Showing posts with label Feminism. Show all posts
Showing posts with label Feminism. Show all posts

18 November 2018

Adopting male psychology

Most positions that disagree with feminism argue either that women are inferior, or that they are equal to, but different from, men.

A third possibility is rarely expressed: that women tend to adopt a certain kind of psychology which makes them less functional, in many areas, than men.

Two thousand years ago, somebody appears to have expressed the idea that women had the same potentialities as men, but could only realise them by adopting male psychology.
Simon Peter said to them: ‘Let Mary go out from among us, because women are not worthy of the Life.’

Jesus said: ‘See, I shall lead her, so that I will make her male, that she too may become a living spirit, resembling you males. For every woman who makes herself male will enter the Kingdom of Heaven.’
(Gospel of Thomas, saying 114)

11 January 2015

Egalitarians and those ‘beneath’ them

When I was an undergraduate at Somerville College, Oxford, in the mid-1950s, feminist ideas were very much on an uptrend.

‘Feminism’ is usually taken to mean gender egalitarianism, i.e. that women are or should be the equals of men. This idea could, however, be interpreted in very different ways.

While I was at Somerville, a male undergraduate said to one of my college friends that women were ‘equal but different’, and this seemed to mean ‘equal but inferior’. Women could never have strong enough wrists to play tennis properly against a man, and there were various other things which they would never be able to do well.

Nowadays, it is often suggested that there should be equal numbers of men and women on the boards of companies.

Mary Adams OBE, a well-known ‘fellow traveller’ (communist sympathiser), was one of the first women to have a fairly high position in the BBC, and was also the mother of a college friend of mine. I was the top scholar at Somerville College, and her daughter was a commoner (non-scholarship student). I frequently visited Mary Adams’s Regents Park apartment.

On one occasion, my father came by car to pick me up from the apartment, and Mary Adams said about his voice on the telephone, ‘He sounds very common’. At least, this was what her daughter relayed to me a little later. I was surprised that Mary Adams, as an influential leader of thought at the BBC, did not find it necessary to demonstrate her social egalitarianism by asking my father up for a sherry, and taking an interest in his experience of education in working-class areas of London. After all, he was the headmaster of a school in the East End.

Lord Longford
When I told this story to Lord Longford* (a Labour peer) at the House of Lords, where he had invited me to visit him after I sent him an appeal to support my work, he looked taken aback by the accuracy of the wording. In fact I had not, at the time, known that ‘common’ was the word an upper-class person would use in talking about a social inferior. ‘Did you hear her say that?’ he asked. ‘No,’ I said, ‘her daughter, who did hear it, told me afterwards’. ‘She should not have told you’, Lord Longford said, laughingly.

One may notice that he did not say, ‘Mary Adams should not have said that’, in line with the socialist egalitarian ideas which both Lord Longford and Mary Adams professed in public. Instead, it appeared he thought that her daughter’s loyalty should have been to her own (upper) class, and to her influential mother, rather than to someone of a lower social class but, probably, higher IQ (i.e. both me and my father).

At the same meeting, Lord Longford looked at me curiously, as if he were trying to work out my social provenance. He said to me, ‘You don’t sound working-class. You could be a peeress.’ He continued to look at me. I must have said something, and he then said, ‘I see it is an Oxford accent’.

I cannot recall my college contemporaries, or any more senior person, ever expressing admiration of my achievement in getting the top scholarship, or even any Oxford scholarship, coming as I did from a relatively disadvantaged background. People appeared to be impressed only by social institutions. Mary Adams seemed to be bowled over when I first told her of meeting Dr Charles McCreery, an undergraduate at that time. I mentioned that he had been to Eton, and Mary Adams went into church with admiration, breathing, ‘Eton is the best school’.

A similar reaction was shown by Oxford physiology lecturer Graham Weddell (later Professor of Human Anatomy), when speaking about Charles’s father, General Sir Richard McCreery, before he had even met Charles. ‘His father is a great man’, he said, although General McCreery had (it appeared) been slandering Charles.**

* Frank Pakenham, the 7th Earl of Longford, was a Labour politician who became Leader of the House of Lords in 1964. Photograph by Allan Warren.
** Further details can be found here.


