Group items tagged

start with epistemic bubbles

That omission might be purposeful

But that omission can also be entirely inadvertent. Even if we’re not actively trying to avoid disagreement, our Facebook friends tend to share our views and interests

An ‘echo chamber’ is a social structure from which other relevant voices have been actively discredited. Where an epistemic bubble merely omits contrary views, an echo chamber brings its members to actively distrust outsiders.

an echo chamber is something like a cult. A cult isolates its members by actively alienating them from any outside sources. Those outside are actively labelled as malignant and untrustworthy.

In epistemic bubbles, other voices are not heard; in echo chambers, other voices are actively undermined.

The way to break an echo chamber is not to wave “the facts” in the faces of its members. It is to attack the echo chamber at its root and repair that broken trust.

Looking to others for corroboration is a basic method for checking whether one has reasoned well or badly

They have been in the limelight lately, most famously in Eli Pariser’s The Filter Bubble (2011) and Cass Sunstein’s #Republic: Divided Democracy in the Age of Social Media (2017).

The general gist: we get much of our news from Facebook feeds and similar sorts of social media. Our Facebook feed consists mostly of our friends and colleagues, the majority of whom share our own political and cultural views

various algorithms behind the scenes, such as those inside Google search, invisibly personalise our searches, making it more likely that we’ll see only what we want to see. These processes all impose filters on information.

Such filters aren’t necessarily bad. The world is overstuffed with information, and one can’t sort through it all by oneself: filters need to be outsourced.

That’s why we all depend on extended social networks to deliver us knowledge

any such informational network needs the right sort of broadness and variety to work

Each individual person in my network might be superbly reliable about her particular informational patch but, as an aggregate structure, my network lacks what Sanford Goldberg in his book Relying on Others (2010) calls ‘coverage-reliability’. It doesn’t deliver to me a sufficiently broad and representative coverage of all the relevant information.

Epistemic bubbles also threaten us with a second danger: excessive self-confidence.

An ‘epistemic bubble’ is an informational network from which relevant voices have been excluded by omission

Suppose that I believe that the Paleo diet is the greatest diet of all time. I assemble a Facebook group called ‘Great Health Facts!’ and fill it only with people who already believe that Paleo is the best diet. The fact that everybody in that group agrees with me about Paleo shouldn’t increase my confidence level one bit. They’re not mere copies – they actually might have reached their conclusions independently – but their agreement can be entirely explained by my method of selection.

Luckily, though, epistemic bubbles are easily shattered. We can pop an epistemic bubble simply by exposing its members to the information and arguments that they’ve missed.

echo chambers are a far more pernicious and robust phenomenon.

amieson and Cappella’s book is the first empirical study into how echo chambers function

echo chambers work by systematically alienating their members from all outside epistemic sources.

Their research centres on Rush Limbaugh, a wildly successful conservative firebrand in the United States, along with Fox News and related media

His constant attacks on the ‘mainstream media’ are attempts to discredit all other sources of knowledge. He systematically undermines the integrity of anybody who expresses any kind of contrary view.

outsiders are not simply mistaken – they are malicious, manipulative and actively working to destroy Limbaugh and his followers. The resulting worldview is one of deeply opposed force, an all-or-nothing war between good and evil

The result is a rather striking parallel to the techniques of emotional isolation typically practised in cult indoctrination

cult indoctrination involves new cult members being brought to distrust all non-cult members. This provides a social buffer against any attempts to extract the indoctrinated person from the cult.

The echo chamber doesn’t need any bad connectivity to function. Limbaugh’s followers have full access to outside sources of information

As Elijah Millgram argues in The Great Endarkenment (2015), modern knowledge depends on trusting long chains of experts. And no single person is in the position to check up on the reliability of every member of that chain

Their worldview can survive exposure to those outside voices because their belief system has prepared them for such intellectual onslaught.

exposure to contrary views could actually reinforce their views. Limbaugh might offer his followers a conspiracy theory: anybody who criticises him is doing it at the behest of a secret cabal of evil elites, which has already seized control of the mainstream media.

Perversely, exposure to outsiders with contrary views can thus increase echo-chamber members’ confidence in their insider sources, and hence their attachment to their worldview.

‘evidential pre-emption’. What’s happening is a kind of intellectual judo, in which the power and enthusiasm of contrary voices are turned against those contrary voices through a carefully rigged internal structure of belief.

One might be tempted to think that the solution is just more intellectual autonomy. Echo chambers arise because we trust others too much, so the solution is to start thinking for ourselves.

that kind of radical intellectual autonomy is a pipe dream. If the philosophical study of knowledge has taught us anything in the past half-century, it is that we are irredeemably dependent on each other in almost every domain of knowledge

Limbaugh’s followers regularly read – but do not accept – mainstream and liberal news sources. They are isolated, not by selective exposure, but by changes in who they accept as authorities, experts and trusted sources.

we depend on a vastly complicated social structure of trust. We must trust each other, but, as the philosopher Annette Baier says, that trust makes us vulnerable. Echo chambers operate as a kind of social parasite on that vulnerability, taking advantage of our epistemic condition and social dependency.

I am quite confident that there are plenty of echo chambers on the political Left. More importantly, nothing about echo chambers restricts them to the arena of politics

The world of anti-vaccination is clearly an echo chamber, and it is one that crosses political lines. I’ve also encountered echo chambers on topics as broad as diet (Paleo!), exercise technique (CrossFit!), breastfeeding, some academic intellectual traditions, and many, many more

Here’s a basic check: does a community’s belief system actively undermine the trustworthiness of any outsiders who don’t subscribe to its central dogmas? Then it’s probably an echo chamber.

much of the recent analysis has lumped epistemic bubbles together with echo chambers into a single, unified phenomenon. But it is absolutely crucial to distinguish between the two.

Epistemic bubbles are rather ramshackle; they go up easily, and they collapse easily

Echo chambers are far more pernicious and far more robust. They can start to seem almost like living things. Their belief systems provide structural integrity, resilience and active responses to outside attacks

the two phenomena can also exist independently. And of the events we’re most worried about, it’s the echo-chamber effects that are really causing most of the trouble.

new data does, in fact, seem to show that people on Facebook actually do see posts from the other side, or that people often visit websites with opposite political affiliation.

their basis for evaluation – their background beliefs about whom to trust – are radically different. They are not irrational, but systematically misinformed about where to place their trust.

Many people have claimed that we have entered an era of ‘post-truth’.

Not only do some political figures seem to speak with a blatant disregard for the facts, but their supporters seem utterly unswayed by evidence. It seems, to some, that truth no longer matters.

This is an explanation in terms of total irrationality. To accept it, you must believe that a great number of people have lost all interest in evidence or investigation, and have fallen away from the ways of reason.

echo chambers offers a less damning and far more modest explanation. The apparent ‘post-truth’ attitude can be explained as the result of the manipulations of trust wrought by echo chambers.

We don’t have to attribute a complete disinterest in facts, evidence or reason to explain the post-truth attitude. We simply have to attribute to certain communities a vastly divergent set of trusted authorities.

An echo chamber doesn’t destroy their members’ interest in the truth; it merely manipulates whom they trust and changes whom they accept as trustworthy sources and institutions.

in many ways, echo-chamber members are following reasonable and rational procedures of enquiry. They’re engaging in critical reasoning. They’re questioning, they’re evaluating sources for themselves, they’re assessing different pathways to information. They are critically examining those who claim expertise and trustworthiness, using what they already know about the world

none of this weighs against the existence of echo chambers. We should not dismiss the threat of echo chambers based only on evidence about connectivity and exposure.

Notice how different what’s going on here is from, say, Orwellian doublespeak, a deliberately ambiguous, euphemism-filled language designed to hide the intent of the speaker.

echo chambers don’t trade in vague, ambiguous pseudo-speech. We should expect that echo chambers would deliver crisp, clear, unambiguous claims about who is trustworthy and who is not

clearly articulated conspiracy theories, and crisply worded accusations of an outside world rife with untrustworthiness and corruption.

Once an echo chamber starts to grip a person, its mechanisms will reinforce themselves.

In an epistemically healthy life, the variety of our informational sources will put an upper limit to how much we’re willing to trust any single person. Everybody’s fallible; a healthy informational network tends to discover people’s mistakes and point them out. This puts an upper ceiling on how much you can trust even your most beloved leader

nside an echo chamber, that upper ceiling disappears.

Being caught in an echo chamber is not always the result of laziness or bad faith. Imagine, for instance, that somebody has been raised and educated entirely inside an echo chamber

when the child finally comes into contact with the larger world – say, as a teenager – the echo chamber’s worldview is firmly in place. That teenager will distrust all sources outside her echo chamber, and she will have gotten there by following normal procedures for trust and learning.

It certainly seems like our teenager is behaving reasonably. She could be going about her intellectual life in perfectly good faith. She might be intellectually voracious, seeking out new sources, investigating them, and evaluating them using what she already knows.

The worry is that she’s intellectually trapped. Her earnest attempts at intellectual investigation are led astray by her upbringing and the social structure in which she is embedded.

Echo chambers might function like addiction, under certain accounts. It might be irrational to become addicted, but all it takes is a momentary lapse – once you’re addicted, your internal landscape is sufficiently rearranged such that it’s rational to continue with your addiction

Similarly, all it takes to enter an echo chamber is a momentary lapse of intellectual vigilance. Once you’re in, the echo chamber’s belief systems function as a trap, making future acts of intellectual vigilance only reinforce the echo chamber’s worldview.

There is at least one possible escape route, however. Notice that the logic of the echo chamber depends on the order in which we encounter the evidence. An echo chamber can bring our teenager to discredit outside beliefs precisely because she encountered the echo chamber’s claims first. Imagine a counterpart to our teenager who was raised outside of the echo chamber and exposed to a wide range of beliefs. Our free-range counterpart would, when she encounters that same echo chamber, likely see its many flaws

Those caught in an echo chamber are giving far too much weight to the evidence they encounter first, just because it’s first. Rationally, they should reconsider their beliefs without that arbitrary preference. But how does one enforce such informational a-historicity?

The escape route is a modified version of René Descartes’s infamous method.

Meditations on First Philosophy (1641). He had come to realise that many of the beliefs he had acquired in his early life were false. But early beliefs lead to all sorts of other beliefs, and any early falsehoods he’d accepted had surely infected the rest of his belief system.

The only solution, thought Descartes, was to throw all his beliefs away and start over again from scratch.

He could start over, trusting nothing and no one except those things that he could be entirely certain of, and stamping out those sneaky falsehoods once and for all. Let’s call this the Cartesian epistemic reboot.

Notice how close Descartes’s problem is to our hapless teenager’s, and how useful the solution might be. Our teenager, like Descartes, has problematic beliefs acquired in early childhood. These beliefs have infected outwards, infesting that teenager’s whole belief system. Our teenager, too, needs to throw everything away, and start over again.

