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So the question becomes "what is denialism?" Denialism is a mindset that chooses to deny reality in order to avoid an uncomfortable truth. Denialism creates a false sense of truth through the subjective selection of evidence (cherry picking). Unhelpful evidence is rejected and excuses are made, while supporting evidence is accepted uncritically - its meaning and importance exaggerated. It is a common feature of denialism to claim the existence of some sort of powerful conspiracy to suppress the truth. Rejection by the mainstream of some piece of evidence supporting the denialist view, no matter how flawed, is taken as further proof of the supposed conspiracy. In this way the denialist always has a fallback position.

Delingpole makes the following claim: Whether Goldacre chooses to ignore it or not, there are many, many hugely talented, intelligent men and women out there – from mining engineer turned Hockey-Stick-breaker Steve McIntyre and economist Ross McKitrick to bloggers Donna LaFramboise and Jo Nova to physicist Richard Lindzen….and I really could go on and on – who have amassed a body of hugely powerful evidence to show that the AGW meme which has spread like a virus around the world these last 20 years is seriously flawed.

So he mentions a bunch of people who are intelligent and talented and have amassed evidence to the effect that the consensus of AGW (Anthropogenic Global Warming) is a myth. Should I take his word for it? No. I am a sceptic. I will examine the evidence and the people behind it.

MM claims that global temperatures are not accelerating. The claims have however been roundly disproved as explained here. It is worth noting at this point that neither man is a climate scientist. McKitrick is an economist and McIntyre is a mining industry policy analyst. It is clear from the very detailed rebuttal article that McIntrye and McKitrick have no qualifications to critique the earlier paper and betray fundamental misunderstandings of methodologies employed in that study.

This Wikipedia article explains in better laymens terms how the MM claims are faulty.

It is difficult for me to find out much about blogger Donna LaFrambois. As far as I can see she runs her own blog at http://nofrakkingconsensus.wordpress.com and is the founder of another site here http://www.noconsensus.org/. It's not very clear to me what her credentials are

She seems to be a critic of the so-called climate bible, a comprehensive report by the UN Intergovernmental Panel on Climate Change (IPCC)

I am familiar with some of the criticisms of this panel. Working Group 2 famously overstated the estimated rate of disappearance of the Himalayan glacier in 2007 and was forced to admit the error. Working Group 2 is a panel of biologists and sociologists whose job is to evaluate the impact of climate change. These people are not climate scientists. Their report takes for granted the scientific basis of climate change, which has been delivered by Working Group 1 (the climate scientists). The science revealed by Working Group 1 is regarded as sound (of course this is just a conspiracy, right?) At any rate, I don't know why I should pay attention to this blogger. Anyone can write a blog and anyone with money can own a domain. She may be intelligent, but I don't know anything about her and with all the millions of blogs out there I'm not convinced hers is of any special significance.

Richard Lindzen. Okay, there's information about this guy. He has a wiki page, which is more than I can say for the previous two. He is an atmospheric physicist and Professor of Meteorology at MIT.

According to Wikipedia, it would seem that Lindzen is well respected in his field and represents the 3% of the climate science community who disagree with the 97% consensus.

The second to last paragraph of Delingpole's article asks this: If  Goldacre really wants to stick his neck out, why doesn’t he try arguing against a rich, powerful, bullying Climate-Change establishment which includes all three British main political parties, the National Academy of Sciences, the Royal Society, the Prince of Wales, the Prime Minister, the President of the USA, the EU, the UN, most schools and universities, the BBC, most of the print media, the Australian Government, the New Zealand Government, CNBC, ABC, the New York Times, Goldman Sachs, Deutsche Bank, most of the rest of the City, the wind farm industry, all the Big Oil companies, any number of rich charitable foundations, the Church of England and so on?I hope Ben won't mind if I take this one for him (first of all, Big Oil companies? Are you serious?) The answer is a question and the question is "Where is your evidence?"

Figure 1 summarises the data and shows how printing diffused from Mainz 1450-1500. Figure 1. The diffusion of the printing press

City-level data on the adoption of the printing press can be exploited to examine two key questions: Was the new technology associated with city growth? And, if so, how large was the association? I find that cities in which printing presses were established 1450-1500 had no prior growth advantage, but subsequently grew far faster than similar cities without printing presses. My work uses a difference-in-differences estimation strategy to document the association between printing and city growth. The estimates suggest early adoption of the printing press was associated with a population growth advantage of 21 percentage points 1500-1600, when mean city growth was 30 percentage points. The difference-in-differences model shows that cities that adopted the printing press in the late 1400s had no prior growth advantage, but grew at least 35 percentage points more than similar non-adopting cities from 1500 to 1600.

