Can we rehabilitate post-modernism, please?

I’m about to alienate even more knee-jerk skeptics (and good riddance!) by saying something incredibly daring: post-modernism isn’t so bad. Skeptics ought to embrace it. It’s sad that so few do: Mano Singham seems to be the rare one. I think maybe because he actually understands it.

Many scientists hate what they think of as postmodernism, mainly because of its denial of the possibility of an objective truth and its questioning of the concomitant idea that knowledge is somehow progressing. The idea that scientific knowledge is not necessarily advancing towards something that we can call ‘truth’ disturbs them. This radical break with past ideas that scientific progress was necessarily leading towards truth one of Thomas Kuhn’s key ideas in his highly influential monograph The Structure of Scientific Revolutions. But rather than engage with this important idea (and it is difficult to refute and has not been done, as far as I am aware), the term ‘postmodernism’ is often used as an epithet used by scientists against their critics, the way that ‘scientism’ is used as a weapon against science.

Most people don’t seem to know anything about post-modernism other than the Sokal hoax. This was a notorious paper submitted by a physics professor to the postmodern journal, Social Text, in which he cobbled together strings of buzzwords and nonsense into a jabberwocky of a paper…and it got accepted. Cue immediate jeers and contempt for the entirety of post-modernism.

There is no excuse for the Sokal paper — it was total garbage, and the editors should have been embarrassed. But somehow it became cause to dismiss the entire field. Why, it’s as if we decided that developmental biology was a total joke because we have journals with a fondness for publishing bad science about donuts.

But you know what post-modernism is, right? It’s a skeptical approach to literature, art, even science, that attempts to deconstruct the premises and presuppositions and cultural influences on a work. It’s an acknowledgment that nothing humans create appears out of a vacuum and that perfect objectivity is an illusion. Yeah, it’s got jargon, lots of jargon, that can be abused and that allows airheads to give the illusion of wisdom by babbling in cliches, but it’s also a useful tool that is used wisely by many academics.

For instance, there’s a lot of wisdom in what Michael Bérubé has written about the subject. Try reading this one paragraph and think. It will sound very familiar to those of us who have been actively opposing the pretense of absolute objective knowledge, and suggesting that maybe there are other unscientific phenomena that we ought to engage.

Sokal’s admirers have projected almost anything they desire–and they have desired many things. In early 1997, Sokal came to the University of Illinois, and quite graciously offered to share the stage with me so that we could have a debate about the relation of postmodern philosophy to politics. It was there that I first unveiled my counterargument, namely, that the world really is divvied up into “brute fact” and “social fact,” just as philosopher John Searle says it is, but the distinction between brute fact and social fact is itself a social fact, not a brute fact, which is why the history of science is so interesting. Moreover, there are many things–like Down syndrome, as my second son has taught me–that reside squarely at the intersection between brute fact and social fact, such that new social facts (like policies of inclusion and early intervention) can help determine the brute facts of people’s lives (like their health and well-being).

I had to emphasize that one sentence in the middle because it says so much about why the demarcation problem is non-trivial, but that last sentence is also essential — what we shall do with science and technology is as important as the science and technology themselves.

There have been many battles and many books published both for and against a postmodernist view of science, and I think the opposition is largely wrong. Post-modernism did not begin and end with Sokal. And while there is a painful amount of lefty nuttiness in post-modernist circles, there’s also a lot that’s worth learning.

A couple of physicists had clearly read Paul Gross and Norman Levitt’s then-recent book, Higher Superstition: The Academic Left and Its Quarrels with Science, a free-swinging polemic against science studies, feminism, Jeremy Rifkin, jargon, and much more, and they were mightily pissed off about this Andrew Ross fellow, who had written a science-studies book, Strange Weather, which he dedicated to “all the science teachers I never had. It could only have been written without them.”

