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Problematic Competence
Academia Problematic Competence

His Heterosexuality Did It

April 14, 2025 140 Comments

Via Toni Airaksinen, more from the hothouse world of pretentious agonising: 

A curriculum writer who works at a lesson-planning agency for middle school teachers has published a paper arguing that math classes “perpetuate whiteness,”

The curriculum writer in question, Michael Lolkus, is keen to let the world know that he champions “equity- and social justice-oriented instructional practices.” “Whiteness,” it turns out, is something to be chided and “decentred” in favour of “ethnomathematics investigations.” “The lens of whiteness” we’re told, will be turned upon itself and “critical interrogation” will ensue.

Because, among the agonised, buzzwords must abound. Lest their status be in doubt.

And so, the paper, published in the Journal of Urban Mathematics Education – which I’d assumed would be more concerned with issues of urban planning and traffic management – contains much fretting and many assumptions:

In his essay to educators, Lolkus begins by arguing that “educational spaces, particularly those centred on mathematics, uphold and promote whiteness,” and that efforts to fix this are still marred by “white liberal ideas” of what mathematics should be.

Quite how those unspecified “white” ideas alter the rules of multiplication, percentages and other simple mathematical operations remains a thing of mystery. Indeed, as so often, the precise nature of this alleged corruption, this all-pervasive and befouling “whiteness” – a term used 157 times – is left to the imagination. Though much is pitched upon that mystery:

Because Lolkus is a white male (he/him), he bemoans the way that he might unintentionally contribute to this issue, and argues that this paper will be an introspective journey into how he might be contributing to oppression in the classroom.

You see, Mr Lolkus fears he may be crushing brown-skinned students with his rampant, manly pallor.

“I am working to distance myself from whiteness,” says our fretful hero. Because “white educators like me need to embrace the burden of unpacking and dismantling white supremacy.” And so, Mr Lolkus will “grapple with my complicity in working within an educational system that… maintains white supremacy culture.”

White supremacy culture. In maths class. One of so many terms left intriguingly nebulous, but from which All Good Hearted People are expected to recoil with handkerchiefs clutched to their faces.

The nearest we get to gritty particulars is a brief stream of bald assertion:

“Dominant narratives in the United States position mathematics as a colourblind and culturally neutral discipline. The values, cultures and experiences of People of Colour, Black, and Indigenous communities are often ignored or devalued in math classes” he explains.

“Representation” is touched on fleetingly, though the question of why black middle-school pupils being as yet unfamiliar with, say, Katherine Johnson or Euphemia Haynes might impair their comprehension of fractions is oddly unexplored. Or likewise, why any 10-year-old of East Asian ancestry might struggle with long division on account of hearing insufficient praise for Wu Wenjun’s algebraic topology.

Mr Lolkus laments his “positionality” as a structurer of lessons and “knower of… mathematical concepts,” wishing instead to be merely a “community member.” A somewhat fanciful flattening of “hierarchy,” and of values, and an abandonment of the teacher’s customary responsibility. This is followed by a suggestion that pupils, especially underperforming minority pupils – the party least familiar with the subject matter – should be put in charge of structuring lessons and the broader curriculum. A sure-fire recipe for success.

And then there’s the conceit that heroically brown pupils are performing “additional labour” by doing less well in class, or by not doing the work at all.

“Whiteness is often represented by low expectations of Black, Indigenous, and Latinx students, which serve to maintain racial hierarchies in mathematics classrooms. These low expectations based on racialised identity markers and other personal biases can manifest in fewer opportunities to engage with ambitious and rigorous mathematics” for students.

Regarding low expectations, do hold that thought. We’ll get to that in a minute.

Meanwhile, our educator offers a boldly modish analysis. Says Mr Lolkus, “My experiences as an upper middle-class white male informed every decision I made,” and by “positioning myself, a white male… as an authority figure” – which is to say, a teacher – this has somehow rendered minority students unable to do simple mathematics.