The restrictions on diffusion meant that cities relatively close to Mainz were more likely to receive the technology other things equal. Printing presses were established in 205 cities 1450-1500, but not in 40 of Europe’s 100 largest cities. Remarkably, regulatory barriers did not limit diffusion. Printing fell outside existing guild regulations and was not resisted by scribes, princes, or the Church (Neddermeyer 1997, Barbier 2006, Brady 2009).

Historians observe that printing diffused from Mainz in “concentric circles” (Barbier 2006). Distance from Mainz was significantly associated with early adoption of the printing press, but neither with city growth before the diffusion of printing nor with other observable determinants of subsequent growth. The geographic pattern of diffusion thus arguably allows us to identify exogenous variation in adoption. Exploiting distance from Mainz as an instrument for adoption, I find large and significant estimates of the relationship between the adoption of the printing press and city growth. I find a 60 percentage point growth advantage between 1500-1600.

The importance of distance from Mainz is supported by an exercise using “placebo” distances. When I employ distance from Venice, Amsterdam, London, or Wittenberg instead of distance from Mainz as the instrument, the estimated print effect is statistically insignificant.

Cities that adopted print media benefitted from positive spillovers in human capital accumulation and technological change broadly defined. These spillovers exerted an upward pressure on the returns to labour, made cities culturally dynamic, and attracted migrants. In the pre-industrial era, commerce was a more important source of urban wealth and income than tradable industrial production. Print media played a key role in the development of skills that were valuable to merchants. Following the invention printing, European presses produced a stream of math textbooks used by students preparing for careers in business.

These and hundreds of similar texts worked students through problem sets concerned with calculating exchange rates, profit shares, and interest rates. Broadly, print media was also associated with the diffusion of cutting-edge business practice (such as book-keeping), literacy, and the social ascent of new professionals – merchants, lawyers, officials, doctors, and teachers.

The printing press was one of the greatest revolutions in information technology. The impact of the printing press is hard to identify in aggregate data. However, the diffusion of the technology was associated with extraordinary subsequent economic dynamism at the city level. European cities were seedbeds of ideas and business practices that drove the transition to modern growth. These facts suggest that the printing press had very far-reaching consequences through its impact on the development of cities.

it can be trained from very early in a child’s education. There’re ways that you can get quite young children to recognize what’s a good argument and what’s a bad argument. And as children grow older, it can be done in a more and more sophisticated form until by the time they’re undergraduates in universities they would be studying Plato’s dialogues for example and really looking at those tricky arguments and trying to figure out how to think. And this is important not just for the individual thinking about society, but it’s important for the way people talk to each other. In all too many public discussions people just throw out slogans and they throw out insults. And what democracy needs is listening. And respect. And so when people learn how to analyze an argument, then they look at what the other person’s saying differently. And they try to take it apart, and they think: “Well, do I share some of those views and where do I differ here?” and so on. And this really does produce a much more deliberative, respectful style of public interaction.

The second [quality] is what I call “the ability to think as a citizen of the whole world.” We’re all narrow and this is again something that we get from our animal heritage. Most non-human animals just think about the group. But, of course, in this world we need to think, first of all, our whole nation -- its many different groups, minority and majority. And then we need to think outside the nation, about how problems involving, let’s say, the environment or global economy and so on need cooperative resolution that brings together people from many different nations.

That’s complicated and it requires learning a lot of history, and it means learning not just to parrot some facts about history but to think critically about how to assess historical evidence. It means learning how to think about the global economy. And then I think particularly important in this era, it means learning something about the major world religions. Learning complicated, nonstereotypical accounts of those religions because there’s so much fear that’s circulating around in every country that’s based usually on just inadequate stereotypes of what Muslims are or whatever. So knowledge can at least begin to address that.

the third thing, which I think goes very closely with the other two, is what I call “the narrative imagination,” which is the ability to put yourself in the shoes of another person to have some understanding of how the world looks from that point of view. And to really have that kind of educated sympathy with the lives of others. Now again this is something we come into the world with. Psychologists have now found that babies less than a year old are able to take up the perspective of another person and do things, see things from that perspective. But it’s very narrow and usually people learn how to think about what their parents are thinking and maybe other family members but we need to extend that and develop it, and learn how the world looks from the point of view of minorities in our own culture, people outside our culture, and so on.

since we can’t go to all the places that we need to understand -- it’s accomplished by reading narratives, reading literature, drama, participating through the arts in the thought processes of another culture. So literature and the arts are the major ways we would develop and extend that capacity.

