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anonymous

Opinion | 2020 Taught Us How to Fix This - The New York Times - 0 views

  • So many of our hopes are based on the idea that the key to change is education.
    • anonymous
       
      This whole articles lets us question the very education that we learn how to think about thoughts from too.
  • Second, some researchers argue that the training activates stereotypes in people’s minds rather than eliminates them.
    • anonymous
       
      An interesting idea!
  • Fourth, the mandatory training makes many white participants feel left out, angry and resentful, actually decreasing their support for workplace diversity.
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  • Fifth, people don’t like to be told what to think, and may rebel if they feel that they’re being pressured to think a certain way.
    • anonymous
       
      We've talked about all this!
  • our training model of “teaching people to be good” is based on the illusion that you can change people’s minds and behaviors by presenting them with new information and new thoughts.
    • anonymous
       
      I wonder what our class would say about this
  • If this were generally so, moral philosophers would behave better than the rest of us
  • People change when they are put in new environments, in permanent relationship with diverse groups of people. Their embodied minds adapt to the environments in a million different ways we will never understand or be able to plan
  • doing life together with people of other groups can reduce prejudice and change minds.
  • This points to a more fundamental vision of social change, but it is a hard-won lesson from a bitterly divisive year.
    • anonymous
       
      Very true.
  • impervious to evidence, willing to believe the most outlandish things if it suited their biases
  • this was the year that called into question the very processes by which our society supposedly makes progress.
  • It turns out that if you tell someone their facts are wrong, you don’t usually win them over; you just entrench false belief.
  • this was the year that showed that our models for how we change minds or change behavior are deeply flawed.
  • The courses teach people about bias, they combat stereotypes and they encourage people to assume the perspectives of others in disadvantaged groups.
  • One of the most studied examples of this flawed model is racial diversity training
  • Our current model of social change isn’t working.
  • but the bulk of the evidence, though not all of it, suggests they don’t reduce discrimination.
  • One meta-analysis of 985 studies of anti-bias interventions found little evidence that these programs reduced bias. Other studies sometimes do find a short-term change in attitudes, but very few find a widespread change in actual behavior.
  • First, “short-term educational interventions in general do not change people.”
  • Third, training can make people complacent, thinking that because they went through the program they’ve solved the problem
lucieperloff

Ancient Dog DNA Shows Early Spread Around the Globe - The New York Times - 0 views

  • pins their likely origin to a group of extinct wolves.
  • pins their likely origin to a group of extinct wolves.
    • lucieperloff
       
      extinct?
  • Now an international team of researchers has sequenced and analyzed an additional 27 genomes of ancient dogs.
    • lucieperloff
       
      Where did they find the new genomes?
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  • that domestication probably began around 20,000 years ago.
  • much more diverse genetically than modern dogs.
  • All European dogs appear to have descended from one group of ancient European dogs, and the great modern diversity of dog shapes and sizes indicates an emphasis by breeders on certain very powerful genes.
    • lucieperloff
       
      European domesticated dogs came from ancient european dogs
  • Modern wolves, however, do show the incorporation of some dog DNA.
    • lucieperloff
       
      Wolf DNA is recessive?
  • The extraordinarily rich amount of information gathered from the 27 genomes provided many new perspectives on dog domestication and their association with humans.
  • even while they were sometimes breeding with wolves, no new wolf DNA entered their genomes.
  • Pigs can be a little wild but “if you’re a dog and you’ve got a little bit of wolf in you, that’s not a good thing and those things get knocked on the head very quickly or run away or disappear but they don’t get integrated into the dog population.”
    • lucieperloff
       
      Dogs with more wolf genes are less favorable - less common today
  • But then there was the sudden loss of diversity in dogs starting around 4,000 years ago.
  • The exact where and when of dog domestication remain unclear, and will never be pinned down to the kind of moment in time that dog owners like to imagine, but, in terms of a period of time and geographic area, Dr. Larson said, “We’re getting closer.”
    • lucieperloff
       
      No obvious answer to this question
blythewallick

The quiet loss of knowledge threatens indigenous communities -- ScienceDaily - 0 views

  • Plants play an important role for most indigenous communities in South America, and not merely as a source of food. They also provide the raw material for building materials, tools, medicine, and much more. The extinction of a plant species therefore also endangers the very foundation of these people's way of life. advertisement
  • The problem is that this is not written down. Passed down as a cultural inheritance, it exists only in the minds of the people -- and could therefore vanish almost unnoticed. "Very little is known about how vulnerable this knowledge is in the context of current global change," says Jordi Bascompte, professor of ecology at the University of Zurich.
  • "There is therefore an urgent need to find out how biological and cultural factors interact with each other in determining the services provided by biodiversity.."
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  • For their study, they analyzed knowledge held by 57 indigenous communities in the Amazon basin, the Andes and the Chocó region to collate their knowledge of palm trees. The researchers then depicted the different palm species and their uses in graphical form in a network, from which they could identify the local and regional links between the knowledge of indigenous communities.
  • "In this context, cultural diversity is just as important as biological diversity," says Jordi Bascompte. "In particular, the simultaneous loss of plant species and cultural inheritance leads to a much faster disintegration of the indigenous knowledge network."
  • However, the irreplaceable knowledge that is gradually disappearing from indigenous communities is equally important for the service that an ecosystem provides."
  • The study also highlights the value of transdisciplinary collaboration between ecology and social science: "The relationship established between biological and cultural diversity can help strengthen the resilience of indigenous communities in the face of global change."
Javier E

