Jesus ‘n’ Mo ‘n’ offense

October 2, 2019 • 8:30 am

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

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24 thoughts on “Jesus ‘n’ Mo ‘n’ offense”

  1. 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.

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

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

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

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

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

    3. 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

      1. “,,,,, 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….

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

      1. 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.

    6. 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

      1. 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?’

      1. 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.

      2. 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.

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