For many years, the leading model of development ... used by economists and international agencies measuring welfare was simply that for a country to develop means to increase [its] gross domestic product per capita. Now, in recent years, there has been a backlash to that because people feel that it just doesn’t ask enough about what goods are really doing for people, what can people really do and be.

so since 1990s the United Nations’ development program has produced annually what’s called a “Human Development Report” that looks at things like access to education, access to health care. In other words, a much richer menu of human chances and opportunities that people have. And at the theoretical end I’ve worked for about 20 years now with economist Amartya Sen, who won the Nobel Prize in 1998 for economics. And we’ve developed this as account of -- so for us what it is for a country to do better is to enhance the set of capabilities meaning substantial opportunities that people have to lead meaningful, fruitful lives. And then I go on to focus on a certain core group of those capabilities that I think ought to be protected by constitutional law in every country.

Life; health; bodily integrity; the development of senses, imagination, and thought; the development of practical reason; opportunities to have meaningful affiliations both friendly and political with other people; the ability to have emotional health -- not to be in other words dominated by overwhelming fear and so on; the ability to have a productive relationship with the environment and the world of nature; the ability to play and have leisure time, which is something that I think people don’t think enough about; and then, finally, control over one’s material and social environment, some measure of control. Now of course, each of these is very abstract, and I specify them further. Although I also think that each country needs to finally specify them with its own particular circumstances in view.

when kids learn in a classroom that just makes them sit in a chair, well, they can take in something in their heads, but it doesn’t make them competent at negotiating in the world. And so starting, at least, with Jean Jacques Rousseau in the 18th century, people thought: “Well, if we really want people to be independent citizens in a democracy that means that we can’t have whole classes of people who don’t know how to do anything, who are just simply sitting there waiting to be waited on in practical matters.” And so the idea that children should participate in their practical environment came out of the initial democratizing tendencies that went running through the 18th century.

even countries who absolutely do not want that kind of engaged citizenry see that for the success of business these abilities are pretty important. Both Singapore and China have conducted mass education reforms over the last five years because they realized that their business cultures don’t have enough imagination and they also don’t have enough critical thinking, because you can have awfully corrupt business culture if no one is willing to say the unpleasant word or make a criticism.

So they have striven to introduce more critical thinking and more imagination into their curricula. But, of course, for them, they want to cordon it off -- they want to do it in the science classroom, in the business classroom, but not in the politics classroom. Well, we’ll see -- can they do that? Can they segment it that way? I think democratic thinking is awfully hard to segment as current events in the Middle East are showing us. It does have the tendency to spread.

so maybe the people in Singapore and China will not like the end result of what they tried to do or maybe the reform will just fail, which is equally likely -- I mean the educational reform.

if you really don’t want democracy, this is not the education for you. It had its origins in the ancient Athenian democracy which was a very, very strong participatory democracy and it is most at home in really true democracy, where our whole goal is to get each and every person involved and to get them thinking about things. So, of course, if politicians have ambivalence about that goal they may well not want this kind of education.

when we bring up children in the family or in the school, we are always engineering. I mean, there is no values-free form of education in the world. Even an education that just teaches you a list of facts has values built into it. Namely, it gives a negative value to imagination and to the critical faculties and a very high value to a kind of rote, technical competence. So, you can't avoid shaping children.

ncreasingly the child should be in control and should become free. And that's what the critical thinking is all about -- it's about promoting freedom as the child goes on. So, the end product should be an adult who is really thinking for him- or herself about the direction of society. But you don't get freedom just by saying, "Oh, you are free." Progressive educators that simply stopped teaching found out very quickly that that didn't produce freedom. Even some of the very extreme forms of progressive school where children were just allowed to say every day what it was they wanted to learn, they found that didn't give the child the kind of mastery of self and of the world that you really need to be a free person.

