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I’m glad youtube exists for videos like this one. It allows me to make more reasonable calls to my plumber because stuff like “pipe make bad noise” just seems silly. :)
Amazing what goes on and more importantly get accepted and published in the field of gender studies these days. Let’s take a peek at the abstract.
The text reads:
Abstract:
Anatomical penises may exist, but as pre-operative transgendered women also have anatomical penises, the penisvis-à-vismaleness is an incoherent construct. We argue that the conceptual penis is better understood not as an anatomical organ but as a social construct isomorphic to performative toxic masculinity. Through detailed poststructuralist discursive criticism and the example of climate change, this paper will challenge the prevailing and damaging social trope that penises are best understood as the male sexual organ and reassign it a more fitting role as a type of masculine performance.
Subjects: Gender Studies – Soc Sci; Postmodernism of Cultural Theory; Feminism
Keywords: penis; feminism; machismo braggadocio; masculinity; climate change
This from the authors of the hoax paper:
“As we stated, absolutely no academic journal should have published our paper. One did. The one that did is not a vanity journal (see above). It qualifies for faculty reimbursement at many university libraries, and it possessed at least one specialist reviewer whose knowledge of the field of gender studies evidently exceeds ours. This reviewer employed relevant academic terminology with obvious confidence (“capturs [sic] the issue of hypermasculinity through a multi-dimensional and nonlinear process”) and read the paper carefully enough to remark on absence of a tool of analysis (poststructuralist discourse analysis is mentioned in the abstract but it is used nowhere in the manuscript, which the reviewer caught). On these facts alone, it reaches too far to suggest that nothing can be inferred about gender studies from the success of our satire.
At the same time, the “Conceptual Penis” paper is a parody whose target is easily recognizable and unmistakable. The paper is ridiculous, certainly, but it is also immediately identifiable with the field it lampoons. The power of satirical parody lies entirely in its being recognizable for what it mocks. This lends credibility to our abiding suspicion that there is a problem in gender studies and, by extension, other fields of postmodernist studies, and with the moral architecture on the academic Left that enables them.”
Wow. The roast continues…
“It is only possible to entertain this criticism with any seriousness by ignoring the surrounding mountains of evidence that postmodernist vanity studies fields have built up over decades, which they term “scholarship.” Within the corpus of literature in those fields, there is a voluminous, extant catalog of academically vapid papers that employ certain moral lenses and are written in impenetrable pseudo-analytical prose. That body of literature preceded and motivated our hoax while providing a basis for its style. For those who got the joke, our paper is funny because it’s accurate. That is, it is not so very different from many real papers that are published in gender studies and related fields.
This is the real evidence justifying our initial suspicion about gender studies, and it is bolstered by the current fashionable madness taking over many college campuses. This collective insanity virtually always emanates from ideological complaints rooted in identity politics, aspects of postmodernism, and uses or abuses of “critical theory”. This has been used to indoctrinate a generation of students and faculty who are now taking illiberal, authoritarian actions.”
The moral of the story? One should be quite skeptical of any field that has its head this far up its own ass.
Consider the Hollywood actor giving the classic “follow your dreams and never give up” line is bad advice and is pure survivorship bias at work. Well what is surviorship bias? Let’s take a look friends and learn. :)
“Survivorship bias, or survival bias, is the logical error of concentrating on the people or things that “survived” some process and inadvertently overlooking those that did not because of their lack of visibility. This can lead to false conclusions in several different ways. The survivors may be actual people, as in a medical study, or could be companies or research subjects or applicants for a job, or anything that must make it past some selection process to be considered further.
Survivorship bias can lead to overly optimistic beliefs because failures are ignored, such as when companies that no longer exist are excluded from analyses of financial performance. It can also lead to the false belief that the successes in a group have some special property, rather than just coincidence (Correlation proves Causation). For example, if three of the five students with the best college grades went to the same high school, that can lead one to believe that the high school must offer an excellent education. This could be true, but the question cannot be answered without looking at the grades of all the other students from that high school, not just the ones who “survived” the top-five selection process.
Survivorship bias is a type of selection bias.”
“During World War II, the statistician Abraham Wald took survivorship bias into his calculations when considering how to minimize bomber losses to enemy fire. Researchers from the Center for Naval Analyses had conducted a study of the damage done to aircraft that had returned from missions, and had recommended that armor be added to the areas that showed the most damage. Wald noted that the study only considered the aircraft that had survived their missions—the bombers that had been shot down were not present for the damage assessment. The holes in the returning aircraft, then, represented areas where a bomber could take damage and still return home safely. Wald proposed that the Navy instead reinforce the areas where the returning aircraft were unscathed, since those were the areas that, if hit, would cause the plane to be lost.[8][9]”
So, they said: the red dots are where bombers are most likely to be hit, so put some more armor on those parts to make the bombers more resilient. That looked like a logical conclusion, until Abraham Wald – a mathematician – started asking questions:
– how did you obtain that data?
– well, we looked at every bomber returning from a raid, marked the damages on the airframe on a sheet and collected the sheets from all allied air bases over months. What you see is the result of hundreds of those sheets.
– and your conclusion?
– well, the red dots are where the bombers were hit. So let’s enforce those parts because they are most exposed to enemy fire.
