We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
Samizdata, derived from Samizdat /n. - a system of clandestine publication of banned literature in the USSR [Russ.,= self-publishing house]
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The Times reports,
Staying neutral impossible after Black Lives Matter, says National Gallery chief
The head of the National Gallery has said the Black Lives Matters movement meant it was no longer feasible to remain politically neutral with silence now viewed as complicity.
Gabriele Finaldi told his board of trustees that in the past the museums funded directly by the government such as the National Gallery, Tate and British Museum had “refrained from making political statements”. Since the resurgence of the Black Lives Matter movement this year “a neutral stance was no longer feasible”, he said.
He added that in the past the state-funded institutions looking after national collections would try to “respond to events through its activities”. According to minutes of a board meeting in June, Mr Finaldi then said “that the climate had changed so that silence was now perceived as being complicit”.
Perceived by whom? Why doesn’t Mr Finaldi say who these people whose perceptions matter so much are? He talks about “the climate” as if it were something external and objective but I see nothing more than the opinions of his set.
Whatever “the climate” may mean, the National Gallery is not the only public institution living in this particular climate zone:
In June of this year most of the national museums, including the Victoria & Albert, the Science Museum and the Tate, released statements supporting the aims of the Black Lives Matter movement. Widespread demonstrations had taken place after the killing of George Floyd by police in the United States.
Hartwig Fischer, the director of the British Museum, wrote that “we are aligned with the spirit and soul of Black Lives Matter everywhere” while Sir Ian Blatchford, the director of the Science Museum, said it haunted him “that there have been too many false dawns, too many speeches and broken promises” in the battle for racial equality.
Times readers do not constitute a representative sample of the electorate, but I found it significant that out of the 194 reader comments so far I found precisely one that seemed to support Mr Finaldi, and that one might have been sarcasm.
A human interest story from the Daily Record:
‘Kalashnikov councillor’ running for seat in Scottish Parliament after machine gun shame
A shamed politician – dubbed the Kalashnikov councillor after being captured on video coaching his young children how to use a machine gun – is campaigning for a seat in the Scottish Parliament.
Former SNP councillor Jahangir Hanif was forced to apologise after footage emerged of him training his young children to fire an AK-47 assault rifle during a visit to Pakistan.
The SNP condemned his “inappropriate conduct” and suspended him for two months while his his own daughter wrote to the party demanding his expulsion, claiming she had been terrified on the gun-toting trip.
On the ukpolitics subreddit, where I saw this story, a commenter called “ragnarspoonbrok” says,
No ear defenders isn’t a good start. Only one hand on the rifle as someone else is holding the fore grip. Rifle not shouldered correctly. No one has their eye anywhere near the sight meaning it’s not aimed correctly with their bugger hook on the bang switch.
It’s not a small caliber it’s a 7.62
Wouldn’t really class that as safe.
“Two bad things have happened at once. The first is that the phrase itself has been captured. “Safe spaces” for students are used to justify the “no-platforming” of thinkers who warn against the oppressiveness of “woke” doctrines. The Canadian psychologist Jordan Peterson is only the most famous of the victims: he was offered a visiting fellowship at Cambridge but then, in March last year, was denied it after protests that his views might upset students. The second is that British universities, craving cash and students from foreign countries, have become dangerously uncritical of the terms on which they accept them. This is particularly true in relation to some Arab countries and even more so in relation to China.”
– Charles Moore, Daily Telegraph (£)
Back in January 2016 Victor Mair, professor of Chinese at the University of Pennsylvania, started an interesting discussion in the blog “Language Log” about a common Chinese word that sounds like a racial insult in English. Professor Mair wrote,
As soon as I read “a phrase that sounds uncannily like the N-word” in the first paragraph, I knew exactly what my colleague’s friend was talking about. The Chinese grad student was saying “nèige 那个 (that)”.
Grammatically, “nèige 那个” begins as a demonstrative, but it is frequently attenuated to become a pause particle or filler word. It is often uttered many times in succession, thus “nèige nèige nèige…”, and people who have a tendency to stutter may get stuck on it for an embarrassingly long time. Even individuals who are not actually stutterers may have an excessive addiction to such words.
That guy Mair must have a time machine. Scroll forward four years to 2020. Inside Higher Education reports,
Professor suspended for saying a Chinese word that sounds like a racial slur in English.
