Recently I ran across an online post by a person trained in STEM, calling for colleges to no longer teach any subject except Science, Technology, Engineering, n Math.

Others asked if he were serious about this n he insisted he absolutely was. In his view, no college in the US should any longer teach history, philosophy, English, government / political science, law, comparative law, international law, Constitutional law, anthropology, archaeology, humanities, creative writing, formal writing, religious studies, religious history, foreign languages, ancient languages, origins of writing, art, art history, sociology, psychology, business, accounting, economics, marketing, finance, music, logic, film, physical training, tennis, football, swimming… well, you see how this went. Many people challenged his online posts n tried to get him to modify his position but he refused n stuck to his guns that only STEM should ever be taught to anyone on the grounds that all the rest are insufficiently quantifiable n therefore all these other courses of study do not really exist n do not merit serious study.

I strongly suspect that he had never learned anything about these other subjects aside from the bare minimum he was required to take to complete his bachelor’s degree n that once he completed those brief introductions, he promptly did his best to forget them.

Having known many STEM majors, I thought it might be interesting to sum up what I’ve concluded that STEM majors n other linear thinking persons like lawyers typically believe once they stray outside their field of knowledge, given their general disdain for or lack of interest in non-STEM education. As one wag put it, n I paraphrase: ‘once you stop believing in your religion, you don’t simply become an atheist, you end up believing anything’. Below are beliefs that STEM majors often blindly adopt once they stumble beyond their area of expertise, including, for example, people like Bill Gates n Elon Musk. I also include lawyers, because, as a lawyer myself, I am intimately familiar with the linear-thinking that the legal profession requires, but which my studies in history n anthropology have (mercifully) to some extent saved me from.

Corollary: Linear thinkers who wander from their fields of expertise into soft forms of knowledge bring with them hard science techniques that only lead them further astray. They end up doing things like trying to predict court decisions according to a two-dimensional graph, or evaluating religious matters by mathematical equations, or trying to reduce social progress to a scientific formula (Giambattista Vico and Karl Marx), or calculating the number of angels on the head of a pin. If you’re background is STEM or other linear-thinking fields, don’t do that. Instead learn to think with doubt and with layers and paradoxes and without expecting final answers.

  • A universal Biblical Flood. Needless to say, as non-STEM majors know or should know, there is no evidence whatsoever for a universal flood, Biblical or otherwise. This conclusion is supported by literally 1000s of archaeological sites n geological studies around the world. Some even go so far as to say that all of the mountains we see on the Earth today were pushed up in a very short time by the force of the Deluge. That hypothesis is too nonsensical to bother trying to refute.
  • A historical Jesus. Despite well over a century of archaeological investigations conducted in Israel / Palestine, no trace of an actual historical Jesus has ever been found. No DNA. No tomb. No grave. No corpse. No Golgotha. No crucifixion cross. No relatives from whose remains DNA could be extracted. No contemporary inscriptions or writings indicating that Jesus ever lived in Palestine in the 1st century AD. A total blank. The only extant references, for example in Josephus, are all later interpolations inserted by persons who were already known among Roman writers n historians of the 2nd n 3rd centuries to be blatant liars n frauds.
  • Noah’s Ark. Again, needless to say, except to credulous STEM majors, there never was any Noah’s Ark, just as there never was any Biblical Flood. These legends were taken almost wholesale from Babylonian, Akkadian, Assyrian, and Sumerian sources dating back 1000s of years before the Bible was written.
  • The Ark of the Covenant. The only evidence we have that any Ark of a Covenant may have existed is small wooden idols carried a few years ago by Bedouin in southern Israel in camel packs. If we presume that these little wooden idols carried by illiterate Bedouin today are something like what the Habiru / Hebrews carried around 3000 years ago, then maybe we could postulate that there was actually a small wooden ark of a covenant at some point. But that is a lot of speculation from zero evidence. No Ark of any Covenant has ever been found.
  • They believe the Exodus was an historical event, as were the 10 plagues in Egypt. And that the pyramids were built exclusively by slaves, n those slaves were all Jews. Again, there is no evidence at all for any of these essentially religious beliefs.
  • They often believe that giants once lived on Earth, or that certain patriarchs lived extraordinarily long lives. Again, there is zero evidence of the reality of such beliefs. They are purely articles of faith.
  • They believe that God, Satan, angels, n devils are real, but that Zeus, Apollo, Hera, Athena, the other Greek gods, Osiris, Horus, Odin n the German gods were all unreal. Again, based on no scientific evidence whatsoever, all these assumptions are articles of faith.
  • Christian n Jewish STEM majors believe that Yahweh is real, just as Muslims believe that Allah is real. There is zero evidence for either. These are simply articles of faith that evade scientific analysis.
  • They often believe that Nero persecuted Christians n killed large numbers of them, n that this persecution was repeated in the late 200s AD. In fact, few or perhaps no Christians at all were persecuted by pagan Roman emperors, n they certainly persecuted fewer Christians than the later Christian emperors when they proceeded to brand dissident Christians as heretics n executed n exiled them, like Arians, Monophysites, n Cathars.
  • STEM majors believe that the spread of Christianity in the Mediterranean n Europe was peaceful, when in fact Christianity was accompanied by the slaughter n persecution of tens of thousands of pagans for many years, resulting in the destruction of 100s of pagan temples that had stood for up to a thousand years including the temple of Serapis in Alexandria, n hundreds of other ancient temples. The reason why most classical statues did not survive intact is because fanatical Christians damaged them, especially preferring to gouge out the eyes of classical statues or inscribe a cross on their faces to rid them of ‘demons’. STEM majors often believe that Muslims destroyed the library in Alexandria, but it is likely that Christians had already destroyed most long before the Muslims arrived. In Europe, the spread of Christianity was enforced by genocide, the most spectacular example being Charlemagne’s slaughter of the Saxons n the destruction of their Germanic religion when Charlemagne tore down n burned their Irminsul, just as the convert Christian king of Kiev tore down n burned the idol of Perun.