Let’s call the modernised version of Descartes’s methodology the social-epistemic reboot.

when she starts from scratch, we won’t demand that she trust only what she’s absolutely certain of, nor will we demand that she go it alone

For the social reboot, she can proceed, after throwing everything away, in an utterly mundane way – trusting her senses, trusting others. But she must begin afresh socially – she must reconsider all possible sources of information with a presumptively equanimous eye. She must take the posture of a cognitive newborn, open and equally trusting to all outside sources

we’re not asking people to change their basic methods for learning about the world. They are permitted to trust, and trust freely. But after the social reboot, that trust will not be narrowly confined and deeply conditioned by the particular people they happened to be raised by.

Such a profound deep-cleanse of one’s whole belief system seems to be what’s actually required to escape. Look at the many stories of people leaving cults and echo chambers

Take, for example, the story of Derek Black in Florida – raised by a neo-Nazi father, and groomed from childhood to be a neo-Nazi leader. Black left the movement by, basically, performing a social reboot. He completely abandoned everything he’d believed in, and spent years building a new belief system from scratch. He immersed himself broadly and open-mindedly in everything he’d missed – pop culture, Arabic literature, the mainstream media, rap – all with an overall attitude of generosity and trust.

It was the project of years and a major act of self-reconstruction, but those extraordinary lengths might just be what’s actually required to undo the effects of an echo-chambered upbringing.

we need to attack the root, the systems of discredit themselves, and restore trust in some outside voices.

Stories of actual escapes from echo chambers often turn on particular encounters – moments when the echo-chambered individual starts to trust somebody on the outside.

Black’s is case in point. By high school, he was already something of a star on neo-Nazi media, with his own radio talk-show. He went on to college, openly neo-Nazi, and was shunned by almost every other student in his community college. But then Matthew Stevenson, a Jewish fellow undergraduate, started inviting Black to Stevenson’s Shabbat dinners. In Black’s telling, Stevenson was unfailingly kind, open and generous, and slowly earned Black’s trust. This was the seed, says Black, that led to a massive intellectual upheaval – a slow-dawning realisation of the depths to which he had been misled

Similarly, accounts of people leaving echo-chambered homophobia rarely involve them encountering some institutionally reported fact. Rather, they tend to revolve around personal encounters – a child, a family member, a close friend coming out.

hese encounters matter because a personal connection comes with a substantial store of trust.

We don’t simply trust people as educated experts in a field – we rely on their goodwill. And this is why trust, rather than mere reliability, is the key concept

goodwill is a general feature of a person’s character. If I demonstrate goodwill in action, then you have some reason to think that I also have goodwill in matters of thought and knowledge.

f one can demonstrate goodwill to an echo-chambered member – as Stevenson did with Black – then perhaps one can start to pierce that echo chamber.

the path I’m describing is a winding, narrow and fragile one. There is no guarantee that such trust can be established, and no clear path to its being established systematically.

what we’ve found here isn’t an escape route at all. It depends on the intervention of another. This path is not even one an echo-chamber member can trigger on her own; it is only a whisper-thin hope for rescue from the outside.

individualism, the desire to control one’s own life, has many variants. Tocqueville viewed it as selfishness and suspected it, while Emerson and Whitman viewed it as the moment-by-moment expression of one’s unique self and loved it.

individualism as the making of choices so as to maximize one’s preferences. This differed from “selfish individualism” in that the preferences were not specified: they could be altruistic as well as selfish. It differed from “expressive individualism” in having general algorithms by which choices were made. These made it rational.

it was born in 1951 as “rational choice theory.” Rational choice theory’s mathematical account of individual choice, originally formulated in terms of voting behavior, made it a point-for-point antidote to the collectivist dialectics of Marxism

Functionaries at RAND quickly expanded the theory from a tool of social analysis into a set of universal doctrines that we may call “rational choice philosophy.” Governmental seminars and fellowships spread it to universities across the country, aided by the fact that any alternative to it would by definition be collectivist.

rational choice philosophy moved smoothly on the backs of their pupils into the “real world” of business and governme

Today, governments and businesses across the globe simply assume that social reality  is merely a set of individuals freely making rational choices.

At home, anti-regulation policies are crafted to appeal to the view that government must in no way interfere with Americans’ freedom of choice.

But the real significance of rational choice philosophy lay in ethics. Rational choice theory, being a branch of economics, does not question people’s preferences; it simply studies how they seek to maximize them. Rational choice philosophy seems to maintain this ethical neutrality (see Hans Reichenbach’s 1951 “The Rise of Scientific Philosophy,” an unwitting masterpiece of the genre); but it does not.

Whatever my preferences are, I have a better chance of realizing them if I possess wealth and power. Rational choice philosophy thus promulgates a clear and compelling moral imperative: increase your wealth and power!

Today, institutions which help individuals do that (corporations, lobbyists) are flourishing; the others (public hospitals, schools) are basically left to rot. Business and law schools prosper; philosophy departments are threatened with closure.

Hegel, for one, had denied all three of its central claims in his “Encyclopedia of the Philosophical Sciences” over a century before. In that work, as elsewhere in his writings, nature is not neatly causal, but shot through with randomness. Because of this chaos, we cannot know the significance of what we have done until our community tells us; and ethical life correspondingly consists, not in pursuing wealth and power, but in integrating ourselves into the right kinds of community.

By 1953, W. V. O. Quine was exposing the flaws in rational choice epistemology. John Rawls, somewhat later, took on its sham ethical neutrality, arguing that rationality in choice includes moral constraints. The neat causality of rational choice ontology, always at odds with quantum physics, was further jumbled by the environmental crisis, exposed by Rachel Carson’s 1962 book “The Silent Spring,” which revealed that the causal effects of human actions were much more complex, and so less predicable, than previously thought.

Is it really possible to improve grade school and high school teaching to the level I’m suggesting? Yes, provided we employ the same sort of selection criteria for pre-college teachers as we do for other professionals such as doctors, lawyers and college professors. In contrast to other professions, teaching is not now the domain of the most successful students — quite the contrary. I’ve known many very bright students who had an initial interest in such teaching but soon realized that there is no comparison in terms of salary, prestige and working conditions.

Given this transformation in pre-college education, we could expect it to provide basic job-training for most students. At that point, we would still face a fundamental choice regarding higher education. We could see it as a highly restricted enterprise, educating only professionals who require advanced specialized skills. Correspondingly, only such professionals would have access to higher education as a locus of intellectual culture.

On the other hand, we could — as I would urge — see college as the entrée to intellectual culture for everyone who is capable of and interested in working at that level of intellectual engagement

Raising high school to the level I am proposing and opening college to everyone who will profit from it would be an expensive enterprise. We would need significant government support to ensure that all students receive an education commensurate with their abilities and aspirations, regardless of family resources. But the intellectual culture of our citizens should be a primary part of our national well-being, not just the predilection of an eccentric elite. As such, it should be among our highest priorities.

six to ten months children have already learned to be sensitive to the basic sounds, known as phonemes, that matter in their native language.

language requires real-time mappings between words and their meanings. This requires that the sounds heard in speech – decoded in the auditory cortex – must be integrated with knowledge about what they mean – in the frontal cortex.

Modern theories on connectionism – the idea that knowledge is distributed across different parts of the brain and not tucked into dedicated modules like Broca’s area – have compelled researchers to take a closer look.

found that these differences between Mandarin Chinese and English change the way the brain’s networks work.

non-tonal language such as English, tone might convey emotional information about the speaker, but indicates nothing about the meaning of the word that is spoken

Mandarin Chinese is a tonal language in which the same basic sounds can refer to vastly different things based on the tone with which it is spoken

researchers took advantage of the basic differences between Mandarin Chinese and English to investigate the differences between the language networks of native speakers of tonal and non-tonal languages. Thirty native Chinese speakers were matched on age, gender, and handedness (they were all right-handed) with a sample of native English speakers. All participants listened to intelligible and unintelligible speech and were asked to judge the gender of the speaker.

The first difference was the operation of the brain networks shared by English and Chinese speakers

English speakers showed stronger connectivity leading from Wernicke’s area to Broca’s area. This increased connectivity was attributed to English relying more heavily on phonological information, or sounds rather than tones.

Chinese speakers had stronger connections leading from an area of the brain called the anterior superior temporal gyrus – which has been identified as a “semantic hub” critical in supporting language – to both Broca’s and Wernicke’s area.

increased connectivity is attributed to the enhanced mapping of sound and meaning going on in people who speak tonal languages.

second difference showed activation in an area of the brain’s right hemisphere, but only among the Chinese speakers

findings emphasise the importance of developing a bilateral network between the two brain hemispheres to speak and understand languages, particularly for tonal languages like Mandarin Chinese.

Mr. Trachtenberg understood the centrality of the university as a physical place. New structures were a visceral sign of progress. They told visitors, donors and civic leaders that the institution was, like beams and scaffolding rising from the earth, ascending. He added new programs, recruited more students, and followed the dictate of constant expansion.

the American research university had evolved into a complicated and somewhat peculiar organization. It was built to be all things to all people: to teach undergraduates, produce knowledge, socialize young men and women, train workers for jobs, anchor local economies, even put on weekend sports events. And excellence was defined by similarity to old, elite institutions. Universities were judged by the quality of their scholars, the size of their endowments, the beauty of their buildings and the test scores of their incoming students.

John Silber embarked on a huge building campaign while bringing luminaries like Saul Bellow and Elie Wiesel on board to teach and lend their prestige to the B.U. name, creating a bigger, more famous and much more costly institution. He had helped write a game plan for the aspiring college president.

GWU is, for all intents and purposes, a for-profit organization. Best example: study abroad. Their top program, a partnering with Sciences Po, costs each student (30 of them, on a program with 'prestige' status?) a full semester's tuition. It costs GW, according to Sciences Po website, €1000. A neat $20,000 profit per student (who is in digging her/himself deeper and deeper in debt.) Moreover, the school takes a $500 admin fee for the study abroad application! With no guarantee that all credits transfer. Students often lose a partial semester, GW profits again. Nor does GW offer help with an antiquated, one-shot/no transfers, tricky registration process. It's tough luck in gay Paris.Just one of many examples. Dorms with extreme mold, off-campus housing impossible for freshmen and sophomores. Required meal plan: Chick-o-Filet etc. Classes with over 300 students (required).This is not Harvard, but costs same.Emotional problems? Counselors too few. Suicides continue and are not appropriately addressed. Caring environment? Extension so and so, please hold.It's an impressive campus, I'm an alum. If you apply, make sure the DC experience is worth the price: good are internships, a few colleges like Elliot School, post-grad.GWU uses undergrad $$ directly for building projects, like the medical center to which students have NO access. (Student health facility is underfunded, outsourced.)Outstanding professors still make a difference. But is that enough?

Mr. Trachtenberg, however, understood something crucial about the modern university. It had come to inhabit a market for luxury goods. People don’t buy Gucci bags merely for their beauty and functionality. They buy them because other people will know they can afford the price of purchase. The great virtue of a luxury good, from the manufacturer’s standpoint, isn’t just that people will pay extra money for the feeling associated with a name brand. It’s that the high price is, in and of itself, a crucial part of what people are buying.

Mr. Trachtenberg convinced people that George Washington was worth a lot more money by charging a lot more money. Unlike most college presidents, he was surprisingly candid about his strategy. College is like vodka, he liked to explain.

