Grow Up! Why does everyone hate children?

Grow Up
0:00
So people have been yelling “Grow Up!” at us a lot lately. And it's in a really weird context.
La gente nos ha estado gritando “¡Maduren!” mucho últimamente. Y en un contexto muy extraño.
0:05
Maybe you've been hearing “grow up” a lot too, and maybe you'll recognize the context. Quick background: We recently made a video about the author Neil Gaiman,
Tal vez has estado escuchando “madura” mucho también, y tal vez reconozcas el contexto. Trasfondo rápido: recientemente hicimos un video sobre el autor Neil Gaiman,
0:12
and how there's really good reason to believe he committed sexual assault and so we do believe that.
Y como hay muy buenas razones para creer que él ha cometido abuso sexual, y nosotres las creemos.
0:17
And distributed through the general excuse-making and denial and apologia that you'd expect was a theme.
Y entre el negacionismo, y el hacer de excusas, y apología que esperarías, había una temática.
0:25
People yelling “Grow Up!” at us all, apparently independently, coming up with this thing
Gente gritando “¡Maduren!” a nosotres, aparentemente de manera independiente, viniendo con esta cosa
0:31
that we really needed to hear. The problem is that you guys glorify entertainers to a hero status.
Que realmente necesitábamos escuchar. “El problema es que ustedes glorifican les entretenedores a un nivel de hero
0:36
You brought that on yourself. Grow up. Grow up. Children have heroes. Adults should not aspire to be another adult
Ustedes se lo buscaron”. “Maduren.” “Maduren.” “Les niñes tienen héroes. Les adultes no deberían aspirar a ser otro adulte.”
0:42
Grow Up! Acknowledging that people that move our hearts and minds have human flaws, too, is a sign of growing up. You don't even know what this video is about.
“¡Maduren!” “Reconocer que la gente que conmueve nuestros corazones y mentes tienen fallas humanas es un signo de madurez.” “Ni siquiera saben de lo que se trata este vídeo.
0:48
Go back to college Heroes are for children. This is only a problem in an infantile civilization.
Vuelvan a la universidad.” “Los héroes son para les niñes, esto solo es un problema en una civilización infantilizada.
0:54
The Infantilisation of Western Culture. Published August 1st. 2000 and ugh I'm not reading all that F***ing hell
La Infantilizacion de la Cultura Occidental. Publicado el 1 de Agosto del 2000 y - ugh no voy a leer todo eso, que se vaya al diablo.
0:59
You get the idea! They say we're not being realistic, that we're being immature.
¡Entiendes la idea! Dicen que no somos realistas, que somos inmadures.
1:04
We're children either for having heroes or for thinking that everyone isn't a r*pist or for thinking that celebrities are perfect or that they're not human,
Somos niñes por tener héroes, o por no pensar que todes son violadores, o por pensar que las celebridades son perfectas o que no son humanas
1:12
whatever that means. Basically, if you've got an issue with sexual assault, you need to grow up.
lo que sea que signifique eso. Basicamente, si tienes un problema con el abuso sexual, tienes que madurar
1:18
But why?? like this bothered me so much! Why? Why “grow up” and I know
Pero por qué?? ¡Es que esto me está molestando tanto! ¿Por qué? ¿Por qué “madurar”? y se que
1:23
mean people being mean on the Internet blokes who disbelieve women and defend r*pists What's the mystery? They're just nasty.
gente mala siendo mala en la internet, tipos que no le creen a las mujeres y defienden violadores, ¿Cuál es el misterio? es que son simplemente asquerosos.
1:30
They're just nasty men. There's no sense in us setting up a whole Rube Goldberg machine in here
Son simplemente tipos asquerosos. No hay ningún sentido en montar una máquina de Rube Goldberg aquí
1:35
with a chandelier and a net and then pulling the mask off the ghoul to discover that Oh, it was nasty men all along.
con un candelabro y una red y después quitarle la máscara al monstruo y descubrir que: Oh, fueron tipos asquerosos todo este tiempo.
1:41
Surely this is as so many videos make obvious before you've even clicked on them The f*cking patriarchy,
Seguramente esto es, como tantos otros videos hacen obvio antes de que cliquees en ellos, el puto patriacado,
1:46
*JINKIES!* And yet grow up feel so specific, so particularly fine tuned to pick on certain vulnerabilities and flaws that we
*¡AY NO!* y de todos modos “madurar” se siente tan específico, tan particularmente afinado para tocar ciertas vulnerabilidades y defectos que tal vez todes
1:55
maybe all feel as less than perfect adults or as not quite normal folk. It picks on those sensitivities while simultaneously
nos sentimos como adultes imperfectes o gente no tan normal. Toca esas sensibilidades y a la vez
2:02
seeming to have so little to do with s*xual assault. So we were curious and we asked some of our YouTube friends
tiene que ver muy poco con abuso sexual. Así que nos pusimos curioses y le preguntamos a nuestres amiges youtubers
2:08
if they'd noticed and well... Pillar of Garbage: Grow Up! The Hogwarts Legacy controversy slash boycott failed
si lo notaron y bueno… Pillar of Garbage: ¡Madura! la controversia del Hogwarts Legacy barra boicot fallaron
2:15
because the sane people have finally had enough of you terminally on the internet freaks and
porque la gente sana por fin tuvo lo suficiente de ustedes, freaks terminalmente en línea, y…
2:21
Hoots: Grow Up, will you! If we were needed to ban every children story that seemed outdated and problematic - Open your eyes!
Hoots: Madura, por favor! Si tuviéramos que prohibir todo cuento para niñes que parece anticuado y problemático - ¡Abre tus ojos!
2:28
Grow up. (grow up) Talis: Grow up. So then, seeing that these examples also seemed to have something to do with naivete and wanting to change the world
Madura. (Madura) Talis: Madura. Entonces, viendo que estos ejemplos también tienen algo que ver con ser naive y querer cambiar el mundo
2:36
and pushing back against injustice, we were frankly even more confused! Now, why we're all these people saying Grow Up?
y frenar la injusticia, estamos francamente más confundides! Ahora, ¿Por qué toda esta gente estaba diciendo maduren?
2:43
What are we doing exactly when we deploy insults like these? Why, without just taking the answer for granted, is being grown up good?
¿Qué estamos haciendo exactamente cuando tiramos insultos como estos? ¿Por qué, sin dar la respuesta por sentado, es bueno madurar?
2:51
And why is not being grown up bad? What do people mean when they invoke maturity?
Y, ¿Por qué no madurar es malo? ¿A que se refiere la gente cuando invocan la madurez?
2:56
It seems that if you put yourself out there with even the vaguest of gestures towards justice: Boom!
Se siente como siquiera hacer pequeños gestos a favor de la justicia hacen que: Boom!
3:02
there will be a great deal of naysayers angry at you, waiting to criticize you in a very specific and predictable way.
hayan grandes cantidades de gente molesta contigo, esperando criticarte de una manera muy específica y predictiva.
3:10
Sarah’s voice: Your children. Exactly. They'll say that you’re children Sarah: No, Neil. Your children, the baby.
Voz de Sarah: Tus niñes. Exacto. Dirán que eres un niñe. Sarah: No, Neil. Tus hijes, el bebe.
3:18
Oh, yes. We have children and we just had a baby and we quite like the baby.
Oh, si. Tenemos hijes y acabamos de tener un bebe y le queremos mucho.
3:24
The baby is brilliant. And it got us to thinking Why come people think that being childlike is bad?
El bebe es brillante. Y nos hizo pensar, ¿Por qué la gente piensa que ser aniñade es malo?
3:31
So. yeah. 🎵 frantic high energy Jazz drum solo 🎵
Así que, si. 🎵solo de batería jazzero🎵
3:39
🎵 snare roll 🎵 🎵 drums continue 🎵
🎵 la batería continua 🎵
4:04
🎵 tension on the drums builds 🎵
🎵 se construye tensión en la batería 🎵
4:11
Have you ever said it? Yelled at someone “Grow Up!” or said it sincerely, like, “I think you need to grow up.”
¿Alguna vez lo has dicho? Le gritaste a alguien “Madura!” o de manera sincera, como, “Creo que tienes que madurar.”
4:17
I have. So I'm guilty as charged. And I think a lot of us have. I think it's a very normal putdown.
Yo lo he hecho. Soy culpable. Y creo que muches lo hemos hecho. Creo que es muy normal.
4:24
It's possibly the most succinct way of saying I big and good you small and bad, but that doesn't mean it's ineffective.
Posiblemente la forma mas facil de decir “yo grande, tu pequeñe y male” pero eso no significa que es inefectivo.
4:33
It's quite maddening and sometimes pretty hurtful and usually incredibly frustrating to get these comments.
Te enloquece, y a veces es bastante doloroso, y usualmente increíblemente frustrante recibir estos mensajes
4:39
And I think it's fair to say they're difficult to counter. Let's look at this example. You are simply children who can't fathom the fact that people are multifaceted.
Y creo que es justo decir que son difíciles de contrarrestar. Miremos este ejemplo. “Ustedes son simplemente niñes que no pueden comprender el hecho de que la gente es multifacetada.
4:48
I mean, dude, your hair says it all. This is in response to a video about credible r*pe allegations.
A ver, hombre, tu pelo lo dice todo.” Esto es en respuesta a un video sobre acusaciones de violacion creibles.
4:54
What kind of person looks at the despair and anger that inevitably follows a high profile s*xual assault case and says grow
Que tipo de persona ve desesperación e ira que sigue un caso de abuso sexual de alto perfil y dice madu-
5:00
Woman: Don’t you wave your hand at me! I wave my hand at you Senator: when you grow up I’ll be glad to
Mujer: ¡No me agites la mano! Yo te agito la mano a ti. Senador: Cuando madures estaré encantado
5:06
Women: “When you grow up??” That was Senator Hatch dismissing a group of women who opposed his endorsement
Mujer: ¿”Cuando madure”? Ese era el Senador Hatch desestimando a un grupo de mujeres que se oponian a su apoyo
5:11
of Judge Brett Kavanaugh because Kavanaugh, you remember, credible r*pe allegations. So this is a high profile example of invoking grow up to shut down
del Juez Brett Kavanaugh porque Kavanaugh, te acuerdas, acusaciones de violacion creibles. Entonces, este es un caso de alto perfil donde se invoca el madurar para callar
5:21
a conversation about s*xual assault. But it is also an example of grow up as an expression of power within a hierarchy.
una conversacion sobre abuso sexual. Pero también es un ejemplo de madurar como una expresión de poder en una jerarquía.
5:28
You've got a sitting white male senator. He's up here operating within the grossly unjust system,
Tienes a un senador blanco. Que está aquí operando en un sistema injustisimo,
5:34
and you've got this group of activist women Grassroots. Speaking with nothing but their own voices, attempting to call the system into question.
y tienes a este grupo de mujeres autoconvocadas. Hablando con nada más que sus voces, intentando señalar a este sistema en cuestión.
5:40
It seems to be the case that “grow up” or more accurately, references to childlike behavior are common
Parece ser el caso que “Madura” o más preciso, referencias a comportamiento infantil son comunes
5:46
when someone in a hierarchy is speaking to someone from a group below them. This is illustrated quite comprehensively by legal scholar and professor
cuando alguien en una jerarquía le habla a alguien de un grupo por debajo del suyo. Esto es ilustrado de una manera muy comprensiva por la académica y profesora
5:54
of Constitutional Law Ruth Colker in her paper The Power of Insults. In it, she argues that
de ley constitucional Ruth Colker en su paper El Poder de los Insultos. En el, ella dice
6:00
Legal Kimchi: the economic and political power elite has effectively hurled insults at civil rights activists,
Legal Kimchi: La élite del poder económico y político ha lanzado de manera efectiva insultos a activistas de derechos civiles,
6:06
plaintiffs and their lawyers to undermine civil rights reform. I think most of us can recognize that activists, lefties
demandantes y sus abogades para retrasar las reformas de derechos civiles. Creo que la mayoría de nosotres podemos reconocer que les activistas, zurdes
6:14
and basically anyone trying to create positive change in the world. Those trying to push civil rights reforms have to put in much more work
y básicamente cualquiera intentando de generar un cambio positivo en el mundo. Aquellos tratando de apoyar reformas a los derechos civiles han puesto mucho más trabajo
6:21
than the power elites sitting on their status quo, and Overton Window-ing their way into oblivion.
que las élites poderosas sentándose en su status quo, y Ventana De Overton-eando su camino hasta el más allá.
6:27
But as Colker says Legal Kimchi: insufficient attention has been paid to how the power elite uses the cultural tool of insults to undermine these reforms.
Pero como Colker dice: Legal Kimchi: Se le ha puesto insuficiente atención a cómo las élites poderosas usan la herramienta cultural del insulto para frenar estas reformas.
6:35
As she points out, insults are part of a long tradition of class reproduction. She takes us back to the early years of the USA, to the 19th century,
Como ella menciona, los insultos forman parte de una tradición de reproducción de clase. Nos lleva hasta los primeros años de los EEUU, al Siglo 19
6:44
the time between the revolutionary and civil wars, which was a particular hotspot for duels of honor, a time in which
el tiempo entre la revolución y la guerra civil, el cual fue un momento particular para duelos de honor, un tiempo en el cual
6:51
FD Signifier: many respectable, educated men eagerly avenged even the slightest of insults by
FD Signifier: muchos hombres respetables y educados entusiastamente avengaban hasta el más pequeño de insultos
6:56
repairing to the local field of honor and blasting holes in each other. A lot of men, some of them very famous, were shot
yendo a un campo de honor y haciéndose agujeros entre sí. Muchos hombres, algunos muy famosos, fueron disparados
7:03
in some duel over some petty insult. I am Alexander Hamilton and I'm a fragile little gentleman.
en algún duelo por algún insulto insignificante. (Parodeando a Hamilton) Soy Alexander Hamilton y soy un pequeño caballero frágil.
7:11
But duels weren't universal. If some upstart from the lower classes happened to insult the honor of a gentleman, this would not be followed by a duel.
Pero los duelos no eran universales. Si algún presuntuoso de clase baja insultaba el honor de un caballero, esto no sería seguido por un duelo.
7:18
Oh, no, no, no. This would be followed by beating the wretch with a cane or lashing the reprobate with a horsewhip.
Oh, no, no, no. Esto sería seguido dándole una golpiza con un bastón o dándole latigazos al miserable.
7:25
And funnily enough, not funny at all, actually. This is also how children have been historically disciplined in respectable
Y qué casualidad, nada casual, realmente. Esto es también como les niñes han sido disciplinades históricamente en las respetuosas
7:31
Western societies, in educational and religious institutions up until very recently.
Sociedades occidentales, en instituciones educativas y religiosas hasta hace poco.
7:37
It's arguable that like the impoverished lower classes of the 19th century children have historically also had no honor to defend.
Es discutible que justo como la empobrecida clase baja del siglo 19 les niñes históricamente no han tenido honor que defender.
7:45
But anyway, insults! Colker points out how, just like in the 1800s, those currently in power exist in a completely different world
Pero de todos modos, insultos! Colker menciona que, igual que en el mil ochocientos, aquellos en el poder existen en mundos completamente diferentes
7:53
in terms of how insults work. She points out that insults function both as a distraction from civil rights reforms
en términos de cómo los insultos funcionan. Menciona que los insultos funcionan primero como una distracción de las reformas de los derechos civiles
7:59
and that those insults are more likely to be successful because of the preexisting weakness of the civil right in question.
y que esos insultos son más propensos a ser efectivos debido a la debilidad preexistente de aquellos derechos en cuestión.
8:05
That is, if someone is lower on the social hierarchy, they have to do a great deal more proving themselves of worth as part of their response to an insult.
Resumiendo, si alguien está debajo en la jerarquía social, tiene que hacer mucho más para demostrar que son valioses como parte de su respuesta a un insulto.
8:14
Putting it my own way, I would say that if a disempowered person is dealing with the gallery, the audience
Poniendolo en mi manera, diría que si una persona sin poder está lidiando con la galería, la audiencia
8:20
... over insults and slings and arrows, then they have far less control of the narrative than the person with power.
… sobre insultos y arcos y flecha, entonces tienen mucho menos control de la narrativa que la persona con poder.
8:28
This means that the insult itself causes group based harm and it fuels negative stereotypes about that disempowered group
Esto significa que el insulto en sí mismo causa daño a nivel grupal y alimenta los estereotipos negativos sobre estos grupos sin poder
8:35
and it deflects attention away from their struggles. So surprise, surprise! There are countless examples of Trump doing this.
y desvia la atención fuera de sus luchas.
Y sorpresa, sorpresa! hay incontables casos de Trump haciendo esto.
8:43
Did we want to...? Do you wanna...? We want to talk about Trump? Are we are we talking about this? Have we heard about this?
¿Queríamos? ¿Quieres? Queremos hablar de Trump? Vamos, ¿vamos a hablar de esto? ¿Escuchamos sobre esto?
8:50
Trump. This is the neo-fascist playbook. Insult anyone with integrity over and over and get the client media to report on it
Trump. Este es el manual para neo-fascistas. Insulta a cualquiera con integridad una y otra vez y consigue que los medios lo reporten
8:58
and ham it up and repeat it until no one remembers anything about that person of integrity except the insult that you made up.
y aceleralo y repitelo hasta que nadie recuerde nada sobre esa persona con integridad excepto los insultos que te inventaste.