  • They often believe that Christianity was more moral than pagan Rome. The examples given above should lay that myth to rest. Informed specialists know better.
  • They think there was only 1 version of ancient religious texts like the Old Testament or the New Testament when in fact there were many different versions for centuries until the Catholic Church regularized its canon n destroyed those books which they had branded heretical. The Nag Hammadi manuscripts found in Egypt were very likely hidden by dissident monks who wanted to preserve texts that Constantinople had condemned to destruction.
  • STEM majors do not realize that if one believes in the literal truth of the Bible or the Quran, then one must believe in a Flat Earth because those texts describe the Earth as being flat, the leading Christian churchmen having rejected, if they ever knew, the ancient Greek notion of a round Earth, or that the Earth circled the Sun as the ‘heretical’ n ‘demonic’ Greeks had earlier speculated. Isaiah 40:22 ‘The Lord sits above the circle of the earth.’ Job 38:4-6 mentions ‘the pillars of the earth’, and asks ‘who laid the cornerstones thereof?’ Job 9:6 mentions ‘shakes the Earth out of her place, and the pillars thereof to tremble’. Psalm 75:3 ‘I bear up the pillars of the earth’. While everything is open to interpretation, such studies as these not being subject to linear thinking, it should be recognized, as all anthropologists do, that ancient religions had certain things in common, including a ‘Center of the Earth’, like the Temple in Jerusalem, located typically on a high hill or mountain so as to be closer to the Heavens, n by implication there must therefore be ‘ends of the earth’ which contrast with the Center n which are like the ends of spokes of a wheel that radiate out from the Center. The Jewish Temple, like all ancient temples, was often called the ‘Navel of the World’, the creation of the world having emanated from the Temple’s holy site, n the world was therefore conceived as flat n supported by pillars, much as Atlas functioned as a pillar, supporting the world on his back. St. Augustine is quite confused by his formal acceptance of a spherical shape, n since he has no explanation of the physical forces involved, is forced to state that people cannot live in the ‘antipodes’, impliedly suggesting that they may simply fall off the world because he had no understanding of gravity. The Quran in fact is more explicit in its acceptance of a flat earth in that it accepts that the sun goes into a muddy place each evening n is reborn each morning, but the Bible conceptually is no different. There is no point to looking for modern astronomical or geographic conceptions in any ancient religion, including a spherical earth. They are not there. St. Augustine: “You are not required to understand in order to believe, but to believe in order to understand”. This is the very opposite of scientific thinking, yet many STEM types embrace this when it comes to religion. Go figure. 
  • They often believe that if you dig deep enough, you will find Satan n Hell, n if you look far enough in the sky you will find God n Heaven, n that the Rapture of believers will result in non-believers being Left Behind on a soon to be destroyed Earth. It seems very strange to me that scientists could believe such things.
  • They almost always think that there are only a few archaeological digs in Southwest Asia when in fact there were n are many 100s of digs n investigations, going back at least 200 years to Champollion, therefore the chance that anything of great importance could have been missed, for example arks, is remote.
  • They often think Atlantis was real, as portrayed in the book Atlantis: The Antediluvian World, written n published in 1882 by Congressman Ignatius L. Donnelly, who postulated that the civilization of Atlantis had diffused across the world before Atlantis itself sank beneath the waves. This is a classic example of non-specialists delving into unfamiliar topics n concluding that they know more than the better informed specialists.
  • They often believe that dinosaurs co-existed with Stone Age humans, another hypothesis that has zero evidence to support it, n it would be absurd to bother trying to refute it.
  • They often think that dinosaurs still live in Africa today.
  • They often think that the world was created in 6 days about 6,000 years ago. More articles of faith devoid of the slightest evidence. Yet somehow STEM majors will believe this.
  • They think that some ancient advanced civilization existed but was forgotten n its evidence has been somehow overlooked by professional archaeologists digging n surveying for 200 years in over 1000 carefully recorded digs. No trace of any ‘lost’ advanced civilization has ever been found despite the diligent life-long investigations of 1000s of specialists. See above.
  • STEM majors typically believe that evolution stopped 70,000 years ago n that all humans today are exactly the same as humans were 70,000 years ago n that nothing biological has changed with humanity in all that time, when in fact biological evolution is constant n never stops. To think that evolution has been suspended for 70,000 years is like saying that gravity has taken the day off.
  • They always seem to think that homo sapiens sapiens came one-way out of Africa, ignoring the growing evidence of prehistorical human remains in Europe n Asia, n they are unfamiliar with evidence that homo sapiens sapiens may have drifted back n forth between Asia, Europe, n North Africa many times, intermarrying with Neanderthals n Denisovans.
  • They typically think that biological evolution is progressive, always improving or going ‘higher’, instead of constantly adapting a population to a changing environment, even if that environment was made by humans, there being only useful-adaptation versus mal-adaptation, without ever going ‘higher’ or ‘lower’. There is no such thing as ‘de-evolution’ or ‘de-evolving’.
  • They often believe that the Annunaki of Sumer were space aliens or that the ancient Egyptians had special miraculous techniques for building pyramids, n that the Romans had special techniques for building Baalbek, techniques now lost. These erroneous beliefs are often connected to the mythical Atlantis. They also often believe that ancient aliens landed all over the Earth in ancient times n built everything, the classic example of a layman writing on this subject being Erich von Daniken’s Chariots of the Gods. Lots of fun, but again no evidence whatsoever.
  • They believe King Solomon’s Mines n King Solomon were real.