In a controversial decision, the University of Southern California replaced a professor of business communication with another instructor in one of his classes for saying a Chinese word that sounds like an English slur.
Late last month, Greg Patton, the professor, was teaching a lesson on “filler words” in other languages — think “err,” “um” or “like” in English — in his master’s-level course on communication for management.
“Taking a break between ideas can help bring the audience in,” Patton said, according to a recording of one of the Zoom course sections and a transcription that appeared next to him on screen. “In China,” for instance, he continued, “the common pause word is ‘that that that.’ So in China it might be ne ga, ne ga, ne ga.”
Patton, who has worked in China but is not a scholar of Chinese, did not warn students that 那个, or ne ga, (alternatively spelled nà ge and nèige) sounds something like the N-word — which it does. And some or all of the Black students across three sections of the course were offended by what they’d heard. So they wrote a letter to the dean of the Marshall School of Business, Geoffrey Garrett, among others, describing Patton as insensitive and incapable of teaching the three-week intensive communications course.
Whereupon one would expect to read that the University of Southern California told them that anyone above the age of ten should know that words which are harmless in one language but rude in another are ubiquitous, and that an intensive course on business communications that left out mention of such words would be a con. That’s the English meaning of “con”, not the French one.
“Whereupon one would expect…”, wrote I, sounding dead posh. Who was I kidding, this is 2020. What actually happened was this:
… Garrett, dean of the business school, sent students an email saying that Patton was being replaced as instructor of the course, effective immediately.
“It is simply unacceptable for faculty to use words in class that can marginalize, hurt and harm the psychological safety of our students,” Garrett wrote. Patton “repeated several times a Chinese word that sounds very similar to a vile racial slur in English. Understandably, this caused great pain and upset among students, and for that I am deeply sorry.”
If the students’ “psychological safety” is harmed by the knowledge that unfortunate cross-linguistic homophones exist, maybe “business communication” is not the best subject for them. Business often involves meeting foreigners, who at any moment might forget who they are talking to and speak their own language. Even in America one is not safe from people who speak other languages!
While the change was presumably applauded by those students who urged action against Patton, his effective suspension from teaching the course angered many other students and alumni.
One petition for Patton’s reinstatement with thousands of signatures says, “For him to be censored simply because a Chinese word sounds like an English pejorative term is a mistake and is not appropriate, especially given the educational setting. It also dismisses the fact that Chinese is a real language and has its own pronunciations that have no relation to English.”
Ninety-four Marshall alumni, many of whom are Chinese and now live in China, wrote their own letter to the dean and other administrators, expressing support for Patton.
“All of us have gained enormous benefit from the academic leadership of Prof. Patton. His caring, wisdom and inclusiveness were a hallmark of our educational experience and growth at USC and the foundation of our continued success in the years following,” the named alumni wrote.
Moreover, they said, “We unanimously recognize Prof. Patton’s use of ‘na ge’ as an accurate rendition of common Chinese use, and an entirely appropriate and quite effective illustration of the use of pauses. Prof. Patton used this example and hundreds of others in our classes over the years, providing richness, relevance and real world impact.”
After a gap of four years, Professor Mair wrote an update of his 2016 post in the context of Greg Patton’s dismissal: “That, that, that…”, part 2.
It is well worth a read. It quotes the full text of the grovelling letter to students written by Dean Geoff Garrett, a copy of which should be printed out and kept in your medicine cabinet should need arise for a quick-acting emetic.
This comment by “Twill” resonated with me:
I suppose it is “unacceptable to use words that marginalize”, but perfectly acceptable to marginalize every other language on this planet by insisting that any words that might arbritrarily offend English speakers should be stricken from the dictionary, no matter what they actually mean or are used. I fail to see how we can “engage respectfully with one another while fostering and exemplifying the knowledge and skills needed to lead and shape our diverse and global world” if we don’t extend the courtesy of letting other languages speak for themselves.
And what’s the betting that these people, who demand their delicate ears be protected from the sounds of the most spoken language in the world, call Trump voters “hicks” and mock their supposed provincialism?