9:06
Most people remember Trump impersonating and mocking journalist Serge Kovaleski at a campaign rally in 2015, flapping his arms and such.
La mayoría de gente recuerda a Trump imitando y burlándose del periodista Serge Kovaleski en un acto de campaña en 2015, aleteando sus manos y eso.
9:14
But what Colker points out in her paper, and I'd forgotten this, is that that whole thing started because Trump had made a false claim
Pero lo que Colker señala en su paper, y me había olvidado de esto, es que toda la situación había empezado porque Trump había hecho la acusación falsa
9:21
that the Muslim community in New Jersey was cheering as the World Trade Center fell on 911.
que la comunidad musulmana en Nueva Jersey había celebrado mientras las Torres Gemelas caian el 11-S.
9:27
And Kovaleski, being a journalist, had published words that said, No, they didn't.
Y Kovaleski, siendo un periodista, había publicado palabras que decían: No, no lo hicieron.
9:34
The whole situation devolved into “Will this boorish behavior derail Trump's campaign?”
La situación entera se volvió “¿Sera que este comportamiento grosero descarrilara la carrera de Trump?”
9:39
Instead of spotting that Trump had used ableism to Trojan horse Islamophobia,
En vez de apuntar que Trump había usado capacitismo como caballo de Troya para islamofobia
9:44
he did it again when he mocked NFL players for taking a knee during the national anthem. Successfully distracting from
lo hizo de nuevo cuando se burló de los jugadores de la NFL por arrodillarse durante el himno nacional. Exitosamente distrayendo del
9:50
the major issue of police brutality against Black Americans. And again, when he described Haitian and African immigrants
problema principal de la brutalidad policial contra afroamericanes. Y devuelta, cuando describió inmigrantes haitianes y africanes como
9:57
as coming from, quote, ‘shithole countries’ and describing Mexican-Americans as drug dealers, and r*pists, all as cover for his administration rescinding DACA
viniendo de, cito, ‘paises de mierda’ y describiendo Mexicano-Americanes como traficantes de drogas, y vi*ladores, todo como excusa para cancelar la DACA
10:05
a policy that allows certain individuals who came to the United States as children to stay in the country. Remember that?
Una política que permite que ciertes individues que vinieron a Estados Unidos como niñes se queden en el país. ¿Recuerdas eso?
10:11
No. Neither does anyone else. And all of that maybe feels like old news when at time of writing Elon Musk
No. Y tampoco lo hace nadie. Y todo eso puede sentirse como noticias viejas cuando, al momento de escribir esto, Elon Musk
10:17
and a bunch of fortune gobshite cronies are locked in some government vault, pressing Control plus A, Delete on America.
y una banda de inútiles idiotas ricos están encerrados en un búnker del gobierno, presionando Control + A, Supr en Estados Unidos
10:26
But it's very relevant because the elite deploying insults and slander and dehumanization is at its most rampant and shameless right now.
Pero es muy relevante porque en este momento la élite está insultando, denigrando y deshumanizando de la forma más desenfrenada y descarada.
10:34
Returning to the nomination of Brett Kavanaugh to the Supreme Court, a Trump appointee. At a time when there was ongoing
Regresando a la nominación de Brett Kavanaugh a la Corte Suprema, un delegado de Trump. En un momento donde había una
10:40
investigations into credible allegations of s*xual assault against Kavanaugh. Trump, of course, mocked the alleged victim,
investigación abierta por acusaciones creíbles de abuso s*xual contra Kavanaugh. Trump, claro, se burló de la presunta víctima,
10:47
Dr. Christine Blasey Ford. Trump: How did you get home? I don't remember. How did you get there? I don't remember. Where is the place? I don't remember.
Dr. Christine Blasey Ford. Trump: ¿Cómo llegaste a casa? No recuerdo. ¿Cómo llegaste allá? No recuerdo. ¿Dónde está el lugar? No recuerdo.
10:53
How many years ago was it? I don't Once again, using insults to gain political advantage. That is, another conservative Republican judge on the Supreme Court
¿Hace cuántos años fue? No- Una vez más, utilizando insultos para ganar ventaja política, que es otro juez conservador Republicano en la Corte Suprema
11:02
now is not quite the same thing as telling me to grow up? Yes.
¿Eso no sería un poco la misma cosa como decirme que madure? Sí.
11:07
No. kind of. It would be a mistake to think that insults are just the thing that the bad guys do
No. Algo así. Sería un error pensar que utilizar insultos es algo que solo hacen los malos
11:14
many voices: Grow Up! There is growing division among general online leftish folk
muchas voces: ¡Madura! Hay una división creciente entre gente con tendencias de izquierda online
11:19
over whether using certain insults is necessary to express ourselves and show some urgency and strength
sobre si utilizar ciertos insultos es necesario para expresarnos y mostrar una urgencia y fortaleza
11:25
and to make our points well and uncompromisingly. Or maybe insults are pretty much always hierarchy reproducing and
y posicionar nuestros puntos bien y sin dar un paso atrás. O puede que los insultos casi siempre reproduzcan jerarquías y
11:33
Elon Musk won't see your body shaming tweets, but your dad bod friends will. And obviously there's always been an ideological difference
Elon Musk no verá tus tweets burlándose de su físico, pero tus amigues gordes lo harán. Y obviamente siempre ha habido una diferencia ideológica
11:40
between those who believe to whatever extent that the politics of identity should come second to and are a distraction from the politics of class.
entre quienes creen, hasta ciertos puntos, que las políticas de identidad deberían ir después y son una distracción de las políticas de clase.
11:48
At it's most cliched and stripped of nuance That's a blue haired wokey arguing with a tankie both of which are insults that never seem to actually land
En su forma más cliché y sin ningún matiz. “Ese es un peliazul woke peleando con un rojo” que son insultos que nunca parecen impactar
11:55
or hurt anyone because, you know, they're very silly. Communists respond to being called “Tankies”
o lastimar a nadie porque, tú sabes, son realmente tontos. Les comunistas responden a ser llamades “Rojos”
12:01
the way that gay people respond to being called “sodomites.” Like, what did you just call me?
de la misma manera en que las personas gays responden al ser llamadas “sodomitas”. Como, ¿qué me acabas de llamar?
12:07
It's so cute. A Tankie?? Oh, I'm a sodomite!
Es tan tierno. ¿¿Un rojo?? Oh, ¡soy un sodomita!
12:12
Yeah, I am. So given that bit of noise, there are actually only a few things that I can say definitively about insults.
Sí, lo soy. Entonces, dado ese pequeño apartado, hay algunas cosas que puedo decir definitivamente sobre los insultos.
12:17
One, this is not a well-studied area. We basically can't say with any confidence, whether it's practice to go low or it's counterproductive to go high.
Uno, no es un área muy profundamente estudiada. Básicamente no podemos afirmar con confianza si es práctico ir por lo bajo o es contraproducente ir por lo alto.
12:24
We just don't seem to know. Another is, as I said earlier, that insults are a useful tool for power elites
Simplemente no parece que sepamos. Otra cosa es que, como dije antes, los insultos son útiles para élites poderosas
12:30
and that they are deployed by the enemies of the working class and of disenfranchised people to distract from and sabotage civil rights reforms.
y son usados por los enemigos de la clase trabajadora y de personas marginadas para sabotear y distraer de reformas para los derechos civiles
12:37
So it is interesting that Ruth Colker in her conclusion, doesn't fall one way or the other on the go low go high dichotomy.
Así que es interesante que Ruth Colker en su conclusión no tome partido entre la dicotomía de ir por lo bajo o por lo alto.
12:44
She doesn't recommend that we do insults or that we do not do insults. She recommends a contextual approach.
Ella no recomienda que utilicemos insultos o que no los utilicemos. Ella recomienda un enfoque contextual.
12:51
She suggests that we ask, what is the context of the insult? What are we trying to achieve? And I think that's smart.
Ella sugiere que nos preguntemos, ¿cuál es el contexto del insulto?¿Qué estamos intentando lograr? Y creo que eso es inteligente.
12:57
Adding to that, I can infer from her paper that it might be smart for us to hold onto and focus on the original struggle before the Trumps and Musks of this world
Complementando eso, puedo inferir de su paper que sería inteligente que nos aferráramos y enfocáramos en la lucha original antes que los Trumps y Musks del mundo
13:06
turn any given emancipatory thing into a nonsense ad hominem game. So we should learn from what happened with Serge Kovaleski and keep our eyes
conviertan cualquier cosa emancipatoria en algún juego ad hominem sin sentido. Así que deberíamos aprender de lo que pasó con Serge Kovaleski y mantener nuestra mirada
13:14
on the goal as it existed before all the distraction tactics. But importantly, as much as we don't know whether insults unambiguously reproduce hierarchy,
en la meta como existía antes de todas las tácticas distractoras. Pero es de resaltar que, así no sepamos con seguridad si los insultos reproducen jerarquías,
13:22
we can say with some confidence that they reproduce social groups in-groups and out-groups.
podemos decir con confianza que reproducen grupos sociales. Grupos internos y grupos externos.
13:28
Now, this is not necessarily a bad thing. It is not necessarily a good thing.
Ahora, eso no es necesariamente una cosa mala. No es necesariamente una cosa buena.
13:33
It is a thing thing. As professor of psychology, Karina Korostelina puts it: Hoots: “An insult is a social act
Es una cosa cosa. Como la profesora de psicología, Karina Korostelina lo pone:
Hoots: “Un insulto es un acto social
13:40
constructed mutually by social groups on the boundary between them”. Which is to say,
construido mutuamente por grupos sociales en el límite entre ellos.” Es decir,
13:45
one of the ways that we create and reinforce social groups and the differences between those groups is through insults.
una de las formas en que creamos y reforzamos los grupos sociales y las diferencias entre ellos es a través de insultos.
13:52
Which got me to thinking. When someone says Grow Up. What is the in-group? And what is the outgroup?
Lo que me puso a pensar. Cuando alguien dice “Madura”, ¿cuál es el grupo interno?¿Cuál es el grupo externo?
13:59
It's not adults and children, right? I don't think that these commenters are accusing Sarah and I
No son adultes y niñes, ¿cierto? No creo que estes comentadores estén acusándonos a Sara y a mí
14:04
of being actual children, especially since Sarah was visibly pregnant and I look f***ing old.
de ser niñes en sí, especialmente cuando Sarah estaba visiblemente embarazada y yo me veo jodidamente vieja
14:11
Have you seen these new video essayists they've got these days? Tirrrb and José María Luna? Skin like baby angels.
¿Han visto les nueves creadores de video ensayos de ahora?¿Tirrb y José María Luna? Con su piel de bebé angelical
14:18
No they're not saying that we’re children. They're saying we're something else, something child like.
No, no están diciendo que seamos niñes. Están diciendo que somos algo más, algo como une niñe.
14:23
And so they tell me to grow up that everybody in the world is corrupt. So hush and shush. And if you're trying
(en el estilo de Hamilton) Así que me dicen que madure, que todas las personas en el mundo son corruptas. Que guarde silencio. Y si estás tratando
14:29
to push for justice, rest assured we can't because it's just the world. So you better get more mature.
(en el estilo de Hamilton) de pelear por justicia, no te preocupes, no podemos porque así es el mundo. Así que será mejor que madures.
14:35
Sarah, I feel like an awful tosser doing all this Hamilton stuff, I really, it's tremendously cringe. So I once again looked through the comments and tried to find a theme.
Sarah, me siento como una horrible idiota haciendo toda esta cosa de Hamiton, de verdad es que, es tremendamente cringe. Así que volví a mirar los comentarios e intenté encontrar un factor común.
14:43
I know I'm a glutton for punishment, but it was important to understand what “Grow Up” means.
Sé que soy una glotona por el castigo, pero era importante para entender qué significa “Madura”.
14:48
And then I remembered. I've said it. I have. What did I mean? And I remember I meant grow up like
Y entonces me acordé. Yo lo he dicho. Lo hice. ¿Y qué quería decir? Y recordé que decía “madura” como
14:56
be more Irish, be more like me. It had been during a fight with Sarah about parenting because Sarah is American
“sé más irlandesa”, “sé más como yo”. Fue durante una pelea con Sarah sobre la crianza porque Sarah es estadounidense
15:03
and I'm Irish, and American culture seems to put romantic partners and offspring on an equal footing.
y yo soy irlandesx, y la cultura estadounidense parece poner a las parejas románticas y a les hijes a la misma altura
15:09
Whereas, like, Irish culture is a little more oriented around babies and reproduction. So we value the children in a family kind of over the adults, it seems to me.
Mientras que la cultura irlandesa está más orientada a les bebés y la reproducción. Así que valoramos a les niñes en la familia como, mucha más que a les adultes, me parece a mí.
15:17
Sound off in the comments if you think I'm wrong about that, or if you think one or the other of those two cultures is repugnant. I think it's just a difference.
Griten en los comentarios si piensan que estoy mal sobre eso, o si piensan que una de esas dos culturas es repugnante. Yo creo que es solo una diferencia.
15:23
At least, I think it’s just a difference when I'm not arguing with someone about it, but when someone else is saying that my culture is wrong
Al menos, creo que es solo una diferencia cuando no estoy discutiendo con alguien sobre ello, pero cuando alguien más está diciendo que mi cultura está mal
15:31
and I have to argue that their culture is wrong, there is a tool at my disposal well within reach.
y yo tengo que discutir que su cultura está mal, tengo una herramienta disponible muy cerca.
15:36
Grow Up. There's only one objective answer here. The one that the grown ups are willing to admit to.
Madura. Solo hay una respuesta objetiva aquí. La que les adultes están dispuestes a admitir.
15:42
And with that insight, I could see that these comments did fit a pattern, not an immediately obvious pattern,
Y con esa información, pude ver que estos comentarios encajaban en un patrón, y no uno inmediatamente obvio,
15:48
but one which revealed a lot about our implicit understanding of society and the world. Hierarchies we share in common
pero uno que revelaba mucho sobre nuestro entendimiento implícito de la sociedad y el mundo. Jerarquías que compartimos
15:55
so deeply and unknowingly that we rarely glimpse them. Grow Up, as it turns out
tan profundamente y sin saberlo que muy rara vez las reconocemos. Madura, en realidad,
16:00
is a very special kind of insult. But in order to understand why, we need to move on to the next
es un insulto muy especial. Pero para entender por qué, tenemos que pasar a la siguiente
16:05
most obvious question, why is it even a problem to be childlike? Why is this an insult?
pregunta más obvia, ¿por qué es un problema ser infantil?¿Por qué es esto un insulto?
16:11
Why is it bad? Why? Of all of the possible ways that we could group people together, do we hate this group?
¿Por qué es malo?¿Por qué? De todas las maneras en que podríamos agrupar a las personas, ¿odiamos a este grupo?
16:18
Children. 🎵 bass note 🎵 So why get bent out of shape
Niñes 🎵 nota de bajo 🎵 Así que, ¿por qué ofenderse
16:24
about being told to grow up? No, this is actually bollocks. 🎵 Jazz drum solo 🎵 This is actually bollocks
tanto cuando nos dicen que maduremos? No, esto es realmente una locura. 🎵Solo de batería jazzero🎵 Esto es realmente una locura
16:29
because by the time we get to the conclusion, we're not going to be talking about insults at all.
Porque para el momento en que lleguemos a la conclusión, no vamos a estar ni siquiera hablando de insultos.
16:34
It's like a red herring, you know. Sarah: Why don't you talk about something positive? Insults are just a negative bit. we need something uplifting.
Es como una cortina de humo, saben. Sarah: ¿Por qué no hablas de algo más positivo? Los insultos son solo una parte negativa, necesitamos algo inspirador.
16:41
Neil: I mean, look. we're going to talk about nice, hopeful love things. It's just that and the first comment that we're going to get is going to be
Neil: Pues, o sea, mira, vamos a hablar de cosas esperanzadoras y buenas y amorosas. Es solo que el primer comentario que vamos a recibir será
16:48
why are you talking about this when the world is on - this shouldn't be here, sweetheart. Why are you talking about childism when, like, you know, we're all going to die?
“¿Por qué están hablando sobre esto cuando el mundo está” -esto no debería estar aquí cielo. “¿Por qué están hablando de niñismo cuando, pues, tú sabes, todes vamos morir?”
16:58
I don't mean - I'm sorry Sarah: besides if we set ourselves up to only talk about the worst things. That's all we'll ever talk about.
No quiero decir - Lo siento Sarah: Además, si nos proponemos hablar solo sobre las peores cosas, será de la único que hablaremos.
17:04
And people still won't be happy. 🎵 jazz hihat 🎵 You're getting too caught up in the commenters again.
Y las personas aún no estarán felices. 🎵 jazz hihat 🎵 Te estás enfrascando de nuevo en les comentadores de nuevo.
17:12
Both: Just talk about children.
Why is it ok to hate children?
Ambxs: Solo hablemos de niñes.
¿Por qué está bien odiar a les niñes?
17:19
Have you noticed that it's kind of socially acceptable to say you hate children or at least to say you don't like them?
¿Alguna vez te has percatado de que es socialemente aceptable decir que odias a les niñes, o al menos decir que no te agradan?
