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Chua’s argument goes against years of scientific research into what makes kids truly happy—and successful—in life.  Moreover, it rests on a faulty premise: Rather than being overly permissive, many American parents—especially the well-educated, affluent Americans reading excerpts in the WSJ or on Slate.com—are overly focused on achievement already.

Chua defines success narrowly, focusing on achievement and perfection at all costs: Success is getting straight As and being a violin or piano prodigy.  Three decades of research clearly suggests that such a narrow focus on achievement can produce wildly unhappy people. Yes, they may boast perfect report cards and stunning piano recitals. But we are a country full of high-achieving but depressed and suicidal college students, a record number of whom take prescription medication for anxiety and depression.

Chua argues that happiness comes from mastery, and that mastery is achieved through “tenacious practice, practice, practice.”  She’s right here—practice does fuel success—but she’s wrong that forced mastery will lead to happiness.  “Once a child starts to excel at something,” she writes, “he or she gets praise, admiration and satisfaction. This builds confidence and makes the once not-fun activity fun. This in turn makes it easier for the parent to get the child to work even more.”

A country with an economic system that is not adequately flexible to allow its own individual citizens to choose for themselves their own answers to their economic problems and challenges has limited, or restricted, career choices. In such a country “success” is not broadly defined, it is narrowly defined. In other words, authoritarian governments, dictatorships, or whatever you want to call them, have few options for their people to attain “success” other than for their citizens to shoehorn their lives into regimented lifestyles. This should be no surprise to anyone; regimes create regimented lifestyles because those are the only lifestyles that lead to success within those economies.

Wordsmith intellectuals fare well in capitalist society; there they have great freedom to formulate, encounter, and propagate new ideas, to read and discuss them. Their occupational skills are in demand, their income much above average. Why then do they disproportionately oppose capitalism? Indeed, some data suggest that the more prosperous and successful the intellectual, the more likely he is to oppose capitalism. This opposition to capitalism is mainly "from the left" but not solely so. Yeats, Eliot, and Pound opposed market society from the right.

can distinguish two types of explanation for the relatively high proportion of intellectuals in opposition to capitalism. One type finds a factor unique to the anti-capitalist intellectuals. The second type of explanation identifies a factor applying to all intellectuals, a force propelling them toward anti-capitalist views. Whether it pushes any particular intellectual over into anti-capitalism will depend upon the other forces acting upon him. In the aggregate, though, since it makes anti-capitalism more likely for each intellectual, such a factor will produce a larger proportion of anti-capitalist intellectuals. Our explanation will be of this second type. We will identify a factor which tilts intellectuals toward anti-capitalist attitudes but does not guarantee it in any particular case.

Intellectuals now expect to be the most highly valued people in a society, those with the most prestige and power, those with the greatest rewards. Intellectuals feel entitled to this. But, by and large, a capitalist society does not honor its intellectuals. Ludwig von Mises explains the special resentment of intellectuals, in contrast to workers, by saying they mix socially with successful capitalists and so have them as a salient comparison group and are humiliated by their lesser status.

Why then do contemporary intellectuals feel entitled to the highest rewards their society has to offer and resentful when they do not receive this? Intellectuals feel they are the most valuable people, the ones with the highest merit, and that society should reward people in accordance with their value and merit. But a capitalist society does not satisfy the principle of distribution "to each according to his merit or value." Apart from the gifts, inheritances, and gambling winnings that occur in a free society, the market distributes to those who satisfy the perceived market-expressed demands of others, and how much it so distributes depends on how much is demanded and how great the alternative supply is. Unsuccessful businessmen and workers do not have the same animus against the capitalist system as do the wordsmith intellectuals. Only the sense of unrecognized superiority, of entitlement betrayed, produces that animus.

What factor produced feelings of superior value on the part of intellectuals? I want to focus on one institution in particular: schools. As book knowledge became increasingly important, schooling--the education together in classes of young people in reading and book knowledge--spread. Schools became the major institution outside of the family to shape the attitudes of young people, and almost all those who later became intellectuals went through schools. There they were successful. They were judged against others and deemed superior. They were praised and rewarded, the teacher's favorites. How could they fail to see themselves as superior? Daily, they experienced differences in facility with ideas, in quick-wittedness. The schools told them, and showed them, they were better.

