Michael Eriksson's Blog

A Swede in Germany

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A few thoughts on the proportion of complaints in my writings

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Looking back at some of my writings, especially in 2019, I see an awful lot of complaining. Do I have nothing better to do with my time? Is my view of the world really that bleak? Is my life really filled with that many annoyances?

To some degree the answer is “yes”—but to an even greater degree “no”. Notably, no matter how much I might seem to complain when writing, I see myself as of (possibly considerably) over-average happiness in life, in comparison with e.g. various family members and most of my past colleagues.* Why then the high proportion of complaints? The answers include:

*To the degree that I can judge their situation. Further, with the reservation that this was not necessarily always so.

  1. In all fairness—the “yes” aspect: We do live in a world plagued by incompetence, ignorance, irrationality, lack of respect for the rights and interests of others, …

    There objectively is much to complain about, and complaining has the benefit of allowing me to “process” these issues. It makes it easier for me to get things of my mind,* it makes it easier for me to find an upside on a negative situation (“at least I got material for a blog post”), and there is usually something to learn from the events (cf. below).

    *I do have a tendency to not let go of issues that bother me, before I have processed them: Write a text to complain and I can put the issue away; do not write a text and it can annoy me for days.

    However, a critical difference between me and many others is that I seem to be much better at spotting such issues—many are themselves too incompetent or naive to understand that they are the victims of one or more of these problems: They fail to see that things could be done better. They do not realize that someone is taking advantage of them. They miss causal connections. They fail to investigate the truth of claims made by others. They are tricked into ignoring the negative effects of a problem, because the causer of the problem smiled at them and said a few polite words. Whatnot. We all live in a highly flawed world; not all of us have noticed it.

    I can e.g recall how my mother once came home from the auto-mechanics, gushing with gratitude over the fact that he had found or “found” another problem than she originally came in for, which had yet to actually manifest in something negative, and which made the cost of service explode… Now, I am not saying that this was fraud—such problems do legitimately occur, and he might genuinely have found one. However, my mother did not even contemplate the possibility that it might have been a fake discovery. This despite such fake discoveries being a part of the auto-mechanic stereotype*. She shelled out her money, was happy, and might or might not have avoided a future issue. A more wise-to-the-world car-owner would at least have asked for a second opinion.

    *More generally the craftsman et al. stereotype—and for a good reason. My private experiences include, shortly after moving into a new apartment, having a plumber come by to fix something on behalf of the land-lady. He went under the sink, worked vigorously for a few moments, got back up, turned the tap on, pointed out the absence of a water flow, and insisted on changing the entire tap. This did not fly: The tap had worked perfectly until he came and it was obvious that he had just deliberately turned off the main-valve, which was also under the sink…

    While such naive behavior is bad when it comes to commercial transactions, it can be disastrous when politics is concerned—as can be seen both by the typical quality of politician elected and the often useless or even harmful policies that they push.

  2. Writing about the positive things in life usually feels pointless. Yes, it can be nice to recollect* them at some later time; yes, shared happiness is double happiness**. However, there is also less to learn and analyze, less of a need for change, less that might be achieved through writing a text, and less opportunity to provide “food for thought”. Indeed, when I (as a reader) encounter a “feel good” text by someone else, I rarely bother to read it to an end, because it seldom provides a push for me to think or an opportunity to widen my horizons.

    *And I have a few more positive posts in planning relating to my visits to Sweden and the many recollections of the past that they invoked. (That these topics are on my mind might be clear from this text.)

    **To quote a ceramic decoration that I re-encountered in Sweden: Delad glädje är dubbel glädje.

  3. One of my main goals with writing is self-development, and writing about things that are, in some sense, wrong provides me with a better opportunity (also see the previous item). For instance, if we look at my recent eCommerce and delivery issues (cf. a number of recent texts) and assume that everything had gone right—what would there be to learn from and write about? I could note that things went well and I could try to figure out why, but that is pretty much it. (And the “why” mostly makes sense with an eye on past eCommerce and delivery failures, bringing us back to failures…) When things go wrong, the situation is very different: What happened? What could the underlying problem be? How could things be done better? Who is to blame? Is this a wider problem or something that happened just to me? Etc. Not only is there more to write about, but there is also an incentive to read up on related issues. (Here, for instance, I have read a number of pages dealing with the delivery experiences of others, magazine articles dealing with the delivery chaos in Germany, and similar.)
  4. I strongly believe that learning from the failures of others is a great way to excellence—indeed, that merely avoiding the more common errors in a certain field will bring someone quite far towards the top in said field. (It is astonishing what proportion in more-or-less any field is actually quite incompetent and how many “beginner’s” errors prevail even among veterans.) By writing such texts, I do not only give myself an opportunity to learn, I also offer the same opportunity to others.*

