This blog analyses Thomas Sowell's statement about "artificial stupidity" in education, arguing it's a rhetorically effective but ultimately flawed assertion. It critiques Sowell's broad generalisations about teachers and modern education, highlighting the vagueness and inherent contradictions within his claims. Bry Willis contends that Sowell uses emotionally charged language to appeal to a specific audience, rather than presenting a reasoned argument open to critical evaluation. The analysis exposes the statement as a form of dog-whistling, designed to reinforce pre-existing beliefs rather than encourage thoughtful discussion. Finally, the related blog proposes a more constructive approach to discussing educational issues, emphasising the need for specificity and critical thinking.