17:26
It's definitely socially acceptable to say that you don't want them around to shoot a look of disdain
Definitivamente es socialmente aceptable decir que no les quieres cerca. Mandar una mirada de desprecio
17:31
at a traveling companion because you've spotted a baby on an airplane. Or to judge the parenting of a child who's crying at the grocery store,
a une compañere de viaje porque viste une bebé en un avión. O juzgar la crianza de une niñe que está llorando en la tienda,
17:39
or to suspiciously keep an eye on a group of teenagers at the movies. Adult-only spaces are normative, and even spaces which allow children do
O mantener vigilades con sospecha a un grupo de adolescentes en el cine. Los espacios solo para adultos son normativos, e incluso espacios que permiten niñes lo
17:46
so only if they're well-behaved. Is itsocially acceptable for a crying baby to be in a fancy restaurant? Or would you expect that
hacen solo si son juicioses. ¿Es socialmente aceptable que haya une bebé llorando en un restaurante caro?¿O esperarían que
17:53
their mother would whisk them out until they calmed down? Maybe judge her for bringing a baby there in the first place?
su madre le retiraría hasta que se haya calmado?¿Quizá juzgarla por traer une bebé en primer lugar?
17:59
Look it up. Search the phrase I hate children because I did that and it wasn't good.
Búsquenlo. Busquen la frase “odio a les niñes”, porque yo hice eso y no fue bueno.
18:05
People are mean. People are mean to babies. I found screeds at various levels of professionalism, disliking children
Las personas son odiosas. Las personas son odiosas con les bebés. Encontré textos larguísimos en diferentes niveles de profesionalismo. No les agradan les niñes
18:13
for being boring or loud. Disliking them, for taking up space, blaming parents for being too lax about discipline, pining that children
por ser aburrides o ruidoses. No les agradan porque ocupan espacio, culpan a les padres por ser demasiado laxos al disciplinarles, afirmando que les niñes
18:20
should not be allowed in public until they learn to act properly. So here's an example.
no deberían tener permitido estar en público hasta que aprendan a actuar con propiedad. Así que aquí hay un ejemplo.
18:26
A paper out of Australia documented that during a public debate about whether dogs should be allowed in cafes, the conversation
Un paper de Australia documentó que durante debates públicos sobre si los perros deberían estar permitidos en cafeterías, la conversación
18:32
quickly turned from dogs who were ultimately doing fine to children who were seen as the real threat to peace, enjoyment and public order
se tornó rápidamente de perros, que realmente estaban bien, a niñes, que eran vistos como la amenaza real a la paz, disfrute y órden público
18:42
The paper quotes one person's take on the matter. Talis: I'd really like to see it go further and remove all children from public areas.
El paper cita la opinión de alguien sobre el tema. Talis: “Me gustaría que fuese más allá y quitar a todes les niñes de las áreas públicas
18:49
Holiday spots and traveling options should be classed as for and not for children. Make these disgusting things, travel in their own special carriages and planes
Los lugares vacacionales y opciones de viaje deberían estar clasificados según si son para ñiñes o no. Hagan que esas cosas repugnantes viajen en sus propios coches y aviones especiales
18:57
and live in their own areas. The world would be a much better place if all children were just locked up until they were old enough to behave.
y que vivan en sus propias áreas. El mundo sería un mejor lugar si todes les niñes fueran encerrades hasta que cumplieran la edad suficiente para comportarse“
19:04
This idea that children a class of people should be confined to private spheres is somehow not controversial.
Esta idea de que les niñes son una clase de personas que debería ser confinada a esferas privadas, de alguna manera, no es controversial
19:10
For young children, this discrimination is justified by evoking their disruptiveness or vulnerability.
Para les niñes jóvenes, esta discriminación se justifica al referirse a su disruptividad o vulnerabilidad
19:16
Either that they're too unruly to be allowed access to public space or that they're too vulnerable, easily corrupted
O son demasiado revoltoses para que se les permita el acceso al espacio público, o son demasiado vulnerables, propenses a ser corrompides
19:21
or stealable or otherwise hurt by being allowed in public. Older children, however, are not seen as vulnerable, but instead as criminal.
o que les roben o les lastimen al permitirles estar en público. Niñes más grandes, sin embargo, no son vistes como vulnerables, sino como criminales.
19:29
As one paper puts it: Rohan Davis: after around age twelve adult society recognizes children, particularly children of color,
Como lo menciona un paper:
Rohan Davis: “Luego de los doce años, la sociedad adulta reconoce a les niñes, particularmente niñes racializades,
19:37
no longer as helpless pieces of property, but instead as the reckless criminals
no como piezas de propiedad indefensas, sino como criminales impulsives
19:42
devoid of any sense of responsibility or understanding of their lives.
sin un sentido de responsabilidad o entendimiento de sus vidas.
19:48
As a result, young people are driven out of public spaces. Teenagers are routinely overtly profiled or kept from accessing public space.
Como resultado, personas jóvenes son echadas de espacios públicos.”
Les adolescentes son perfilades o mantenides rutinariamente fuera del acceso al espacio público.
19:58
Think of the Mosquito, a device which emits a high pitched ring which teenagers can hear but adults can't.
Piensa en el “Mosquito”, un dispositivo que emite un ruido de alta frecuencia ciencia que pueden escuchar les adolescentes pero no les adultes.
20:04
Installing the Mosquito in parks or outside of buildings prevents teenagers from “loitering.”
Instalar el “Mosquito” en parques o fuera de edificios previene que adolescentes merodeen. (loitering)
20:09
You know, the crime of appearing in public without spending money. This is a particularly impactful limitation for teenagers
Ya sabes, el crímen de estar en público sin la intención de gastar dinero. Esto es una limitación particularmente impactante para los adolescentes
20:15
who tend to have very little money and very few places to go. The mosquito is widely used in Australia, North America and Europe,
que suelen tener muy poco dinero y muy pocos lugares que ir. El “Mosquito” es comúnmente usado en Australia, Norteamérica y Europa
20:24
despite the fact that it contravenes articles on human rights from both the European Convention on Human Rights
aunque viole artículos sobre los derechos humanos de la Convención Europea de Derechos Humanos
20:29
and the International Covenant on Economic, Social and Cultural Rights, and that it's capable of causing children physical harm
y el Pacto Internacional de Derechos Económicos, Sociales y Culturales, y que es capaz de causar daño físico en les niñes
20:37
with symptoms such as dizziness, headache, nausea and sensory impairment.
síntomas como mareo, dolores de cabeza, náuseas y deterioro sensorial.
20:42
The risk is greatest for non-speaking children and infants who may be exposed to the sound for prolonged periods of time by parents who can't hear it themselves.
El riesgo es mayor para niñes no hablantes e infantes que son expuestes al sonido por periodos prolongados de tiempo por sus padres que no lo oyen.
20:51
And so they don't know why their child is in distress. And yes, this bias against children is impacted by other mechanisms of marginalization,
Y por eso elles no saben porque su niñe está angustiade. Y si, este prejuicio hacia les niñes es impactado por otros mecanismos de marginalización.
20:59
especially race and class. Spaces that privileged children can access freely like parks or schools are often inaccessible
especialmente raza y clase. Espacios que niñes privilegiades pueden acceder como parques o escuelas son inaccesibles comúnmente
21:06
to children from minority groups. Here in Ireland, Traveler children are technically invited to attend public schools,
para chiques de grupos minoritarios. Aquí en Irlanda, les Nómadas Irlandeses son técnicamente invitades a atender la escuela pública
21:13
but they face persistent discrimination ranging from more benign erasure, their culture and language is absent from the Irish curriculum
pero enfrentan discriminación persistente desde la invisibilización mas benigna, su cultura y lenguaje es ausente del programa de estudio Irlandes.
21:21
to the more extreme forms of hostility from classmates and teachers. The result means that Traveler children
hasta las formas más extremas de hostilidad viniendo de sus compañeres y profesores. El resultado hace que les Nómadas Irlandeses
21:26
are incentivized to leave school at an early age. As one traveler put it: Caelan Conrad: my parents wanted me to go to school,
sean incentivades a dejar la escuela a una edad temprana. Como un Nómada lo puso: Caelan Conrad: “mis padres queria que vaya a la escuela,
21:32
but because of the discrimination that there was in secondary school, I left after six months of secondary school.
pero debido a la discriminación que habia en mi escuela secundaria, me fui después de seis meses
21:38
I just couldn't stick it. I was really good at school. I was never in trouble. I was never sent home.
Simplemente no pude quedarme. Era muy buena en la escuela. Nunca fui un problema. Nunca me enviaron a casa.
21:45
They used to call me (slur) Or you're a dirty (slur) Go wash herself.
Me solían llamar (insulto) o eres una sucia (insulto) ve a lavarte.”
21:51
Racialized children are, in fact, frequently denied childhood altogether. Elliot Sang: Racial bias treats Black children
Los Chiques racializades son, de hecho, frecuentemente negades de cualquier niñez. Elliot Sang: el prejuicio racial trata al niñe negro
21:58
as physically stronger, more sexually knowledgeable, less innocent, less sensitive to pain,
como físicamente más fuerte, más sexualmente entrenados, menos inocentes, menos sensibles con el dolor
22:03
and more culpable than white children. This exclusion shows that entitlement to the ideal of childhood is not a given,
y más culpables que les niñes blanques. Esta exclusión muestra que el mercer el ideal de infancia no es un dado,
22:11
but is instead a privilege that is largely exclusive to white children.
sino un privilegio que es generalmente exclusivo para les niñes blanques.
22:16
This is something we should all be familiar with through high profile cases like 12 year old
Esto es algo con lo que todes deberíamos estar familiarizades, casos de alto perfil como el niño de 12 años
22:21
Tamir Rice, who was playing with a toy gun in a park when police officers shot him. Or Trayvon Martin, a 17 year old walking in public shot
Tamir Rice, que estaba jugando con un arma de juguete en el parque cuando policías le dispararon. O Trayvon Martin, un niño de 17 años caminando en público disparado
22:29
by a vigilante for the crime of walking home from a convenience store. The man who shot him, George Zimmerman, who in his spare time paints
por un justiciero por el crímen de caminar a su casa desde la tienda de conveniencia. El hombre que lo mato, George Zimmerman, quien en sus tiempos libres pinta
22:36
images like this, was acquitted of all charges. The jury clearly agreeing that an unarmed black child walking
imagenes como esta, fue absuelto de todos los cargos. El jurado acordo que un niño negro desarmado
22:43
out of the store constituted behavior suspicious enough to justify murder. Seemingly paradoxically, Black adults are often viewed as more childlike.
fuera de la tienda constituia comportamiento lo suficientemente sospechoso para justificar asesinato. Casi paradójicamente, les adultes negres son comúnmente vistes como más aniñades
22:53
Showing the mutability of these categories. How we invoke adulthood to make racialized children appear dangerous
Mostrando la mutabilidad de estas categorías. Como invocamos la adultez para hacer que les niñes racializades parezcan más peligroses
23:01
but invoke childhood to make adults seem as if they're undeserving of rights.
pero invocamos la niñez para hacer parecer que les adultes no son merecedores de sus derechos.
23:08
In either case, we're using age as a mechanism of control and terror.
En cualquier caso, estamos usando la edad como un mecanismo de control y terror.
23:15
But thankfully, there's a philosophical movement meant to question the morality of this assertion.
Childism
Pero oportunamente, hay una corriente filosófica que intenta cuestionar la moralidad de esta afirmación. El Infantilismo
23:21
It's called Childism, and it's exciting. It's new. It's compatible with leftist goals.
Se llama Infantilismo, y es emocionante. Es nuevo. Es compatible con los ideales de izquierda.
23:26
And it feels congruent with a lot of the stuff we've been exploring over the last couple of years.
Y se siente congruente con muchas de las cosas que estuvimos explorando todos estos años.
23:32
But before we go on in the style of better video essays, we must outline the term
Pero antes de continuar, en el estilo de mejores video ensayos, necesitamos definir términos
23:38
so childism can refer to two distinct concepts. The first is discrimination against children.
entonces el Infantilismo puede referirse a dos conceptos diferentes. El primero es la discriminación contra les niñes.
23:44
That's an “ism” the way that racism describes discrimination against people of different races.
Es el “ismo” de la misma manera que racismo describe discriminación contra gente de diferentes razas.
23:49
The second conception of childism is a philosophy one that proposes more egalitarian relations
La segunda concepción de Infantilismo es una filosofía que propone relaciones más igualitarias
23:55
between adults and children. This is an “ism” in the way that feminism proposes more egalitarian relations
entre adultes y niñes. Este es el “ismo” de la misma manera que el feminismo propone relaciones igualitarias
24:01
between genders. In this essay, when we say childism, we'll be referring to the philosophy
entre los géneros. En este ensayo, cuando decimos Infantilismo, nos referiremos a la filosofía
24:07
to the foundational idea that children are people and more importantly, the responsibility that we have to reconfigure society
a la idea fundacional que les niñes son personas y más importante, la responsabilidad de que tenemos que reconfigurar la sociedad
24:14
so that it serves the needs of both children and adults. Because right now it only serves the latter.
para que sirva a las necesidades de tanto niñes y adultes. Porque ahora mismo solo sirve al último.
24:19
And children are people. Really take that in for a second. Children are people.
Y les niñes son personas. Procesalo por un segundo. Les niñes son personas.
24:24
It doesn't sound revolutionary to say that children are people, but when you stop to consider the way we currently operate, it becomes clear
No suena revolucionario decir que les niñes son personas, pero cuando paras a considerar la manera en que operamos actualmente, se vuelve obvio
24:31
that we don't see children as people. We see them as future adults or almost people.
que no vemos a les niñes como personas. Les vemos como futures adultes o casi gente.
24:37
This goes all the way back to Aristotle, who argued that an organism's mature form is its definitional form, fulfilling its actual purpose.
Esto va tan atrás como Aristóteles, que proponía que la forma madura de un organismo es la forma definitiva, cumpliendo su verdadero propósito.
24:45
All of the stages leading up to that are oriented to the goal of adulthood. Though rather than seeing this as an Aristotelian conception, we're likelier
Todas las etapas anteriores a esa son orientadas hacia la meta de la adultez. Aunque en vez de ver esta concepción Aristotélica, somos más propensos
24:52
to view children through a lens of developmental psychology. As someone who has not yet developed their full capacity
a ver a les niñes a través de las lentes de la psicología del desarrollo. Como alguien que aún no ha desarrollado su capacidad total
24:59
for empathy or their real eyesight abilities, this is how Piaget described children as existing at various stages of being.
para la empatía y sus verdaderas habilidades visuales, así es como Piaget describe les niñes como existiendo en varias etapas de ser.
25:07
Where those stages are defined by deficit when compared to an imagined adult norm.
Las cuales son definidas por un déficit cuando comparadas con la norma adulta imaginada.
25:13
And even if we don't consciously think of children as deficient adults, we often see them as beings in the process of becoming
Y aún si no pensamos de manera consciente de les niñes como adultes deficitaries, normalmente los vemos como seres en el proceso de ser
25:21
who should be nurtured in that process by those of us in power: Adults. Until such a time that that child develops their full abilities
quienes deberían ser nutridos en ese proceso por la gente en el poder: les . Hasta que el niñe desarrolle el total de sus habilidades
25:29
and crosses the threshold into adulthood themselves. Grows up. We often think of the child as a sort of evolution in miniature.
y cruce el umbral de la adultez elles mismes. Que maduren. Pensamos a les niñes como una especie de evolución en miniatura.
25:36
First, you're a baby and you can't see well, you can't speak, you can't walk, etc.
Primero, eres un bebe y no puedes ver bien, no puedes hablar, caminar, etc.
25:42
Then you're a toddler. You can speak, You can walk a bit, but you can't really engage with long term plans or complex operations.
Después un infante. Puedes hablar, caminas un poco, pero no puedes involucrarte en planes a largo plazo o operaciones complejas.
25:49
And then you're a child, then a teenager. Always there are developmental milestones you are supposed to hit.
Y después eres un niñe, después un adolescente. Siempre hay hitos del desarrollo que debes alcanzar.
25:55
And finally, adulthood. You've reached your final form. This is a philosophical concept called recapitulation, that the development
Y finalmente, la adultez. Llegaste a tu forma final. Este concepto filosófico se llama recapitulación, que el desarrollo
26:02
of an individual child mirrors the phylogeny of the human species. And like with the modernist misconception of evolutionary theory,
de un niñe individual refleja la filogenia de la especie humana. Y cómo la falsa idea modernista de la evolución,
26:09
we believe that the ultimate form is the best one, the one to strive for the Blastoise
creemos que la última forma es la mejor, aspirar a ser un Blastoise
26:15
This is the reason people tell us to grow up. It's unseemly for us to still not have progressed to adulthood.
Esta es la razón la gente nos dice que maduremos. Es impropio que nosotres no hayamos progresado a la adultez.
26:21
But it's a mistake to view evolution hierarchically. Apes are not better than monkeys. They are adapted to different environments.
Pero es un error ver la evolución jerárquicamente. Los simios no son mejores que los monos. Se adaptaron a diferentes ambientes.