Opinion | Reflections on Stephen L. Carter's 1991 Book, 'Reflections of an Affirmative ... - 0 views

  • In 1991, Stephen L. Carter, a professor at Yale Law School, began his book “Reflections of an Affirmative Action Baby” with a discomfiting anecdote. A fellow professor had criticized one of Carter’s papers because it “showed a lack of sensitivity to the experience of Black people in America.”
  • “I live in a box,” he wrote, one bearing all kinds of labels, including “Careful: Discuss Civil Rights Law or Law and Race Only” and “Warning! Affirmative Action Baby! Do Not Assume That This Individual Is Qualified!”
  • The diversity argument holds that people of different races benefit from one another’s presence, which sounds desirable on its face
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  • The fact that Thomas was very likely nominated because he was Black and because he opposed affirmative action posed a conundrum for many supporters of racial preferences. Was being Black enough? Or did you have to be “the right kind” of Black person? It’s a question Carter openly wrestles with in his book.
  • What immediately struck me on rereading it was how prescient Carter was about these debates 32 years ago. What role affirmative action should take was playing out then in ways that continue to reverberate.
  • The demise of affirmative action, in Carter’s view, was both necessary and inevitable. “We must reject the common claim that an end to preferences ‘would be a disastrous situation, amounting to a virtual nullification of the 1954 desegregation ruling,’” he wrote, quoting the activist and academic Robert Allen. “The prospect of its end should be a challenge and a chance.”
  • Like many people today — both proponents and opponents of affirmative action — he expressed reservations about relying on diversity as the constitutional basis for racial preferences.
  • Carter bristled at the judgment of many of his Black peers, describing several situations in which he found himself accused of being “inauthentically” Black, as if people of a particular race were a monolith and that those who deviated from it were somehow shirking their duty. He said he didn’t want to be limited in what he was allowed to say by “an old and vicious form of silencing.”
  • But the implication of recruiting for diversity, Carter explained, had less to do with admitting Black students to redress past discrimination and more to do with supporting and reinforcing essentialist notions about Black people.
  • An early critic of groupthink, Carter warned against “the idea that Black people who gain positions of authority or influence are vested a special responsibility to articulate the presumed views of other people who are Black — in effect, to think and act and speak in a particular way, the Black way — and that there is something peculiar about Black people who insist on doing anything else.”
  • A graduate of Stanford and Yale Law, Carter was a proud beneficiary of affirmative action. Yet he acknowledged the personal toll it took (“a decidedly mixed blessing”) as well as affirmative action’s sometimes troubling effects on Black people as the programs evolved.
  • , it’s hard to imagine Carter welcoming the current vogue for white allyship, with its reductive assumption that all Black people have the same interests and values
  • He disparaged what he called “the peculiar relationship between Black intellectuals and the white ones who seem loath to criticize us for fear of being branded racists — which is itself a mark of racism of a sort.”
  • In the past, such ideas might have been seen as “frankly racist,” Carter noted. “Now, however, they are almost a gospel for people who want to show their commitment to equality.”
  • Carter took issue with the belief, now practically gospel in academic, cultural and media circles, that heightened race consciousness would be central to overcoming racism
  • However well intentioned you may be, when you reduce people to their race-based identity rather than view them as individuals in their full, complex humanity, you risk making sweeping assumptions about who they are. This used to be called stereotyping or racism.
  • he rejected all efforts to label him, insisting that intellectuals should be “politically unpredictable.
  • “Critics who attempt to push (or pull) Carter into the ranks of the Black right wing will be making a mistake. He is not a conservative, neo- or otherwise. He is an honest Black scholar — the product of the pre-politically correct era — who abhors the stifling of debate by either wing or by people of any hue.”
  • This strikes me as the greatest difference between reading the book today and reading it as an undergrad at a liberal Ivy League college: the attitude toward debating controversial views. “Reflections” offers a vigorous and unflinching examination of ideas, something academia, media and the arts still prized in 1991.
  • Today, a kind of magical thinking has seized ideologues on both the left and the right, who seem to believe that stifling debate on difficult questions will make them go away
karenmcgregor