The Absolut Rolex plan worked. The number of applicants surged from some 6,000 to 20,000, the average SAT score of students rose by nearly 200 points, and the endowment jumped from $200 million to almost $1 billion.

The university became a magnet for the children of new money who didn’t quite have the SATs or family connections required for admission to Stanford or Yale. It also aggressively recruited international students, rich families from Asia and the Middle East who believed, as nearly everyone did, that American universities were the best in the world.

U.S. News & World Report now ranks the university at No. 54 nationwide, just outside the “first tier.”

The watch and vodka analogies are correct. Personally, I used car analogies when discussing college choices with my kids. We were in the fortunate position of being able to comfortably send our kids to any college in the country and have them leave debt free. Notwithstanding, I told them that they would be going to a state school unless they were able to get into one of about 40 schools that I felt, in whatever arbitrary manner I decided, that was worth the extra cost. They both ended up going to state schools.College is by and large a commodity and you get out of it what you put into it. Both of my kids worked hard in college and were involved in school life. They both left the schools better people and the schools better schools for them being there. They are both now successful adults.I believe too many people look for the prestige of a named school and that is not what college should be primarily about.

In 2013, only 14 percent of the university’s 10,000 undergraduates received a grant — a figure on a par with elite schools but far below the national average. The average undergraduate borrower leaves with about $30,800 in debt.

When I talk to the best high school students in my state I always stress the benefits of the honors college experience at an affordable public university. For students who won't qualify for a public honors college. the regular pubic university experience is far preferable to the huge debt of places like GW.

Carey would do well to look beyond high ticket private universities (which after all are still private enterprises) and what he describes as the Olympian heights of higher education (which for some reason seems also to embitter him) and look at the system overall . The withdrawal of public support was never a policy choice; it was a political choice, "packaged and branded" as some tax cutting palaver all wrapped up in the argument that a free-market should decide how much college should cost and how many seats we need. In such an environment, trustees at private universities are no more solely responsible for turning their degrees into commodities than the administrations of state universities are for raising the number of out-of-state students in order to offset the loss of support from their legislatures. No doubt, we will hear more about market based solutions and technology from Mr. Carey

I went to GW back in the 60s. It was affordable and it got me away from home in New York. While I was there, Newsweek famously published a article about the DC Universities - GW, Georgetown, American and Catholic - dubbing them the Pony league, the schools for the children of wealthy middle class New Yorkers who couldn't get into the Ivy League. Nobody really complained. But that wasn't me. I went because I wanted to be where the action was in the 60s, and as we used to say - "GW was literally a stone's throw from the White House. And we could prove it." Back then, the two biggest alumni names were Jackie Kennedy, who's taken some classes there, and J. Edgar Hoover. Now, according to the glossy magazine they send me each month, it's the actress Kerry Washington. There's some sort of progress there, but I'm a GW alum and not properly trained to understand it.

This explains a lot of the modern, emerging mentality. It encompasses the culture of enforced grade inflation, cheating and anti-intellectualism in much of higher education. It is consistent with our culture of misleading statistics and information, cronyism and fake quality, the "best and the brightest" being only schemers and glad handers. The wisdom and creativity engendered by an honest, rigorous academic education are replaced by the disingenuous quick fix, the winner-take-all mentality that neglects the common good.

I attended nearby Georgetown University and graduated in 1985. Relative to state schools and elite schools, it was expensive then. I took out loans. I had Pell grants. I had work-study and GSL. I paid my debt of $15,000 off in ten years. Would I have done it differently? Yes: I would have continued on to graduate school and not worried about paying off those big loans right after college. My career work out and I am grateful for the education I received and paid for. But I would not recommend to my nieces and nephews debts north of $100,000 for a BA in liberal arts. Go community. Then go state. Then punch your ticket to Harvard, Yale or Stanford — if you are good enough.

American universities appear to have more and more drifted away from educating individuals and citizens to becoming high priced trade schools and purveyors of occupational licenses. Lost in the process is the concept of expanding a student's ability to appreciate broadly and deeply, as well as the belief that a republican democracy needs an educated citizenry, not a trained citizenry, to function well.Both the Heisman Trophy winner and the producer of a successful tech I.P.O. likely have much in common, a college education whose rewards are limited to the financial. I don't know if I find this more sad on the individual level or more worrisome for the future of America.

This is now a consumer world for everything, including institutions once thought to float above the Shakespearean briars of the work-a-day world such as higher education, law and medicine. Students get this. Parents get this. Everything is negotiable: financial aid, a spot in the nicest dorm, tix to the big game. But through all this, there are faculty - lots of 'em - who work away from the fluff to link the ambitions of the students with the reality and rigor of the 21st century. The job of the student is to get beyond the visible hype of the surroundings and find those faculty members. They will make sure your investment is worth it

My experience in managing or working with GW alumni in their 20's or 30's has not been good. Virtually all have been mentally lazy and/or had a stunning sense of entitlement. Basically they've been all talk and no results. That's been quite a contrast to the graduates from VA/MD state universities.

More and more, I notice what my debt-financed contributions to the revenue streams of my vendors earn them, not me. My banks earned enough to pay ridiculous bonuses to employees for reckless risk-taking. My satellite tv operator earned enough to overpay ESPN for sports programming that I never watch--and that, in turn, overpays these idiotic pro athletes and college sports administrators. My health insurer earned enough to defeat one-payor insurance; to enable the opaque, inefficient billing practices of hospitals and other providers; and to feed the behemoth pharmaceutical industry. My church earned enough to buy the silence of sex abuse victims and oppose progressive political candidates. And my govt earned enough to continue ag subsidies, inefficient defense spending, and obsolete transportation and energy policies.

as the parent of GWU freshman I am grateful for every opportunity afforded her. She has a generous merit scholarship, is in the honors program with some small classes, and has access to internships that can be done while at school. GWU also gave her AP credits to advance her to sophomore status. Had she attended the state flagship school (where she was accepted into that exclusive honors program) she would have a great education but little else. It's not possible to do foreign affairs related internship far from D.C. or Manhattan. She went to a very competitive high school where for the one or two ivy league schools in which she was interested, she didn't have the same level of connections or wealth as many of her peers. Whether because of the Common Application or other factors, getting into a good school with financial help is difficult for a middle class student like my daughter who had a 4.0 GPA and 2300 on the SAT. She also worked after school.The bottom line - GWU offered more money than perceived "higher tier" universities, and brought tuition to almost that of our state school system. And by the way, I think she is also getting a very good education.

This article reinforces something I have learned during my daughter's college application process. Most students choose a school based on emotion (reputation) and not value. This luxury good analogy holds up.

The entire education problem can be solved by MOOCs lots and lots of them plus a few closely monitored tests and personal interviews with people. Of course many many people make MONEY off of our entirely inefficient way of "educating" -- are we even really doing that -- getting a degree does NOT mean one is actually educated

As a first-generation college graduate I entered GW ambitious but left saddled with debt, and crestfallen at the hard-hitting realization that my four undergraduate years were an aberration from what life is actually like post-college: not as simple as getting an [unpaid] internship with a fancy titled institution, as most Colonials do. I knew how to get in to college, but what do you do after the recess of life ends?I learned more about networking, resume plumping (designated responses to constituents...errr....replied to emails), and elevator pitches than actual theory, economic principles, strong writing skills, critical thinking, analysis, and philosophy. While relatively easy to get a job after graduating (for many with a GW degree this is sadly not the case) sustaining one and excelling in it is much harder. It's never enough just to be able to open a new door, you also need to be prepared to navigate your way through that next opportunity.

this is a very telling article. Aimless and directionless high school graduates are matched only by aimless and directionless institutes of higher learning. Each child and each parent should start with a goal - before handing over their hard earned tuition dollars, and/or leaving a trail of broken debt in the aftermath of a substandard, unfocused education.

it is no longer the most expensive university in America. It is the 46th.Others have been implementing the Absolut Rolex Plan. John Sexton turned New York University into a global higher-education player by selling the dream of downtown living to students raised on “Sex and the City.” Northeastern followed Boston University up the ladder. Under Steven B. Sample, the University of Southern California became a U.S. News top-25 university. Washington University in St. Louis did the same.

I currently attend GW, and I have to say, this article completely misrepresents the situation. I have yet to meet a single person who is paying the full $60k tuition - I myself am paying $30k, because the school gave me $30k in grants. As for the quality of education, Foreign Policy rated GW the #8 best school in the world for undergraduate education in international affairs, Princeton Review ranks it as one of the best schools for political science, and U.S. News ranks the law school #20. The author also ignores the role that an expanding research profile plays in growing a university's prestige and educational power.

And in hundreds of regional universities and community colleges, presidents and deans and department chairmen have watched this spectacle of ascension and said to themselves, “That could be me.” Agricultural schools and technical institutes are lobbying state legislatures for tuition increases and Ph.D. programs, fitness centers and arenas for sport. Presidents and boards are drawing up plans to raise tuition, recruit “better” students and add academic programs. They all want to go in one direction — up! — and they are all moving with a single vision of what they want to be.

this is the same playbook used by hospitals the past 30 years or so. It is how Hackensack Hospital became Hackensack Medical Center and McComb Hospital became Southwest Mississippi Regional Medical Center. No wonder the results have been the same in healthcare and higher education; both have priced themselves out of reach for average Americans.

a world where a college is rated not by the quality of its output, but instaed, by the quality of its inputs. A world where there is practically no work to be done by the administration because the college's reputation is made before the first class even begins! This is isanity! But this is the swill that the mammoth college marketing departments nationwide have shoved down America's throat. Colleges are ranked not by the quality of their graduates, but rather, by the test scores of their incoming students!

The Pew Foundation has been doing surveys on what students learn, how much homework they do, how much time they spend with professors etc. All good stuff to know before a student chooses a school. It is called the National Survey of Student Engagement (NSSE - called Nessy). It turns out that the higher ranked schools do NOT allow their information to be released to the public. It is SECRET.Why do you think that is?

