Back in May, I wrote a post about a math professor in Hawaii who was demanding that no more white men be hired as math professors.

I delved into her background and found that she seems to know nothing about math, wrote a dissertation that could be described as a “steaming pile of nonsensical, Social Justice bullshit,” and didn’t actually teach math to her students.

I thought that her being allowed to teach was an assault on civilization.  Math is the universal language.  It “adds up” regardless of race, religion, ideology, etc.  Destroying math education will not make society any better in any way.

Yesterday I came across another article about a different math professor going even further off the anti-math deep end.  The cancer is spreading.

Rochelle Gutiérrez published in Building Support for Scholarly Practices in Mathematics Methods that Algebra and Geometry perpetuate “whiteness” and “white privilege.”

“On many levels, mathematics itself operates as Whiteness. Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White.”

According to Campus Reform:

Further, she also worries that evaluations of math skills can perpetuate discrimination against minorities, especially if they do worse than their white counterparts.

“If one is not viewed as mathematical, there will always be a sense of inferiority that can be summoned,” she says, adding that there are so many minorities who “have experienced microaggressions from participating in math classrooms… [where people are] judged by whether they can reason abstractly.”

To fight this, Gutierrez encourages aspiring math teachers to develop a sense of “political conocimiento,” a Spanish phrase for “political knowledge for teaching.”

Gutierrez stresses that all knowledge is “relational,” asserting that “Things cannot be known objectively; they must be known subjectively.”

What I gather here is that we shouldn’t be teaching students Algebra or Geometry – really conceptual math in general – because white people are bad and being good at math is white.

What I don’t understand is the end game of all this.

Option 1: we don’t teach minority students math.

Result 1: minority kids lack the skills to get good jobs in medicine, STEM, accounting, business, etc.  They fall further behind economically.

Option 2: we don’t teach any students math.

Result 3: Middle/Upper class white parents (except for the extreme SJW ideologues) who care about our children pay for tutors to do what teachers wont – hooray capitalism.  Minority kids suffer the same fate as Result 1.

Option 3: we successfully destroy math education in America and nobody gets a good math education because there are no more math teachers.

Result 3: Society regresses into the stone age.  I use my knowledge of chemistry to build an post apocalyptic empire based on turning my enemies’ fat and wood ash into soap.

None of this actually makes anybody’s life better, especially minorities.  We will end up with fewer minorities in good paying, professional jobs.  Saying “math perpetuates whiteness” is like saying “reading perpetuates whiteness” and that it’s okay for black students to be illiterate.

We’ve all dealt with the Burger King employee who can’t read and screws up even the most basic order.  They are not going to get out of poverty anytime soon.

This is the future Social Justice wants.

It’s not math alone that they want to destroy.

A feminist professor at the University of California Davis want to teach “anti-science, antiracist, feminist approach to knowledge production.”

Thanks Dr. Harpy McSugartits.  I can’t think how tearing down the more than 3,000 year old foundation of modern science helps women.

Modern feminism – eliminating the development of new breast cancer treatments since 2017.

At least they can be ideologically pure while dying of disease by 40.