  • They believe that Christianity, Judaism, Islam, n Buddhism are all equally religions of peace. All historical evidence says they are not religions of peace n never have been.
  • They believe that the descendants of the 10 lost tribes of Israel are to be found somewhere alive today, that they even perhaps floated across the Atlantic in small boats where they became ‘Red Indians’. This is quite amusing but not worth the effort of refuting.
  • They believe that people existed who were actually mythical n never in fact existed: King Arthur, Jesus, Buddha, Muhammad, Romulus, Hercules, King David, King Solomon, William Tell, Robin Hood, Santa Claus, Prester John, Jason n the Golden Fleece, Medusa n Perseus, Odysseus, Homer, Sherlock Holmes, the castaways on Gilligan’s Island. There seems no silliness that STEM majors will believe once they stray beyond their area of expertise.
  • They almost always believe that slavery in ancient times was simply yes-it-existed or no-it-did-not-exist, without any understanding that power relations were not either-or, but were a continuum whatever the precise label applied, so slaves, serfs, servants, n indentured servants were all very similar in how they actually lived, n how they were treated, n in the legal rights they possessed, even slaves at the bottom of the heap always having some measure of legal protection, even if it was rarely recognized. But if the legal rights of slaves were rarely recognized, neither were the legal rights of serfs, servants, n indentured servants.
  • STEM majors, contrary to their scientific training, often believe in wolfmen, zombies, n vampires, especially believing that Dracula was a true vampire.
  • STEM majors often believe in the imminent arrival of an Apocalypse or Rapture, despite the failure of such to arrive after 2000 years.
  • They often think that Cleopatra was black, n also most or all of the ancient Egyptian pharaohs, altho the mummy of Ramses III has pale skin n red hair. There was a period of time when Nubians did occupy Egypt n became pharaohs. But by the time of Alexander, that short period had long gone n blacks never again became pharaohs.
  • STEM majors often think that Islam is a monolithic religion or that Islamic societies are monolithic societies where Muslims all believe n think the same way. They do not. There is just as much variety of beliefs in Islam as in Christianity. STEM majors also often do not hesitate to make sweeping statements about Muslims such as ‘they enslave their women’, when there is little evidence for such observations since Islamic law (al-Shariah) provides for property ownership n testimony by women as well as men. The major exception that outsiders point to is the poor treatment of women in Afghanistan, but such treatment violates Sunni Shariah n comes chiefly from tribalism, not from Islam. However, I do not want to make my own overly sweeping statement here since Islam is by nature a tribal religion, which complicates matters for Westerners who are always trying to view other religions as if they were individualized like Christianity. Most Muslims, in fact, do not read or speak Arabic n therefore cannot read the Quran; they depend on the imams who lead prayers in their mosques for their understanding of Islam. And if their imams say that Islam requires them to beat their women n confine them, then some ignorant persons, like what we see in Afghanistan, will do just that, n it is hard to avoid concluding that what they do is just another variant of tribal Islam. Once again, STEM majors are almost always totally uninformed about such complex issues, but never seem to realize the extent of their ignorance.
  • STEM majors do not know that most traditional Muslims, including even Muslim engineers, believe that all Westerners are Christians (except for a few Jews) n that Christianity is the official religion of the US. They cannot conceive of a secular government, n typically do not understand what the word ‘secular’ means. No one has ever taught them about Western culture or democracy or philosophy, including the Western colleges that the Muslims attended. Most Muslims have never heard of such things n their understanding of Christianity is exclusively what they read in their Quran, which is quite different from what Christians learn by reading their Bibles. This leads to Muslims being just as misinformed about the West n about Christianity as Christians n secular Westerners are about Islam. Western STEM majors have no inkling about such matters, but nevertheless believe they are fully informed. Quite amazing to Yours Truly.
  • STEM majors do not know that Sunni Muslims believe that Jews tried to curse Muhammad using his cut fingernails n hair, therefore medieval Muslims would try to hide those items, and that Jews allegedly recovered them n used them to cast evil spells on Muhammad. Hence, Sunni Muslims believe that Jews are special enemies of Islam, even more so than Christians (who are also eternal sworn enemies of Islam, in the view of Muslims). If our STEM person cited above who posted about restricting what colleges should teach ever has his way, no one would ever learn such facts or their important political implications.
  • STEM majors do not know that Muslims believe that if you ever tasted ham at any time in your life, you are permanently contaminated n can never become a true Muslim n you are destined for Hell. Or that human rights is a Western concept entirely alien to the Islamic tradition which does not recognize ‘human rights’ in any way, shape, or form, there being no such thing as freedom of speech, freedom of assembly, freedom of religion, or voting rights, or even the institution of juries since traditional Muslims (salafiyuna) have a religious duty to put the interests of their tribal relatives over non-relatives n this makes juries completely pointless. Sharia law has no place for juries.
  • STEM majors do not know that traditional Muslims formally believe that all humans were born Muslim but then became apostates, therefore all non-Muslims deserve death, which is the punishment specified by Allah for all apostates, found in the Quran itself, which is the literal word of Allah n cannot be explained away or disobeyed. And that the ‘hadd’ punishments, i.e., stoning n amputation, are also specified in the Quran n cannot be modified or disobeyed, even for child offenders. Muslims do not speak of ‘conversion’ to Islam, but ‘reversion’ under the notion that the ‘convert’ is ‘reverting’ to the Islam of his birth. How can anyone not know these things? But STEM types uniformly don’t.
  • Western STEM majors believe that Islam is somehow similar to Christianity n therefore must also be a religion of individual choice. But Islam is not a religion of individual belief or individual choice, it is a tribal religion that does not allow dissent or leaving the religion. Christianity no longer comes with legally required canon law with punishments for dissenters. But Sharia law is the whole purpose of Islam n the reason why Allah revealed Islam to Muhammad. There is no Islam without compulsory Sharia law, n there can be no Sharia law without Islam, n Sharia law cannot be changed in any way by anyone. It is static for all time. Not easy points to explain to linear thinking STEM types who tend to see all religions as simply different names for the same universal faith, n all can be changed at any time by a democratic vote. How misguided must one be to believe that?
