Noah Carl on fashionable indignation versus probity and thinking: 

There are several things to notice here. First, the signatories use the word ‘revisits’ – rather than say ‘examines’ or ‘investigates’ – to imply that the theories in question have already been disproved, and hence that [economic historian, Gregory] Clark is engaged in some sort of futile exercise. Second, so far as I’m aware, ‘naturalization’ refers to the process of becoming a citizen of another country. I presume the signatories meant ‘naturalization’ in the sense of “nature versus nurture,” but it’s a very odd word to use. Third, the signatories refer to the “vast amount of research” that supposedly refutes Clark’s thesis, but don’t actually bother to cite any.

The unhappy signatories do, however, mention race and racism repeatedly – as, it seems, is the custom – despite the offending paper referring to race precisely zero times. 

Not entirely unrelated.*

Regarding the above, it occurs to me that if people are obliged, on pain of social exclusion and near-immediate career destruction, to mouth pieties that are illogical, blatantly question-begging, and which jar with observable reality, this will tend to result in an erosion of probity, a habit of pretence, and perhaps a kind of neuroticism.

Speaking of academic standards, an Ohio resident shares her displeasure with woke educators and their niche preoccupations: 

“Now, the residents with kids who did find out about your deviant curriculum, they pulled their kids out as fast as they could. More are withdrawing their kids because the school has lost control of the classroom environment,” she said. She took a moment to collect her thoughts, and then went on to say that “in the document for critical race theory, the stated goal is to make children activists in their own home. What does that mean?” She asked. “Why are you trying to create an adversarial relationship between parents and child when that is the relationship that needs to be strengthened?”

And somewhat related, Christopher F Rufo shares a conference for North Carolina’s public school teachers: 

At the first session, “Whiteness in Ed Spaces,” school administrators provided two handouts on the “norms of whiteness.” These documents claimed that “(white) cultural values” include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.” […]