Or put another way, if a teacher feels equipped to teach a subject that they have studied for many years – such that they feel they are likely to know its particulars in more detail than middle-school children – then this is a cause for concern, a basis for ostentatious atonement. Provided the teacher in question is white, obviously.

And worse – more damning still – Mr Lolkus adds – or rather, confesses – that he grew up as a “heterosexual and cisgender male.”

And so, should some black pupils be struggling with middle-school mathematics, then this can only be explained by the fact that their teacher is pale-skinned and heterosexual. This, then, is the bleeding edge of “equity” scholarship. And the makings of a “social justice” revolution in knowledge transfer.

At which point, readers may wonder whether the institutional influence of so many scrupulously woke, racially fixated neurotics – creatures much like Mr Lolkus – may be among the other, perhaps more obvious causes of impairment and disparity.

Regarding those low expectations, denounced earlier, readers may recall a previous mention of Mr Lolkus and his peers, with our educators devising elaborate excuses for pupils who are undisciplined, selfish, and disruptive – provided said pupils are of a suitable hue.

Excuses in which maths classes are framed as an arena of “violence and trauma.” Specifically, the “trauma” of not knowing the answers, on account of not paying attention, and the “violence” of being corrected for being loud and disruptive in class while others are trying to work. According to our radical reinventors of education, attempts to teach calculus and geometry should be enlivened with shouting, tardiness, and lots of adorable “cacophony.”

On grounds that “whiteness” – say, expectations of accuracy, promptness, and diligence – is something that gets in the way of black students “maintaining their Blackness.”

So no low expectations there, obviously.

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Written by: David
Academia Problematic Competence

Levelling

December 10, 2024 138 Comments

At Vanderbilt University, an honours programme intended to accommodate academic giftedness has been denounced as “inherently exclusionary.” Having now been identified as an affront to “equity,” an unforgivable wickedness, the programme is of course being shut down:

In his research, [sociology professor, Andrew] Cognard-Black… reported many college honours programmes do not have “proportional representation” of minority students, especially blacks and Hispanics, compared to the demographics of their student bodies.

And so, instead of all that problematic academic rigour, all those challenging tasks that not everyone can complete, exceptional students will now be obliged to mingle with those less academically inclined, and offered an education “accessible to all,” one “open to the voices of divergent experiences.”

The practised doublethink in play, in which precocious interest in advanced material is actively discouraged, and in which “access” is invoked while gleefully denying it, has been noted here before.

Along with educators’ hostility to students and parents who dared to complain about the downgrade, and whose concerns were dismissed as perpetuating “systemic racism.”

Update:

In the comments, sH2 quotes this,

offered an education “accessible to all,” one “open to the voices of divergent experiences.”

And adds,

*alarm bell*

Well, quite. The reliance on fuzzwords and rhetorical fluff is not an encouraging sign. And any unironic use of the word equity should raise eyebrows.

The restructuring above is a familiar conceit, heard many times, and somewhat unconvincing. We’re expected to believe that by phasing out the most challenging courses, in high schools and colleges, and by shafting the students who take them, somehow everything else will become every bit as good, every bit as excellent.

Yes, there will be excellence everywhere.

Albeit achieved in ways that are never quite explained. And despite the obvious disregard for students who excel, and whose ability is deemed troublesome and a basis for corrective measures.

Regarding the promise of glorious inclusion and excellence everywhere, this came to mind:

Dr Asao Inoue, whose “research focusses on antiracist and social justice theory,” and whose scholarly insights include “destroy grading,” and “standards… are white supremacist,” has been mentioned here before. As when we learned that grading a student’s ability to convey their thoughts in writing – and to formulate thoughts by writing – is merely a manifestation of “white language supremacy,” an allegedly lethal phenomenon, and therefore to be abandoned in the name of, and I quote, “inclusive excellence.”

Oh, and let’s not forget the University of Wisconsin-Milwaukee’s Inclusive Excellence Centre, where microaggressions are forbidden, including the words thug and trash, and where punctuation and grammar are unfathomable things, even among staff.

