Skip to main content

Home/ New Media Ethics 2009 course/ Group items tagged Pragmatism

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Weiye Loh

Roger Pielke Jr.'s Blog: Wanted: Less Spin, More Informed Debate - 0 views

rogerpielkejr.blogspot.com/...spin-more-informed-debate.html

Carbon Trade Climate Change Pragmatism Public Relations

shared by Weiye Loh on 04 Aug 11 - No Cached
  • , the rejection of proposals that suggest starting with a low carbon price is thus a pretty good guarantee against any carbon pricing at all.  It is rather remarkable to see advocates for climate action arguing against a policy that recommends implementing a carbon price, simply because it does not start high enough for their tastes.  For some, idealism trumps pragmatism, even if it means no action at all.
  • Ward writes: . . . climate change is the result of a number of market failures, the largest of which arises from the fact that the prices of products and services involving emissions of greenhouse gases do not reflect the true costs of the damage caused through impacts on the climate. . . All serious economic analyses of how to tackle climate change identify the need to correct this market failure through a carbon price, which can be implemented, for instance, through cap and trade schemes or carbon taxes. . . A carbon price can be usefully supplemented by improvements in innovation policies, but it needs to be at the core of action on climate change, as this paper by Carolyn Fischer and Richard Newell points out.
  • First, the criticism is off target. A low and rising carbon price is in fact a central element to the policy recommendations advanced by the Hartwell Group in Climate Pragmatism, the Hartwell Paper, and as well, in my book The Climate Fix.  In Climate Pragmatism, we approvingly cite Japan's low-but-rising fossil fuels tax and discuss a range of possible fees or taxes on fossil fuels, implemented, not to penalize energy use or price fossil fuels out of the market, but rather to ensure that as we benefit from today’s energy resources we are setting aside the funds necessary to accelerate energy innovation and secure the nation’s energy future.
  • ...3 more annotations...
  • Here is another debating lesson -- before engaging in public not only should one read the materials that they are critiquing, they should also read the materials that they cite in support of their own arguments. This is not the first time that Bob Ward has put out misleading information related to my work.  Ever since we debated in public at the Royal Institution, Bob has adopted guerrilla tactics, lobbing nonsense into the public arena and then hiding when challenged to support or defend his views.  As readers here know, I am all for open and respectful debate over these important topics.  Why is that instead, all we get is poorly informed misdirection and spin? Despite the attempts at spin, I'd welcome Bob's informed engagement on this topic. Perhaps he might start by explaining which of the 10 statements that I put up on the mathematics and logic underlying climate pragmatism is incorrect.
  • In comments to another blog, I've identified Bob as a PR flack. I see no reason to change that assessment. In fact, his actions only confirm it. Where does he fit into a scientific debate?
  • Thanks for the comment, but I'll take the other side ;-)First, this is a policy debate that involves various scientific, economic, political analyses coupled with various values commitments including monied interests -- and as such, PR guys are as welcome as anyone else.That said, the problem here is not that Ward is a PR guy, but that he is trying to make his case via spin and misrepresentation. That gets noticed pretty quickly by anyone paying attention and is easily shot down.
Weiye Loh

Open data, democracy and public sector reform - 0 views

practicalparticipation.co.uk/...report

Open Government Open Data

shared by Weiye Loh on 05 Jul 11 - Cached
  • Weiye Loh on 05 Jul 11
     
    Governments are increasingly making their data available online in standard formats and under licenses that permit the free re-use of data. The justifications advanced for this include claims regarding the economic potential of open government data (OGD), the potential for OGD to promote transparency and accountability of government and the role of OGD in supporting the reform and reshaping of public services. This paper takes a pragmatic mixed-methods approach to exploring uses of data from the UK national open government data portal, data.gov.uk, and identifies how the emerging practices of OGD use are developing. It sets out five 'processes' of data use, and describes a series of embedded cases of education OGD use, and use of public-spending OGD. Drawing upon quantitative and qualitative data it presents an outline account of the motivations driving different individuals to engage with open government data, and it identifies a range of connections between open government data use of processes of civic change. It argues that a "data for developers" narrative that assumes OGD use will primarily be mediated by technology developers is misplaced, and that whilst innovation-based routes to OGD-driven public sector reform are evident, the relationship between OGD and democracy is less clear. As strategic research it highlights a number of emerging policy issues for developing OGD provision and use, and makes a contribution towards theoretical understandings of OGD use in practice.
Weiye Loh

