Ancient wisdom still needs to be repeated, apparently.

September 7, 1937 We stand for active ideological struggle because it is the weapon for ensuring unity within the Party and the revolutionary organizations in the interest of our fight. Every Communist and revolutionary should take up this weapon. But liberalism rejects ideological struggle and stands for unprincipled peace, thus giving rise to a decadent, Philistine attitude and bringing about political degeneration in certain units and individuals in the Party and the revolutionary organizations. Liberalism manifests itself in various ways. To let things slide for the sake of peace and friendship when a person has clearly gone wrong, and refrain from principled argument because he is an old acquaintance, a fellow townsman, a schoolmate, a close friend, a loved one, an old colleague or old subordinate. Or to touch on the matter lightly instead of going into it thoroughly, so as to keep on good terms. The result is that both the organization and the individual are harmed. This is one type of liberalism. To indulge in irresponsible criticism in private instead of actively putting forward one's suggestions to the organization. To say nothing to people to their faces but to gossip behind their backs, or to say nothing at a meeting but to gossip afterwards. To show no regard at all for the principles of collective life but to follow one's own inclination. This is a second type. To let things drift if they do not affect one personally; to say as little as possible while knowing perfectly well what is wrong, to be worldly wise and play safe and seek only to avoid blame. This is a third type. Not to obey orders but to give pride of place to one's own opinions. To demand special consideration from the organization but to reject its discipline. This is a fourth type. To indulge in personal attacks, pick quarrels, vent personal spite or seek revenge instead of entering into an argument and struggling against incorrect views for the sake of unity or progress or getting the work done properly. This is a fifth type. To hear incorrect views without rebutting them and even to hear counter-revolutionary remarks without reporting them, but instead to take them calmly as if nothing had happened. This is a sixth type. To be among the masses and fail to conduct propaganda and agitation or speak at meetings or conduct investigations and inquiries among them, and instead to be indifferent to them and show no concern for their well-being, forgetting that one is a Communist and behaving as if one were an ordinary non-Communist. This is a seventh type. To see someone harming the interests of the masses and yet not feel indignant, or dissuade or stop him or reason with him, but to allow him to continue. This is an eighth type. To work half-heartedly without a definite plan or direction; to work perfunctorily and muddle along--"So long as one remains a monk, one goes on tolling the bell." This is a ninth type. To regard oneself as having rendered great service to the revolution, to pride oneself on being a veteran, to disdain minor assignments while being quite unequal to major tasks, to be slipshod in work and slack in study. This is a tenth type. To be aware of one's own mistakes and yet make no attempt to correct them, taking a liberal attitude towards oneself. This is an eleventh type. We could name more. But these eleven are the principal types. They are all manifestations of liberalism. Liberalism is extremely harmful in a revolutionary collective. It is a corrosive which eats away unity, undermines cohesion, causes apathy and creates dissension. It robs the revolutionary ranks of compact organization and strict discipline, prevents policies from being carried through and alienates the Party organizations from the masses which the Party leads. It is an extremely bad tendency. Liberalism stems from petty-bourgeois selfishness, it places personal interests first and the interests of the revolution second, and this gives rise to ideological, political and organizational liberalism. People who are liberals look upon the principles of Marxism as abstract dogma. They approve of Marxism, but are not prepared to practice it or to practice it in full; they are not prepared to replace their liberalism by Marxism. These people have their Marxism, but they have their liberalism as well--they talk Marxism but practice liberalism; they apply Marxism to others but liberalism to themselves. They keep both kinds of goods in stock and find a use for each. This is how the minds of certain people work. Liberalism is a manifestation of opportunism and conflicts fundamentally with Marxism. It is negative and objectively has the effect of helping the enemy; that is why the enemy welcomes its preservation in our midst. Such being its nature, there should be no place for it in the ranks of the revolution. We must use Marxism, which is positive in spirit, to overcome liberalism, which is negative. A Communist should have largeness of mind and he should be staunch and active, looking upon the interests of the revolution as his very life and subordinating his personal interests to those of the revolution; always and everywhere he should adhere to principle and wage a tireless struggle against all incorrect ideas and actions, so as to consolidate the collective life of the Party and strengthen the ties between the Party and the masses; he should be more concerned about the Party and the masses than about any private person, and more concerned about others than about himself. Only thus can he be considered a Communist. All loyal, honest, active and upright Communists must unite to oppose the liberal tendencies shown by certain people among us, and set them on the right path. This is one of the tasks on our ideological front.

