Skip to main content

Home/ TOK Friends/ Group items tagged Conviction

Rss Feed Group items tagged

Javier E

The Data Vigilante - Christopher Shea - The Atlantic - 0 views

  • He is, on the contrary, seized by the conviction that science is beset by sloppy statistical maneuvering and, in some cases, outright fraud. He has therefore been moonlighting as a fraud-buster, developing techniques to help detect doctored data in other people’s research. Already, in the space of less than a year, he has blown up two colleagues’ careers.
  • In a paper called “False-Positive Psychology,” published in the prestigious journal Psychological Science, he and two colleagues—Leif Nelson, a professor at the University of California at Berkeley, and Wharton’s Joseph Simmons—showed that psychologists could all but guarantee an interesting research finding if they were creative enough with their statistics and procedures.
  • By going on what amounted to a fishing expedition (that is, by recording many, many variables but reporting only the results that came out to their liking); by failing to establish in advance the number of human subjects in an experiment; and by analyzing the data as they went, so they could end the experiment when the results suited them, they produced a howler of a result, a truly absurd finding. They then ran a series of computer simulations using other experimental data to show that these methods could increase the odds of a false-positive result—a statistical fluke, basically—to nearly two-thirds.
  • ...2 more annotations...
  • “I couldn’t tolerate knowing something was fake and not doing something about it,” he told me. “Everything loses meaning. What’s the point of writing a paper, fighting very hard to get it published, going to conferences?”
  • Simonsohn stressed that there’s a world of difference between data techniques that generate false positives, and fraud, but he said some academic psychologists have, until recently, been dangerously indifferent to both. Outright fraud is probably rare. Data manipulation is undoubtedly more common—and surely extends to other subjects dependent on statistical study, including biomedicine. Worse, sloppy statistics are “like steroids in baseball”: Throughout the affected fields, researchers who are too intellectually honest to use these tricks will publish less, and may perish. Meanwhile, the less fastidious flourish.
Javier E

Michael Bloomberg: 6 ways to stop gun madness - 0 views

  • For more than a decade, both parties in Washington have mostly looked the other way when mass shootings occur. And they have mostly ignored the 34 victims who are murdered with guns every single day.
  • prohibit the manufacture and sale of the military-style assault weapons and high-capacity ammunition clips that have been used in too many mass shootings, including in Newtown. The previous ban on assault weapons expired in 2004. While President George W. Bush supported reinstating it, Congress never acted. The time has plainly come.
  • fix the broken background check system. Currently, nearly half of all gun sales in the U.S. are conducted without a background check. Criminals, the mentally ill, minors and domestic abusers are all prohibited from purchasing guns, but they all can do so as easily as attending a gun show or going online.
  • ...6 more annotations...
  • fill the vacancy at the top of the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF), which has been without a director for six years.
  • make gun trafficking a felony. Gun rights advocates agree that penalties for illegal use and possession of guns should be stiffened -- and so should penalties on those who are engaged in gun trafficking.
  • requires the federal government to compel states to submit all necessary records on felons, domestic abusers, the seriously mentally ill and others to the background check system.
  • step up its prosecution of gun criminals who try to buy guns. In 2009, 71,000 people who had been convicted of gun crimes tried to buy guns by lying on their background checks. Yet the federal government prosecuted only 77 of those cases.
  • crack down on rogue gun dealers.
  • . If President Obama and Congress fail to lead, 48,000 Americans will be killed with guns over the next four years.
Emily Horwitz

Scientists to Seek Clues to Violence in Genome of Gunman in Newtown, Conn. - NYTimes.com - 0 views

  • In a move likely to renew a longstanding ethical controversy, geneticists are quietly making plans to study the DNA of Adam Lanza, 20, who killed 20 children and seven adults in Newtown, Conn. Their work will be an effort to discover biological clues to extreme violence.
  • other experts speculated that the geneticists might look for mutations that might be associated with mental illnesses and ones that might also increase the risk for violence.
  • But whatever they do, this apparently is the first time researchers will attempt a detailed study of the DNA of a mass killer.
  • ...6 more annotations...
  • Dr. Arthur Beaudet, a professor at the Baylor College of Medicine and the chairman of its department of molecular and human genetics, applaud the effort. He believes that the acts committed by men like Mr. Lanza and the gunmen in other rampages in recent years — at Columbine High School and in Aurora, Colo., in Norway, in Tucson and at Virginia Tech — are so far off the charts of normal behavior that there must be genetic changes driving them.
  • Everything known about mental illness, these skeptics say, argues that there are likely to be hundreds of genes involved in extreme violent behavior, not to mention a variety of environmental influences, and that all of these factors can interact in complex and unpredictable ways.
  • The National Institutes of Health was embroiled in controversy about 20 years ago simply for proposing to study the biological underpinnings of violence. Critics accused researchers of racism and singling out minorities, especially black men.
  • Studies of people at the far end of a bell curve can be especially informative, because the genetic roots of their conditions can be stark and easy to spot, noted J. H. Pate Skene, a Duke University neurobiologist. “I think doing research on outliers, people at an end of a spectrum on something of concern like violent behavior, is certainly a good idea,” he said, but he advised tempering expectations.
  • “If we know someone has a 2 percent chance or a 10 percent chance or a 20 percent chance of violent behavior, what would you do with that person?” Dr. Skene said. “They have not been convicted of anything — have not done anything wrong.”
  • Ultimately, understanding the genetics of violence might enable researchers to find ways to intervene before a person commits a horrific crime. But that goal would be difficult to achieve, and the pursuit of it risks jeopardizing personal liberties.
Javier E