The article blames "the standard university organizational model left teaching responsibilities to autonomous academic departments and individual faculty members, each of which taught and tested in its own way." This is the view of someone who has never taught at a university, nor thought much about how education there actually happens. Once undergraduates get beyond the general requirements, their educations _have_ to depend on "autonomous departments" because it's only those departments know what the requirements for given degree can be, and can grant the necessary accreditation of a given student. The idea that some administrator could know what's necessary for degrees in everything from engineering to fiction writing is nonsense, except that's what the people who only know the theory of education (but not its practice) actually seem to think. In the classroom itself, you have tremendously talented people, who nevertheless have their own particular strengths and approaches. Don't you think it's a good idea to let them do what they do best rather than trying to make everyone teach the same way? Don't you think supervision of young teachers by older colleagues, who actually know their field and its pedagogy, rather than some administrator, who knows nothing of the subject, is a good idea?

it makes me very sad to see how expensive some public schools have become. Used to be you could work your way through a public school without loans, but not any more. Like you, I had the advantage of a largely-scholarship paid undergraduate education at a top private college. However, I was also offered a virtually free spot in my state university's (then new) honors college

My daughter attended a good community college for a couple of classes during her senior year of high school and I could immediately see how such places are laboratories for failure. They seem like high schools in atmosphere and appearance. Students rush in by car and rush out again when the class is over.The four year residency college creates a completely different feel. On arrival, you get the sense that you are engaging in something important, something apart and one that will require your full attention. I don't say this is for everyone or that the model is not flawed in some ways (students actually only spend 2 1/2 yrs. on campus to get the four yr. degree). College is supposed to be a 60 hour per week job. Anything less than that and the student is seeking himself or herself

This. Is. STUNNING. I have always wondered, especially as my kids have approached college age, why American colleges have felt justified in raising tuition at a rate that has well exceeded inflation, year after year after year. (Nobody needs a dorm with luxury suites and a lazy river pool at college!) And as it turns out, they did it to become luxury brands. Just that simple. Incredible.I don't even blame this guy at GWU for doing what he did. He wasn't made responsible for all of American higher ed. But I do think we all need to realize what happened, and why. This is front page stuff.

I agree with you, but, unfortunately, given the choice between low tuition, primitive dorms, and no athletic center VS expensive & luxurious, the customers (and their parents) are choosing the latter. As long as this is the case, there is little incentive to provide bare-bones and cheap education.

Wesleyan University in CT is one school that is moving down the rankings. Syracuse University is another. Reed College is a third. Why? Because these schools try hard to stay out of the marketing game. (With its new president, Syracuse has jumped back into the game.) Bryn Mawr College, outside Philadelphia hasn't fared well over the past few decades in the rankings, which is true of practically every women's college. Wellesley is by far the highest ranked women's college, but even there the acceptance rate is significantly higher than one finds at comparable coed liberal arts colleges like Amherst & Williams. University of Chicago is another fascinating case for Mr. Carey to study (I'm sure he does in his forthcoming book, which I look forward to reading). Although it has always enjoyed an illustrious academic reputation, until recently Chicago's undergraduate reputation paled in comparison to peer institutions on the two coasts. A few years ago, Chicago changed its game plan to more closely resemble Harvard and Stanford in undergraduate amenities, and lo and behold, its rankings shot up. It was a very cynical move on the president's part to reassemble the football team, but it was a shrewd move because athletics draw more money than academics ever can (except at engineering schools like Cal Tech & MIT), and more money draws richer students from fancier secondary schools with higher test scores, which lead to higher rankings - and the beat goes on.

College INDUSTRY is out of control. Sorry, NYU, GW, BU are not worth the price. Are state schools any better? We have the University of Michigan, which is really not a state school, but a university that gives a discount to people who live in Michigan. Why? When you have an undergraduate body 40+% out-of-state that pays tuition of over $50K/year, you tell me?Perhaps the solution is two years of community college followed by two at places like U of M or Michigan State - get the same diploma at the end for much less and beat the system.

In one recent yr., the majority of undergrad professors at Harvard, according to Boston.com, where adjuncts. That means low pay, no benefits, no office, temp workers. Harvard.Easily available student loans fueled this arms race of amenities and frills that in which colleges now engage. They moved the cost of education onto the backs of people, kids, who don't understand what they are doing.Students in colleges these days are customers and the customers must be able to get through. If it requires dumbing things down, so be it. On top of tuition, G.W. U. is known by its students as the land of added fees on top of added fees. The joke around campus was that they would soon be installing pay toilets in the student union. No one was laughing.

You could written the same story about my alma mater, American University. The place reeked of ambition and upward mobility decades ago and still does. Whoever's running it now must look at its measly half-billion-dollar endowment and compare it to GWU's $1.5 billion and seethe with envy, while GWU's president sets his sights on an Ivy League-size endowment. And both get back to their real jobs: 24/7 fundraising,Which is what university presidents are all about these days. Money - including million-dollar salaries for themselves (GWU's president made more than Harvard's in 2011) - pride, cachet, power, a mansion, first-class all the way. They should just be honest about it and change their university's motto to Ostende mihi pecuniam! (please excuse my questionable Latin)Whether the students are actually learning anything is up to them, I guess - if they do, it's thanks to the professors, adjuncts and the administrative staff, who do the actual work of educating and keep the school running.

When I was in HS (70s), many of my richer friends went to GW and I was then of the impression that GW was a 'good' school. As I age, I have come to realize that this place is just another façade to the emptiness that has become America. All too often are we faced with a dilemma: damned if we do, damned if we don't. Yep, 'education' has become a trap for all too many of our citizen.

I transferred to GWU from a state school. I am forever grateful that I did. I wanted to get a good rigorous education and go to one of the best International Affairs schools in the world. Even though the state school I went to was dirt-cheap, the education and the faculty was awful. I transferred to GW and was amazed at the professors at that university. An ambassador or a prominent IA scholar taught every class. GW is an expensive school, but that is the free market. If you want a good education you need to be willing to pay for it or join the military. I did the latter and my school was completely free with no debt and I received an amazing education. If young people aren't willing to make some sort of sacrifice to get ahead or just expect everything to be given to then our country is in a sad state.We need to stop blaming universities like GWU that strive to attract better students, better professors, and better infrastructure. They are doing what is expected in America, to better oneself.

"Whether the students are actually learning anything is up to them, I guess." How could it possibly be otherwise??? I am glad that you are willing to give credit to teachers and administrators, but it is not they who "do the actual work of educating." From this fallacy comes its corollary, that we should blame teachers first for "under-performing schools". This long-running show of scapegoating may suit the wallets and vanity of American parents, but it is utterly senseless. When, if ever, American culture stops reeking of arrogance, greed and anti-intellectualism, things may improve, and we may resume the habit of bothering to learn. Until then, nothing doing.

Universities sell knowledge and grade students on how much they have learned. Fundamentally, there is conflict of interest in thsi setup. Moreover, students who are poorly educated, even if they know this, will not criticize their school, because doing so would make it harder for them to have a career. As such, many problems with higher education remain unexposed to the public.

I've lectured and taught in at least five different countries in three continents and the shortest perusal of what goes on abroad would totally undermine most of these speculations. For one thing American universities are unique in their dedication to a broad based liberal arts type education. In France, Italy or Germany, for example, you select a major like mathematics or physics and then in your four years you will not take even one course in another subject. The amount of work that you do that is critically evaluated by an instructor is a tiny fraction of what is done in an American University. While half educated critics based on profoundly incomplete research write criticism like this Universities in Germany Italy, the Netherlands, South Korea and Japan as well as France have appointed committees and made studies to explain why the American system of higher education so drastically outperforms their own system. Elsewhere students do get a rather nice dose of general education but it ends in secondary school and it has the narrowness and formulaic quality that we would just normally associate with that. The character who wrote this article probably never set foot on a "campus" of the University of Paris or Rome

The university is part of a complex economic system and it is responding to the demands of that system. For example, students and parents choose universities that have beautiful campuses and buildings. So universities build beautiful campuses. State support of universities has greatly declined, and this decline in funding is the greatest cause of increased tuition. Therefore universities must compete for dollars and must build to attract students and parents. Also, universities are not ranked based on how they educate students -- that's difficult to measure so it is not measured. Instead universities are ranked on research publications. So while universities certainly put much effort into teaching, research has to have a priority in order for the university to survive. Also universities do not force students and parents to attend high price institutions. Reasonably priced state institutions and community colleges are available to every student. Community colleges have an advantage because they are funded by property taxes. Finally learning requires good teaching, but it also requires students that come to the university funded, prepared, and engaged. This often does not happen. Conclusion- universities have to participate in profile raising actions in order to survive. The day that funding is provided for college, ranking is based on education, and students choose campuses with simple buildings, then things will change at the university.

This is the inevitable result of privatizing higher education. In the not-so-distant past, we paid for great state universities through our taxes, not tuition. Then, the states shifted funding to prisons and the Federal government radically cut research support and the GI bill. Instead, today we expect universities to support themselves through tuition, and to the extent that we offered students support, it is through non-dischargeable loans. To make matters worse, the interest rates on those loans are far above the government's cost of funds -- so in effect the loans are an excise tax on education (most of which is used to support a handful of for-profit institutions that account for the most student defaults). This "consumer sovereignty" privatized model of funding education works no better than privatizing California's electrical system did in the era of Enron, or our privatized funding of medical service, or our increasingly privatized prison system: it drives up costs at the same time that it replace quality with marketing.

There are data in some instances on student learning, but the deeper problem, as I suspect the author already knows, is that there is nothing like a consensus on how to measure that learning, or even on when is the proper end point to emphasize (a lot of what I teach -- I know this from what students have told me -- tends to come into sharp focus years after graduation).

Michael (Baltimore) has hit the nail on the head. Universities are increasingly corporatized institutions in the credentialing business. Knowledge, for those few who care about it (often not those paying for the credentials) is available freely because there's no profit in it. Like many corporate entities, it is increasingly run by increasingly highly paid administrators, not faculty.

GWU has not defined itself in any unique way, it has merely embraced the bland, but very expensive, accoutrements of American private education: luxury dorms, food courts, spa-like gyms, endless extracurricular activities, etc. But the real culprit for this bloat that students have to bear financially is the college ranking system by US News, Princeton Review, etc. An ultimately meaningless exercise in competition that has nevertheless pushed colleges and universities to be more like one another. A sad state of affairs, and an extremely expensive one for students

It is long past time to realize the failure of the Reagonomics-neoliberal private profits over public good program. In education, we need to return to public institutions publicly funded. Just as we need to recognize that Medicare, Social Security, the post office, public utilities, fire departments, interstate highway system, Veterans Administration hospitals and the GI bill are models to be improved and expanded, not destroyed.

George Washington is actually not a Rolex watch, it is a counterfeit Rolex. The real Rolexes of higher education -- places like Hopkins, Georgetown, Duke, the Ivies etc. -- have real endowments and real financial aid. No middle class kid is required to borrow $100,000 to get a degree from those schools, because they offer generous need-based financial aid in the form of grants, not loans. The tuition at the real Rolexes is really a sticker price that only the wealthy pay -- everybody else on a sliding scale. For middle class kids who are fortunate enough to get in, Penn actually ends up costing considerably less than a state university.The fake Rolexes -- BU, NYU, Drexel in Philadelphia -- don't have the sliding scale. They bury middle class students in debt.And really, though it is foolish to borrow $100,000 or $120,000 for an undergraduate degree, I don't find the transaction morally wrong. What is morally wrong is our federal government making that loan non-dischargeable in bankruptcy, so many if these kids will be having their wages garnished for the REST OF THEIR LIVES.There is a very simple solution to this, by the way. Cap the amount of non-dischargeable student loan debt at, say, $50,000

The slant of this article is critical of the growth of research universities. Couldn't disagree more. Modern research universities create are incredibly engines of economic opportunity not only for the students (who pay the bills) but also for the community via the creation of blue and white collar jobs. Large research university employ tens of thousands of locals from custodial and food service workers right up to high level administrators and specialist in finance, computer services, buildings and facilities management, etc. Johns Hopkins University and the University of Maryland system employ more people than any other industry in Maryland -- including the government. Research universities typically have hospitals providing cutting-edge medical care to the community. Local business (from cafes to property rental companies) benefit from a built-in, long-term client base as well as an educated workforce. And of course they are the foundry of new knowledge which is critical for the future growth of our country.Check out the work of famed economist Dr. Julia Lane on modeling the economic value of the research university. In a nutshell, there are few better investments America can make in herself than research universities. We are the envy of the world in that regard -- and with good reason. How many *industries* (let alone jobs) have Stanford University alone catalyzed?

