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Suppose you have every reason to believe that you own a Bentley, since you have had it in your possession for many years, and you parked it that morning at its usual spot. However, it has just been destroyed by a bomb, so that you own no Bentley, despite your well justified belief that you do. As you sit in a cafe having your morning latte, you muse that someone in that cafe owns a Bentley (since after all you do). And it turns out you are right, but only because the other person in the cafe, the barista, owns a Bentley, which you have no reason to suspect. So you here have a well justified true belief that is not knowledge.

After many failed attempts to fix the justified-true-belief account with minor modifications, philosophers tried more radical departures. One promising approach suggests that knowledge is a form of action, comparable to an archer’s success when he consciously aims to hit a target.

An archer’s shot can be assessed in several ways. It can be accurate (successful in hitting the target). It can also be adroit (skillful or competent). An archery shot is adroit only if, as the arrow leaves the bow, it is oriented well and powerfully enough.

A shot’s aptness requires that its success be attained not just by luck (such as the luck of that second gust). The success must rather be a result of competence.

we can generalize from this example, to give an account of a fully successful attempt of any sort. Any attempt will have a distinctive aim and will thus be fully successful only if it succeeds not only adroitly but also aptly.

We need people to be willing to affirm things publicly. And we need them to be sincere (by and large) in doing so, by aligning public affirmation with private judgment. Finally, we need people whose assertions express what they actually know.

Aristotle in his “Nicomachean Ethics” developed an AAA account of attempts to lead a flourishing life in accord with fundamental human virtues (for example, justice or courage). Such an approach is called virtue ethics.

a fully successful attempt is good overall only if the agent’s goal is good enough. An attempt to murder an innocent person is not good even if it fully succeeds.

Virtue epistemology begins by recognizing assertions or affirmations.

A particularly important sort of affirmation is one aimed at attaining truth, at getting it right

All it takes for an affirmation to be alethic is that one of its aims be: getting it right.

Humans perform acts of public affirmation in the endeavor to speak the truth, acts with crucial importance to a linguistic species. We need such affirmations for activities of the greatest import for life in society: for collective deliberation and coordination, and for the sharing of information.

Since there is much truth that must be grasped if one is to flourish, some philosophers have begun to treat truth’s apt attainment as virtuous in the Aristotelian sense, and have developed a virtue epistemology

Virtue epistemology gives an AAA account of knowledge: to know affirmatively is to make an affirmation that is accurate (true) and adroit (which requires taking proper account of the evidence). But in addition, the affirmation must be apt; that is, its accuracy must be attributable to competence rather than luck.

Requiring knowledge to be apt (in addition to accurate and adroit) reconfigures epistemology as the ethics of belief.

as a bonus, it allows contemporary virtue epistemology to solve our Gettier problem. We now have an explanation for why you fail to know that someone in the cafe owns a Bentley, when your own Bentley has been destroyed by a bomb, but the barista happens to own one. Your belief in that case falls short of knowledge for the reason that it fails to be apt. You are right that someone in the cafe owns a Bentley, but the correctness of your belief does not manifest your cognitive or epistemic competence. You are right only because by epistemic luck the barista happens to own one.

When in your musings you affirm to yourself that someone in the cafe owns a Bentley, therefore, your affirmation is not an apt alethic affirmation, and hence falls short of knowledge.

Western Governors is entirely online, for one thing. Technically it doesn't offer courses; instead it provides mentors who help students prepare for a series of high-stakes homework assignments. Those assignments are designed by a team of professional test-makers to prove competence in various subject areas. The idea is that as long as students can leap all of those hurdles, they deserve degrees, whether or not they've ever entered a classroom, watched a lecture video, or participated in any other traditional teaching experience. The model is called "competency-based education."

Ms. Johnson explains that Western Governors essentially splits the role of the traditional professor into two jobs. Instructional duties fall to a group the university calls "course mentors," who help students master material. The graders, or evaluators, step in once the homework is filed, with the mind-set of, "OK, the teaching's done, now our job is to find out how much you know," says Ms. Johnson. They log on to a Web site called TaskStream and pluck the first assignment they see. The institution promises that every assignment will be graded within two days of submission.

Western Governors requires all evaluators to hold at least a master's degree in the subject they're grading.

Evaluators are required to write extensive comments on each task, explaining why the student passed or failed to prove competence in the requisite skill. No letter grades are given—students either pass or fail each task.

Another selling point is the software's fast response rate. It can grade a batch of 1,000 essay tests in minutes. Professors can set the software to return the grade immediately and can give students the option of making revisions and resubmitting their work on the spot.

All evaluators initially receive a month of training, conducted online, about how to follow each task's grading guidelines, which lay out characteristics of a passing score.

Other evaluators want to push talented students to do more than the university's requirements for a task, or to allow a struggling student to pass if he or she is just under the bar. "Some people just can't acclimate to a competency-based environment," says Ms. Johnson. "I tell them, If they don't buy this, they need to not be here.

She and some teaching assistants scored the tests by hand and compared their performance with the computer's.

The graduate students became fatigued and made mistakes after grading several tests in a row, she told me, "but the machine was right-on every time."

He argues that students like the idea that their tests are being evaluated in a consistent way.

The graders must regularly participate in "calibration exercises," in which they grade a simulated assignment to make sure they are all scoring consistently. As the phrase suggests, the process is designed to run like a well-oiled machine.

He said once students get essays back instantly, they start to view essay tests differently. "It's almost like a big math problem. You don't expect to get everything right the first time, but you work through it.

robot grading is the hottest trend in testing circles, says Jacqueline Leighton, a professor of educational psychology at the University of Alberta who edits the journal Educational Measurement: Issues and Practice. Companies building essay-grading robots include the Educational Testing Service, which sells e-rater, and Pearson Education, which makes Intelligent Essay Assessor. "The research is promising, but they're still very much in their infancy," Ms. Leighton says.

What is it about experiences? It's not the fact of having an experience per se but that experiences can "satisf[y] the psychological needs of autonomy, competence, and relatedness." Talking to friends, mastering a skill, expressing oneself through art or writing—all of these provide a measure of fulfillment that merely owning a thing cannot.