Well, yes, I had to admit, Ross’s dedication was rather cheeky. But it was not in itself evidence that Ross did not know his subject matter. Besides, I added, when in Strange Weather Ross called for science “that will be publicly answerable and of some service to progressive interests,” and Gross and Levitt responded by writing, “ ‘Of some service to progressive interests’ seems reasonably clear, if frighteningly Stalinist in tone and root,” weren’t Gross and Levitt being kind of…nutty? Hysterical, perhaps? What was wrong with wanting medicine or engineering or environmental science to be publicly answerable and of some service to progressive interests? Why shouldn’t we try to build a world that affords greater public access to people with disabilities, for instance? And since conservatives had even then largely abandoned their early-twentieth-century commitment to conserve the Earth’s natural resources, wasn’t “environmental science” now a “progressive ” in and of itself? It’s not as if Ross was calling for a Liberation Astronomy. Would Ross’s sentence sound out of place in a bulletin issued by the Union of Concerned Scientists?

Science has to be answerable to public interest, and the goals of scientists (and atheists!) should include progressive values. We live to make a better world, right? So why should we not respect and appreciate a critical analysis of the social context of what we do?

I’m happy to accept Bérubé’s deal.

So these days, when I talk to my scientist friends, I offer them a deal. I say: I’ll admit that you were right about the potential for science studies to go horribly wrong and give fuel to deeply ignorant and/or reactionary people. And in return, you’ll admit that I was right about the culture wars, and right that the natural sciences would not be held harmless from the right-wing noise machine. And if you’ll go further, and acknowledge that some circumspect, well-informed critiques of actually existing science have merit (such as the criticism that the postwar medicalization of pregnancy and childbirth had some ill effects), I’ll go further too, and acknowledge that many humanists’ critiques of science and reason are neither circumspect nor well-informed. Then perhaps we can get down to the business of how to develop safe, sustainable energy and other social practices that will keep the planet habitable.

I’ll also extend the deal and say that we are obligated to pursue a humanist agenda ourselves — that simply accumulating deeper understanding of the universe without consideration of our place in it is ultimately destructive. I’m reminded of my late genetics mentor, George Streisinger, who considered ethical issues as important as the science, and spoke out in the 1980s about what were the important concerns.

I see the danger of global nuclear war as imminent. The use of poison warfare, the widespread use of chemicals that may be hazardous, the lack of any serious attempt to deal with population growth, the lack of any real concern about the just incredibly unequal distribution of wealth.

People have to be part of our equations.

Give Kentucky a hand

They need all the help they can get — having a festering boil like the Creation “Museum” in their midst is not conducive to a healthy educational system. They’re trying, though, and the Kentucky Senate education committee is poised to approve some Next Generation Science Standards.

But of course, some nitwit has to raise absurd objections to the fact that the standards include material on evolution and climate change, the two big hot button issues for ignorant conservatives. The nitwit also happens to be the chair of the Senate education committee, Mike Wilson.

Yeah, there’s a fundamental problem right there, that the Kentucky senate puts an idiot climate change and evolution denier in charge of education.

How about if you all flood this petition and get the message across that science must be supported in education…in Kentucky and in every state.

I beseech you in the bowels of Christ, please stop

I’ve strained to pardon Richard Dawkins’ many insensitivities — ‘dear muslima’, the missteps on twitter, the petty snits against other people — but his latest is just a disaster.

In an interview in The Times magazine on Saturday (Sept. 7), Dawkins, 72, he said he was unable to condemn what he called “the mild pedophilia” he experienced at an English school when he was a child in the 1950s.

Referring to his early days at a boarding school in Salisbury, he recalled how one of the (unnamed) masters “pulled me on his knee and put his hand inside my shorts.”

He said other children in his school peer group had been molested by the same teacher but concluded: “I don’t think he did any of us lasting harm.”

“I am very conscious that you can’t condemn people of an earlier era by the standards of ours. Just as we don’t look back at the 18th and 19th centuries and condemn people for racism in the same way as we would condemn a modern person for racism, I look back a few decades to my childhood and see things like caning, like mild pedophilia, and can’t find it in me to condemn it by the same standards as I or anyone would today,” he said.

He said the most notorious cases of pedophilia involve rape and even murder and should not be bracketed with what he called “just mild touching up.”

