Laws and regulations in Canada are based on English Common Law, the 1960 Canadian Bill of Rights, and the 1982 Canadian Charter of Rights and Freedoms. The Charter states that every Canadian has the following Fundamental Freedoms: freedom of conscience, religion, thought, belief, opinion, expression, and the right to peaceful assembly, and association. Furthermore, it states that everyone has the right not to be discriminated against by the government, based on personal characteristics like race, national or ethnic origin, colour, religion, sex, age, disability, or sexual orientation.
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The laws of Western countries clearly state that there is an expectation of Equality of Opportunity for every citizen. Fair competition lies at the very heart of Capitalism. The term Equity however is a rather foreign Marxist concept that implies an Equality of outcome, not opportunity. This raises a very interesting question. Since equality of opportunity is protected by law, and equality of outcome is not, how should conflict between the two be resolved?
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As predicted by Darwin’s Law of the Survival of the Fittest, over the millennium Capitalism and similar competitive forces have shaped human populations to its needs. Examples of that include individuals of European and East Asian descent. The most notable example is that of the Ashkenazi or European Jews, who faced significant survival challenges for centuries, and today have the world’s highest IQs.
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Western countries have populations derived from many disparate groups. That could include people from groups where the average IQ could be 70, 85, or 100. Typical distribution on a Bell Curve would indicate that there is about a 1% chance that someone from a group where average IQ is 70 would have an IQ of 100 the average of the most advantaged group. The issue here is how can you ensure equality of outcome across all the groups?
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The academic achievements of students are graded to determine which of them will benefit the most from further education, as well as how our society will benefit from continued investments in their education. Education is expensive and the costs must be justified. If academic achievement is de-emphasized, how can decisions be made regarding where limited financial resources will be spent, without systematically discriminating against people who belong to an advantaged group?
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Specifically, how can the policies described by the Toronto District School Board be implemented without violating provisions of the Canadian Charter of Rights and Freedoms?
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Note that I did not pose this as an academic question. Since the TDSB has stated its intent to implement policies based on Marxist Critical Race theory I would like to know very specifically how it intends to ensure an Equality of Outcome, without impinging on the rights of individuals who are members of ‘advantaged’ groups. Here is perhaps the most critical aspect of this situation. In particular, how many individuals from the advantaged groups will be replaced, to achieve what you deem an acceptable level of Equality of Outcome, and how did you decide what that specific number should be?
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Toronto District School Board
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https://www.tdsb.on.ca/About-Us/Policies-Procedures-Forms/Equity-Policy-Assessment
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See Appendix A …
https://www.tdsb.on.ca/Portals/0/aboutus/docs/P037-Equity-Policy.pdf
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Average IQ Scores by Country
https://new-iq-test.com/iq-by-country/
https://www.worlddata.info/iq-by-country.php
https://www.arealme.com/iq/average-iq-by-country.html
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Noble Prizes by Country
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https://worldpopulationreview.com/country-rankings/nobel-prizes-by-country
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