fish in a barrel

I am so tired of hating on New York Times columnists. Sort of. It's also kinda fun. They've managed to replace Bill Kristol, who was spectacularly wrong on matters of political strategy, with Ross Douthat, who's spectacularly wrong on gender issues, which he writes about with some frequency.

Why does he inflict his ideas about gender on us? I don't know, because he likes showing off both his ignorance and his poor reasoning skills? Because he thinks dudes with penises have an obligation to us poor bereft ladies to show us the way and the light? Per latest example: Douthat thinks (or perhaps merely claims) abortion is nearly unregulated in the second and third trimester. Why he thinks this, I cannot say; why his editors allow him to claim this, I cannot imagine.

He also recognizes the moral complexity and particularity of each individual decision to abort or continue a pregnancy, but then claims that this is an appropriate subject for public debate. Because when 300 million people try to come up with a set of rules for when people should stay pregnant, they're likely to be able to make very subtle distinctions that don't push people into miserable positions. Not! Just kidding! Douthat never claims that the decisions 300 million of us will come to in our clumsy attempt at Jeffersonian deliberative democracy will be good ones; he just thinks there'll be more restrictions on women's rights to abortion, and that this will somehow satisfy pro-lifers and they'll pack up their bloody fetus signs and go home, never to murder another doctor.

To which I have 3 responses:

1. Bitch, Ph.D. has nailed my view on this over and over again in saying that abortion is a highly personal moral decision, and that the best decisions are the ones made by a woman who has good medical advice and care, and good social support. You have to trust women. Yes, sometimes people will make bad decisions. But that's true about all kinds of things, and the fact that people will sometimes make bad decisions is not a reason to deny women - and only women - the right to full sovereignty over their bodies, to the decision of whether to allow their uteruses and the rest of their bodies to bring another person into the world. And you have to trust them to make those decisions in the moment, because bright-line rules almost always end up putting someone in an untenable situation. That's why Douthat is wrong, and this isn't an appropriate subject for public debate. We shouldn't argue about fetal abnormality rules, or whether the exemptions should count mental health (and, if they didn't, what we would do with suicidal pregnant women), whether it's just innocent virgins who were raped who can have abortions or whether the rest of us sluts get health care too, how severe the health threat has to be, or whatever else Douthat thinks he should get some say in. No. We should help women make good decisions, and LEAVE IT. And Ross Douthat, who's never going to be pregnant, isn't a parent, and has shown a truly remarkable lack of empathy for women in his previous writings, should well and truly leave it.

2. Moderate restrictions on late-term abortion will not satisfy the pro-life movement. They claim to believe that abortion is murder and we're living through a modern-day mass slaughter. Most members of the pro-life movement are also ineradicably opposed to birth control and are deeply committed to enacting controls over women's sexuality via legal or cultural means. There's no way they would be satisfied with mostly banning second and third trimester abortion, because guess what? If they could be satisfied that way, they'd already have called off the protests.

This doesn't mean there are no pro-life or 'with reservations about abortion' people who couldn't live with that solution; just that for any measure that allowed elective abortions the pro-life movement would keep right on working, and the debate would stay just as highly charged and contentious, and people like Tiller's murderer would have everything they need to become radicalized. And if they ever won, we'd be right back to the days of septic abortion wards in hospitals and a lot of dead women who didn't want to be pregnant. Douthat's claims that we can compromise our way out of the abortion debate are patently disingenuous. He brings up other countries with legal restrictions, as if to say his strategy worked there; but in most of those countries abortion is actually easier to get because it's paid for by the universal health care system, and the real issue is that they just don't have organized fundamentalist political groups. If Douthat can get rid of our organized fundamentalist political groups, maybe then we can talk. Absolute best case scenario, if most pro-life activists and politicians weren't also anti-tax movement conservatives, it might be possible to find some common ground on social services; but slim fucking odds on that too.

3. Where is my NYT column? I could clearly do a hell of a lot better than their current line-up. I'm even willing to frequently mention Aristotle and virtue, too, if it makes me seem conservative and thus acceptable.