What universities have the monopoly on is the credential. Anyone can learn, from books, from free lectures on the internet, from this newspaper, etc. But only universities can endow you with the cherished degree. For some reason, people are will to pay more for one of these pieces of paper with a certain name on it -- Ivy League, Stanford, even GW -- than another -- Generic State U -- though there is no evidence one is actually worth more in the marketplace of reality than the other. But, by the laws of economics, these places are actually underpriced: after all, something like 20 times more people are trying to buy a Harvard education than are allowed to purchase one. Usually that means you raise your price.

Overalll a good article, except for - "This comes on the heels of Richard Arum and Josipa Roksa’s “Academically Adrift,” a study that found “limited or no learning” among many college students." The measure of learning you report was a general thinking skills exam. That's not a good measure of college gains. Most psychologists and cognitive scientists worth their salt would tell you that improvement in critical thinking skills is going to be limited to specific areas. In other words, learning critical thinking skills in math will make little change in critical thinking about political science or biology. Thus we should not expect huge improvements in general critical thinking skills, but rather improvements in a student's major and other areas of focus, such as a minor. Although who has time for a minor when it is universally acknowledged that the purpose of a university is to please and profit an employer or, if one is lucky, an investor. Finally, improved critical thinking skills are not the end all and be all of a college education even given this profit centered perspective. Learning and mastering the cumulative knowledge of past generations is arguably the most important thing to be gained, and most universities still tend to excel at that even with the increasing mandate to run education like a business and cultivate and cull the college "consumer".

As for community colleges, there was an article in the Times several years ago that said it much better than I could have said it myself: community colleges are places where dreams are put on hold. Without making the full commitment to study, without leaving the home environment, many, if not most, community college students are caught betwixt and between, trying to balance work responsibilities, caring for a young child or baby and attending classes. For males, the classic "end of the road" in community college is to get a car, a job and a girlfriend, one who is not in college, and that is the end of the dream. Some can make it, but most cannot.

as a scientist I disagree with the claim that undergrad tuition subsidizes basic research. Nearly all lab equipment and research personnel (grad students, technicians, anyone with the title "research scientist" or similar) on campus is paid for through federal grants. Professors often spend all their time outside teaching and administration writing grant proposals, as the limited federal grant funds mean ~%85 of proposals must be rejected. What is more, out of each successful grant the university levies a "tax", called "overhead", of 30-40%, nominally to pay for basic operations (utilities, office space, administrators). So in fact one might say research helps fund the university rather than the other way around. Flag

It's certainly overrated as a research and graduate level university. Whether it is good for getting an undergraduate education is unclear, but a big part of the appeal is getting to live in D.C..while attending college instead of living in some small college town in the corn fields.

So what if one-in-five believe the sun revolves around the earth, or aren’t sure from which country the United States gained its independence? But false belief in weapons of mass-destruction led the United States to a trillion-dollar war. And trust in rising home value as a truism as reliable as a sunrise was a major contributor to the catastrophic collapse of the economy. At its worst extreme, a culture of misinformation can produce something like Iran, which is run by a Holocaust denier.

I actually think Peterson was right to observe that it’s remarkable how many students at the universities where they tested some of his theories hadn’t been told these things. Though I thought it was interesting that he seemed to think that teaching this kind of thing was a job for the educational system rather than the parents

I think perhaps we’re both lucky in that though our backgrounds are different, we both come from relatively stable families with parents and surrounding adults who inculcated these “rules” intrinsically, from our youth on. So the Peterson gospel doesn’t feel new to us.

The fact that there are whole swaths of our generation who are advantaged by already knowing this information about how to make your life better, and another whole swath who is being left behind, character and life-formation wise, because they don’t. And they are left to rely on Jordan Peterson.

He is convinced of the importance and significance of these stories, these words — and religion, and its significance. At one point he stated that he didn’t have a materialist view of the world, but actually a “deeply religious” one.

One thing that’s definitely central to the book is telling people (particularly men) that life is hard, and you need to get it together.

largely the message you come away with is that if you don’t like the way things are going, it’s your fault and your fault alone. And that’s an easier message to believe when you’re a white male and systemic obstacles aren’t really a thing you run into.

Jordan Peterson professes not to be religious, but he is. His book is built on what he describes as archetypal myths from different cultures, but leans *very* heavily on Judeo-Christian ones especially — Cain and Abel and the stories of Jesus’s life, from his temptation in the desert to his death and resurrection.

This tendency was even more pronounced in his live lecture. Basically every line, every piece of advice he gave, was supported by a Bible verse. At one point, he quoted the gospel of Matthew: “Knock and the door will be opened to you” — and said, “This is how life works, ACTUALLY” — basically glaring at the crowd and daring them to disagree.

Just in the week or so I was reading “12 Rules,” I had several men my age come up to me on buses or in coffee shops and strike up conversations with me about Peterson — the one thing they all talked about right away was how the book had a lot of “hard truths” that they needed to hear

He’s not keeping great company. But I think his personal work and statements are generally benign, in many cases actually helpful, in that they urge young people to seek out a better-structured and more meaningful life.

I agree it’s inaccurate to label him as alt-right, though that is a low bar to clear. Frankly I see him more as a mainstream conservative. I think part of the reason people get this wrong is that there’s a big gap between what boosted his fame and what the central thrust of his book is

I think “traditionalist” is probably the best label for him — both because his views are traditionalist and because his worldview is so dependent on traditions (or at least what he sees as traditions.)

The same technology that renders humans useless might also make it feasible to feed and support the unemployable masses through some scheme of universal basic income.

The real problem will then be to keep the masses occupied and content. People must engage in purposeful activities, or they go crazy. So what will the useless class do all day?

One answer might be computer games. Economically redundant people might spend increasing amounts of time within 3D virtual reality worlds, which would provide them with far more excitement and emotional engagement than the “real world” outside.

This, in fact, is a very old solution. For thousands of years, billions of people have found meaning in playing virtual reality games. In the past, we have called these virtual reality games “religions”.

Muslims and Christians go through life trying to gain points in their favorite virtual reality game. If you pray every day, you get points. If you forget to pray, you lose points. If by the end of your life you gain enough points, then after you die you go to the next level of the game (aka heaven).

As religions show us, the virtual reality need not be encased inside an isolated box. Rather, it can be superimposed on the physical reality. In the past this was done with the human imagination and with sacred books, and in the 21st century it can be done with smartphones.

Consumerism too is a virtual reality game. You gain points by acquiring new cars, buying expensive brands and taking vacations abroad, and if you have more points than everybody else, you tell yourself you won the game.

we saw two others kids on the street who were hunting the same Pokémon, and we almost got into a fight with them. It struck me how similar the situation was to the conflict between Jews and Muslims about the holy city of Jerusalem. When you look at the objective reality of Jerusalem, all you see are stones and buildings. There is no holiness anywhere. But when you look through the medium of smartbooks (such as the Bible and the Qur’an), you see holy places and angels everywhere.

In the end, the real action always takes place inside the human brain. Does it matter whether the neurons are stimulated by observing pixels on a computer screen, by looking outside the windows of a Caribbean resort, or by seeing heaven in our mind’s eyes?

Indeed, one particularly interesting section of Israeli society provides a unique laboratory for how to live a contented life in a post-work world. In Israel, a significant percentage of ultra-orthodox Jewish men never work. They spend their entire lives studying holy scriptures and performing religion rituals. They and their families don’t starve to death partly because the wives often work, and partly because the government provides them with generous subsidies. Though they usually live in poverty, government support means that they never lack for the basic necessities of life.

That’s universal basic income in action. Though they are poor and never work, in survey after survey these ultra-orthodox Jewish men report higher levels of life-satisfaction than any other section of Israeli society.

Hence virtual realities are likely to be key to providing meaning to the useless class of the post-work world. Maybe these virtual realities will be generated inside computers. Maybe they will be generated outside computers, in the shape of new religions and ideologies. Maybe it will be a combination of the two. The possibilities are endless

In any case, the end of work will not necessarily mean the end of meaning, because meaning is generated by imagining rather than by working.

People in 2050 will probably be able to play deeper games and to construct more complex virtual worlds than in any previous time in history.

But what about truth? What about reality? Do we really want to live in a world in which billions of people are immersed in fantasies, pursuing make-believe goals and obeying imaginary laws? Well, like it or not, that’s the world we have been living in for thousands of years already.

Code is too hard to think about. Before trying to understand the attempts themselves, then, it’s worth understanding why this might be: what it is about code that makes it so foreign to the mind, and so unlike anything that came before it.

Technological progress used to change the way the world looked—you could watch the roads getting paved; you could see the skylines rise. Today you can hardly tell when something is remade, because so often it is remade by code.

Software has enabled us to make the most intricate machines that have ever existed. And yet we have hardly noticed, because all of that complexity is packed into tiny silicon chips as millions and millions of lines of cod

The programmer, the renowned Dutch computer scientist Edsger Dijkstra wrote in 1988, “has to be able to think in terms of conceptual hierarchies that are much deeper than a single mind ever needed to face before.” Dijkstra meant this as a warning.

As programmers eagerly poured software into critical systems, they became, more and more, the linchpins of the built world—and Dijkstra thought they had perhaps overestimated themselves.

What made programming so difficult was that it required you to think like a computer.

“The problem is that software engineers don’t understand the problem they’re trying to solve, and don’t care to,” says Leveson, the MIT software-safety expert. The reason is that they’re too wrapped up in getting their code to work.

Though he runs a lab that studies the future of computing, he seems less interested in technology per se than in the minds of the people who use it. Like any good toolmaker, he has a way of looking at the world that is equal parts technical and humane. He graduated top of his class at the California Institute of Technology for electrical engineering,

“The serious problems that have happened with software have to do with requirements, not coding errors.” When you’re writing code that controls a car’s throttle, for instance, what’s important is the rules about when and how and by how much to open it. But these systems have become so complicated that hardly anyone can keep them straight in their head. “There’s 100 million lines of code in cars now,” Leveson says. “You just cannot anticipate all these things.”

a nearly decade-long investigation into claims of so-called unintended acceleration in Toyota cars. Toyota blamed the incidents on poorly designed floor mats, “sticky” pedals, and driver error, but outsiders suspected that faulty software might be responsible

software experts spend 18 months with the Toyota code, picking up where NASA left off. Barr described what they found as “spaghetti code,” programmer lingo for software that has become a tangled mess. Code turns to spaghetti when it accretes over many years, with feature after feature piling on top of, and being woven around

Using the same model as the Camry involved in the accident, Barr’s team demonstrated that there were actually more than 10 million ways for the onboard computer to cause unintended acceleration. They showed that as little as a single bit flip—a one in the computer’s memory becoming a zero or vice versa—could make a car run out of control. The fail-safe code that Toyota had put in place wasn’t enough to stop it

. In all, Toyota recalled more than 9 million cars, and paid nearly $3 billion in settlements and fines related to unintended acceleration.