We have refined the hypothesis somewhat. It is not simply formal schools but formal schooling in a specified social context that produces anti-capitalist animus in (wordsmith) intellectuals. No doubt, the hypothesis requires further refining. But enough. It is time to turn the hypothesis over to the social scientists, to take it from armchair speculations in the study and give it to those who will immerse themselves in more particular facts and data. We can point, however, to some areas where our hypothesis might yield testable consequences and predictions. First, one might predict that the more meritocratic a country's school system, the more likely its intellectuals are to be on the left. (Consider France.) Second, those intellectuals who were "late bloomers" in school would not have developed the same sense of entitlement to the very highest rewards; therefore, a lower percentage of the late-bloomer intellectuals will be anti-capitalist than of the early bloomers. Third, we limited our hypothesis to those societies (unlike Indian caste society) where the successful student plausibly could expect further comparable success in the wider society. In Western society, women have not heretofore plausibly held such expectations, so we would not expect the female students who constituted part of the academic upper class yet later underwent downward mobility to show the same anti-capitalist animus as male intellectuals. We might predict, then, that the more a society is known to move toward equality in occupational opportunity between women and men, the more its female intellectuals will exhibit the same disproportionate anti-capitalism its male intellectuals show.

that is tragedy because just at the moment when we celebrate the product of these two wonders—Zuckerberg and the Internet—working together, policymakers are conspiring ferociously with old world powers to remove the conditions for this success. As “network neutrality” gets bargained away—to add insult to injury, by an administration that was elected with the promise to defend it—the opportunities for the Zuckerbergs of tomorrow will shrink. And as they do, we will return more to the world where success depends upon permission. And privilege. And insiders. And where fewer turn their souls to inventing the next great idea.

Zuckerberg is a rightful hero of our time. I want my kids to admire him. To his credit, Sorkin gives him the only lines of true insight in the film: In response to the twins’ lawsuit, he asks, does “a guy who makes a really good chair owe money to anyone who ever made a chair?” And to his partner who signed away his ownership in Facebook: “You’re gonna blame me because you were the business head of the company and you made a bad business deal with your own company?” Friends who know Zuckerberg say such insight is common. No doubt his handlers are panicked that the film will tarnish the brand. He should listen less to these handlers. As I looked around at the packed theater of teens and twenty-somethings, there was no doubt who was in the right, however geeky and clumsy and sad. That generation will judge this new world. If, that is, we allow that new world to continue to flourish.

Arguing that governments can pick winners, Professor Chang urges us to reclaim economic planning, not as a token of centrally-planned communism, but rather as the simple reality behind our market economies today:

Capitalist economies are in large part planned. Governments in capitalist economies practice planning too, albeit on a more limited basis than under communist central planning. All of them finance a significant share of investment in R&D and infrastructure. Most of them plan a significant chunk of the economy through the planning of the activities of state-owned enterprises. Many capitalist governments plan the future shape of individual industrial sectors through sectoral industrial policy or even that of the national economy through indicative planning. More importantly, modern capitalist economies are made up of large, hierarchical corporations that plan their activities in great detail, even across national borders. Therefore, the question is not whether you plan or not. It is about planning the right things at the right levels.

Drawing a clear distinction between communist central planning and capitalist 'indicative' planning, Chang notes that the latter: ... involves the government ... setting some broad targets concerning key economic variables (e.g., investments in strategic industries, infrastructure development, exports) and working with, not against, the private sector to achieve them. Unlike under central planning, these targets are not legally binding; hence the adjective 'indicative'. However, the government will do its best to achieve them by mobilizing various carrots (e.g., subsidies, granting of monopoly rights) and sticks (e.g., regulations, influence through state-owned banks) at its disposal.

Chang observes that: France had great success in promoting investment and technological innovation through indicative planning in the 1950s and 60s, thereby overtaking the British economy as Europe's second industrial power. Other European countries, such as Finland, Norway and Austria, also successfully used indicative planning to upgrade their economies between the 1950s and the 1970s. The East Asian miracle economies of Japan, Korea and Taiwan used indicative planning too between the 1950s and 1980s. This is not to say that all indicative planning exercises have been successful; in India, for example, it has not. Nevertheless, the European and East Asian examples show that planning in certain forms is not incompatible with capitalism and may even promote capitalist development very well.