Update: Also, of course, see hilzoy. Who not only dismantles Douthat's argument (which, let's be honest, is a little beneath her formidable skills), but also makes a fantastic statement of my first point. Only more clearly, and in one sentence: "When it's not easy to tell the exceptions from the rest, whether or not it's OK to have a rule depends on how bad it is to miss those exceptions, and how bad it is not to have a rule." (And I think the consequences of missing the exceptions are, in the case of abortion, really bad.)

something short about education

The Economix blog at the NYT recently posted, describing the comparative inefficiency of the US educational system. Which, if you look at the graph, is true. But it's more complicated than that. (I posted a chunk of this as a comment on that blog.)

Two major issues: spending per student in the US is in fact very split between wealthy and poor districts. Philadelphia spends $11,000 per student per year, almost $10,000 less than nearby Lower Merion, and is constantly short of funds. Not that there isn’t waste in Philly’s system, but money certainly isn’t easy to come by for teachers.

Second, the other countries which do well tend to have strong, generous social support networks. My guess (as a former teacher) is that schools there don’t have to provide health care, counseling, food, etc to students who have trouble getting them at home. One huge difference between my experience going to school and my experience teaching was that, by and large, the kids I went to school with got glasses when they needed them, and if they fell way behind in reading or math, their parents noticed (were equipped to notice by their own educational success) and got them tutoring or other assistance (because they had either time or money with which to provide those things).

There are still huge problems within our educational system that are matters of educational policy rather than social policy more broadly defined: we lack a unified set of national standards, the standards we do have (especially in math, though this may also be true in other subjects where I know the debates less well) are less rigorous and more connected to rote memorization than the standards in other countries, and teachers have far less prep and development time than teachers in, for example, Japan.

I’m routinely astonished, though, by the number of non-educators (and sometimes educators) who think that failing students is somehow the key. This always, always comes up in comments on articles about education, and usually some version of this will also come up in a professional development workshop. Yes, students need accountability, and yes, it makes your job a lot harder when students don't know the earlier material. But making them repeat the same material in the same context without additional supports doesn’t help - it just leads to a bored, frustrated kid who thinks he or she has already learned this (and has, in the sense of having sat in a classroom while it was being taught). The evidence also just doesn't support a claim that making students repeat a grade improves their achievement - mostly it makes them more likely to drop out, and lowers over-all achievement. You can’t just keep doing the same thing and expect different results.

symbolic regulation

Let's talk about raw milk and regulation. I drink raw milk. I buy it at one of two retail outlets; there are three brands available in Philadelphia, one from each of three very small farms that raise three different heritage breeds of dairy cattle. It's totally delicious. I stopped having cereal with milk years ago because I felt like the milk had a weird aftertaste; raw milk doesn't have it. The Gardener also finds it much easier to digest than pasteurized milk. I also feel pretty good about the food safety of raw milk. In Pennsylvania, raw milk is licensed, inspected, and regularly tested for contamination; more importantly, the farmers treat their reputation like gold. One of them recently recalled its weeks' production because they found bacteria (listeria or campylobacter, I don't remember which) somewhere in the bottling facility. Not in the milk, and no one got sick, but they recalled it immediately. Their relationship with their retail outlets and customers is direct and traceable, and unlike the Peanut Corporation of America, if there is so much as a breath that one of those farms isn't careful, they'll lose customers. The retail outlets will stop ordering, and the customers will stop buying. They are certainly far more careful than basically any large-scale dairy, and the testing they do is more comprehensive.