This will have a predictable effect on the value of a USC Marshall MBA. Imagine you are the CEO of an international company. You seek to fill an executive position that requires the postholder to move confidently between Western and Chinese business environments. Are you going to go for the candidate from a school where students are taught honestly about the potential pitfalls of cross-cultural communication, or the one from the USC Marshall School of Business who has only been fed the Disney version? The issue is not limited to that one word 那个, or to the Chinese language. It is about whether a potential employee can cope outside the bubble of an “elite” US academic institution.
And of course the bad effect on a candidate’s chances will be reinforced if the candidate is black, whether or not they personally had anything to do with this affair. No need to assume the potential employer is racist. They simply will prefer not to hire someone who has been primed to freak out when a Chinese colleague says the equivalent of “like, er, you know” for a word on the tip of their tongue.
The Soweto riots were the beginning of the end for Apartheid in South Africa. This is how they began:
Black South African high school students in Soweto protested against the Afrikaans Medium Decree of 1974, which forced all black schools to use Afrikaans and English in a 50–50 mix as languages of instruction. The Regional Director of Bantu Education (Northern Transvaal Region), J.G. Erasmus, told Circuit Inspectors and Principals of Schools that from 1 January 1975, Afrikaans had to be used for mathematics, arithmetic, and social studies from standard five (7th grade), according to the Afrikaans Medium Decree; English would be the medium of instruction for general science and practical subjects (homecraft, needlework, woodwork, metalwork, art, agricultural science). Indigenous languages would only be used for religious instruction, music, and physical culture.
Forty-six years later, in Inner Mongolia, sorry, the Inner Mongolia Autonomous Region of the People’s Republic of China (not to be confused with the neighbouring sovereign state of Mongolia), children of another subjugated land are protesting against a decree that forces their schools to use the oppressor’s language as the medium of instruction:
Inner Mongolia protests at China’s plans to bring in Mandarin-only lessons
Thousands of ethnic Mongolians have protested across northern China in opposition to Beijing plans to replace the Mongolian language with Chinese in some school subjects.
Tuesday marked the first day of a policy revealed in June, to gradually transition the language of instruction in Inner Mongolian schools from Mongolian to Mandarin Chinese. The change affects three subjects over the next three years in the autonomous region. The education bureau said Mongolian and Korean language classes would remain.
The official explanation for the change to a bilingual education system was to ensure the curriculum and textbooks were of a high standard, and that government documents cited by analysts also referred to president Xi Jinping’s push for shared language as part of a common identity.
However mass protests in Inner Mongolia – referred to as Southern Mongolia by ethnic rights and independence groups – have revealed the depth of fear that Mongolian would be relegated to a foreign language as part of government plans to assimilate ethnic minorities into Chinese Han culture.
I called this China’s Soweto. But don’t expect any equivalent to UN Security Council Resolution 392.
Other links concerning this story:
– Tightening the noose on Mongolian in Southern Mongolia
– Rare rallies in China over Mongolian language curb
Being nonwhite leaves one protected in this environment only to the extent that one toes the ideological line. An assistant professor of color who cannot quite get with the program writes, “At the moment, I’m more anxious about this problem than anything else in my career,” noting that “the truth is that over the last few years, this new norm of intolerance and cult of social justice has marginalized me more than all racism I have ever faced in my life.”
– John McWhorter
Hats off to the Guardian for the pun in this headline:
Shock an aw: US teenager wrote huge slice of Scots Wikipedia
Nineteen-year-old says he is ‘devastated’ after being accused of cultural vandalism
The Scots Wikipedia entry on the Canada goose – or “Canadae guiss” – was at first honest about its provenance. A tag warned: “The ‘Scots’ that wis uised in this airticle wis written bi a body that’s mither tongue isna Scots. Please impruive this airticle gin ye can.”
But, as the author grew in confidence, so he removed the caveat, and continued on his Scots-writing spree.
Now an American teenager – who does not speak Scots, the language of Robert Burns – has been revealed as responsible for almost half of the entries on the Scots language version of Wikipedia.
If you are wondering how a nineteen year old managed to be responsible for creating or editing tens of thousands of articles, the answer is simple:
He wrote: “I was only a 12-year-old kid when I started, and sometimes when you start something young, you can’t see that the habit you’ve developed is unhealthy and unhelpful as you get older.”
Naming no names except my own, that sounds like a few of us here. Ten edits a day, most days, for two and a half thousand days. The work of half his life. The thing that made him special. And now they revile him for it. Believe me, I am not laughing when I call this a sad story.