26:28
And there's actually no such thing as a Blastoise Likewise, Social Darwinism
Y no hay tal cosa como un Blastoise. De la misma manera, el Darwinismo Social
26:33
was a misapplication of evolution. Viewing some societies as more evolved than others when they were just differently adapted.
fue una aplicación incorrecta de la evolución. Viendo algunas sociedades como más avanzadas que otras cuando simplemente se adaptaron de diferentes maneras.
26:40
The idea that you are not a person until you have hit these developmental milestones is essentially the same as you not being a person.
La idea de que tu no eres una persona hasta que llegues a estos hitos del desarrollo es esencialmente que tu no eres una persona.
26:48
If you're non-normative and have, for example, a disability, maybe you have poor eyesight like an infant,
Si eres no normative y tienes, por ejemplo, una discapacidad, tal vez tienes mala visión como un niñe,
26:54
maybe you have poor social skills like a young child, maybe you have poor emotional management skills like a teenager.
tal vez tienes malas habilidades sociales como un joven, tal vez tienes malas habilidades de control emocional como un adolescente.
27:00
Ableism interacts with Adultism so strongly that they start to feel like almost the same thing.
El Capacitismo interactúa con el Adultismo tan intensamente que se empiezan a sentir como la misma cosa.
27:06
The idea that respect is only earned via growth to this ideal of adult,
La idea que el respeto es ganado solamente al crecer hacia ese ideal de adulte,
27:11
a physically and emotionally independent being. Zoe Bee: Childism dissolves this
un ser física y emocionalmente independiente. Zoe Bee: El Infantilismo disuelve esta
27:17
dichotomy of independent adults and dependent young children by emphasizing mutual
dependency
dicotomía de adultos independientes y chiques dependientes al empatizar la dependencia mútua
27:23
on various levels as a fundamental to human existence. Human beings, emotions, and agency
en varios niveles como un fundamental para la existencia humana. Los seres humanos, emociones, y agencia
27:30
are shaped through relations to other human beings and to their emotions and agency, as well as to non-humans.
son moldeados a través de la relación con otros seres humanos y sus emociones y agencia, como también a los no humanos.
27:37
That is, animals, microbiomes, the climate, etc.. This challenges the notion of liberty and freedom and raises the question
Esto es, animales, microbiomas, el clima, etc..
Esto desafía la noción de libertad y sugiere la pregunta
27:45
what does freedom actually mean in the light of the understanding of social and more than social relations as characterized by interdependence
que significa realmente la libertad a la luz de la comprensión de las relaciones sociales y más que sociales caracterizadas por la interdependencia
27:54
and in light of children's experience and practices of this interdependence between human beings as well as between humans and non-human species,
y a la luz de la experiencia de les niñes y la práctica de esta interdependencia entre seres humanos como también entre especies humanas y no humanas
28:03
and materiality, child ism asks us to stop equating dependance with subservience,
y materialmente, el Infantilismo nos ruega dejar de equiparar dependencia con subordinación,
28:08
but rather to see all of us as partially dependent and partially independent in ever changing webs of interdependence.
Y ver a todes como parcialmente dependientes y parcialmente independientes en una red cambiante de interdependencia.
28:16
Even the most independent person is still dependent on human society, and any period of relative independence is going to be brief.
Hasta la persona más independiente sigue dependiendo de la sociedad humana, y cualquier periodo de relativa independencia será corto.
28:24
Sandwiched between starting off as babies and experiencing increasing forms of disability.
En un sándwich entre empezar como bebés y experimentar formas de discapacidad en incremento.
28:30
So why not abolish the hierarchy and embrace the fact that nothing we do is ever really independent?
Entonces, ¿por qué no abolir esta jerarquía y abrazar el hecho de que nada de lo que hacemos es realmente independiente?
28:35
Even for babies, as I've just learned with breastfeeding. It's a cooperative effort between the baby and I, with both of us learning and adjusting for the other.
Hasta para les bebés, como he aprendido amamantando. Es un esfuerzo cooperativo entre el bebé y yo, les dos aprendiendo y ajustandonos para ambes.
28:44
In order for it to work. It's not something that I can impose on the baby. Childism at its most basic points out that children are people.
Para que funcione. No es algo que pueda imponer en el bebe. El Infantilismo en su manera más básica dice que les niñes son personas.
28:52
Children are people. My baby is a person with a physical experience of the world and a social experience of the world.
Les niñes son personas. Mi bebe es una persona con una experiencia física del mundo y una experiencia social del mundo.
28:58
They have needs that differ from adult needs and that does not make those needs any less important.
Tienen necesidades que difieren de las necesidades adultas y eso no hace esas necesidades menos importantes.
29:05
They have a right to express themselves socially without that expression being taken as distasteful,
Tienen el derecho a expresarse socialmente sin que esa expresión se tome como desagradable,
29:13
without their social experiences, needs or self-expression being reduced to some inconvenience for whatever adults are nearby.
sin que sus experiencias sociales, necesidades o expresión personal sea reducida a una inconveniencia para les adultes alrededor.
29:22
So if we are really ready to wrestle with this, what would it look like?
Si estamos realmente preparados para luchar contra esto, ¿cómo se vería
29:27
To say that children have rights that babies have rights? In some ways it makes us rethink what we mean by rights,
decir que les niñes tienen derechos, que les bebes tienen derechos? En algunas maneras nos hace repensar que nos referimos por derechos,
29:34
because I don't think my infants should be casting a ballot in the voting booth. Not only because I don't think that that would benefit society,
porque no creo que mis niñes deberían votar. No solo porque no creo que beneficie a la sociedad
29:41
but because I don't think it would benefit them. I don't think that when a kid wants to exclusively eat ice cream, their parent
pero porque no creo que los beneficie a elles. No creo que cuando un niñe quiere exclusivamente comer helado, sus padres
29:47
is violating their foundational human rights if she makes them eat some carrots. But those examples reflect a misconception of rights
esten violando sus derechos humanos fundamentales cuando le hacen comer unas zanahorias. Pero estos ejemplos reflejan una malinterpretación de derechos
29:54
that is very individualistic and taken to their extreme. They lead us to some very uncomfortable places.
que es muy individualista y tomada al extremo. Nos llevan a lugares muy incómodos.
30:00
I frequently cite Firestone de Beauvoir and Foucault on this channel, and while I really like a lot of their work,
Frecuentemente cito a Firestone, de Beauvoir y Foucault en este canal, y si bien me gustan muchos de sus trabajos,
30:05
they all tackle this phenomenon and end up in, frankly, the wrong place. All of them are uncomfortable with hierarchy
todes tratan este fenómeno y, francamente, terminan en el lugar equivocado. A todes les incomoda la jerarquía
30:11
and all of them want children to be our equals. But they seem to get stuck on the idea that treating children as equals involves
y todes quieren que les niñes sean nuestres pares. Pero parecen quedarse atascades en la idea que tratar a les niñes como pares involucra
30:16
giving them free rein because in many ways they conceive of freedom as the benchmark right
darles rienda suelta porque, de muchas maneras, conciben la libertad como el derecho de referencia
30:22
And some of their writing gets unconscionable when they, to different extents, explore this in the context of adult and children sexual relations.
Y algunos de sus escritos se tornan
30:30
And I know that all philosophy, when taken to an extreme, can sound problematic, but Simone, Shulamith, Michele,
30:37
So what if instead of valuing freedom or independence as the ultimate benchmark of respect, we pick different rights?
30:44
Like Care? the right to be cared for, the right to have one's needs met. That right is the same,
30:49
whether we’re talking about an adult or a child, we all need shelter, food, connection or what about the right to community?
30:56
So the right to have your needs be considered when making group decisions, the right to access spaces,
31:01
the right to have your voice hear the right to be a participant in the world rather than just have the world impact you.
31:08
So how would this look? Well, I'm an immigrant and so my assumptions about how life works
31:13
get challenged all the time because certain aspects of life work quite differently here in Ireland.
31:20
And children are treated much differently here than they are in the US. As an example, let's look at that very Irish center of community:
31:29
The Pub. Pubs have the same components as bars in the US. They may have racks of hard alcohol.
31:36
They may have televisions playing sports. They may have music. They certainly have the regulars who may or may not have
31:43
substance use disorders, but they also have children, and not even necessarily the well-behaved children.
31:50
But children who run around underfoot, children who cry, children whose parents aren't reining them in at all.
31:58
Last year, I wandered into the pub, not realizing that it was confirmation season and I found tons of kids.
32:06
They were dressed up in their best outfits, running from one end of the pub to the other, shrieking happily while their parents got sloshed.
32:15
This wasn't a private event. The pub wasn't rented out. It's just socially acceptable here for kids,
32:21
even kids hyper on sugar and special event energy to share a social space with adults.
32:27
Children here are closer to having the right to community recognized. Another example: let's look at Japan.
32:35
The extent to which the built environment is structured to meet the needs of children is really different there.
32:42
I remember moving to Japan and seeing for the first time a five year old confidently walking down
32:48
the sidewalk alone, not a parent in sight. Having been a preschool teacher in the US.
32:53
Walking my classroom anywhere outside of the building was terrifying. An event we minimized as much as possible.
33:00
But in Japan, even in major cities, kids walk alone. Don't mistake this for the idea
33:06
that Japanese children are more mature or better behaved. instead, Japan has cultural
33:12
and structural differences which allow children to be out in public. The sidewalks are broad and generous.
33:19
Speed limits are low. Children are taught to raise their arms as they cross the street in order to make themselves more visible.
33:26
But all the same drivers expect children to be in the crosswalks, so they watch for children in the crosswalks.
33:33
During times when children are likely to be commuting to or from school. Networks of volunteer adults place themselves along well-traveled routes
33:43
so that they can watch out for anything dangerous. There's a popular Japanese TV program
33:48
called Hajimete no otsukai which documents the right of passage of children
33:54
going on their first solo errand. So cameramen follow these children ranging from ages 2 to 5
34:01
as they navigate crowded city centers or wild rural countrysides. to bring home a packet of fish or to bring cookies
34:09
to their grandma. They do this completely on their own. And the show is really, really charming.
34:16
I would recommend you watch public infrastructure in Japan is designed to some extent with children in mind.
34:22
This feels very different from how we live in the English speaking world. As one paper puts it:
34:28
Cogito: parents across socioeconomic backgrounds in Western cities consider public space unsafe for children, a concern fueled by media
34:36
hype around stranger danger and an increasingly risk averse society.
34:41
Hence, children who are still seen out about in the street with an adult are often regarded with a mixture of suspicion and worry.
34:49
These paradoxical positions share a view that children should remain in child friendly places such as school, home organized after school activities
34:58
or the playground. This was from a research paper called No Messing Around, which looked at how children view public spaces in Dublin.
35:06
So don't let my romantic view of the pub influence you too much. Children here are still quite marginalized when it comes to
35:13
access to public spaces. Beyond those explicitly carved out for them with special deterministic functions like a formalized playground
35:23
with literal boundaries versus a large car free avenue, which would facilitate more free creative play.
35:31
And God, does Dublin need that? I'm sure many people from the US who've been to Ireland
35:37
and by Ireland they just mean Dublin are thinking. But is it Dublin just idyllic?
35:44
And that's precisely the problem. Dublin is so solely focused on tourism,
35:49
on presenting this quaint little twee image of Ireland so that it can extract as much money as possible from said tourists.
35:57
That it fails locals in general, and especially fails children. A few years ago, security at the Temple Bar, a pub famous
36:05
for having the most expensive drinks in Ireland and for being a place that no self-respecting Irish person would ever set foot in.
36:13
Well, they got upset that children, a 13 year old and 16 year old specifically
36:19
were skateboarding on the pedestrianised street outside of the pub. So, you know, being in public, using the street,
36:28
presumably making the atmosphere less conducive to selling thirty euro pints or whatever.
36:34
So now the pub is also famous as one where the security guards assault children for having the audacity to play in the public space.
36:43
Seriously. Boycott the Temple Bar. But it's grim in other places too. A paper on children in urban spaces focused on a neighborhood in L.A.,
36:52
specifically the neighborhood around South Central Avenue, southeast Los Angeles,
36:58
which is a primarily low income, high density area where residents are majority Latin-American and Black.
37:05
Children are marginalized in the same way that we've mentioned before. Few places to congregate, streets that are unsafe for commuting, etc., etc..
37:14
You get the idea, but also by factors unique to the area, like through criminalization and institutionalization.
37:21
The paper's author, Meredith Abood, documents how children move through regimented spaces, each day.
37:27
The majority of children go to afterschool programs, which means that they are in an institutional setting
37:32
from 7:30 a.m. until 6 p.m. each day. But when surveyed, only 9% of fifth graders like their after school programs
37:41
and based on Abood’s writing, I don't blame them for disliking them. José María Luna: The children in the program are
37:47
for the most part, institutionalized, disciplined and controlled. Students are commonly told to put their hands on their heads
37:53
until the room is silent, often for upwards of 20 minutes, or told they cannot go play until they learn to make a perfectly
37:59
straight line, meaning they are often standing still in a line for 15 minutes until they are released and given permission to play.
38:06
Students who misbehave because they refuse to silently work on their homework or do not put their hands on their head for the entire 5 minutes are “benched”
38:14
and spend the majority of the three hour block sitting alone with their heads down. If they are lucky, they just have to pick up 50 pieces of trash
38:21
as if they are convicted criminals serving probation. Remarkably, however, students rarely question the hyper-disciplined environment because
38:28
they cannot conceive of anything else in a built environment that constrains their play,
38:33
autonomy and freedom, where police can search children and youth without cause and where more money is spent on prisons than schools,
38:40
Children often do not even realize they can ask for or expect anything more
38:45
I think it's particularly noteworthy that this demographic of children is also primarily made of children of color.
38:52
Children who are not awarded the same premise of helpless innocence as their white peers.
38:58
As a paper on Black girlhood puts it Ember Green: racialized gender and sexuality, i.e.
39:04
Black genders and sexualities in and under white supremacy and colonization, negate and obliterate
39:12
the very idea of the subject position. And the categories of child, childhood, girlhood and human
39:21
in tow of such configurations is the denial of innocence in the traditional sense of the word, where Blackness blots out
39:29
naivete, not knowing and exemption from responsibility. Or, to put it more crudely, children of color aren't given
39:37
the presumption of innocence that white children are routinely granted. We are dominating and subordinating young people just because we can.
39:47
And in the cases of racialized children, we are even more cruel and harsh, potentially creating a scenario where kids go
39:55
from institutionalization on the basis of their age to institutionalization on the basis of their race.
40:01
The school to prison nexus. And I ask you genuinely, Is this how we want to treat people?
El nexo de la escuela con la cárcel. Y te pregunto genuinamente, ¿es así como queremos tratar a la gente?
40:07
Is this how we want our society to run? Have you heard the baby in the background? Neil actually just ran out with them.
¿Es así como queremos que funcione nuestra sociedad? ¿Has escuchado al bebe en el fondo? Neil acaba de correr hacia elle.
40:13
But I think you might have heard a little bit of it. They're here and we're not doing that because we're showing off.
Pero creo que has llegado a escuchar un poco. Elle está aquí y no lo estamos haciendo para alardear.
40:19
I mean, maybe you think that I'm trying to monetize them or make a shift to mommy blogger, but I'm not. Don't worry.
Me refiero, tal vez piensas que estoy tratando de monetizarle o reinventarme como una mami bloguera, pero no. No te preocupes.
40:26
I don't plan to make videos which feature them. We're not that sort of channel. And like many of you, I would worry about the ethics
No pienso hacer videos con elle. No somos ese tipo de canal. Y como muches de ustedes, me preocuparia la ética.
40:32
of exposing someone to a public life that they didn't consent to. But this is also my job, and I think children should be allowed at workplaces.
de exponer alguien a una vida pública a la que no consintieron. Pero este también es mi trabajo, y creo que les niñes deberían ser permitides en los lugares de trabajo.
40:41
And I know there might be some loss of productivity. There's been some loss of productivity today.
Y se que tal vez habrá una pérdida de productividad. Hoy ha habido una pérdida de productividad.
40:46
And sure, maybe not every job, certainly not the dangerous ones. But the system we have now requires institutionalization.
Y seguro, tal vez no todos los trabajos, los peligrosos seguro que no. Pero el sistema actual requiere institucionalización.
40:54
The system we have requires carers to either give up their careers entirely to focus on their children, or to segment their day into sections
El sistema actual requiere que les cuidadores abandonen sus carreras por completo para ocuparse de sus niñes, o segmentar su día en secciones.
41:02
where they're isolated from their children and their children are in care. And I don't want to do either of those.
dónde están aislades de sus niñes y sus niñes les necesitan. Y yo no quiero elegir ninguna de las dos.
41:08
I really like that most European countries have generous maternity leave, but I'd also be pretty miserable
Realmente me gusta que la mayoría de los países europeos tienen licencias por maternidad generosas, pero también ser bastante miserable
41:13
if I spent every second of maternity leave focused solely on the baby and completely neglecting
si fuera a gastar cada segundo de mi licencia enfocada solamente en el bebe y olvidar completamente
41:19
my own need for intellectual stimulation or to participate in society. Babies should be allowed in public for their own sake, but doing so
mi propia necesidad de estímulo intelectual o de participar en sociedad. Les bebes deberían ser permitides en público por su propio beneficio, pero hacerlo
41:27
would allow their parents to maintain their public access as well. And that's why the baby's here
también permitiría a sus padres mantener su acceso público. Y esa es la razón de que nuestre bebe esté aquí.