'Les Misérables' and Irony - NYTimes.com - 1 views

  • The artist who deploys irony tests the sophistication of his audience and divides it into two parts, those in the know and those who live in a fool’s paradise. Irony creates a privileged vantage point from which you can frame and stand aloof from a world you are too savvy to take at face value. Irony is the essence of the critical attitude, of the observer’s cool gaze; every reviewer who is not just a bourgeois cheerleader (and no reviewer will admit to being that) is an ironist.
  • “Les Misérables” defeats irony by not allowing the distance it requires. If you’re looking right down the throats of the characters, there is no space between them and you; their perspective is your perspective; their emotions are your emotions; you can’t frame what you are literally inside of.
  • Endless high passion and basic human emotions indulged in without respite are what “Les Misérables” offers in its refusal to afford the distance that enables irony.
  • ...2 more annotations...
  • Irony — postmodern or any other — is a brief against affirmation, against the unsophisticated embrace of positive (unqualified) values.
  • No one has seen this more clearly than David Foster Wallace, who complains that irony “serves an exclusively negative function,” but is “singularly unuseful when it comes to replace the hypocrisies it debunks” (“E Unibus Pluram,” Review of Contemporary Fiction, 1993). Irony, he adds, is “unmeaty”; that is, it has nothing solid inside it and is committed to having nothing inside it. Few artists, Wallace says, “dare to try to talk about ways of redeeming what’s wrong, because they’ll look sentimental and naïve to all the weary ironists.” But perhaps there is hope. “The next real … ‘rebels’ … might well emerge as some weird bunch of ‘antirebels,’ born oglers who dare to back away from ironic watching, who have the childish gall actually to endorse single-entendre values. Who treat old untrendy human troubles and emotions with reverence and conviction” (“E Pluribus Unam”).
Javier E

How Facebook Warps Our Worlds - The New York Times - 0 views

  • THOSE who’ve been raising alarms about Facebook are right: Almost every minute that we spend on our smartphones and tablets and laptops, thumbing through favorite websites and scrolling through personalized feeds, we’re pointed toward foregone conclusions. We’re pressured to conform
  • We’re the real culprits. When it comes to elevating one perspective above all others and herding people into culturally and ideologically inflexible tribes, nothing that Facebook does to us comes close to what we do to ourselves.
  • I’m talking about how we use social media in particular and the Internet in general — and how we let them use us. They’re not so much agents as accomplices, new tools for ancient impulses, part of “a long sequence of technological innovations that enable us to do what we want
  • ...13 more annotations...
  • “And one of the things we want is to spend more time with people who think like us and less with people who are different,” Haidt added. “The Facebook effect isn’t trivial. But it’s catalyzing or amplifying a tendency that was already there.”
  • prevalent for many users are the posts we see from friends and from other people and groups we follow on the network, and this information is utterly contingent on choices we ourselves make
  • The Internet isn’t rigged to give us right or left, conservative or liberal — at least not until we rig it that way. It’s designed to give us more of the same, whatever that same is
  • So it goes with the fiction we read, the movies we watch, the music we listen to and, scarily, the ideas we subscribe to. They’re not challenged. They’re validated and reinforced.
  • this colors our days, or rather bleeds them of color, reducing them to a single hue.
  • Facebook, along with other social media, definitely conspires in this. Haidt noted that it often discourages dissent within a cluster of friends by accelerating shaming. He pointed to the enforced political correctness among students at many colleges.
  • Carnival barkers, conspiracy theories, willful bias and nasty partisanship aren’t anything new, and they haven’t reached unprecedented heights today. But what’s remarkable and sort of heartbreaking is the way they’re fed by what should be strides in our ability to educate ourselves.
  • The proliferation of cable television networks and growth of the Internet promised to expand our worlds, not shrink them. Instead they’ve enhanced the speed and thoroughness with which we retreat into enclaves of the like-minded.
  • there’s no argument that in an era that teems with choice, brims with niche marketing and exalts individualism to the extent that ours does, we’re sorting ourselves with a chillingly ruthless efficiency. We’ve surrendered universal points of reference. We’ve lost common ground.
  • Marc Dunkelman, adding that it also makes it easier for us to avoid “face-to-face interactions with diverse ideas.” He touched on this in an incisive 2014 book, “The Vanishing Neighbor,” which belongs with Haidt’s work and with “Bowling Alone,” “Coming Apart” and “The Fractured Republic” in the literature of modern American fragmentation, a booming genre all its own.
  • We’re less committed to, and trustful of, large institutions than we were at times in the past. We question their wisdom and substitute it with the groupthink of micro-communities, many of which we’ve formed online, and their sensibilities can be more peculiar and unforgiving.
  • We construct precisely contoured echo chambers of affirmation that turn conviction into zeal, passion into fury, disagreements with the other side into the demonization of it
  • It’s not about some sorcerer’s algorithm. It’s about a tribalism that has existed for as long as humankind has and is now rooted in the fertile soil of the Internet, which is coaxing it toward a full and insidious flower
Javier E

How GOP Leaders Must Manage Their Political Lives in the Era of Donald Trump - The Atla... - 0 views