The problem is that programmers are having a hard time keeping up with their own creations. Since the 1980s, the way programmers work and the tools they use have changed remarkably little.

“Visual Studio is one of the single largest pieces of software in the world,” he said. “It’s over 55 million lines of code. And one of the things that I found out in this study is more than 98 percent of it is completely irrelevant. All this work had been put into this thing, but it missed the fundamental problems that people faced. And the biggest one that I took away from it was that basically people are playing computer inside their head.” Programmers were like chess players trying to play with a blindfold on—so much of their mental energy is spent just trying to picture where the pieces are that there’s hardly any left over to think about the game itself.

The fact that the two of them were thinking about the same problem in the same terms, at the same time, was not a coincidence. They had both just seen the same remarkable talk, given to a group of software-engineering students in a Montreal hotel by a computer researcher named Bret Victor. The talk, which went viral when it was posted online in February 2012, seemed to be making two bold claims. The first was that the way we make software is fundamentally broken. The second was that Victor knew how to fix it.

This is the trouble with making things out of code, as opposed to something physical. “The complexity,” as Leveson puts it, “is invisible to the eye.”

in early 2012, Victor had finally landed upon the principle that seemed to thread through all of his work. (He actually called the talk “Inventing on Principle.”) The principle was this: “Creators need an immediate connection to what they’re creating.” The problem with programming was that it violated the principle. That’s why software systems were so hard to think about, and so rife with bugs: The programmer, staring at a page of text, was abstracted from whatever it was they were actually making.

“Our current conception of what a computer program is,” he said, is “derived straight from Fortran and ALGOL in the late ’50s. Those languages were designed for punch cards.”

WYSIWYG (pronounced “wizzywig”) came along. It stood for “What You See Is What You Get.”

Victor’s point was that programming itself should be like that. For him, the idea that people were doing important work, like designing adaptive cruise-control systems or trying to understand cancer, by staring at a text editor, was appalling.

With the right interface, it was almost as if you weren’t working with code at all; you were manipulating the game’s behavior directly.

When the audience first saw this in action, they literally gasped. They knew they weren’t looking at a kid’s game, but rather the future of their industry. Most software involved behavior that unfolded, in complex ways, over time, and Victor had shown that if you were imaginative enough, you could develop ways to see that behavior and change it, as if playing with it in your hands. One programmer who saw the talk wrote later: “Suddenly all of my tools feel obsolete.”

hen John Resig saw the “Inventing on Principle” talk, he scrapped his plans for the Khan Academy programming curriculum. He wanted the site’s programming exercises to work just like Victor’s demos. On the left-hand side you’d have the code, and on the right, the running program: a picture or game or simulation. If you changed the code, it’d instantly change the picture. “In an environment that is truly responsive,” Resig wrote about the approach, “you can completely change the model of how a student learns ... [They] can now immediately see the result and intuit how underlying systems inherently work without ever following an explicit explanation.” Khan Academy has become perhaps the largest computer-programming class in the world, with a million students, on average, actively using the program each month.

The ideas spread. The notion of liveness, of being able to see data flowing through your program instantly, made its way into flagship programming tools offered by Google and Apple. The default language for making new iPhone and Mac apps, called Swift, was developed by Apple from the ground up to support an environment, called Playgrounds, that was directly inspired by Light Table.

“Typically the main problem with software coding—and I’m a coder myself,” Bantegnie says, “is not the skills of the coders. The people know how to code. The problem is what to code. Because most of the requirements are kind of natural language, ambiguous, and a requirement is never extremely precise, it’s often understood differently by the guy who’s supposed to code.”

In a pair of later talks, “Stop Drawing Dead Fish” and “Drawing Dynamic Visualizations,” Victor went one further. He demoed two programs he’d built—the first for animators, the second for scientists trying to visualize their data—each of which took a process that used to involve writing lots of custom code and reduced it to playing around in a WYSIWYG interface.

Victor suggested that the same trick could be pulled for nearly every problem where code was being written today. “I’m not sure that programming has to exist at all,” he told me. “Or at least software developers.” In his mind, a software developer’s proper role was to create tools that removed the need for software developers. Only then would people with the most urgent computational problems be able to grasp those problems directly, without the intermediate muck of code.

Victor implored professional software developers to stop pouring their talent into tools for building apps like Snapchat and Uber. “The inconveniences of daily life are not the significant problems,” he wrote. Instead, they should focus on scientists and engineers—as he put it to me, “these people that are doing work that actually matters, and critically matters, and using really, really bad tools.”

Bantegnie’s company is one of the pioneers in the industrial use of model-based design, in which you no longer write code directly. Instead, you create a kind of flowchart that describes the rules your program should follow (the “model”), and the computer generates code for you based on those rules

In a model-based design tool, you’d represent this rule with a small diagram, as though drawing the logic out on a whiteboard, made of boxes that represent different states—like “door open,” “moving,” and “door closed”—and lines that define how you can get from one state to the other. The diagrams make the system’s rules obvious: Just by looking, you can see that the only way to get the elevator moving is to close the door, or that the only way to get the door open is to stop.

. In traditional programming, your task is to take complex rules and translate them into code; most of your energy is spent doing the translating, rather than thinking about the rules themselves. In the model-based approach, all you have is the rules. So that’s what you spend your time thinking about. It’s a way of focusing less on the machine and more on the problem you’re trying to get it to solve.

“Everyone thought I was interested in programming environments,” he said. Really he was interested in how people see and understand systems—as he puts it, in the “visual representation of dynamic behavior.” Although code had increasingly become the tool of choice for creating dynamic behavior, it remained one of the worst tools for understanding it. The point of “Inventing on Principle” was to show that you could mitigate that problem by making the connection between a system’s behavior and its code immediate.

On this view, software becomes unruly because the media for describing what software should do—conversations, prose descriptions, drawings on a sheet of paper—are too different from the media describing what software does do, namely, code itself.

for this approach to succeed, much of the work has to be done well before the project even begins. Someone first has to build a tool for developing models that are natural for people—that feel just like the notes and drawings they’d make on their own—while still being unambiguous enough for a computer to understand. They have to make a program that turns these models into real code. And finally they have to prove that the generated code will always do what it’s supposed to.

tice brings order and accountability to large codebases. But, Shivappa says, “it’s a very labor-intensive process.” He estimates that before they used model-based design, on a two-year-long project only two to three months was spent writing code—the rest was spent working on the documentation.

uch of the benefit of the model-based approach comes from being able to add requirements on the fly while still ensuring that existing ones are met; with every change, the computer can verify that your program still works. You’re free to tweak your blueprint without fear of introducing new bugs. Your code is, in FAA parlance, “correct by construction.”

“people are not so easily transitioning to model-based software development: They perceive it as another opportunity to lose control, even more than they have already.”

The bias against model-based design, sometimes known as model-driven engineering, or MDE, is in fact so ingrained that according to a recent paper, “Some even argue that there is a stronger need to investigate people’s perception of MDE than to research new MDE technologies.”

“Human intuition is poor at estimating the true probability of supposedly ‘extremely rare’ combinations of events in systems operating at a scale of millions of requests per second,” he wrote in a paper. “That human fallibility means that some of the more subtle, dangerous bugs turn out to be errors in design; the code faithfully implements the intended design, but the design fails to correctly handle a particular ‘rare’ scenario.”

Newcombe was convinced that the algorithms behind truly critical systems—systems storing a significant portion of the web’s data, for instance—ought to be not just good, but perfect. A single subtle bug could be catastrophic. But he knew how hard bugs were to find, especially as an algorithm grew more complex. You could do all the testing you wanted and you’d never find them all.

An algorithm written in TLA+ could in principle be proven correct. In practice, it allowed you to create a realistic model of your problem and test it not just thoroughly, but exhaustively. This was exactly what he’d been looking for: a language for writing perfect algorithms.

TLA+, which stands for “Temporal Logic of Actions,” is similar in spirit to model-based design: It’s a language for writing down the requirements—TLA+ calls them “specifications”—of computer programs. These specifications can then be completely verified by a computer. That is, before you write any code, you write a concise outline of your program’s logic, along with the constraints you need it to satisfy

Programmers are drawn to the nitty-gritty of coding because code is what makes programs go; spending time on anything else can seem like a distraction. And there is a patient joy, a meditative kind of satisfaction, to be had from puzzling out the micro-mechanics of code. But code, Lamport argues, was never meant to be a medium for thought. “It really does constrain your ability to think when you’re thinking in terms of a programming language,”

Code makes you miss the forest for the trees: It draws your attention to the working of individual pieces, rather than to the bigger picture of how your program fits together, or what it’s supposed to do—and whether it actually does what you think. This is why Lamport created TLA+. As with model-based design, TLA+ draws your focus to the high-level structure of a system, its essential logic, rather than to the code that implements it.

But TLA+ occupies just a small, far corner of the mainstream, if it can be said to take up any space there at all. Even to a seasoned engineer like Newcombe, the language read at first as bizarre and esoteric—a zoo of symbols.

this is a failure of education. Though programming was born in mathematics, it has since largely been divorced from it. Most programmers aren’t very fluent in the kind of math—logic and set theory, mostly—that you need to work with TLA+. “Very few programmers—and including very few teachers of programming—understand the very basic concepts and how they’re applied in practice. And they seem to think that all they need is code,” Lamport says. “The idea that there’s some higher level than the code in which you need to be able to think precisely, and that mathematics actually allows you to think precisely about it, is just completely foreign. Because they never learned it.”

“In the 15th century,” he said, “people used to build cathedrals without knowing calculus, and nowadays I don’t think you’d allow anyone to build a cathedral without knowing calculus. And I would hope that after some suitably long period of time, people won’t be allowed to write programs if they don’t understand these simple things.”

Programmers, as a species, are relentlessly pragmatic. Tools like TLA+ reek of the ivory tower. When programmers encounter “formal methods” (so called because they involve mathematical, “formally” precise descriptions of programs), their deep-seated instinct is to recoil.

Formal methods had an image problem. And the way to fix it wasn’t to implore programmers to change—it was to change yourself. Newcombe realized that to bring tools like TLA+ to the programming mainstream, you had to start speaking their language.

he presented TLA+ as a new kind of “pseudocode,” a stepping-stone to real code that allowed you to exhaustively test your algorithms—and that got you thinking precisely early on in the design process. “Engineers think in terms of debugging rather than ‘verification,’” he wrote, so he titled his internal talk on the subject to fellow Amazon engineers “Debugging Designs.” Rather than bemoan the fact that programmers see the world in code, Newcombe embraced it. He knew he’d lose them otherwise. “I’ve had a bunch of people say, ‘Now I get it,’” Newcombe says.