perhaps the difference in opinions on this subject expressed by Shindell and Caldeira is nothing more than an academic turf battle over what it means for policy makers to focus on "climate" -- with one wanting the term (and justifications for action invoking that term) to be reserved for long-term climate issues centered on carbon dioxide and the other focused on a broader definition of climate and its impacts.  If so, then it is important to realize that such turf battles have practical consequences. Shindell's breath of fresh air gets the last word with his explanation why it is that we must consider long- and short- term climate impacts at the same time, and how we balance them will reflect a host of non-scientific considerations: So rather than set one against the other, I’d view this as analogous to research on childhood leukemia versus Alzheimer’s. If you’re an advocate for child’s health, you may care more about the former, and if you’re a retiree you might care more about the latter. One could argue about which is most worthy based on number of cases, years of life lost, etc., but in the end it’s clear that both diseases are worth combating and any ranking of one over the other is a value judgement. Similarly, there is no scientific basis on which to decide which impacts of climate change are most important, and we can only conclude that both controls are worthwhile. The UNEP/WMO Assessment provides clear information on the benefits of short-lived forcer reductions so that decision-makers, and society at large, can decide how best to use limited resources.

If we eliminated emissions of methane and black carbon, but did nothing about carbon dioxide we would have delayedThis presupposes that CO2 emissions can be capped at current levels without economic devastation or that immediate economic devastation is warranted.

Export dependency is another correlate with English. Countries that export more are better at English (though it’s not clear which factor causes which).  Malaysia, the best English-performer in Asia, is also the sixth-most export-dependent country in the world.  (Singapore was too small to make the list, or it probably would have ranked similarly.) This is perhaps surprising, given a recent trend towards anti-colonial and anti-Western sentiment in Malaysia’s politics. The study’s authors surmise that English has become seen as a mere tool, divorced in many minds from its associations with Britain and America.

Teaching plays a role, too. Starting young, while it seems a good idea, may not pay off: children between eight and 12 learn foreign languages faster than younger ones, so each class hour on English is better spent on a 10-year-old than on a six-year-old.

Between 1984 and 2000, the study's authors say, the Netherlands and Denmark began English-teaching between 10 and 12, while Spain and Italy began between eight and 11, with considerably worse results. Mr Hult reckons that poor methods, particularly the rote learning he sees in Japan, can be responsible for poor results despite strenuous efforts.

one surprising result is that China and India are next to each other (29th and 30th of 44) in the rankings, despite India’s reputation as more Anglophone. Mr Hult says that the Chinese have made a broad push for English (they're "practically obsessed with it”). But efforts like this take time to marinade through entire economies, and so may have avoided notice by outsiders. India, by contrast, has long had well-known Anglophone elites, but this is a narrow slice of the population in a country considerably poorer and less educated than China. English has helped India out-compete China in services, while China has excelled in manufacturing. But if China keeps up the push for English, the subcontinental neighbour's advantage may not last.

It is difficult to say if the "failure" of the academics was due to an unstinting belief in free markets or conflicts of interest. Parts of the movie did appear to be trying too hard to prove the point. However, the threat posed by academics earning consulting fees that dwarf their academic compensation, and which might therefore impair their independence, is a real one.

One of the worst was the Ivy League university economics professor engaged by the Icelandic Chamber of Commerce to co-author a report on the Icelandic financial system. He concluded that the system was sound even though there were numerous warning signs. When he was asked how he arrived at his conclusions, he said he had talked to people and were misled by them. One wonders how much of his conclusions were actually based on rigorous analysis.

it is troubling if academics merely become mouthpieces for vested interests. The impression one gets from watching the movie certainly does not fit with the high level of trust in academics shown by the Edelman Trust Barometer.

As an academic, I have often been told that I can be independent and objective - that I should have no axe to grind and no wheels to grease. However, I worry about an erosion of trust in academics. This may be especially true in certain disciplines like business (which is mine, incidentally).

too many business school professors were serving on US corporate boards and have lost their willingness to be critical about unethical business practices. In corporate scandals such as Enron and Satyam, academics from top business schools have not particularly covered themselves in glory.

It is more and more common for universities - in the US and here - to invite business people to serve on their boards.

universities and academics may lose their independence and objectivity in commenting on business issues critically, for fear of offending those who ultimately have an oversight role over the varsity's senior management.

Universities might also have business leaders serving on boards as potential donors, which would also confuse the role of board members and lead to conflicts of interest. In the Satyam scandal in India, the founder of Satyam sat on the board of the Indian School of Business, while the Dean of the Indian School of Business sat on Satyam's board. Satyam also made a significant donation to the Indian School of Business.