Experiential goods fit in under this framework because they likewise can satisfy those same psychological needs. A musical instrument, for example, makes possible a sort of human happiness hat trick: Finely tune your skills, get the happiness of mastery (competence); play your heart out, get the happiness of self-expression (autonomy); jam with friends, get the happiness of connecting with others (relatedness).

"Spend your money on experiences, not things" remains a good basic rule. But it's possible to tweak it slightly to better reflect the drivers of human happiness: "Spend your money on competence, autonomy, and relatedness." That doesn't quite have the same ring to it, but it'll guide you wisely.

What none of these parents understand is that their children’s and teens’ destructive obsession with technology is the predictable consequence of a virtually unrecognized merger between the tech industry and psychology.

Dr. B.J. Fogg, is a psychologist and the father of persuasive technology, a discipline in which digital machines and apps — including smartphones, social media, and video games — are configured to alter human thoughts and behaviors. As the lab’s website boldly proclaims: “Machines designed to change humans.”

These parents have no idea that lurking behind their kids’ screens and phones are a multitude of psychologists, neuroscientists, and social science experts who use their knowledge of psychological vulnerabilities to devise products that capture kids’ attention for the sake of industry profit.

psychology — a discipline that we associate with healing — is now being used as a weapon against children.

This alliance pairs the consumer tech industry’s immense wealth with the most sophisticated psychological research, making it possible to develop social media, video games, and phones with drug-like power to seduce young users.

Likewise, social media companies use persuasive design to prey on the age-appropriate desire for preteen and teen kids, especially girls, to be socially successful. This drive is built into our DNA, since real-world relational skills have fostered human evolution.

Called “the millionaire maker,” Fogg has groomed former students who have used his methods to develop technologies that now consume kids’ lives. As he recently touted on his personal website, “My students often do groundbreaking projects, and they continue having impact in the real world after they leave Stanford… For example, Instagram has influenced the behavior of over 800 million people. The co-founder was a student of mine.”

Persuasive technology (also called persuasive design) works by deliberately creating digital environments that users feel fulfill their basic human drives — to be social or obtain goals — better than real-world alternatives.

Kids spend countless hours in social media and video game environments in pursuit of likes, “friends,” game points, and levels — because it’s stimulating, they believe that this makes them happy and successful, and they find it easier than doing the difficult but developmentally important activities of childhood.

While persuasion techniques work well on adults, they are particularly effective at influencing the still-maturing child and teen brain.

“Video games, better than anything else in our culture, deliver rewards to people, especially teenage boys,” says Fogg. “Teenage boys are wired to seek competency. To master our world and get better at stuff. Video games, in dishing out rewards, can convey to people that their competency is growing, you can get better at something second by second.”

it’s persuasive design that’s helped convince this generation of boys they are gaining “competency” by spending countless hours on game sites, when the sad reality is they are locked away in their rooms gaming, ignoring school, and not developing the real-world competencies that colleges and employers demand.

Persuasive technologies work because of their apparent triggering of the release of dopamine, a powerful neurotransmitter involved in reward, attention, and addiction.

As she says, “If you don’t get 100 ‘likes,’ you make other people share it so you get 100…. Or else you just get upset. Everyone wants to get the most ‘likes.’ It’s like a popularity contest.”

there are costs to Casey’s phone obsession, noting that the “girl’s phone, be it Facebook, Instagram or iMessage, is constantly pulling her away from her homework, sleep, or conversations with her family.

Casey says she wishes she could put her phone down. But she can’t. “I’ll wake up in the morning and go on Facebook just… because,” she says. “It’s not like I want to or I don’t. I just go on it. I’m, like, forced to. I don’t know why. I need to. Facebook takes up my whole life.”

B.J. Fogg may not be a household name, but Fortune Magazine calls him a “New Guru You Should Know,” and his research is driving a worldwide legion of user experience (UX) designers who utilize and expand upon his models of persuasive design.

“No one has perhaps been as influential on the current generation of user experience (UX) designers as Stanford researcher B.J. Fogg.”

the core of UX research is about using psychology to take advantage of our human vulnerabilities.

As Fogg is quoted in Kosner’s Forbes article, “Facebook, Twitter, Google, you name it, these companies have been using computers to influence our behavior.” However, the driving force behind behavior change isn’t computers. “The missing link isn’t the technology, it’s psychology,” says Fogg.

UX researchers not only follow Fogg’s design model, but also his apparent tendency to overlook the broader implications of persuasive design. They focus on the task at hand, building digital machines and apps that better demand users’ attention, compel users to return again and again, and grow businesses’ bottom line.

the “Fogg Behavior Model” is a well-tested method to change behavior and, in its simplified form, involves three primary factors: motivation, ability, and triggers.

“We can now create machines that can change what people think and what people do, and the machines can do that autonomously.”

Regarding ability, Fogg suggests that digital products should be made so that users don’t have to “think hard.” Hence, social networks are designed for ease of use

Finally, Fogg says that potential users need to be triggered to use a site. This is accomplished by a myriad of digital tricks, including the sending of incessant notifications

moral questions about the impact of turning persuasive techniques on children and teens are not being asked. For example, should the fear of social rejection be used to compel kids to compulsively use social media? Is it okay to lure kids away from school tasks that demand a strong mental effort so they can spend their lives on social networks or playing video games that don’t make them think much at all?

Describing how his formula is effective at getting people to use a social network, the psychologist says in an academic paper that a key motivator is users’ desire for “social acceptance,” although he says an even more powerful motivator is the desire “to avoid being socially rejected.”

the startup Dopamine Labs boasts about its use of persuasive techniques to increase profits: “Connect your app to our Persuasive AI [Artificial Intelligence] and lift your engagement and revenue up to 30% by giving your users our perfect bursts of dopamine,” and “A burst of Dopamine doesn’t just feel good: it’s proven to re-wire user behavior and habits.”

Ramsay Brown, the founder of Dopamine Labs, says in a KQED Science article, “We have now developed a rigorous technology of the human mind, and that is both exciting and terrifying. We have the ability to twiddle some knobs in a machine learning dashboard we build, and around the world hundreds of thousands of people are going to quietly change their behavior in ways that, unbeknownst to them, feel second-nature but are really by design.”

Programmers call this “brain hacking,” as it compels users to spend more time on sites even though they mistakenly believe it’s strictly due to their own conscious choices.

