendance, like the possibility to connect with classmates and develop social skills for personal growth. Interactions with teachers and peers are essential to develop the abilities necessary to work collaboratively. Being part of a class promotes a sense of belonging and helps build self-esteem and empathy. Throughout the pandemic, marginalized children have struggled the most. When classrooms around the world reopened this fall, it became clear that these children had fallen even further behind their peers. Before the pandemic, gender parity in education was improving. But school closures placed an estimated ten million more girls at risk of early marriage, which practically guarantees the end of their schooling. Unless this regression is reversed, learning poverty and the associated human capital loss will hold economies and societies back for decades. Children must be given a chance to recover the education they have lost. They need access to well-designed reading materials, digital learning opportunities, and transformed education systems that help prepare them for future challenges. Well-qualified teachers and effective use of technology are fundamental to this process. Many countries have deployed massive stimulus packages in response to the health crisis. But, as of June 2021, less than 3% of these funds was devoted to the education and training sector. And most of these resources were spent in advanced economies.