08 July 2012

A YouTube video about my ‘misogyny’

text of a letter to someone who posted a video about my ideas on YouTube

My colleague Dr Charles McCreery came across your video on YouTube. It is interesting that you find some of my ideas fairly palatable – that is, my ideas about the drawbacks of female psychology.

As you may have gathered, the main point of my writing books is to advertise my need for people to come and work with me. This applies to people of any age, sex, social status, and ethnicity. Also of any IQ, although in practice only people with a very high IQ consider coming here.

You mention in your video that you regard my writing to have deteriorated since I wrote The Human Evasion. While writing The Human Evasion I had a very small modicum of financial support, and while I was writing it I was still hoping that my other books (Lucid Dreams and Out-of-the-Body Experiences) would encourage people to give me financial support to carry out further research in the areas which I had opened up.

However, no such support was forthcoming. I was not in a position to carry out any viable research into lucid dreams or any other hallucinatory experiences, nor in anything else, such as theoretical physics. The books which you regard as showing a deterioration in the quality of my writing are simply what I have managed to squeeze out in a totally unsupported and constricted situation. If you have looked at my blog (which has been running since 2006), you will see that I am still attempting to enter on the 40-year professorial career which I should have started 50 years ago when I left college. I am also attempting to build up my current situation into at least one university department which will provide me with the hotel environment which I need to lead a liveable life of progressive intellectual activity.

As I said, I need people to come and work with me, to help me build up my situation. If people want to help me, they have to be unselective about what they do, and not insist on doing ‘creative’ work. If you are interested in this possibility, you are welcome to come. I do not know how difficult it is for Australians as regards visas, work permits, etc. You would have to sort this out yourself if you are interested enough. Even if you do not wish to come yourself, please let other people know about my existence and my need for people to work with me. I would be happy to send complimentary books to anyone who supplies a postal address, including yourself. If you send your postal address we would send you complimentary copies of books, which you could present to public or university libraries.

01 October 2007

No female geniuses

Copy of a letter to a philosopher

The article by A.N. Wilson in the Daily Mail contains the observation that no women of genius have emerged in the last 30 years, i.e. since they have been ‘given a chance’ as they were not in pre-Welfare State times. This is supposed to prove that they are no good at being geniuses, since the social discrimination of earlier centuries has been removed. But, in fact, I have been rigorously deprived of opportunity throughout my life, and I can point out many areas in which I would have been progressively productive if not kept absolutely inactive by financial deprivation and lack of social status. My chances in life were destroyed by the 1945 Education Act and its consequences, in no way created or improved by it.

Neither Charles’s nor Fabian’s comments on A.N. Wilson’s article have been published in the on-line comments or in the Letters to the Editor. [Update: one now has.]

Fabian and I have often offered articles on various topics to the editor, and received no reply.

The only way I could publish a reply to A.N. Wilson’s article would be to pay for half a page of the Daily Mail and publish an article as an advertising feature. This would cost (as I guess from previous enquiries) at least £5000.

Even if I felt able to do this, I would not be at all surprised if my money was turned down when they knew what I proposed to publish. Criticising the sacred assumptions of the modern ideology and breaking the taboo about complaining of the damage done to your life by properly appointed agents of the collective seems to be regarded as even more reprehensible than pornography.

12 July 2007

Egalitarianism and the female image

While I think that fundamentally what has been against me all my life has been the modern ideology of egalitarianism, with its hatred of innate ability, precocity, and individual autonomy in every form, it is certainly the case that being female and hence at the mercy of female teachers, tutors, headmistresses, college Principals and (at the SPR) Rosalind Heywood, has always made everything as bad as it could possibly be.

Women on the whole are unsympathetic to drive and ambition, especially in other women, and from the age of 14, if not earlier, I have always had at least one woman — and usually two — networking energetically against me.

A friend was saying recently how much this must have increased the opposition against me. ‘Well’, I said, ‘I thought the way was open. There had been one or two women scientists, Marie Curie and Lise Meitner. I did not realise there was anything against ambition. I had read about the lives of a lot of people and it was not illegal to want to work and use one’s ability to get into the right sort of position in life. If anything, it was approved of.’

‘But all the people in the past who had risen in the world by hard work were men. Were there any other women among the figures of the past that you had read about?’ I had to admit that there were not.

