John Derbyshire brings us this essay in which he looks at the utter intellectual bankruptcy of the leftist educational elites and their pet theories of human nature. Unfortunately for all of us, these theories have nothing to do with the ways in real people actually grow, develop and mature. And certainly they have little to do with the ways in which we eventually learn what we need to know in adult life. It is a sad fact that today's educational institutions are mostly about propagandizing the young as often and as completely as possible in the latest politically correct intellectual fashions. And because this is their primary goal, any real education which a young person may be able to attain is almost certain to be in spite of, rather than because of, this system. And those who are fortunate enough to learn to think for themselves, rather than merely parroting back the party line, can be sure that they will be the objects ridicule and intellectual persecution. Is it any wonder so many of our young people "graduate" from these confidence games without being able to read their diplomas?
If you read much Ed Biz theorizing, you find yourself wondering how a single field of human enquiry can contain so much error and folly. One answer is that educationalists wilfully-ideologically, in fact-ignore the understanding of human nature that the modern human sciences are gradually attaining, and cling doggedly to long-exploded theories about how human beings develop from infancy to adulthood. From false premises they proceed to false conclusions.
The long and short of this new understanding is that human beings are much less malleable than everyone supposed half a century ago, and much less malleable than "blank slate" leftists-a category that includes practically all education theorists-have ever, for reasons not difficult to fathom, been willing to contemplate.
Reading recent results out of the human sciences always brings to my mind those "shape memory alloys" that so fascinate materials scientists. These are metal alloys that "remember" their original geometry, and can be made to return to it, or something close to it, usually by heating, after any amount of deformation and pressure. So it is with humanity. We come into the world with a good deal of our life course pre-ordained in our genes. At age three or so we begin to interact with other children outside our home, with results that depend in part on us, and in part on where our home is situated. We pass through various educational processes-formalized extensions of that out-of-home environment, and also highly location-dependent. We end up as adults with personalities and prospects that are, according to the latest understandings, around 50 percent innate and pre-ordained, around 50 percent formed by "non-shared environment" (not shared, that is, with siblings raised in the same home by the same parents-a somewhat controversial concept in its precise contents, but clearly consisting mostly of those out-of-home experiences), and 0-5 percent formed by "shared environment"-mainly parenting style.