  • The day-in, day-out work of the politician is the management of electoral coalitions: coaxing, cajoling, compelling people to work together who—in the more natural course of things—might have nothing in common
  • Unlike writers and intellectuals, politicians don’t have the freedom to work only with people they like and admire. Unlike writers and intellectuals, they have no duty to speak aloud their inner convictions—their work would become impossible if they did.
  • Politics unfortunately abounds in shams that must be treated reverentially for every politician who would succeed. If you are the sort of man whose stomach revolts against treating shams reverentially, you will be well advised to stay out of politics altogether and set up as a prophet; your prophecies may perhaps sow good seed for some future harvest. But as a politician you would be impotent. For at any given time the bulk of your countrymen believe firmly and devoutly, not only in various things that are worthy of belief, but also in illusions of one kind and another; and they will never submit to have their affairs managed for them by one who appears not to share in their credulity.
  • ...9 more annotations...
  • More F.S. Oliver: Nothing in politics is sadder than: the man of sterling character whose genius is so antipathetic to the particular emergency in which he finds himself as to stupefy his thoughts and paralyze his actions. He drifts to disaster, grappling blindfolded which are beyond his comprehension, failing without really fighting.
  • Bad choices over the past decade by Republican political leaders opened the way to Donald Trump, yes.  For a decade, Republican voters have signaled they wanted to protect Medicare, cut immigration, fight fewer wars, and nominate no more Bushes. Their party leaders interpreted those signals as demands to cut Medicare, increase immigration, put boots on the ground in Syria, and nominate another Bush.
  • Their task ahead, in the Biblical phrase, is to pluck the brands from the fire—rescue as much of their party as can be rescued—while simultaneously minimizing the damage to party and country by the nominee their rank-and-file has imposed on them. They need to maneuver so that Trump’s defeat is as solitary as possible, and so that he cannot shift the blame for the failure he has earned onto the heads of others
  • Trump’s taught Republican politicians that they’ve neglected the interests and values of their core supporters. He’s demonstrated that much of their party ideology is obsolete, and that their language no longer moves their voters. He’s proven that their party is less culturally conservative than they believed, less hostile to social insurance than they imagined, and more worried about the economic and social costs of mass migration than they realized. Those are valuable lessons that need to be absorbed and pondered.
  • He’s also demonstrated that he himself is a dangerous person
  • To save themselves and their country, Republican politicians will have to rediscover the politician’s arts of deftness, flexibility, and self-preservation—while stealthily hastening Trump toward the defeat that almost certainly awaits him in November.
  • That’s a big job and a hard job, all the harder because they cannot acknowledge what they are doing. They will seem to help Trump win, while actually working to ensure he fail
  • What Walter Lippman said of presidents is really true of all politicians: They are not “working through noble institutions to dear ends … but trying to grind out a few crude results from a decadent political machine.”
  • The harms they stop are more important than the good they cannot achieve. What they’re called upon to do is to practice statesmanship without fine phrases; to protect the republic without receiving any credit for it
lenaurick

Being sleep-deprived makes people much more likely to give false confessions - Vox - 0 views

  • According to the Innocence Project, one in four people who have been exonerated for crimes they didn't commit confessed to that crime.
  • Psychologists have documented several reasons this might occur. The big one is that interrogating police officers can impose their suggestions on suspects: "We have evidence proving you were there!" "Your fingerprints were found!"
  • Only about 18 percent of the well-rested participants signed the form (such is the baseline power of an authority figure demanding guilt). But the results were more dramatic in the sleep-deprived condition. "That 18 percent now has risen to 50 percent," Loftus says.
  • ...5 more annotations...
  • According to Loftus's study, the majority of false confessions occur when interrogations last more than 12 hours.
  • Law enforcement "really needs to be super careful when a person is being interrogated after they have been up a long time," says Elizabeth Loftus, a co-author on a new study on sleep deprivation and false confessions in the Proceedings of the National Academy of Sciences.
  • hen they were told a second time to sign the form and admit their guilt, 68 percent of sleep-deprived participants gave in. (On the second request, 38 percent of the rested participants signed.)
  • "It would probably be scientifically prudent to go out and demonstrate it again with a more serious paradigm," Loftus admits. But there are also ethical limits to how far researchers can manipulate participants into thinking they've done something horrible.
  • She's also found that through subtle suggestions, people can be made to recall childhood memories that never happened.
mcginnisca

We Talked to One of the World Trade Center Bombers About ISIS and Mass Shootings | VICE... - 0 views

  • Eyad Ismoil is one of the half-dozen men convicted for carrying out the World Trade Center bombings in 1993
  • sentenced to 240 years in prison for driving a rental van packed with a bomb into a garage, killing six and injuring about 1000 more
  • for someone who's supposed to "hate the infidels," he shows no signs of loathing towards the many prisoners and staff who openly despise him.
  • ...14 more annotations...
  • "hate the infidels,"
  • when I first asked Ismoil about ISIS after the Paris attacks, he asked me one question back: "Why do you think they did it?" I responded with the only thing I knew: "They hate us."
  • He said that to resolve the conflicts between extremists in the Middle East and the West, it was important to talk "human to human," but he also made it clear that he empathizes at least somewhat with the Islamic State. Unsurprisingly, many of his views would be considered appalling to the vast majority of Americans, but our conversation gave me a window into the worldview of people who think the US is to blame for terrorism.
  • ISIS is not jihadists recruited from all over to fight. They are the Sunni Muslims that have lived through 25 years of wars, torture, and rapes. They are the Iraqi and Syrian people that have suffered from unjust wars started by the US government. And when the US government [mostly pulled out of] Iraq in 2010, the Shia and Maliki government started killing the Sunni day and night under the watch of the Americans.
  • You don't have to recruit people for ISIS. They're Muslims from all over the world that have seen an injustice after 25 years and want to help their brothers. What you have to understand is the Iraqi people are the most stubborn of the Muslim world. They won't accept occupation or humiliation.
  • People over in America ask why ISIS did this. [But] people in the Middle East ask, "Why is the US doing this to us?" Put yourself in their shoes—France is dropping bombs for a year in Iraq and [more recently] Syria, destroying everything, women, children, buildings... A bomb doesn't discriminate between ISIS or women and children—it just destroys.
  • Imagine the Iraq and Syrian people. After a year of bombing, you see your people killed, land destroyed, children scared to do anything more than hide in the corners all day. All this coming from bombs in the sky and you can't stop it. What would you do?
  • So, the question should be who is the first to be blamed? Tell both sides of the story.
  • My religion prohibits attacks on civilians. Unfortunately, many Muslims don't know much about Islam
  • What about the Planned Parenthood attack?What this man did is worse then what the doctors do. If this is what he's angry at, taking life, he did worse. Islam doesn't believe in abortion—all life is precious....[But] what he did was kill adult people who are grown. How is he trying to solve the issue?
  • For every action, there's a reaction. If you throw a ball against a wall, it's going to come back at you. If you throw a ball hard, it's going to come back at you hard. This is the problem with all sides in these wars. We hit you, you hit back. We hit you hard, you hit back harder. Back and forth, back and forth. Nobody wins. Both sides end up with death and destruction.
  • The Arabs are not radicalizing themselves. Your government action is radicalizing the Arabs
  • The only thing that keeps us just is Islam. Because in Islam, the peace, the justice, comes from the sky. The one who created earth and man, he knows best.
  • To solve the problem from the root, everyone has to become human. They need to talk, human to human. Let the people decide what they want. Leave them alone. Everyone can come together and say enough is enough. How long are we going to keep this action up? For the rest of our lives?It's the law of the jungle that we're living in right now. We were given more sense than this. We walk on two legs, with our heads high. But right now, we are walking with our heads down. We need to lift our heads up, and use the brains God created for us.
fischerry