As my friend pointed out, women even more than men are expected to demonstrate uncritical submission to, and acceptance of, social evaluations. Although I did nothing to draw attention to it, I was radically sceptical and open-minded in all contexts, expecting it to be sufficient that I behaved as a respectable person in line to become a pillar of society as my parents were, although I would need to aim at a more prestigious level of society than that in which they had been forced to live out their lives as members of socially displaced high-IQ families.

I had not, at 12 or 13, acquired the belief in society that most people have, and I had never identified with the female image. I read boys’ books predominantly, thinking that reading books for girls was exposing one to becoming identified with pernicious psychological influences, even if it was difficult to work out what they were.

I suppose that my lack of identification with the female image also aroused hostility (as did my precocity and drive) although I do not know how it came across to people. I was wearing the same school uniform as the other girls and got on with doing the required work as well as possible. So what was wrong with that?

07 February 2007

The feminisation of education

Extracts from ‘The lost boys’ by Jill Parkin

The swimming bag hit the car floor with a thump and my son hit the car seat with an even bigger thump, grumbling: ‘What’s the point?’ His primary school had just lost a swimming competition, largely because their head teacher had picked a team on the basis of enthusiasm rather than ability. To paraphrase that old cliché, it wasn’t the winning that mattered, it was the taking part.

The story of my son’s swimming competition is also the story behind yesterday’s figures showing that boys going to university are now outnumbered by girls in every subject, with 23,000 more places awarded to women than to men. The simple truth is that by the time our boys have done 12 or even 14 years in the feminised environment of today’s schools, they all ask: ‘What’s the point?’

The problems start in the classroom. Instead of the make-or-break sprint to the exam deadline, boys have to endure stultifying coursework. This system of continuous assessment means that anyone who can call up Google on a computer can cut and paste answers from the internet at home. Girls, with their more patient approach to learning, thrive under such a system. But where’s the challenge and excitement for boys? Exams used to be a chance for them to show off and think on their feet. Not any more. No wonder all too many of them fall by the wayside, and are opting out of the chance to go to university.

It’s a teacher truism that little girls want to please and little boys want to win. The trouble is that our whole system is geared to a strange idea of egalitarianism which has somehow been confused with fairness. It is egalitarian to put anyone who can float in a swimming gala, but it is not fair to those who can swim and want to compete.

Boys’ testosterone and its companion competitive streak need to be acknowledged. If they are ignored, boys get listless and they start retreating into their hoodies and terrorising the rest of us. Eventually, they spend their time brawling, picking up ASBOs instead of A-levels. (Daily Mail 1 February 2007)
My comments

The author of this article is appealing for recognition of a genetically determined difference between large groups of the population, i.e. males and females. However, we are far removed from any possibility of the recognition of individual innate differences.

I once said to a television researcher who was interviewing me as a prospect for a programme, ‘People should take into account that if someone is clearly outstanding in one respect, such as IQ, they may also have some unusual peculiarities of temperament which are very likely to lead to problems if no allowance is made for them.’ She expressed disagreement without saying anything, as other people have done to whom I have said this. ‘No,’ she looked as if she was saying, ‘allowance certainly should not be made for people with high IQs to differ from the average in any other way than their ability to score highly on IQ tests.’ I was duly not invited to take part in the programme for which she was researching.

It was my misfortune to be subjected to an educational process which may have not yet been, as this writer expresses it, ‘feminised’, but which was just as bad — if not worse — as a girl in girls’ schools and a women’s college. And in an ideological climate that was about to ‘feminise’ society. What made this misfortune so severe was that I had, to an extreme extent, the intellectual and temperamental characteristics which were recognised as more typically masculine than feminine. The female IQ bell curve was said to be narrower than the male; women were less likely to be geniuses or idiots. My IQ was off the scale at the upper end of the curve, a state of affairs which, although rare in any case, is even less likely to occur in a female than in a male.

Combined with a temperamental liking for intellectual challenge and excitement as defined in this article, this made me very vulnerable to the slow and ‘take it easy’ approach which was imposed on my education. I had a lot of channel capacity and needed to be using it; that is, I needed to be taking more subjects than most people (even than most future Oxford dons) and getting qualifications in them a lot faster.