Because I've had to answer posts about this twice in two days, I'm going to turn this comment into a full post because men stop making excuses for chauvinism challenge. Performance and attainment in education and career paths have very little to do with gender differences. Studies attempting to link learning ability to biology get mired in extraneous social variables. Wheras studies that isolate the socialization of gender as a factor have much more consistent results: - [Female In-Class Participation and Performance Increase with More Female Peers and/or a Female Instructor in Life Sciences Courses](https://www.lifescied.org/doi/10.1187/cbe.19-12-0266) - [Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland](https://www.sciencedirect.com/science/article/abs/pii/S0167268114002236) - [PDF - Ajai, J.T. & Imoko, I.I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science (IJRES), 1(1), 45- 50.](https://files.eric.ed.gov/fulltext/EJ1105194.pdf) - [PDF - Group Work in the Science Classroom: How Gender Composition May Affect Individual Performance](https://web.education.wisc.edu/ildl/wp-content/uploads/sites/8/2017/07/Gnesdilow_etal_2013_CSCL.pdf) - [Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5404748/) > In an attempt to explain the link between gender and cognitive performance, research has examined the potential contributions of biology and environment. Although studies have examined whether biological factors such as testosterone exposure and greater brain lateralization are linked to superior mathematical reasoning and reduced verbal ability among males, **findings have been inconclusive** (Miller and Halpern 2014; Valla and Ceci 2011). **Contrasting this are the more consistent findings of the sociocultural impact on gender differences in quantitative and verbal reasoning.** Enriched STEM-related learning experiences predict notable STEM accomplishments even among mathematically gifted individuals (Wai et al. 2010). Additionally, parents may shape children’s math expectancies and performance by communicating their own gender-biased beliefs about how girls and boys should perform in math. For example, research has found that parents with stronger gender-math stereotype beliefs (e.g., beliefs that boys are better at math than girls and find math more useful and more important than girls) had higher perceptions of math ability for their sons and lower perceptions of math ability for their daughters. These parental beliefs, in turn, were positively associated with children’s own math ability beliefs (Jacobs and Eccles 1992; Tiedemann 2000a; b). > **In addition, several cross-national studies indicate that greater cultural inequities between males and females are associated with larger gaps in mathematical performance favoring males** (Else-Quest et al. 2010). Specifically, nations with higher proportions of women enrolled in postsecondary science courses and employed in science careers are less likely to explicitly endorse the stereotype that science is a masculine profession (Miller et al. 2015). These cultural values and beliefs about male/female abilities and roles are communicated to children through prominent adult figures. For example, **a meta-analysis found that parental gender stereotypes reflecting male/female roles, interests, and abilities were linked to children’s gender schemas about others and their attitudes about gender occupational roles** (Tenenbaum and Leaper 2002). Similar to the sex differences in math performance favoring boys, sex differences in verbal performance favoring girls may be partially derived from parental socialization at young ages. For example, research found that mothers talked more and used more supportive speech with their daughters than their sons (Leaper et al. 1998). In another study using nationally representative data, parents spent more time teaching girls verbal activities, such as reading and storytelling (Baker and Milligan 2013): some of these differences emerged in early childhood and persisted into elementary school. Although these studies did not link these socialization differences directly to cognitive performance, these differential experiences for boys and girls may partially explain why girls are more likely to outperform boys on standardized tests of verbal ability. Therefore, while biological factors cannot be definitively dismissed, **sociocultural influences appear more likely to impact gender differences in cognitive ability.** [Article about Lyndsey Scott, the girl in the pic.](https://indianexpress.com/article/trending/trending-globally/lyndsey-scott-model-programmer-trolled-comeback-5352379/)

[Source](https://ufoneet.tumblr.com/post/160577144859/original-i-leave-u-all-with-this-before-i)

Source: Fukakai na Boku no Subete o - Chapter 16 (In c/anime cause I had no idea where to put this).

Hi, so I swear I've seen discussions about personal word filters on here, and I thought Dess and Nutomic confirmed that this was in the works. But I can't find the post (I could just be losing my mind, lol). This is unrelated to the slur filter. Is there going to be a feature where you can go into your profile, add a word to a list, and then all posts containing that word will be filtered from your own view of the TL?

Which game man will you be?

Help, I have no personality.