In the world of the self-driving car, software can’t be an afterthought. It can’t be built like today’s airline-reservation systems or 911 systems or stock-trading systems. Code will be put in charge of hundreds of millions of lives on the road and it has to work. That is no small task.

This is a key point about language use: rarely is natural language ever limited to speech alone. When we are speaking, we constantly use gestures to illustrate what we mean. For this reason, linguists say that language is “multi-modal”. Writing takes away that extra non-verbal information, but emoji may allow us to re-incorporate it into our text.

Emoji are not always used as embellishments, however – sometimes, strings of the characters can themselves convey meaning in a longer sequence on their own. But to constitute their own language, they would need a key component: grammar.

A grammatical system is a set of constraints that governs how the meaning of an utterance is packaged in a coherent way. Natural language grammars have certain traits that distinguish them. For one, they have individual units that play different roles in the sequence – like nouns and verbs in a sentence. Also, grammar is different from meaning

When emoji are isolated, they are primarily governed by simple rules related to meaning alone, without these more complex rules. For instance, according to research by Tyler Schnoebelen, people often create strings of emoji that share a common meaning

This sequence has little internal structure; even when it is rearranged, it still conveys the same message. These images are connected solely by their broader meaning. We might consider them to be a visual list: “here are all things related to celebrations and birthdays.” Lists are certainly a conventionalised way of communicating, but they don’t have grammar the way that sentences do.

What if the order did matter though? What if they conveyed a temporal sequence of events? Consider this example, which means something like “a woman had a party where they drank, and then opened presents and then had cake”:

In all cases, the doer of the action (the agent) precedes the action. In fact, this pattern is commonly found in both full languages and simple communication systems. For example, the majority of the world’s languages place the subject before the verb of a sentence.

These rules may seem like the seeds of grammar, but psycholinguist Susan Goldin-Meadow and colleagues have found this order appears in many other systems that would not be considered a language. For example, this order appears when people arrange pictures to describe events from an animated cartoon, or when speaking adults communicate using only gestures. It also appears in the gesture systems created by deaf children who cannot hear spoken languages and are not exposed to sign languages.

describes the children as lacking exposure to a language and thus invent their own manual systems to communicate, called “homesigns”. These systems are limited in the size of their vocabularies and the types of sequences they can create. For this reason, the agent-act order seems not to be due to a grammar, but from basic heuristics – practical workarounds – based on meaning alone. Emoji seem to tap into this same system.

Nevertheless, some may argue that despite emoji’s current simplicity, this may be the groundwork for emerging complexity – that although emoji do not constitute a language at the present time, they could develop into one over time.

Could an emerging “emoji visual language” be developing in a similar way, with actual grammatical structure? To answer that question, you need to consider the intrinsic constraints on the technology itself.Emoji are created by typing into a computer like text. But, unlike text, most emoji are provided as whole units, except for the limited set of emoticons which convert to emoji, like :) or ;). When writing text, we use the building blocks (letters) to create the units (words), not by searching through a list of every whole word in the language.

emoji force us to convey information in a linear unit-unit string, which limits how complex expressions can be made. These constraints may mean that they will never be able to achieve even the most basic complexity that we can create with normal and natural drawings.

What’s more, these limits also prevent users from creating novel signs – a requisite for all languages, especially emerging ones. Users have no control over the development of the vocabulary. As the “vocab list” for emoji grows, it will become increasingly unwieldy: using them will require a conscious search process through an external list, not an easy generation from our own mental vocabulary, like the way we naturally speak or draw. This is a key point – it means that emoji lack the flexibility needed to create a new language.

we already have very robust visual languages, as can be seen in comics and graphic novels. As I argue in my book, The Visual Language of Comics, the drawings found in comics use a systematic visual vocabulary (such as stink lines to represent smell, or stars to represent dizziness). Importantly, the available vocabulary is not constrained by technology and has developed naturally over time, like spoken and written languages.

grammar of sequential images is more of a narrative structure – not of nouns and verbs. Yet, these sequences use principles of combination like any other grammar, including roles played by images, groupings of images, and hierarchic embedding.

measured participants’ brainwaves while they viewed sequences one image at a time where a disruption appeared either within the groupings of panels or at the natural break between groupings. The particular brainwave responses that we observed were similar to those that experimenters find when violating the syntax of sentences. That is, the brain responds the same way to violations of “grammar”, whether in sentences or sequential narrative images.

I would hypothesise that emoji can use a basic narrative structure to organise short stories (likely made up of agent-action sequences), but I highly doubt that they would be able to create embedded clauses like these. I would also doubt that you would see the same kinds of brain responses that we saw with the comic strip sequences.

Edward Sapir, one of the most influential American linguists, wrote: “The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached” (Sapir, 1949: 162).

Now it was suggested that the world might be perceived differently by people speaking different languages.

This effect of framing or filtering is the main effect we can expect—regarding language—from perception and thought. Languages do not limit our ability to perceive the world or to think about the world, but they focus our perception, attention, and thought on specific aspects of the world.

Chinese-speaking children learn to count earlier than English-speaking children because Chinese numbers are more regular and transparent than English numbers (in Chinese, "eleven" is "ten one").

So, different languages focus the attention of their speakers on different aspects of the environment—either physical or cultural.

We linguists say that these salient aspects are either lexicalized or grammaticalised. Lexicalizing means that you have words for concepts, which work as shorthands for those concepts. This is useful because you don't need to explain (or paraphrase) the meaning you want to convey.

The lexicon is like a big, open bag: Some words are coined or borrowed because you need them for referring to new objects, and they are put into the bag. Conversely, some objects are not used anymore, and then the words for them are removed from the bag.

Dyirbal, a language spoken in Northern Australia, for example, has four noun classes (like English genders).

This grammatical classification of nouns involves a coherent view of the world, including an original mythology.

In summary, language functions as a filter of perception, memory, and attention. Whenever we construct or interpret a linguistic statement, we need to focus on specific aspects of the situation that the statement describes

Psychological research confirms the importance of self-awareness. It shows that self-awareness is crucial for us to experience self-development, take the perspective of others, exercise self-control, produce creative accomplishments, and experience high self-esteem.

Study – contemplative education is based upon introspection. You could take courses, workshops, retreats, and other learning opportunities that are inviting self-awareness. Those courses do not have to be titled “Self-awareness” – they just need to have the juice of introspection interwoven into their teaching. For example, mindfulness courses, and different mental health practitioner courses would offer you such introspection as they invite you to observe your own patterns and way of being.

Messenger RNA is a powerful, if fickle, component of life’s building blocks — a workhorse of the cell that is also truly just a messenger, unstable and prone to degrade.

. In 1990,

That same year, a team at the University of Wisconsin startled the scientific world with a paper that showed it was possible to inject a snippet of messenger RNA into mice and turn their muscle cells into factories, creating proteins on demand.

If custom-designed RNA snippets could be used to turn cells into bespoke protein factories, messenger RNA could become a powerful medical tool. It could encode fragments of virus to teach the immune system to defend against pathogens. It could also create whole proteins that are missing or damaged in people with devastating genetic diseases, such as cystic fibrosis.

In 2005, the pair discovered a way to modify RNA, chemically tweaking one of the letters of its code, so it didn’t trigger an inflammatory response. Deborah Fuller, a scientist who works on RNA and DNA vaccines at the University of Washington, said that work deserves a Nobel Prize.

messenger RNA posed a bigger challenge than other targets.“It’s tougher — it’s a much bigger molecule, it’s much more unstable,”

Unlike fields that were sparked by a single powerful insight, Sahin said that the recent success of messenger RNA vaccines is a story of countless improvements that turned an alluring biological idea into a beneficial technology.

“This is a field which benefited from hundreds of inventions,” said Sahin, who noted that when he started BioNTech in 2008, he cautioned investors that the technology would not yield a product for at least a decade. He kept his word: Until the coronavirus sped things along, BioNTech projected the launch of its first commercial project in 2023.

“It’s new to you,” Fuller said. “But for basic researchers, it’s been long enough. . . . Even before covid, everyone was talking: RNA, RNA, RNA.”

All vaccines are based on the same underlying idea: training the immune system to block a virus. Old-fashioned vaccines do this work by injecting dead or weakened viruses

ewer vaccines use distinctive bits of the virus, such as proteins on their surface, to teach the lesson. The latest genetic techniques, like messenger RNA, don’t take as long to develop because those virus bits don’t have to be generated in a lab. Instead, the vaccine delivers a genetic code that instructs cells to build those characteristic proteins themselves.

They wanted the immune system to learn to recognize the thumb tack spike, so McLellan tasked a scientist in his laboratory with identifying genetic mutations that could anchor the protein into the right configuration. It was a painstaking process for Nianshuang Wang, who now works at a biotechnology company, Regeneron Pharmaceuticals. After trying hundreds of genetic mutations, he found two that worked. Five journals rejected the finding, questioning its significance, before it was published in 2017.

That infection opened Graham’s eyes to an opportunity. HKU1 was merely a nuisance, as opposed to a deadly pneumonia; that meant it would be easier to work with in the lab, since researchers wouldn’t have to don layers of protective gear and work in a pressurized laboratory.

Severe acute respiratory syndrome had emerged in 2003. Middle East respiratory syndrome (MERS) broke out in 2012. It seemed clear to Graham and Jason McLellan, a structural biologist now at the University of Texas at Austin, that new coronaviruses were jumping into people on a 10-year-clock and it might be time to brace for the next one.

Last winter, when Graham heard rumblings of a new coronavirus in China, he brought the team back together. Once its genome was shared online by Chinese scientists, the laboratories in Texas and Maryland designed a vaccine, utilizing the stabilizing mutations and the knowledge they had gained from years of basic research — a weekend project thanks to the dividends of all that past work.

Graham needed a technology that could deliver it into the body — and had already been working with Moderna, using its messenger RNA technology to create a vaccine against a different bat virus, Nipah, as a dress rehearsal for a real pandemic. Moderna and NIH set the Nipah project aside and decided to go forward with a coronavirus vaccine.

On Jan. 13, Moderna’s Moore came into work and found her team already busy translating the stabilized spike protein into their platform. The company could start making the vaccine almost right away because of its experience manufacturing experimental cancer vaccines, which involves taking tumor samples and developing personalized vaccines in 45 days.

At BioNTech, Sahin said that even in the early design phases of its vaccine candidates, he incorporated the slight genetic changes designed in Graham’s lab that would make the spike look more like the real thing. At least two other companies would incorporate that same spike.

If all goes well with regulators, the coronavirus vaccines have the makings of a pharmaceutical industry fairy tale. The world faced an unparalleled threat, and companies leaped into the fight. Pfizer plowed $2 billion into the effort. Massive infusions of government cash helped remove the financial risks for Moderna.

But the world will also owe their existence to many scientists outside those companies, in government and academia who pursued ideas they thought were important even when the world doubted them

Some of those scientists will receive remuneration, since their inventions are licensed and integrated into the products that could save the world.

As executives become billionaires, many scientists think it is fair to earn money from their inventions that can help them do more important work. But McLellan’s laboratory at the University of Texas is proud to have licensed an even more potent version of their spike protein, royalty-free, to be incorporated into a vaccine for low and middle income countries.

