The fallacy of "Fairness"

SolitaryRoad.com

Website owner:  James Miller

[ Home ] [ Up ] [ Info ] [ Mail ]

The fallacy of “Fairness”

The following is from Thomas Sowell. Dismantling America. pp. 210 - 218

__________________________________________________________________

If there is ever a contest to pick which word has done the most damage to people's thinking, and to actions to carry out that thinking, my nomination would be the word "fair." It is a word thrown around by far more people than have ever bothered to even try to define it.

This mushy vagueness may be a big handicap in logic but it is a big advantage in politics. All sorts of people with very different notions about what is or is not fair can be mobilized behind this nice-sounding word, in utter disregard of the fact that they mean very different things when they use that word.

Some years ago, for example, there was a big outcry that various mental tests used for college admissions or for employment were biased and "unfair" to many individuals or groups. Fortunately there was one voice of sanity— David Riesman, I believe— who said: "The tests are not unfair. Life is unfair and the tests measure the results."

If by "fair" you mean everyone having the same odds for achieving success, then life has never been anywhere close to being fair, anywhere or at any time. If you stop and think about it (however old-fashioned that may seem), it is hard even to conceive of how life could possibly be fair in that sense.

..................................................

Many people fail to see the fundamental difference between saying that a particular thing— whether a mental test or an institution— is conveying a difference that already exists or is creating a difference that would not exist otherwise.

Creating a difference that would not exist otherwise is discrimination, and something can be done about that. But, in recent times, virtually any disparity in outcomes is almost automatically blamed on discrimination, despite the incredible range of other reasons for disparities between individuals and groups.

Nature's discrimination completely dwarfs man's discrimination. Geography alone makes equal chances virtually impossible. The geographic advantages of Western Europe over Eastern Europe— in climate and navigable waterways, among other things— have led to centuries of differences in income levels that were greater than income differences between blacks a whites in America today.

Just the fact that the lay of the land is different in different parts of Europe meant that it was easier for the Roman legions to invade Western Europe. This meant that Western Europeans had the advantages of the most advanced civilization in Europe at that time. Moreover, because Roman letters were used in Western Europe, the languages of that region had written versions centuries before the Slavic languages of Eastern Europe did.

The difference between literacy and illiteracy is a huge difference, and it remained huge for centuries. Was it the Slavs' fault that the Romans did not want to climb over so many mountains to get to them?

To those living in Western Europe in the days of Roman Empire, the idea of being conquered, and many slaughtered, by the Romans probably had no appeal. But their descendants would benefit from the bad luck. And that doesn't seem fair either.

..................................................

A recent flap in a Berkeley high school reveals what a farce “fairness” can be. Because this is ultra-liberal Berkeley, perhaps we should not be surprised that a proposal has been made to eliminate four jobs as science teachers and use the money saved for programs help low achievers.

In Berkeley, as in many other communities across the country, black and Latino students are not performing as well as Asian and white students. In fact, the racial gap in academic achievement at Berkeley High School is the highest in California— no doubt a special source of embarrassment in politically correct Berkeley. According to the principal, "Our community at Berkeley High School has failed the African-Americans." Therefore "We need to bring everybody up— that's what this plan is about."

Surely no one, not even in Berkeley, seriously believes that you will "bring everybody up" by eliminating science teachers. This is a proposal to distribute money from science to social work, by providing every student with advisors on note-taking, time management and other learning skills.

The point is to close educational gaps among groups, or at least go on record as trying. As with most equalization crusades, whether in education or economy, it is about equalizing downward, by lowering those at the top. "Fairness" strikes again!

This is not just a crazy idea by one principal in Berkeley. It is a crazy idea taught in schools of education across the country. A professor of education at the University of San Francisco has weighed in on the controversy at Berkeley, supporting the idea of "projects designed to narrow the achievement gap."

In keeping with the rhetoric of the prevailing ideology, our education professor refers to "privileged" parents and "privileged" children who want to "forestall any progress toward equity."

In the language of the politically correct, achievement is equated with privilege. Such sleight of hand evades the question whether individuals' own priorities and efforts affect outcomes, whether in education or in other endeavors. No need to look at empirical evidence when a clever phrase can take that whole question off the table.

This verbal sleight of hand is not confined to education. A study of incomes of various groups in Toronto concluded that Canadians of Japanese ancestry were the most "privileged" group in that city. That is, people of Japanese ancestry there had higher incomes than members of other minorities and higher than that of the white majority in Toronto.