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Emily Horwitz

Upside of Distraction - NYTimes.com - 0 views

  • Writing a book consists largely of avoiding distractions. If you can forget your real circumstances and submerge yourself in your subject for hours every day, characters become more human, sentences become clearer and prettier. But utter devotion to the principle that distraction is Satan and writing is paramount can be just as poisonous as an excess of diversion.
  • Monomania is what it sounds like: a pathologically intense focus on one thing.
  • It’s the opposite of the problem you have, in other words, if you are a normal, contemporary, non-agrarian 30-something.
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  • There was nothing to do besides read, write, reflect on God and drink. It was a circumstance favorable to writing fiction. But it was also conducive to depravity, the old Calvinist definition thereof: a warping of the spirit.
  • When I socialized, it was often with poets, who confirmed by their very existence that I had landed in a better, vanished time. Even their physical ailments were of the 19th century. One day, in the depths of winter, I came upon one of them picking his way across the snow and ice on crutches, pausing to drag on his cigarette.
  • It took me a long time to realize that the utter domination of my consciousness by the desire to write well was itself the problem.
  • The disaster unfolded slowly. The professors and students were diplomatic, but a pall of boredom fell over the seminar table when my work was under discussion. I could see everyone struggling to care. And then, trying feverishly to write something that would engage people, I got worse. First my writing became overthought, and then it went rank with the odor of desperation. It got to the point that every chapter, short story, every essay was trash.
  • When good writing was my only goal, I made the quality of my work the measure of my worth. For this reason, I wasn’t able to read my own writing well. I couldn’t tell whether something I had just written was good or bad, because I needed it to be good in order to feel sane.
  • I purged myself of monomania — slowly, and somewhat unwittingly. I fell in love, an overpowering diversion, and began to spend more time at my girlfriend’s place, where she had Wi-Fi, a flat-screen TV and a DVD player.
  • One morning, after I diversified my mania, my writing no longer stank of decay.
  • I’m glad I went to 19th-century Russia. But I wish I had been more careful, more humble, and kept one foot in modernity. The thing about 19th-century Russia is that if you race in, heedless of all but conquest and glory, you get stuck.
  •  
    An interesting article about the need for distractions - if we focus too much on one thing at a time, we lose the capacity to tell whether it is good or not.
Javier E

Wine-tasting: it's junk science | Life and style | The Observer - 0 views

  • google_ad_client = 'ca-guardian_js'; google_ad_channel = 'lifeandstyle'; google_max_num_ads = '3'; // Comments Click here to join the discussion. We can't load the discussion on guardian.co.uk because you don't have JavaScript enabled. if (!!window.postMessage) { jQuery.getScript('http://discussion.guardian.co.uk/embed.js') } else { jQuery('#d2-root').removeClass('hd').html( '' + 'Comments' + 'Click here to join the discussion.We can\'t load the ' + 'discussion on guardian.co.uk ' + 'because your web browser does not support all the features that we ' + 'need. If you cannot upgrade your browser to a newer version, you can ' + 'access the discussion ' + 'here.' ); } Wor
  • Hodgson approached the organisers of the California State Fair wine competition, the oldest contest of its kind in North America, and proposed an experiment for their annual June tasting sessions.Each panel of four judges would be presented with their usual "flight" of samples to sniff, sip and slurp. But some wines would be presented to the panel three times, poured from the same bottle each time. The results would be compiled and analysed to see whether wine testing really is scientific.
  • Results from the first four years of the experiment, published in the Journal of Wine Economics, showed a typical judge's scores varied by plus or minus four points over the three blind tastings. A wine deemed to be a good 90 would be rated as an acceptable 86 by the same judge minutes later and then an excellent 94.
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  • Hodgson's findings have stunned the wine industry. Over the years he has shown again and again that even trained, professional palates are terrible at judging wine."The results are disturbing," says Hodgson from the Fieldbrook Winery in Humboldt County, described by its owner as a rural paradise. "Only about 10% of judges are consistent and those judges who were consistent one year were ordinary the next year."Chance has a great deal to do with the awards that wines win."
  • French academic Frédéric Brochet tested the effect of labels in 2001. He presented the same Bordeaux superior wine to 57 volunteers a week apart and in two different bottles – one for a table wine, the other for a grand cru.The tasters were fooled.When tasting a supposedly superior wine, their language was more positive – describing it as complex, balanced, long and woody. When the same wine was presented as plonk, the critics were more likely to use negatives such as weak, light and flat.
  • In 2011 Professor Richard Wiseman, a psychologist (and former professional magician) at Hertfordshire University invited 578 people to comment on a range of red and white wines, varying from £3.49 for a claret to £30 for champagne, and tasted blind.People could tell the difference between wines under £5 and those above £10 only 53% of the time for whites and only 47% of the time for reds. Overall they would have been just as a successful flipping a coin to guess.
  • why are ordinary drinkers and the experts so poor at tasting blind? Part of the answer lies in the sheer complexity of wine.For a drink made by fermenting fruit juice, wine is a remarkably sophisticated chemical cocktail. Dr Bryce Rankine, an Australian wine scientist, identified 27 distinct organic acids in wine, 23 varieties of alcohol in addition to the common ethanol, more than 80 esters and aldehydes, 16 sugars, plus a long list of assorted vitamins and minerals that wouldn't look out of place on the ingredients list of a cereal pack. There are even harmless traces of lead and arsenic that come from the soil.
  • "People underestimate how clever the olfactory system is at detecting aromas and our brain is at interpreting them," says Hutchinson."The olfactory system has the complexity in terms of its protein receptors to detect all the different aromas, but the brain response isn't always up to it. But I'm a believer that everyone has the same equipment and it comes down to learning how to interpret it." Within eight tastings, most people can learn to detect and name a reasonable range of aromas in wine
  • People struggle with assessing wine because the brain's interpretation of aroma and bouquet is based on far more than the chemicals found in the drink. Temperature plays a big part. Volatiles in wine are more active when wine is warmer. Serve a New World chardonnay too cold and you'll only taste the overpowering oak. Serve a red too warm and the heady boozy qualities will be overpowering.
  • Colour affects our perceptions too. In 2001 Frédérick Brochet of the University of Bordeaux asked 54 wine experts to test two glasses of wine – one red, one white. Using the typical language of tasters, the panel described the red as "jammy' and commented on its crushed red fruit.The critics failed to spot that both wines were from the same bottle. The only difference was that one had been coloured red with a flavourless dye
  • Other environmental factors play a role. A judge's palate is affected by what she or he had earlier, the time of day, their tiredness, their health – even the weather.
  • Robert Hodgson is determined to improve the quality of judging. He has developed a test that will determine whether a judge's assessment of a blind-tasted glass in a medal competition is better than chance. The research will be presented at a conference in Cape Town this year. But the early findings are not promising."So far I've yet to find someone who passes," he says.
Javier E