  • STEM majors always seem to think that all climate change is due solely to capitalism n fossil fuels, IOW, to human activity. They have no understanding of the periodicity of solar events.
  • STEM majors always seem to believe that humans crossed the Bering Strait one time about 13000 years ago, killed all the mammoths, n then populated the Americas n no one else ever arrived in the Americas until Eric the Red n Columbus. When in fact they may have first arrived more than 16,000 years ago, n there were many migrations of people back n forth over the Bering Strait, n along the coastlines, over 1000s of years, n in later times many Polynesians arrived along the Western coasts by boat n settled in the Americas before, during, n after the Vikings arrived in Newfoundland. IMO, all this makes any talk about ‘indigenous people’ versus ‘settlers’ n ‘stolen land’ pointless n deliberately misleading.
  • STEM majors often seem to uncritically accept the Woke view that Amerindians were peaceful n were ‘at one with nature’ n even ‘owned’ all of North America, even though the evidence says that Amerindians were violent n committed many genocides, were cannibals, routinely tortured captured enemies, which included all other Amerindian tribes, n enslaved those whom they did not kill. They often burned grasslands to stampede bison, begged alcohol from Europeans for violent communal drunks, n had no notion at all of contracts or treaties, being Stone Age illiterates with no notion of property. Harsh but true.
  • Most STEMs seem to have never heard of female hypergamy, being the tendency of women around the world to divorce their husband in favor of a different husband who has higher status or wealth if the opportunity arises. My own contribution is ‘political hypergamy’: the tendency of women who hold political power to open borders to mass immigration in order to expand their mate selection in their search for an ideal husband who will have sufficiently high status or wealth to finally satisfy what is essentially an impossible goal, driven by their unconscious genetic drive to marry up but which is disguised as ‘saving refugees’.
  • They typically accept the static Woke view of ‘human’ nature that all people are exactly the same in every way that matters, n that the only differences are in superficial appearance. They therefore believe that IQ is exactly the same for every human group everywhere, n that IQ is always the same over time, when in fact IQ varies by group n that average IQ in any particular population will rise n lower over historical time in waves. Good luck finding a STEM person who understands these facts, outside of a few professors who have survived the ideological purges that seek to cancel those who specialize in this field.
  • They always seem to believe that technical changes will have no effect on society or on a society’s biology or IQ. STEM majors seem to have no recognition that technological changes have a feedback effect on society, institutions, n even on people’s DNA affecting their future ability to survive or prosper, as people adapt differentially to new technology-changed environments. STEM majors understand the technological side of the equation, but never seem to comprehend the biological or sociological side, just as political libertarians understand the economic aspect but always assume that people’s DNA cannot change, never seeming to appreciate that technology can have an important effect on the very structure of people’s biology, which is especially hard to measure since people were not the same to begin with.
  • STEM majors typically adhere to the Blank Slate view that genetics are unimportant and that environment is all that matters in human societies. They typically do not understand that ‘human’ is a social construct n that whether one divides people into a single species or several subspecies is a matter of taxonomic convenience, n not intrinsic. They often seem to think that different species cannot successfully interbreed, but the evidence says different species can n do successfully interbreed, therefore it is not an argument against the existence of several ‘human’ subspecies by pointing out that they can successfully interbreed.
  • STEM majors often have no difficulty acknowledging that different breeds of dogs exist n ascribing to the different breeds various unique measures, like intelligence, peacefulness, violence, or trustworthiness. But if called on to acknowledge similar distributions among the various breeds of ‘humans’, they will reject this possibility as bias n ‘racism’.
  • STEM majors believe that modern medicines work the same on every group of people around the world when in fact meds can work very differently among different racial groups, but it is illegal for doctors to tell this to their patients because US law says we must treat everyone the same even if they are very different.
  • They think that IQ scores n academic achievements as measured in childhood persist into adulthood, when in fact they often do not, but once people become adults, their former achievements often disappear as their genes find mature expression in adulthood. This is why early achievements in programs like Headstart often vanish when they become adults, or people who were peaceful as children may become violent criminals when they grow up despite coming from a calm n supportive family environment.
  • Strangely, for people who completed an intellectually demanding college education, STEM majors often believe that low IQ people do not exist and that IQ can always be improved by manipulating environment, meaning typically some new teaching technique or improving test-taking skills. Richard Lynn’s evidence of large changes in IQ scores is constantly quoted as proving that IQ is an illusion. But if Lynn’s data were generally applicable, then chimps raised as humans could become college professors n blacks in the US would have achieved the same IQ scores as non-blacks after 70 years of enormous financial subsidies to black students n the implementation of numerous innovative teaching techniques. However, the differences in IQ scores n general education between blacks n non-blacks have not narrowed in 100 years, while newcomers like Vietnamese rose to the top of American academic institutions in only 1 generation, despite escaping from war, slavery, Communism, starvation, n a lack of any meaningful education in Vietnam.
  • They typically believe that Africa is uniformly poor n has no rich blacks or black billionaires, when in fact there are many rich Africans n African billionaires, which makes one wonder why white Americans are so often asked to donate to blacks in Africa while no one ever asks Africans to donate to poor black Americans, much less to poor white Americans. Why not? And why do rich white Americans always demonstrate their social kudos by donating to rich black African rulers, who often use the money to buy Swiss chalets, but will never donate to poor white Americans?