Belief versus Knowledge - 2 views

  • Knowledge has been defined as "A clear perception of a truth or fact, erudition; skill from practice." Also "to know, viz.; To perceive with certainty, to understand clearly, to have experience of." On the other hand, Belief is an "Assent to anything proposed or declared, and its acceptance as fact by reason of the authority from whence it proceeds, apart from personal knowledge; faith; the whole body of tenets held by any faith; a creed; a conviction."
  •  
    This is an interesting article because sometimes I have trouble wrapping my head around the difference, especially when I think of personal knowledge vs. belief. - Ryan (9/14/16)
bennetttony

The Tyranny of Simple Explanations - 2 views

  •  
    The history of science has been distorted by a longstanding conviction that correct theories about nature are always the most elegant ones.
Javier E

Why parents see their kids in the Stanford attacker, not his victim - The Washington Post - 1 views

  • Turner and other elite students are living the American Dream. Parents raise them in a world of winners and losers, victory and defeat, and expect them to be victors
  • They mythologize this behavior as natural order. From “boys will be boys” to “he was a born champion,” young men like Brock Turner are taught that they should aspire to be talented, successful winners.
  • for every conqueror, there must be conquered. We don’t say that someone simply won a game, they demolished their competition. A young man doesn’t just “have sex” with a woman, he “scores” or “smashes.” There are no ties, and there is no second place.
  • ...6 more annotations...
  • This mentality is understandable when we consider what innocent victims truly symbolize in our society. It’s hard for parents, or for anyone, to acknowledge that their children could end up as victims of assault.
  • The overwhelming message is clear: Our best and brightest young men will at times become overzealous in their attempts to conquer the world — and if they sometimes conquer young women, it is best for everyone if we pretend it didn’t happen.
  • Melvin Lerner showed through his famous electric shock experiments that, even when we are first-hand witnesses to an assault on an innocent victim, we will try to discredit and derogate the victim. The more severe the assault, the greater our derogation. We simply cannot allow the reality that often, good people will find themselves the victims of senseless abuse.
  • That’s borne out in the way colleges handle sexual assault. While multiple studies have shown that 1 in 5 college women have been sexually assaulted on campus, students determined to be guilty of sexual assault receive only minor sanctions 75 to 90 percent of the time. Only 3 percent of convicted rapists ever see jail
  • , “The more innocent a victim, the more threatening they are. Victims threaten our sense that the world is a safe and moral place, where good things happen to good people and bad things happen to bad people. When bad things happen to good people, it implies that no one is safe, that no matter how good we are, we too could be vulnerable.
  • We do not want to acknowledge that we are raising half of our children to conquer the world while leaving the other half of our children to be conquered. We would rather focus on the victors and pretend that the victims do not exist. We as a society have created this culture, and only we can change it.
Javier E

