How Cancel Culture Works: The Lived Experience of Biologist Colin Wright

Many on the political left are increasingly proclaiming that cancel culture is not really a thing. Their most common tactic is to show that their best efforts are not successfully destroying the careers of prominent personalities such as J.K. Rowling and Steven Pinker. They ignore that many less-prominent people are successfully being chilled and cowed. These far more numerous lesser-known scientists and intellectuals are not sufficiently established in their careers to withstand repeated false broadside accusations that their (factually true) scientific observations are allegedly bigoted.  Thus, a deep intellectual chill has settled over the United States this summer.

At Quillette, biologist Colin Wright offers a detailed schematic of how cancel culture played out in his life. Like many others who have found that their jobs and reputations are under attack, Wright put the target on his own back by asserting scientifically true statements. In Wright's case, he asserted both that that there are only two sexes and that some people cannot be neatly categorized as male or female. These undeniably true statements appeared in an article titled "The Dangerous Denial of Sex," co-written by Wright and Emma N. Hilton, appearing in the Wall Street Journal on Feb 13, 2020. Here are the words of Wright and Hilton:

In humans, as in most animals or plants, an organism’s biological sex corresponds to one of two distinct types of reproductive anatomy that develop for the production of small or large sex cells—sperm and eggs, respectively—and associated biological functions in sexual reproduction. In humans, reproductive anatomy is unambiguously male or female at birth more than 99.98% of the time. The evolutionary function of these two anatomies is to aid in reproduction via the fusion of sperm and ova. No third type of sex cell exists in humans, and therefore there is no sex “spectrum” or additional sexes beyond male and female. Sex is binary.

There is a difference, however, between the statements that there are only two sexes (true) and that everyone can be neatly categorized as either male or female (false). The existence of only two sexes does not mean sex is never ambiguous. But intersex individuals are extremely rare, and they are neither a third sex nor proof that sex is a “spectrum” or a “social construct.” Not everyone needs to be discretely assignable to one or the other sex in order for biological sex to be functionally binary. To assume otherwise—to confuse secondary sexual traits with biological sex itself—is a category error. Denying the reality of biological sex and supplanting it with subjective “gender identity” is not merely an eccentric academic theory. It raises serious human-rights concerns for vulnerable groups including women, homosexuals and children.

Here, from Wright's article at Quillette, is the kind of thing that happens when people speak up, compelled by a sense of integrity and a burning desire to keep members of the public from being misled or harmed:

I was contacted by a biology-department chair at a private liberal arts college in the Midwest. He commended me for my writings, and told me that he’d even used my New Evolution Deniers essay as a basis for discussion in his own classes. But while he and his fellow biology-department faculty would likely support my hiring, he said, the school’s own human-resources department would almost certainly block me as “too risky.” These experiences remind me that when Blow extols “the masses” who are canceling people like me, the people he’s praising are actually just a small coalition of professional trolls such as Bird, working in effective concert with the risk-averse, upper-middle corporate bureaucrats who now have taken over decision-making on many college and university campuses.

I too have been seeing an increasing denial of cancel culture on social media, along with a denial of science, a hostility to the use of statistics to analyze complex social phenomena and even a disparagement of the intellectual tools we have inherited from The Enlightenment. See here, here and here. This is distressing for many of us to see this bullying of individuals and institutions and the consequent chilling of the many intellectuals who remain silent because they don't have the stomachs for unfair fights like these.

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The Best Thing to Do About People Who Carefully Rely on Statistics When Analyzing Complex Social Issues? Fire Them.

What is the effect of violent protests (versus peaceful protests) on future elections? This would seem to be a compelling topic these days. As one example of many, would it affect voters to see a video of people breaking into a car dealership in Oakland, spray painting vehicles and then setting several vehicles on fire as part of a political protest related to the detestable homicide of George Floyd?

What if a person, citing relevant statistics by Princeton political scientist Omar Wasow, offers insights based on these statistics?  Apparently, the best response is to get that person fired because such a Tweet would allegedly be "racist."  That's what happened in the case of David Shor, as reported by Vox. The video posted above post-dates the firing of Shor, but I am posting it to illustrate.

