Rebecca Long Bailey is proposing an elected Senate to replace the House of Lords (one, presumably, without John Bercow in it). I haven’t seen much detail so won’t comment (if someone can point me to published details, I’d be grateful). But it reminded me of something that Erik Olin Wright and I talked about many years ago when the Tories were carrying out moderate Lords reform but didn’t seem to know what it would look like. We wrote up a short paper which we never published. From the fact that we never published it you should be able to infer that we didn’t feel strongly that this was the best possible option: but we did think that a proposal like this should be on the table.[1] Link to pdf is here. The text is below the fold.
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Harry
My then-18 year old daughter was home with her friends when I opened my author-copies of Family Values. After they left she said “My friends are really impressed that you’ve written a book. But I’m not really. I mean, it’s just part of your job, isn’t it? It’s just what you’re supposed to do. I mean….it’s not like you taught a third grader to read, or something like that“.
If you’ve read the book, or simply know its main theses, you’ll see many layers of irony in that exchange, and probably further layers of irony in the sense of pleasure and pride I got from it.
But actually I did teach a kid to read, a 5th grader actually, though just one, when I was 18.
Gaurniad Obit here.
My music collection contains a small number of perfect albums. Perfect in the sense that every track is entirely welcome, and all are in the right order, yielding a brilliant effect. Three are by Richard Thompson, one by Joni Mitchell, one by Crosby Stills and Nash, and maybe one by the Beatles. Innes shares responsibility for two of them. The Rutles Archeology is much better than the original Rutles album, full of gentle pastiche and including a couple of songs that have you straining to remember that it really isn’t The Beatles.
But the best is Keynsham. I bought it at Our Price for 99p, remaindered and warped, 40 years ago and have listened to it maybe more than any album not by the Beatles or Dylan (I no longer have a record player, but have replaced it a couple of times since). It is the one Bonzos album on which Stanshall and Innes combine perfectly — Stanshall’s dark madness disciplined and tempered by Innes’s kind optimism, allowing their shared sense of the absurd to shine through — not a collection of songs, but a single album, all the notes in the right order.
Here’s a moving, brief, piece by Paul Cotterill about his dad, who flew over Germany in WWII, loved Eurovision, voted to stay in 1975, and died 40 years ago. It’s lovely.
And it reminded me that the old people in my life (none as old as Paul’s dad would have been, and none would be pleased to be designated old, but they’re older than me, and at this point that’s enough) all voted to stay, and I know that tomorrow they’ll all be voting to prevent a Tory government, and some have been working tirelessly to that end for weeks…well, decades, come to think of it.
I wrote a pamphlet for the Fabian Society in 2000, arguing for reform of the private school system, based on the assumption that it was impossible to abolish them (I still think it unlikely, and am quite curious what will end up in the manifesto). If you feel like reading it, here it is.
Congratulations to Gina, whose book Liberalism, Neutrality, and the Gendered Division of Labor
Here’s a very rough account of what the book’s about: Women and men do unequal amounts of domestic and caring labor, and this inequality contributes to unequal outcomes between men and women in their careers. This is the ‘gendered division of labor’. But are the inequalities, or the processes generating them, unjust? And, if so, should the government act to change anything?
Here’s the problem: No laws enforce the gendered division of labor; and while women face some discrimination in the labor market, most of the gendered division of labor seems to be explained, immediately, by people’s choices which are, in turn, responsive to influential social norms. We – liberals who believe in democracy and freedom – presume that people should be free to act on their own judgments, and are uneasy about government intervention that would attempt to change the social norms. This commitment is captured by the popular idea that, for the most part, the government should stay out of people’s personal lives – and that appears to include things like how members of a household decide to divide up the time doing the dishes, looking after a child, or caring for an ailing parent.
Here’s my latest piece at ACUE, this time on class participation, what it is, how to make it happen, and why we probably shouldn’t grade it (if you read it it says that we shouldn’t grade it, but I doubt that’s true in all circumstances). Here’s a taster:
Unfamiliar with the practice [of grading participation] I started asking faculty why they graded participation and what they counted. The standard response was that you have to grade it, “otherwise students won’t talk.”