    *To which I stress that the important part is not that my opinion be taken as an ipse dixit, although I am pleased when my opinions/reasoning/whatnot are convincing, but that the reader is stimulated to think for himself.

  5. I also strongly believe that many of the current problems remain unchanged because people do not complain enough.* If people were less naive, less complacent, whatnot, and actually stood up against e.g. incompetent service providers, things would change. My complaints might be nothing more than a lone candle in a vast darkness, but it is proverbially better to light a candle than to curse the darkness—and if more would join me, we might have enough candles to actually defeat the darkness.

    *Not counting the many complaints that are misguided effects of propaganda efforts by e.g. Feminists. Cf. any number of previous texts.

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Written by michaeleriksson

April 24, 2019 at 12:10 am

WordPress and its user-hostile administration area

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And don’t you believe it: The morons from WordPress still managed to introduce links where they do not belong, despite use of quotation marks.

Written by michaeleriksson

April 8, 2019 at 11:08 am

WordPress and its user-hostile administration area

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As I tried to refresh a page from my WordPress account earlier today, I found that I had been logged out.* More specifically, I was forcefully lead to (what I assume was) a log-in page that simply did not work or show anything useful, but which complained about a lack of JavaScript. (No, activating JavaScript did not help.) After digging around, I found a log-in page that did work, logged in—and found myself in some version of the administration area that did not even slightly resemble what I was used to, and which simply did not work—with or without JavaScript activated. Problems included incomplete displays, “my sites” simply not being found, and (browser-side) warnings about a possible XSS** attack by a “doubleclick.net” address***.

*Having a dedicated user-account and browser for WordPress, I have no qualms about never logging out manually. Automatic log-outs, on the other hand, are so rare that I cannot even recall the previous time that it happened (or whether I had similar problems back then).

**Cross-site scripting: Roughly speaking, an attempt to cause mischief for a user by including JavaScript from one site into another, in order to circumvent the user’s and browser’s security controls/checks/awareness/whatnot.

***Presumably, a part of Google’s advertising efforts that still carries the name of the former “DoubleClick” brand. The alarm is likely a false positive to the degree that this is almost certainly is not caused by an illegal activity; however, (a) users are still better off without it, e.g. for privacy reasons, (b) the integration into the WordPress pages is obviously not done sufficiently well.

After wasting five to ten minutes trying this-and-that, I contemplated simply foregoing WordPress entirely and effective immediately*, but resorted to a last ditch attempt: One of my old tabs contained a page from the (familiar) admin area. I copy-and-past-ed** it into a new tab, and things suddenly worked as they should.

*WordPress sucks, and I have long-standing plans to move away anyway. However, time constraints and the many other things that I do has postponed this ever again.

**Just re-loading would likely have worked equally well, but keeping the old tab intact gave me a better chance at a second attempt, should something go wrong.

The difference is likely that this link already led to the blog specific admin area, which still works as it should; while what was served after log-in was a user account admin area.* Should the above happen to you (or me, at a future time): Look at the URL. If it begins with “https://wordpress.com/me”, you are probably stuck in the user level area, and you should try to get to the blog area, which will begin with “https://michaeleriksson.wordpress.com/”**. The “dashboard” of the blog administration can then be found under “https://michaeleriksson.wordpress.com/wp-admin/index.php”**, from where other parts of the administration can be found. (In all cases, with reservations for future changes.)

*There can be more than one blog associated with each user account.