Banks of computers employ AI to “learn” which of a countless number of persuasive design elements will keep users hooked

A persuasion profile of a particular user’s unique vulnerabilities is developed in real time and exploited to keep users on the site and make them return again and again for longer periods of time. This drives up profits for consumer internet companies whose revenue is based on how much their products are used.

“The leaders of Internet companies face an interesting, if also morally questionable, imperative: either they hijack neuroscience to gain market share and make large profits, or they let competitors do that and run away with the market.”

Social media and video game companies believe they are compelled to use persuasive technology in the arms race for attention, profits, and survival.

Children’s well-being is not part of the decision calculus.

one breakthrough occurred in 2017 when Facebook documents were leaked to The Australian. The internal report crafted by Facebook executives showed the social network boasting to advertisers that by monitoring posts, interactions, and photos in real time, the network is able to track when teens feel “insecure,” “worthless,” “stressed,” “useless” and a “failure.”

The report also bragged about Facebook’s ability to micro-target ads down to “moments when young people need a confidence boost.”

These design techniques provide tech corporations a window into kids’ hearts and minds to measure their particular vulnerabilities, which can then be used to control their behavior as consumers. This isn’t some strange future… this is now.

The official tech industry line is that persuasive technologies are used to make products more engaging and enjoyable. But the revelations of industry insiders can reveal darker motives.

Revealing the hard science behind persuasive technology, Hopson says, “This is not to say that players are the same as rats, but that there are general rules of learning which apply equally to both.”

After penning the paper, Hopson was hired by Microsoft, where he helped lead the development of the Xbox Live, Microsoft’s online gaming system

“If game designers are going to pull a person away from every other voluntary social activity or hobby or pastime, they’re going to have to engage that person at a very deep level in every possible way they can.”

This is the dominant effect of persuasive design today: building video games and social media products so compelling that they pull users away from the real world to spend their lives in for-profit domains.

Persuasive technologies are reshaping childhood, luring kids away from family and schoolwork to spend more and more of their lives sitting before screens and phones.

“Since we’ve figured to some extent how these pieces of the brain that handle addiction are working, people have figured out how to juice them further and how to bake that information into apps.”

Today, persuasive design is likely distracting adults from driving safely, productive work, and engaging with their own children — all matters which need urgent attention

Still, because the child and adolescent brain is more easily controlled than the adult mind, the use of persuasive design is having a much more hurtful impact on kids.

But to engage in a pursuit at the expense of important real-world activities is a core element of addiction.

younger U.S. children now spend 5 ½ hours each day with entertainment technologies, including video games, social media, and online videos.

Even more, the average teen now spends an incredible 8 hours each day playing with screens and phones

U.S. kids only spend 16 minutes each day using the computer at home for school.

Quietly, using screens and phones for entertainment has become the dominant activity of childhood.

Younger kids spend more time engaging with entertainment screens than they do in school

teens spend even more time playing with screens and phones than they do sleeping

kids are so taken with their phones and other devices that they have turned their backs to the world around them.

many children are missing out on real-life engagement with family and school — the two cornerstones of childhood that lead them to grow up happy and successful

persuasive technologies are pulling kids into often toxic digital environments

A too frequent experience for many is being cyberbullied, which increases their risk of skipping school and considering suicide.

And there is growing recognition of the negative impact of FOMO, or the fear of missing out, as kids spend their social media lives watching a parade of peers who look to be having a great time without them, feeding their feelings of loneliness and being less than.

The combined effects of the displacement of vital childhood activities and exposure to unhealthy online environments is wrecking a generation.

as the typical age when kids get their first smartphone has fallen to 10, it’s no surprise to see serious psychiatric problems — once the domain of teens — now enveloping young kids

Self-inflicted injuries, such as cutting, that are serious enough to require treatment in an emergency room, have increased dramatically in 10- to 14-year-old girls, up 19% per year since 2009.

While girls are pulled onto smartphones and social media, boys are more likely to be seduced into the world of video gaming, often at the expense of a focus on school

it’s no surprise to see this generation of boys struggling to make it to college: a full 57% of college admissions are granted to young women compared with only 43% to young men.

Economists working with the National Bureau of Economic Research recently demonstrated how many young U.S. men are choosing to play video games rather than join the workforce.

The destructive forces of psychology deployed by the tech industry are making a greater impact on kids than the positive uses of psychology by mental health providers and child advocates. Put plainly, the science of psychology is hurting kids more than helping them.

Hope for this wired generation has seemed dim until recently, when a surprising group has come forward to criticize the tech industry’s use of psychological manipulation: tech executives

Tristan Harris, formerly a design ethicist at Google, has led the way by unmasking the industry’s use of persuasive design. Interviewed in The Economist’s 1843 magazine, he says, “The job of these companies is to hook people, and they do that by hijacking our psychological vulnerabilities.”

Marc Benioff, CEO of the cloud computing company Salesforce, is one of the voices calling for the regulation of social media companies because of their potential to addict children. He says that just as the cigarette industry has been regulated, so too should social media companies. “I think that, for sure, technology has addictive qualities that we have to address, and that product designers are working to make those products more addictive, and we need to rein that back as much as possible,”

“If there’s an unfair advantage or things that are out there that are not understood by parents, then the government’s got to come forward and illuminate that.”

Since millions of parents, for example the parents of my patient Kelly, have absolutely no idea that devices are used to hijack their children’s minds and lives, regulation of such practices is the right thing to do.

Another improbable group to speak out on behalf of children is tech investors.

How has the consumer tech industry responded to these calls for change? By going even lower.

Facebook recently launched Messenger Kids, a social media app that will reach kids as young as five years old. Suggestive that harmful persuasive design is now honing in on very young children is the declaration of Messenger Kids Art Director, Shiu Pei Luu, “We want to help foster communication [on Facebook] and make that the most exciting thing you want to be doing.”

the American Psychological Association (APA) — which is tasked with protecting children and families from harmful psychological practices — has been essentially silent on the matter

APA Ethical Standards require the profession to make efforts to correct the “misuse” of the work of psychologists, which would include the application of B.J. Fogg’s persuasive technologies to influence children against their best interests

Manipulating children for profit without their own or parents’ consent, and driving kids to spend more time on devices that contribute to emotional and academic problems is the embodiment of unethical psychological practice.