Here is Shor's May 28, 2020 Tweet:

Now, two excerpts from the detailed article in Vox:

Mass demonstrations work, in other words, but looting and disorder are counterproductive. This was Shor’s sin: repeating Wasow’s findings that marching is good but looting and vandalism are counterproductive.

...

Shor did not say that protesting is harmful; he said that rioting is harmful. And he didn’t say that data should dictate how people feel. And while one data scientist’s tweet of one political science paper should not be the last word on social movement tactics, the reasonable response to Shor would be to counter with some other form of evidence. Instead, the dialogue followed a pattern in progressive circles that often involves making evidence-free assertions about how members of various groups feel.

My concern is that we have entered an era where many people and institutions exuberantly accept feelings as a the best way to understand the world, and that feelings are more compelling than careful analysis of facts, even when the factual analysis is based on statistics.  I am seeing ubiquitous examples where intelligent-seeming people declare that anecdotes are superior to careful analysis, both on the political left and right.

We seem to be entering a new Dark Age, where important conversations can no longer be had and where thoughtful people need to choose among these two options, where there are only these two options: A) Your need to express your thoughts freely in a nation created upon the assumption that people must talk with each other freely and B) Your need to not get fired from your job.

John McWhorter sees what might be a light at the end of the tunnel:

I hope McWhorter is correct.  I seem to be losing 1% of hope each day.

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Robin DiAngelo Needs Help

This cleverly edited video (click the image), attributed to Robert Weide and Larry David, intersperses excerpts from a Robin DiAngelo lecture with a podcast where DiAngelo's book was discussed by Glenn Loury and John McWhorter (the DiAngelo video was not part of the podcast). For anyone offended by this video, I'd recommend that you take the time to read DiAngelo's book so you can see for yourself that she is in need of some serious coaching and should not be lecturing others on how to deal with race issues. Here is the entire July 2 podcast featuring Glenn Loury and John McWhorter.  Topic:  "The Unraveling." As always Loury and McWhorter offer an invigorating analysis of Woke culture.

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The Day I Received a “D” on my College Paper on “Communism”

Events of the day are reminding me of the day I received a "D" on a college paper. The subject was "Communism."  I was attending the University of Missouri- St. Louis at the time, back in 1977. I was taking a class on "Communism," because I decided that it important to be knowledgeable about a political theory that I often heard about, but didn't understand. The class was taught by three teachers. One of them indicated that she was, in no uncertain terms, "a communist." I was a straight A student at UMSL; I mention this only because it provides context to this story. I should also mention that I enjoyed the class. It stimulated me to think. Reading the actual words of Karl Marx helped me to appreciate that he had genuine passionate concerns for the mistreatment of workers. He worked hard to construct what he believed to be a better political system to protect workers.

The "Communist" teacher assigned a reading and required us to write a paper, which I did. I expressed my concerns that a communist system, though well-intentioned, would not work because it didn't provide some necessary incentives. It was a short paper, about 6 or 7 pages. I received a "D," with the comment that I didn't show that I understood Marx, but I could re-write and re-submit. I decided to re-write. I'm not proud of what I then did, but I fully understand why.  For my re-write I handed in a glowing uncritical tribute to communism. I still have the rewrite and one of my ending sentences was this: "The way of communism, for Marx, presents the opportunity of a better life for the individual and for society as a whole." This same teacher gave me an "A-" on this rewrite, with this comment: Why has no communist society been able to achieve what Marx proposed?" I was tempted to respond: "For that answer see my FIRST paper!" I didn't respond, though. I moved on, tarnished by my intellectual dishonesty.

This turned out to be a formative experience for me. I sometimes think of this bad grade when I hear of students and teachers who are being chilled or reprimanded for asking sincere questions, positing hard-to-hear facts or formulating arguments against any form of orthodoxy or ideology. If we don't allow free speech in classrooms, including the free expression of views that some people consider unpopular or even offensive, we will turn our classrooms into churches. I am well-tuned to detect oppressive religious dogma that parades in intellectual clothing. I spent much of my childhood blunting my well-intentioned father's attempts to save my soul by urging me to say absurd things.  I never gave in, and my upbringing helped to forge me into the analytical and skeptical person that I am. I embrace free speech and critical skepticism as an important way to understand things that confuse me, and I've often stayed the course as others get angry with me instead of discussing facts and opinions that they consider "dangerous." Hence, the name of my website, "Dangerous Intersection." As Carl Sagan wrote: "Extraordinary claims require extraordinary proof."  Indeed.