Rationally Speaking: The sorry state of higher education - 0 views

rationallyspeaking.blogspot.com/...state-of-higher-education.html

Education Plagiarism Humanities Political Economy

shared by Weiye Loh on 03 Dec 10 - No Cached
  • 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.
  • ...16 more annotations...
  • As a teacher at the City University of New York, I am constantly aware of the possibility that my students might cheat on their tests. I do take some elementary precautionary steps
  • Still, my job is not that of the policeman. My students are adults who theoretically are there to learn. If they don’t value that learning and prefer to pay someone else to fake it, so be it, ultimately it is they who lose in the most fundamental sense of the term. Just like drug addicts, to return to my earlier metaphor. And just as in that other case, it is enablers like Mr. Dante who simply can’t duck the moral blame.
  • n open letter to the president of SUNY-Albany, penned by molecular biologist Gregory Petsko. The SUNY-Albany president has recently announced the closing — for budgetary reasons — of the departments of French, Italian, Classics, Russian and Theater Arts at his university.
  • Petsko begins by taking on one of the alleged reasons why SUNY-Albany is slashing the humanities: low enrollment. He correctly points out that the problem can be solved overnight at the stroke of a pen: stop abdicating your responsibilities as educators and actually put constraints on what your students have to take in order to graduate. Make courses in English literature, foreign languages, philosophy and critical thinking, the arts and so on, mandatory or one of a small number of options that the students must consider in order to graduate.
  • But, you might say, that’s cheating the market! Students clearly don’t want to take those courses, and a business should cater to its customers. That type of reasoning is among the most pernicious and idiotic I’ve ever heard. Students are not clients (if anything, their parents, who usually pay the tuition, are), they are not shopping for a new bag or pair of shoes. They do not know what is best for them educationally, that’s why they go to college to begin with. If you are not convinced about how absurd the students-as-clients argument is, consider an analogy: does anyone with functioning brain cells argue that since patients in a hospital pay a bill, they should be dictating how the brain surgeon operates? I didn’t think so.
  • Petsko then tackles the second lame excuse given by the president of SUNY-Albany (and common among the upper administration of plenty of public universities): I can’t do otherwise because of the legislature’s draconian cuts. Except that university budgets are simply too complicated for there not to be any other option. I know this first hand, I’m on a special committee at my own college looking at how to creatively deal with budget cuts handed down to us from the very same (admittedly small minded and dysfunctional) New York state legislature that has prompted SUNY-Albany’s action. As Petsko points out, the president there didn’t even think of involving the faculty and staff in a broad discussion of how to deal with the crisis, he simply announced the cuts on a Friday afternoon and then ran for cover. An example of very poor leadership to say the least, and downright hypocrisy considering all the talk that the same administrator has been dishing out about the university “community.”
  • Finally, there is the argument that the humanities don’t pay for their own way, unlike (some of) the sciences (some of the time). That is indubitably true, but irrelevant. Universities are not businesses, they are places of higher learning. Yes, of course they need to deal with budgets, fund raising and all the rest. But the financial and administrative side has one goal and one goal only: to provide the best education to the students who attend that university.
  • That education simply must include the sciences, philosophy, literature, and the arts, as well as more technical or pragmatic offerings such as medicine, business and law. Why? Because that’s the kind of liberal education that makes for an informed and intelligent citizenry, without which our democracy is but empty talk, and our lives nothing but slavery to the marketplace.
  • Maybe this is not how education works in the US. I thought that general (or compulsory) education (ie. up to high school) is designed to make sure that citizens in a democratic country can perform their civil duties. A balanced and well-rounded education, which includes a healthy mixture of science and humanities, is indeed very important for this purpose. However, college-level education is for personal growth and therefore the person must have a large say about what kind of classes he or she chooses to take. I am disturbed by Massimo's hospital analogy. Students are not ill. They don't go to college to be cured, or to be good citizens. They go to college to learn things that *they* want to learn. Patients are passive. Students are not.I agree that students typically do not know what kind of education is good for them. But who does?
  • students do have a saying in their education. They pick their major, and there are electives. But I object to the idea that they can customize their major any way they want. That assumes they know what the best education for them is, they don't. That's the point of education.
  • The students are in your class to get a good grade, any learning that takes place is purely incidental. Those good grades will look good on their transcript and might convince a future employer that they are smart and thus are worth paying more.
  • I don't know what the dollar to GPA exchange rate is these days, but I don't doubt that there is one.
  • Just how many of your students do you think will remember the extensive complex jargon of philosophy more than a couple of months after they leave your classroom?
  • and our lives nothing but slavery to the marketplace.We are there. Welcome. Where have you been all this time? In a capitalistic/plutocratic society money is power (and free speech too according to the supreme court). Money means a larger/better house/car/clothing/vacation than your neighbor and consequently better mating opportunities. You can mostly blame the women for that one I think just like the peacock's tail.
  • If a student of surgery fails to learn they might maim, kill or cripple someone. If an engineer of airplanes fails to learn they might design a faulty aircraft that fails and kills people. If a student of chemistry fails to learn they might design a faulty drug with unintended and unfortunate side effects, but what exactly would be the harm if a student of philosophy fails to learn Aristotle had to say about elements or Plato had to say about perfect forms? These things are so divorced from people's everyday activities as to be rendered all but meaningless.
  • human knowledge grows by leaps and bounds every day, but human brain capacity does not, so the portion of human knowledge you can personally hold gets smaller by the minute. Learn (and remember) as much as you can as fast as you can and you will still lose ground. You certainly have your work cut out for you emphasizing the importance of Thales in the Age of Twitter and whatever follows it next year.
Weiye Loh