“Never before in history have basically 50 mostly men, mostly 20–35, mostly white engineer designer types within 50 miles of where we are right now [Silicon Valley], had control of what a billion people think and do.”

Some may argue that it’s the parents’ responsibility to protect their children from tech industry deception. However, parents have no idea of the powerful forces aligned against them, nor do they know how technologies are developed with drug-like effects to capture kids’ minds

Others will claim that nothing should be done because the intention behind persuasive design is to build better products, not manipulate kids

similar circumstances exist in the cigarette industry, as tobacco companies have as their intention profiting from the sale of their product, not hurting children. Nonetheless, because cigarettes and persuasive design predictably harm children, actions should be taken to protect kids from their effects.

in a 1998 academic paper, Fogg describes what should happen if things go wrong, saying, if persuasive technologies are “deemed harmful or questionable in some regard, a researcher should then either take social action or advocate that others do so.”

I suggest turning to President John F. Kennedy’s prescient guidance: He said that technology “has no conscience of its own. Whether it will become a force for good or ill depends on man.”

The APA should begin by demanding that the tech industry’s behavioral manipulation techniques be brought out of the shadows and exposed to the light of public awareness

Changes should be made in the APA’s Ethics Code to specifically prevent psychologists from manipulating children using digital machines, especially if such influence is known to pose risks to their well-being.

Moreover, the APA should follow its Ethical Standards by making strong efforts to correct the misuse of psychological persuasion by the tech industry and by user experience designers outside the field of psychology.

It should join with tech executives who are demanding that persuasive design in kids’ tech products be regulated

The APA also should make its powerful voice heard amongst the growing chorus calling out tech companies that intentionally exploit children’s vulnerabilities.

If you want to talk about something real, it’s probably a mistake to use a suspect concept like self-confidence, which is self-oriented. It’s probably a better idea to think about competence, which is task-oriented. If you ask, “Am I competent?” at least you are measuring yourself according to the standards of a specific domain.

The person with the confidence mind-set is like the painfully self-conscious person at a dinner party who asks, “How am I coming across?” The person with an instrumentalist mind-set is serving a craft and asks “What does this specific job require?” The person with a confidence mind-set is told “Believe in yourself.” This arouses all sorts of historical prejudices and social stereotypes. The person with an instrumentalist mind-set is told “Look accurately at what you have done.”

One of the hard things in life is learning to ask questions that you can actually answer. For example, if you are thinking about taking a job, it’s probably foolish to ask, “What future opportunities will this lead to?” You can’t know. It’s probably better to ask, “Will going to this workplace be rewarding day to day?” which is more concrete.

Manne also reported in the book that women are less likely to be perceived as competent. When they are considered competent, they're often disliked and considered polarizing. She said female candidates are also often judged to be untrustworthy "on no ostensible basis" and women's claims are viewed as less credible than claims by men. Then, when women defend themselves from unfair attacks, they're accused of "playing the victim."

Yet Bernie Sanders -- the frontrunner among declared Democratic candidates -- has also been accused of mistreating his aides, but those allegations don't seem to have gotten the same media attention. One former staffer told the Vermont newspaper Seven Days in 2015 that Sanders was "unbelievably abusive" and claimed "to have endured frequent verbal assaults." The paper reported that others who worked for Sanders also said that "the senator is prone to fits of anger." A spokesperson for Sanders responded to Seven Days and said that Sanders "had very positive relations with people who have worked with him.") And Sanders, in response to the article, told the Des Moines Register, "Yes, I do work hard. Yes, I do demand a lot of the people who work with me. Yes, some people have left who were not happy. But I would say that by and large in my Senate office, in my House office, on my campaigns, the vast majority of people who have worked with me considered that to be a very, very good experience..."

Ultimately, the solution to women not appearing to fit the role of president because a woman has never been president seems obvious: Voters need to elect a woman president. But, in order for that to happen, even those of us who are eager to empower women may need to rethink how we judge female candidates.

it helped shift moral psychology away from rationalist models that dominated in the 1980s and 1990s. In its place Haidt offered an understanding of morality from an intuitive and automatic level. As Haidt says on his website, “we are just not very good at thinking open-mindedly about moral issues, so rationalist models end up being poor descriptions of actual moral psychology.”

“the mind is divided into parts that sometimes conflict. Like a rider on the back of an elephant, the conscious, reasoning part of the mind has only limited control of what the elephant does.”

In the last few decades psychology began to understand the unconscious mind not as dark and suppressed as Freud did, but as intuitive, highly intelligent and necessary for good conscious reasoning. “Elephants,” he reminded me, “are really smart, much smarter than horses.”

we are 90 percent chimp 10 percent bee. That is to say, though we are inherently selfish, human nature is also about being what he terms “groupish.” He explained to me like this:

they developed the idea that humans possess six universal moral modules, or moral “foundations,” that get built upon to varying degrees across culture and time. They are: Care/harm, Fairness/cheating, Loyalty/betrayal, Authority/subversion, Sanctity/degradation, and Liberty/oppression. Haidt describes these six modules like a “tongue with six taste receptors.” “In this analogy,” he explains in the book, “the moral matrix of a culture is something like its cuisine: it’s a cultural construction, influenced by accidents of environment and history, but it’s not so flexible that anything goes. You can’t have a cuisine based on grass and tree bark, or even one based primarily on bitter tastes. Cuisines vary, but they all must please tongues equipped with the same five taste receptors. Moral matrices vary, but they all must please righteous minds equipped with the same six social receptors.”

The questionnaire eventually manifested itself into the website www.YourMorals.org, and it has since gathered over two hundred thousand data points. Here is what they found:

This is the crux of the disagreement between liberals and conservatives. As the graph illustrates, liberals value Care and Fairness much more than the other three moral foundations whereas conservative endorse all five more or less equally. This shouldn’t sound too surprising, liberals tend to value universal rights and reject the idea of the United States being superior while conservatives tend to be less concerned about the latest United Nation declaration and more partial to the United States as a superior nation.

Haidt began reading political psychology. Karen Stenner’s The Authoritarian Dynamic, “conveyed some key insights about protecting the group that were particularly insightful,” he said. The work of the French sociologist Emile Durkheim was also vital. In contrast to John Stuart Mill, a Durkheimian society, as Haidt explains in an essay for edge.org, “would value self-control over self-expression, duty over rights, and loyalty to one’s groups over concerns for out-groups.”