What makes the "privileged" label a particularly bad joke in this case is a history of blatant discrimination against the Japanese in Canada in years past, including a longer internment during World War II than that of Japanese Americans. But, to some on the left the very concept of achievement must be banished by all means necessary, regardless of the facts.

Achievement by overcoming obstacles is a special threat to the left's vision of the world, and so must be magically transformed into privilege through rhetoric.

Those with that vision do not want to even discuss evidence that students from different groups spend different amounts of time on homework and different amounts of time on social activities. To admit that inputs affect outputs, whether in education, in the economy or in other areas, would be to undermine the vision and agenda of the left, and deprive those who believe in that vision of a moral melodrama, starring themselves as defenders of the oppressed and crusaders against the forces of evil.

Redistribution of material resources has a very poor track record when it comes to actually helping those who are lagging, whether in education, in the economy or elsewhere. What they need are the attitudes, priorities and behavior which produce the outcomes desired.

But changing anyone's attitudes, priorities and behavior is a lot harder than taking a stance as defenders of the oppressed and crusaders against the forces of evil.

To the extent that doing the latter misdiagnoses the problem, it makes solving the problem even harder. That does no good for those who are lagging, however much it exalts those who pose as their defenders. "Fairness" indeed!

..................................................

Most of us want to be fair, in the sense of treating everyone equally. We want laws to be applied the same to everyone. We want educational, economic or other criteria for rewards to be the same as well. But this concept of fairness is not only different from prevailing ideas of fairness among many of the intelligentsia, it contradicts their idea of fairness.

People like philosopher John Rawls call treating everyone alike merely "formal" fairness. Professor Rawls advocated "a conception of justice that nullifies the accidents of natural endowment and the contingencies of social circumstances." He called for society which "arranges" end-results, rather than simply treating everyone the same and letting the chips fall where they may.

This more hands-on concept of fairness gives third parties a much bigger role to play. But whether any human being has ever had the omniscience to determine and undo the many differences among people born into different families and cultures— with different priorities, attitudes and behavior— is a very big question. And to concentrate the vast amount of power needed to carry out that sweeping agenda is a dangerous gamble, whose actual consequences have too often been written on the pages of history in blood.

There is no question that the accident of birth is a huge factor in the fate of people. What is a very serious question is how much anyone can do about that without creating other, and often worse, problems. Providing free public education, scholarships to colleges and other opportunities for achievement are fine as far as they go, but there should be no illusion that they can undo all the differences in priorities, attitudes and efforts among different individuals and groups.

Trying to change whole cultures and subcultures in which different individuals are raised would be a staggering task. But the ideology of multiculturalism, which pronounces all cultures to be equally valid, puts that task off limits. This paints people into whatever corner the accident of birth has put them.

Under these severe constraints, all that is left is to blame others when the outcomes are different for different individuals and groups. Apparently those who are lagging are to continue to think and act as they have in the past— and yet somehow have better outcomes in the future. And, if they don't get the same outcomes as others, then according to this way of seeing the world, it is society's fault!

Society may lavish thousands of dollars per year on schooling for a youngster who does not bother to study, and yet when he or she emerges as a semi-literate adult, it is considered to be society's fault if such youngsters cannot get the same kinds of jobs and incomes as other youngsters who studied conscientiously during their years in school.

It is certainly a great misfortune to be born into families or communities whose values make educational or economic success less likely. But to have intellectuals and others come along and misstate the problem does not help to produce better results, even if it produces a better image.

Political correctness may make it hard for anyone to challenge the image of helpless victims of an evil society. But those who are lagging do not need a better public relations image. They need the ability to produce better results for themselves— and a romantic image is an obstacle to directing their efforts toward developing that ability.

Tests and other criteria which convey the realities of their existing capabilities, compared to that of others, can have what is called a "disparate impact," and are condemned not only in editorial offices but also courts of law.

But criteria exist precisely to have a disparate impact on those who do not have what these criteria exist to measure. Track meets discriminate against those who are slow afoot. Tests in school discriminate again students who did not study.

Disregarding criteria in the interest of "fairness"— in the sense of outcomes independent of inputs— adds to the handicaps of those who already have other handicaps, by lying to them about the reasons for their situation and the things they need to do to make their situation better.

__________________________________________________________________

2 May 2024