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two disconcerting articles crossed my computer screen, both highlighting the increasingly sorry state of higher education, though from very different perspectives. The first is “Ed Dante’s” (actually a pseudonym) piece in the Chronicle of Higher Education, entitled The Shadow Scholar. The second is Gregory Petsko’s A Faustian Bargain, published of all places in Genome Biology.

There is much to be learned by educators in the Shadow Scholar piece, except the moral that “Dante” would like us to take from it. The anonymous author writes:“Pointing the finger at me is too easy. Why does my business thrive? Why do so many students prefer to cheat rather than do their own work? Say what you want about me, but I am not the reason your students cheat.

The point is that plagiarism and cheating happen for a variety of reasons, one of which is the existence of people like Mr. Dante and his company, who set up a business that is clearly unethical and should be illegal. So, pointing fingers at him and his ilk is perfectly reasonable. Yes, there obviously is a “market” for cheating in higher education, and there are complex reasons for it, but he is in a position similar to that of the drug dealer who insists that he is simply providing the commodity to satisfy society’s demand. Much too easy of a way out, and one that doesn’t fly in the case of drug dealers, and shouldn’t fly in the case of ghost cheaters.

Do the languages we speak shape the way we see the world, the way we think, and the way we live our lives? Do people who speak different languages think differently simply because they speak different languages? Does learning new languages change the way you think? Do polyglots think differently when speaking different languages?

For a long time, the idea that language might shape thought was considered at best untestable and more often simply wrong. Research in my labs at Stanford University and at MIT has helped reopen this question. We have collected data around the world: from China, Greece, Chile, Indonesia, Russia, and Aboriginal Australia.

What we have learned is that people who speak different languages do indeed think differently and that even flukes of grammar can profoundly affect how we see the world.

from the earliest years, education should be based primarily on exploration, understanding in depth, and the development of logical, critical thinking. Such an emphasis, she says, not only produces a citizenry capable of recognizing and rooting out political jingoism and intolerance. It also produces people capable of questioning authority and perceived wisdom in ways that enhance innovation and economic competitiveness. Nussbaum warns against a narrow educational focus on technical competence.

a successful, long-term democracy depends on a citizenry with certain qualities that can be fostered by education.

The first is the capacity we associate in the Western tradition with Socrates, but it certainly appears in all traditions -- that is, the ability to think critically about proposals that are brought your way, to analyze an argument, to distinguish a good argument from a bad argument. And just in general, to lead what Socrates called “the examined life.” Now that’s, of course, important because we know that people are very prone to go along with authority, with fashion, with peer pressure. And this kind of critical enlivened citizenry is the only thing that can keep democracy vital.

Statistical Literacy Why take this course? We are misled by numbers and by our misunderstanding of probability.

Our world is shaped by widespread statistical illiteracy. We fear things that probably won’t kill us (terrorist attacks) and ignore things that probably will (texting while driving). We buy lottery tickets. We fall prey to misleading gut instincts, which lead to biases like loss aversion—an inability to gauge risk against potential gain. The effects play out in the grocery store, the office, and the voting booth (not to mention the bedroom: People who are more risk-averse are less successful in love).

We are now 53 percent more likely than our parents to trust polls of dubious merit. (That figure is totally made up. See?) Where do all these numbers that we remember so easily and cite so readily come from? How are they calculated, and by whom? How do we misuse them to make them say what we want them to? We’ll explore all of these questions in a sequence on sourcing statistics.

Being comfortable with uncertainty, knowing the limits of what science can tell us, and understanding the worth of failure are all valuable tools that would improve people's lives, according to some of the world's leading thinkers.

he ideas were submitted as part of an annual exercise by the web magazine Edge, which invites scientists, philosophers and artists to opine on a major question of the moment. This year it was, "What scientific concept would improve everybody's cognitive toolkit?"

the public often misunderstands the scientific process and the nature of scientific doubt. This can fuel public rows over the significance of disagreements between scientists about controversial issues such as climate change and vaccine safety.

Scientists these days tend to keep up a polite fiction that all science is equal. Except for the work of the misguided opponent whose arguments we happen to be refuting at the time, we speak as though every scientist's field and methods of study are as good as every other scientist's and perhaps a little better. This keeps us all cordial when it comes to recommending each other for government grants.

