Now it’s possible to despise math and virtue signal simultaneously… It turns out that learning mathematics can cause “collateral damage” to society by training students in “ethics-free thought.”

The nature of pure of mathematics itself leads to styles of thinking that can be damaging when applied beyond mathematics to social and human issues.

OMG.

How did we get to the Moon, anyway?

Old math.

That “+” sign looks suspiciously like a cross and that means trouble. I think 2 + 2 should be set free. If it feels it wants to be 5 or 6, who does it hurt?

On a related note, don’t you find one way streets oppressive? /sarcasm

This will trig grrr some people and others will log complaints.

That was back when idiotic notions like this would have been laughed at by any semi-educated person.

Thanks for including me, Terry. 🙂

Not to worry—the SJWs are on the case.

Luboš Motl has been covering the controversy over the introduction of the “orthodox constructivist” mathematics curriculum developed by Milan Hejný, which is now taught in 800 of the 4100 elementary schools in the Czech Republic on his blog,

The Reference Frame.He summarises it in this post:

Result:

Now they want to abolish variables in mathematics.

People educated in this manner will be too ignorant to cause “collateral damage”. Problem solved!

Mathematics is evil because understanding it at various levels is very highly correlated with Spearman’s ‘g’, aka I.Q., and is therefore embarrassing to a variety of social engineering efforts. Notably, affirmative action vs. STEM careers.

Mathematics must be made to conform to the accepted social order, or else!

These also are symbols of oppression: < >. In the future you must only you this: =.

Just so you know, I’m totally stealing that. Inequality will not be tolerated in the New World Order, after all!

“In the name of equality, we must make some groups superior to others.” —

DimeIn his delightful book *Je ne suis pas une légende* (*I am not a legend*), Jacques Bergier reports his exploring the Sorbonne in may of 1968, and the various demonstrations of lunacy and madness he saw there. Among them, “students” in mathematics would *vote* in order to decide what the good result was. With his wry humor, Bergier commented : “Cette conception des mathématiques révolutionnaires mérite d’être retenue” (“This approach of revolutionary mathematics deserves to be kept.”).

This madness does not apply to sciences alone, anyway. In France, a good teacher named Jean-Paul Brighelli regularly denounces the “pédagogistes” whose egalitarist ideology has been methodically damaging and ruining the whole educational system from small classes to university for the last 50 years ; unfortunately, he preaches in the desert (besides, he was candid enough to believe than the m-appointed new minister would fix this : it took Brighelli a whole year to understand, at last, that speeches are *not* actions and that a beta chosen by another beta cannot, and does not want to, find remedies to a situation which was obviously planned — one just has to read older books by Pierre Gaxotte and Jacques Heers (two great historians), in order to check this point.