I can think of some lasting harm: he seems to have developed a callous indifference to the sexual abuse of children. He was a victim of an inexcusable violation; that he can shrug it off does not mean it was OK, or ‘zero bad’, or something trivial.

Should I have raised my children with such a lack of self-respect that they should have allowed dirty old men to play with their genitals? I would have wanted them to inform me, so that such behavior could be stopped.

Just when did it stop being OK for acquaintances to put their hands inside Richard Dawkins shorts? I presume it would be an utterly intolerable act now, of course — at what age do the contents of childrens’ pants stop being public property?

Should we be giving pedophiles the idea that a “mild touching up” is reasonable behavior? It’s just a little diddling…it does no “lasting harm”. Christ, that sounds like something out of NAMBLA.

And that all Richard Dawkins experienced was a brief groping does not mean that greater harm was not being done. That man was a serial child molester; do we know that he didn’t abuse other children to a greater degree? That there aren’t former pupils living now who bear greater emotional scars?

As for that excuse about not judging behavior of an earlier era by our modern standards…I’ve heard that before. From William Lane Craig, to justify biblical murders. Richard Dawkins had this to say about it then.

But Craig is not just a figure of fun. He has a dark side, and that is putting it kindly. Most churchmen these days wisely disown the horrific genocides ordered by the God of the Old Testament. Anyone who criticises the divine bloodlust is loudly accused of unfairly ignoring the historical context, and of naive literalism towards what was never more than metaphor or myth. You would search far to find a modern preacher willing to defend God’s commandment, in Deuteronomy 20: 13-15, to kill all the men in a conquered city and to seize the women, children and livestock as plunder.

We do not excuse harm to others because some prior barbaric age was indifferent to that harm. Furthermore, the excuse doesn’t even work: are we supposed to believe that a child-fondling teacher would have been permissible in the 1950s? Seriously? Was that ever socially acceptable? And even if it was, in some weird version of British history, it does not excuse it. It means British schools were vile nests of child abuse, just like Catholic churches.

Thanks for swapping the moral high ground for a swampy mire of ambiguity, Richard. I’m not going to argue that compelling kids to memorize Bible verses and fear hell, as stupid an excuse for education as that is, was child abuse, while getting manhandled by lascivious priests was a trivial offense, to be waved away as harmless. I’m sure many Catholics are quite gleeful that Richard Dawkins has now embraced the same moral relativism that they use to rationalize crimes against children.

It’s going to be very popular, I fear

I was stunned by Rebecca Watson’s account of the promotion efforts of a new show that looks like a drunk version of Mythbusters. Then I watched a couple of their videos, which were garbage, and I heard this tag line:

You’ll know stuff your friends don’t, which will give you a temporary feeling of superiority, and might just get you laid.

And I thought, that’s brilliant. They’ve identified exactly what the modern skeptical market wants. And it’s all schlubby guys with women in bikinis as props.

The creator, Jon Hotchkiss, has a horrible blog post bragging about his show on HuffPo, and he also reveals his intellectual lineage: he’s worked on a number of shows I’ve never heard of, but also with Bill Maher, Penn & Teller, and Playboy TV. It shows.

I’ll skip it. It’ll probably thrive anyway.

Read Krugman this morning

The Republican party is appallingly misinformed: there is a Wonk Gap .

But that was then. Modern conservatism has become a sort of cult, very much given to conspiracy theorizing when confronted with inconvenient facts. Liberal policies were supposed to cause hyperinflation, so low measured inflation must reflect statistical fraud; the threat of climate change implies the need for public action, so global warming must be a gigantic scientific hoax. Oh, and Mitt Romney would have won if only he had been a real conservative.

It’s all kind of funny, in a way. Unfortunately, however, this runaway cult controls the House, which gives it immense destructive power — the power, for example, to wreak havoc on the economy by refusing to raise the debt ceiling. And it’s disturbing to realize that this power rests in the hands of men who, thanks to the wonk gap, quite literally have no idea what they’re doing.