**For my main WordPress blog. Please substitute your own blog name/address as appropriate. Also see excursion below.

Excursion on WordPress, incompetent handling of post-by-email, and how this can influence a text:
I have written repeatedly of how WordPress handles post-by-email incompetently, e.g. through introduction of artificial links. This text provides a good example: without the quotation marks around “doubleclick.net” above, it might have been mangled into “http://doubleclick.net” and turned into a link, which is not only contrary to the purpose of use above, but could also be highly confusing to the reader. Knowing of this issue, I resorted to add quotation marks where I would not normally have used them.

The use of e.g. “https://michaeleriksson.wordpress.com/” above is yet another example of why WordPress handles links poorly: I do not intend to link—only to make a statement of how a link would begin. Indeed, going directly to this address would show the published blog—not the administration area. (But here, I would have used quotation marks anyway, because I discuss strings.) Further, “https://michaeleriksson.wordpress.com” would normally have called for a use of place-holders, e.g. in that I had replaced “michaeleriksson” with “[your blog]”. I refrained from doing so, because I see at least a risk* of mangling.

*I have made good experiences with quoting, which seems to protect the text, but if I find an exception I would need to research a work-around, edit, and/or re-publish the text, which would cost me time and energy. To boot, this would involve a delay and inconsistent texts being sent to subscribers. Better then to take the safe road.

Written by michaeleriksson

April 8, 2019 at 11:04 am

Follow-up III: WordPress and more post-by-email distortions

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I have repeatedly written about WordPress and how it distorts texts posted by email in a user hostile and unethical manner (e.g. in [1], [2], [3]).

Now, I have to add another complaint:

In a text from earlier today, I referenced several web-sites. I deliberately did so without linking and mentioning just the name, e.g. “www.conrad.de”—no link or “http(s):” present. (Should you see one, it is a distortion by WordPress; however, in the past, things within quotes have been left alone.)

Nevertheless the published version appears with full links, including a spurious “http:” at the beginning of the display text of every single instance.

In addition to the general issues already discussed, I note that (a) it is not a given that “http” is a safe choice and “https” would be better in the clear majority of cases;* (b) it must be possible to discuss server (or domain) names without actually linking to them; (c) not everything that looks like a server (or domain) name actually is one and not all servers are necessarily present on the web, which could lead to grossly misleading linking; (d) not linking can be a deliberate choice that is nullified by this idiocy. Notably, considering the odd court decisions that have taken place over the years, a situation could conceivably even occur, where this added link to an address makes someone legally liable in a different manner from merely mentioning the website. Other reasons not to actually link can be related to e.g. search-engine rankings.

*But not always, implying that there is no good choice, and giving a further argument to leave them alone.

Written by michaeleriksson

March 26, 2019 at 10:01 pm

A few thoughts on educationrealist

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In December, I read large portions of the blog educationrealist.* I found it particularly gratifying that the author (henceforth “Ed”) verifies a great number of my opinions on schools and schooling with “from the trenches” information regarding current U.S. schools.**

*Already briefly mentioned during a recent blogroll update. I wrote most of the below a few weeks before publication, based on keywords and short descriptions gathered in December. Taking up writing again today, I can no longer recall much of what I had intended to write for the remaining keywords. This has led to some points being considerably more abbreviated than others. I was torn between throwing them out altogether and keeping the short version, but mostly opted for the short version. With hindsight, I should also have kept more links.

*My opinions are based on a mixture of my own experiences from Swedish schools in the 1980s and early 1990s, reasoning from principles (of e.g. human behavior and abilities), less detailed accounts by students or teachers, and discussions by (mostly) other outsiders. Correspondingly, there was a risk that the non-trivial changes over time or when moving from country to country had mislead me. This does not appear to be the case.

Among the interesting observations to be made:

  1. There is a strong component of innate ability to school success.

    This has corollaries, many contrary to what politicians tend to believe, like: It is not possible to teach everyone everything with a reasonable effort. A one-size-fits-all* school system will fail many students through under- or over-challenging them and through necessitating pedagogical compromises. Over-education is wasteful and unproductive at best. Ignoring group differences in “academic talent” is a recipe for failure.**

    *Ed usually discusses this in terms of (absence of) “tracking”, which is one way to make the school system “multi-sized”. I note that during my own school years more-or-less no such efforts of any kind took place. Cf. e.g. some discussion of skipping grades/being held back in [1]. No in-year acceleration or other differentiation, from which I could have benefited greatly, were available to the gifted. The first true differentiation took place in (the rough equivalent of) senior high-school, where students self-selected into more specialized programs based on interest, with some minor filtering based on previous grades when there were more applicants than places.