“They’re using the technology that [Kariko] and I developed,” he said. “We feel like it’s our vaccine, and we are incredibly excited — at how well it’s going, and how it’s going to be used to get rid of this pandemic.”

“People hear about [vaccine progress] and think someone just thought about it that night. The amount of work — it’s really a beautiful story of fundamental basic research,” Fauci said. “It was chancy, in the sense that [the vaccine technology] was new. We were aware there would be pushback. The proof in the pudding is a spectacular success.”

The Vaccine Research Center, where Graham is deputy director, was the brainchild of Anthony S. Fauci, director of the National Institute of Allergy and Infectious Diseases. It was created in 1997 to bring together scientists and physicians from different disciplines to defeat diseases, with a heavy focus on HIV.

the pandemic wasn’t a sudden eureka moment — it was a catalyst that helped ignite lines of research that had been moving forward for years, far outside the spotlight of a global crisis.

however, consultants to both campaigns said they had bought demographic data from companies that study details like voters’ shopping histories, gambling tendencies, interest in get-rich-quick schemes, dating preferences and financial problems. The campaigns themselves, according to campaign employees, have examined voters’ online exchanges and social networks to see what they care about and whom they know. They have also authorized tests to see if, say, a phone call from a distant cousin or a new friend would be more likely to prompt the urge to cast a ballot.

The campaigns have planted software known as cookies on voters’ computers to see if they frequent evangelical or erotic Web sites for clues to their moral perspectives. Voters who visit religious Web sites might be greeted with religion-friendly messages when they return to mittromney.com or barackobama.com. The campaigns’ consultants have run experiments to determine if embarrassing someone for not voting by sending letters to their neighbors or posting their voting histories online is effective.

“I’ve had half-a-dozen conversations with third parties who are wondering if this is the year to start shaming,” said one consultant who works closely with Democratic organizations. “Obama can’t do it. But the ‘super PACs’ are anonymous. They don’t have to put anything on the flier to let the voter know who to blame.”

Officials at both campaigns say the most insightful data remains the basics: a voter’s party affiliation, voting history, basic information like age and race, and preferences gleaned from one-on-one conversations with volunteers. But more subtle data mining has helped the Obama campaign learn that their supporters often eat at Red Lobster, shop at Burlington Coat Factory and listen to smooth jazz. Romney backers are more likely to drink Samuel Adams beer, eat at Olive Garden and watch college football.

"Textbooks are useful as background narrative. It's difficult to talk about the Gulf of Tonkin Resolution if students don't know where Vietnam is, or the Lincoln-Douglas debates if they don't know who Abe Lincoln was before he was Daniel Day-Lewis.

The website's lessons have been downloaded 800,000 times and spawned a lively online community of history educators grateful for the camaraderie

just 30 percent of the people who teach history-related courses in U.S. public high schools both majored in the field and are certified to teach it.

" By reading these challenging documents and discovering history for themselves, he says, "not only will they remember the content, they'll develop skills for life."

Teachers can download the lessons and adapt them for their own purposes, free of charge. Students learn how to examine documents critically, just as historians would, in order to answer intriguing questions: Did Pocahontas really rescue John Smith? Was Abraham Lincoln a racist? Who blinked first in the Cuban Missile Crisis, the Russians or the Americans?

But when a ten-pound textbook becomes the script for a whole year's worth of instruction, a precious learning opportunity is lost. "Many students go through their entire middle and high school and never encounter the actual voice of a historical participant,"

The Common Core curriculum will bring radical changes in the standardized state tests that youngsters have been taking for decades. Instead of filling in multiple-choice bubbles, they will be expected to write out short answers that demonstrate their ability to analyze texts, and then cite those texts to support arguments—the exact skills that Reading Like a Historian fosters.

Wineburg realized that the art of historical thinking is not something that comes naturally to most people; it has to be cultivated. Students have to be taught to look at the source of a document before reading it, figure out the context in which it was written, and cross-check it with other sources before coming to a conclusion.

In 2008, Reisman was ready to conduct a test of the curriculum at five schools in the San Francisco Unified School District. As expected, students in the test classes showed an increased ability to retain historical knowledge, as well as a greater appreciation for history, compared to the control group. What took everyone by surprise, though, was how much the test students advanced in basic reading.

Fremont 11th grader Ayanna Black agrees. "In other history courses I have taken, I wasn't able to fully understand what was going on. It seemed that it was just a bunch of words I had to memorize for a future test," she says. "Now that I contextualize the information I am given, it helps me understand not only what is being said but also the reason behind it." The approach, she says, "leads me to remembering the information out of curiosity, rather than trying to pass a test."

Scholars in the Stanford History Education Group hope to develop more online lesson plans in world history

Wineburg devoured history books as a kid and did well in Advanced Placement courses at his public high school. But when he entered Brown University, he was shocked at how ill-prepared he was in the subject. Employed after college as a high school history teacher, he saw similar weaknesses in his students. "The best ones could repeat what the text said," he recalls, "but when I asked them to critically examine whether they believed the text, I could have been speaking Martian."

Wineburg and his PhD students have teamed up with the library on another project: a website called Beyond the Bubble,where teachers can learn how to evaluate their students using short written tests called History Assessments of Thinking. Each HAT asks students to consider a historical document—a letter drawn from the archives of the NAACP, for example—and justify their conclusions about it in three or four sentences. By scanning the responses, teachers can determine quickly whether their pupils are grasping basic concepts.

Wineburg hopes to make Reading Like a Historian lesson plans completely paperless, with exercise sheets that can be filled out on a laptop or tablet computer.

Though the work has been hard in history this year, she appreciates what it's taught her. "I've learned that you don't just read what is put in front of you and accept it, which is what I had been doing with my textbook all summer," she explains. "It can be frustrating to analyze documents that are contradictory, but I'm coming to appreciate that history is a collection of thousands of accounts and perspectives, and it's our job to interpret it."

Despite History’s mantle of preserving and purveying an accurate picture of the past, hewing to the letter of historical accuracy wasn’t possible in the case of a dramatic series based on fragmented documentation, hence a large degree of dramatic license was employed.

“I especially had to take liberties with ‘Vikings’ because no one knows for sure what happened in the Dark Ages,” Mr. Hirst said. “Very little was written then.” The bottom line, he explained, was: “We want people to watch it. A historical account of the Vikings would reach hundreds, occasionally thousands, of people. Here we’ve got to reach millions.”

he was hard put to replicate authentic fabrics and woods. One of the biggest challenges he faced, he added, was improvising lighting sources for Viking homes and halls, which had no windows, making engaging photography of a strictly realistic interior setting impossible.

Barrett is a professor of psychology at Northeastern

her research has led her to conclude that each of us constructs them in our own individual ways, from a diversity of sources: our internal sensations, our reactions to the environments we live in, our ever-evolving bodies of experience and learning, our cultures.

if Barrett is correct, we’ll need to rethink how we interpret mental illness, how we understand the mind and self, and even what psychology as a whole should become in the 21st century.

The problem was the options that Ekman had given his subjects when asking them to identify the emotions shown on the faces they were presented with. Those options, Barrett discovered, had limited the ways in which people allowed themselves to think. Barrett explained the problem to me this way: “I can break that experiment really easily, just by removing the words. I can just show you a face and ask how this person feels. Or I can show you two faces, two scowling faces, and I can say, ‘Do these people feel the same thing?’ And agreement drops into the toilet.”

Just as that first picture of the bee actually wasn’t a picture of a bee for me until I taught myself that it was, my emotions aren’t actually emotions until I’ve taught myself to think of them that way. Without that, I have only a meaningless mishmash of information about what I’m feeling.

emotion isn’t a simple reflex or a bodily state that’s hard-wired into our DNA, and it’s certainly not universally expressed. It’s a contingent act of perception that makes sense of the information coming in from the world around you, how your body is feeling in the moment, and everything you’ve ever been taught to understand as emotion. Culture to culture, person to person even, it’s never quite the same. What’s felt as sadness in one person might as easily be felt as weariness in another, or frustration in someone else.

The brain, it turns out, doesn’t consciously process every single piece of information that comes its way. Think of how impossibly distracting the regular act of blinking would be if it did. Instead, it pays attention to what you need to pay attention to, then raids your memory stores to fill in the blanks.

In many quarters, Barrett was angrily attacked for her ideas, and she’s been the subject of criticism ever since. “I think Lisa does a disservice to the actual empirical progress that we’re making,” says Dacher Keltner, a Berkeley psychologist

Keltner told me that he himself has coded thousands of facial expressions using Ekman’s system, and the results are strikingly consistent: Certain face-emotion combinations recur regularly, and others never occur. “That tells me, ‘Wow, this approach to distinct emotions has real power,’” he says.

Ekman reached the peak of his fame in the years following 2001. That’s the year the American Psychological Association named him one of the most influential psychologists of the 20th century. The next year, Malcolm Gladwell wrote an article about him in the New Yorker, and in 2003 he began working pro bono for the TSA. A year later, riding the updraft of success, he left his university post and started the Paul Ekman Group,

a small research team to visit the isolated Himba tribe in Namibia, in southern Africa. The plan was this: The team, led by Maria Gendron, would do a study similar to Ekman’s original cross-cultural one, but without providing any of the special words or context-heavy stories that Ekman had used to guide his subjects’ answers. Barrett’s researchers would simply hand a jumbled pile of different expressions (happy, sad, fearful, angry, disgusted, and neutral) to their subjects, and would ask them to sort them into six piles. If emotional expressions are indeed universal, they reasoned, then the Himba would put all low-browed, tight-lipped expressions into an anger pile, all wrinkled-nose faces into a disgust pile, and so on.

It didn’t happen that way. The Himba sorted some of the faces in ways that aligned with Ekman’s theory: smiling faces went into one pile, wide-eyed fearful faces went into another, and affectless faces went mostly into a third. But in the other three piles, the Himba mixed up angry scowls, disgusted grimaces, and sad frowns. Without any suggestive context, of the kind that Ekman had originally provided, they simply didn’t recognize the differences that leap out so naturally to Westerners.

“What we’re trying to do,” she told me, “is to just get people to pay attention to the fact that there’s a mountain of evidence that does not support the idea that facial expressions are universally recognized as emotional expressions.” That’s the crucial point, of course, because if we acknowledge that, then the entire edifice that Paul Ekman and others have been constructing for the past half-century comes tumbling down. And all sorts of things that we take for granted today—how we understand ourselves and our relationships with others, how we practice psychology

Barrett’s theory is still only in its infancy. But other researchers are beginning to take up her ideas, sometimes in part, sometimes in full, and where the science will take us as it expands is impossible to predict. It’s even possible that Barrett will turn out to be wrong, as she herself acknowledges. “Every scientist has to face that,” she says. Still, if she is right, then perhaps the most important change we’ll need to make is in our own heads. If our emotions are not universal physiological responses but concepts we’ve constructed from various biological signals and stashed memories, then perhaps we can exercise more control over our emotional lives than we’ve assumed.