There’s another place with a major wonk gap: the media. Television news is unwatchable, and even the major newspapers, like the one that publishes Krugman, are loaded with delusional timewasters and glib liars for conservative policies. How do those clowns get in control of government? Well, one way is that the media are indiscriminate and set up superficial apparatchiks like Friedman and Brooks and Will and whoever as arbiters of rational policy.

Rats. There goes my lesson plan.

It turns out that there are rules against my standard classroom management techniques.

Statute Forbidding Any One to Annoy or Unduly Injure the Freshmen. Each and every one attached to this university is forbidden to offend with insult, torment, harass, drench with water or urine, throw on or defile with dust or any filth, mock by whistling, cry at them with a terrifying voice, or dare to molest in any way whatsoever physically or severely, any, who are called freshmen, in the market, streets, courts, colleges and living houses, or any place whatsoever, and particularly in the present college, when they have entered in order to matriculate or are leaving after matriculation.

Leipzig University Statute (1495)

Wait…freshmen? I’m not teaching any first year courses this semester; cell biology is full of sophomores, cancer biology is juniors and seniors. This rule doesn’t apply! I’m back in business, baby!

Heh, “Colonial Colleges”

I like that title so much better than “Ivy League”. Here’s a brief and amusing history of American higher education that focuses almost entirely on those revered and over-rated East coast places (says the guy at a land grant college, a program which only gets a quick mention).

Other things that get only the most cursory but tantalizing mention: a tradition of rioting and dueling. I think, however, we can do without the tale of the student coming back to Princeton to beat up one of his teachers.

Teaching while female

I’ve been here before. You care about your teaching, so you give the class a form asking for anonymous evaluations, with criticisms welcome…because you seriously want to hear what you can do to improve learning. And then there are always a few students who blow it off with stupid remarks and irrelevant ‘witticisms’ — I’ve been told the class needs more Jesus, for instance (I do not preach religion or atheism in my classroom).

But I’ve never had to face the special challenges of teaching while female.

Later that afternoon, I started going through the responses. It was encouraging to see that, in general, responses to the first two questions indicated I was getting better, which was gratifying given the amount of time and energy I spent re-developing the class. For the most part, students were surprisingly honest when responding to questions 3 and 4, showing they understood their responsibility in their progress, or lack thereof. Somewhere towards the end of the ~160 evaluations, I came across one that answered question #2 with: “Teach naked.”  I can’t tell you what the rest of this evaluation said; this is the only part I remember.  I was so angry, and embarrassed, and exasperated, and hopeless, all at once.  I worked so hard.  I am so knowledgeable.  I take such care to present myself professionally. I care deeply about my students’ learning outcomes, particularly with respect to learning critical thinking skills.  But none of that matters.  I clearly will never be more than a thing to look at.  How depressing is that?  None of my work, achievements, or intentions matter to people like that—just because I’m a woman, an object.  It’s maddening!

I can’t even imagine students sexualizing me, so I’d never had to think about how I’d handle such a problem. The Jesus thing? Easy. I just ignore it. But treating me as your own personal sex monkey? Never had to worry about it.

But now I know exactly how to respond to such an unlikely eventuality, and for those of you for whom it is far more likely, here’s an example of dealing with it strongly:

Almost two weeks later, before giving an exam, I announced to my class: “I want to take the first couple minutes to call out the person who used the anonymity of the mid-semester evaluations as an opportunity to sexually harass me.”  The class was suddenly at full attention.  You could hear a pin drop.  My voice trembled.  I felt humiliated having to admit that some people see me as an object.  I had decided not to make eye contact, so as to not implicitly accuse anyone, and instead stared towards the back.  I proceeded with increasing audible confidence:

“Now, I’m going to give you the benefit of doubt and assume this was not a malicious comment.  Now here’s where the teachable moment comes in: these types of comments, as well as things like catcalls, are not taken as compliments.  They constitute sexual harassment, which is a form of bullying, and like any bully, you are a coward.  An adult would own up to it and face the consequences.  For those of you who may have heard about it afterward and snickered, high-fived, or didn’t in any way condemn it publicly, you are complicit in condoning such cowardly behavior.  Now, here’s a good rule of thumb if you are unsure whether you are harassing or bullying someone—ask yourself: would you do or say this to your mother, sister, or eventually your daughters?  If the answer is no, then, it is inappropriate to do or say to a person you do not know very well.”