    **This especially with an eye on racial variety (which was almost a non-issue during my own school years, with an almost homogeneous population). Many posts deal with racial realism, the evils of various affirmative action measures, etc., approaching the statistics driven topics of “The Bell-Curve” from a more practical/personal/anecdotal angle. However, in the big picture, this is not limited to race—I note e.g. how German news-papers and politicians ever again complain about how the German system would hinder working-class children, without even considering the possibility that the differences in outcome could be partially caused by differences in (inherited) abilities that affect the respective probability of the parents being working-class and of the children doing poorly in school.

  2. The grade system is broken through rewarding effort, compliance, whatnot over actual ability and performance. Indeed, the picture painted is much bleaker than during my own school years, where there was a strong subjective component in the teacher’s evaluation, but where, at least, performance was measured through tests—not home work.

    This is particularly interesting in light of an earlier text on admission criteria, where I oppose the suggestion to remove Högskoleprovet (“Swedish SATs”) for admissions to higher education in favor of a purely GPA based admission.* If we assume that the same trend is (or will be) followed in Sweden, the correct resolution would be to abolish GPA admission and rely solely on Högskoleprovet… (But just as Ed complains about the dumbing-down of the SATs, there is reason to fear that Högskoleprovet is suffering a similar faith. There certainly is a constant fiddling with it—notably, to ensure that boys do not outscore girls.)

    *Swedish admissions are centralized and use numerical criteria—not interviews, essays, extra-curriculars, …

  3. The negative effects of destructive students on others can be considerable.

    Interesting sub-items to consider is what type and degree of disciplinary measures should be allowed, and the benefit of splitting students into groups that are more homogeneous in terms of e.g. interest and behavior. (Yes, the latter might make it even worse for the trouble students, but they are not exactly thriving anyway—and doing so would improve the opportunities for everyone else.)

    I did some minor reading on this from other sources (but did not keep links), and found some stories that make even Ed’s experiences, already well beyond my own,* look harmless—including a female teacher writing about regularly crying with frustration in the evening…

    *To speculate on the difference, I note that I spent a fair bit of my school years in small classes, that anti-authority attitudes were not yet as wide-spread, and that Ed has taught many classes of a remedial nature. Racial factors might also play in, e.g. in that the cognitive differences in the class-room are greater in the U.S. or that many minority boys have a deliberate “tough” image. I know too little of his situation and experiences to say anything with certainty, however.

  4. Student motivation is highly important, and often something that the school system fails at (but which is often blamed on the student).

    This is the more depressing, seeing that a knee-jerk political reaction to school issues is to increase the time spent in school, which obviously will reduce motivation further even among the motivated, let alone the unmotivated. It also comes with other problems. Someone fails in school due to lack of motivation? Put him in summer school so that he will enter the following year already “school tired”. Let him repeat a year to prolong the torture. Let him take remedial classes to make his days longer. Etc.

    The correct solution is, obviously, to attack the lack of motivation (which is very often to blame on the school/teacher/school-system/… in the first place). If this problem cannot be fixed, other efforts are pointless or even harmful. If it can be fixed, the strong students will advance on their own, weaker will at least have a chance, and we have to have enough realism to be willing to part with the too weak students at an earlier time than “year twelve”.

  5. Politicians and education reformers are often very naive.
  6. There is a lot of trickery with re-classification of children, artificial passes of courses, and similar, for the purpose of making schools look good (or “not disastrously bad”?).

    A particularly interesting variation is the confusion of classes for/students in “English Language Learning/er” and special education: Apparently, many students who should be in special ed are put into ELL based on excuses, e.g. because the parents were first generation immigrants, while the child is a reasonably proficient native speaker who happens to do poorly in school. This way, the failure in school can no longer be blamed on the school (or, God forbid, the possibility that not all students are equally smart)—but on an alleged language handicap.