New Evidence That Racism Isn't 'Natural' - Robert Wright - The Atlantic - 0 views

  • people who want to argue that racism is natural have tried to buttress their position with evidence that racism is in some sense biological. For example: studies have found that when whites see black faces there is increased activity in the amygdala, a brain structure associated with emotion and, specifically, with the detection of threats.
  • researchers report that they've performed these amygdala studies--which had previously been done on adults--on children. And they found something interesting: the racial sensitivity of the amygdala doesn't kick in until around age 14.
  • What's more: once it kicks in, it doesn't kick in equally for everybody. The more racially diverse your peer group, the less strong the amygdala effect. At really high levels of diversity, the effect disappeared entirely. The authors of the study write that ''these findings suggest that neural biases to race are not innate and that race is a social construction, learned over time.''
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  • when it comes to defining this enemy--defining the "out group"--people are very flexible. The out group can be defined by its language, its religion, its skin color, its jersey color.
  • Evolution seems to have inclined us to readily define whole groups of people as the enemy, after which we can find their suffering, even death, very easy to countenance and even facilitate.
  • I think that, though we're not naturally racist, we're naturally "groupist."
  • It's in this sense that race is a "social construct." It's not a category that's inherently correlated with our patterns of fear or mistrust or hatred, though, obviously, it can become one. So it's within our power to construct a society in which race isn't a meaningful construct.
sissij

Scientists Figure Out When Different Cognitive Abilities Peak Throughout Life | Big Think - 0 views

  • Such skills come from accumulated knowledge which benefits from a lifetime of experience. 
  • Vocabulary, in fact, peaked even later, in the late 60s to early 70s. So now you know why grandpa is so good at crosswords.
  • And here’s a win for the 40+ folks - the below representation of a test of 10,000 visitors to TestMyBrain.org shows that older subjects did better than the young on the vocabulary test.
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  • The under-30 group did much better on memory-related tasks, however.
  • Is there one age when all of your mental powers are at their maximum? The researchers don’t think so.  
  • In general, the researchers found 24 to be a key age, after which player abilities slowly declined, losing about 15% of the speed every 15 years. 
  • Older players did perform better in some aspects, making up for the slower brain processing by using simpler strategies and being more efficient. They were, in other words, wiser.
  •  
    It is really surprising to me that cognitive abilities are directly related to age. But it is understandable since there also feels like a gulp between seniors and teenagers. There is always something we are especially good at at a certain age. I think this aligns with the logic of evolution as the society consists of people from different ages so they will cooperate well and reach the maximum benefit by working together. The society is really diverse and by having people of different age in the same team can have people cover up the cognitive disadvantages of others. --Sissi (4/4/2017)
Javier E

The American Scholar: The Disadvantages of an Elite Education - William Deresiewicz - 1 views

