Women and minorities cannot understand logic or objective truths, says a graduate student in her dissertation, so science classes should stop using the scientific method.
College science classes are hostile to women and minorities because they use the scientific method, which assumes people can find reliable truths about the natural world through careful and sustained experimentation, concludes a recent dissertation by a doctoral candidate at the University of North Dakota.
Laura Parson, a student in the university’s education department, reviewed eight science class syllabi at a “Midwest public university” and said she discovered in them a hidden hostility to women and minorities. Even though the course syllabi contained no “gendered assumptions” about students or other overtly discriminatory implications, Parson writes, they display prejudice against women and minorities because they refuse to entertain the possibility that “scientific knowledge is subjective.”
Throughout her dissertation, Parson assumes and asserts that women and minorities are uniquely challenged by the idea that science can provide objective information about the natural world. This is an unfair assumption, she says, because the concept of objectivity is too hard for women and minorities to understand. “[N]otions of absolute truth and a single reality” are “masculine,” she says, referring to poststructuralist feminist theory.
Yes this is real, and laughable. But what is not so funny is that people like this feminist nowadays end up dominating our bureaucracy and academia — which is why we have ended up with such ludicrous, reality-denying, politically correct policies for the last couple of decades.