All of which makes me really annoyed with most parties in the article linked above, which talks about an E. coli outbreak in Connecticut linked to raw milk, and the new regulations the state is planning: namely, raw milk will be restricted to on farm and farmers' market sales. Now. That's the law in most states, actually. And it's certainly sad that several children got quite sick, and may have long-term kidney damage. (Although, ok, one of those kids got E. coli from another kid, which means she was interacting with that other kid's poop, so it's hard for me to see raw milk as the primary health issue; and the other parent was all, "I didn't know raw milk could have any health problems ever," which made me a little irritated with how she totally missed the part in middle school science where everyone talks about Louis Pasteur and the germ theory of disease.) But requiring that sales be made directly by the farmer will do nothing whatsoever for public health, unless you believe that raw milk is intrinsically a health threat and reducing its consumption is in and of itself good for public health. It's symbolic: hey, it's sad that kids got sick! Let's do something! When a better option would be to think about whether Connecticut does have adequate testing and inspection. I'm going to go out on a limb here and say that since PA makes you test twice a month, and CT doesn't seem to make you test even once a month, there's some room for actually useful changes in there.

(Apparently the state did consider such a bill, but since it required farmers to pay more, it got nowhere. Which makes me wonder: isn't there a compromise? Don't Connecticut's raw dairy farmers want to have evidence that their dairies are safe? Testing and permitting, done right, are really good for the credibility and safety of raw milk. They're apparently trying to raise funding for monthly testing via a non-profit, but having it be state-mandated really does improve credibility, because it helps prevent situations like this one in which a single farm's problem becomes an issue for every raw dairy in the state.)

so classic! and so wrong!

Most important, it would increase merit pay for good teachers (the ones who develop emotional bonds with students) and dismiss bad teachers (the ones who treat students like cattle to be processed).

There's so much wrong with this as a statement of policy that I don't even know where to start. You know who wrote it, right? David Brooks. Who seems to believe that emotional bonds with students are both the real measure of success in teaching, and that they can easily be measured using standardized tests. Honestly, there are a lot of people who believe both of these things. They're all wrong.

Meaningful, personal relationships with students are great. They were and are the lifeblood of any success I ever had as a teacher, in no small part because they were by far the most rewarding part of teaching and I would never have lasted without them. I still run into my students occasionally - on the trolley, on Facebook, and outside the deli by my house - and the ones I see, for some reason, are students I had a real relationship with. Every so often I get a phone call or an email. I love knowing how my students are, and sometimes they tell me that my role meant something. But - and I know this is true - this is only one of the many ways to be a good teacher, and it is not enough. I knew plenty of teachers who had real relationships with their students, who did not treat them like cattle to be processed, and who nevertheless did not expect their students to do well academically and were unable to get them to do so. In fact, there were plenty of my students - the students of someone who unambiguously cared about her students, and tried to have meaningful relationships with them - who for various reasons, didn't learn that much in my class. For some of those kids, I know why: untreated mental illness, chaotic life situations, illiteracy, a rational calculation that summer school would be less work. For others, I don't. There were kids with whom I had real connections who didn't learn much.

While I didn't have kids who couldn't connect, but nevertheless learned, those kids - and those teachers - exist. It's a different teaching style, and while it's unlikely to help a kid supersede crazy obstacles outside of school, that impersonal quality can be its own powerful center for a classroom culture. I had plenty of teachers like that in high school, and some of them were excellent: they devoted tremendous attention to planning their lessons, communicating material, and offering academic feedback, with minimal interest in your personal affairs. In some situations, this is a great teaching method, though I'm not surprised that David Brooks, decades from any personal experience as a teacher or student, can't remember the value of these teachers. I will agree that many students need to have a few teachers who develop a personal connection and use that to motivate that individual student, and that students from unstable home situations can especially benefit from that kind of mentoring, but it is nevertheless not the only valuable teaching method.

Brooks's worst mistake is to claim that merit pay will reward caring teachers over impersonal ones. The obstacles to implementing merit pay are enormous: most systems give good teachers even more incentive to find a well-run, high-performing school serving students with stable home resources, and even less incentive to work with the most difficult students. At any given school, the obsessive focus on standardized test scores takes time: teachers who are interested in how their students will do on standardized tests, and thus what their merit pay will look like, need to teach lessons focused on standardized tests, research the standards, grade practice tests, etc. None of those things involve real connection with students. And real connection with students will continue to go unrewarded, because it is remarkably difficult to measure, and in and of itself not sufficient.