Why Our Children Don't Think There Are Moral Facts - NYTimes.com - 1 views

  • I already knew that many college-aged students don’t believe in moral facts.
  • the overwhelming majority of college freshman in their classrooms view moral claims as mere opinions that are not true or are true only relative to a culture.
  • where is the view coming from?
  • ...32 more annotations...
  • the Common Core standards used by a majority of K-12 programs in the country require that students be able to “distinguish among fact, opinion, and reasoned judgment in a text.”
  • So what’s wrong with this distinction and how does it undermine the view that there are objective moral facts?
  • For example, many people once thought that the earth was flat. It’s a mistake to confuse truth (a feature of the world) with proof (a feature of our mental lives)
  • Furthermore, if proof is required for facts, then facts become person-relative. Something might be a fact for me if I can prove it but not a fact for you if you can’t. In that case, E=MC2 is a fact for a physicist but not for me.
  • worse, students are taught that claims are either facts or opinions. They are given quizzes in which they must sort claims into one camp or the other but not both. But if a fact is something that is true and an opinion is something that is believed, then many claims will obviously be both
  • How does the dichotomy between fact and opinion relate to morality
  • Kids are asked to sort facts from opinions and, without fail, every value claim is labeled as an opinion.
  • Here’s a little test devised from questions available on fact vs. opinion worksheets online: are the following facts or opinions? — Copying homework assignments is wrong. — Cursing in school is inappropriate behavior. — All men are created equal. — It is worth sacrificing some personal liberties to protect our country from terrorism. — It is wrong for people under the age of 21 to drink alcohol. — Vegetarians are healthier than people who eat meat. — Drug dealers belong in prison.
  • The answer? In each case, the worksheets categorize these claims as opinions. The explanation on offer is that each of these claims is a value claim and value claims are not facts. This is repeated ad nauseum: any claim with good, right, wrong, etc. is not a fact.
  • In summary, our public schools teach students that all claims are either facts or opinions and that all value and moral claims fall into the latter camp. The punchline: there are no moral facts. And if there are no moral facts, then there are no moral truths.
  • It should not be a surprise that there is rampant cheating on college campuses: If we’ve taught our students for 12 years that there is no fact of the matter as to whether cheating is wrong, we can’t very well blame them for doing so later on.
  • If it’s not true that it’s wrong to murder a cartoonist with whom one disagrees, then how can we be outraged? If there are no truths about what is good or valuable or right, how can we prosecute people for crimes against humanity? If it’s not true that all humans are created equal, then why vote for any political system that doesn’t benefit you over others?
  • the curriculum sets our children up for doublethink. They are told that there are no moral facts in one breath even as the next tells them how they ought to behave.
  • Our children deserve a consistent intellectual foundation. Facts are things that are true. Opinions are things we believe. Some of our beliefs are true. Others are not. Some of our beliefs are backed by evidence. Others are not.
  • Value claims are like any other claims: either true or false, evidenced or not.
  • The hard work lies not in recognizing that at least some moral claims are true but in carefully thinking through our evidence for which of the many competing moral claims is correct.
  • Moral truths are not the same as scientific truths or mathematical truths. Yet they may still be used a guiding principle for our individual lives as well as our laws.But there is equal danger of giving moral judgments the designation of truth as there is in not doing so. Many people believe that abortion is murder on the same level as shooting someone with a gun. But many others do not. So is it true that abortion is murder?Moral principles can become generally accepted and then form the basis for our laws. But many long accepted moral principles were later rejected as being faulty. "Separate but equal" is an example. Judging homosexual relationships as immoral is another example.
  • Whoa! That Einstein derived an equation is a fact. But the equation represents a theory that may have to be tweaked at some point in the future. It may be a fact that the equation foretold the violence of atomic explosions, but there are aspects of nature that elude the equation. Remember "the theory of everything?"
  • Here is a moral fact, this is a sermon masquerading as a philosophical debate on facts, opinions and truth. This professor of religion is asserting that the government via common core is teaching atheism via the opinion vs fact.He is arguing, in a dishonest form, that public schools should be teaching moral facts. Of course moral facts is code for the Ten Commandments.
  • As a fourth grade teacher, I try to teach students to read critically, including distinguishing between facts and opinions as they read (and have been doing this long before the Common Core arrived, by the way). It's not always easy for children to grasp the difference. I can only imagine the confusion that would ensue if I introduced a third category -- moral "facts" that can't be proven but are true nonetheless!
  • horrible acts occur not because of moral uncertainty, but because people are too sure that their views on morality are 100% true, and anyone who fails to recognize and submit themselves are heathens who deserve death.I can't think of any case where a society has suffered because people are too thoughtful and open-minded to different perspectives on moral truth.In any case, it's not an elementary school's job to teach "moral truths."
  • The characterization of moral anti-realism as some sort of fringe view in philosophy is misleading. Claims that can be true or false are, it seems, 'made true' by features of the world. It's not clear to many in philosophy (like me) just what features of the world could make our moral claims true. We are more likely to see people's value claims as making claims about, and enforcing conformity to, our own (contingent) social norms. This is not to hold, as Mr. McBrayer seems to think follows, that there are no reasons to endorse or criticize these social norms.
  • This is nonsense. Giving kids the tools to distinguish between fact and opinion is hard enough in an age when Republicans actively deny reality on Fox News every night. The last thing we need is to muddy their thinking with the concept of "moral facts."A fact is a belief that everyone _should_ agree upon because it is observable and testable. Morals are not agreed upon by all. Consider the hot button issue of abortion.
  • Truthfully, I'm not terribly concerned that third graders will end up taking these lessons in the definition of fact versus opinion to the extremes considered here, or take them as a license to cheat. That will come much later, when they figure out, as people always have, what they can get a way with. But Prof. McBrayer, with his blithe expectation that all the grownups know that there moral "facts"? He scares the heck out of me.
  • I've long chafed at the language of "fact" v. "opinion", which is grounded in a very particular, limited view of human cognition. In my own ethics courses, I work actively to undermine the distinction, focusing instead on considered judgment . . . or even more narrowly, on consideration itself. (See http://wp.me/p5Ag0i-6M )
  • The real waffle here is the very concept of "moral facts." Our statements of values, even very important ones are, obviously, not facts. Trying to dress them up as if they are facts, to me, argues for a pretty serious moral weakness on the part of those advancing the idea.
  • Our core values are not important because they are facts. They are important because we collectively hold them and cherish them. To lean on the false crutch of "moral facts" to admit the weakness of your own moral convictions.
  • I would like to believe that there is a core of moral facts/values upon which all humanity can agree, but it would be tough to identify exactly what those are.
  • For the the ancient philosophers, reality comprised the Good, the True, and the Beautiful (what we might now call ethics, science and art), seeing these as complementary and inseparable, though distinct, realms. With the ascendency of science in our culture as the only valid measure of reality to the detriment of ethics and art (that is, if it is not observable and provable, it is not real), we have turned the good and the beautiful into mere "social constructs" that have no validity on their own. While I am sympathetic in many ways with Dr. McBrayer's objections, I think he falls into the trap of discounting the Good and The Beautiful as valid in and of themselves, and tries, instead, to find ways to give them validity through the True. I think his argument would have been stronger had he used the language of validity rather than the language of truth. Goodness, Truth and Beauty each have their own validity, though interdependent and inseparable. When we artificially extract one of these and give it primacy, we distort reality and alienate ourselves from it.
  • Professor McBrayer seems to miss the major point of the Common Core concern: can students distinguish between premises based on (reasonably construed) fact and premises based on emotion when evaluating conclusions? I would prefer that students learn to reason rather than be taught moral 'truth' that follows Professor McBrayer's logic.
  • Moral issues cannot scientifically be treated on the level that Prof. McBrayer is attempting to use in this column: true or false, fact or opinion or both. Instead, they should be treated as important characteristics of the systematic working of a society or of a group of people in general. One can compare the working of two groups of people: one in which e.g. cheating and lying is acceptable, and one in which they are not. One can use historical or model examples to show the consequences and the working of specific systems of morals. I think that this method - suitably adjusted - can be used even in second grade.
  • Relativism has nothing to do with liberalism. The second point is that I'm not sure it does all that much harm, because I have yet to encounter a student who thought that he or she had to withhold judgment on those who hold opposing political views!
Javier E

