Jesus ‘n’ Mo ‘n’ offense

Today’s Jesus and Mo strip, called “phrase,” has Mo tricked out in a burqa, leading to a touchy exchange with Jesus:

And if you enjoy these strips, you might consider becoming a patron at the J&M Patreon site. You can give as little as $1 or $2 a month to keep the truth and humor flowing (except in Pakistan, where the strip is banned).


  1. Raph Shirley
    Posted October 2, 2019 at 8:38 am | Permalink

    What do you think about the Holocaust cartoon competition in Iran? I instinctively feel it is a different category with regard to freedom of expression but I can’t state well why they are formally distinct topics.

    • Posted October 2, 2019 at 9:14 am | Permalink

      Making fun of the Holocaust is in extreme bad taste and is reprehensible, but it should be allowed in a free society.

    • Ken Kukec
      Posted October 2, 2019 at 10:28 am | Permalink

      In the US it would constitute constitutionally protected speech. Mere offensiveness can never serve as a basis for the government to suppress free expression.

    • Posted October 2, 2019 at 11:03 am | Permalink

      Holocaust context is murder

      It is a historic horror for which humans can be held accountable and survivors still feel the effect

      Burka context is aesthetic choice (not every Muslim believes it’s a requirement of belief)
      Is is an aesthetic expression of piety

      Society finds murder more reprehensible and sensitive than one’s personal spiritual interpretation of pious duty

  2. Randall Schenck
    Posted October 2, 2019 at 9:03 am | Permalink

    What are the chances of ever seeing a male in one of those bags. How would you know?

    • Charles Sawicki
      Posted October 2, 2019 at 11:47 am | Permalink

      When the bomb goes off?

  3. KD
    Posted October 2, 2019 at 9:33 am | Permalink

    Off topic, but the author of this blog should be aware of Seattle’s “K-12 Math Ethnic Studies Framework”:

    Click to access Math%20SDS%20ES%20Framework.pdf

    It speaks for itself.

    • Posted October 2, 2019 at 10:32 am | Permalink

      That’s surely satire. “Who gets to say if an answer is right?” Seriously?

    • W.T. Effingham
      Posted October 2, 2019 at 10:37 am | Permalink

      It appears that there be a considerable amount of SWBATing in this curriculum. Am I correct in assuming the W stands for WILL?

      • W.T. Effingham
        Posted October 2, 2019 at 1:25 pm | Permalink

        Pre-coffee: …there be a considerable…. Post-coffee: ..there is a considerable….

    • Steve Gerrard
      Posted October 2, 2019 at 11:35 am | Permalink

      It’s lovely gibberish, isn’t it?

      Rod Dreher had a rant on this at TAC, and I found the “parent” page for the article. It is under Social Studies (not math!), as a framework for possible use in an Ethnic Studies class:

      Ethnic Studies Advisory Committee

      • Nicolaas Stempels
        Posted October 2, 2019 at 9:18 pm | Permalink

        “,,,,, studies”, nothing worthwhile has ever come from that (AFAIK).
        It is nothing short of criminal to entice students to waste effort and time (and money) in these “,,,studies” courses. One has only one life….

    • Charles Sawicki
      Posted October 2, 2019 at 11:50 am | Permalink

      Math Ethnic Studies? Are these people insane?
      Grading will possibly include your level of oppression?

      • Nicolaas Stempels
        Posted October 2, 2019 at 9:08 pm | Permalink

        Yes, they are insane.
        It is these idiots that cause otherwise reasonable people to consider to vote for the likes of Mr Trump, I’d think.

    • EdwardM
      Posted October 2, 2019 at 1:54 pm | Permalink

      I’m speechless.

    • Posted October 2, 2019 at 1:59 pm | Permalink

      This makes sense as a history subject if you want to include the diverse development of mathematical concepts (or number theory). It makes no sense as a math class, unless the topic relates to its historical/comparative development. I’m all for inclusion but not at the cost of competence. Also how do you “feel” as a mathematician doesn’t seem to be a legitimate fit in any curricula objective

      • Murali
        Posted October 2, 2019 at 2:19 pm | Permalink

        It’s got some weird questions for a history class:

        ‘What fears do we have about math?’
        ‘What is it that is feared?’
        ‘Where did these fears originate?’
        ‘Why do they persist?’
        ‘How do we disrupt these fears?’

        • Posted October 2, 2019 at 2:40 pm | Permalink

          Agreed lol Perhaps it should be called: “Math history therapy?”

    • Posted October 2, 2019 at 7:29 pm | Permalink

      There are many social justice math textbooks which combine math story problems with woke social justice indoctrination.

      • Urn
        Posted October 3, 2019 at 9:36 pm | Permalink

        Oooo… I can do this!

        Q: How many CIS white males engaged in cultural appropriation, multiplied by the lived experience of postmodern femenism does it take to change a ligh…erm, I mean trigger a white CIS male advocate of an oppressed transgendered minority of colour?

        A: ZERO!!!… The answer is zero.

      • Posted October 7, 2019 at 11:37 am | Permalink

        To be fair, as Norman Levitt pointed out, there has been weird content in problems set in math books for years. Teaching logic requires teaching that the techniques are content-neutral, so sometimes the examples get pretty out there in that field too.

  4. Charles Sawicki
    Posted October 2, 2019 at 11:52 am | Permalink

    Math Ethnic Studies
    China take the torch of civilization!

  5. garman
    Posted October 3, 2019 at 7:29 am | Permalink

    “. . . displaying my modesty with pride”. Great line.

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