41:33
Because they're a newborn and they can't be left alone. Because I'm breastfeeding every few hours, because I don't want to put them in daycare.
Porque es un recién nacide y no se lo puede dejar sole. Porque estoy amamantando cada par de horas, porque no quiero ponerle en una guardería.
41:41
And if you take me less seriously as a thinker or as a professional, because I've got a baby strapped to my chest,
Y si me tomas menos en serio como una pensadora o profesional, porque tengo un bebe pegade a mi pecho,
41:47
that's your Adultism showing. Everything I've discussed today gets extra depressing when you see what children want
ese es tu Adultismo hablando. Todo lo que he discutido hoy se vuelve extra depresivo cuando ves lo que les niñes quieren
41:54
and how easy it would be for us to give it to them. when they're asked, children want to be integrated
y lo fácil que sería para nosotres dárselo. Cuando preguntados, les niñes quieren ser integrades
42:01
and valued in their communities. They want to feel safe and they want to be able to move through their neighborhoods.
y valorades en sus comunidades. Quieren sentirse segures y poder moverse en su barrio.
42:08
They want to be able to conduct a variety of activities like playing sports or exploring.
Quieren poder hacer una variedad de actividades como jugar deportes o explorar.
42:13
They want public art. They want green spaces. They want tangible interactions with nature.
Quieren arte público. Espacios verdes. Interacciones tangibles con la naturaleza.
42:19
They want spaces where they can meet up with their peers. And this one was especially heartening.
Espacios donde se puedan juntar con sus compañeres. Y esta es especialmente conmovedora.
42:25
Spaces where they can mix with kids from different ethnic and religious backgrounds than their own.
Espacios donde se puedan mezclar con niñes de diferentes etnias y religiones a la suya.
42:30
So, like, they want what we all want but shaped like them. Usable for them.
O sea, quieren lo que todes queremos pero a su manera. Que sea usable para elles.
42:36
Public sculptures that they can climb on. Adequate lighting for dark areas. Bird feeders.
Esculturas públicas a las que trepar. Luces para los espacios oscuros. Comederos de pájaros.
42:42
Graffiti walls where they're allowed to paint. Seating protected from the elements. Doesn't that sound nice?
Murales donde esté permitido grafitear. Asientos protegidos de la intemperie. ¿No suena lindo?
42:48
I hesitate to give many concrete examples of what changes that we should make for children. Because I'm not a child.
Dudo de dar muchos ejemplos concretos de qué cambios deberíamos hacer para les niñes. Porque no soy una.
42:54
I'll just be designing around an idyllic image of a child. But children aren't an idea.
Si lo hiciera, estaría diseñando a través de una imagen idílica de les niñes. Pero les niñes no son una idea.
43:00
They're a cohort. They can tell us what they want. We should invite children to the table and not tokenistically
Son un grupo. Pueden decirnos que quieren. Deberíamos invitar a les niñes a la mesa y no tokenizarles
43:07
but with the intention of actually engaging and taking them seriously. Otherwise, we'll keep perpetuating an unfair adult framework, as Abood puts it.
Sino tener la intención de escuchar y tomarles en serio. Sino, seguiremos perpetuando un modelo adulto injusto, como Abood dice.
43:16
José María Luna: If children and youth do not have a way to empower themselves and shape their communities, they will remain victims of an adult world
José María Luna: “Si les niñes y la juventud no tienen maneras de empoderarse y formar sus comunidades, seguirán siendo víctimas de un mundo adulto
43:24
that has continuously demonstrated that it does not care. I like children.
que continuamente ha demostrado que no le importa.” Me gustan les niñes.
43:29
I like having children sharing my commute. I like having children running underfoot at the pub.
Me gusta compartir mi viaje con niñes. Me gusta que les niñes corran descalzos en el pub.
43:35
I don't think children should be confined to a narrow range of child friendly spaces like fenced in playgrounds.
No creo que les niñes deban ser confinades a un pequeño rango de espacios aptos para niñes como áreas de juego.
43:41
But whether you like or don't like children shouldn't matter because they're people. They have just as much right to be
Pero te gusten o no les niñes no deberia ser un problema porque son personas. Tienen el mismo derecho a estar allí
43:48
in public life as you do, regardless of your feelings on that matter. 🎵 bass note 🎵
que tu, sin importar tus sentimientos al respecto. 🎵 nota de bajo 🎵
43:55
We can't make anyone watching care about children. We can't make - (Loud Click)
No podemos hacer que la gente mirando les importe les niñes. No podemos - (Clic fuerte)
44:02
Neil, what happened?? 🎵 jazz drums 🎵 Neil: I don't know. We don't have Philosophy Tube’s budget, do we?
Neil, ¿qué pasó? 🎵batería jazzera 🎵Neil: No se. No tenemos el presupuesto de Philosophy Tube, ¿cierto?
44:08
🎵 more drums 🎵 Recently, I spent some time in a maternity hospital.
Children in Politics
🎵 más batería 🎵 Pase algo de mi tiempo en el hospital materno recientemente.
Niñes en Politica
44:13
It was interesting. There was an atmosphere of tension and of excitement and magic, actually,
Fue interesante. Había una atmósfera de tensión, emoción y magia, en verdad,
44:20
and horror and grossness and mundaneness and occasionally tragedy.
y horror, asquerosidad, mundanidad y la ocasional tragedia.
44:26
We had some time to soak up all of it. Sarah was in there for almost ten days, having the baby.
Tuvimos un tiempo para absorberlo todo. Sarah estuvo ahí por casi 10 días, teniendo el bebe.
44:33
Her labor had to be induced. And unfortunately, it wasn't a very successful induction and little Bábóg had some trouble coming out into the world.
Su parto fue inducido. Y desafortunadamente, no fue una induccion muy exitosa, y le pequeñe Bábóg tuvo problemas saliendo al mundo.
44:41
Basically, contractions, but no dilation, no progression, just a little baby stuck in there getting squished by a womb,
Básicamente, contracciones, pero nada de dilatación, sin progreso, le pequeñe bebe atrapade allí siendo aplastado por el útero,
44:47
displaying increasingly distressed and distressing vital signs. And of course, Sarah in absolute agony, but kind of for no reason.
mostrandose incrementalmente más preocupade y signos vitales preocupantes. Y por supuesto, Sarah en absoluta agonía, pero, como, por ninguna razón.
44:56
We had very good care. There is very good maternity care in Ireland, and that was particularly striking for Sarah
Tuvimos muy buena atención. Hay muy buena atención por maternidad en Irlanda, y eso fue particularmente impactante para Sarah
45:01
coming from the States where there are statistically poor maternity outcomes. In fact, the death rate isn't just high in the US, it's actively increasing.
Viniendo de los Estados Unidos donde hay, estadísticamente, malos resultados de maternidad. De hecho, en EEUU no solo la mortalidad es alta, sino que está en alza.
45:10
And it felt like the staff there in Galway, a combination of doctors, nurses, medical students and midwives all were fully in it.
Y se sentia que el staff en Galway, una combinación de doctores, enfermeres, estudiantes médicos y parteras, todes totalmente enfocades.
45:17
Hearts invested, life purpose being fulfilled, at least from my perspective, it felt like
Usando sus corazones, su razón de ser cumpliendose, y al menos desde mi perspectiva, se sentia
45:23
and I may be come across as a little bit of a wanker putting it this way, but it felt so authentic.
y tal vez parezca un poco tonta poniéndolo de esta manera, pero se sentía tan auténtico.
45:28
It's just such an authentic experience having a baby. I mean,
Tener un bebe es una experiencia tan auténtica. Me refiero,
45:33
when they held up our baby, our new shining nexus of unimaginable potential and beauty
cuando levantaron nuestre bebe, un nexo de potencial y belleza inimaginable
45:39
and the boundaries of reality were as wishy-washy as my tear-veiled vision and the force of love itself,
y las fronteras de la realidad eran tan ambiguas como mi visión velada por lágrimas y la fuerza del amor mismo,
45:45
which had taken such a deep breath finally exhaled. It felt authentic, you know, like it felt like something was happening.
había respirado tan profundo y finalmente exhaló. Se sintió auténtico, sabes, se sintió que algo estaba pasando.
45:52
But anyway, that's not the point of the story. There was a different bit to that bit There was a bit where I stood outside of the hospital and I was holding burritos.
Pero de todos modos, este no es el punto de la historia. Hubo un tiempo diferente a ese tiempo, un tiempo donde permanecí parada afuera del hospital y estaba sosteniendo unos burritos
46:02
I just bought these mediocre burritos right? And I felt as I stood there that I was standing between two very different worlds.
Había comprado estos burritos mediocres, y sentí que mientras permanecía parada allí, estaba entre dos mundos muy diferentes.
46:09
On the one side was this magical hospital place where people fulfilled their life's purpose.
En un lugar el hospital mágico donde la gente va a cumplir su razon de ser.
46:15
This really rather difficult and involved and body-horror-infused and emotionally fraught business of birth and medicine and care.
Este trabajo laborioso, difícil, digno de película de body-horror y emocionalmente aterrador del dar a luz y la medicina y el cuidado.
46:22
And on the other side, past the pedestrian crossing and the busy road was Tesco
Y del otro lado, pasando el cruce peatonal y la calle transitada un Tesco
46:27
and Burritos and chain pubs and moneylenders. And we're sort of expected to think that these two are the same world
y Burritos y una cadena de pubs y prestamistas. Y la expectativa es que pienses de estos dos como un mismo mundo
46:35
and that in fact the hospital world depends for its survival and viability on the Tesco and burrito and money lender world.
y que, de hecho el mundo del hospital depende para su subsistencia del mundo de Tescos, tiendas de burritos y prestamistas.
46:41
But this is of course not true. We've been caring for each other for a lot longer than we've been selling assembly line burritos.
Esto es obviamente falso. Nos hemos cuidado los unos a los otros mucho más tiempo del que hemos vendido burritos de línea de montaje.
46:48
Ireland almost has a public healthcare system, and Sarah and Bábóg basically got free care for the duration of the pregnancy.
Irlanda casi que tiene salud pública, y Sarah y Bábóg básicamente tuvieron salud gratuita por la duración del embarazo.
46:55
And it feels right, actually, that that should be something that society exists to do.
Y se siente bien, en verdad, se siente que es algo por lo que la sociedad debería existir.
47:01
It feels right that we all collectively should be simultaneously protective and welcoming towards Bábóg and that we should be challenged
Se siente correcto que todes, colectivamente, debemos simultáneamente proteger y bienvenir a Bábóg y que deberíamos sentirnos desafiades
47:10
in an outward radius from Bábóg’s needs to reevaluate the world. It feels deeply wrong to think of their future welfare being based on money.
en un radio exterior a partir de sus necesidades a reevaluar nuestro mundo. Se siente profundamente mal pensar de su futuro bienestar en términos de dinero.
47:20
And so following that logic, it should be deeply morally wrong that any child or any person should have their future welfare, be based on their economic value.
Y entonces, siguiendo esa lógica, se debería sentir moralmente mal que el bienestar de cualquier niñe o persona se base en su valor económico.
47:28
Their value in reality, in a moral sense, is coming from somewhere else. So I want to circle the block
El valor en realidad, en un sentido moral, viene de otro lado. Entonces quiero abordar este tema
47:36
of this Childism philosophy thing with exactly that dichotomy in my mind, a society of children,
de la filosofía del Infantilismo con esta dicotomía en mente, una sociedad de niñes,
47:44
which is a society of schools and hospitals and playgrounds and mutual interdependence and so forth, versus a society of adults,
la cual es una sociedad de escuelas, hospitales, áreas de juego e interdependencia mutua, etc, vs. una sociedad de adultes,
47:52
which is money and exploitation, and Tesco and techno feudalism.
la cual es dinero, explotación, Tesco y Tecno Feudalismo
47:58
See, no matter how lofty or far reaching or academic this gets, ultimately this is still a story about a baby in the world,
Ves, no importa lo pesado o profundo, o académico que es esto, esta sigue siendo la historia de un bebe en el mundo,
48:06
just like how your story is ultimately about a baby in the world. That's you. And you know
al igual que tu historia es la de un bebe en el mundo. Eres tu. Y sabes
48:11
the movie Three Men and a Baby is actually about Three Babies and a Baby, if you think about it.
la película Tres Hombres y un Bebe es en realidad sobre Tres Bebes y un Bebe, si lo piensas.
48:17
(embarrassed laugh) Okay. So one of the things that we could accidentally do here that we might want to, you know, not do
(risa avergonzada) Okay. Una de las cosas que podríamos hacer accidentalmente que realmente no queremos hacer
48:26
is to build a whole picture of childism that makes you think, oh, I get it! This is like “children are brilliant. The Philosophy.”
es construir esta imagen del Infantilismo que te hace pensar, oh, ya se! Esto es “Les niñes son brillantes. La Filosofía”
48:34
This is wrong. That isn't it? That would be as silly as coming to the conclusion that feminism is.
Esto no es así. Eso no es así. Eso seria igual de tonto como llegar a la conclusion de que el feminismo es:
48:39
“Women are brilliant. The Philosophy.” which I'm aware, is a conclusion that some people do come to,
“Las mujeres son brillantes. La Filosofía.” lo cual se, es una conclusión a la que alguna gente llega
48:45
and I wish they wouldn't. Some people get these sorts of things wrong on purpose, actually, and they quite actively throw a spanner in the works
y me gustaría que no fuese asi. Algunes dicen cosas equivocadas a propósito, en verdad, de manera muy activa ponen palos a la rueda
48:52
by responding to feminism with, “Well, men are great too!” or “are you saying women never do anything wrong??”
respondiendo con, “Bueno, los hombres son geniales también!” o “estas diciendo que las mujeres no se equivocan??”
49:00
and thus participate at whatever level in a sort of ratcheting of misinterpretation that tends towards making feminism look silly?
y así, participar en cualquier nivel en esta intensificación de malinterpretaciones hace que el feminismo parezca ridículo.
49:07
And much like our discussion of insults earlier, erases productive conversations about problems like
Y como mucha de nuestra discusión sobre insultos, borra conversaciones productivas sobre problemas como
49:14
patriarchy or gender based violence. Similarly, people interpret critical race theory as this kind of
el patriarcado o violencia de género. Similarmente, la gente interpreta la teoría crítica de la raza como una especie de
49:20
inelegant, half-assed exaltation of non-white racial identities or some kind of cult of Negative Nellies who hate the whites,
exaltación, poco elegante y mal hecha de racializades de color o como un culto que odia a los blancos,
49:27
which you'd have to be pretty generous to actually interpret as misunderstanding. But I digress.
lo cual estoy interpretando como malinterpretación de manera muy generosa. Pero volvamos.
49:32
This is important, though, because as I now start to talk about the details of things like democratic representation for children,
Esto es importante, porque cuando empiece a hablar de los detalles de cosas como representación democrática para les niñes,
49:40
political participation for children, youth activists, equality for children imagined in new and concrete
participación política para elles, Activistas de la juventud, igualdad para elles imaginadas en maneras nuevas y
49:46
ways, you might find yourself somewhere on that spectrum of “But we can't really be serious about all of this.”
concretas, tal vez te encuentras preguntándote algo cómo “Pero no pueden estar hablando seriamente de esto.”
49:52
“We're not really considering children as people in this way, are we?” And this is just something I would ask you to be aware of as we go,
“No estamos considerando a les niñes como personas de esta manera, ¿no?” Y esto es algo que quiero que tengas presente,
49:58
because there is such a thing as invisible ideology. ideas that you hold
porque hay una cosa, la ideología invisible. ideas que sostienes
50:04
that you didn't come up with that don't even necessarily serve you, that you nonetheless reproduce on the behalf of your oppressors.
50:12
This is part of what makes a status quo, however unjust and dysfunctional that status quo is
50:18
more comfortable than particular imaginable alternatives in John Walll's paper.
50:23
Can Democracy Represent Children? Towards a Politics of Difference He points out that history regards the political role of children
50:31
in often more generous ways than we do now That Dang Dad: In the past, children have been kings and queens played important roles in the labor movements, marched
50:39
with Gandhi to liberate India, helped desegregate the United States South, and been involved in one way or another in all manner of political movements.
50:47
Have you ever heard of the Newsboys Strike of 1899? It's a long and storied and controversial tale
50:54
that we can't fully indulge here today. But basically, newspaper hawkers of the time, young men
50:59
and boys had a strike for two weeks which effectively halved the circulation of the papers of both Pulitzer and William Randolph Hearst.
51:07
Now, they didn't exactly succeed in their aims. Neither Hearst nor Pulitzer agreed to pay them more,
51:13
but they did leverage buybacks for the papers that they didn't sell, so they successfully impacted their own poverty at the expense
51:20
of those famously miserly capitalists c***s And that's a win for the little fella. It's all somewhat faithfully recreated in the Disney film Newsies
51:29
and the Broadway musical of the same name, neither of which I've seen, but Biz Berkeley has.
51:34
So you can just watch the video that she did about it 🎵 swelling music 🎵 🎵 When I Dream 🎵
51:41
Anyway, the news hawkers were an exploited workforce. Absolutely. And it sucks that children were part of an exploited workforce,
51:49
but they also organized and used collective action. This gets referred to as “Youth Activism” now because of course
51:56
it's different to just activism because they're children. It's so cute. They think that they're people.