How One Stupid Tweet Blew Up Justine Sacco's Life - NYTimes.com - 1 views

  • I started to wonder about the recipients of our shamings, the real humans who were the virtual targets of these campaigns. So for the past two years, I’ve been interviewing individuals like Justine Sacco: everyday people pilloried brutally, most often for posting some poorly considered joke on social media. Whenever possible, I have met them in person, to truly grasp the emotional toll at the other end of our screens. The people I met were mostly unemployed, fired for their transgressions, and they seemed broken somehow — deeply confused and traumatized.
  • Read literally, she said that white people don’t get AIDS, but it seems doubtful many interpreted it that way. More likely it was her apparently gleeful flaunting of her privilege that angered people. But after thinking about her tweet for a few seconds more, I began to suspect that it wasn’t racist but a reflexive critique of white privilege — on our tendency to naïvely imagine ourselves immune from life’s horrors. Sacco, like Stone, had been yanked violently out of the context of her small social circle. Right?
  • “To me it was so insane of a comment for anyone to make,” she said. “I thought there was no way that anyone could possibly think it was literal.” (She would later write me an email to elaborate on this point. “Unfortunately, I am not a character on ‘South Park’ or a comedian, so I had no business commenting on the epidemic in such a politically incorrect manner on a public platform,” she wrote. “To put it simply, I wasn’t trying to raise awareness of AIDS or piss off the world or ruin my life. Living in America puts us in a bit of a bubble when it comes to what is going on in the third world. I was making fun of that bubble.”)
  • ...11 more annotations...
  • Her extended family in South Africa were African National Congress supporters — the party of Nelson Mandela. They were longtime activists for racial equality. When Justine arrived at the family home from the airport, one of the first things her aunt said to her was: “This is not what our family stands for. And now, by association, you’ve almost tarnished the family.”
  • I wanted to learn about the last era of American history when public shaming was a common form of punishment, so I was seeking out court transcripts from the 18th and early 19th centuries. I had assumed that the demise of public punishments was caused by the migration from villages to cities. Shame became ineffectual, I thought, because a person in the stocks could just lose himself or herself in the anonymous crowd as soon as the chastisement was over. Modernity had diminished shame’s power to shame — or so I assumed.
  • The pillory and whippings were abolished at the federal level in 1839, although Delaware kept the pillory until 1905 and whippings until 1972. An 1867 editorial in The Times excoriated the state for its obstinacy. “If [the convicted person] had previously existing in his bosom a spark of self-respect this exposure to public shame utterly extinguishes it. . . . The boy of 18 who is whipped at New Castle for larceny is in nine cases out of 10 ruined. With his self-respect destroyed and the taunt and sneer of public disgrace branded upon his forehead, he feels himself lost and abandoned by his fellows.”
  • I told her what Biddle had said — about how she was probably fine now. I was sure he wasn’t being deliberately glib, but like everyone who participates in mass online destruction, uninterested in learning that it comes with a cost.
  • her shaming wasn’t really about her at all. Social media is so perfectly designed to manipulate our desire for approval, and that is what led to her undoing. Her tormentors were instantly congratulated as they took Sacco down, bit by bit, and so they continued to do so. Their motivation was much the same as Sacco’s own — a bid for the attention of strangers — as she milled about Heathrow, hoping to amuse people she couldn’t see.
  • “Well, I’m not fine yet,” Sacco said to me. “I had a great career, and I loved my job, and it was taken away from me, and there was a lot of glory in that. Everybody else was very happy about that.”
  • Social media is, on the whole, a very bad thing. It wastes time, gives at best ephemeral pleasure with a modicum of interest, causes privacy and necessary social boundaries to disintegrate, and enriches people very much at the expense of others. Anyone can make a statement they later regret. It is now impossible to genuinely retract or escape such a statement. This is outrageous. Social media brings out the very worst in people. Rather than free speech, ot also promotes - essentially requires - a ridiculous level of self-censorship or imposition of extreme global shaming. This is not a societal good.
  • Reading this article, it made me very happy to not have a Twitter account. Anyone can say something some group doesn't like and interpret its meaning in negative ways, gang up on someone and bring them down
  • Look at Sacco's tweets on her flight and at the airport...absolutely meaningless junk that has no value to anyone. Why did she feel the need to post such thoughts? Post enough mindless thoughts and you'll probably post something really, really stupid you'd wished you hadn't.
  • I do feel sorry for the guy that made a stupid joke at a conference. When he said it, it was directed to one person and someone else decided to post to the world. That kind of stuff keeps up and nobody will ever do anything remotely interesting in public for fear it is misrepresented and their life ends. Getting fired for making a (to me, anyway) harmless joke seems severe
  • The offendee, it seems to me, would have done herself and others a favor by addressing the issue directly with him. Why the need to bypass any direct communication when you can post it and shame the person for the world? That's the act of a coward and someone who's out to punish.
Javier E

The Two Contradictory Ideas Many Americans Have About the Economy - The Atlantic - 0 views

