As you can read here, the University of North Carolina is hosting a professor from the University of Illinois who maintains that what “minority” students need if they’re going to understand math is for it to be presented as a “social construct.”
This makes me think of the famous hoax by Alan Sokol — a published paper contending that gravity was a “social construct.” I don’t think this is a hoax, though.
Needless to say, the department hosting the talk is not the department of mathematics.
Reply to this commentLinkReport AbuseThe only social construction going on here is the "bigotry of low expectations."
Reply to this commentLinkReport AbuseI think that depends entirely on what your definition of a "hoax" is? I think it can still be a hoax, even if the person giving the talk has fallen for it.
Though, having read the abstract, I still have no idea what the man is talking about. Did anyone make it through that verbage who could translate?
Reply to this commentLinkReport Abuse"I still have no idea what the man is talking about."
I dunno either, but I will point out that Rochelle Gutiérrez is a woman.
Reply to this commentLinkReport AbuseApparently, closing the achievement gap involves "developing conocimiento with students". Who knew?
Reply to this commentLinkReport AbuseI don't think Asians are having too much difficulty understanding math, so "minorities" is hardly the correct appellation. Certain, specific minorities are the ones having trouble. And I think we all know who they are.
Reply to this commentLinkReport AbuseActually, the author says that "*the achievement gap*" in mathematics, not mathematics itself, "is a social construction." This could mean any number of things, some of which the author no doubt did not intend. Still, if she means that there are social factors influencing (or driving) the achievement gap, then that seems uncontroversial.
A lot of the rest is either absolute blather, or else common sense obscured with bafflegab. "Equity in mathematics means much more than access to a rigorous curriculum"? Well, yeah--you can't just throw everyone regardless of background into a rigorous classroom and expect them to do well. "Becoming comfortable with uncertainty"? Yeah, in the sense that certain problems have no answer, or that you have to take small steps in solving a problem so you can get to the big solution. "Tension as a means to birth new knowledge"? Does this mean that if you're really working hard at something, you may end up with a great insight?
Reply to this commentLinkReport AbuseI think the author doesn't know what the hell she means. And that condition is endemic among those of a post-structuralist bent.
Reply to this commentLinkReport AbusePost-structuralists' sole talent, if one can call it a talent, is to make it *sound* as though they're saying something profound when they're actually saying nothing at all. One of the best critiques I've read comes from Noam Chomsky, actually. For instance:
"[N]o one who says they do understand [postmodernism] can explain it to me and I haven't a clue as to how to proceed to overcome my failures. That leaves one of two possibilities: (a) some new advance in intellectual life has been made...which has created a form of 'theory' that is beyond quantum theory, topology, etc., in depth and profundity; or (b) ... I won't spell it out."
Reply to this commentLinkReport AbuseTrue, Lorraine. The post-structuralists have a terrible case of cerebrum-envy vis-a-vis philosophers (and some would say scientists), and in a pathetic attempt to seem more serious and intelligent, have confabulated a weird nomenclature and an incoherent theoretical system. And it is quite clear that at least 90% of these so-called scholars are not concerned with their subject, but instead are obsessed with convincing fellow pomos that they're part of the club.
Which is not to say that they're all idiots. A small percentage of the pomos are bright and have managed to solder together a reasonably respectable "poetics of knowledge" from all the theoretical tailings, but the vast majority of them are third-rate hacks. As such they are both cause and effect of the fallen state of the social sciences and humanities in academia.
Reply to this commentLinkReport AbuseI've long thought that it's science envy. One of the pomo folk--can't remember which one--once justified pomo bafflegab by saying that, as a field advances and becomes more detailed, it naturally requires a more specialized vocabulary, and pointed to the sciences as evidence. Of course, as Chomsky's quotation suggests, scientists can generally provide clear definitions of their terms if pressed, whereas most of the pomos can't. By adopting an abstruse vocabulary, the pomos co-opted the worst aspects of science while ignoring the very bits that make science worthwhile.
Reply to this commentLinkReport AbuseA specialized vocabulary is not the issue; barbarous misuse of the English language is. But what can one expect from people who don't believe in any form of objective reality and truth, consider standardized English racist, and view the "privileging" of the written word as "logocentrism?"
Reply to this commentLinkReport Abuse"I've long thought that it's science envy."
This makes such perfect sense! I've always had a problem with Sociology being considered a science. Regrettably, in my mind, they are the bottom of the barrel of liberal arts too.
Reply to this commentLinkReport AbuseI had a colleague who interviewed a few years ago for a position in the epidemiology department at UNC's School of Public Health. He could tell he wouldn't get the offer when asked about race as a health predictor. He argued that it was a social construct that was better represented by objective genetic measures (natives of sub-Saharan Africa, for example, constitute at least five clearly distinct genetic groups. Likewise, possession of a sickle-cell gene is a better predictor of sickle cell disease than being classified as "black.") or the use of ethnicity, which reflects behavioral patterns. The social epidemiologists at UNC were offended because the construct of race was more useful for their neo-Marxist conflict sociology than measures which better reflected the basic pathology of disease. The concept of a social construct is not necessariuly bad for science - if we remember that they are a natural process of induction, a way that individuals with bounded rationality organize observations ands interpret patterns. Where the problem arises is when the concept is used as if there were no underlying empirical reality. Constructs reflect that reality. The post-modernist movement, on the other hand, rejects that there IS an underlying reality, and argues that every classification is a construct not to reflect reality, but to shape perception in line with a neo-Marxist power motive. That is, every idea that they disagree with is an illegitimate social construct designed to empower the believer and oppress another. To them, the impugned MOTIVE is the reality, rather than the partially perceived reality organized into the construct.
Reply to this commentLinkReport AbuseGood post. And it reminds me of Derrida's famous apothegm, "There is nothing outside the text." Philosopher John Searle considered this stance so ludicrous that he repeatedly offered Derrida the opportunity to debate it. In one of the few acts of wisdom Derrida ever committed, he refused the offer.
Reply to this commentLinkReport AbuseGotta love that accent mark in East San Jose. (In the linked article.)
BTW, is it common to refer to neighborhoods (which East San Jose is), rather than cities (which East San Jose is not) in an article like this?
Reply to this commentLinkReport AbuseThis isn't a hoax, this is BS. The beauty of Math is that it's the same for everyone, Caucasian, Latina/o, Asian, African, the same. Why would anyone try to teach "social justice" with math except to try to put a veneer of legitimacy on "social justice?
Reply to this commentLinkReport AbuseShe is just one more in the long parade of Ed School professors who have developed the next big theory that will explain it all, a next big theory that boils down to verbiage and conjecture.
If those Ed School clowns had to actually teach classes of primary or secondary students, they would soon find out their theories aren't worth the paper they are printed on.
Reply to this commentLinkReport AbuseWill America survive the ivory tower?
Reply to this commentLinkReport Abuse'Dos plus Dos = Cinco de Mayo!'
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