He was motivated to write The Righteous Mind after Kerry lost the 2004 election: “I thought he did a terrible job of making moral appeals so I began thinking about how I could apply moral psychology to understand political divisions. I started studying the politics of culture and realized how liberals and conservatives lived in their own closed worlds.” Each of these worlds, as Haidt explains in the book, “provides a complete, unified, and emotionally compelling worldview, easily justified by observable evidence and nearly impregnable to attack by arguments from outsiders.” He describes them as “moral matrices,” and thinks that moral psychology can help him understand them.

“When I say that human nature is selfish, I mean that our minds contain a variety of mental mechanisms that make us adept at promoting our own interests, in competition with our peers. When I say that human nature is also groupish, I mean that our minds contain a variety of mental mechanisms that make us adept at promoting our group’s interests, in competition with other groups. We are not saints, but we are sometimes good team players.” This is what people who had studied morality had not realized, “that we evolved not just so I can treat you well or compete with you, but at the same time we can compete with them.”

At first, Haidt reminds us that we are all trapped in a moral matrix where

our “elephants” only look for what confirms its moral intuitions while our “riders” play the role of the lawyer; we team up with people who share similar matrices and become close-minded; and we forget that morality is diverse. But on the other hand, Haidt is offering us a choice: take the blue pill and remain happily delusional about your worldview, or take the red pill, and, as he said in his 2008 TED talk, “learn some moral psychology and step outside your moral matrix.”

The great Asian religions, Haidt reminded the crowd at TED, swallowed their pride and took the red pill millennia ago. And by stepping out of their moral matrices they realized that societies flourish when they value all of the moral foundations to some degree. This is why Ying and Yang aren’t enemies, “they are both necessary, like night and day, for the functioning of the world.” Or, similarly, why the two of the high Gods in Hinduism, Vishnu the preserver (who stands for conservative principles) and Shiva the destroyer (who stands for liberal principles) work together.

This corruption map of France seems to be a local initiative. Similar maps of other countries would make for equally compelling reading. Except of course the corruption maps of Somalia, South Sudan and North Korea – they would be totally blank.

We should consider ourselves as a product of these two interacting and often competing levels of evolutionary selection. Individual versus group selection results in a mix of altruism and selfishness, of virtue and sin, among the members of a society.

a pretty straightforward answer as to why conflicted emotions are at the very foundation of human existence

why we never seem to be able to work things out satisfactorily, particularly internationally.

religious strife is not the consequence of differences among people. It's about

our tribalistic tendencies to form groups, occupy territories and react fiercely to any intrusion or threat to ourselves, our tribe and our special creation story

Such intense instincts could arise in evolution only by group selection—tribe competing against tribe. For me, the peculiar qualities of faith are a logical outcome of this level of biological organization.

I see no way out of the problems that organized religion and tribalism create other than humans just becoming more honest and fully aware of themselves. Right now we're living in what Carl Sagan correctly termed a demon-haunted world. We have created a Star Wars civilization but we have Paleolithic emotions

I'm devoted to the kind of environmentalism that is particularly geared towards the conservation of the living world, the rest of life on Earth, the place we came from. We need to put a lot more attention into that as something that could unify people. Surely one moral precept we can agree on is to stop destroying our birthplace, the only home humanity will ever have.

we ought to have another go at the Enlightenment and use that as a common goal to explain and understand ourselves, to take that self-understanding which we so sorely lack as a foundation for what we do in the moral and political realm

I would like to see us improving education worldwide and putting a lot more emphasis—as some Asian and European countries have—on science and technology as part of basic education

“[Adderall] makes me so happy I can be at a family function or out socializing and not get too distracted by other events/conversations around me. I can hear them, but am not taken in by them.”

“Since being on Adderall, I have been insanely productive… I have paid all my outstanding bills and parking tickets (and even renewed my car's registration before it was due). I'm not late for things anymore… I have not spent a single day lying around my house doing nothing in the past few months. I have a budget, and a scheduler that I actually use.”

Nonetheless, for untold healthy adults (those whom researchers refer to as “mentally competent”) the cognitive-enhancing drug has led to positive changes in their lives.

Did it make me smarter? No. Did it make me a faster writer? Yes. Previously, when I’d sit down at my desk, I felt adrift at sea. It was as though my MacBook and research materials, piled high, swayed from left to right and then back again. It was dizzying; I just couldn’t get a grip.

My metaphoric double vision snapped to mono and I could see and think as clearly as if I’d stepped out of a fog. I’d never had such concentration and it showed in the number of well-written pages I produced daily

But with Adderall, I had knowledge aplenty and knew that once I stopped it, my depression would quickly lift. I also know that not everyone has that kind of previous experience or perspective, which is when folks get into deep trouble.

“Under medical supervision, stimulant medications are considered safe.” I’d add, as the Nature authors did, especially for “mentally competent adults.”

can be accurate (successful in hitting the target). It can also be adroit (skillful or competent). An archery shot is adroit only if, as the arrow leaves the bow, it is oriented well and powerfully enough. But a shot that is both accurate and adroit can still fall short.

fully successful attempt is good overall only if the agent’s goal is good enough. An attempt to murder an innocent person is not good even if it fully succeeds.

affirmation is one aimed at attaining truth, at getting it right

Virtue epistemology begins by recognizing assertions or affirmations

Virtue epistemology gives an AAA account of knowledge: to know affirmatively is to make an affirmation that is accurate (true) and adroit (which requires taking proper account of the evidence).

Requiring knowledge to be apt (in addition to accurate and adroit) reconfigures epistemology as the ethics of belief.

We now have an explanation for why you fail to know that someone in the cafe owns a Bentley, when your own Bentley has been destroyed by a bomb, but the barista happens to own one. Your belief in that case falls short of knowledge for the reason that it fails to be apt. You are right that someone in the cafe owns a Bentley, but the correctness of your belief does not manifest your cognitive or epistemic competence. You are right only because by epistemic luck the barista happens to own one.