  • How do people reconcile a belief in individual autonomy with nationwide wage stagnation?
  • “Many middle-class wage earners are victims of the economy, and, perhaps, of that great, glowing, irresistible American promise that has been drummed into our heads since birth: Just work hard and you can have it all.”
  • This sentiment taunts at two sacred and quintessentially American convictions—that success is self-determined and that advancement is inevitable for anyone with a serious work ethic. According to a 2014 Pew Global Attitudes Study, people in the United States are much more likely to hold these two beliefs than many of their European counterparts.
  • ...6 more annotations...
  • Many Americans, then, are holding two contradictory ideas in their mind at once: the optimistic belief that their success is in their hands (on display since Tocqueville’s Democracy in America) and the acknowledgement that wages have been steadily stagnating (on decline since the band America).
  • In his story, Gabler concedes that, no matter how illogical and uninformed his financial decisions might have been, he remained seduced by a superseding assumption that he “would always overcome any adversity, should it arrive.”
  • “This is the genius and the Achilles’ heel of American culture,” Newman says. “We do have a strong belief in self-determination and agency, even when our expectations fly in the face of reality.”
  • Struggling white-collar workers and managers, she says, especially stood out in her research for how likely they were to believe they were the authors of their own fate. “And if your destiny isn’t working out very well,” she says, “you only have yourself to blame,” in their telling.
  • part of what makes financial fragility so distressing in the United States is that citizens aren’t afforded the regimen of protections offered by Europe’s wealthier governments.
  • “These are social democracies that come to the rescue of people in trouble or are just more generous even if they’re not in trouble,” says Newman. “So the kind of suffering that will happen in a society like that is not one of material deprivation nearly as much as what we call in the trade ‘social exclusion.’”
oliviaodon

The Science of Why We Don't Believe Science | Mother Jones - 0 views

  • "A MAN WITH A CONVICTION is a hard man to change. Tell him you disagree and he turns away. Show him facts or figures and he questions your sources. Appeal to logic and he fails to see your point." So wrote the celebrated Stanford University psychologist Leon Festinger (PDF), in a passage that might have been referring to climate change denial—the persistent rejection, on the part of so many Americans today, of what we know about global warming and its human causes. But it was too early for that—this was the 1950s—and Festinger was actually describing a famous case study in psychology.
  • The theory of motivated reasoning builds on a key insight of modern neuroscience (PDF): Reasoning is actually suffused with emotion (or what researchers often call "affect"). Not only are the two inseparable, but our positive or negative feelings about people, things, and ideas arise much more rapidly than our conscious thoughts, in a matter of milliseconds—fast enough to detect with an EEG device, but long before we're aware of it. That shouldn't be surprising: Evolution required us to react very quickly to stimuli in our environment.
  • In other words, when we think we're reasoning, we may instead be rationalizing. Or to use an analogy offered by University of Virginia psychologist Jonathan Haidt: We may think we're being scientists, but we're actually being lawyers (PDF). Our "reasoning" is a means to a predetermined end—winning our "case"—and is shot through with biases. They include "confirmation bias," in which we give greater heed to evidence and arguments that bolster our beliefs, and "disconfirmation bias," in which we expend disproportionate energy trying to debunk or refute views and arguments that we find uncongenial.
Javier E

The politics and philosophy of racism: Grand Racist Party? | The Economist - 0 views

  • At best, Republicans on the whole are slightly more likely to have opinions commonly believed to be racist, and that is far from undeniable.
  • In my experience, the real crux of the left-right divide on policies with fraught racial dimensions, such as welfare or affirmative action, is the question of structural coercion.
  • I used to think that if negative rights to non-interference were strictly observed, liberty was guaranteed, but I don't now. Here's how I had thought about the matter. One racist acting in a private capacity on his or her racist beliefs can't violate anyone's legitimate, negative rights. (No one is entitled to another's good opinion!) Two racists acting as private citizens on their racist beliefs can't violate anyone's rights. Therefore, I inferred, thousands or millions of racists acting non-coercively on their racist beliefs can't coercively violate anyone's rights. I now think this is quite wrongheaded.
  • ...2 more annotations...
  • Eventually I realised that actions that are individually non-coercive can add up to stable patterns of behaviour that are systematically or structurally coercive, depriving some individuals of their rightful liberty. In fact, rights-violating structures or patterns of behaviour are excellent examples of Hayekian spontaneous orders—of phenomena that are the product of human action, but not of human design. This shift has led me to see racism and sexism themselves as threats to liberty. Racism and sexism have come to matter more to me in that I have come to see them in terms of the political value that matters most to me: liberty. And so I have become much more sympathetic to policies that would limit individual liberty in order to suppress patterns or norms of behaviour that might pose an even greater threat to freedom. So I've become fairly friendly toward federal anti-discrimination law, affirmative action, Title 9, the works. I have found that this sympathy, together with my belief in the theoretical possibility and historical reality of structural coercion, releases me almost entirely from the liberal suspicion that I'm soft on racism (even if I do wish to voucherise Medicare).
  • this shift in conviction has almost nothing at all to do with a shift in attitude toward any group of people. I say "almost" because it has required that I come to see victims of structural coercion as real victims, really wronged, and thus to see the demand for reform and redress as both legitimate and urgently necessary. And this makes no small difference in one's relationship to those who see it the same way.
Javier E