Universities are increasingly dependent on funding from industry and wealthy individuals as well as other sources, sometimes even dubious ones. The recent scandal at the London School of Economics involving its affiliation with Libya is an example.

It is important for universities to have robust gift policies as part of the risk management to protect their reputation, which can be easily tainted if a donation comes from a questionable source. It is especially important that donations do not cause universities to be captured by vested interests.

From time to time, people in industry ask me if I have been pressured by the university to tone down on my outspokenness on corporate governance issues. Thankfully, while there have been instances where varsity colleagues and friends in industry have conveyed messages from others to "tone down", I have felt relatively free to express my views. Of course, were I trying to earn more money from external consulting, I guess I would be less vocal.

I do worry about the loss of independence and, therefore, trust in academics and academic institutions if we are not careful about it.

Complex systems that have artificially suppressed volatility tend to become extremely fragile, while at the same time exhibiting no visible risks. In fact, they tend to be too calm and exhibit minimal variability as silent risks accumulate beneath the surface. Although the stated intention of political leaders and economic policymakers is to stabilize the system by inhibiting fluctuations, the result tends to be the opposite. These artificially constrained systems become prone to "Black Swans" -- that is, they become extremely vulnerable to large-scale events that lie far from the statistical norm and were largely unpredictable to a given set of observers. Such environments eventually experience massive blowups, catching everyone off-guard and undoing years of stability or, in some cases, ending up far worse than they were in their initial volatile state. Indeed, the longer it takes for the blowup to occur, the worse the resulting harm in both economic and political systems.

If a society provides a basic measure of health and economic security for its citizens, its citizens will be more tolerant of a little volatility/risk/ambition in its social and economic policy.

This gets at why I think its extremely difficult to reconcile modern-day conservatism and serious efforts to address climate change (and future resource shortages, and other various other sources of long-term risk). The U.S. conservative politic program is devoted to increasing economic and social insecurity for average people and decreasing it for wealthy business owners. That is roughly the opposite of the approach you'd want to take if you want to increase society's resilience to the dangers approaching.

This “technophysio evolution,” powered by advances in food production and public health, has so outpaced traditional evolution, the authors argue, that people today stand apart not just from every other species, but from all previous generations of Homo sapiens as well.

 “I don’t know that there is a bigger story in human history than the improvements in health, which include height, weight, disability and longevity,” said Samuel H. Preston, one of the world’s leading demographers and a sociologist at the University of Pennsylvania. Without the 20th century’s improvements in nutrition, sanitation and medicine, only half of the current American population would be alive today, he said.

So who produces all this bulk jive? Business Insider, the business-news site, has provided a forum to a half dozen low-paid content farmers, especially several who work at AOL’s enormous Seed and Patch ventures. They describe exhausting and sometimes exploitative writing conditions. Oliver Miller, a journalist with an MFA in fiction from Sarah Lawrence who once believed he’d write the Great American Novel, told me AOL paid him about $28,000 for writing 300,000 words about television, all based on fragments of shows he’d never seen, filed in half-hour intervals, on a graveyard shift that ran from 11 p.m. to 7 or 8 in the morning.

Mr. Miller’s job, as he made clear in an article last week in The Faster Times, an online newspaper, was to cram together words that someone’s research had suggested might be in demand on Google, position these strings as titles and headlines, embellish them with other inoffensive words and make the whole confection vaguely resemble an article. AOL would put “Rick Fox mustache” in a headline, betting that some number of people would put “Rick Fox mustache” into Google, and retrieve Mr. Miller’s article. Readers coming to AOL, expecting information, might discover a subliterate wasteland. But before bouncing out, they might watch a video clip with ads on it. Their visits would also register as page views, which AOL could then sell to advertisers.

commodify writing: you pay little or nothing to writers, and make readers pay a lot — in the form of their “eyeballs.” But readers get zero back, no useful content.

You can’t mess with Google forever. In February, the corporation concocted what it concocts best: an algorithm. The algorithm, called Panda, affects some 12 percent of searches, and it has — slowly and imperfectly — been improving things. Just a short time ago, the Web seemed ungovernable; bad content was driving out good. But Google asserted itself, and credit is due: Panda represents good cyber-governance. It has allowed Google to send untrustworthy, repetitive and unsatisfying content to the back of the class. No more A’s for cheaters.

the goal, according to Amit Singhal and Matt Cutts, who worked on Panda, is to “provide better rankings for high-quality sites — sites with original content and information such as research, in-depth reports, thoughtful analysis and so on.”