Update 2: 

On the subject of omnipresent excellence, arrived at by some opaque and supernatural means, Rafi adds,

They’ll just change the meaning of the words.

That would seem to be the most plausible option, the easier route. That, and cultivating a ludicrous unrealism. Habitual pretending. Something close to an inversion of reality, driven by fantasies of “equity,” which seems to mean something like equality of outcome regardless of inputs. 

As in California, where differences in “school experiences,” i.e., differences in ability and achievement, are something to be eliminated by holding back high-achieving students, with curriculum guidelines based on “social justice,” and educators who are visibly “committed to social justice work.”

And so, we have California’s Department of Education actively discouraging gifted maths students from taking calculus any earlier than their less gifted classmates. As if this were a good thing with no conceivable downsides. Because frustrating clever kids, boring them and demoralising them, is, like, totally progressive.

And likewise, we have Jennifer Katz, a professor of education at the University of British Columbia, scolding parents who question the conceit that bright children will somehow flourish if taught more slowly and in less detail in a more disruptive environment. While implying, quite strongly, that any parents who complain must be racist.

And then there’s San Diego, another bastion of progress, where teachers are instructed that in order to be “anti-racist,” they must “confront practices” deemed inegalitarian and which result in “racial imbalance” – say, norms of classroom behaviour, a disapproval of tardiness and cheating, and oppressive expectations of “turning work in on time.”

There’s a through-the-looking-glass quality. A fun-house mirror malevolence.

As noted in the comments following this, it’s quite easy to demoralise bright children, and the brighter they are, the easier it tends to be. Just bore them and frustrate them in an environment where precociousness is ideologically problematic and often results in social disapproval, from both peers and educators. Say, with accusations of racism, and the closure of their advanced programmes, where they’d previously been allowed to be better at things.

The pace at which learning happens is important. If a lesson is unfolding much too slowly for someone, if new information is barely trickling out, with endless delays and interruptions, boredom and frustration can be hard to avoid. If someone needs to work at a certain speed, anything less can, very quickly, be demoralising. And difficult to undo.

But hey, progress, baby.

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Written by: David
Academia Problematic Competence The Thrill of Medicine

The Very Best Of Hands

December 11, 2023 81 Comments

Are you Canadian and feeling unwell? Fear not, I bring thrilling news. From Canada’s Royal College of Physicians and Surgeons:

Medical training should centre around “values such as anti-oppression, anti-racism, and social justice, rather than medical expertise,” according to the report, shared in late November by a member of the working group.

This report here.

The interim report recommends “de-centring medical expertise” and instead focusing medical school education on the values of “anti-racism,” “anti-oppression,” “social justice and equity,” “inclusive compassion,” and “decolonisation.” 

Apparently, it’s a “cultural shift which is necessary for the profession.” Because, we’re told, all medical workers – yes, all of them, across the entire country – “participate daily in the perpetuation of structural violence upon those most marginalised amongst us, particularly those who are racialised, and live at the intersections of marginalisation.”

How this “violence,” this all-pervasive downtroddenness, is perpetuated by the receptionist at the local medical centre is, alas, not explained. No examples are offered. Indeed, evidence and logical argument are entirely absent. Given the sweeping nature of the demands, the absence of any kind of realistic and meaningful argument, with actual points of fact that one might address, is a tad curious.

Instead, we get a list of seemingly arbitrary words, among which, “colonisation, slavery, and white supremacy.” Oh, and “settler colonialism, heteropatriarchy, capitalism, ableism, classism, sexism, homophobia, transphobia…” Needless to say, the list is quite extensive, though not particularly illuminating. Less an explanation as an incantation. Magical words. With which to conjure contrived, pretentious guilt. A kind of modish neuroticism.

We are, however, told that the priorities of physicians, nurses, and medical administrators should be less about “professionalised knowledge,” those drug dosages and such, and more about “lenses of social justice.” These allegedly corrective lenses will “allow physicians to more effectively engage in… social change.” Suitably re-educated, their mentalities rewired, medical workers will have “bidirectional relationships with… the land.”