Schoolgirl arrested for refusing to study with non-English pupils | Mail Online - 0 views

www.dailymail.co.uk/...-study-non-English-pupils.html

Racism Ethics Pragmatism

shared by Weiye Loh on 27 Nov 09 - Cached
  • A teenage schoolgirl was arrested by police for racism after refusing to sit with a group of Asian students because some of them did not speak English.
  • The teenager had not been in school the day before due to a hospital appointment and had missed the start of a project, so the teacher allocated her a group to sit with. "She said I had to sit there with five Asian pupils," said Codie yesterday. "Only one could speak English, so she had to tell that one what to do so she could explain in their language. Then she sat me with them and said 'Discuss'." According to Codie, the five - four boys and a girl - then began talking in a language she didn't understand, thought to be Urdu, so she went to speak to the teacher. "I said 'I'm not being funny, but can I change groups because I can't understand them?' But she started shouting and screaming, saying 'It's racist, you're going to get done by the police'."
  • A complaint was made to a police officer based full-time at the school, and more than a week after the incident on September 26 she was taken to Swinton police station and placed under arrest.
  • ...4 more annotations...
  • After questioning on suspicion of committing a section five racial public order offence, her mother Nicola says she was placed in a bare cell for three-and-a-half hours then released without charge.
  • "Codie was not being racist." "The reaction from the school and police is totally over the top and I am furious my daughter had to go through this trauma when all she was saying was common sense. " "She'd have been better off not saying anything and getting into trouble for not being able to do the work."
  • School insiders acknowledge that at least three of the students Codie refused to sit with had recently arrived in this country and spoke little English. But they say her comments afterwards raised further concerns, for example allegedly referring to the students as "blacks" - something she denied yesterday.
  • Last night Robert Whelan, deputy director of the Civitas think-tank, said: "It's obviously common sense that pupils who don't speak English cause problems for other pupils and for teachers." "I'm sure this sort of thing happens all the time, but it's a sad reflection on the school if they can't deal with it without involving the police." "A lot of these arrests don't result in prosecutions - they aim is to frighten us into self-censorship until we watch everything we say."
Weiye Loh