The root of the dilemma is the distinction between seeking the truth and winning an argument.  The distinction makes sense for cases where someone does not care about knowing the truth and argues only to convince other people of something, whether or not it’s true.

how do I justify a belief and so come to know that it’s true?  There are competing philosophical answers to this question, but one fits particularly well with Sperber and Mercier’s approach.  This is the view that justification is a matter of being able to convince other people that a claim is correct

The key point is that justification — and therefore knowledge of the truth — is a social process.  This need not mean that claims are true because we come to rational agreement about them.  But such agreement, properly arrived at, is the best possible justification of a claim to truth. 

This pragmatic view understands seeking the truth as a special case of trying to win an argument: not winning by coercing or tricking people into agreement, but by achieving agreement through honest arguments.

The important practical conclusion is that finding the truth does require winning arguments, but not in the sense that my argument defeats yours.  Rather, we find an argument that defeats all contrary arguments.

the philosophical view gains plausibility from its convergence with the psychological account.

This symbiosis is an instructive example of how philosophy and empirical psychology can fruitfully interact.

based on the correlations presented here, knowing the scores of one identical twin gives you a pretty good indication of the scores of the other.”

the Democratic Party — supportive of abortion rights, same-sex marriage and the primacy of self-expressive individualism over obligation to family — is irreconcilably alien to a segment of the electorate.

If these predispositions are, as Friesen and Ksiazkiewicz argue, to some degree genetically rooted, they may not lend themselves to rational debate and compromise.

concluded from their study comparing identical and fraternal twins that “the correlation between religious importance and conservatism” is “driven primarily, but usually not exclusively, by genetic factors.” The substantial “genetic component in these relationships suggests that there may be a common underlying predisposition that leads individuals to adopt conservative bedrock social principles and political ideologies while simultaneously feeling the need for religious experiences.”

the outcome of the 19 presidential elections since 1940: Nine Republican victories; 10 for Democrats. In those races, the winner received less than 53 percent of the vote in 10 elections. This equilibrium suggests that political opinion may be less volatile, and more firmly grounded, than is sometimes suspected.

“To the extent that my political opinions can be predicted by my genome, or by an identical twin separated from me at birth who grew up halfway across the world,” Pinker writes, “I have reason to question whether those opinions are justifiable by reason or evidence rather than a reflection of my temperament.”

“the discovery that political ideologies are partly heritable points our attention to what the common psychological threads of competing ideologies are – namely temperamental differences such as authoritarianism, conscientiousness, and openness to experience, together with intellectual differences such as intelligence. These could help pinpoint some of the common denominators beneath competing ideologies which cut across the particular hot buttons of the particular era.”

such research can enhance our understanding of the larger framework within which public discourse and debate shape key outcomes.

We need every tool available to increase our understanding of our systems of self-governance and of how we came to be the political animals that we are.

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.

there’s no profit in leaving things as they are.Show me a body part, I’ll show you someone who’s making money by telling women that theirs looks wrong and they need to fix it. Tone it, work it out, tan it, bleach it, tattoo it, lipo it, remove all the hair, lose every bit of jiggle.

As a graphic designer and Photoshop teacher, I also have to note that Photoshop is used HEAVILY in these kinds of publications. Even on women with incredibly beautiful (by pop culture standards) bodies. It's quite sad because the imagery we're expected to live up to (or approximate) by cultural standards, is illustration. It's not even real. My boyfriend and I had a big laugh over a Playboy cover a few months ago where the Photoshopping was so extreme (thigh gap and butt cheek) it was anatomically impossible and looked ridiculous. I work in the industry.. I know what the Liquify filter and the Spot Healing Brush can do!

We may harp on gender inequality while pursuing stupid fetishes. Well into our middle age, we still try to forcefully wriggle into size 2 pair of jeans. We foolishly spend tonnes of money on fake ( these guys should be sued for false advertising )age -defying, anti-wrinkle creams. Why do we have to have our fuzz and bush diappear while the men have forests on their chests,abdomens,butts, arms and legs? For that we have only ourselves to blame. We just cannot get out of this mindset of being objectified. And we pass on these foolishness to our daughters and grand-daughters. They get trapped, never satisfied with what they see in the mirror. Don't expect the men to change anytime soon. They will always maintain the status quo. It is for us, women to get out of this rut. We have to 'snatch' gender-equality. It will never be handed to us. PERIOD

I spent years dieting and exercising to look good--or really to not look bad. I knew the calories (and probably still do) in thousands of foods. How I regret the time I spent on that and the boyfriends who cared about that. And how much more I had to give to the world. With unprecedented economic injustice, ecosystems collapsing, war breaking out everywhere, nations going under water, people starving in refugee camps, the keys to life, behavior, and disease being unlocked in the biological sciences . . . this is what we think women should spend their time worrying about? Talk about a poverty of ambition. No more. Won't even look at these demeaning magazines when I get my hair cut. If that's what a woman cares about, I try to tell her to stop wasting her time. If that's what a man cares about, he is a waste of my time. What a depressing way to distract women from achieving more in this world. Really wish I'd know this at 12.

we believe we're all competing against one another to procreate and participate in evolution. So women (and men) compete ferociously, and body image is a subset of all that. Then there's LeMarckian evolutionary theory and epigenetics...http://en.wikipedia.org/wiki/Lamarckismhttp://en.wikipedia.org/wiki/EpigeneticsBottom line is that we can't stop this train any more easily than we can stop the anthropocene's Climate Change. Human beings are tempted. Sometimes we win the battle, other times we give in to vanity, hedonism, and ego. This is all a subset of much larger forces at play. Men and women make choices and act within that environment. Deal with it.

exceptional mathematical fluency is required in only a few disciplines, such as particle physics, astrophysics and information theory

When something new is encountered, the follow-up steps usually require mathematical and statistical methods to move the analysis forward. If that step proves too technically difficult for the person who made the discovery, a mathematician or statistician can be added as a collaborator

Ideas in science emerge most readily when some part of the world is studied for its own sake. They follow from thorough, well-organized knowledge of all that is known or can be imagined of real entities and processes within that fragment of existence

Ramped up and disciplined, fantasies are the fountainhead of all creative thinking. Newton dreamed, Darwin dreamed, you dream. The images evoked are at first vague. They may shift in form and fade in and out. They grow a bit firmer when sketched as diagrams on pads of paper, and they take on life as real examples are sought and found.

