Michael Lind: The Far Left is Brain Dead thanks to its Funders and Enablers

Excerpt from Michael Lind's new article at Tablet: "The End of Progressive Intellectual LifeHow the foundation-NGO complex quashed innovative thinking and open debate, first on the American right and now on the center left."

If you are an intelligent and thoughtful young American, you cannot be a progressive public intellectual today, any more than you can be a cavalry officer or a silent movie star. That’s because, in the third decade of the 21st century, intellectual life on the American center left is dead. Debate has been replaced by compulsory assent and ideas have been replaced by slogans that can be recited but not questioned: Black Lives Matter, Green Transition, Trans Women Are Women, 1619, Defund the Police. The space to the left-of-center that was once filled with magazines and organizations devoted to what Diana Trilling called the “life of significant contention” is now filled by the ritualized gobbledygook of foundation-funded, single-issue nonprofits like a pond choked by weeds. Having crowded out dissent and debate, the nonprofit industrial complex—Progressivism Inc.—taints the Democratic Party by association with its bizarre obsessions and contributes to Democratic electoral defeats, like the one that appears to be imminent this fall.

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Unlike academics who recite the approved current center-left positions on all issues, genuine intellectuals, even if they happen to be employed by universities, are unpredictable. Often they are unpopular, because they criticize their own allies and appreciate what other schools of thought get right. They do not indulge in contrarianism for its own sake but tend to be controversial, because they put loyalty to what they consider to be truth above party or faction. Needless to say, such intellectual mavericks tend to perform quite poorly when it comes to the boot-licking, rote repetition of political slogans, acronym-juggling, groupthink, and “donor servicing” that constitute the forms of intellectual activity favored by big foundations and NGOs, whether of the right or of the left.

Continue ReadingMichael Lind: The Far Left is Brain Dead thanks to its Funders and Enablers

How to Be a Human Animal, Chapter 27: The Exaggerated Benefits of Moral Rules

This is Chapter 27 of my advice to a hypothetical baby. I'm using this website to act out my time-travel fantasy of going back give myself pointers on how to avoid some of Life’s potholes. If I only knew what I now know . . . All of these chapters (soon to be 100) can be found here.

Today I’m here to warn you to watch out for those who cast about moral rules when they try to get you to obey them. Our most popular moral rules include these:

  • The Golden Rule
  • Utilitarianism
  • The Categorical Imperative

These rules do a very bad job of telling you what to do with your life. They don't even do a good job of telling you what to do next.

Let’s assume that you are Hitler trying tact in accordance with any of these rules. Imagine Hitler hearing about the Golden Rule of “Do Unto Others” at the peak of his tyrannical reign. Sure, he would think. “If I were any other intelligent person, then I would want me to run Germany exactly how I am running Germany!” If you think that Hitler would be applying the rule incorrectly, he would disagree. Further, there are no rules on how to apply the Golden Rule.

Utilitarianism has the same problem. It rule requires you to maximize well being by doing the thing that is the greatest good for the greatest number. Hitler would say: “I’m doing everything I can to bring the greatest good to the greatest number! You won’t believe how good this empire will be when I’m finished building it.” Again, you might disagree with Hitler here, but the way you apply utilitarianism depends on how you define “good,” and even reasonable people disagree intensely about what is “good.” Even massively dysfunctional and dangerous people like Hitler think they know what it means to be "good."

Kant’s Categorical Imperative demands that we take the maxim by which we propose to act and ask ourselves whether we could make that maxim a universally applicable maxim. Hitler would say that he was doing great things for Germany so, absolutely yes, everyone should act in accordance Hitler’s personal maxims of conduct. BTW, Kant famously declared that a proper maxim is to refrain from lying. He concluded that if a madman with a weapon asked you to tell him where your friend was (so he could kill him), you should not lie.

I'm not done kicking around our simplistic moral rules. People cavalierly state that we need to properly “apply” our moral rules as though “applying is a simple action akin to "applying" a band aid to a paper cut. It's clearly not that simple. There are many ways for people to consciously (and unconsciously) interpret our simple moral rules. They must:

• Decide what particular words of rule means.

• Distinguish the connotation from the denotation.

• Decide whether to read the rule narrowly or broadly.

• Decide whether the rule is persuasive and thus applicable in this particular case.

The bottom line is that our moral rules are hopelessly vague. They would never pass Constitutional muster. “Your Honor, we have alleged that the Defendant failed to act in such a way to result in the greatest good for the greatest number.” Although such a rule would tell us that we shouldn't set a forest on fire because we are bored and cold, we already knew that without the rule. [More . . . ]

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How to Be a Human Animal, Chapter 15: The Danger of Empathy: Exhibit A: The Coddling of Children

Chapter 15: The Danger of Empathy: Exhibit A: The Coddling of Children.

I’m back again to preach to you ad nauseum today, hypothetical newborn baby! I'm here once again to teach you some of the many Life Lessons I was forced to learn at the School of Hard Knocks. My intentions are honorable. I’m here to spare you some suffering, but based on today’s topic I am concerned that you might be better off leaning these lessons on your own, much as I did. BTW, you can find all fifteen lessons in one easy link.