  • STEM types typically believe that African blacks were enslaved everywhere but that blacks themselves never enslaved anyone, not even each other, when in fact black African societies, when discovered by European explorers like Henry M. Stanley in the 19th century, uniformly had slavery, n many practiced cannibalism.
  • STEM majors typically believe that many African blacks were enslaved over the centuries but no European whites, although the number of Europeans enslaved by Arabs, Turks, n black Africans since the Middle Ages may have been far greater than the number of black Africans enslaved by Europeans for the entire history of the Atlantic slave trade which lasted less than 200 years, n the number of black Africans enslaved by Muslims n ‘Sudanese’ (translation from Arabic: ‘the black people’) taken from the interior of Africa n transported to the Muslim world for 1000s of years was also probably greater than the entire European slave trade. Most STEM types have never heard of Tippu Tip. I admit, however, that this is all speculative n no final answer on who enslaved whom, n when, n how many, will ever be found, which makes talk about ‘reparations’ as fatuous n pointless as talk about who is ‘indigenous’ n who is not, n who ‘stole’ land from whom, because everyone ultimately has a claim against everyone else.
  • They often seem to believe that British colonialism was all about greed n they do not know that Britain also wanted to spread Christianity n end slavery of blacks by other blacks, n that this was an important part of Britain’s wars in Sudan, which was one of the main transit points for the transport of black slaves from Central Africa to North Africa by slave-trading Muslims. The British fleet spent 80 years fighting the Black Arab slave trade of captured blacks off the coasts of Africa. In light of all their efforts, it seems rather bizarre that the Brits would give up their country to Blacks n Arabs who fought them for decades for their right as Muslims to keep slaves n who actually kept their slaves up until at least 1964. And now Muslims in Britain want reparations from Brits, who fought so long n hard to end Muslim n Black slavery, to be paid to Muslims n Blacks whose parents n grandparents were actual slave-holders n who fought for generations for their rights as Muslims to keep their slaves. So it’s slaveowners demanding reparations from the Brits who tried to free their slaves, on the grounds that the African slaveowners were victimized by the Brits’ anti-slavery campaign. And today’s poverty-stricken Brits are actually considering paying this. Amazing. But no more strange, I suppose, than California’s plan to tax people who never owned slaves to be paid to people who were never enslaved, from a state government that is completely bankrupt n whose taxpaying citizens are already fleeing the state in droves. Yep, no linear thinking here. In fact, no thinking at all.
  • They also seem to think that the British ruled Africa with an iron fist when in fact British rule in Africa was tolerant n peaceful n required very little military rule. The main exception was the British war on Zululand. This was waged by the British in 1879 because the Zulus had no peaceful method of transferring political power n when a Zulu king died there was always a brutal civil war killing thousands of men, women, n children n that would spill over into British territory endangering not just whites but the lives of thousands of innocent blacks under British protection. See the book Washing of the Spears.
  • They seem to think that only whites have ever committed genocide, n especially cite the recent book on Belgian atrocities in Congo, when in fact black Africans have committed far worse genocides against each other than whites ever did, n the book on Belgian atrocities, King Leopold’s Ghost, by Adam Hochschild, has been exposed as largely fake history. Why? Because given the prevalence of Islamic ‘hadd’ punishments in central Africa by Muslim slavers in the 19th century, this is the more likely explanation for the photos of blacks’ amputations than the alleged cruelty of King Leopold, particularly since those who actually ran the plantations in Congo were black Muslims who were already long familiar with 1000 years of Muslim ‘hadd’ amputations. But few people in the West, especially STEM types with extremely limited exposure to the history of Africa n its Muslims, have any conception of such matters.
  • STEMs seem never to have heard of the many genocides that Bantu-speaking Africans in particular have committed in Africa. Bushmen used to populate all of central n southern Africa; these were systematically exterminated by iron-working Bantus as they spread from Nigeria east n south across the continent, also genociding pygmies in the process. In the 1990s, Bantus genocided Tutsis in Rwanda, killing 700,000 in a short time, an event dramatized by the movie ‘Hotel Rwanda’. Bantus genocided tens of thousands of Black Arabs in Tanzania n Zanzibar as soon as independence was declared in 1964. The Italian documentary ‘Africa Addio’ has extensive footage taken from the air of black Africans herding other blacks into concentration camps n then massacring them, the killers even shooting at the Italians in their airplane because they did not want their genocide to be filmed. Bantu tribes genocided and massacred each other very often over the past few centuries in Africa, often accompanied by systematic cannibalism, until Europeans managed to restore peace.
  • STEM types seem to think that A People’s History of the United States, by Howard Zinn, is genuine history when in fact it is also mostly fake like King Leopold’s Ghost, n not an academic work by an actual historian.
  • Like most technical people un-versed in actual history, STEM majors believe that Germany started WW1 all by itself, by attacking the West in an unprovoked surprise attack with the intent of ‘conquering the world’. Due to their lack of historical knowledge, they do not know that Tsarist Russia mobilized before Germany did, which in 1914 was more important than a declaration of war since the power that mobilized first was most likely to win. They repeat this misimpression with WW2, by believing that Hitler started the war by declaring war on Britain n France, when in fact Britain n France first declared war on Germany, not the other way around.
  • They often blame Germany’s ‘blank check’ to Austria-Hungary for starting WW1. But they overlook Russia’s blank check to Serbia in 1914, and Britain’s blank check to Poland in 1939, and Stalin’s blank check to North Korea in 1950, and America’s never-ending blank checks to Israel since 1948. Yet only the first instance–Germany in 1914–ever gets blamed.
  • They almost always think that Fascism is defined as the state favoring private corporations n intervening to maximize corporate profits. They do not realize that Italian Fascism came from the ancient Roman fasces, which was a bundle of rods around an axe, symbolizing the unity of the different tribes n classes of the city of Rome, which arguably was the main source of Rome’s success. Under Mussolini, the Fascists adopted the Roman fasces n the Roman salute to represent their unity of the state in support of all social entities, including labor unions. For details, see Mussolini’s Intellectuals by A. James Gregor. There is no point, however, in trying to inform STEM types of facts such as this when they would rather just yell ‘fascist’ at any policy they dislike.