  • the last thing an elite education will teach you is its own inadequacy
  • I’m talking about the whole system in which these skirmishes play out. Not just the Ivy League and its peer institutions, but also the mechanisms that get you there in the first place: the private and affluent public “feeder” schools, the ever-growing parastructure of tutors and test-prep courses and enrichment programs, the whole admissions frenzy and everything that leads up to and away from it. The message, as always, is the medium. Before, after, and around the elite college classroom, a constellation of values is ceaselessly inculcated.
  • The first disadvantage of an elite education, as I learned in my kitchen that day, is that it makes you incapable of talking to people who aren’t like you. Elite schools pride themselves on their diversity, but that diversity is almost entirely a matter of ethnicity and race. With respect to class, these schools are largely—indeed increasingly—homogeneous. Visit any elite campus in our great nation and you can thrill to the heartwarming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals.
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  • My education taught me to believe that people who didn’t go to an Ivy League or equivalent school weren’t worth talking to, regardless of their class. I was given the unmistakable message that such people were beneath me.
  • The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic.
  • Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down.
  • When people say that students at elite schools have a strong sense of entitlement, they mean that those students think they deserve more than other people because their SAT scores are higher.
  • The political implications should be clear. As John Ruskin told an older elite, grabbing what you can get isn’t any less wicked when you grab it with the power of your brains than with the power of your fists.
  • students at places like Yale get an endless string of second chances. Not so at places like Cleveland State.
  • The second disadvantage, implicit in what I’ve been saying, is that an elite education inculcates a false sense of self-worth. Getting to an elite college, being at an elite college, and going on from an elite college—all involve numerical rankings: SAT, GPA, GRE. You learn to think of yourself in terms of those numbers. They come to signify not only your fate, but your identity; not only your identity, but your value.
  • For the elite, there’s always another extension—a bailout, a pardon, a stint in rehab—always plenty of contacts and special stipends—the country club, the conference, the year-end bonus, the dividend.
  • In short, the way students are treated in college trains them for the social position they will occupy once they get out. At schools like Cleveland State, they’re being trained for positions somewhere in the middle of the class system, in the depths of one bureaucracy or another. They’re being conditioned for lives with few second chances, no extensions, little support, narrow opportunity—lives of subordination, supervision, and control, lives of deadlines, not guidelines. At places like Yale, of course, it’s the reverse.
  • Elite schools nurture excellence, but they also nurture what a former Yale graduate student I know calls “entitled mediocrity.”
  • An elite education gives you the chance to be rich—which is, after all, what we’re talking about—but it takes away the chance not to be. Yet the opportunity not to be rich is one of the greatest opportunities with which young Americans have been blessed. We live in a society that is itself so wealthy that it can afford to provide a decent living to whole classes of people who in other countries exist (or in earlier times existed) on the brink of poverty or, at least, of indignity. You can live comfortably in the United States as a schoolteacher, or a community organizer, or a civil rights lawyer, or an artist
  • The liberal arts university is becoming the corporate university, its center of gravity shifting to technical fields where scholarly expertise can be parlayed into lucrative business opportunities.
  • You have to live in an ordinary house instead of an apartment in Manhattan or a mansion in L.A.; you have to drive a Honda instead of a BMW or a Hummer; you have to vacation in Florida instead of Barbados or Paris, but what are such losses when set against the opportunity to do work you believe in, work you’re suited for, work you love, every day of your life? Yet it is precisely that opportunity that an elite education takes away. How can I be a schoolteacher—wouldn’t that be a waste of my expensive education?
  • Isn’t it beneath me? So a whole universe of possibility closes, and you miss your true calling.
  • This is not to say that students from elite colleges never pursue a riskier or less lucrative course after graduation, but even when they do, they tend to give up more quickly than others.
  • But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual.
  • being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework.
  • The system forgot to teach them, along the way to the prestige admissions and the lucrative jobs, that the most important achievements can’t be measured by a letter or a number or a name. It forgot that the true purpose of education is to make minds, not careers.
  • Being an intellectual means, first of all, being passionate about ideas—and not just for the duration of a semester, for the sake of pleasing the teacher, or for getting a good grade.
  • Only a small minority have seen their education as part of a larger intellectual journey, have approached the work of the mind with a pilgrim soul. These few have tended to feel like freaks, not least because they get so little support from the university itself. Places like Yale, as one of them put it to me, are not conducive to searchers. GA_googleFillSlot('Rectangle_InArticle_Right'); GA_googleCreateDomIframe("google_ads_div_Rectangle_InArticle_Right_ad_container" ,"Rectangle_InArticle_Right"); Places like Yale are simply not set up to help students ask the big questions
  • Professors at top research institutions are valued exclusively for the quality of their scholarly work; time spent on teaching is time lost. If students want a conversion experience, they’re better off at a liberal arts college.
  • When elite universities boast that they teach their students how to think, they mean that they teach them the analytic and rhetorical skills necessary for success in law or medicine or science or business.
  • Although the notion of breadth is implicit in the very idea of a liberal arts education, the admissions process increasingly selects for kids who have already begun to think of themselves in specialized terms—the junior journalist, the budding astronomer, the language prodigy. We are slouching, even at elite schools, toward a glorified form of vocational training.
  • There’s a reason elite schools speak of training leaders, not thinkers—holders of power, not its critics. An independent mind is independent of all allegiances, and elite schools, which get a large percentage of their budget from alumni giving, are strongly invested in fostering institutional loyalty.
  • At a school like Yale, students who come to class and work hard expect nothing less than an A-. And most of the time, they get it.
  • Yet there is a dimension of the intellectual life that lies above the passion for ideas, though so thoroughly has our culture been sanitized of it that it is hardly surprising if it was beyond the reach of even my most alert students. Since the idea of the intellectual emerged in the 18th century, it has had, at its core, a commitment to social transformation. Being an intellectual means thinking your way toward a vision of the good society and then trying to realize that vision by speaking truth to power.
  • It takes more than just intellect; it takes imagination and courage.
  • Being an intellectual begins with thinking your way outside of your assumptions and the system that enforces them. But students who get into elite schools are precisely the ones who have best learned to work within the system, so it’s almost impossible for them to see outside it, to see that it’s even there.
  • Paradoxically, the situation may be better at second-tier schools and, in particular, again, at liberal arts colleges than at the most prestigious universities. Some students end up at second-tier schools because they’re exactly like students at Harvard or Yale, only less gifted or driven. But others end up there because they have a more independent spirit. They didn’t get straight A’s because they couldn’t be bothered to give everything in every class. They concentrated on the ones that meant the most to them or on a single strong extracurricular passion or on projects that had nothing to do with school
  • I’ve been struck, during my time at Yale, by how similar everyone looks. You hardly see any hippies or punks or art-school types, and at a college that was known in the ’80s as the Gay Ivy, few out lesbians and no gender queers. The geeks don’t look all that geeky; the fashionable kids go in for understated elegance. Thirty-two flavors, all of them vanilla.
  • The most elite schools have become places of a narrow and suffocating normalcy. Everyone feels pressure to maintain the kind of appearance—and affect—that go with achievement
  • Now that students are in constant electronic contact, they never have trouble finding each other. But it’s not as if their compulsive sociability is enabling them to develop deep friendships.
  • What happens when busyness and sociability leave no room for solitude? The ability to engage in introspection, I put it to my students that day, is the essential precondition for living an intellectual life, and the essential precondition for introspection is solitude
  • the life of the mind is lived one mind at a time: one solitary, skeptical, resistant mind at a time. The best place to cultivate it is not within an educational system whose real purpose is to reproduce the class system.
Emily Freilich