You were born into a complex adaptive system. Yes, you do have exquisite powers of perception and memory but they are often no match for the complexity of your environment. Hence, the law of unintended consequences: You will often find that your well-intended actions will result in outcomes that are not the ones you intended or foresaw. The result will often be disappointing. We have a saying, “No good deed goes unpunished.” Sometimes, though, you do something and it turns out wildly better than you could ever have hoped. When that happens, you might be tempted to claim that you knew it all along, but that would often be an illustration of the “hindsight bias.” https://en.wikipedia.org/wiki/Hindsight_bias

To illustrate how things can go unexpectedly awry, I will start by referring to the work of Paul Bloom, who wrote a 2016 book titled: Against Empathy: The Case for Rational Compassion. He defines “empathy” as follows: “Empathy is the act of coming to experience the world as you think someone else does." He further describes empathy as "a spotlight directing attention and aid to where it's needed."  According to Bloom, empathy is an emotion, not a good tool for moral decision-making. “Compassion,” on the other hand, is feeling concern or compassion for someone. Bloom contrasts empathy with "rational compassion," which can productively be used to “make decisions based on considerations of cost and benefits." Empathy, by contrast, has no such protective limitations, meaning that empathy often leads to ill-considered policies. [More . . . ]

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Peter Boghossian Diagnoses the Problem with Modern College Administrators

Peter Boghossian writes:

To understand the intolerant, anti-intellectual attitudes held by many college administrators, it helps to know that most of the ones who worked directly with students got their graduate training from education schools, or “ed schools” as they're called. These are the schools that have been training and licensing teachers and administrators in the K through 12 school system for the better part of a century.

Unfortunately, ed schools are notorious for their low academic standards and woke politics. Among their many dysfunctional programs, the ones that train school administrators are the very worst. They're so bad that in 1987, a report by the National Commission on Excellent and Educational Administration recommended that out of the 500 programs in administration 300 of them should be closed—not reformed, but closed . . .

It's an understatement to say that ed schools ignored this recommendation. Instead of closing programs during the next 20 years, they opened over 100 more and they did absolutely nothing to fix their low quality. Why not? Low-quality programs bring in tuition dollars and they don't require much in the way of investment.

Here is the mission statement of Boghossian's Substack, Beyond Woke:

This Substack gives you a front row seat in the culture war. I’m executing a blueprint to push back illiberalism and I'd like you to be directly involved. The blueprint has a two-fold aim: first, reveal the implications of far-left ideological takeover; and second, restore free speech and open inquiry as non-partisan values.

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Andrew Sullivan: The Political Right’s Ill-Thought Efforts to Fight Illiberal Woke Indoctrination with School Censorship

In response to the illiberal political Left attempts to mangle history, statistics and science in classrooms, we increasingly see the political Right attempting to ban books, courses and ideas in school, often through ill-considered legislation. The ability of children to learn is being damaged by both of these groups. Andrew Sullivan suggests a way forward in his Substack article, "The Right's Ugly War On Woke Schooling: There is a better way to defeat left indoctrination than banning books." Here is an excerpt:

The trouble is that banning courses restricts discourse, and does not expand it. It gives woke racialist theories the sheen of “forbidden knowledge.” It removes the moral high-ground from those seeking to defend liberal learning from ideologues of any variety. And it sets an early lesson for kids that the right response to bad arguments is to gets authorities to suppress them — exactly what the woke believe — and not to marshal arguments that refute them. Greg Lukianoff calls this “unlearning liberty.” If want to end an American education like that, don’t copy it!

And these kinds of laws have to be vague and thereby overreach, or be very specific and permit clever ways to get around them. The woke love manipulating language to deconstruct society. Look how they took the word “racist” and redefined it. Look at how they’ve deployed a word like “equity.” Ban words? They redefine them. Ban courses? They’ll call them something else. If a social justice warrior teacher is teaching genetics, they can always stealthily introduce trans ideology — and only the kids would know.

A better way is to insist that any course or lesson that involves critical theory must include an alternative counterpoint. If you have to teach Nikole Hannah-Jones, add a section on Zora Neale Hurston; for every Kendi tract, add McWhorter; for every Michael Eric Dyson screed, offer a Glenn Loury lecture. Same elsewhere. No gender studies course without a course on biological sex and gender-critical viewpoints. No “queer theory” class without texts from non-leftists, who are not falsifying history or asserting that homosexuality is socially constructed all the way down. This strategy doesn’t ban anything; it adds something. It demands that schools make sure they’re helping kids think for themselves.

If your kid, black or white, is treated differently by a school or a teacher in class because of his or her race, there is already a remedy: the Civil Rights Act of 1964. If your child is forced to sit in a section designated for one oppressive or oppressed race, sue. If your son is told he is inherently toxic because he is a boy, or straight, sue. If an Asian or white kid is told she bears responsibility for the long effects of slavery because of her race, sue. This way, we are not banning anything, and we are defending civil rights.

Then we need transparency. Public schools should have their curricula and lesson plans posted online. And no state public school funds should be spent on the equity industrial complex: defund equity consultants, DEI conferences and struggle sessions for either teachers or students. If teachers want to bone up on Judith Butler or Robin DiAngelo, they can do it on their own dime. If this sounds harsh, so be it. Critical theory should be treated more like creationism in public schools than scholarship: an unfalsifiable form of religion, preferably banned outright, but if not, always accompanied by Darwin.

Continue ReadingAndrew Sullivan: The Political Right’s Ill-Thought Efforts to Fight Illiberal Woke Indoctrination with School Censorship