As we have argued before, the current crisis raging through Europe (in large part caused by free-market economics), forces us to reconsider our economic options. More than ever before, now is the time to rehabilitate indicative planning and industrial policy as key levers in our arsenal of policy tools.

In their appeal for more funding for scientific research, Leshner and Cooper argued that: "Across society, we don't have to look far for examples of basic research that paid off." They cite the creation of Google as a prime example of such payoffs: "Larry Page and Sergey Brin, then a National Science Foundation [NSF] fellow, did not intend to invent the Google search engine. Originally, they were intrigued by a mathematical challenge ..." The appealing imagery of a scientist who simply follows his curiosity and then makes a discovery with a large societal payoff is part of the core mythology of post-World War II science policies. The mythology shapes how governments around the world organize, account for, and fund research. A large body of scholarship has critiqued postwar science policies and found that, despite many notable successes, the science policies that may have made sense in the middle of the last century may need updating in the 21st century. In short, investments in "basic research" are not enough. Benoit Godin has asserted (PDF) that: "The problem is that the academic lobby has successfully claimed a monopoly on the creation of new knowledge, and that policy makers have been persuaded to confuse the necessary with the sufficient condition that investment in basic research would by itself necessarily lead to successful applications." Or as Leshner and Cooper declare in The Washington Post: "Federal investments in R&D have fueled half of the nation's economic growth since World War II."

But, Hor points out, Page 340: to give legislative effect to a norm which stems almost exclusively from Christian or Muslim beliefs does appear to be a curiously misguided decision. Take the example of the prohibition against eating pork — certainly a tenet of Islam and Judaism. No one would even suggest that we enact a law banning the consumption of pork in Singapore, even for Muslims, no matter how strongly these two religious communities feel about it.

With reference to the constitutional guarantee of equality before the law, Hor explains that this provision requires that, Page 340: law must not be “arbitrary”; there must be a “rational nexus” or “reasonable classification” between what the law targets and the purpose for which it is laid down.

Laws must be tested for “fit” and “weight”, he said. With respect to the former, the question is whether the classification of the target persons affected by the law fits the intended purpose of the law. As for “weight”, the question is whether whatever the problem the law purports to deal with is real and serious enough to justify the intervention of criminal sanction. Or is it mostly capricious?

decision to retain 377A is gravely problematic on both fronts. It does not fit very well at all. . . . If, as we have seen, the legislature was acting in some manner on the antipathy of certain segments of society towards homosexual activity, then the non-inclusion of women in 377A is a very huge omission indeed — more than half our population and presumably half of all homosexual activity.  It would be akin to subjecting half all our cars to a certain speed limit rule based on the colour of the car.

The element of “weight” is no less shaky. Can the sole purpose of accommodation of sectarian sensibilities ever be weighty enough to justify the criminalization of private sexual conduct between consenting adults? If the answer is “yes”, then it is hard to imagine for what earthly purpose the equal protection clause was written into the Constitution for. It is not the case that the Legislature has made a judgment that 377A activity is sufficiently harmful to society to attract criminal sanctions. . . the speech of PM Lee shows a clear belief that it is not so harmful — but 377A was to remain for, apparently, the sole purpose of appeasing those who disapprove.

It is not difficult to see that if the desire to accommodate a disapproving segment of society is reason enough, that would result in the evisceration of equal protection. . . Equal protection is about protection against prejudice, and if the government does not buy into the substantive arguments (of those who disapprove) for criminalization, then those putative reasons become, as far as the government is concerned, prejudice.

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.

he authors disagree with Lever-Tracy's observation that the lack of interest in climate change among sociologists is driven by a widespread suspicion of naturalistic explanations, teleological arguments and environmental determinism.

While conceding that Lever-Tracy's observation may be partially true, the authors argue that more important processes are at play, including cautiousness on the part of sociologists to step into a heavily politicized debate; methodological differences with the natural sciences; and sensitivity about locating climate change in the longue durée.

Secondly, while Lever-Tracy argues that "natural and social change are now in lockstep with each other, operating on the same scales," and that therefore a multidisciplinary approach is needed, Grundmann and Stehr suggest that the true challenge is interdisciplinarity, as opposed to multidisciplinarity.