The Loophole in Russia's Anti-Gay Law | Jay Michaelson - 0 views

  • Russia's new anti-gay law has a loophole: The law, which has led to numerous arrests, beatings, and bans against LGBT people, specifically prohibits the "propaganda of non-traditional sexual relations," but homosexuality is as traditionally Russian as vodka and caviar.
  • Where does one begin the list of prominent LGBT Russians? Peter Tchaikovsky, one of Russia's foremost composers; Nikolai Gogol, one of its leading writers; from the world of dance, Diaghilev, Nijinsky, Nureyev
  • not to mention members of Russia's ruling classes
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  • What could be more "traditional" than this list?
  • fact, what is nontraditional is the suppression of sexual diversity, not its expression. Following the Russian Revolution, the regime under Lenin formally legalized homosexual acts (along with divorce and abortion), but Stalin criminalized them in 1933.
  • Which of these legal regimes is "traditional" and which is "nontraditional"? Is Stalin more traditional than Lenin?
  • The reality is that, as everywhere, sexual diversity in Russia is entirely traditional and entirely natural.
  • Of course, contemporary labels -- "gay," "lesbian," "bisexual," "transgender" -- are culturally specific and of relatively late vintage. But the existence of same-sex relationships goes back as far as Russian history itself.
  • Vitaly Milonov, the most vocal of the anti-gay bill's sponsors, had homosexuality in mind when he introduced the bill.
  • a literal reading of the bill's actual language, coupled with even a passing glance at Russian history, does not agree.
  • it's unlikely that a Russian jurist will really read the law so cleverly
  • important reminder that although homosexuality goes by different names in different places and at different times, it is a traditional part of every culture that the human race has ever created.
  •  
    Interesting perspective on the Russian anti-gay laws. Article deals with the importance of remembering history and the idea that we forget what was considered normal or strange in the past. What is seen as "traditional" now was not always traditional 
Javier E

Professors Are Prejudiced, Too - NYTimes.com - 2 views

  • we sent emails to more than 6,500 randomly selected professors from 259 American universities. Each email was from a (fictional) prospective out-of-town student whom the professor did not know, expressing interest in the professor’s Ph.D. program and seeking guidance. These emails were identical and written in impeccable English, varying only in the name of the student sender. The messages came from students with names like Meredith Roberts, Lamar Washington, Juanita Martinez, Raj Singh and Chang Huang
  • Surprisingly, several supposed advantages that some people believe women and minorities enjoy did not materialize
  • response rates did indeed depend on students’ race and gender identity.
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  • Professors were more responsive to white male students than to female, black, Hispanic, Indian or Chinese students in almost every discipline and across all types of universities
  • We found the most severe bias in disciplines paying higher faculty salaries and at private universities
  • our own discipline of business showed the most bias, with 87 percent of white males receiving a response compared with just 62 percent of all females and minorities combined.
  • We computed the average response rates for each category of student (e.g., white male, Hispanic female), dividing the number of responses from the professors by the number of emails sent from students in a given race or gender category.
  • Were Asians favored, given the model minority stereotype they supposedly benefit from in academic contexts? No. In fact, Chinese students were the most discriminated-against group in our sample
  • Did reaching out to someone of the same gender or race — such as a black student emailing a black professor — reduce bias? No. We saw the same levels of bias in both same-race and same-gender faculty-student pairs that we saw in pairs not sharing a race or gender (the one exception was Chinese students writing to Chinese professors).
  • Did it help to be in a discipline with a greater representation of women and minorities? Again, no. Faculty members in those more diverse disciplines, like criminal justice, were no less likely to discriminate than those in less diverse disciplines,
  • Did it help that these were students in the pre-applicant stage, when some believe underrepresented groups enjoy advantageous access to selective opportunities? Again, no
  • each of the supposed hidden advantages of being a woman or minority proved to be no more than a phantom.
grayton downing

Ancient Georgian Ancestors | The Scientist Magazine® - 0 views

  • unearthed the first ever completely preserved skull of an adult hominin from the Paleolithic era—spanning approximately 2.6 million to 10,000 years ago.
  • l is clearly the cherry on the cake, however, because it is “spectacularly complete,” said White. “It’s an amazing skull,” added Robert Foley, a professor of human evolution at the University of Cambridge, who also was not involved in the work. “Just a fantastic specimen.”
  • Its matching cranium was discovered five years later. It was easy to tell the parts were from the same individual, however, because “the teeth match with each other,”
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  • features of the skull, it is thought to have been a male with large cheek bones, teeth, and jaws, but a small brain
  • newly described skull also expands the morphological variability of the specimens found at the Dmanisi site—some of which appear less primitive. Despite this variability, Zollikofer believes all the specimens are members of the same species. That would be “the most parsimonious explanation,”
  • He suggested that other hominin fossils previously classified as separate species—such as H. habilis, H. rudolfensis, and H. erectus—should be re-examined.
  • urge for a change in perspective, because what has happened in the last ten years is that people tried to divide—they tried to show species diversity—and what we try to show now is diversity, but within one single evolving species,” Zollikofer said.
charlottedonoho