  • Scientific STEM types typically believe that Hitler’s invasion of Poland was unprovoked n have no idea that Poland was occupying large swathes of land n population that had been German for 1000 years, but had been forcibly removed from Germany n given to Poland by the Versailles Treaty of 1919 for the express purpose of keeping Germany fragmented as it had been during the Thirty Years War when the rest of Europe used Germany as a proxy battlefield. For a country that was willing to fight a brutal 5-year civil war to prevent the secession of the South, it seems strange that the US would not understand the feeling among Germans regarding a hostile foreign occupation of an important part of Germany with harsh treatment of the ethnic Germans who were suffering under Polish occupation.
  • They also tend to believe that Germany’s occupation of Czechia in 1939 was unprovoked aggression—but that Britain’s invasion of neutral Norway n Iceland in 1940 n of Iran in 1941 were justified n completely peaceful, not to mention Britain’s military occupation of a quarter of the Earth. There is never any recognition that Czechoslovakia was a Frankenstein’s monster of a country that had never been independent in that form at any time in history, n that it had been set up by Versailles for the express purpose of keeping Germany fragmented n defenseless n returning Germany to its vulnerable situation of the 17th century, n that large parts of Czechia also were German n had been German for 1000 years.
  • They often believe that the West had ‘surrounded’ the Soviet Union (a sixth of the Earth’s surface!), n that the West had tried to turn Hitler against the Soviet Union at Munich in 1938, but ignored the previous 4 years when the Soviet Union had done its best to turn Hitler against the West.
  • Many believe that when WW2 broke out, Germany was the aggressor n invaded France first in 1940. But actually France invaded Germany first in September 1939, but was quickly defeated.
  • Many believe that Germany’s invasion of Norway in 1940 was another unprovoked aggression. But Britain invaded Norway first, attempting to interdict essential war supplies that Germany needed to defend itself, n Germany only invaded Norway to stop the British invasion.
  • They typically think that the Soviet Union was ‘democratic’ because it had a Constitution. But Marxism-Leninism explicitly rejects all democratic theory, n the Constitution that the dictator Stalin adopted in the 1930s was never implemented but was paraded only to persuade ‘fellow travelers’ in the West that Stalin was a democrat n not a vicious dictator. Stalin ordered his Constitution to be written only as part of his ‘Popular Front’ propaganda campaign of the late 1930s, n no part of it was ever implemented in the Soviet Union or in any territory that Stalin controlled.
  • Yet another misimpression common among STEM types who are unfamiliar with law is that the US is a democracy. The US is a democratic republic. The US is not a democracy, has never been a democracy, n the US Constitution was carefully planned to make certain the US would never become a democracy. Therefore, there is no ‘our democracy’ to lose, despite what some octogenarian professional politicians like to shout. Scientific STEM types have difficulty understanding this because they have no knowledge of politics, history, or law.
  • They commonly believe that in WW2 Germany’s attempt to locate food sources in Ukraine was an atrocity but say nothing about the Allies’ blockade of food n medicine from continental Europe which was a violation of international law, but which they uncritically accept. They label Germany’s expansion in Europe to reincorporate German populations n traditional German land as violent aggression, but accept France’s n Britain’s expansion around the world as peaceful n legitimate.
  • They often regard Hitler’s declaration of war on the US as unprovoked, when the US under Roosevelt had been fighting an undeclared naval war against Germany since WW2 began in September 1939, sinking German U-boats on sight, n the US had been arming Britain since 1939, n started arming Stalin’s Soviet Union in June 1941, the day Germany invaded Russia in Hitler’s pre-emptive attack.
  • Scientific STEM types always seem to be under the misimpression that Germany refused all peace negotiations during both WW1 n WW2, when in fact the Kaiser’s Germany in WW1 made serious peace offers in 1916 n Hitler made serious peace offers repeatedly during WW2, but the Allies refused to negotiate with Germany in any way in both wars. The US in particular, far from responding to the Kaiser’s peace proposal in 1916, ignored it n soon afterward declared its own war on Germany when Germany, disappointed by America’s total lack of interest in peace, finally gave up waiting for a response to its peace initiative n reopened its submarine war. One must have some knowledge of history to know these facts n if no one teaches them, how will anyone know? Hitler in 1940 offered to the British to return Germany to its pre-war frontiers, even offering to return most of Alsace n Lorraine to France, which does not sound much like ‘Hitler was out to conquer the world’. Most remain unaware that Hitler even left German-speaking Tyrol to Italy, never demanding from Mussolini that it be united with Germany. Hitler also offered to Stalin to negotiate a cease-fire n peace in Russia, but except for a brief period in the spring of 1943 with an exchange through their representatives in Sweden, Stalin always refused any peace discussion, largely because Roosevelt had publicly insisted on unconditional surrender of Germany with no peace negotiations. Once again, as in WW1, the insistence of the US on total war to the end seems to have sabotaged all possible peace talks throughout WW2, n was chiefly responsible for Britain n Poland refusing all discussions with Germany, which was one of the chief causes for the war breaking out in the first place, i.e., Roosevelt pushing Britain n Poland to never discuss anything with Hitler.
  • They often believe that Hitler was fully prepared for aggressive war in 1939 n that Germany was mobilized for total mechanized war, while no one else was. This is almost comical in its inaccuracy. Germany was so unprepared for war that it had no military reserve system, no stockpiles of strategic materials, no long-range bombers, no fleet besides a few ships n U-boats, no financial capacity, no international trade, no colonies to extract oil from, no stockpiles of munitions, n fewer modern tanks n aircraft than any of their potential opponents. Britain, France, n the USSR, on the other hand, had all of these. The German military in 1939 was only 10% motorized n 90% horse-drawn, while the US was 100% motorized.