It's no surprise that David Brooks is incoherent, and the rest of the article (where he tries to talk about policy) is worse. But this tiny example - one sentence in one column - seems extraordinarily apt to me as a representation of just how poorly thought out his views on education are.

(I should probably leave this alone, but I just can't:

Democrats in Congress just killed an experiment that gives 1,700 poor Washington kids school vouchers. They even refused to grandfather in the kids already in the program, so those children will be ripped away from their mentors and friends. The idea was to cause maximum suffering, and 58 Senators voted for it.

There is practically no evidence that vouchers work. They do not provide adequate funding for most students to attend wealthy, fancy private schools, and they disproportionately benefit students with well-organized, stable family situations who are in the best position to take advantage of it. Plus, vouchers are expensive. I'm not deeply opposed to grandfathering in students who already have vouchers, but it's fucking irresponsible for David Brooks to talk about it this way. Education is complicated, and there's a lot of real information out there. He needs to shut up til he understands it.)

shockingly similar to us!

So apparently, if you want medical care in Romania, you need to pay bribes - to the doctor, the medical orderly, the nurse, etc. And the New York Times runs an article about this SHOCKING practice, and how the low salaries Romanian doctors make contribute to its prevalence, and includes the usual array of horror stories about people being denied care.

Because that would never happen in the US. Not to that kid who died of sepsis because no one would fix his abscessed tooth, not to someone with kidney failure whose sister is a health policy advocate, not to THOUSANDS UPON THOUSANDS of uninsured and underinsured people IN THE UNITED STATES who can't afford the preventive care they need and therefore get worse or die. Not to African Americans in Mississippi, who have an infant mortality rate about the same as that in Sri Lanka, Albania, and Colombia.

Seriously, what are they smoking? Yeah, there are some differences between not getting care unless you can bribe medical providers and not getting care unless you can pay medical providers (some gain in transparency, and some ability to subsidize care for people who can't afford bribes payments), but to get all high and mighty about this terrible terrible problem when it's not that different from what's happening ALL AROUND THEM?

(Sorry for all the caps. They, ah, express my sentiments toward the health care system.)

lazy writing for the digital age

Memo to writers: Beginning any piece of writing with, "Webster's Dictionary defines [my subject] as ...." has long been recognized as poor form. It is just as lazy to begin with, "Typing [my subject] into Google returns [large number of] hits." Especially if your subject can be expressed in a few rather common words.

Memo to users of statistics: Any "online poll" is utterly meaningless, unless it is simply a normal poll that has happened to use a web interface.

Memo to editors: These problems? It's your job to keep them out of print.

anti-feminist round-up

1. Dick Armey explains: the only reason to listen to a woman is so she'll have sex with you.

(via Bitch, Ph.D.)

2. Also: gross. And not that free from the scrutiny of feminists. You're on the internet, for crying out loud.

3. Question of the day: if ultra-right-wing Christian teen-agers think saddlebacking doesn't ruin their purity, what about fisting? Or dildos?

this post brought to you by the New Jersey Transit news stand

Dear Vanity Fair,

Perhaps you commissioned Maureen Dowd to write about Tina Fey knowing only that she was a New York Times columnist, and never having read any of her columns. I’ve actually read those columns, though, and the profile she turned out was exactly what I would expect. You did a disservice to Tina Fey, and to your readers. We learn little about Tina Fey’s childhood, nothing about her philosophy of writing, nothing about her transition to acting – nothing about the substantive development of her personality and career. Instead, we hear endlessly about her German father and German work ethic, her Greek mother, her weight gain, weight loss, frumpy dresses, mousy appearance, thrift store sweaters, worries about her body. The weight and body image angles are particularly upsetting, since Dowd uncritically accepts the idea that thin equals beautiful, and thus that thin equals successful. But the cumulative effect really says it all: after reading that article, I was bored, offended, and self-conscious about my ass. Tina Fey’s talent deserves better. So does my reading time.

Better luck next time,

North

education reform and junk analysis

Shorter David Brooks: "I know nothing about the subject I'm writing on, and would like to display my ignorance for the world to see."