Recruitment, Resumes, Interviews: How the Hiring Process Favors Elites - The Atlantic - 0 views

  • As income inequality in the U.S. strikes historic highs, many people are starting to feel that the American dream is either dead or out of reach. Only 64 percent of Americans still believe that it’s possible to go from rags to riches, and, in another poll, 63 percent said they did not believe their children would be better off than they were. These days, the idea that anyone who works hard can become wealthy is at best a tough sell.
  • What ends up happening is that firms create lists. So there's a school list, and on the list there are cores and there are targets. Cores are generally the most prestigious schools; targets are highly prestigious schools. Cores receive the most love. But basically if you're not from one of these cores or target schools it's extremely hard to get into one of these firms.
  • But in terms of inequality, what ends up happening is if you're not at one of those schools, the only way to really get into one these firms is to have a personal connection to someone who already works there.
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  • Part of the reason this happens at these firms in particular is just very logistical. The firms end up dedicating HR staff to a specific school—so they'll have a team for Harvard, they'll have a team for Princeton, Columbia, Stanford, and so forth. When you are from one of those schools and you submit your resume, there's a designated person or team whose job it is to review your resume. When you're not at one of those listed schools what ends up happening is that your resume just goes into this big broad bucket where they may or may not be a certain person who's charged with reviewing those resumes.
  • But you may not be identifying people who are best at the job and, crucially, you're restricting the class diversity and racial diversity to those who tend to attend the most elite schools.
  • But this creates a Catch 22 in two ways: The first is that individuals who come from socio-economically disadvantaged backgrounds don't often know that telling these deeply personal stories is appropriate. Second, some people actually want to hide information about coming from an underprivileged background because they think it could harm the perceptions of fit. So they don't know that telling these stories can be advantageous.
Javier E

How Languages and Genes Evolve Together - The Atlantic - 0 views

  • As human populations disperse, the separation leads to changes both in genes and in language. So if we look at human DNA and languages over time, we should find that they differ along similar geographic lines.
  • researchers decided to match large collections of geographic, linguistic, and genetic data on hundreds of human populations worldwide.
  • A new study, published in Proceedings of the National Academy of Sciences, quantifies the complicated relationship between these three factors. Researchers compared the geographic presence of two things in human populations across the world: alleles (trait-defining stretches of DNA) and phonemes (the distinct units of sound that make up spoken language).
  • ...3 more annotations...
  • in most parts of the world, languages and genes occupy the same areas and even appear to have traveled along similar trajectories.
  • These data have been available for some time, but never examined in the same place. “The thing we’ve done that no one else has is match worldwide genetic populations to their languages, so that you’re looking at a comparable set,”
  • Another finding is related to isolation: When small populations separate from the gene pool, genetic diversity falls. In language, the opposite is true. The study shows that isolation leads to more diversity in phonemes.
anonymous

Opinion | The Social Justice Purge at Idaho Colleges - The New York Times - 0 views

  • The Social Justice Purge at Idaho Colleges
  • Republican lawmakers try to cancel diversity programs.
  • I wrote that right-wing legislatures trying to ban critical race theory from public schools and institutions were a far more direct threat to free speech than what’s often called cancel culture.
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  • Some opponents of critical race theory responded that these bans aren’t meant to prohibit teaching about critical race theory; that they are, rather, meant to protect individuals, especially children, from coerced speech and indoctrination.
  • “They also take issue with the way this theory is being imposed on schoolchildren, many of whom have been forced to denounce immutable parts of themselves, such as their skin color and sex, in C.R.T. struggle sessions.”
  • I don’t like struggle sessions; I think critical race theory as it developed in the academy is intellectually rich, but some of the ways it’s been adapted by workplace diversity trainers and education consultants seem risible.
  • Rosen referred to a Nevada lawsuit by a Black woman who accused a charter school of making life miserable for her mixed-race son because he rejected certain ideas about privilege and oppression; if the details in it are true, he was seriously mistreated.
  • right-wing caricature of progressive public schools as pampered re-education camps
  • This week, they were reinstated, but online only and “asynchronously,” without any live discussions.
  • The budget bill also banned state colleges and universities from using any appropriated funds to “support social justice ideology student activities, clubs, events and organizations on campus,”
  • The Idaho Statesman quoted one lawmaker saying of schools, “They’re going to get the message.”
  • “a series of concerns, culminating in allegations that a student or students have been humiliated and degraded in class on our campus for their beliefs and values.”
  • But it’s hard to see how whatever happened implicated 52 different classes, and the political pressure the university is under is undeniable.
  • this month called for millions of dollars in cuts to education funding targeting “social justice programming and critical race theory.”
  • “Many legislators, frustrated with B.S.U., want to defund the social justice agenda by reducing higher education spending.”
  • “We’ve seen a spate of these bills across the country, and some of them are more concerning than others,”
  • “It’s comparable, I think, to what happened in Hungary, where the government there cracked down on, or banished essentially, the teaching of gender studies.”
  • “Integral to almost all the attacks is the implication that gender studies itself is not an academic discipline, but something larger and more mendacious,”
  • Relatively powerless academics were demonized as dangerous subversives.
  • The right likes to pretend that social justice-inflected academic disciplines are full of ideological commissars browbeating conservative students.
  • in conservative places like Idaho, it’s the professors, many of them untenured, who feel intimidated.
  • “With the climate as it is, I wouldn’t doubt that folks are starting to look over their shoulder,”
  • When it comes to the campaign against critical race theory, the fear is part of the point.
anonymous

