(10-13-2019 11:40 AM)GSUALUM17 Wrote: This is little ridiculous. I may not be black, but I can admit that white privilege is not some fictional myth and it has a deep profound impact on our everyday lives.
Professors at universities literally everywhere: "White privilege is real and has far reaching intergenerational socioeconomic consequences."
few message board posters here: "LIES"
This is why liberal arts education has intrinsic values. Is the intro to sociology class not a prereq for some schools? Seriously, I'm honestly not trying to be a jerk, but I can scan and paste my old sociology textbook here free of charge. You know...written by professors with actual PhD with thousands of hours of research specifically on the topic of white privilege and race inequalities, so you know it's explained better than anything I can say.
So, if 'white privilege' is so absolutely "tangible", tell me what % of my 'success' (or my bank account, or my billing hours, or my receivables) is attributable to such 'white privilege'.
You have stated that it has "real and has far reaching intergenerational socioeconomic consequences". Let us assume *that* (absolutely far reaching) statement to be true. Tell us the objective numbers on this, since it is so obvious and has such 'far reaching consequences'. Since they are such absolutely *profound* 'far reaching consequences', they *must* have an enormity of objective support. So tell me how much of 'me' is the result of this absolutely profound thing?
The posters here arent saying "LIES" -- what they are saying is 'instead of spouting pithy one liners about the profound impacts as though it is gospel truth', give us some hard objective, numbers.
Being a skeptic and requiring objective facts isnt wrong or ignorant.
And I hate to tell you, much of the touted 'liberal arts education' that has such intrinsic value that you tout kind of runs into a real problem when faced with the requirements of scientific inquiry and objective proof that that requires.
A liberal arts education *does* allow one to formulate and synthesize non-objective philosophical points much better than a STEM background, no doubt. But in the issues you note the idea of 'proof by repetition' kind of falls well short of the mark, and highlights a pretty large corresponding hole in the ideal of liberal arts education.