I was skeptical. Whereas we can provide students with a reasonable understanding of what is required when writing an essay, taking a test, setting up an experiment, or making a presentation, participation is vaguer. But let’s assume that participation is, as colleagues tended to say, speaking in class—an action that is, in principle, readily observable and gradable. A number of problems arise.
The first problem is obvious: It’s not just talking, but talking productively, that we care about. Saying things that are interesting and useful to the conversation is a sign of good participation; saying things that are off-topic is a sign of bad participation. If we’re going to grade students’ talking, we should focus on quality, not quantity.
Students need to know this. But once they do, some feel pressure to impress you with correct or pat comments. In setting expectations, it’s hard to overstate that quality includes getting things wrong—for good reason. As a recent graduate wrote to me, “One thing I’m especially grateful for: I’m more willing to risk getting things wrong in discussion and writing than I used to be because you made it clear in class that making mistakes is part of engaging rigorously with philosophy and not something to fear. That seems obvious now, but it wasn’t always.”
Its Lord Vivian Stanshall Day today, an international moving feast in which we celebrate the great man. It really should have been on the day that Boris Johnson became PM, but those of us in Viv-land were too blinded by the surrealism of the Tory electorate to respond. And, anyway, it doesn’t really matter because, in our hearts, every day is Viv Stanshall Day. At least, that’s how its been seeming for a while now. Here he is with The Young Ones (btw I endured (well, that was my dad’s word for it) a dreadful, Viv-worthy, youth production of Summer Holiday in the summer, in which my niece managed to shine as an overactive surreal narrator), and.. well in an ad for Ruddles which has to be seen to be believed.
Its the first day of class for me. Both my classes this semester are small — 20 or fewer — and in such classes I always begin the first several classes with icebreakers so that they get used to talking in front of the group and learn each others names. A good icebreaker is brief (I allow 5-7 minutes for the whole round) — so it must be pretty easy to come up with a quick answer — but revealing (because I want them to get to know each other). I have a small collection of them. Here’s a sample: please add more if you have them!
Name a novel you haven’t read that you think you should have read
Name a novel you have read that you think the rest of us should avoid reading
What would your choice be for a final meal?
Name a song or singer or band that you are embarrassed that you like [1]
If you had been raised in a different country which one would it have been?
Of the 50 states, which is the one you are least interested in visiting?
If you had to rely on a past England cricket captain to get your country out of the mess it is in, which one would it be? [2]
[1] Surprising how often Justin Beiber and the Jonas Brothers turn up here, both of whom seem entirely un-embarrassing to me. Someone usually mentions Taylor Swift, enabling me to reveal that I have seen her live.
[2] This one has a right answer, but I don’t know what it is — Brearley or Jardine, I imagine. Unless your country is Albania, of course, in which case it’s obviously Fry.[3]
Yesterday’s All Things Considered story about Brexit was a remarkably insidious piece of journalism. Their man in Albion visited the town with the highest Brexit vote in Britain (a ‘namesake’ of Boston Mass: the fact that they have the same name is, no doubt, a remarkable accident), managed to find a woman who voted for Brexit, and asked her what she thought of the Prime Minister’s decision to restrict the sovereignty of the elected parliament (not the way he put it). She was enthused “If that’s what it takes…then so be it”: Brexit has to be done and dusted because we’ve got to ‘slow and control” immigration. She freely admitted that Brexit would be bad for the economy, and he asked if she cared that it will be bad for her business. It as already been bad for her business, which relies on EU migrant labor, but that is something she was, nobly, willing to put up with. But what she was willing to put up with in order to slow and control immigration is entirely uninteresting. The question he didn’t ask was how she justified wrecking other people’s businesses and the businesses that other people who are worse off than she is work for. Next time, please present her with some remainers who are going to lose their livelihoods because of Brexit, or the non-trivial number of remainers who will lose their lives because the health service is understaffed (or just badly staffed) and ask her to justify the costs she is trying to impose on them. (Brilliantly, when I looked for the story to link to, I got an ad for an interview with the repulsive James Dyson).