  • STEM types, like most people unfamiliar with history, believe that Germany’s invasion of the USSR in June 1941 was an unprovoked attack on a peaceful country that was totally unprepared for war. However, the USSR had been preparing for aggressive war against Europe ever since Lenin’s failed invasion of Poland in 1920, n by 1941 the USSR had the largest n most modern military in the world with ten times the number of tanks as Germany possessed, n also the best tanks in its KV-1s n KV-2s n T-34s, n a reserve system that enabled it to field five times the number of soldiers that Germany could field, given Germany’s serious lack of military preparedness, not to mention at least one million gulag prisoners that it forced into hard labor in military matters. Somehow it never seems to occur to non-historians why the Red Army waited in place in eastern occupied Poland n Lithuania for 21 months without constructing any defenses, on the contrary removing all existing military defenses–which is something that only an army preparing to unleash a military offensive would do–n why the USSR’s 1000s of BT (“Bistri” for “Fast”) tanks were designed to travel rapidly on autobahnen when only Germany had any autobahns, while Russia had no modern roads but only a few poorly constructed tracks that were impassable for half the year. Once Germany invaded in 1941, these 1000s of “Fast” tanks became instantly unusable because they were only fit for service on Germany’s modern roads, but not on Russia’s backward n almost non-existent roads.
  • STEM majors, like most non-historians, always seem to think that the Russian Revolution was done by Lenin’s Bolsheviks in October 1917, when in fact the Revolution was done in St Petersburg by republican Russian leaders in February 1917. The Bolsheviks executed a coup against the true Russian revolutionary government in October n suppressed by force of arms all political participation by everyone else n canceled all elections.
  • Yet another common misimpression is that the Bolsheviks / Communists modernized Russia, despite all of their errors, in the famous words of Walter Duranty, “You can’t make an omelet without breaking a few eggs.” However, after the USSR collapsed in 1991, it became apparent that Russia’s economy was seriously underdeveloped compared to the West n that 70 years of harsh sacrifices under Communism had been in vain. Those sacrifices included the starvation of millions of Ukrainians as Stalin exported most food production to pay for building up the Red Army into the large, well-equipped military of 1941, a military that was larger than all other militaries in the world put together, but which he threw away when he executed or imprisoned most of his generals.
  • STEM people tend to believe that the US won WW2 all by itself. Just like Russians tend to believe that Russia won WW2 all by itself. Neither is correct. The US flooded the USSR with weapons n military equipment, even to the detriment of the US army, thus enabling Russia to win its struggle against Germany, but no one told the Russians that the weapons they were using came from the US, leaving Russian soldiers to believe those weapons had been produced by their own Communist overlords, thus reinforcing the grip that Stalin n his ‘Georgian Mafia’ had over Russia, n condemning the Russian people to more decades of Communist misrule. If only Roosevelt had insisted on something in return for the vast quantities of weapons he sent to the USSR in violation of American laws: such as first removing Stalin, or eventual payment for the weapons, or American occupation of east Siberia or the Caucasus as a pledge. But Roosevelt asked for nothing but simply gave away everything for free to the greatest dictator on the planet, Stalin, who was about to lose his war without America’s help. Altho these weapons were technically part of Lend-Lease, they were not loaned or leased, but given 100% for free, which was a blatant violation of Congress’ Lend-Lease Act, which required loans n pledges even from Britain, but not from Stalin’s Russia.
  • STEM types typically think that the US saved Britain from Germany in WW2, but in fact the US took away Britain’s empire n left Britain broke, keeping in mind that Britain was already bankrupt when it declared war on Germany in 1939 to save Poland, which turned out to be akin to Don Quixote tilting at windmills. Not only did the US demand most British territories in the Western hemisphere as the price of 50 virtually useless destroyers, but after WW2 the US forced Britain to give up Egypt, Palestine, India, n all of its African possessions, which could all have been avoided had Churchill simply challenged Roosevelt’s unilateral total-war demand for Germany’s unconditional surrender by opening up talks with Hitler for a comprehensive peace, which was all the Germans ever wanted.
  • Many people, especially STEM types, believe that Jews in British-occupied Palestine were staunch supporters of the Allies in WW2, n do not realize that Zionists in Palestine offered to assist Hitler during WW2 n tortured n killed British soldiers in Palestine during n after WW2.
  • Many, especially STEM majors, think that Muslims sided with the Allies during WW2, when in fact Iraq n Iran openly supported Hitler’s Germany until British forces invaded those countries n suppressed those regimes. Or that the Grand Mufti of Jerusalem, Amin al-Husseini, visited Hitler during the war n openly supported Germany, that Himmler during WW2 recruited two SS divisions from among the Muslims of the Balkans, n that these SS troops fought very effectively for Germany until the end of the war as some of the best ‘Fascist’ troops that Hitler had.
  • Many think that Germany tried to kill all the Jews in Europe, but do not know that hundreds of German generals, officers, n soldiers were half Jews by ancestry n served in Hitler’s army loyally until the end, many receiving the Iron Cross for their bravery.
  • Many believe that the Nazi leaders tried to exterminate all the Jews in Europe. While it seems clear that the Nazis had an unfortunate concentration camp policy that resulted in the deaths of large numbers, either directly or indirectly, it is possible that Jews were not the majority of the victims. Over the years, responsible historians have steadily decreased the number thought to have died in the camps n I suspect it will be a very long time before an answer is found. But of course, since history is not linear, one should not expect them ever to come to a final conclusion, especially in a subject as controversial as this, which turns every fact or assertion into a lightning rod of disputation. It seems best to caution STEM types not to do what they always seem to do once they stray outside their bailiwick: leaping to final conclusions without sufficient evidence, like uncritically accepting the figure of 6 million Jews allegedly killed, not realizing that the figure 6 million is a sacred number in Judaism n has no relation to historical reality.