The willingness to grapple with threatening ideas is strong good medicine for developing the kinds of human beings who I trust. Uncritically adopting a slogan or a platitude is not the same thing as thinking and doing this should never be tolerated as "education."  It is also important to make sure that everyone speaks up because the otherwise chilled speech might be the majority opinion of the group. Or it might be a small minority opinion which will someday become revered as great wisdom. Once we are well-informed, all of us need to speak up, especially when it seems scary. It's for these reasons that I wrote this post on the classic social science experiments of Soloman Asch: "Why you need to be the one to speak up." It's for this reason that I have been hammering on free speech issues of late.

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National Association of Scholars Pushes Back on Cancel Culture

The National Association of Scholars was founded and funded by conservatives back in 1987, long before Trump hijacked what was left of the traditional conservative movement. Despite its conservative origins and leanings, the Mission Statement of NAS is one that I can generally support. I don't consider myself to be a "conversative" or "liberal."  I consider my positions on each political issue separately, a la carte. Party politics has no bearing on what I think about an issue. I am writing about NAS because I believe it is offering important information and narratives to the public.  In this article, NAS expresses its grave concern that Cancel Culture is chilling speech at the academy, which clashes with what is arguably the prime directive of education.

NAS has taken a strong stance in opposition to Cancel Culture and in favor of open and vigorous discussion of issues at universities. NAS is also compiling a chart of numerous incidents involving teachers who have been disciplined or fired for expressing their opinions (and sometimes for expressing facts) both in the classroom and outside of the classroom.  This list includes summaries of the incidents. I have reviewed independent detailed reports about some of these cases, so that I know that some of the NAS summaries seem fair, but I do not claim to be independently informed about the facts of most of the cases on the list.

All organizations that stand up for the importance of free speech recognize that protected speech is not always easy to protect. For instance consider the position of the ACLU, which famously represented nazis on a free speech in the Skokie case:

Protecting free speech means protecting a free press, the democratic process, diversity of thought, and so much more. The ACLU has worked since 1920 to ensure that freedom of speech is protected for everyone.

It is important to protect speech for the greater long-term good, even when some infringements involve speech that is unpopular, wrong-headed or seemingly deplorable. NAS makes this explicitly clear:

To be sure, some of the aforementioned statements are unsavory and may be worthy of institutional discipline. But the vast majority are not. And yet, woke higher education bureaucrats show an eager willingness to placate the angry students and professors insisting that “justice” be served. Meanwhile, “cancelees” have their professional reputations permanently sullied and, in many cases, ruined.

Here are the stated aims of NAS:

Our Mission The National Association of Scholars upholds the standards of a liberal arts education that fosters intellectual freedom, searches for the truth, and promotes virtuous citizenship.

Our Ideals The standards of a liberal arts education that the NAS upholds include reasoned scholarship and civil debate in America’s colleges and universities; and individual merit in academic and scholarly endeavor. We expect that ideas be judged on their merits; that scholars engage in the disinterested pursuit of the truth; and that colleges and universities provide for fair and judicial examination of contending views.

We expect colleges to offer coherent curricula and programs of study. We uphold a view of institutional integrity that includes financial probity as well as transparency in the curriculum and classroom. We uphold the principles of academic freedom that include faculty members’ and students’ freedom to pursue academic research; their freedom to question and to think for themselves; and their freedom from ideological imposition.

We expect colleges and universities to prioritize education as academia’s main purpose. And we understand education in our time and place to entail providing students with a breadth of understanding of core subjects including Western civilization and American history. We recognize that the vitality of American education arises in large part out of the freedom of colleges and universities to experiment and to offer diverse curricula. That robust diversity, however, must be anchored in respect for the abiding ideals of the pursuit of the truth and the cultivation of virtuous citizenship.

I invite you to Google the facts of some of these cases on the NAS list to see whether you are also concerned that speech is being chilled in classroom such that the overall mission of colleges and universities is being threatened.

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