Campus Reform has been doing a good job of tracking the attack on mathematics as a subject by Social Justice ideologues in academia.
The core idea is that math is racist.
Meritocracy in math is a “tool of whiteness.”
White people, their experiences, and their behaviors as superior (Battey & Leyva, 2016; Martin, 2009b), and it is supported by a set of corollary principles that function as “tools of Whiteness” (Picower, 2009, p. 204). For instance, the ideological principle of the United States as meritocracy is understood by any to be a central feature of American society, dictating that a combination of hard work and talent, or as cast in recent years, “grit” (Duckworth, Peterson, Matthews, & Kelly, 2007), yields success. Equivalently, the principle of meritocracy also dictates that lack of success is a result of a lack of effort or ability (e.g., Battey & Franke, 2015; Martin, 2009b). This principle functions as tool of whiteness in how it ignores “systemic barriers and institutional structures that prevent opportunity and success” (Milner, 2012, p. 704) as well as institutional structures that facilitate opportunities and the distribution of rewards not according to merit but instead according to race and social background (Bowles & Gintis, 2002; McIntosh, 1988).
Algebra pushes white supremacism because “curricula emphasizing terms like Pythagorean theorem and pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans.”
Math, according to these people, should be used to push Social Justice.
All of these attacks remind me of a video I saw with the head of the Purdue School of Engineering Education – not engineering but engineering education.
She sees it as a problem that engineers value “rigor.”
This is the difference between someone in engineering and engineering education.
Rigor – the example she uses of an engineer using more complex math equations – is important because rigor takes into account more variables. It is is more complete solution. Rigor is the difference between simple calculations and a finite element analysis. It is the difference between the Wright Brothers Flyer and a Boeing Dreamliner.
This is the systematic destruction of technical knowledge.
For millennia the progress of society was towards greater knowledge and understanding. We went from the stone age to the bronze age, to the iron age, to the plastics age, to the digital age. We gathered more information and used it to construct better lives for ourselves.
Social Justice invades academia and the attitude becomes one of ignorance.
The greatest societal achievement, in their minds, is to be stupid know-nothings, but “fair.”
The result of this will be people in “engineering” (I use quotes because it won’t really be engineering anymore) who lack the ability to understand once common technologies. Forget research and development, we will have graduating students that can’t handle the fundamentals.
Bridges won’t stay up, airplanes will fall out of the sky, the lights will go out, and people will die.
This needs to stop or future generations will find themselves wandering through the ruins of 20th Century civilization the way the Vandals of the Dark Ages must of looked upon the ruins of Rome.