52:03
But I'm going to put a pin in this (pin!) and it's a lynchpin, it’ll be really quite important and have something to do with
52:10
Youth Activism and kids fighting for the whole world. You'll see it's a whole thing because children, it would seem,
52:16
are the cohort most patently aware of how f*cked the world is and just how urgent and necessary it is
52:23
to stop playing adult games and unf*ck the world immediately. But as I say, we’ll pin that because that is children outside of the establishment.
52:31
No matter how Other a group is, it's possible to picture them outside the gates yelling and saying, “This Sucks!”
52:37
Even children don't get their usual erasure from that scenario. But if we turn our attention instead to children sitting in the big chairs,
52:44
in the big rooms, making the big decisions Like Bossy Baby baby or Blank Check or whatever then it does start to sound a bit weird, right?
52:51
If we look at the various instances where there has actually been an attempt to integrate children into democracy, to facilitate their participation
52:58
in the establishment, then our preconceptions, our clichéd mental images
53:03
and our cognitive biases kick right back in again. But it's true that attempts have been made at this very thing,
53:09
this more liberal version of representing children in politics. And by looking at some of the examples of children's democratic
53:16
participation, hopefully it will help us to understand how, One, the issues with involving children in democracy are actually quite arbitrary.
53:24
And Two, those issues are also really similar to the issues that face everyone who gets excluded from democracy.
53:32
So again, drawing from John Wall's paper, there is something of a shift around 1989
53:37
with the establishment of the Convention of the Rights of the Child, with various countries struggling to interpret or pay lip service
53:43
to listening to children without that actually being a concrete legal obligation, you have New Zealand, South Africa, even Israel
53:50
establishing consultative bodies for children. In more recent years, many countries go a step further by introducing children's parliaments,
53:59
the idea being that adults assumptions about the needs of children can be supplemented or challenged by children themselves.
54:05
But as Wall and others have pointed out, there's a few issues here. He clears up the picture of democratic participation for children by splitting it into three categories:
54:15
Agency, Interdependence and Difference Okay, first: Agency. That idea that you can just give children the vote, give them the microphone,
54:23
give them something, give them agency. Some of the problems with this, we actually touched on already
54:28
First: which children? that is, wealthier children from good schools are overrepresented in
54:33
even the most benevolent forward thinking of organizations. Agency has the problem of simultaneously holding open doors for certain
54:40
kinds of people and closing doors for other kinds of people. It tends to be that those who most closely resemble the existing power elites
54:49
will have disproportionately greater “agency” in political participation. If we're talking about adults, they'll be the sort of people
54:55
who have the ear of the powerful, or they'll be part of existing institutions. They'll have access to education, they'll have property,
55:03
they'll have savings, technology, other forms of cultural capital. And if we're talking about children, even once you've gotten past the razors of
55:10
which kids, rich kids, the right kids, the white kids? you still have the problem that they will be
55:15
the children who most resemble adults and at that most resemble wealthy and powerful adults.
55:21
On top of that, you have Tokenism. This idea that whatever diversity you is mostly decorative.
55:27
Now, at time of writing, most everyone even remotely left of center is crying out for some decorative tokenism in the US
55:34
because it's better than the beady-eyed Ku Klux Klan bloodthirsty whitewashing evisceration of the Republican Party under Trump,
55:41
and none of them have any eyebrows. But we can still, I hope, recognize that sticking some marginalized people in a committee does not actually emancipate them.
55:50
This is extra true of sticking children in a committee That Dang Dad: as suppressed groups throughout history have found citizenship in name can differ from citizenship
55:59
in reality. For example, children in civic councils in the UK report feeling that, while they can participate and have a voice.
56:06
These councils are really controlled by larger institutional structures that are run by adults.
56:12
There's a basic structural issue with the concept of agency, as Wall puts it. That Dang Dad: The problem is that
56:18
agency itself is a political norm with historically adult-centered biases. So he outlines his next category: Interdependence.
56:26
A different form of participation that isn't contingent on hierarchical skills and knowledge and various forms of capital.
56:33
Now, interdependence is a term we've already thrown around once or twice, but we might now take a moment to actually understand
56:40
That Dang Dad: children can be included as full rather than second class citizens, the argument goes If citizenship is broadened to include
56:47
relational ties and social and political interdependencies, that is persons simultaneously active
56:54
independence and passive dependance. We exist in webs of relationships with different dependencies.
57:03
Drawing on other thinkers, John Wall points out that the idea of an independent participant in democracy is kind of a fallacy in the first place.
57:10
Individuals, just like, y’know your parents or your neighbors, the people commenting on our last video,
57:16
they cannot necessarily grasp political concepts, economic or ecological problems,
57:22
clearly, they cannot grasp issues of public health and so on. We need each other in order to outsource expertise.
57:29
And therefore, citizenship is a dynamic process of active independence and passive dependance.
57:36
The idea of any category of person who is granted the respect to make salient political decisions because of that category has always been silly.
57:44
Whether the category is landowner or man or white person or f***ing Baron or Duke
57:49
And that idea doesn't stop being silly just because now the category is adult.
57:54
Have you met adults? As I will really emphasize later, a key missing component of functional
58:01
and benevolent democratic participation is education. This idea that we must learn or outsource learning would require a willingness
58:08
to suspend entitlement when you don't know and to admit when you don't know, to get good at accessing the experience of not knowing
58:17
and therefore knowing when it is that you are not capable of showing greater judgment than someone who doesn't speak English
58:22
or someone with a mental illness or someone with an intellectual disability, or indeed a child.
58:28
Sometimes you don't know better than a child. That itself would radically transform democracy,
58:33
as Mark Jans puts it in Children as Citizens: Towards a Contemporary Notion of Child Participation.
58:39
Babila: This citizenship of children is based on a continuous learning process in which children and adults are interdependent.
58:44
In this interdependency, the playful way in which children give meaning to their environment has to be taken into account.
58:50
The play of children cannot merely be considered as socially unimportant child play. But there's still an underlying issue with interdependence,
58:57
and that is that it represents a failure of imagination and will tend to bring us right back to situations that favor adults.
59:05
Usually, advocacy. as in hey group that is dependent on us to represent them.
59:11
What kind of ice cream would you like with this legislation that increases funding for the police? Would you like Biden Genocide or Harris Genocide?
59:19
Interdependence as much as it is very much along the right path, still has this implicit hierarchical order of things
59:27
in which power kindly squats down next to non-power asks it how many sugars it would like in its tea, and then
59:34
defunds the committee in charge of tea in order to begin to get around this and other issues with interdependence,
59:40
Wall proposes a third category: Difference and this is the real blow-it-all-up
59:46
change our mindsets anti-colonial childist radicalism That Dang Dad: on this model, democracy means striving against historical norms of power
59:54
for the inclusion of the greatest possible diversity of social differences. This isn't DEI,
1:00:01
this is f***ing Die. That's a bad joke.
1:00:06
Simplificando, podemos decir que una democracia inclusiva debería representar las necesidades específicas de distintos grupos
1:00:12
en sus distintas formas específicas, y que esos grupos interactúan con la sociedad y la comprenden cada uno de forma distinta.
1:00:20
Todo lo contrario al ideal euro-americano de que si alguien se atreve a intentar vivir con el fruto de su esfuerzo
1:00:27
en una de estas doradas e imperialistas tierras de los libres, será mejor que abandonen su jodida cultura y se adapten a la gran cantidad de horribles normas de dicha tierra.
1:00:36
Conformities understood through the rhetoric of its richest and most powerful and most c***-like
Conformidades entendidas a través de la retórica de su gente más rica y poderosa. Y más ¿jodida/hdp/gilip?
1:00:43
different cultures, be they from foreign lands or minority religions, or they're queer, or they have different needs or different neurotypes, or indeed
diferentes culturas, ya sea de otros países, o religiones minoritarias, o de personas queer, o de personas con necesidades distintas, o simplemente
1:00:51
they are simply children should be represented in that difference, by that difference, different democraies should be different.
niñes, deberían ser representadas dentro de sus diferencias y por sus propias diferencias. Las distintas democracias deberían ser distintas.
1:00:59
Public spheres should be plural and many and different. And the people watching who already know a thing or two
Los ámbitos públicos deberían ser variados y varios y diferentes entre sí. Y la gente que está mirando que ya sabe una cosa o dos
1:01:04
about decolonialism will know what I'm dancing around is that the process of “civilizing” or “developing democracy”
sobre el decolonialismo sabrá que a lo que voy es que el proceso de “civilización” o “desarrollo de la democracia”
1:01:12
is the same as the process of conforming to the will and design of the colonizers. More on that later.
es lo mismo que hablar del proceso de sometimiento a la voluntad y el designio de los colonizadores.
1:01:18
Because in the more macro, all encompassing complex high end of this idea, some childists are proposing that in order
Porque en el plano más grande, abarcativo, complejo, en la apoteósis de esta idea, infancistas? proponen que
1:01:24
to do fair representation and utopia properly, democracy itself should be deconstructive rather than consensus-oriented,
para ejercer una representación justa y una utopía de manera adecuada,
la democracia misma debería ser deconstructiva antes que orientada al consenso
1:01:32
and the role of the citizen should be antagonistic towards power rather than part of the mechanism that creates it
y el rol de habitante de la ciudad debería ser antagonístico frente al poder
en lugar de formar parte del mecanismo que lo crea
1:01:38
(sound of chair) and the people watching who already know a thing or two about political anarchism will also be saying Yes, yes, we know more on that, etc.
(sonido de silla) y la gente que está mirando que ya sabe una cosa o dos sobre el anarquismo político también va a decir “¡Sí, sí, ya sabemos! Un par de palabras más sobre el tema… etc”.
1:01:48
(chair) But for me, while that's all huge and inspirational. It's not quite substantive or actionable enough,
(silla) Pero para mí, si bien todo eso es grandioso e inspirador,
no es suficientemente concreto o viable
1:01:55
or at least it doesn't yet compose a material set of tools and guidelines and things we can do
o al menos no comprende todavía una serie de herramientas concretas,
guías y acciones que podemos tomar
1:02:00
for that, I must draw your attention back to this here pin, because I promise
para eso, tengo que reorientar su atención a este pin aquí, porque les prometo
1:02:06
there's actually a way of doing all of this, at least an imaginable way. In the meantime, what you’re probably
que en realidad hay una forma de hacer todo esto,
aunque sea en teoría.
Mientras tanto, lo que probablemente estén
1:02:12
currently imagining as the democratic representation of children is probably still somewhat mired in tokenism
pensando en este momento cuando se habla de representación democrática de la infancia
sea una idea algo empantanada en lo simbólico
1:02:19
and playing pretend and ultimately, at best, advocacy with extra steps by adults for children.
que pretende no serlo y puede terminar siendo, en el mejor de los casos
un poco más que una defensa de las infancias hecha por gente adulta.
1:02:24
I mean, this essay is in many ways no different. It is adults. Sarah and I thinking about what children need and speculating
Digo, este video no es tan distinto. Somos adultas.
Sarah y yo pensando en lo que les niñes necesitan y especulando
1:02:32
on what young people think and advocating for what young people would say, if only there was some way to listen to them.
sobre los pensamientos de la gente joven y apoyando lo que la juventud diría,
si tan sólo hubiera alguna forma de escucharla.
1:02:38
Because let's face it, when you're not imagining these idealized four foot tall activists and advocates who all look like Greta Thunberg
Porque digamos que cuando no están imaginando a activistas ideales
de apenas un metro veinte de alto que se ven como Greta Thunberg
1:02:46
and speak six languages, and you instead imagine actual children! children you have met, I mean, like a crowd of them.
y hablan seis idiomas, y en su lugar piensan en ¡niñes reales!
A quienes conocen, y hablo de un gentío.
1:02:53
It's just a cacophony of chewing gum and monster energy drink and references to Bluey, and it's impossible to make out a single word
No es más que una cacofonía de (goma de mascar/chicle?) y bebidas energéticas (in case monster energy is not that much of a cultural reference) y referencias a Bluey, y es imposible distinguir una sola palabra.
1:03:00
Right? No, obviously, that's bollocks. But still, we do default to the adult- centric frame quite readily,
¿Verdad? No, por supuesto, es una tontería. Aún así, entramos rápidamente en un marco adultocéntrico
1:03:07
and it seems to be an irresistible worldview. There seems to be a pattern to the excuses we use to rationalize the disenfranchisement of kids:
y parece ser una visión del mundo irresistible. Ahí parece haber un patrón en todas las excusas usadas para racionalizar la marginalización de la infancia:
1:03:16
Children can't engage with the political process, children can't articulate themselves. Children aren't good at judging their own needs and so on.
No pueden participar de procesos políticos, no pueden expresarse adecuadamente,
no pueden determinar sus propias necesidades y así
1:03:23
And again, these excuses, when we set aside for a moment that they're about children,
Y de nuevo, estas excusas, dejando de lado por un rato
el hecho de que estamos hablando de niñes,
1:03:29
may be strikingly familiar to those who are disempowered in general for trans people, for disabled people, for people with chronic illnesses.
pueden sonar sorprendentemente familiares a las usadas respecto a cualquier persona desempoderada,
personas trans, personas con alguna discapacidad, o con una enfermedad crónica:
1:03:37
“Oh, you're not understanding the system, you're extremist, naive-ists
“¡Ah, no entienden el sistema, son personas extremistas, ingenuas,
1:03:43
and you're pushing people away from your cause!” for mentally ill people, for pregnant people. “You're not actually able to judge your own needs!
“y están alejando gente de su causa!”
Para personas con enfermedades mentales o embarazadas:
“¡No pueden saber realmente sus propias necesidades!
1:03:48
Have you been talking to Doctor Google again?” for immigrants, for refugees, for people on minimum wage, for anyone basically who stands outside
¿le han estado hablando de nuevo al Doctor Google?”
Para inmigrantes, personas refugiadas,
personas ganando el sueldo mínimo, básicamente cualquier persona fuera
1:03:56
of the establishment halls of power, No matter how perfectly you articulate your needs and no matter how incontrovertibly you understand
de los salones de poder del sistema,
independientemente de lo bien articuladas que estén sus ideas
y de cuan indudablemente comprendan
1:04:04
and know your own needs, you don't get to actually represent yourself. And it's familiar, right?
y conozcan sus propias necesidades, no terminan realmente representándose a ustedes.
Y eso suena familiar, ¿verdad?
1:04:10
that even the people that do come close to representing you are the richer, more educated, prettier and more urban version
Que inclusive la gente que se acerca más a representarles
sean versiones más ricas, educadas, bellas y “urbanas” de ustedes
1:04:16
of you and the means by which the participants are then Disenfranchized is, of course, familiar too!
y los medios por los que se margina a quienes participan
son, por supuesto, ¡también familiares!
1:04:22
Participation transformed into manipulation, decoration and tokenism. In fact, much of the language used to describe disenfranchisement
Participación transformada en manipulación, decoración y meros simbolismos.
De hecho, gran parte de la forma en la que se describe la marginalización
1:04:29
has the adult child dynamic baked into it Infantilizing, belittling, patronizing.
tiene en su interior la dinámica adulte/niñe.
Infantilización, menosprecio, condescendencia paternalista
1:04:36
They're (subtitles are missing “not”) making it difficult for me to draw a parallel here. And so, of course, when people seek meaningful change,
No me están haciendo difícil establecer un paralelismo.
Y entonces, por supuesto, cuando la gente busca un cambio significativo
1:04:42
they get told to grow up, which is particularly unfair on the cohort of literal children and young people who, when they grow up,
se les dice que crezcan, lo que es especialmente injusto
para el séquito de niñes y jóvenes que, cuando crezcan
1:04:51
will no longer have the political concerns of children. Of course, that's the idea because having just gone full circle,
ya no van a tener las preocupaciones políticas de la infancia.
Por supuesto, esa es la idea, porque, recién completado el círculo,
1:04:59
we now see that the traits that make them children are the very things that we otherize and objectify in the first place.
ahora vemos que las características que les hacen infantes
son las mismas cosas que menospreciamos y objetificamos en principio.
1:05:06
These otherized, objectified, childishnesses are the things that become problems, whether they are
Estos infantilismos menospreciados y tratados como objetos
son las cosas que terminan siendo consideradas un problema, ya sean
1:05:14
value neutral traits or needs or just phenomena peculiar to a cohort. The idea is “come back to me when you're an adult!”
1:05:21
Very similar to “come back to me when you're no longer trans” or you can lean in or talk like a white person, or you can
1:05:28
get out of that f***ing wheelchair or whatever. And it may be, as ugly as it's going to feel, that the things you think of as annoying about children are exactly
1:05:37
those otherized, socially undesirable, economically unproductive and generally needy and vulnerable traits which your oppressor
1:05:44
wants you to hate about children wants you to objectify and villainize and pathologize.
1:05:49
Ugh, children on planes, children in restaurants, children needing things, costing money, being born, bringing more misery into the world,
1:05:58
taking over my friends’ lives! As ugly as it might feel, it may be that your oppressor wants you to hate those things
1:06:05
because those are the things that he hates about you.
1:06:10
(footsteps exiting the stage)
Everything is Connected
1:06:18
I bet there's a part of you right now that's thinking, okay, this is great in theory, but in practice this is kind of hippie nonsense.