  • Many STEM types think that Germany violated the Geneva accords when they invaded the USSR, but don’t realize that the USSR under Stalin had refused to sign those accords in line with Communists’ rejection of all things democratic, which they labeled the ‘bourgeois’ enemy. They do not know that the Soviets routinely tortured n executed captured German soldiers (n Ukrainians) from the very start of the German invasion. STEM types also seem typically to remain uninformed regarding the Katyn Forest massacre, some still believing the wartime propaganda that Germans had executed 20,000 Polish prisoners, when it should have been obvious that it was the USSR’s NKVD troops who did the killing, n this has since been proved. Most also are unaware that Germans in the regular army were often outraged by the bad treatment that their Romanian allies inflicted on captured Soviets since the German regular army insisted on maintaining high ethical standards in how they fought the Russians n they did not wish to sink to the same low levels as the Russians. No one outside of history specialists seems to know this.
  • They also seem to think that the German invasion of the USSR was unprovoked n a violation of the Nazi-Soviet Non-Aggression Pact, when in fact the USSR had already broken crucial provisions of the treaty by June 1941 n was threatening Germany militarily n strategically. Specifically, by invading Finland, occupying Estonia, Latvia, n Lithuania, taking the easternmost corner of the defunct Czechoslovakia, n extorting Bessarabia from Romania, n demanding that Germany deliver Bulgaria to the USSR, n that Hitler allow the USSR to militarily seize Istanbul from Turkey. The Romanian possessions in particular enabled the Red Army to occupy the Ploesti oil fields within a matter of hours in the event of war, which would have immediately crippled Germany’s entire war effort.
  • Many seem not to know that when the Germans invaded Poland from the west in 1939, the Soviets invaded Poland from the east 3 weeks later n killed 1000s of Poles in their own war against the Polish state. This is surprising to some, but should not be since the Soviets had already invaded Poland once in 1920, n the build-up of the Red Army in the 1930s had a primary purpose of repeating that invasion, which is also why it should be no surprise to find the bodies of 20,000 Polish officers n soldiers who had surrendered to the Soviets in the Katyn Forest in eastern Poland which was an area under Soviet military occupation.
  • STEM types also seem to believe that the Bolsheviks were ethnic Russians when actually 85% of the Bolshevik top leadership were Jews, of Russian, Ukrainian, Baltic, or Polish background. According to some researchers, up to 90% of the police who ran the concentration camp gulag set up by the Communists were ethnic Jews. Just as most scientific types even today do not realize that for the past 100 years, most Jews were Communists n most top-level Communists were Jews, n the integrated situation of Jews throughout the West is what enabled Moscow’s intelligence services to infiltrate Western governments n Western intelligence services so effectively for so many decades. Inconvenient facts for linear-thinking people.
  • And we are still not done. STEM types especially seem to labor under the misimpression that the US Constitution of today is the same as it was in 1787, but today’s Constitution for all practical purposes is the 3rd Constitution that the US has had, n today is undergoing a change that may eventually qualify as a 4th version, or a return to the 2nd Constitution. To sum up, from a historian, anthropologist, n lawyer with a doctorate in law: the 1st Constitution was created in 1787. It died in 1860 n was replaced by the 2nd version after the Civil War ended. The 2nd version died in 1937 when Roosevelt ‘packed’ the Supreme Court. So we are now in the 3rd version but this too is undergoing significant re-interpretation by the current SCOTUS. For more details see my article The Constitution, What Went Wrong.
  • One of the strangest beliefs of linear types is that there is a right to travel in the US Constitution in the sense that one is allowed to travel anywhere inside the US at will n without any restriction or regulation: “I can drive wherever I want n you can’t pull me over for any reason!” The right to travel is an interpretation by the Supreme Court to the effect that no state can ban the citizens of other states from entering, or impose a special fee on their entering. That is all it means. This ‘right’ has nothing to do with vehicle registration or requirements for drivers licenses.
  • This is paralleled by the equally odd notion that the First Amendment entitles people to say anything they like at any time, anywhere, to anyone they please. The 1A has never meant that. Rather the 1A applies to freedom of political speech, n only in public places. It has never given license to defamation, disorderly conduct, disturbing the peace, creating a panic, creating a riot, public insults, threats, criminal intent, false accusations, criminal conspiracies, divulging trade secrets, violating trademarks or copyrights, etc.
  • Still more: many seem to think that the US Constitution protects private property. It protects this only by implication since the Constitution plainly assumes the existence of private property n the primacy of business contracts. Otherwise, much of the document would make no sense.
  • And many seem to think that the Constitution bans Communism. Again, it does not, but bans it by implication because it plainly presumes the existence of private property, n Communism, by definition, is the abolition of private property by government fiat.

People who wish to cancel various non-STEM subjects in colleges, in my experience are acting chiefly out of frustration over the absurdities apparent in courses like Gender Studies, or the various ethnic Studies programs. I agree that those subjects are not bodies of actual knowledge n thus have no place in colleges. OTOH, even the subjects listed at the beginning of this long article have often become contaminated by anti-science Woke political ideology. For instance, one will find in today’s history departments courses on History of Gender, n History of Black Oppression, etc. And one can even find such courses listed in hard science departments, like ‘Feminist Physics’ or ‘Black Math’. So the solution to such nonsense is not to cancel the entire department, but to ban Woke ideology n fire the fake professors who pretend to be imparting knowledge when they are actually doing little more than indoctrinating students into a Woke Seminary.