– no. the red dots are where a bomber can take a hit and return. The bombers that took a hit to the ailerons, the engines or the cockpit never made it home. That’s why they are absent in your data. The blank spots are exactly where you have to enforce the airframe, so those bombers can return.This is survivorship bias. You only see a subset of the outcomes. The ones that made it far enough to be visible. Look out for absence of data. Sometimes they tell a story of their own.
BTW: You can see the result of this research today. This is the exact reason the A-10 has the pilot sitting in a titanium armor bathtub and has it’s engines placed high and shielded.
If you want to think scientifically, ALWAYS ask what data was included in a conclusion. And ALWAYS ask what data was EXCLUDED when making a conclusion.
We start our lives as the whole of the universe. Reality is completely comprised of our perceptions and any “outside” object that is blocked from our senses puffs out of existence. Eventually, we learn object permanence, and we recognized that things outside us actually do exist on their own, but we are still the centre of the universe. Then our universe grows a little bit and we can relate to those closest to us and we start to look out for our tiny group. And here, unfortunately, is were too many of us stop.
Empathy is hard. Damn hard. We may well have an innate ability for it, but it is only through a great deal of instruction, practice, and nurturing that empathy can develop and extend beyond our immediate circles. The ability to understand your fellow humans, to see how we’re connected, to look beyond one’s own limited perspective – these are skills that require much honing. They need to be taught.
Here is a short documentary on an empathy class in Japan. It is amazing. These 4th graders display moments of clarity, responsibility, and understanding that outshine many adults in the world. This is an immensely important project, one that needs to be adopted by schools around the world. Grab some tissues, this one is full of all kinds of strong emotions.
“How We Reached the Point Where We Can’t Hear Each Other” is a article on Counterpunch by Joseph Natoli. I’ve excerpted some of the beginning bits for context, but the best is when he focuses on what is happening in Education and how people are taught to think these days. I’m also a fan of his borrowing of radical feminist methodology that focuses on the the material reality of the situation and the naming of the problem. I heartily recommend you read the full article, as it suggests reasons why we are becoming less social despite ‘social’ media and the corrosive effect that identity politics, one of the crown jewels of post-modern theory, is having on our society.
[…]
“The intent of a past analog world to put us all on the same page so we could all direct ourselves in common to our common, societal problems is something now disseminated into an infinitude of self-designed enclaves. We have connectivity between the like-minded, or opinionated, but not conjunction which Bifo Berardi defines “as a way of becoming other.” (And: Phenomenology of the End, 2015)
If you want to reflect beyond the entrapment of your own personal experiences and the personal opinions derived from such, you are desiring something that has been superseded.
If you want not to be the blind man who feels the tail of an elephant and pronounces the elephant to be shaped like a snake, you are hoping for a door that leads out of the room of your own limited experience.
Unfortunately, there is no longer any need to leave that room because cyberspace has designed the whole world to be your room. You can blog, tweet, text. Video, emoji your reflections online without any intent to augment social knowledge or understanding or to encounter a counter-punch that will cause you to adjust your views.”
[…]
“We exist now within narratives, not impeccable logics and sound proofs, air-tight arguments or binding adjudications. For reasons too elaborate to condense, we have accepted Nietzsche’s view of reason as a pawn of power and have retreated to our own personal reasoning.
This retreat to personal arbitration of all matters is expressed in the politics of identity, a politics concerned with the full emancipation of the individual not as defined within any cultural, religious, historical, or anthropological notion of the individual, but defined by each and every variety of individual. It is as if the individual is a knowledge within itself.”
[…]
Education is also in a special dilemma considering the mission here is get a student to put his or her personal opinions and preferences and different experiences out of sight and attend to a rationally validated collective representation of a subject.
Nathan Heller points out that elite colleges find that the cultivation of the individual is not an easy matter when students will not leave their personal “experiential authority” at the door. (“The Big Easy,” The New Yorker May 30, 2016) One is not reading to extract eternal verities, the Enlightenment dream, or to deconstruct the pretenses of those same verities. In the climate that Heller describes, no content can be permitted to transgress the personally defined identity of the reader or listener.
An Oberlin student who Heller describes as “a trans man …educated in Mexico, walks with crutches, and suffers from A.D.H.D. and bipolar disorder …lately on suicide watch” objected to a discussion of Antigone without a trigger warning, i.e., characters in the play committed suicide. Identity-based oppression is responded to with a theory of intersectionality, which contends, “who knows what it means to live at an intersection better than the person there?” Thus, personal experiential authority now contends with a pedagogic tradition of minimizing the effects of personal experiential authority on objective, rational reflection.
Education attempts to respect individual arrangements of the results of critical thinking but not allow those arrangements to taint the process of critical thinking. This long standing agreement is no longer in effect. We have reached the point where we cannot engage in any way what may “trigger” our personal dislike or what may upset a private space we have self-designed. Long standing notions of both education and society are dissolving.
We now listen to our own voices and our clones in “social” media, a pathological condition that undermines much needed social and political communication and interrelationships. The way out, as with all pathologies, is to first recognize the condition, observe the point we have reached and reorient our compass.”
Teaching critical thinking in public education has always been a revolutionary activity, as this article confirms, it looks like it shall continue to be in the revolutionary category for quite some time.
bleatmop
Mystro
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