Which is obviously what you want when that itchy rash won’t go away.

At which point, it’s perhaps worth noting that the Royal College oversees Canada’s medical school education programmes. The institution is tasked with “setting national standards for medical education.”

So, nothing to worry about, then.

Update, via the comments:

Regarding this,

The interim report recommends “de-centring medical expertise” and instead focusing medical school education on the values of “anti-racism,” “anti-oppression,” “social justice and equity,” “inclusive compassion,” and “decolonisation.” 

Svh adds,

None of those things have value.

Well, “anti-racism,” for instance, seems to consist largely of peddling black racial narcissism and anti-white sentiment, along with policies that actually sabotage the life-chances of minority students. Say, by actively championing a failure to learn rudimentary spelling and grammar:

The students are encouraged to be hyper-critical, indeed delusional, regarding the motives of all white people, even to the point of dismissing the correction of spelling and grammar as some egregious, racially motivated act of oppression. And yet the motives of their educators, the ones who tell them these things, and whose status and careers depend on cultivating tribalism and paranoid resentment, and a kind of pernicious flattery, are spared any similar questioning – or, so far as I can see, any questioning at all.

So much for “critical thinking.”

And so, students who leave university saddled with debt and a worthless Angry Studies pseudo-qualification, and who subsequently repel employers with their chippy attitude, inept spelling, and grammatical incompetence, will presumably rationalise any rejection, any hardship, as proof of the evils of “whiteness” and the “racist society” that their lecturers banged on about. Because the more obvious explanation – that they were dupes, taken for a ride by race-hustling parasites – would be much too bruising to their egos.

In light of which, any value seems overwhelmingly negative. Except, of course, for the race-grifting mediocrities who get paid to propagate such things.

The contradictions of “equity” and competence have been noted here before, at some length, with striking illustrations. And while proponents of “equity” are often oddly reluctant to define this rather loaded term, it seems to mean something like equality of outcome regardless of inputs. And as values go, that isn’t entirely endearing. Or a basis for a civilisation.

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Written by: David
Academia Policing Politics Problematic Competence

Elsewhere (320)

October 30, 2023 62 Comments

Emil Kirkegaard on schooling and intelligence, and their limited relationship:

These results should certainly not be interpreted as showing that one can easily boost learning by merely adding more schooling. In fact, there is no easy way to boost learning. Everything has been tried. There are more resources on the internet to learn from than ever before in human history, yet general knowledge hasn’t increased, and children and adults aren’t any better at arithmetic. Clearly, opportunity to learn isn’t an important variable in explaining differences between people. And dare I say, it never was?

From a cost-benefit perspective, more forced school for children means more teacher salaries to be paid. Since the effects of this on children’s actual learning seem to be somewhere between non-existent and minor, I suggest that this isn’t worth the price. 

And speaking of education:

Students At University of Augsburg Call For “Gloryholes” To Be Installed In Lecture Halls, Cite Benefit To Queer Community.

A group of students at the University of Augsburg in Germany have called for “gloryholes” to be installed in lecture halls in order to contribute to the “diversification” of the campus. Gloryholes are holes in walls or partitions created with the intention of allowing people to engage in anonymous sex acts in public. 

The specifications for said installation are quite detailed, including soundproofing, wall handles, and knee pads. For safety and comfort, one assumes.

Heather Mac Donald on progressive evasions and the consequent cultivation of anti-white sentiment:

We are tearing down the fundamental standards and values of western civilisation based on a lie. And that lie is that any racial disparity today is by definition and necessarily the product of racism and discrimination.

So any standard that has what’s known as a “disparate impact” on blacks, whether it is a teacher licensing exam, a medical doctor licensing exam, enforcing the law – if any of those standards have a disparate impact, resulting in either the underrepresentation of blacks in meritocratic institutions, or overrepresentation in the criminal justice system, the only public explanation that is allowable is that the standards resulting in that disparate impact are racist, and the next step is that they must come down.