Believe me, too, when I say I do not want to mock Scots. The Samizdata “Languages” category includes many other posts by me about endangered tongues. I want them to survive and grow. A world where everyone spoke only one language would be a grey place, and one more likely to fall to tyranny. For many a soul living under oppression their knowledge of something other than the majority language has been the one window to freer times or places that the censors could not brick up. Less portentously, I like the vigorous style of Scots. The fact that it is mostly mutually intelligible with English English has been the source of endless arguments about whether it is a dialect of English or a language in its own right. It is a pity that this question has been politicised. My own opinion, for what it is worth, is that although Scots was a separate language in the Middle Ages, enough linguistic convergence has occurred to say that nowadays it is a dialect of English. There is nothing wrong with that. It would be equally valid to say Standard English and Scots are both dialects on the continuum of English (and that the group as a whole is called “English” is just a matter of historically familiar terminology, not an attribution of superiority. Brits should remember that if numbers of speakers were the criterion that decided the name of this language we would be speaking American.)
It is a sad reflection on the state of Scots that nobody stopped “AmaryllisGardner” for five seven years. Scarcely anyone seems to have questioned him. I cannot help thinking this fiasco would never have happened if linguists and the penumbra of people who are “into” languages had not been so down on prescriptivism. After all, if there truly is no correct or incorrect way to use language, our laddie’s version of Scots has as much claim to be right as the one they speak in Glasgow.
I am an anti-prescriptivist myself when it comes to daily life. It is wrong to sneer at anyone for their local mode of speech, and still worse to beat it out of them as was common in the past. The variety of any language that has become the standard did not do so because of any intrinsic superiority; it was mere chance. Nonetheless a command of standard English can unlock doors across the world for children in Barlanark, as it does for children in Brixton or Beijing. Fortunately children are good at picking up more than one language and code-switching between them.
Meanwhile, in debate I will continue to extol both languages and Wikipedia as splendid examples of spontaneous order. They still are. Most of the time.
Heather Mac Donald has written an important essay for City Journal, Conformity to a Lie. (Hat tip to Sarah Hoyt at Instapundit.)
The essay contains much that saddens and enrages me, but in places it is funny. After quoting several examples of college presidents and deans craving pardon for the racism of their institutions, she writes,
All such institutional self-accusations by college presidents leave out the specifics. Which faculty members do not treat black students fairly? If that unjust treatment is so obvious, why weren’t those professors already removed? What is wrong with an admissions process that lets in thousands of student bigots? In other moments, college presidents brag about the quality of their student body and faculty. Are they lying? Shouldn’t they have disclosed to black applicants that they will face “racist acts” and “systems of inequality” should they attend?
Edit: Thinking about it, this is a smaller scale example of the rule that in time of revolution it is safer to be a Tsarist than an Old Bolshevik.
Andrew Doyle reports:
Titania McGrath has written a book for children in order to teach them how to resist indoctrination and think exactly like her.
Doyle has done more than anyone else to publicise how wokery is at least as much a posh white girl thing as a downtrodden ethnics thing. Discuss.
Apparently there’s a chapter in it on Robin DiAngelo.
Guardian readers, union officials and other blobby types would have conniptions. Why should our wonderful ‘world class’ education system be turned into a supermarket, where people pick and choose what schools they want for their children?
Well, it wasn’t the supermarkets that let us down in this crisis, was it? They never closed, while their poorly-paid staff ran ostensibly much greater risks of infection than those in the classroom.
If our teachers don’t like the marginal risks which a return to school might bring, they should perhaps consider another career. Sadly, there are going to be plenty of young and not-so-young graduates who will be looking for such secure and reasonably well-paid employment in the near future. They might make a better fist of it than many current teachers.
– Len Shackleton
It shouldn’t affect the strength of my argument above, but for the record, I write as a person of color. My family have been personally victimized by men like Floyd. We are aware of the condescending depredations of the Democrat party against our race. The humiliating assumption that we are too stupid to do STEM, that we need special help and lower requirements to get ahead in life, is richly familiar to us. I sometimes wonder if it wouldn’t be easier to deal with open fascists, who at least would be straightforward in calling me a subhuman, and who are unlikely to share my race.