Why Did the Dean of the Most Diverse Law School in the Country Cancel Herself? - The Ne... - 0 views

  • Why Did the Dean of the Most Diverse Law School in the Country Cancel Herself?
  • Was it the unfortunate use of a single word? Or something far more complicated?
  • Mary Lu Bilek, who has spent 32 years at the law school at the City University of New York, the past five of them as dean, sent an email to students and faculty with the subject line: “Apology.”
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  • Discussing a contentious issue of race and tenure in a committee meeting last fall, she had likened herself to a “slaveholder.”
  • It was a strange, deeply jarring thing to say, but she had been trying to make the point that her position left her responsible for whatever racial inequities might exist institutionally
  • What the dean might have regarded as an admission of culpability, some of her colleagues viewed as an expression of the buried prejudices well-intentioned liberals never think they have.
  • Ms. Bilek quickly realized that she had drawn a terrible — perhaps unforgivable — analogy
  • “begun education and counseling to uncover and overcome my biases.”
  • To colleagues in the field, the circumstances of Ms. Bilek’s departure struck a note that was both ironic and painful.
  • Decades ago, long before it became commonplace, Ms. Bilek railed against the bar exam and other standardized tests for their disparate impact on low-income students
  • She had presented herself and the institution as “anti-racist,” they wrote, while ignoring how her own decisions perpetuated “institutional racism.”
  • On the face of things, it seemed as though Ms. Bilek had been lost to the maw of cancel culture and its relentless appetite for hapless boomer prey.
  • “I regret that my mistake means that I will not be doing that work” — the work of fighting racism — “with my CUNY colleagues,”
  • “Her reputation in the world of deans is that of someone who cares deeply about racial justice,”
  • Prestige in academia begins, of course, with tenure. Ms. Bilek’s troubles started last spring when she argued for granting early tenure, an extremely precious commodity, to someone about to become an administrator — a young white woman named Allie Robbins
  • Without tenure, administrative work in a university is an especially oppressive time suck, robbing an academic of the hours that could be spent on research and writing and conference-going — essentially, what is required for tenure.
  • Beyond that, the risk of alienating people who someday might weigh in on your own tenure case remained high.
  • As the fall progressed, anger continued to foment around Ms. Bilek.
  • The day after Christmas, 22 faculty members wrote a letter denouncing her wish to leapfrog a white junior academic in the promotion process, her “slaveholder” reference, and what they viewed as her resistance to listen to faculty members of color on the personnel committee “as they pointed out the disparate racial impacts” of her conduct.
  • “But I am certain that the work they do within the Law School and in the world will bring us to a more equal, anti-racist society.”
  • Next came a list of demands that included a public apology for her misdeeds, changes to practices in governance and a retreat from any outside roles furthering the perception that she was “an anti-racist dean.”
  • “We intentionally chose not to ask her to step down but to demand instead that she commit to the systemic work that her stated anti-racist principles required,”
  • “Dean Bilek chose to ignore that outstretched hand.”
  • “We said, ‘We don’t want to make a scene — no single action should define any of us. We don’t want to take away from all the work you’ve done at the law school, but we want the accountability,’”
  • “I thought there was a chance for redemption — we do not want to cancel folks; we are not people who think in carceral ways.”
  • Kept under wraps, news of all this turmoil reached the student body only last week, and when they discovered what Ms. Bilek had said and done and how long they had been left oblivious, a large and vocal faction did not feel as generously
Javier E

Who Decides What's Racist? - Persuasion - 1 views

  • The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.
  • In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”
  • Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”
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  • This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks
  • black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.
  • we must begin to attend in a serious way to heterodox black voices
  • This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.
  • When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”
  • Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.
  • Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.
  • This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.
  • The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools
  • one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.
  • To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.
  • It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:
  • Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”
  • In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”
  • The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.
  • Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California
  • Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”
  • A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”
  • Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.
  • Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?
  • Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.
  • So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.
  • Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease
  • Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”
  • We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation
  • We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.
lucieperloff

Sharks Nearly Went Extinct 19 Million Years Ago From Mystery Event - The New York Times - 0 views

  • Analysis of the fossil record shows a mysterious mass extinction that decimated the diversity of sharks in the world’s oceans, and they’ve never fully recovered.
  • these events give scientists an intimate look at how life recovers after a cataclysm
  • This extinction event transpired in the world’s oceans and decimated shark populations
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  • but sharks slough off about 100 denticles for each tooth they lose, making them common in the fossil record.
  • The reddish clay, extracted from two sediment cores that had been drilled deep into the Pacific Ocean seafloor, contained fish teeth, shark denticles and other marine microfossils.
  • Nineteen million years ago, the ratio of shark denticles to fish teeth changed drastically:
  • sharks suddenly became much less common, relative to fish, during an era known as the early Miocene,
  • “We had a lot of them, and then we had almost none of them,”
  • “We wanted to know if the sharks went extinct, or if they just became less prominent.”
  • The reduction in shark diversity suggests that they experienced an extinction around that time,
  • “There were just a small fraction that survived into this post-extinction world,”
  • uggest that this was truly a “global event,”
  • Sharks never fully recovered from this incident, and they have been declining in abundance in recent decades because of overfishing and other human-caused pressures,
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