Bravo.

Hey, isn’t that a well-spoken truth even outside of the classroom?

On the upside, maybe I could start beating students with a stick

It’s the end of summer, and it’s a slow news time, so the newspapers are dredging the bottom of the fecal lake for material, but this is ridiculous. How about Syria? Come on, that’s important stuff. Instead, though, we get op-eds like this one in the Globe and Mail from Zander Sherman, proposing a solution to a nonexistent education problem by making education worse.

His problem: there are too many educated people.

As an entry point for the middle class, our institutions of luminous knowledge have lost their efficacy.

This is an economic consequence of oversupplying the market with similarly educated labour. Too many graduates have the same qualifications, resulting in a loss of competitive edge in the workplace.

To stay relevant, students are reaching ever higher in the pursuit of more specialized degrees. It used to be that a high school certificate was all you needed to get a decent job. Now even a bachelor’s degree is often insufficient. In this credit inflation spiral, we have devalued both our labour market and the institutions we’ve relied on to populate it.

This is a strangely twisted view; it’s about using education as a tool to promote hierarchical stratification; “The more available and abundant something is,” he says, “the less it’s worth.” We should reduce the number of college graduates, because then the few will be worth more and get paid more…leaving unsaid the corollary, that more will be worth less and can be paid less. It’s a blatantly anti-egalitarian perspective.

Furthermore, it only looks at education from the economic side. There is a real problem, that too many look at college as a magic formula for a certificate, rather as a path to greater knowledge, and it’s fueled by cheesy exploitation — I’ve seen the late night TV ads touting ways to get your bachelor’s degree in 6 weeks! Part time! By mail! I’d like to see those outfits shut down cold, but they say nothing about a real education, in which you invest time and effort in learning. Education is a path to self-knowledge and broader understanding of the world around you. It makes you a better person and a wiser contributor to society.

And yes, if you must put it that way, it creates a more educated workforce that is better able to handle challenging new jobs. If your economy is built around serfs and laborers, I guess you wouldn’t need more education.

But Sherman, who was home-schooled, could use a little education himself. He completely distorts the history of education.

The link between school and work was connected in the mid-20th century by the president of the University of California. Clark Kerr envisioned a large middle class, and saw the postsecondary certificate as a way of achieving it. By influencing the Basic Educational Opportunity Act, Kerr effectively commoditized social mobility. If you could afford to go to college – or fill out the paperwork required for a bursary – you could effectively buy your ticket to the middle class.

But Kerr didn’t predict the perverse ramifications of such a decision. By putting degrees in the hands of anyone who could pay for them, he made the work those graduates performed less valuable. A measure that was designed to mobilize society has ground it to a standstill.

Oh, nonsense. The previous system was one in which you bought your degree: even now, those most prestigious institutions in our midst, the Harvards of America, have been and are finishing schools for the rich. You do literally buy your Harvard degree. But the University of California changes were to remove most financial barriers and make a college degree an actual measure of merit. You couldn’t just pay your way through, you actually had to earn passing grades in a curriculum to get a diploma at the end of it all.

Does it even make sense to declare that students were paying for their degrees when the whole point of the institutional changes was to make a college education as close to free as possible?

So far, Sherman is just stupid. But brace yourselves, he’s about to explain his fix for the problem.

The solution to our present predicament lies in the past. In medieval times, university attendance was extremely rare. This was at least partly because school environments were so hostile. Freshmen students spent every coin they had just to get in the door, at which point they endured a hazing ritual that included dagger attacks and assaults with buckets of scalding water.

Provided they reached their dormitories alive, students slept in dank quarters, awoke before sunrise, and attended lectures in the dark (where they memorized nearly everything they learned – paper was prohibitively expensive).