Over the years, I have co-written many papers with mathematicians and statisticians, so I can offer the following principle with confidence. Call it Wilson's Principle No. 1: It is far easier for scientists to acquire needed collaboration from mathematicians and statisticians than it is for mathematicians and statisticians to find scientists able to make use of their equations.

If your level of mathematical competence is low, plan to raise it, but meanwhile, know that you can do outstanding scientific work with what you have. Think twice, though, about specializing in fields that require a close alternation of experiment and quantitative analysis. These include most of physics and chemistry, as well as a few specialties in molecular biology.

Newton invented calculus in order to give substance to his imagination

Darwin had little or no mathematical ability, but with the masses of information he had accumulated, he was able to conceive a process to which mathematics was later applied.

For aspiring scientists, a key first step is to find a subject that interests them deeply and focus on it. In doing so, they should keep in mind Wilson's Principle No. 2: For every scientist, there exists a discipline for which his or her level of mathematical competence is enough to achieve excellence.

An alternative algorithm is known that could have let the conventional computer be more competitive, or even win, by exploiting what Neven called a “bug” in D-Wave’s design. Neven said the test his group staged is still important because that shortcut won’t be available to regular computers when they compete with future quantum annealers capable of working on larger amounts of data.

“For a specific, carefully crafted proof-of-concept problem we achieve a 100-million-fold speed-up,” said Neven.

“the world’s first commercial quantum computer.” The computer is installed at NASA’s Ames Research Center in Mountain View, California, and operates on data using a superconducting chip called a quantum annealer.

Google is competing with D-Wave to make a quantum annealer that could do useful work.

Martinis is also working on quantum hardware that would not be limited to optimization problems, as annealers are.

Government and university labs, Microsoft (see “Microsoft’s Quantum Mechanics”), and IBM (see “IBM Shows Off a Quantum Computing Chip”) are also working on that technology.

“it may be several years before this research makes a difference to Google products.”

Put simply, incompetent people think they know more than they really do, and they tend to be more boastful about it.

To test Darwin’s theory, the researchers quizzed people on several topics, such as grammar, logical reasoning and humor. After each test, they asked the participants how they thought they did. Specifically, participants were asked how many of the other quiz-takers they beat.

Time after time, no matter the subject, the people who did poorly on the tests ranked their competence much higher

On average, test takers who scored as low as the 10th percentile ranked themselves near the 70th percentile. Those least likely to know what they were talking about believed they knew as much as the experts.

Dunning and Kruger’s results have been replicated in at least a dozen different domains: math skills, wine tasting, chess, medical knowledge among surgeons and firearm safety among hunters.

Even though President Trump’s statements are rife with errors, falsehoods or inaccuracies, he expresses great confidence in his aptitude. He says he does not read extensively because he solves problems “with very little knowledge other than the knowledge I [already] had.” He has said in interviews he doesn’t read lengthy reports because “I already know exactly what it is.”

He has “the best words” and cites his “high levels of intelligence” in rejecting the scientific consensus on climate change. Decades ago, he said he could end the Cold War: “It would take an hour and a half to learn everything there is to learn about missiles,” Trump told The Washington Post’s Lois Romano over dinner in 1984. “I think I know most of it anyway.”

Whether people want to understand “the other side” or they’re just looking for an epithet, the Dunning-Kruger effect works as both, Dunning said, which he believes explains the rise of interest.

Dunning says the effect is particularly dangerous when someone with influence or the means to do harm doesn’t have anyone who can speak honestly about their mistakes.

Not surprisingly (though no less concerning), Dunning’s follow-up research shows the poorest performers are also the least likely to accept criticism or show interest in self improvement.

When I speak of elite education, I mean prestigious institutions like Harvard or Stanford or Williams as well as the larger universe of second-tier selective schools, but I also mean everything that leads up to and away from them—the private and affluent public high schools; the ever-growing industry of tutors and consultants and test-prep courses; the admissions process itself, squatting like a dragon at the entrance to adulthood; the brand-name graduate schools and employment opportunities that come after the B.A.; and the parents and communities, largely upper-middle class, who push their children into the maw of this machine.

Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.

“Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance

Like so many kids today, I went off to college like a sleepwalker. You chose the most prestigious place that let you in; up ahead were vaguely understood objectives: status, wealth—“success.” What it meant to actually get an education and why you might want one—all this was off the table.

It was only after 24 years in the Ivy League—college and a Ph.D. at Columbia, ten years on the faculty at Yale—that I started to think about what this system does to kids and how they can escape from it, what it does to our society and how we can dismantle it.

I taught many wonderful young people during my years in the Ivy League—bright, thoughtful, creative kids whom it was a pleasure to talk with and learn from. But most of them seemed content to color within the lines that their education had marked out for them. Very few were passionate about ideas. Very few saw college as part of a larger project of intellectual discovery and development. Everyone dressed as if they were ready to be interviewed at a moment’s notice.

Look beneath the façade of seamless well-adjustment, and what you often find are toxic levels of fear, anxiety, and depression, of emptiness and aimlessness and isolation. A large-scale survey of college freshmen recently found that self-reports of emotional well-being have fallen to their lowest level in the study’s 25-year history.

So extreme are the admission standards now that kids who manage to get into elite colleges have, by definition, never experienced anything but success. The prospect of not being successful terrifies them, disorients them. The cost of falling short, even temporarily, becomes not merely practical, but existential. The result is a violent aversion to risk.

There are exceptions, kids who insist, against all odds, on trying to get a real education. But their experience tends to make them feel like freaks. One student told me that a friend of hers had left Yale because she found the school “stifling to the parts of yourself that you’d call a soul.”

What no one seems to ask is what the “return” is supposed to be. Is it just about earning more money? Is the only purpose of an education to enable you to get a job? What, in short, is college for?

The first thing that college is for is to teach you to think.

College is an opportunity to stand outside the world for a few years, between the orthodoxy of your family and the exigencies of career, and contemplate things from a distance.

it is only through the act of establishing communication between the mind and the heart, the mind and experience, that you become an individual, a unique being—a soul. The job of college is to assist you to begin to do that. Books, ideas, works of art and thought, the pressure of the minds around you that are looking for their own answers in their own ways.