I argue that that assumption of racism as the explanation for disparity is wrong, that the far more plausible explanations for any disparities in representation are the vast academic skills gaps, on the one hand, when it comes to meritocratic institutions, and vast gaps in rates of criminal offending, when it comes to the criminal justice system.

But as long as racism remains the only allowable explanation, we are going to continue tearing down ideas of excellence, of merit, and moving towards, at best, a state of mediocrity, and at worst, one of risk to people’s lives, stunted scientific and medical progress, a mediocre judicial system, and the inability to push young people to reach their highest achievements.

We see gifted and talented programmes being torn down across the country – not because they’ve been shown to be unsuccessful in cultivating our best young math talent, but simply because they don’t have 13 per cent black students in them. 

We’ve been here before, of course. More than once.

Helen Joyce on the perversity of wokeness:

For me, the revelation has been that when an institution enshrines a lie at its heart, that destroys its integrity and subverts its mission… Organisations that should have child safeguarding at their heart, such as the NSPCC and Girlguiding, now allow men who identify as women to oversee girls’ private spaces and intimate care. Gay rights campaigners press for children confused about their gender to be put on puberty blockers and cross-sex hormones that turn them into sterile facsimiles of the opposite sex. Since these children are statistically more likely than others to grow up gay, this is a form of gay conversion therapy. 

And finally, a thread on what happens when, in the name fostering progress and sensitivity, the police start hiring the sexually dysmorphic.

Apparently, these be-wigged individuals are bringing tolerance and understanding by harassing people manically, and repeatedly lying, and stalking women and sending them headless birds, and strangling people, and attacking a woman with a hammer. Oh, and hoarding explosives, obviously.

If that isn’t sufficiently bizarre, I do have more.

Feel free to share your own links and snippets, on any subject, in the comments.

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Written by: David
Academia Free-For-All Politics Problematic Competence

Not That Kind Of Diversity

August 30, 2023 105 Comments

Variations in human ability continue to frustrate those who would perfect us:

Portland Public Schools are workshopping new “equitable grading practices” that bar teachers from assigning “zeros” to students who cheat or fail to turn in assignments.

You see, if a problem can’t be solved, the next-best thing is to hide it:

The district’s initiative aims to address “racial disparities” and “inequities” in grading and instruction… “Grading for equity,” the handout states, includes eliminating “zeros” as a grade — even when a student cheats or fails to turn in a test or assignment. It also calls for no penalties for late work and no grades for both homework and “non-academic factors,” such as “participation, attendance, effort, attitude, [and] behaviour.” 

The genius of the “equity-focussed” policies, also being advanced in California and elsewhere, is that they are likely to have negative consequences for both ends of the ability spectrum. The cognitively untalented will be spared the normal incentives to master at least the basics, even the basics of behaviour, while the gifted will be denied access to advanced material more suited to their abilities, resulting in boredom and demoralisation.

Should a student cheat or fail to submit an assignment on time, teachers should provide a grade of at least 50 percent, the district handout outlining the initiative says. The initiative also calls to replace the typical ‘0-100’ grading scale with a ‘0-4’ scale.

Again, hiding that bothersome unevenness in effort and ability.

Readers will note that the retreat from clear metrics into euphemism and pernicious fuzzwords – chief among which, “equity” – not only makes it difficult to determine pupils’ academic progress and actual competence, but also has a secondary effect of making it more difficult to identify the shortcomings of progressive educators and administrators. A coincidence, I’m sure.

The new grading practices… are expected to be implemented districtwide by 2025.

The pernicious woo named “equity” – which roughly translates as equality of outcome regardless of inputs – has of course been mentioned here before.

If the examples linked above aren’t sufficiently striking, I do have more.

Consider this an open thread. Share ye links and bicker.

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Written by: David
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In which we marvel at the mental contortions of our self-imagined betters.