Thirdly, and this possibly the most striking observation of the article, Grundmann and Stehr challenge Lever-Tracy's argument that natural scientists have successfully made the case for anthropogenic climate change, and that therefore social scientists should cease to endlessly question this scientific consensus on the basis of a skeptical postmodern 'deconstructionism'.

As opposed to both Lever-Tracy's positivist view and the radical postmodern deconstructionist view, Grundmann and Stehr take the social constructivist view, which argues that that every idea is socially constructed and therefore the product of human interpretation and communication. This raises the 'intractable' specters of discourse and framing, to which we will return in a second.

Finally, Lever-Tracy holds that climate change needs to be posited "firmly at the heart of the discipline." Grundmann and Stehr, however, emphasize that "if this is going to [be] more than wishful thinking, we need to carefully consider the prospects of such an enterprise."

The importance of framing climate change in a way that allows it to resonate with the concerns of the average citizen is an issue that the Breakthrough Institute has long emphasized. Especially the apocalyptic politics of fear that is often associated with climate change tends to have a counterproductive effect on public opinion. Realizing this, Grundmann and Stehr make an important warning to sociologists: "the inherent alarmism in many social science contributions on climate change merely repeats the central message provided by mainstream media." In other words, it fails to provide the kind of distantiated observation needed to approach the issue with at least a mild degree of objectivity or impartiality.

While this tension is symptomatic of many social scientific attempts to get involved, we propose to study these very underlying assumptions. For example, we should ask: Does the dramatization of events lead to effective political responses? Do we need a politics of fear? Is scientific consensus instrumental for sound policies? And more generally, what are the relations between a changing technological infrastructure, social shifts and belief systems? What contribution can bottom-up initiatives have in fighting climate change? What roles are there for markets, hierarchies and voluntary action? How was it possible that the 'fight against climate change' rose from a marginal discourse to a hegemonic one (from heresy to dogma)? And will the discourse remain hegemonic or will too much pub¬lic debate about climate change lead to 'climate change fatigue'?

In this respect, Grundmann and Stehr make another crucial observation: "the severity of a problem does not mean that we as sociologists should forget about our analytical apparatus." Bringing the analytical apparatus of sociology back in, the hunting season for positivist approaches to knowledge and nature is opened. Grundmann and Stehr consequently criticize not only Lever-Tracy's unspoken adherence to a positivist nature-society duality, taking instead a more dialectical Marxian approach to the relationship between man and his environment, but they also criticize her idea that incremental increases in our scientific knowledge of climate change and its impacts will automatically coalesce into successful and meaningful policy responses.

Political decisions about climate change are made on the basis of scientific research and a host of other (economic, political, cultural) considerations. Regarding the scientific dimension, it is a common perception (one that Lever-Tracy seems to share) that the more knowledge we have, the better the political response will be. This is the assumption of the linear model of policy-making that has been dominant in the past but debunked time and again (Godin, 2006). What we increasingly realize is that knowl¬edge creation leads to an excess of information and 'objectivity' (Sarewitz, 2000). Even the consensual mechanisms of the IPCC lead to an increase in options because knowledge about climate change increases.

Instead, Grundmann and Stehr propose to look carefully at how we frame climate change socially and whether the hegemonic climate discourse is actually contributing to successful political action or hampering it. Defending this social constructivist approach from the unfounded allegation that it would play into the hands of the climate skeptics, the authors note that defining climate change as a social construction ... is not to diminish its importance, relevance, or reality. It simply means that sociologists study the process whereby something (like anthropogenic climate change) is transformed from a conjecture into an accepted fact. With regard to policy, we observe a near exclusive focus on carbon dioxide emissions. This framing has proven counter productive, as the Hartwell paper and other sources demonstrate (see Eastin et al., 2010; Prins et al., 2010). Reducing carbon emissions in the short term is among the most difficult tasks. More progress could be made by a re-framing of the issue, not as an issue of human sinfulness, but of human dignity. [emphasis added]

These observations allow the authors to come full circle, arriving right back at their first observation about the real reasons why sociologists have so far kept silent on climate change. Somehow, "there seems to be the curious conviction that lest you want to be accused of helping the fossil fuel lobbies and the climate skeptics, you better keep quiet."