When Leach was facing, with 2 to win, the tie was gone. If he was out, Australia would win. If he scored 2, England would win. And if he scored 1, Stokes would score the winning runs. But, from the point of view of the Ashes, a tie was as good as a win: either way England has to win more of the subsequent 2 matches than Australia: if Australia win one, or both are drawn, Australia keep the Ashes.
I tried to describe the scale of Stokes’s feat to someone who had no knowledge of cricket. Unfortunately, she proved to be completely ignorant of all sports, a remarkable accomplishment, but one that left me at a complete loss for analogies (I was going to reach for tennis, but even then — winning from 2 sets down and 5 games down in the third set doesn’t really capture it).
Lots of young people have said that this was the greatest innings ever, better even than Jessop at the Oval, or Botham at Headingley, and that this was a greater victory than Headingley 1981. But they weren’t born at the time and have only seen highlights of 1981, so what do they know? Even those of us who are old didn’t see Jessop in 1903, but we did watch Headingley ’81 with the same stunned disbelief as we watched Headingley ’19. Maybe, just maybe, Jessop’s innings matched this one. But those of us who saw Headingley ’81 and Headingley ’19, albeit on telly, surely agree that the youngsters are right.
What nobody has talked about is Watson and Bailey’s draw. If any of our readers witnessed Sunday’s game, and Watson and Bailey, please let us know how they compare. If you google “Watson and Bailey” from my location, you get a hairstylist in California.
On twitter, in response to a request from Ben Stokes, specsavers agreed to provide Jack Leach with a lifetime supply of eyeglasses.
A couple of years ago the Midwest conference of the Junior State of America asked me to be their keynote speaker. I still have no idea at all why they invited me – it seemed and still seems rather unlikely. I stupidly agreed, and then agonized about what to talk about. The organizers suggested talking about how I got to where I am, but, although there are parts of how I got to where I am that are quite interesting, where I am is not interesting at all. Then, mercifully, the Thursday before the talk two of my students brought one of their friends to meet me in my office. (You can tell how exciting their lives must be!) And they told me to tell her my tips for how to get the most out of college. I was put on the spot and tried, desperately, to remember what my tips are. Fortunately, I did remember. And then I thought, oh, actually, I could talk on Saturday about how to get the most out of college. It’s something I know something about, and that would actually be useful to audience!
Since it is the time of year that some of our readers in the northern hemisphere are getting ready to welcome students to college (I am teaching a small first-year class, which I only do once every three years), and other readers are getting ready to send their kids off to college and, conceivably, one or two readers are getting ready to go off to college themselves, I thought I’d excerpt the part of the talk where I actually give the advice. About 2/3rds of the talk was about what the point of going to college is and I’ll skip most of that, but just say that the point that I gave them was to learn knowledge, skills, attitudes and dispositions that will enable them to make a better contribution to the good of all of us; and to enjoy that learning itself. I know going to college has other purposes, but these are the ones that get neglected by the college recruiters, and school counsellors, and movies, that shape their ambitions about college.
Here goes with the concrete advice:
[click to continue…]
I invite other teachers or students to submit their own best moment of the academic year past. Mine was this.
A small class — just 17 students. They had read Amia Srinivasan’s “Does anyone have the right to sex?”. Some of them hated it, because they thought (wrongly) that it expressed sympathy with incels. Others were more intrigued. During the discussion I made reference, as she does, to political lesbians, and as I was saying the word it occurred to me that they might not know what it meant. So I asked them what it meant. The blank faces indicated that none of them had looked it up, which I pointed out (I knew they’d all read the piece). So I asked them to guess, and several made wild guesses. The one who got closest was very uneasy in saying it, I think because he worried that he was being politically incorrect. I finally told them what it meant. Several of them looked concerned, wondering what they ought to think about this. A few knew that I am perfectly capable of making things up to bamboozle them. After an interminable 2 seconds of silence, though, one young woman hit the table, and cried, very loudly: “That’s AWESOME! Good for THEM!”. Her face had that look that a baby’s face gets when it has its first taste of chocolate.