The well-written open letter from the professor with no (safe to add) name has (of course) been cancel-cultured from where it was first put, but I you can read the whole thing here (and I recommend you do). It is also on pastebin, and another link to the text is here.
(I wrote this as a Samizdata quote of the day – h/t instapundit – but decided the title needed to tell you something not in the bit I quoted. Read the whole thing.)
Dr. Douglas Young, Professor of Political Science at the University of North Georgia-Gainesville, has strong views about where the priorities of a university should be.
What a blessing to teach college for over 33 years. Educating folks on government and politics is my life’s work, and it has been such a joy teaching students at the University of North Georgia since 1999 where there are so many fine professors, staff, and administrators.
But recent disturbing trends have harmed students across the country. Indeed, on too many campuses there is an obsession with homogenization, bureaucratization, research, and money. As acclaimed University of Georgia Professor Emeritus Dr. Parker Young notes, “Any college worth its salt is a true free marketplace of ideas.” Yet there has been a huge increase in campuses with constipated “hate speech” codes or climates hostile to free inquiry. In the Orwellian guise of protecting “diversity,” too many higher education administrators restrict basic speech rights and, often invoking “social justice,” too many professors substitute agitprop for teaching many sides of issues.
So what should be the most free places in America are often the least. As the legendary liberal U.S. Supreme Court Justice Hugo Black warned, “the freedoms of speech, press, petition, and assembly guaranteed by the First Amendment must be accorded to the ideas we hate, or sooner or later they will be denied to the ideas we cherish.”
Universities should provide an outstanding education and vibrant campus life that spur students to grow intellectually, emotionally, and morally. We should not just teach them propaganda but help them reason critically. They need to question everything – including their professors – and always think analytically for themselves.
Yet there is also far too much emphasis on uniform “assessment” at college. In ever more freshman and sophomore classes, administrators make professors give the same assignments using the same “rubric” to grade papers, a la high school. So much for hiring the best teachers to each create their own class assignments and grading methods. But so many bureaucrats crave the very standardization which has so stifled innovation and achievement in k-12 schools.
Education should help students learn, mature, and achieve the most meaningful lives possible. Instead, often administrators see students as little more than dollar signs, numbers, and means to get their offices, departments, or schools more funding, recognition, and power. Indeed, many administrators don’t teach and know little and care less about good instruction and the need for schools to create a challenging, yet nurturing environment for students navigating a vulnerable time in their lives. But all college and university workers should recall who pays our salaries.
Sadly, too often students get real world lessons in Machiavellian campus politics. In fact, U.S. Secretary of State and Harvard University professor Dr. Henry Kissinger concluded that “university politics are vicious”. In short, when administrators or professors put personal professional interests ahead of our students, we undermine the very purpose of education.
Alas, the biggest lessons I learned as a graduate student at a large “prestigious” (see: “publish-or-perish”) university were how NOT to teach and NEVER to treat people. Classmates and I got daily doses of just how cold and uncaring too many bureaucrats and faculty could be. Yet ever more administrators push precisely this publish-or-perish model.
When a professor knows he has to get published in X number of officially approved journals by Y date, time spent with students detracts from researching and writing – and keeping his job. So a closed office door with its window papered over and the light on inside tells students to go away. While some professors are inspiring teachers and researchers, the combination is uncommon. But too many universities covet the prestige (U.S. News & World Report rankings!) and government funding that follows an emphasis on research. Again, students’ education is sacrificed on the altars of reputation and money.
The surge in on-line courses further compromises instruction since posting lessons on a computer is a poor stand-in for in-person lectures and real-time discussions. There’s also far more cheating with on-line tests. Yet many schools covet on-line classes to make more money since they don’t need buildings. One day a salary-free computer might “teach” 100 such classes.
Making everything worse are the outrageous costs of tuition and textbooks that have followed the huge increases in government grants and loans to students in recent decades. Colleges have responded by spiking costs ever more, causing far too many students to go deeply in debt.
I pray every university rededicates itself to providing the best instruction at a reasonable cost to the largest variety of students cherished in a warm, welcoming environment that celebrates a true diversity of ideas and free inquiry. May students always come first, and may all educators be Good Samaritans who make a special effort to see no student is lost due to institutional neglect.
Note: we last heard from Douglas back in 2009.
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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