Most scientists in this country are Democrats. That's a problem. - By Daniel Sarewitz -... - 0 views

www.slate.com/...all

Science Politics Religion

shared by Weiye Loh on 12 Dec 10 - No Cached
  • A Pew Research Center Poll from July 2009 showed that only around 6 percent of U.S. scientists are Republicans; 55 percent are Democrats, 32 percent are independent, and the rest "don't know" their affiliation.
  • When President Obama appears Wednesday on Discovery Channel's Mythbusters (9 p.m. ET), he will be there not just to encourage youngsters to do their science homework but also to reinforce the idea that Democrats are the party of science and rationality. And why not? Most scientists are already on his side.
  • Yet, partisan politics aside, why should it matter that there are so few Republican scientists? After all, it's the scientific facts that matter, and facts aren't blue or red.
  • ...7 more annotations...
  • For 20 years, evidence about global warming has been directly and explicitly linked to a set of policy responses demanding international governance regimes, large-scale social engineering, and the redistribution of wealth. These are the sort of things that most Democrats welcome, and most Republicans hate. No wonder the Republicans are suspicious of the science.
  • Think about it: The results of climate science, delivered by scientists who are overwhelmingly Democratic, are used over a period of decades to advance a political agenda that happens to align precisely with the ideological preferences of Democrats. Coincidence—or causation?
  • How would a more politically diverse scientific community improve this situation? First, it could foster greater confidence among Republican politicians about the legitimacy of mainstream science. Second, it would cultivate more informed, creative, and challenging debates about the policy implications of scientific knowledge. This could help keep difficult problems like climate change from getting prematurely straitjacketed by ideology. A more politically diverse scientific community would, overall, support a healthier relationship between science and politics.
  • American society has long tended toward pragmatism, with a great deal of respect for the value and legitimacy not just of scientific facts, but of scientists themselves.
  • Yet this exceptional status could well be forfeit in the escalating fervor of national politics, given that most scientists are on one side of the partisan divide. If that public confidence is lost, it would be a huge and perhaps unrecoverable loss for a democratic society.
  • A democratic society needs Republican scientists.
  • I have to imagine 50 years ago there were a lot more Republican scientists, when the Democrats were still the party of Southern Baptists. As a rational person I find it impossible to support any candidate who panders to the religious right, and in current politics, that's every National Republican.
Weiye Loh

When Science Trumps Policy: The Triumph of Insite « British Columbia « Canada... - 0 views

www.skepticnorth.com/...s-policy-the-triumph-of-insite

Science Policy Drugs Pragmatism

shared by Weiye Loh on 08 Oct 11 - No Cached
  • As skeptics we obviously want to see science based medicine and effective methods to improve public health. What this means is that, we skeptics, want to see medicine like vaccines promoted instead of homeopathy; but, we also want to see science based policy as well. What Insite has proven is that the harm reduction policy is working, in fact, working better than the “war on drugs” policy that the Conservative government has been supporting. Since the evidence is pointing to harm reduction being a more effective method of controlling the harmful effects of drug addiction in society, it should follow that harm reduction as a policy gain the support of our government and health care providers.
  • what was really distressing was that the Harper Government wasn’t just arguing against the evidence (saying for instance that it was either wrong or misguided) but actually arguing in spite of the evidence. What they were saying was that, yes, harm reduction appears to be working…but that’s irrelevant because that isn’t the policy we want to use.
1 - 6 of 6
Showing 20▼ items per page