I can’t remember whether I have plugged this before — I suspect I have — but the radio version of Mark Steel’s autobiographical one-man show, Who Do I Think I Am?, is available on Sounds for the next 17 days. It is just brilliant. Its the story of Steel’s search for his adoptive mother, which involves so many twists, turns, and bizarre coincidences that at various points you think he must have added this or that (surely the details about the Socialist Party of Great Britain???) for effect but… no, its all, bizarrely, true. Mainly its hilarious, but it is also, in parts, serious and very poignant. If you have one hour to spare in the next 17 days, this is how to spend it, even if (maybe especially if) you have no idea who Mark Steel is.
Apparently cancelling all student debt under Sanders’s plan would cost $1.6 trillion, and would be funded by a wealth tax. $1.6 trillion is a lot of money. Sara Goldrick-Rab gently says: “There’s a piece of me that has seen how widespread the pain is, including among people you might say are financially fine. But there’s a piece of me that knows what the pot looks like, and says, ‘That’s not the best use of the money'”.
Think about other uses: There are about 100,000 public (k-12) schools in the US. I’ve tried dividing $1.6 trillion by 100,000 several times now and every time I do it the answer is $16 million (I find math using ‘billions’ and ‘trillions’ difficult, because the words have different meanings in UK and American English, and I’m not always confident which language my head is in. So maybe I’m off?) $1.6 trillion could endow every public school in the country with, or give a one-off capital grant of, an average of $16 million. An average endowment of $16 million per school would yield $800,000 in additional spending per school in perpetuity. Another way of thinking about this. There are 51 million public school children. $1.6 trillion yields about $31k per student. Create an endowment and you can spend $1.5k more per student in public schools than we currently do. Forever.
(Co-incidentally, if the government did spend $1.5k more per student per year in public schools, that would almost bring government spending per-student per year in k-12 up to the level of government spending per-student per-year in higher education!)
Another way of thinking about it. Sanders’ main spending proposal in k-12 is tripling Title One spending (Federal funds that go to schools with low income children in them). Title One spending is currently around $14 billion. (He adds $1 billion for magnet schools and unspecified amounts for universal free school meals, and for a few other things, which I’ll leave aside). Divide 1.6 trillion by 14 billion and you see that he’s proposing to spend 100 years of current Title One funding on a one-off cancellation of student debt. He could quadruple title one spending for 100 years instead. Or quintuple it for 50 years. Or sextuple it for 25 years. He’s proposing to spend 50 times more just on relieving student debt than to increase annual Federal spending in k-12.
Or: restrict your concern to access to higher education. $1.6 trillion would pay the current Pell Grant budget for 50 years. Another way of putting this: Endow the Pell Grant program with $1.6 trillion, and that pays for Pell Grants at 2.5 times the current rate. Forever.
Some defenders say that debt forgiveness would be good for the economy.
Student debt forgiveness would also help stimulate economic growth by freeing borrowers to buy homes and improve their credit, while primarily benefiting racial minorities, according to Steinbaum and researchers at the Levy Institute, a left-leaning think tank.
Omar, who has student debt, said in a statement that the plan would “unleash billions of dollars in economic growth.”
If the point of the plan is reducing debt loads, rather than being about education, why is the plan specific to college loan debt? People who didn’t go to college have debt too: and have worse earning prospects. Is there some evidence that cancelling student debt (a good deal of which is held by high earners) is better for the economy than cancelling other kinds of debt. Or just lowering the costs of living for low income families by, for example, enabling them to purchase new and efficient automobiles that have lower running costs than older cars that they currently buy because they are cheaper? $1.6 trillion would buy $53 million Chevy Volts, reducing automobile running costs for 53 million low income families. Or one could address the massive wealth gap between African Americans and whites by biting the reparations bullet: a mortgage down payment of $34k for every single African-American would increase dramatically home ownership among African Americans. Or whatever.