A point where his experiences (and some citations?) do not match my expectation is the competence level of teachers: He repeatedly expresses the view that the effect of increasing the subject* competence levels or minimum test-scores** of teachers has little effect on student outcomes. There is even some speculation on a negative effect on Black students, because they appear to do better with a Black teacher, and increasing the test-score limits would reduce the proportion of Black teachers. My own experiences with teacher competence are very different, but I could see a possible reconciliation in teachers affecting different students differently, e.g. in that a dumber teacher will bore/under-challenge/annoy/whatnot the bright students, while a brighter teacher might similarly over-challenge or have troubles with adapting to the dumber students—leaving the total effect on the student population roughly constant. (Similar explanations could include e.g. brighter teachers being stricter on dumber students when grading than dumber teachers are, resp. dumber teachers failing to appreciate good answers from brighter students.***) If this is so, we have an additional argument for segregation by ability (combined with corresponding choices of teachers); while ignoring teacher competence would be particularly bad for the brighter students.

*E.g. requiring better math knowledge in a math teacher. This in contrast to e.g. pedagogical training, where I am uncertain what his stance is—apart from a negative opinion of some of the training actually on offer.

**On some type of qualification test for teachers. Similar statements might or might not have been made concerning e.g. SAT scores or GPA.

***With several of my own less bright teachers, what I said sometimes went well over their heads. More generally, I have made the life-experience that stupid people often are under the misapprehension that someone brighter disagrees because he lacks insights that they have, while the true cause is typically the exact opposite—he has insights that they lack.

Looking at Ed, himself, he appears to do a great deal of experimentation and tries to improve his teaching over time. There are a few things that appear to work well for him and that could prove valuable elsewhere, including (big picture) running a hard line against students, treating students very differently depending on their behaviors/need/abilities/…, and attempts to motivate his students, as well as (on the detail level) many pedagogical tricks and techniques.

Unfortunately, there are a few other things that strike me as negative, even if some of them might be a result of external circumstances, e.g. that the school system leaves him with no good options or that he must make compromises between the interests of the students, his school, society, whatnot. This applies especially to his “D for effort” policy, which makes him a contributor to problems that he, himself, complains about, e.g. misleading grades and remedial students making it to college (while still being remedial). My take? It is never “D for effort”, it is never “E for effort”, it is absolutely never, ever “A for effort”: Unless actual accomplishment results from the effort, it must be “F for effort”. (Which, to boot, makes for a phonetically better saying.)

Another negative is a considerable mathematical naivete for a math teacher,* that is likely the cause of some weird ideas that are more likely to hinder than help his students, e.g. that higher order polynomials (or functions, depending on perspective) are arrived at by “multiplication” of lines** (i.e. first-degree relations like y = 5x + 3). Yes, this is a possible perspective, but it is just a small piece of the overall puzzle, and it strikes me as highly counter-intuitive and pedagogically unsound as an approach. (In my preliminary notes, I have a second example of “identifying numbers graphically only”, but I am not certain what I meant. It might have been something like requesting students to draw a graph and find the y-value from the x-value by measurement, instead of calculation, which would be pointless as an “only”, but could be acceptable as a preliminary step or to demonstrate the occasional need to use other methods than pure calculation.)

*In all fairness, he, unlike many others, understands and acknowledges that his understanding is superficial when he moves beyond the classes that he teaches.

**Generally, there is an extreme over-focus on geometry; however, I am not certain whether this is caused by Ed or the school (or the text-book publishers, politicians, whatnot). This includes e.g. viewing functions more-or-less solely as graphs, root learning of sine and cosine values, and similar.

Yet another is “lying to students” (see excursion), as demonstrated e.g. in a post on “The Evolution of Equals”. This post also shows some examples of enormous efforts being put in to teach the trivial to the dumber students, who might not belong in high school to begin with—at least a basic grasp of the equals sign should be present years earlier. Move them out of school or to some more practical course and use the freed teacher resources to teach those teachable… (Some other posts make a better job of displaying a great effort with little return, but this is the one post for which I kept the URL.)

Some other points could be seen as positive or negative depending on the details. For instance, he does some type of interactive/quizzing teaching that expects a “chorus answer” from the class. This might keep the students alert and force them to at least rote-learn some material—but it does not allow for much true thought and it does not demonstrate any deeper understanding among the students. I would certainly have found it annoying (or worse), had it been applied during my own school years.