1:06:25
Maybe you're willing to go along with me when I say that we're interdependent, that makes some intuitive sense.
1:06:31
No one does anything truly alone. But what if I ask you to picture someone with no agency,
1:06:38
someone who has no active independence, someone who only takes and doesn't give?
1:06:44
Like, what about infants? It's all well and good to say that relationships with older children are reciprocal.
1:06:49
They can report on themselves, they can be reasoned with. They can help come up with solutions when there's a problem
1:06:55
that they're facing, even they still need your involvement for some of it. They can even provide moments of care for adults.
1:07:01
Like one night I was up with the baby at 2 a.m. and my 14 year old step kid peeks their head in the door
1:07:07
because they thought they heard me and they wanted to offer me a cup of herbal tea, which in that hazy,
1:07:13
sleep deprived state, it sounded like my absolute salvation. So they made it for me and they brought it to me.
1:07:19
I was up because I was breastfeeding. They were up because they're a teenager and they did a sweet thing for me at a time when I really needed support.
1:07:27
But they're 14. What about younger children? What about infants? What about my newborn?
1:07:33
I think many people would argue that my newborn isn't even a person yet. Not really. They’d argue that newborns are completely dependent.
1:07:40
They can't give back. They can't even reciprocate. They're just creatures of instinct with no thoughts or feelings of their own.
1:07:47
They can't feel stress. They can't feel pain. You think they're smiling? That's actually just gas.
1:07:53
Except it's not. Because newborns do feel stress. And though they have a limited set of tools
1:08:00
with which to address it, they can do things like avert their gaze from the object of stress in order to help regulate their heartbeats.
1:08:08
Newborns do feel pain, something we didn't learn until as late as the 1980s, before which we were still sometimes doing surgery on newborns
1:08:16
without pain relief and wondering why they were dying of shock. Recently, The Lancet, the world's most prestigious public health journal,
1:08:22
had to put out an article calling on doctors to properly medicate newborns undergoing painful medical procedures as the current practice
1:08:30
of giving them sugar water doesn't actually address pain and the repeated experiences of feeling pain, even in a baby
1:08:37
so young, is so disruptive that it can lead to brain damage. And yes, mountains of relatively recent scientific evidence
1:08:44
overwhelmingly lead to the conclusion that newborns smile not just as a reflex, but as a meaningful sign of social connection.
1:08:51
They do this as early as 36 hours old. That's how long it takes for them to observe their caregivers smiling,
1:08:57
understand that this is a tool of social connection and then reflect it back themselves. In fact, they are so good at this that even during the pandemic,
1:09:06
researchers tested whether they could detect smiles under masks. The results of the trial showed that even with the mouth part of a smile covered,
1:09:13
babies were able to observe the rest of the face enough to determine that they were being smiled at and reciprocate by smiling themselves.
1:09:21
Babies, even when they're hours old, are already people. They're not just biological computers
1:09:26
coded with instincts, dictating when they eat, sleep or poop. They're already learning, taking in the world,
1:09:32
making connections with it. They are people. Just as valid as any one of us. This isn't a moral imperative.
1:09:39
This is a scientific reality. We see this same bias with animals. Serious scientists have to put out papers saying,
1:09:45
“Actually, animals do love. Animals do mourn.” as if that were a revelation. A few years ago,
1:09:50
a whale named Tahlequah carried the body of her dead calf for weeks, not because she thought it was alive, but because it was her calf,
1:09:58
because she was mourning. She's actually recently lost another calf and carried its body with her again
1:10:03
long days pushing a dead baby around because it's her baby, because she lost someone she loved.
1:10:08
This has captured headlines. “Isn't it incredible that whales mourn?” But animal studies tell us that lots of animals mourn.
1:10:15
Maybe even most, if you're brave, look up how dairy cows react when their babies are taken away to go to slaughter for veal.
1:10:22
The standard practice in dairy farms so that we can take cows milk for ourselves. Listen to the noise that mothers make or the way they thrash the footage of cows
1:10:30
chasing slaughter down the road to get their calves back. At the cat rescue I worked at, we dealt with a situation where some scumbag
1:10:39
took neonatal kittens away from their mother and the way that cat screamed for her babies circled the house endlessly, desperately trying to get in.
1:10:46
I genuinely don't know why we feel that something so obvious as “animals love each other” is surprising.
1:10:53
I don't know why we need studies to validate it Or why, for a century at least, we've dismissed the idea that newborns do, in fact
1:11:00
smile. But a lot of harm has been done on the basis of this misconception, or more cynically: fabrication.
1:11:06
What if we go further and consider that the environment itself should have rights? Lawyers in various countries
1:11:12
have tried to get personhood status for notable areas like the Ganges River or Mount Taranaki, but to me it seems that environmental rights
1:11:19
are inherent in childism, even without considering the personhood of the natural world, let's picture a small area of native forest
1:11:26
here in Ireland. We only have 1% of those. Most of the forests you see here are ecologically dead farms
1:11:32
of Sitka Spruce and the rest of the land has been clear cut to raise cows and sheep for us to consume dairy and milk,
1:11:38
but maybe you live in an area where there is some native forest and that land goes on sale and you buy it.
1:11:43
Under an individualist framework, a buyer can get said land clear cut the established forest and plant it with Sitka Spruce
1:11:50
to begin the process of growing, clear cutting and selling. Through a childist framework, however,
1:11:55
you must consider the web of things dependent on that forest. The trees themselves, sure, but the animals, plants and fungi dependent on those trees.
1:12:03
And if there are humans who use the forest, you need to consider them too. Is this forest a play area for children?
1:12:09
A picnic spot for families? How would they feel, If you clear cut it and fence it in?
1:12:15
How would they feel about the increase in pollution they're going to experience from the machines that you're going to be using to clear cut or the increased carbon released
1:12:23
from burning wood, the increased soil erosion, or the runoff from fertilizer, which will cause algae blooms in the nearby lake, c
1:12:30
killing more wildlife and making it dangerous for humans to swim in. Shouldn't you be obligated to ask locals how they feel?
1:12:37
Is it genuinely fair that you are able to impact a community of humans and animals just because you have the money to do so?
1:12:43
Is it fair that any of us can trade some socially meaningful paper money for socially meaningful paper deeds?
1:12:50
and then just do whatever the f*** we want? Yeah, it might feel constraining to have to consider every factor before you act, because for a lot of people
1:12:56
that's going to mean their actions are more limited. For someone used to individuality, it can feel chafing.
1:13:02
But it's also right. It's just right from a moral perspective to view things from the lenses of interdependence and difference rather than through power and capital.
1:13:10
Because we need each other, we need disabled people, we need children, we need a biodiverse ecosystem.
1:13:16
We need a livable planet. Luckily, it's not up to adults to solely get their shit together. Many children are already acting to bring us closer to this more just world.
Education
1:13:26
Foreign Man in a Foreign Land: There are two key questions consistently raised by children and youth consistently raised by children and youth since the onset of the school strikes for climate in 2018 in the Global North.
1:13:35
Why study for a future which may not be there? Why spend a lot of effort to become educated
1:13:40
when our governments are not listening to the educated? You remember those protests?
1:13:46
the School Strikes for Climate seven years ago Greta Thunberg and all that. Yeah, that was back when Greta was in the media all the time.
1:13:53
But around about the time that she set her focus on capitalism and colonialism, the media started to lose interest.
1:14:02
And by the time she was protesting Israel's ongoing genocide in Gaza, getting assaulted and arrested by police, the media was so silent
1:14:09
that, well. (pin drops) So that quote, There are two key questions Why study for a future?
1:14:17
Why get educated? and all that is from the beginning of a paper by associate professor of pedagogy at the University of Stavenger
1:14:23
and foundational thinker in the philosophy of childism Tanu Biswas Biswas is like the, uh, decolonial “let’s fix the future, education
1:14:30
and the planet” childist. A very interesting thinker. That paper is called Becoming Good Ancestors,
1:14:37
A Decolonial Childist Approach to gGobal Intergenerational Sustainability. And it starts with some very good questions.
1:14:44
Why study for a future that may not be there? Why be obedient on the educational production line
1:14:50
to said non-existent future? Why value truth and knowledge when the systems and the people with decision making power do not at all value truth and knowledge?
1:14:59
To me, this feels like the same frustration and puzzlement I feel when I see everyone just carrying on as normal, ordering stuff from Amazon and booking holidays.
1:15:08
During this increasingly proximal climate crisis. What's everyone doing? What am I doing?
1:15:14
What's wrong with all of us? This willingness to stand in the queue or fill in the form while the building is literally on fire feels really quite adult, doesn't it?
1:15:23
But these troublemaking children back in 2018 create a really quite the disruption of a really quite deceptively important thing
1:15:29
as Biswas puts it: Foreign: a pivotal institution of modern childhood and one of the foundational pillars
1:15:35
for sustaining an intergenerationally, unjust capitalist economy - the contemporary school.
1:15:42
Now, before I get into my own critiques of the contemporary school, and some people are already vibrating in anticipation.
1:15:47
over here, they're like, (gasp) there's already enough conspiratorial anti-intellectualism out there. What are ya doin Cooks?? Don't come for the schools!
1:15:54
And over here they're like, Yes, validate my resentment towards elementary school.
1:16:00
I hate you, Mrs. Doherty! But before we actually do it and we will, we should make an important carveout on behalf of educators
1:16:07
because those who teach so often seem to be doing it for complete ideological reasons.
1:16:12
They're rarely financially incentivized. Underpaid US public schoolteachers,
1:16:17
English as a foreign language teachers who actually like being English as a foreign language teachers, lifelong semi impoverished academics
1:16:25
searching for one really specific thing and then discovering to their delight that it's actually a million specific things.
1:16:33
Those people seem to live in a world of their own with its own rules similar to the world I stood outside with my burritos
1:16:40
but I'm getting ahead of myself. How do we sort this out? Well, Biswas draws a helpful distinction between two concepts:
1:16:47
education and schooling. Education, Biswas sees as geared towards the future,
1:16:53
composed of its own pedagogical aims and disruptions and endless reimaginings. We can all be engaged in education.
1:16:59
Education is a foundational human endeavor. Schooling, on the other hand, Biswas calls a
1:17:05
“co-conspirator of capital” a place to put children that is like work and teaches them about work
1:17:11
and teaches them how not to be trouble at work, she says. Foreign: A key analytical and decolonial step
1:17:17
I took was to recognize ‘Western schooling’ as a specific mode of learning, a conspirator of capitalism deeply rooted
1:17:25
in philosophical racism and contributing to a global epistemological loss.
1:17:30
If we're going to be honest, we need to admit that a large part of the purpose of education all over the world is employability.
1:17:39
That itself is an injury against children. But it quickly becomes worse than that when we realize that this employability often serves the purpose
1:17:46
of colonial wealth extraction, creating middle management for the colonies supervisors, civil engineers, tour guides and teachers
1:17:54
to expedite the theft of raw materials and capital from the developing world. See, neither nor myself is being some glib lip service lefty
1:18:02
when we say “colonial” it is in this case a very real and material and fucked up phenomenon.
1:18:09
You ever heard of the term “school in a box?” Yeah. It's not as cute as it sounds.
1:18:14
Bridge International Academies, the world's largest for profit primary education chain, has around 750,000 students
1:18:21
in its schools in India, Kenya, Liberia, Uganda and Nigeria. Bridge is the brainchild of two white American entrepreneurs, Shannon May and her husband Jay Kimmelman.
1:18:30
They saw an opportunity to undercut and outcompete the schools in the city of Nairobi for some of the world's most impoverished children.
1:18:37
And then from there, they continued to spread all over the developing world. They successfully raised investment from some of Silicon Valley's finest
1:18:43
Bill Gates and Pierre Omidyar amongst them. As May herself said: Shannon May: it was straight commercial capital
1:18:49
who saw, like wow, there are a couple billion people
1:18:55
who don't have anyone selling them what they want in order to successfully undercut
1:19:01
the existing private schools in Africa and Asia, they needed to scale up ridiculously fast
1:19:06
and have irresponsibly outlay. So, like, cutting the costs of classrooms, of classroom supplies and teacher salaries, which they can slash
1:19:14
by having curricula centrally produced and distributed on tablets so the teachers are high school graduates.
1:19:22
This is what it is to be a school in a box Lola Sebastian: with scripted lesson plans delivered by tablet, which detail
1:19:28
what teacher should do and say at every moment of each class. The tablets are also used to monitor lesson pacing, record attendance
1:19:36
and track assessment. Nicola Ansel's Shaping Global Education International Agendas and Governmental Powers uses the example
1:19:42
of another school in a box: Omega Schools Lola: a chain of for-profit schools serving, 12,000 students from nursery to junior high school in Ghana.
1:19:50
Teachers are senior high school graduates who receive one week of pre-service training and 2 to 3 days per term of in-service training.
1:19:57
Both Bridge and Omega are among 22 private school chains supported by the Center for Education Innovations, which is funded by
1:20:04
the UK's Department for International Development. Despite the seemingly low cost of such provision, studies suggest low cost
1:20:11
private education exacerbates inequality, with children from rural areas and lower socioeconomic backgrounds underrepresented and a widening gender gap.
1:20:20
But it's not just low cost crapness Bridge was opening schools so fast that sometimes they weren't even obtaining approval to do so legally.
1:20:27
The Kenyan government had to close ten bridge schools in 2014 for violating children's basic safety.
1:20:33
At one school in Nairobi at least 11 girls were sexually assaulted In 2019 at another school in Nairobi,
1:20:40
A kid was fatally electrocuted by an exposed livewire, and Bridge reached a settlement with the child's mother,
1:20:45
which did require them to apologize. Shannon May and her entrepreneurial stroke of genius
1:20:51
Bridge International Academies has received funding from the World Bank, glowing praise from the New York Times and sits as the gold standard
1:20:58
for the future of for profit education the world over. And I'm just going to let that sit with you at this time in this age
1:21:08
where we know that the plan is definitely not to make the Global South richer, it is to make the poor everywhere poorer.
1:21:16
Tanu Biswas a self-avowed child ist with a penchant for the anti-colonial, has other ideas about what the f*** we should do.
1:21:22
A different imaginable world. She lays out four strategies to reimagine education
1:21:29
in no particular order. One: move away from capitalism as the modus operandi for which schooling is in service.
1:21:35
Forget bullshit jobs and employability. Stop trying to create capital out of young people.
1:21:41
Foreign: the paradox of a global education agenda geared towards generating human capital employable on a job market
1:21:48
is that most of those jobs, if at all, they will be there, continue serving the very economic system that is threatening the right to life,
1:21:55
health, culture, especially for indigenous communities and the best interests of future generations on this planet.
1:22:02
Two: restructure and reclaim the spacio-temporality of global childhoods. What does that mean?
1:22:08
it means that different places are different to each other. And education should take place in community by community.
1:22:14
What Biswas calls, quote, adapting formal education to local realities.
1:22:19
See schooling takes children out of community and assimilates them into standard capitalist aims.
1:22:25
Colonial wealth extraction molds them in the Western norm of the employable upward climber.
1:22:31
Examples like Bridge and Omega show that a lot of the time standardizing has less to do with meeting a high pedagogical standard
1:22:38
than it has to do with establishing an acceptable lowest standard. Large scale standardized education is often an homogenizing force
1:22:46
self-replicating and modular and production line-esque Even in the best of free education systems,
1:22:52
often schooling is fundamentally putting children in boxes. This means that the differences between children can become a problem
1:22:59
and the differences between cultures equally so. This is why Sami children in Norwegian schools have their culture brushed over
1:23:07
First Nations people in Canadian schools, Native Americans, Australian Aboriginals. This is why Traveler children in Irish schools
1:23:14
don't get recognized as a different culture except when they're being called slurs, of course.
1:23:20
Like there's a story from one paper of a school in Ireland putting on an Intercultural Day and they invited the media and everything,
1:23:26
and it was probably the only time in the whole year that the Polish kids or the Ukrainian kids or the kids from Nigeria had their culture celebrated.
1:23:32
But they had the traveler kids lumped in with the settled kids. Like, officially categorizing them as not a culture
1:23:40
worthy of celebration or even recognition. This absolute cultural vandalism that permeates global education
1:23:48
and “development” is the same phenomenon that allows a couple like Shannon May and Jay Kimmelman
1:23:54
who, if you'll forgive just a wee bit of editorializing, are a disgusting pair of white, money-hungry colonizer
1:24:00
Silicon Valley loveless c*** c***s who think they can just rock on over to Kenya with zero cultural connection, zero curiosity and just pump out shit
1:24:08
standard schools, endangering children, ruthlessly profiteering, all for the benefit of their investors and the future investors
1:24:14
in a more employable and exploitable Africa. While Biswas cautions very directly against forces like nationalism
1:24:22
and xenophobia in embracing the community and culture side of education, she nonetheless encourages indigenous teaching practices
1:24:29
and the school as a center of cultural celebration and integration, which dovetails nicely with her next strategy.
1:24:38
Simply, make existing institutions and educational systems work. So here we immediately step back into the science of pedagogy,
1:24:46
the best practices in education, the study of childhood. There are things that work.