Why should there be such rapid advances in some fields and not in others? I think the usual explanations that we tend to think of - such as the tractability of the subject, or the quality or education of the men drawn into it, or the size of research contracts - are important but inadequate. I have begun to believe that the primary factor in scientific advance is an intellectual one. These rapidly moving fields are fields where a particular method of doing scientific research is systematically used and taught, an accumulative method of inductive inference that is so effective that I think it should be given the name of "strong inference." I believe it is important to examine this method, its use and history and rationale, and to see whether other groups and individuals might learn to adopt it profitably in their own scientific and intellectual work. In its separate elements, strong inference is just the simple and old-fashioned method of inductive inference that goes back to Francis Bacon. The steps are familiar to every college student and are practiced, off and on, by every scientist. The difference comes in their systematic application. Strong inference consists of applying the following steps to every problem in science, formally and explicitly and regularly: Devising alternative hypotheses; Devising a crucial experiment (or several of them), with alternative possible outcomes, each of which will, as nearly is possible, exclude one or more of the hypotheses; Carrying out the experiment so as to get a clean result; Recycling the procedure, making subhypotheses or sequential hypotheses to refine the possibilities that remain, and so on.

On any new problem, of course, inductive inference is not as simple and certain as deduction, because it involves reaching out into the unknown. Steps 1 and 2 require intellectual inventions, which must be cleverly chosen so that hypothesis, experiment, outcome, and exclusion will be related in a rigorous syllogism; and the question of how to generate such inventions is one which has been extensively discussed elsewhere (2, 3). What the formal schema reminds us to do is to try to make these inventions, to take the next step, to proceed to the next fork, without dawdling or getting tied up in irrelevancies.

The authors of the new paper point out just how hard it is to study languages. We're aware of over 7,000 of them, and they vary significantly in complexity. There are a number of large language families that are likely derived from a single root, but a large number of languages don't slot easily into one of the major groups. Against that backdrop, even a set of simple structural decisions—does the noun or verb come first? where does the preposition go?—become dizzyingly complex, with different patterns apparent even within a single language tree.

Linguists, however, have been attempting to find order within the chaos. Noam Chomsky helped establish the Generative school of thought, which suggests that there must be some constraints to this madness, some rules that help make a language easier for children to pick up, and hence more likely to persist. Others have approached this issue via a statistical approach (the authors credit those inspired by Joseph Greenberg for this), looking for word-order rules that consistently correlate across language families. This approach has identified a handful of what may be language universals, but our uncertainty about language relationships can make it challenging to know when some of these are correlations are simply derived from a common inheritance.

For anyone with a biology background, having traits shared through common inheritance should ring a bell. Evolutionary biologists have long been able to build family trees of related species, called phylogenetic trees. By figuring out what species have the most traits in common and grouping them together, it's possible to identify when certain features have evolved in the past. In recent years, the increase in computing power and DNA sequences to align has led to some very sophisticated phylogenetic software, which can analyze every possible tree and perform a Bayesian statistical analysis to figure out which trees are most likely to represent reality. By treating language features like subject-verb order as a trait, the authors were able to perform this sort of analysis on four different language families: 79 Indo-European languages, 130 Austronesian languages, 66 Bantu languages, and 26 Uto-Aztecan languages. Although we don't have a complete roster of the languages in those families, they include over 2,400 languages that have been evolving for a minimum of 4,000 years.

study co-author and Columbia University psychologist Elizabeth Sparrow said it’s just another form of so-called transactive memory, exhibited by people working in groups in which facts and expertise are distributed.

A direct comparison of transactive learning by individuals in groups and on computers has not been performed. It would be interesting to see how they stack up, said Sparrow. It would also be interesting to further compare how transactive and internal memory function. They could affect other thought processes: For example, someone relying on internalized memory may review and synthesize other memories during recall. One small but intriguing effect in the new study involved students who were less able to identify subtly manipulated facts, such as a changed name or date, when drawing on memories they thought were saved online.

In the United States, nearly a half century of research, application of new technologies and development of new methods and policies has failed to translate into improved reading abilities for the nation’s children1.

the reasons why progress has been so uneven point to three simple rules for anticipating when more research and development (R&D) could help to yield rapid social progress. In a world of limited resources, the trick is distinguishing problems amenable to technological fixes from those that are not. Our rules provide guidance\ in making this distinction . . .

unlike vaccines, the textbooks and software used in education do not embody the essence of what needs to be done. That is, they don’t provide the basic ‘go’ of teaching and learning. That depends on the skills of teachers and on the attributes of classrooms and students. Most importantly, the effectiveness of a vaccine is largely independent of who gives or receives it, and of the setting in which it is given.