Munich Re explains in the context of recent disasters (emphasis added): Overall, pressure on prices in most lines of business and regions is persisting. Munich Re therefore consistently withdrew from under-rated business. It nevertheless proved possible to expand accounts with individual major clients, so that the business volume grew slightly on balance, despite the difficult environment. Munich Re owes this profitable growth especially to its ability to swiftly offer complex, tailor-made reinsurance solutions to its clients. Besides this, the many large losses resulting from natural hazards and also from man-made events, had a stabilising influence on the lines of business and regions affected. Thus, prices increased markedly for natural catastrophe covers in Australia/New Zealand (Oceania) and in offshore energy business. There were no major changes in conditions in this renewal season. The overall outcome of the reinsurance treaty renewals at 1 January 2011 was again very satisfactory for Munich Re.

There is downward pressure on prices in the reinsurance industry because there have not been enough disasters to keep up demand and thus premium prices. The following observation was made just three months ago: Insurance and reinsurance prices have been falling across most business lines for two years, reflecting intense competition between well-capitalised insurers and a comparative dearth of major catastrophe-induced losses.

as Munch Re explains, they have been able to overcome the dearth of disasters because recent extreme events have allowed them to increase prices on coverage in a manner that not only counteracts recent losses to some degree, but even allows for "profitable growth."  As with most tall tales, the one about the financial plight of reinsurers dealing with a changed climate isn't going away any time soon. It is just another bit of  popular unreality that effective decision making will have to overcome.

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.

How could a stupid commercial trick me into believing that I loved a product I’d never actually tasted? Or that I drank Coke out of glass bottles? The answer returns us to a troubling recent theory known as memory reconsolidation. In essence, reconsolidation is rooted in the fact that every time we recall a memory we also remake it, subtly tweaking the neuronal details. Although we like to think of our memories as being immutable impressions, somehow separate from the act of remembering them, they aren’t. A memory is only as real as the last time you remembered it. What’s disturbing, of course, is that we can’t help but borrow many of our memories from elsewhere, so that the ad we watched on television becomes our own, part of that personal narrative we repeat and retell.

This idea, simple as it seems, requires us to completely re-imagine our assumptions about memory.  It reveals memory as a ceaseless process, not a repository of inert information. The recall is altered in the absence of the original stimulus, becoming less about what we actually remember and more about what we’d like to remember. It’s the difference between a “Save” and the “Save As” function. Our memories are a “Save As”: They are files that get rewritten every time we remember them, which is why the more we remember something, the less accurate the memory becomes. And so that pretty picture of popcorn becomes a taste we definitely remember, and that alluring soda commercial becomes a scene from my own life. We steal our stories from everywhere. Marketers, it turns out, are just really good at giving us stories we want to steal.

perhaps it would have been nice to not side-step the question of why are these games, as a whole, important as art. Considering this is the first major American art institution to put on a video game show, I would have liked to see a more powerful statement about the medium.

just as they have with Facebook, users will become more familiar with the idea of setting their own privacy preferences and managing their own data. Smart vendors will learn from Facebook; the rest will lose out to competitors. Visualizing the user's information and providing an intelligible interface is an opportunity for competitive advantage.

I see this happening already with a number of companies, including some with which I am involved. For example, in its research surveys, 23andMe asks people questions such as how often they have headaches or whether they have ever been exposed to pesticides, and lets them see (in percentages) how other 23andMe users answer the question. This kind of information is fascinating to most people. TripIt lets you compare and match your own travel plans with those of friends. Earndit lets you compete with others to exercise more and win points and prizes.

Consumers increasingly expect to be able to see themselves both as individuals and in context. They will feel more comfortable about sharing data if they feel confident that they know what is shared and what is not. The online world will feel like a well-lighted place with shops, newsstands, and the like, where you can see other people and they can see you. Right now, it more often feels like lurking in a spooky alley with a surveillance camera overlooking the scene.

Of course, there will be “useful” data that an individual might not want to share – say, how much alcohol they buy, which diseases they have, or certain of their online searches. They will know how to keep such information discreet, just as they might close the curtains to get undressed in their hotel room after enjoying the view from the balcony. Yes, living online takes a little more thought than living offline. But it is not quite as complex once Internet-based services provide the right tools – and once awareness and control of one’s own data become a habit.

