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Uncommon Knowledge

More “Social Justice Fallacies,” With Thomas Sowell | Uncommon Knowledge | Peter Robinson | Hoover Institution

Sep 29, 2023
Thomas Sowell, an esteemed scholar, discusses the recent Supreme Court decision on affirmative action and his friendship with Justice Clarence Thomas. He examines the negative impact of affirmative action on black students in elite institutions and challenges the notion that higher-rated institutions provide a better education. The podcast also delves into the concept of a colorblind constitution, the consequences of minimum wage laws on young individuals, and the influence of the press in shaping public opinion. Sowell provides advice for young African Americans and shares insights into his career as an academic and writer.
37:30

Episode guests

Podcast summary created with Snipd AI

Quick takeaways

  • Affirmative action in university admissions has often led to negative consequences, such as admitting black students to institutions where they struggle to succeed, resulting in lower graduation rates.
  • The press plays a significant part in shaping public opinion by choosing which facts to publicize and the 'anointed' individuals or groups who believe they have superior insight and knowledge often prioritize their own ideas and ideologies.

Deep dives

Affirmative action and the Supreme Court ruling

The podcast episode begins with a discussion on the recent Supreme Court decision regarding affirmative action in university admissions. The court ruled that race-based affirmative action is unconstitutional, which was seen as a positive development by guest Thomas Sowell. Sowell emphasizes the need to wait and see how this decision will be applied and highlights the history of affirmative action, tracing its origins to executive orders in the 1960s. He argues that affirmative action has often led to negative consequences, such as admitting black students to institutions where they struggle to succeed, resulting in lower graduation rates. Sowell also critiques the idea that attending a higher-rated institution necessarily leads to a better education, pointing out that teaching quality is not necessarily reflected in rankings.

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