Google officially rolled out Panda 2.2. Put “Whitey Bulger” into Google, and where you might once have found dozens of content farms, today you get links to useful articles from sites ranging from The Boston Globe, The Los Angeles Times, the F.B.I. and even Mashable, doing original analysis of how federal agents used social media to find Bulger. Last month, Demand Media, once the most notorious of the content farms, announced plans to improve quality by publishing more feature articles by hired writers, and fewer by “users” — code for unpaid freelancers. Amazing. Demand Media is stepping up its game.

Professor Malamud and his collaborator, Cristian Pop-Eleches, an assistant professor of economics at Columbia University, did their field work in Romania in 2009, where the government invited low-income families to apply for vouchers worth 200 euros (then about $300) that could be used for buying a home computer. The program provided a control group: the families who applied but did not receive a voucher.

the professors report finding “strong evidence that children in households who won a voucher received significantly lower school grades in math, English and Romanian.” The principal positive effect on the students was improved computer skills.

few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.

negative effect on test scores was not universal, but was largely confined to lower-income households, in which, the authors hypothesized, parental supervision might be spottier, giving students greater opportunity to use the computer for entertainment unrelated to homework and reducing the amount of time spent studying.

The North Carolina study suggests the disconcerting possibility that home computers and Internet access have such a negative effect only on some groups and end up widening achievement gaps between socioeconomic groups. The expansion of broadband service was associated with a pronounced drop in test scores for black students in both reading and math, but no effect on the math scores and little on the reading scores of other students.

However, as I read the story and the findings it is based upon, some questions crept into my mind. I relate them not out of any desire to discredit the study, which is enterprising and newsworthy, but simply as a warning to parents and policymakers not to go overboard.

from a dense academic article that hasn’t been published or peer reviewed. At this stage, there isn’t even a working paper detailing how the results were arrived at: just a set of slides. Why is this important? Because economics is a disputatious subject, and surprising empirical findings invariably get challenged by rival groups of researchers. The authors of the paper include two rising stars of the economics profession—Berkeley’s Emmanuel Saez and Harvard’s Raj Chetty—both of whom have reputations for careful and rigorous work. However, many other smart researchers have had their findings overturned. That is how science proceeds. Somebody says something surprising, and others in the field try to knock it down. Sometimes they succeed; sometimes they don’t. Until that Darwinian process is completed, which won’t be for another couple of years, at least, the new findings should be regarded as provisional.

even if on average, an investment in higher education yields a good, say 10 percent, rate of return, it does not follow that adding to existing investments will yield that return, partly for reasons outlined above. The authors (Pedro Carneiro, James Heckman, and Edward Vytlacil) make that point explicitly, stating “Some marginal expansions of schooling produce gains that are well below average returns, in general agreement with the analysis of Charles Murray.”  (p.29)

Once the economy improves, and history tells us it will improve within our lifetimes, those who already have a college degree under their belts will be better equipped to take advantage of new employment opportunities than those who don’t. Perhaps not because of the actual knowledge obtained through their degrees, but definitely as an offset to the social stigma that still exists for those who do not attend college. A college degree may not help a young person secure professional work immediately – so new graduates spend a few years waiting tables until the right opportunity comes along. So what? It’s probably good for them. But they have 40-50 years in the workforce ahead of them and need to be forward-thinking if they don’t want to wait tables for that entire time. If we stop encouraging all young people to view college as both a goal and a possibility, and start weeding out those whose “prior academic records suggest little likelihood of academic success” which, let’s face it, will happen in larger proportions in poorer schools, then in 20 years we’ll find that efforts to reduce socioeconomic gaps between minorities and non-minorities have been seriously undermined.

Bet you a lot of those janitors with PhDs are from the humanities, in particular ethic studies, film studies,…basket weaving courses… or non-economics social sciences, eg., sociology, anthropology of never heard of country….There should be a buyer beware warning on all those non-quantitative majors that make people into sophisticated malcontent complainers!