Excursion on a generic solution to tracking, acceleration, etc.:
I have for some time considered taking a more “collegey” approach to school as a solution (sketch) to some problems. I see some support for this in the non-integrated approach taken to e.g. math in Ed’s descriptions.* What if the material to be covered, even in year one, is broken into rough packages of four quarter-semesters per semester and topic—and the students then go through these packages in whatever tempo they can manage? The strong students will soon move ahead of schedule, be it in general or in their favorite topics. Similarly, the student with an interest in a certain area, e.g. math, can move ahead in that area. The weaker students can take their time until they have mastered the matter sufficiently well. Etc. Exactly how to handle the teachers in this scenario is not yet clear to me, but it is clear that mere lecturing** to the class would have to be considerably reduced or combined with a division of people based on the package that they are currently involved with.

*Math was integrated through-out my own school years. While I do not see this as a pedagogical problem, it does limit flexibility.

**With some reservations for the first few years, I consider lecturing to be highly inefficient, often boring, and increasingly only suitable for weak students as we move up in grades. Strong students are able to learn mostly on their own and based on books. Cf. an earlier text on college material. In at least a U.S. context, it also helps with hiding the problem of sub-grade-level literacy—better to reveal and address the problem.

Excursion on memory:
A recurring issue is that Ed’s weaker students often actually do learn how to do something—but have forgotten it again by the next semester. This is likely partially caused by a too superficial understanding,* but it could also point to many simply having very weak long-term memories. Revisiting some past interactions with others, such a weak memory could explain quite a few incidents that I had hitherto considered rooted in e.g. an original pretended understanding or agreement,** willful non-compliance using pretended ignorance as an excuse, too great a stupidity to be able to make even a trivial generalization of a known fact, or similar. (Whether weak memory is the explanation I leave unstated, but it is something that I must consider in the future.) A twist is that I have partially not considered memory an issue, because I thought my own memory poor and rarely had such problems—but in comparison to some of Ed’s students, my memory is excellent…

*Understanding does not only help with recollection, but can also be used to fill in many “blanks”. Of course, in terms of school, it can require a teacher with the right attitude: I recall an oral examination (on the master level, no less) where the professor asked for a formula. I had not bothered to learn the formula, knowing that the derivation was very easy from first principles, and set about deriving the formula. He immediately interrupted me, stating that he was content with the formula and that the derivation was out of scope. Apparently, he expected students to blindly memorize the formula, while having no clue how it came about…

**Something that also occurs among some of Ed’s students, as might some of the other items mentioned.

Excursion on lying to students:
“Lying to students” roughly refers to giving them a simplified (or even outright incorrect) view, which is (perceived as) good enough for now and which they can easily understand—without telling them that it is a simplified view. The result of this is that those who do not progress in their studies believe things that are not true, while those who do progress have to unlearn and relearn things in a highly unnecessary manner. A particular complication is that it can be very hard to be certain what opinions/knowledge/whatnot, gathered over a prolonged time period, corresponds to what state of knowledge. In many cases, the simplifications can make something harder to understand for the bright students, because it simply does not make sense or because the non-simplified version is (in some sense) cleaner. A very good example is the theory of relativity taught on the premise that the speed of light in vacuum is fixed* vs the premise that there is an upper speed-limit on causality or information, which light reaches in vacuum—the latter is much easier to see as plausible, leads to more natural conclusions, etc.** To toy with a simpler example in Ed’s direction: Compare the teacher who says “It is not possible to subtract a larger number from a smaller number!” with the colleague who says “If one subtracts a larger number from a smaller number, the result is a negative number—but that is for next semester!”. Which of the two is more likely to have confused students the next semester? Possibly, to the point that other claims made are no longer seen as credible? Which is more likely to peak an interest into what negative numbers are? Possibly, to the point that ambitious students read ahead or ask for explanations in advance?

*In all fairness, this could be based less on a wish to (over-)simplify and more on historical development. Even so, it should not be the starting point today.

**Consider e.g. questions like “What is so special about light?!?”, “Why must it be the speed in vacuum?”, “What happens when light travels through a crystal at a lower speed?”, …

Written by michaeleriksson

January 14, 2019 at 10:42 am

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Follow-up: WordPress and more post-by-email distortions

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Looking at the actual results of the WordPress-spelling issue just mentioned, it seems that all-but-one occurrence of “Wordpress” were indeed turned into “WordPress”—the one that actually was in quotation marks.

