How to Avoid Getting in our own Way

I'm a longtime fan of Eric Barker's blog, "Barking up the Wrong Tree." He opens a recent blog post with this incredible story:

George was late again.

It was 1939 and math PhD student George Dantzig arrived to find he had already missed much of the lecture. The two homework problems were already up on the chalkboard. He scribbled them down.

But this day only got worse. When he got to work on the problems that night, he realized they were hard. Really hard. George was a super smart guy but these problems were insanely difficult. They took him days to complete. So now he was going to be late again, this time turning in his homework. Yeesh.

He delivered them to his professor, Jerzy Neyman, apologizing profusely. Neyman’s eyes went wide. George worried he was going to be in a lot of trouble. But that’s not why Neyman was reacting so strangely…

The two problems on the board hadn’t been homework at all — they were two issues in statistical theory that had been deemed “unsolvable” by the best mathematicians in the world. Far from being angry, Neyman was blown away.

Yeah, George was a genius. And, no, the lesson here is not “show up late.”

Point is, if George had known what he was up against, he never would have even tried. His amazing potential might never have been recognized.

Barker springs off this anecdote to offer five tips for getting more done. The title of his article: "How To Stop Being Lazy And Get More Done – 5 Expert Tips."

Continue ReadingHow to Avoid Getting in our own Way

John McWhorter joins Firing Line’s Margaret Hoover on PBS to discuss “Critical Race Theory.”

John McWhorter joins Firing Line's Margaret Hoover on PBS to discuss "Critical Race Theory."

A few excerpts:

Margaret Hoover:

what are they rallying against? What are they teaching that is objectionable?

John McWhorter:

here's the here's the issue. And I wish all of them would be more specific there two things. One is practically lining all the kids up against the wall and teaching the white people, our oppressors, black people are oppressed, and that the white kids need to know it, and the black kids need to know it. And what however you present it, that is some strong stuff to be giving to eight year olds to teach that whiteness is potentially evil and that blackness means that you have to constantly be on guard against it.

Then the second thing is a basic idea that battling power differentials, and specifically racism, often is supposed to be not just one of many things, not just one of many things in the meal, but the center, the fulcrum of all intellectual, artistic and moral endeavor. That's what is being taught at many schools. It's not just whether or not you teach people that there was slavery, that there was redlining and that racism can be subtle. It's making all of these schools antiracist boot camps. That's the problem these days.

After last summer, there was this educational opportunity many of these people saw where you could start saying that you needed to do this within this racial reckoning. And if you don't do it, you're a racist. Now, if anybody had tried to pull that, say, 15 years ago, it wouldn't have work. But now we have Twitter, so if you go against them, you get called a racist in the public square. For nine out of 10 people, that's enough to make them follow along, because most of us are buying groceries and raising our kids, but the result of this has been truly dangerous.

Margaret Hoover:

So you just introduced a new term into this conversation, anti racism. And your next book is entitled, Woke Racism: How a New Religion has Betrayed Black America. Explain what is the relationship between anti racism and critical race theory?

John McWhorter:

Well, anti racism as a fashionable word these days, but what it means in practice, you know, who knows what its definition in the dictionary is, but what it means in practice is that if there is some kind of imbalance between white and black people, the reason is something called racism, either bigotry, or some raw deal that black people have been done as the result of it and probably a mixture of the two. And that therefore, what we're going to do is we're going to battle that racism. That's what anti racism means in our current context. And the problem with it is that, often, what we're seeing as, quote unquote, racist isn't. So the common idea that you get nowadays, black kids tend not to do as well on standardized tests. Well, instead of saying, "How do we get black kids to do better on them?" which is something that has happened in the past, the new idea is that you say, "Let's just get rid of the test, because the test must be racist." You don't have to specify how, but if the black kids don't do as well on it, the test is a racist practice. That's a real leap. That is a hyper-radical way of looking at things that I think most people presented with the mechanics of the argument would think of as rather cruel, frankly, to black kids. That's not the way to run a society., most of us would think. Some people might be able to make a case for it, but most of us wouldn't agree with that. But instead, we're being taught that if you're not an antiracist, you're bad. And we're gonna embarrass you on Twitter. And as a result, many people end up pretending to agree with ideas like this.