Flow is a tread­mill, and you can’t spend all of your time run­ning on the tread­mill. Well, you can. But then one day you’ll get off and look around and go: Oh man. I’ve got noth­ing here.

But I’m not say­ing you should ignore flow!

this is no time to hole up and work in iso­la­tion, emerg­ing after long months or years with your perfectly-polished opus. Every­body will go: huh?

if you don’t have flow to plug your new fans into, you’re suf­fer­ing a huge (here it is!) oppor­tu­nity cost. You’ll have to find them all again next time you emerge from your cave.

we all got really good at flow, really fast. But flow is ephemeral. Stock sticks around. Stock is cap­i­tal. Stock is protein.

And the real magic trick in 2010 is to put them both together. To keep the ball bounc­ing with your flow—to main­tain that open chan­nel of communication—while you work on some kick-ass stock in the back­ground.

all these super-successful artists and media peo­ple today who don’t really think about flow. Like, Wes Ander­son

the secret is that some­body else does his flow for him. I mean, what are PR and adver­tis­ing? Flow, bought and paid for.

Today I’m still always ask­ing myself: Is this stock? Is this flow? How’s my mix? Do I have enough of both?

there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.

creativity scores had been steadily rising, just like IQ scores, until 1990. Since then, creativity scores have consistently inched downward.

It is the scores of younger children in America—from kindergarten through sixth grade—for whom the decline is “most serious.”

It’s too early to determine conclusively why U.S. creativity scores are declining. One likely culprit is the number of hours kids now spend in front of the TV and playing videogames rather than engaging in creative activities. Another is the lack of creativity development in our schools. In effect, it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children.

Around the world, though, other countries are making creativity development a national priority.

In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.

When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing.

Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class.

The age-old belief that the arts have a special claim to creativity is unfounded. When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations.

The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.

The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach.

Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.

“Creativity can be taught,” says James C. Kaufman, professor at California State University, San Bernardino. What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.

highly creative adults tended to grow up in families embodying opposites. Parents encouraged uniqueness, yet provided stability. They were highly responsive to kids’ needs, yet challenged kids to develop skills. This resulted in a sort of adaptability: in times of anxiousness, clear rules could reduce chaos—yet when kids were bored, they could seek change, too. In the space between anxiety and boredom was where creativity flourished.

highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.

In early childhood, distinct types of free play are associated with high creativity. Preschoolers who spend more time in role-play (acting out characters) have higher measures of creativity: voicing someone else’s point of view helps develop their ability to analyze situations from different perspectives. When playing alone, highly creative first graders may act out strong negative emotions: they’ll be angry, hostile, anguished.

In middle childhood, kids sometimes create paracosms—fantasies of entire alternative worlds. Kids revisit their paracosms repeatedly, sometimes for months, and even create languages spoken there. This type of play peaks at age 9 or 10, and it’s a very strong sign of future creativity.

From fourth grade on, creativity no longer occurs in a vacuum; researching and studying become an integral part of coming up with useful solutions. But this transition isn’t easy. As school stuffs more complex information into their heads, kids get overloaded, and creativity suffers. When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates.

They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.

A similar study of 1,500 middle schoolers found that those high in creative self-efficacy had more confidence about their future and ability to succeed. They were sure that their ability to come up with alternatives would aid them, no matter what problems would arise.

Moreover, the reforms are cabined by these authoritarian nations' fear of true critical freedom. In Singapore, nobody even attempts to use the new techniques when teaching about politics and contemporary problems. "Citizenship education" typically takes the form of analyzing a problem, proposing several possible solutions, and then demonstrating how the one chosen by government is the right one for Singapore.

One professor of communications (who has since left Singapore) reported on a recent attempt to lead a discussion of the libel suits in her class: "I can feel the fear in the room. …You can cut it with a knife."

Singapore and China are terrible models of education for any nation that aspires to remain a pluralistic democracy. They have not succeeded on their own business-oriented terms, and they have energetically suppressed imagination and analysis when it comes to the future of the nation and the tough choices that lie before it. If we want to turn to Asia for models, there are better ones to be found: Korea's humanistic liberal arts tradition, and the vision of Tagore and like-minded Indian educators.