This has the advantage that it does allow discussions of spelling and correct quoting of others statements; however, it does so at the cost of an inconsistent behavior, and a behavior that is highly unpredictable. To boot, it does not resolve the overall problem. The correct solution is and remains to keep all occurrences the way that the blogger actually wrote them.

Written by michaeleriksson

January 7, 2019 at 10:53 pm

WordPress and more post-by-email distortions

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I have already written about how WordPress distorts quotation marks in “post by email” texts, and why this is idiotic. However, these are not the only artificial problems caused by WordPress. For instance, I have long noticed that line-breaks are often added or removed compared to the display of my HTML original, e.g. in the list entries in my recent blogroll update. Looking at the actual HTML code, I can see that WordPress has simply removed closing paragraph-tags (p) before a closing-listentry tag (li), which is very poor style. Not only does the result indisputably display differently* in my browser, but good code does not rely on implicit closures of that kind.

*Unlike in my original, very preliminary observations, when I first experimented with post-by-email. Then, I had mainly (or exclusively?) seen a removal of tags around the asterisks that I use for footnotes, which indeed did not seem to affect display. (At least in my browser and with the fonts used—there is always a risk that the situation is different in other circumstances.)

Another issue is that I write “Wordpress” (as I attempt here; let us see whether it is changed) with a small “p”, but that this somehow always turns out as “WordPress” (with a capital “P”). WordPress might have its own preferred spelling, but it has no right to impose it on me, especially since the word could conceivably refer to something else in some context (possibly, within a book by Jasper Fforde?). Certainly, there are a few* people who disapprove strongly of such unconventional casing, and imposing something that it disapproves of in such a manner would be doubly unethical—with strong parallels to a recent text on distortion of literary works. Or what about a text (e.g. this one) discussing the spelling, which is now unable to quote the word in variant forms? Or what about an attempt to quote something that someone else said, which simply did not use the preferred-by-Wordpress spelling?

*I am not one of them, but I have sufficiently strong opinions in other areas that I can sympathize and put myself in their shoes in this scenario.

Moreover: What guarantees do we have that no more insidious changes take place (or later will take place)? What if someone decides that words like “nigger” and “fuck” are to be auto-censored*, that all spelling be converted to U.S. conventions to suit the broadest spectrum of readers, or that all occurrences of “he” be automatically replaced by “they” to ensure PC conformity? Also note that there is no notification whatsoever as to what changes have been made, which leaves the blogger the choice between blind trust and entirely disproportionate checks and/or manual corrections.

*In the context of forums, such auto-censorship is relatively common, and often applied in an utterly idiotic manner. For instance, words like “analyst” can be turned into “****yst”, because the filters do not differ between a stand-alone “anal” and “anal” as part of a larger word with an entirely different meaning. (The question aside, whether “anal” is worthy of censorship in any context.) On the other hand, they are typically foiled by variations like “f*ck” or “F-U-C-K”, the censorship of which would be much less unreasonable (but still disputable!) than a plain-text “anal”.

This is all the more annoying, since one of the reasons that I use post-by-email is to avoid the extreme fuck-ups that WordPress causes through its GUI*.

*Cf. e.g. the current state of a text dealing with “Google’s ideological echo chamber”, where a post-by-email malfunction forced me to correct the text in the GUI—with very weird layout results. (Actually, this might be yet another example of consistent idiocy: I used the HR-tag, which has over-time been redefined from meaning “horizontal ruler” to “general content separator”. Because my original posting attempt was cut off exactly where the HR-tag was, I suspect that WordPress has imposed an even further going private semantic of “end of post”, which would yet again be an inexcusable meddling contrary to reasonable assumptions. However, I have made no further experiments with said tag in conjuncture with WordPress.)

The only reasonable solution is to respect the actual words and code of the blogger.

Disclaimer:
In order to avoid additional complications through possible WordPress interference, some of the above formulations are less explicit than they would be in another context, e.g. in that I speak of “paragraph-tags (p)” where I would normally have included an explicit tag example.

Written by michaeleriksson

January 7, 2019 at 10:31 pm