Margaret Hoover:

There are local school board meetings across the country, getting national attention with parents using the word indoctrination about anti racism curriculum. You say that you've been contacted by parents and teachers and principals from all over the country on a daily basis? What are people who reach out to you telling you

John McWhorter

Well, people who reach out to me are telling me is that they are extremely disappointed and are angry that this is suddenly happening in their school. And the regular theme is that they understand what racism is, but they don't want their kids being taught what to think as opposed to how to think. And then also, they're scared. They are so deeply afraid of being tarred as racists in public. And these people just they want their children to be taught not that there's no racism. They don't want their children to be taught Beaver Cleaver as America, but they don't want want their children to be going to antiracist academies. The idea that that represents progress that nobody should stand athwart is one of the most sclerotic ideas I had ever seen becoming mainstream in my entire existence.

Continue ReadingJohn McWhorter joins Firing Line’s Margaret Hoover on PBS to discuss “Critical Race Theory.”

The Stoics and the Serenity Prayer

Have you ever noticed that one of the key tenets of the Stoics is essentially the Serenity Prayer?

The chief task in life is simply this: to identify and separate matters so that I can say clearly to myself which are externals not under my control, and which have to do with the choices I actually control. Where then do I look for good and evil? Not to uncontrollable externals, but within myself to the choices that are my own.

— Epictetus, Discourses, 2.5.4–5

God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference.

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Two Worlds

When I first heard about the irresolvable blue dress versus brown dress dispute, I assumed it was an outlier. I didn't realize that it was the template for every social issue going forward.

We now have a world where many of us see decades of commendable racial progress based on MLK's urge that we treat each other based on content of character, not color of skin. On the other side are many other people who consider themselves to be "white" who claim to have experienced an epiphany over the past year. They see themselves as drenched in guilt because they have been blindly perpetuating the mentality of slave-holders. Is there any possible way to bridge this gap?

I believe that Thomas Chatterton Williams has nailed it: Speak only for yourself based only on your own life, your own choices and your own experience. If you've been a lifelong closet racist, such as Robin DiAngelo, then, yes, it's time to come clean. I suspect there are more than a few such people But don't pretend that you can speak for anyone else. Don't pretend that it has been impossible to treat everyone else as individuals.Don't pretend that it is a rare thing. Don't pretend that everyone else inevitably sees people as "colors" and treats them in stereotypical ways. If you recently had a revelation that you are a racist, go fix yourself and quit projecting your dysfunctional mindset onto everyone else. As part of your healing process, you might want to read Thomas Chatterton Williams' excellent book: Self-Portrait in Black and White: Family, Fatherhood, and Rethinking Race.

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Wide Open Classroom Discussion

A professor at Duke has convinced his students to open up classroom discussions. The project could not happen in the absence of trust. An excerpt from the WSJ:

To get students to stop self-censoring, a few agreed-on classroom principles are necessary. On the first day, I tell students that no one will be canceled, meaning no social or professional penalties for students resulting from things they say inside the class. If you believe in policing your fellow students, I say, you’re in the wrong room. I insist that goodwill should always be assumed, and that all opinions can be voiced, provided they are offered in the spirit of humility and charity. I give students a chance to talk about the fact that they can no longer talk. I let them share their anxieties about being socially or professionally penalized for dissenting. What students discover is that they are not alone in their misgivings.

Having now run the experiment with 300 undergraduates, I no longer wonder what would happen if students felt safe enough to come out of their shells. They flourish. In one class, my students had a serious but respectful discussion of critical race theory. Some thought it harmfully implied that blacks can’t get ahead on their own. Others pushed back.

My students had an honest conversation about race, but only because they had earned each other’s trust by making themselves vulnerable. On a different day, they spoke up for all positions on abortion. When a liberal student mentioned this to a friend outside class, she was met with disbelief.

Continue ReadingWide Open Classroom Discussion