I don't have time to write a full analysis right now. I'll do it on Sunday or Monday. But I just want to say. People who don't know shit about shit should stop talking about schools and education reform. Of course, if that were the standard, David Brooks wouldn't get a column at all.

election lost on a technicality

Godwin's Law

"As a Usenet discussion grows longer, the probability of a comparison involving Nazis or Hitler approaches one."

John McCain, on the LA Times's refusal to release (per its promise to its source) a tape of Obama at a fellow professor's going away party from Chicago:

"I'm not in the business of talking about media bias but what if there was a tape with John McCain with a neo-Nazi outfit being held by some media outlet?"

According to internet tradition the first person to make such a comparison loses.

Can this election please just be over already?

dead past

Tyler Cowen at Marginal Revolution has been writing about trying to survive in Europe around 1000 AD with a secondary question about other time periods, still in Europe. Asia, the Americas, and the Middle East have obviously come up - people have suggested, wisely in my view, that someone whose primary skills are academic might do better in the Middle East or East Asia around that time.

I find this particular question totally fascinating, but the discussion makes me scratch my head. First of all, there's a blind assumption that the traveler in question is male and white. Much discussion of how much taller and stronger than everyone you'd be (I doubt I'd be taller than most of the men), little discussion of the relative rape risk, assumption that the obstacles will be those faced by an ill-informed foreigner, not by a woman who may legally be property. Similar for race: if you look dramatically different from anyone the people there have met (not just taller/stronger/healthier/better teeth, but completely different skin color) you might have some interesting reactions.

Second, most of the advice is about how to take over the world. I find this kind of laughable, especially when people assume that some small piece of knowledge would be immediately influential, or that you'd be able to somehow leverage your vastly! superior! knowledge of marketing! or your basic understanding of something very technical like telescope lenses in order to revolutionize the society. My favorite might be the person who suggests posing as a wizard (which in and of itself might get you killed) by using 'a magnet, some wire, and a water wheel' to produce electricity (where will you get a magnet and some wire? also, educated people may already know about electricity: the Greeks did) or by using a lighter (basically a fancy flint and steel, which is a very old technology). Also foolish is the idea that a modern person with no fighting expertise or reputation would be able to convince the nobility that your military strategy would be better than theirs. Still, there are some pretty good ideas in this category: selling boiled water, working on camp sanitation for your local ruler's military (reduce disease casualties in wartime? very useful), bookkeeping, a few simple technologies.

All of them ignore the most important thing. I think most of us would find that we have a lot of potentially usable information, but it's not going to do you a damn bit of good if you get killed (as a witch, as a heretic, just by pissing someone off). Since the original question was about what to do to prepare, here's my advice. Start by learning wilderness survival stuff: shelter-building, basic navigation and time-telling, how to build simple snares, gutting small game, edible plants, fire-building (flint and steel is your best bet here - bowdrill is a royal pain). Most people of the time will probably be much better at it than you, but it'd be nice not to look like a total fool; also, I think people are likely to be the most dangerous condition you face, so being able to ditch people for a while would be pretty useful. Second, learn as much self-defense as possible. In both situations, don't concentrate on our stereotypical ideas about what knights and other nobility do (swords? not your friends): instead, learn knife and hand fighting for self-defense, focus on small game in hunting, etc.

Remember that people don't have the scientific method as an integral part of their culture yet, so even if you start doing something that improves health outcomes or whatever, they may not be able to fully notice or understand those improvements. That's a real liability if you're trying to develop a sanitation infrastructure or do medical work: it's not going to be 100% effective, and the first failure may call your entire work into question, depending on the explanatory model people are using. These kinds of cultural differences probably cannot be overstated, though of course human commonalities remain.

Personally, my only real skill is medicine. And not just boiling water or basic anatomy, where the benefits are not immediately obvious: because I have some wilderness medicine training, I'm pretty decent at treating sprains, breaks, cuts, and other day-to-day emergencies where the pay-off is fairly immediate and not just epidemiological. Depending on where I landed, that's probably the type of work I'd try for; if I were in Christian Europe, I might also head for a convent.