The Templeton Foundation claims to be a friend of science. So why does it make so many researchers uneasy?

With a current endowment estimated at US$2.1 billion, the organization continues to pursue Templeton's goal of building bridges between science and religion. Each year, it doles out some $70 million in grants, more than $40 million of which goes to research in fields such as cosmology, evolutionary biology and psychology.

however, many scientists find it troubling — and some see it as a threat. Jerry Coyne, an evolutionary biologist at the University of Chicago, Illinois, calls the foundation "sneakier than the creationists". Through its grants to researchers, Coyne alleges, the foundation is trying to insinuate religious values into science. "It claims to be on the side of science, but wants to make faith a virtue," he says.

This was not a statistically controlled study: the subjects took a free test online and of their own accord.  They were by definition connected to the internet and interested in testing their English; they will also be younger and more urban than the population at large.

But Philip Hult, the boss of EF, says that his sample shows results similar to a more scientifically controlled but smaller study by the British Council.

Wealthy countries do better overall. But smaller wealthy countries do better still: the larger the number of speakers of a country’s main language, the worse that country tends to be at English. This is one reason Scandinavians do so well: what use is Swedish outside Sweden?  It may also explain why Spain was the worst performer in western Europe, and why Latin America was the worst-performing region: Spanish’s role as an international language in a big region dampens incentives to learn English.

Were we expecting that there would not be such behaviour – at this first truly Internet election? Are we who are in Singapore so deep within our own well that we are surprised by this sort of behaviour? In the words of one old man, grow up.

If you teach a people how to behave, and coerce them, frighten them and show them examples of what would happen if they do not behave as told, then you must accept that this people would learn your ways.

And this is what is happening with Tin Pei Ling – the people have learned from the PAP. And yes, it is distasteful. It is unwarranted. But to lay the blame on the people alone is just plain missing the point, isn’t it?

The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).

Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults.

The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.

What do educators in Singapore and China do? By their own internal accounts, they do a great deal of rote learning and "teaching to the test." Even if our sole goal was to produce students who would contribute maximally to national economic growth — the primary, avowed goal of education in Singapore and China — we should reject their strategies, just as they themselves have rejected them.

both nations have conducted major educational reforms, concluding that a successful economy requires nourishing analytical abilities, active problem-solving, and the imagination required for innovation.

Observers of current practices in both Singapore and China conclude that the reforms have not really been implemented. Teacher pay is still linked to test scores, and thus the incentive structure to effectuate real change is lacking. In general, it's a lot easier to move toward rote learning than to move away from it

Moral naturalists, on the other hand, believe that we have moral sentiments that have emerged from a long history of relationships. To learn about morality, you don’t rely upon revelation or metaphysics; you observe people as they live.

By the time humans came around, evolution had forged a pretty firm foundation for a moral sense. Jonathan Haidt of the University of Virginia argues that this moral sense is like our sense of taste. We have natural receptors that help us pick up sweetness and saltiness. In the same way, we have natural receptors that help us recognize fairness and cruelty. Just as a few universal tastes can grow into many different cuisines, a few moral senses can grow into many different moral cultures.

Paul Bloom of Yale noted that this moral sense can be observed early in life. Bloom and his colleagues conducted an experiment in which they showed babies a scene featuring one figure struggling to climb a hill, another figure trying to help it, and a third trying to hinder it. At as early as six months, the babies showed a preference for the helper over the hinderer. In some plays, there is a second act. The hindering figure is either punished or rewarded. In this case, 8-month-olds preferred a character who was punishing the hinderer over ones being nice to it.

This question has concerned western thinkers at least since Plato (5th-4th century BCE). It has also concerned thinkers in other cultural traditions: Confucius (6th-5th century BCE); China’s legalist tradition; and India’s Kautilya (4th-3rd century BCE). The perspective here is that of the contemporary democratic west.

The core purpose of the state is protection. This view would be shared by everybody, except anarchists, who believe that the protective role of the state is unnecessary or, more precisely, that people can rely on purely voluntary arrangements.

Contemporary Somalia shows the horrors that can befall a stateless society. Yet horrors can also befall a society with an over-mighty state. It is evident, because it is the story of post-tribal humanity that the powers of the state can be abused for the benefit of those who control it.