SJW Insanity

by JAMES DELINGPOLE20 May 2017

Gender studies is a fake academic industry populated by charlatans, deranged activists and gullible idiots.
Now, a pair of enterprising hoaxers has proved it scientifically by persuading an academic journal to peer-review and publish their paper claiming that the penis is not really a male genital organ but a social construct.

The paper, published by Cogent Social Sciences – “a multidisciplinary open access journal offering high quality peer review across the social sciences” – also claims that penises are responsible for causing climate change.

The two hoaxers are Peter Boghossian, a full-time faculty member in the Philosophy department at Portland State University, and James Lindsay, who has a doctorate in math and a background in physics.

They were hoping to emulate probably the most famous academic hoax in recent years: the Sokal Hoax – named after NYU and UCL physics professor Alan Sokal – who in 1996 persuaded an academic journal called Social Text to accept a paper titled “Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity”.

Sokal’s paper – comprising pages of impressive-sounding but meaningless pseudo-academic jargon – was written in part to demonstrate that humanities journals will publish pretty much anything so long as it sounds like “proper leftist thought;” and partly in order to send up the absurdity of so much post-modernist social science.

So, for this new spoof, Boghossian and Lindsay were careful to throw in lots of signifier phrases to indicate fashionable anti-male bias:

They also took care to make it completely incomprehensible.
Some of it was written with the help of the Postmodern Generator – “a website coded in the 1990s by Andrew Bulhak featuring an algorithm, based on NYU physicist Alan Sokal’s method of hoaxing a cultural studies journal called Social Text, that returns a different fake postmodern ‘paper’ every time the page is reloaded.”

This paragraph, for example, looks impressive but is literally meaningless:
None of it should have survived more than a moment’s scrutiny by serious academics. But it was peer-reviewed by two experts in the field who, after suggesting only a few changes, passed it for publication:
No claim made in the paper was considered too ludicrous by the peer-reviewers: not even the one claiming that the penis is “the universal performative source of rape, and is the conceptual driver behind much of climate change.”
The fact that such complete drivel was published in a social science journal, the hoaxers argue, raises serious questions about the value of fields like gender studies and the state of academic publishing generally:
But they do not hold out much hope for it having any more effect on the bullshit in the social sciences industry than Sokal’s hoax did – because leftist stupidity in academe is so heavily entrenched.

Millions of K-12 students across the country believe that mathematics is a sadistic discipline—(I should know, I was one of them)—but a new "social justice" training module aims to persuade teachers that maybe the kids are on to something.

The course was designed by Teach for America and is offered through EdX, according to Campus Reform. It presupposes that math could be made more interesting for students if it was infused with socially relevant themes. That's not a terrible assumption—maybe young people would like math better if it was being taught in a language they understood. (If Olivia eats 10 pieces of avocado toast every day, how long will it be until she can afford to move out of her parent's house? That sort of thing.)

But Teach for America thinks that language is "social justice," and has designed a course that makes some startling claims about math.

"In western mathematics, our ways of knowing include formalized reasoning or proof, decontextualization, and algorithmic thinking, leaving little room for those having non-western mathematical skills and thinking processes," the training course claims.

It continues:



Math is such a basic building block that one can cherry-pick hundreds of examples of it being misapplied for nefarious ends—but that's not really math's fault. Math lacks—to borrow a social justice term—agency.

I'm open to the idea that math—particularly advanced math—is over-valued as a K-12 subject. There's a good argument to be made that high schoolers should be taking less Algebra II and reading more Shakespeare. But if we're going to teach math, I'm not sure we should be teaching that it's mostly just this bad thing Western countries used to subjugate indigenous peoples, as if that's the main thing you need to know about math.