When it came time to demonstrate their knowledge, students were called upon to recite epic poems in both Latin and Greek, perform a variety of musical compositions on a variety of instruments, and then bow to the same panel of judges and examiners who had made their lives intolerable for the last several years.

It’s this model we should be adopting.

You know, I didn’t go into teaching because I’m secretely an afficionado of sadism. How do dagger attacks, living in misery, and memorizing epic poetry in Greek contribute to my goal of giving students knowledge of biology?

To turn this trend around, fewer people should be furthering their educations. With fewer people furthering their educations, value will be restored to the university degree. And with value restored to the degree, the workplace will function as it should: as a powerful, competitive meritocracy.

While a privileged few fret about the problems of philosophy, the rest of us will go happily unschooled, living student debt-free, making our own jobs, and being living exemplars of the age-old axiom that ignorance really is bliss. Rarefied in such a manner, we might then find that knowledge takes on a special luminosity.

Then, finally, we’ll have a truly enlightened society – just like in the Dark Ages.

That makes no sense. The university is already a competitive meritocracy — how does it improve that to throw up additional obstacles to entry? I can predict what those obstacles would be, too: money. The same as they already are. Something that has nothing to do with intellectual merit at all.

Sherman’s entire proposal is so insane and so irrational, yet so closely in alignment with what a good American Republican would endorse, that I at first thought it had to be some kind of clumsy attempt at Swiftian satire. So I dug a little deeper into this guy’s views…and discovered that he’s completely incapable of expressing himself with clarity and coherence. He has a book called The Curiosity of School, and I first tried browsing it for clues for what he really advocates. It was nearly impossible. Here’s a snippet from a Q&A, for example.

Were people better educated before the modern education system came into existence?
The case could be made that institutionalized education–what we’re now calling school–has negatively affected people’s sense of passion and wonderment. In The Curiosity of School I was less interested in making this argument myself and more interested in providing the means by which it could be made (along with plenty of other arguments) by other people.

Passion and wonderment are good things to encourage in school. But blaming the loss of those senses on modern institutionalized education (which definitely does have flaws) while praising the cruelty and rote memorizations of the scholastic system of the Dark Ages is bizarre. And he’s not interested in making an argument? What? So I read the preview of the book on Amazon to try and figure out what the hell he’s talking about (it’s a bad sign when you have to struggle so hard to understand a writer — lucidity is not Sherman’s strength). And yes, again, he starts out with a long section describing the horrors of a medieval school, and talks about the Prussian system of using education to shape students for the military, for instance, and then switches to a litany of terrible things that have been done in the modern school system and announces that that will be the focus of the book.

What a mess. Even without his silly op-ed, I’m able to read between the lines here.

And worst of all, he ends his introduction with a vacuity.

Finally, discerning readers will notice this book has no thesis. It doesn’t argue that school is bad, or that homeschooling is good, or any such similar thing. My intention is to simply present the story of school, and let you take away what you want.

Wait, that’s not an empty statement — it’s a lie. When you present a series of selective examples and distortions, when you focus on treating education negatively and call elitism a “meritocracy”, when you subtitle your book “the dark side of enlightenment”, you clearly do have a thesis — you’re just too great a coward to come out and state it openly.

Holy crap, it’s gotten this bad?

The brain drain is beginning. Nearly 20% of American scientists would like to get out of this country.

New data compiled by a coalition of top scientific and medical research groups show that a large majority of scientists are receiving less federal help than they were three years ago, despite spending far more time writing grants in search of it. Nearly one-fifth of scientists are considering going overseas to continue their research because of the poor funding climate in America.

Why, you might ask? Because funding for research is drying up everywhere.

changeinfunding

That could be fixed, you know. Divert that cash that’s being deployed to prepare to bomb Syria and other foreign countries, and we could probably rebuild our scientific and technological infrastructure before it’s too late.

Although, with all the idiots emerging from public education believing in nonsense while the media cheer them on, it might already be too late.