What Is College For? - NYTimes.com - 0 views

  • 74 percent of graduates from four-year colleges say that their education was “very useful in helping them grow intellectually.”
  • there are serious concerns about the quality of this experience.  In particular, the university curriculum leaves students disengaged from the material they are supposed to be learning.  They see most of their courses as intrinsically “boring,” of value only if they provide training relevant to future employment or if the teacher has a pleasing (amusing, exciting, “relevant”) way of presenting the material. As a result, students spend only as much time as they need to get what they see as acceptable grades (on average, about 12 to 14 hour a week for all courses combined).  Professors have ceased to expect genuine engagement from students and often give good grades (B or better) to work that is at best minimally adequate.
  • This lack of academic engagement is real, even among schools with the best students and the best teachers, and it increases dramatically as the quality of the school decreases.  But it results from a basic misunderstanding — by both students and teachers — of what colleges are for.
  • ...5 more annotations...
  • First of all, they are not simply for the education of students.  This is an essential function, but the raison d’être of a college is to nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically.  In our society, this world is mainly populated by members of college faculties: scientists, humanists, social scientists (who straddle the humanities and the sciences properly speaking), and those who study the fine arts. Law, medicine and engineering are included to the extent that they are still understood as “learned professions,” deploying practical skills that are nonetheless deeply rooted in scientific knowledge or humanistic understanding
  • When, as is often the case in business education and teacher training, practical skills far outweigh theoretical understanding, we are moving beyond the intellectual culture that defines higher education
  • Our support for higher education makes sense only if we regard this intellectual culture as essential to our society
  • This has important consequences for how we regard what goes on in college classrooms.  Teachers need to see themselves as, first of all, intellectuals, dedicated to understanding poetry, history, human psychology, physics, biology — or whatever is the focus of their discipline.  But they also need to realize that this dedication expresses not just their idiosyncratic interest in certain questions but a conviction that those questions have general human significance, even apart from immediately practical applications.  This is why a discipline requires not just research but also teaching
  • Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding.  Teaching is not a matter of (as we too often say) “making a subject (poetry, physics, philosophy) interesting” to students but of students coming to see how such subjects are intrinsically interesting.  It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have.   Good teaching does not make a course’s subject more interesting; it gives the students more interests — and so makes them more interesting.
Duncan H

Apple, America and a Squeezed Middle Class - NYTimes.com - 0 views

  • When Barack Obama joined Silicon Valley’s top luminaries for dinner in California last February, each guest was asked to come with a question for the president.
  • what would it take to make iPhones in the United States?
  • Not long ago, Apple boasted that its products were made in America. Today, few are. Almost all of the 70 million iPhones, 30 million iPads and 59 million other products Apple sold last year were manufactured overseas. Why can’t that work come home? Mr. Obama asked. Mr. Jobs’s reply was unambiguous. “Those jobs aren’t coming back,” he said, according to another dinner guest. The president’s question touched upon a central conviction at Apple. It isn’t just that workers are cheaper abroad. Rather, Apple’s executives believe the vast scale of overseas factories as well as the flexibility, diligence and industrial skills of foreign workers have so outpaced their American counterparts that “Made in the U.S.A.” is no longer a viable option for most Apple products. Apple has become one of the best-known, most admired and most imitated companies on earth, in part through an unrelenting mastery of global operations. Last year, it earned over $400,000 in profit per employee, more than Goldman Sachs, Exxon Mobil or Google. However, what has vexed Mr. Obama as well as economists and policy makers is that Apple — and many of its high-technology peers — are not nearly as avid in creating American jobs as other famous companies were in their heydays.
Javier E

The Crowd Pleaser - NYTimes.com - 0 views

  • Obama seems self-sufficient while Romney seems other-directed.
  • I’m borrowing the phrase “other-directed” from David Riesman’s 1950 classic, “The Lonely Crowd.”
  • Riesman argued that different eras nurture different personality types. The agricultural economy nurtured tradition-directed individuals. People lived according to the ancient cycles, customs and beliefs. Children grew up and performed the same roles as their parents.
  • ...2 more annotations...
  • The industrial era favored the inner-directed personality type. The inner-directed person was guided by a set of strong internal convictions, like Victorian morality. The inner-directed person was a hardy pioneer, the stolid engineer or the resilient steelworker — working on physical things. This person was often rigid, but also steadfast.
  • The other-directed personality type emerges in a service or information age economy. In this sort of economy, most workers are not working with physical things; they are manipulating people. The other-directed person becomes adept at pleasing others, at selling him or herself. The other-directed person is attuned to what other people want him to be. The other-directed person is a pliable member of a team and yearns for acceptance. He or she is less notable for having a rigid character than for having a smooth personality.
Duncan H

The White Underclass - NYTimes.com - 0 views

  • Persistent poverty is America’s great moral challenge, but it’s far more than that.
  • As a practical matter, we can’t solve educational problems, health care costs, government spending or economic competitiveness so long as a chunk of our population is locked in an underclass. Historically, “underclass” has often been considered to be a euphemism for race, but increasingly it includes elements of the white working class as well.
  • Liberals sometimes feel that it is narrow-minded to favor traditional marriage. Over time, my reporting on poverty has led me to disagree: Solid marriages have a huge beneficial impact on the lives of the poor (more so than in the lives of the middle class, who have more cushion when things go wrong).
  • ...3 more annotations...
  • I fear we’re facing a crisis in which a chunk of working-class America risks being calcified into an underclass, marked by drugs, despair, family decline, high incarceration rates and a diminishing role of jobs and education as escalators of upward mobility. We need a national conversation about these dimensions of poverty, and maybe Murray can help trigger it. I fear that liberals are too quick to think of inequality as basically about taxes. Yes, our tax system is a disgrace, but poverty is so much deeper and more complex than that.
  • to blame liberal social policies for the pathologies he examines. Yes, I’ve seen disability programs encourage some people to drop out of the labor force. But there were far greater forces at work, such as the decline in good union jobs.
  • Eighty percent of the people in my high school cohort dropped out or didn’t pursue college because it used to be possible to earn a solid living at the steel mill, the glove factory or sawmill. That’s what their parents had done. But the glove factory closed, working-class jobs collapsed and unskilled laborers found themselves competing with immigrants. There aren’t ideal solutions, but some evidence suggests that we need more social policy, not less. Early childhood education can support kids being raised by struggling single parents. Treating drug offenders is far cheaper than incarcerating them. A new study finds that a jobs program for newly released prison inmates left them 22 percent less likely to be convicted of another crime. This initiative, by the Center for Employment Opportunities, more than paid for itself: each $1 brought up to $3.85 in benefits.
  •  
    What should we do about this?
‹ Previous 21 - 40 of 89 Next › Last »
Showing 20 items per page