1:24:51
There are many things that work that schools the world over do not do because they haven't caught up with the recent research,
1:24:58
or they're too expensive or they would work but other things would have to be in place in the community for them to work.
1:25:05
And this is probably the broadest of all of Biswas’ strategies, but that's because it runs the gamut of some really important stuff.
1:25:11
things like apprenticeship practices and passing on skills, involving the community in teaching.
1:25:17
Helping parents to help kids, to help teachers, to help kids, to help parents. As Biswas herself says:
1:25:23
Foreign: Existing institutional settings such as kindergartens and old homes, can be used as intergenerational learning
1:25:30
sites to combine education and care for children and aging populations. So finally, rethink the inseparable imaginations
1:25:39
of childhood and education afresh. That is, completely blow up the invisible ideological assumptions of education.
1:25:48
Blow up the aims of children's advancement through that system. Completely reimagine the life you want for these kids.
1:25:56
Foreign: Broadening epistemological horizons on living a good life could enable diverse forms of intergenerational relating with children
1:26:03
so that their learning is responsive to the broader cultural, socioeconomic and political changes within their societies and beyond.
1:26:11
Like, we're going to be putting our little baby in school at some point. I don't want Bábóg to have their imagination
1:26:17
curtailed by the goals that society invents for them. I want to engender a very broad idea and a functioning broad idea
1:26:25
of what a good life is. And I want this child to teach me what a good life can be.
1:26:31
And I want my dear baby's education to be an endless unfolding of the possibilities of a good life.
1:26:38
So we're we're away with the fairies now, but in for a f***ing penny, right? With a view to all of these strategies,
1:26:44
Biswas proposes we re-imagine education as community formation Foreign: to foreground the intrinsic value
1:26:51
of learning and realign the entangled purpose of education, economy
1:26:57
and community livelihoods with the overall purpose of life on this planet. I propose reimagining education by redefining development
1:27:05
as nurturing diversity and expanding the scope of intergenerational life.
1:27:11
And I'm saying Yes And let's reimagine learning and teaching and discovering and nurturing
1:27:18
as the foundational unit of human existence, like, go with me here,
1:27:23
What are we doing? What is life? What is the purpose of this society thing that we've built?
1:27:30
Is it “line go up”? like “our investments are currently relatively well future-proofed?
1:27:36
We're all very excited about AI. All it's taking, killing all the poor and filling everyone with murderous rage for outgroups
1:27:42
and just generally a complete ideological brainwashing of whole generations of human such that they will lose their very souls.
1:27:48
Price Of eggs a little high. But price of gasoline surprisingly affordable, all things considered.”
1:27:54
Like, what are we doing? Even when we propose these alternate theories of economic value
1:28:00
and I'm not a Luddite coming for Marx, a lot of our work has a marxist underpinning. But I'm actually just asking some childlike questions like why
1:28:08
in order to produce alternate imagined ways of structuring things.
1:28:13
And a big part of the reason why I'm so excited by philosophical childism is because, well, One: we've been saying
1:28:19
a lot of this stuff for years. And two, you know, I kind of always had a suspicion that children were people.
1:28:25
But three, and most importantly, when I read those words, “reimagine education as community formation”
1:28:34
I was transported back to that hospital car park where I stood on the threshold between an economic world and a nurturing world.
1:28:42
And instead of that nurturing world just vaguely existing in a cozy, but directionless utopia, suddenly in my imagination, we had something to be doing:
1:28:50
learning and discovering and teaching that already is a foundational human endeavor.
1:28:56
What if that were the basis of our entire society?
1:29:01
and I know what you're going to say. It's not.
1:29:07
So grow up. 🎵 frantic jazz saxophone 🎵 Sarah: well, I think you'll have a conclusion now.
1:29:13
Neil: Yeah, uh, will I? Will I have a conclusion? because from where I'm sitting, we kind of just did the same thing we always do
1:29:21
where we raise the stakes, and it's all very urgent and important and inspiring. But you know, what we didn't do actually?
1:29:27
is we didn't answer the f***ing question. uh “Why do people think being childlike is bad?”
1:29:35
Sarah: Neil It's video essay. They have framing devices. We don't necessarily need to have an answer to that question
1:29:41
Neil: but we could! We could sit with people in their messy, embarrassing feelings
1:29:47
about kids, like the actual source of the nasty things that people say. And we could like empathize with that and then come through it.
1:29:56
And you know, if we're worth listening to, we can still make a compelling case for this philosophy with some love intact or whatever.
1:30:05
But if all we're actually dealing in is idealism, then it's just
1:30:10
set decoration. Imagined worlds, but not much else.
1:30:16
(slam) I have a pet theory,
Part Seven
1:30:21
a suspicion really, that a lot of people's discomfort with children is that things in the world in this dark
1:30:28
timeline are so grossly out of whack with our things are supposed to be that children existing in this world is not as it's supposed to be.
1:30:35
And so your relationship with children is not as it should be. And so by extension, the children themselves should not be.
1:30:42
It's similar to the cliché. I remember when all of this was trees as far the eye could see, except it's
1:30:48
I remember when childhood wasn't disgusting. And there's a great deal I can empathize with
1:30:55
the way that parents become unreachable, whether that's friends, like essentially ceasing to exist
1:31:01
as their own people or strangers seemingly parsing their entire existence aroundchildren
1:31:06
or it’s parents asserting their rights as parents to dominate and dictate all of society up to and including their own children.
1:31:16
And you! I can sympathize with not knowing how to interact with children. It's not your fault that Western society, and particularly white American society
1:31:25
decided to be so age-segregated and gave you every reason to be ashamed of your inherent childish qualities and therefore to race ahead
1:31:33
and escape childhood while giving you zero tools to then engage with the new children that, yknow, keep coming into existence.
1:31:40
I can sympathize with struggling with noise or with sensory stuff because I'm autistic and I often find exactly those things rather difficult.
1:31:48
I find it especially difficult at first when I'm interacting with a child that I haven't met before. And even though I think people would say I'm good with kids,
1:31:55
I think I put on a good show and I put in effort. But internally I'm struggling.
1:32:01
Adults would say that I'm good with kids. Kids can see through my bullshit. I mean, it's deconstructed, which is good.
1:32:07
I can especially sympathize right now because I haven't slept in 13 f***ing weeks! having a baby
1:32:13
I mean, this baby's remarkably chill, but that doesn't mean that it's not screaming and puking and pooping and all the rest.
1:32:18
And in between, it's the most disarming smiles and chuckles you've ever seen. I assure you, newborns can smile socially and it's just as f***ing well.
1:32:27
See, I'm Irish. I don't. I don't have to make sure that I'm coming across as positive or diplomatic. You maybe don't know if I'm joking when I say that all children are bastards.
1:32:38
Pains in the arse! But you know, I'm actually doing something by admitting to myself
1:32:44
that I have negative thoughts about kids sometimes or that I'm crap with kids sometimes I'm being honest and frank and a bit ugly
1:32:50
not in order to escape a social responsibility, but in order to understand why I find that social responsibility difficult.
1:32:57
Because I'll let you in on a little secret here. I don't like adults either. I don't like any of my social responsibilities.
1:33:03
I'm a recluse! My favorite way to talk to people is curated monologues uploaded to a YouTube channel.
1:33:09
I know that people's discomfort with people, even with categories of person comes from a place, has reasons that people think are justified.
1:33:17
And my suspicion (smashy) is that this growing discomfort generally towards children generally
1:33:23
comes from a combination of our segregating them, our alienation from community and our disgust more generally at the world that we live in
1:33:30
which is really f***ed up because those issues really negatively impact children. you and the children,
1:33:36
you are oppressed by common enemies on all of those fronts. And I think if anyone was going to be disgusted by anyone,
1:33:43
it's children should be disgusted by us. And when children and those that remind us of children
1:33:49
ask why the world is this way, how do we respond? Grow up. It's not a million miles away from “Shut up” is it?
1:33:56
Oh, my God. Sarah. Cormac, we've got a conclusion. I've got a conclusion now! I can do a conclusion. Conclusion!
1:34:02
(anticlimactic scarpering) 🎵 bass note 🎵 So why get bent out of shape about being told to grow up?
Conclusion
1:34:10
It's no big deal. It's actually not a big deal. We're admitting it 3 hours later. Show's over, everybody! Byeeeee!
1:34:15
Turns out, grow up, it just wasn’t a big deal It’s not a big deal. Do you think we'd have gotten this far if we couldn't handle an insult or two?
1:34:22
We made a video about being vegan. We can handle being insulted. And “Grow Up” isn't even really an insult, is it?
1:34:28
It's just a ... thing people say? I maybe it would wound someone if they were particularly sensitive or vulnerable.
1:34:37
I mean, it's it's probably not nice to say, but an insult? Had you thought about that before today?
1:34:42
Had you thought about what people mean when they say grow up? Had you questioned what people generally think of children
1:34:48
and what people think of the qualities of being childlike? Had you examined your own attitudes to those things?
1:34:54
Because in reality, grow up is an insult. It's just an insult which polices very popular social conformities
1:35:02
And people do really think very little of children and take a particularly dim view of the childlike qualities of vulnerability,
1:35:08
dependance, imagination and any insistence on asking the question “Why” But, like with Grow Up, these are also very popular social conformities
1:35:16
I'm still not sure where I stand exactly On the whole, going low going high thing
1:35:22
because, I mean, in the ridiculous arena of politics on the Internet, I've definitely fired off my share of insults, many of which I am frankly still proud of.
1:35:30
But know that I firmly stand by interrogating my own attitudes and keeping an eye on what those insults are about.
1:35:37
These are insult heavy times. Far from duels of honor, it just seems like the lowest common denominator of Twitter honourlessness
1:35:45
has taken over every other sphere of, in particular, American society.
1:35:50
It makes me wonder what will be considered childish tomorrow? What level of injustice and violence and cruelty
1:35:57
will we be told next is just normal and that instead of fighting it, we should just grow up?
1:36:03
What will be the next shifting of the goalposts, you know, so that even more of the thoughtful, curious people
1:36:09
get mischaracterized as unrealistic children?
1:36:14
Sarah: drinking tea again if you know, you know. In caring for a baby, I'm supposed to feel very adult, but I don't.
1:36:22
That's because “adult” is a social construct and “child” is a social construct.
1:36:27
Like, we know this. Children face more lenient sentences in court. So if a crime is bad, we decide to charge a child as an adult
1:36:34
we just wave a rhetorical wand, and now they're more complicit in their actions. And when a white 20-something athlete sexually assaults someone,
1:36:42
we plead for mercy by calling him a college kid. The frame of child or adult carries weight and biases our perceptions of reality.
1:36:49
And based on that misunderstanding, we make decisions that should horrify us like separating calves from their screaming mothers or giving
1:36:57
infant children medical procedures without pain meds. We have power over some people. Some people are weaker than us.
1:37:03
Adults have power over children, but children's dependance doesn't mean they're lesser. The fact that they can be so utterly dominated does not make it moral to do so.
1:37:12
And you don't need to like children. You don't need to enjoy the setting of an Irish pub during communion week.
1:37:18
I would advise you not to hate them though, because prejudice is stupid and there are probably a lot of children
1:37:24
who fall outside of whatever stereotyped vision you have of them. But I can't tell you how to feel.
1:37:29
I can tell you that you can't discriminate against them. and that doesn't mean you can’t get accommodations for your own needs.
1:37:36
I think we can come up with all kinds of clever solutions for competing needs.
1:37:41
If you're someone really struggles with noise, then I think it's valid to have a designated quiet car on a train
1:37:47
that someone doesn't bring a screaming baby into. But I don't think it's valid to have a child-free train car
1:37:54
because there's some kid out there who's like a little baby Neil who also finds noise really upsetting and would also like to sit in the quiet space.
1:38:03
And this is all provided that it's just one portion of a train and the screaming baby is still allowed somewhere because the screaming baby is a human.
1:38:10
Besides, if you're from the States watching this and I say this as a fellow USAnian I promise you, you don't want to give Europeans the right
1:38:16
to kick you out of public spaces on the basis of the volume of your voices, because rights shouldn't be something we grant based on
1:38:22
whether someone is likable or not, or whether someone has good social awareness or whether someone is autonomous.
1:38:29
Our little Bábóg is not autonomous they have woken me up every few hours for the last few months to be fed, to be held, to be entertained.
1:38:39
And I'm delighted to provide that I'm madly in love. But it's not always easy either.
1:38:46
Caregiving isn't easy. Watching out for the rights of others isn't easy, but it's moral. It’s Praxis.
1:38:52
Next time you’re with a child ask yourself if you’d treat an adult the same way you're treating them. If you’d rip something out of an adult's hands
1:38:58
or make them ask permission to use the bathroom or bar them from public space or hit them when you feel angry.
1:39:04
Because when you strip away the social construction of adult and child, you're left with human And one group of humans who is allowed to mistreat
1:39:12
another on the basis of their needing more care. Neil: and hey, maybe we are being
1:39:17
hippy-drippy and unrealistic Maybe we're being glib. It's easy to be theater kids waving your arms and telling people
1:39:25
how exciting something is, but it doesn't put out the flames of a world on fire. And while I'm keen, in fact desperate,
1:39:31
to really do something I'm also aware of the white savior advocate for marginalized group, well-meaning wanker trap
1:39:39
as Biswas puts it: It is here that I invite readers to pause the hasty urge to lean
1:39:45
into performing the logistics of implementation. But equally, this video might actually have
1:39:50
some small impact on how sound you are to children and the amount of respect you treat them with, and that will materially affect
1:39:57
some children. which matters. It's worth talking about! on the bigger level, yeah, we're pitching imagined alternative realities,
1:40:04
but every material improvement was once an imagined alternative reality. I don't know what we do with the world now.
1:40:11
I really don't. But in my lifetime, from my childhood through to my becoming an adult and a parent, not necessarily in that order.
1:40:19
I know I've seen manufactured outgroups designed disgust and hatred towards groups that were at various points, not exactly beloved,
1:40:26
but at least more accepted. I've seen change happen in real time, and I've heard enough rhetoric from people
1:40:32
who feel like finally they're free to just say that they hate kids. And it really reminds me of a similar celebration in other spheres.
1:40:40
Finally, they say we can just openly hate a group of people. People hate when they don't know any better,
1:40:46
but that thing that would make that better Educstion, the thing that would make democracy better, the thing that would make public health easier and climate change taken seriously.
1:40:55
That's a thing that adults reject because “education is for children.” And we seem to think that children only need education
1:41:02
because they're so damned incompetent and useless and they don't know how anything works. We think education exists to successfully transform
1:41:11
children into adults, but it need not be so we can imagine otherwise.
1:41:16
We can't make anyone watching care about children. We can't make you reorient your worldview towards interdependence.
1:41:23
You're not even going to get social points for this one. The power structure is just so in-baked.
1:41:29
but morality isn't determined by popular consensus and clinging to the status quo isn't wisdom.
1:41:35
It's a failure of imagination. As with any marginalized group, some of the changes that children want will benefit all of us.
1:41:42
I know I'd benefit if I remembered that a sidewalk could be a place of play rather than just the liminal space between work and home.
1:41:50
I think like a child, it's good for us to look at society and ask why? Why have we constructed labor relations this way?
1:41:57
Why Have we created gender? Race? Is this still serving us? Why don't we change it?
1:42:03
I imagine we could do so much if imagining itself wasn't seen as uncouth. Childish.
1:42:09
Imagine what we’d do if when we grew up we still understood ourselves as
1:42:15
as full of potential, as incomplete, as malleable, as brave and weird and unknowable as we were
1:42:24
when we were kids. 🎵 scratching 🎵 🎵 Peter and the Wolf set to hip hop 🎵
1:42:40
Hey, Editing Neil here Hi. I just wanted to say we were pretty harsh on commenters
1:42:47
and sort of on the concept of commenting, and please don't let that stop you from commenting on this video because actually we often get very lovely comments
1:42:55
and it would be a shame to not have you comment here, so feel free.
1:43:01
I won't make you self-conscious. Just, you know, do do your thing. Leave a comment below.
1:43:10
Just to be clear, you don't have to comment. Just if you were ...
1:43:16
whatever comment you were going to just act, just act normal, just whatever comment you were going to leave.
1:43:22
Just put that. I'll go.
1:43:28
Okay, I have noticed this one particular comment that's come in and I did think this was going to happen, so we didn't use the stage lights and that was an intentional artistic decision.
1:43:38
That's not a mistake. It’s not cause we didn't know how to use them. We wanted to have because it's like a video essay.
1:43:44
It's like as if a video essay. were a stage show. So we used the video essay lights to um
1:43:50
semiotically signify it was intentional.
1:44:03
I'm actually going to talk to Sarah about this because I'm a little bit annoyed. Sarah, we just got a comment that said that we didn't turn on the stage lights
1:44:10
like by mistake, but that was an intentional artistic decision, right? Sarah: I mean, I just
1:44:16
you didn't know where they were (baby sounds)
1:44:21
Neil: but then I made the intentional artistic decison to not use them because I didn't know where they were.
1:44:27
Sarah: Yeah, but that's not that's not what intentional is, Neil like I wanted to use the stage lights.
1:44:33
I wanted to find my light. I wanted Neil: No, no, no, it's fine. It's actually fine. You can do whatever comment you want and this is the worst sequence we’ve ever had
1:44:40
over the credits. Thanks.