This article also presumes that the purpose of higher education is merely to train one for a career path and enhance future income. This devalues the university, turning it into a vocational training institution. There’s nothing in this data that suggests that they are “sophisticated complainers”; that’s an unwarranted inference.

it was mentioned that the Bill and Melinda Gates Foundation would like 80% of American youth to attend and graduate from college. It is a nice thought in many ways. As a teacher and professor, intellectually I am all for it (if the university experience is a serious one, which these days, I don’t know).

students’ expectations in attending college are not just intellectual; they are careerist (probably far more so)

This employment issue has more to do with levels of training and subsequent levels of expectation. When a Korean student emerges from 20 years of intense study with a university degree, he or she reasonably expects a “good” job — which is to say, a well-paying professional or managerial job with good forward prospects. But here’s the problem. There does not exist, nor will there ever exist, a society in which 80% of the available jobs are professional, managerial, comfortable, and well-paid. No way.

Korea has a number of other jobs, but some are low-paid service work, and many others — in factories, farming, fishing — are scorned as 3-D jobs (difficult, dirty, and dangerous). Educated Koreans don’t want them. So the country is importing labor in droves — from China, Vietnam, Cambodia, the Philippines, even Uzbekistan. In the countryside, rural Korean men are having such a difficult time finding prospective wives to share their agricultural lifestyle that fully 40% of rural marriages are to poor women from those other Asian countries, who are brought in by match-makers and marriage brokers.

When we ask whether human beings are altruistic, we want to know about their motives or intentions. Biological altruism explains how unselfish behavior might have evolved but, as Frans de Waal suggested in his column in The Stone on Sunday, it implies nothing about the motives or intentions of the agent: after all, birds and bats and bees can act altruistically. This fact helps to explain why, despite these evolutionary theories, the view that people never intentionally act to benefit others except to obtain some good for themselves still possesses a powerful lure over our thinking.

The lure of this view — egoism — has two sources, one psychological, the other logical. Consider first the psychological. One reason people deny that altruism exists is that, looking inward, they doubt the purity of their own motives. We know that even when we appear to act unselfishly, other reasons for our behavior often rear their heads: the prospect of a future favor, the boost to reputation, or simply the good feeling that comes from appearing to act unselfishly. As Kant and Freud observed, people’s true motives may be hidden, even (or perhaps especially) from themselves. Even if we think we’re acting solely to further another person’s good, that might not be the real reason. (There might be no single “real reason” — actions can have multiple motives.)

So the psychological lure of egoism as a theory of human action is partly explained by a certain humility or skepticism people have about their own or others’ motives

There’s also a less flattering reason: denying the possibility of pure altruism provides a convenient excuse for selfish behavior.

The logical lure of egoism is different: the view seems impossible to disprove. No matter how altruistic a person appears to be, it’s possible to conceive of her motive in egoistic terms.

The impossibility of disproving egoism may sound like a virtue of the theory, but, as philosophers of science know, it’s really a fatal drawback. A theory that purports to tell us something about the world, as egoism does, should be falsifiable. Not false, of course, but capable of being tested and thus proved false. If every state of affairs is compatible with egoism, then egoism doesn’t tell us anything distinctive about how things are.

s ambiguity in the concepts of desire and the satisfaction of desire. If people possess altruistic motives, then they sometimes act to benefit others without the prospect of gain to themselves. In other words, they desire the good of others for its own sake, not simply as a means to their own satisfaction.

Still, when our desires are satisfied we normally experience satisfaction; we feel good when we do good. But that doesn’t mean we do good only in order to get that “warm glow” — that our true incentives are self-interested (as economists tend to claim). Indeed, as de Waal argues, if we didn’t desire the good of others for its own sake, then attaining it wouldn’t produce the warm glow.

Common sense tells us that some people are more altruistic than others. Egoism’s claim that these differences are illusory — that deep down, everybody acts only to further their own interests — contradicts our observations and deep-seated human practices of moral evaluation.

At the same time, we may notice that generous people don’t necessarily suffer more or flourish less than those who are more self-interested.

The point is rather that the kind of altruism we ought to encourage, and probably the only kind with staying power, is satisfying to those who practice it. Studies of rescuers show that they don’t believe their behavior is extraordinary; they feel they must do what they do, because it’s just part of who they are. The same holds for more common, less newsworthy acts — working in soup kitchens, taking pets to people in nursing homes, helping strangers find their way, being neighborly. People who act in these ways believe that they ought to help others, but they also want to help, because doing so affirms who they are and want to be and the kind of world they want to exist. As Prof. Neera Badhwar has argued, their identity is tied up with their values, thus tying self-interest and altruism together. The correlation between doing good and feeling good is not inevitable— inevitability lands us again with that empty, unfalsifiable egoism — but it is more than incidental.

Altruists should not be confused with people who automatically sacrifice their own interests for others.