College is not the only chance to learn to think, but it is the best. One thing is certain: If you haven’t started by the time you finish your B.A., there’s little likelihood you’ll do it later. That is why an undergraduate experience devoted exclusively to career preparation is four years largely wasted.

Elite schools like to boast that they teach their students how to think, but all they mean is that they train them in the analytic and rhetorical skills that are necessary for success in business and the professions.

Everything is technocratic—the development of expertise—and everything is ultimately justified in technocratic terms.

Religious colleges—even obscure, regional schools that no one has ever heard of on the coasts—often do a much better job in that respect.

At least the classes at elite schools are academically rigorous, demanding on their own terms, no? Not necessarily. In the sciences, usually; in other disciplines, not so much

professors and students have largely entered into what one observer called a “nonaggression pact.”

higher marks for shoddier work.

today’s young people appear to be more socially engaged than kids have been for several decades and that they are more apt to harbor creative or entrepreneurial impulses

they tend to be played out within the same narrow conception of what constitutes a valid life: affluence, credentials, prestige.

Experience itself has been reduced to instrumental function, via the college essay. From learning to commodify your experiences for the application, the next step has been to seek out experiences in order to have them to commodify

there is now a thriving sector devoted to producing essay-ready summers

To be a high-achieving student is to constantly be urged to think of yourself as a future leader of society.

what these institutions mean by leadership is nothing more than getting to the top. Making partner at a major law firm or becoming a chief executive, climbing the greasy pole of whatever hierarchy you decide to attach yourself to. I don’t think it occurs to the people in charge of elite colleges that the concept of leadership ought to have a higher meaning, or, really, any meaning.

The irony is that elite students are told that they can be whatever they want, but most of them end up choosing to be one of a few very similar things

As of 2010, about a third of graduates went into financing or consulting at a number of top schools, including Harvard, Princeton, and Cornell.

Whole fields have disappeared from view: the clergy, the military, electoral politics, even academia itself, for the most part, including basic science

It’s considered glamorous to drop out of a selective college if you want to become the next Mark Zuckerberg, but ludicrous to stay in to become a social worker. “What Wall Street figured out,” as Ezra Klein has put it, “is that colleges are producing a large number of very smart, completely confused graduates. Kids who have ample mental horsepower, an incredible work ethic and no idea what to do next.”

t almost feels ridiculous to have to insist that colleges like Harvard are bastions of privilege, where the rich send their children to learn to walk, talk, and think like the rich. Don’t we already know this? They aren’t called elite colleges for nothing. But apparently we like pretending otherwise. We live in a meritocracy, after all.

Visit any elite campus across our great nation, and you can thrill to the heart-warming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals

That doesn’t mean there aren’t a few exceptions, but that is all they are. In fact, the group that is most disadvantaged by our current admissions policies are working-class and rural whites, who are hardly present

The college admissions game is not primarily about the lower and middle classes seeking to rise, or even about the upper-middle class attempting to maintain its position. It is about determining the exact hierarchy of status within the upper-middle class itself.

This system is exacerbating inequality, retarding social mobility, perpetuating privilege, and creating an elite that is isolated from the society that it’s supposed to lead. The numbers are undeniable. In 1985, 46 percent of incoming freshmen at the 250 most selective colleges came from the top quarter of the income distribution. By 2000, it was 55 percent

The major reason for the trend is clear. Not increasing tuition, though that is a factor, but the ever-growing cost of manufacturing children who are fit to compete in the college admissions game

Wealthy families start buying their children’s way into elite colleges almost from the moment they are born: music lessons, sports equipment, foreign travel (“enrichment” programs, to use the all-too-perfect term)—most important, of course, private-school tuition or the costs of living in a place with top-tier public schools.

s there anything that I can do, a lot of young people have written to ask me, to avoid becoming an out-of-touch, entitled little shit? I don’t have a satisfying answer, short of telling them to transfer to a public university. You cannot cogitate your way to sympathy with people of different backgrounds, still less to knowledge of them. You need to interact with them directly, and it has to be on an equal footing

Elite private colleges will never allow their students’ economic profile to mirror that of society as a whole. They can’t afford to—they need a critical mass of full payers and they need to tend to their donor base—and it’s not even clear that they’d want to.

Elite colleges are not just powerless to reverse the movement toward a more unequal society; their policies actively promote it.

The SAT is supposed to measure aptitude, but what it actually measures is parental income, which it tracks quite closely

U.S. News and World Report supplies the percentage of freshmen at each college who finished in the highest 10 percent of their high school class. Among the top 20 universities, the number is usually above 90 percent. I’d be wary of attending schools like that. Students determine the level of classroom discussion; they shape your values and expectations, for good and ill. It’s partly because of the students that I’d warn kids away from the Ivies and their ilk. Kids at less prestigious schools are apt to be more interesting, more curious, more open, and far less entitled and competitive.

The best option of all may be the second-tier—not second-rate—colleges, like Reed, Kenyon, Wesleyan, Sewanee, Mount Holyoke, and others. Instead of trying to compete with Harvard and Yale, these schools have retained their allegiance to real educational values.

Not being an entitled little shit is an admirable goal. But in the end, the deeper issue is the situation that makes it so hard to be anything else. The time has come, not simply to reform that system top to bottom, but to plot our exit to another kind of society altogether.

The education system has to act to mitigate the class system, not reproduce it. Affirmative action should be based on class instead of race, a change that many have been advocating for years. Preferences for legacies and athletes ought to be discarded. SAT scores should be weighted to account for socioeconomic factors. Colleges should put an end to résumé-stuffing by imposing a limit on the number of extracurriculars that kids can list on their applications. They ought to place more value on the kind of service jobs that lower-income students often take in high school and that high achievers almost never do. They should refuse to be impressed by any opportunity that was enabled by parental wealth

More broadly, they need to rethink their conception of merit. If schools are going to train a better class of leaders than the ones we have today, they’re going to have to ask themselves what kinds of qualities they need to promote. Selecting students by GPA or the number of extracurriculars more often benefits the faithful drudge than the original mind.

reforming the admissions process. That might address the problem of mediocrity, but it won’t address the greater one of inequality

The problem is the Ivy League itself. We have contracted the training of our leadership class to a set of private institutions. However much they claim to act for the common good, they will always place their interests first.

I’ve come to see that what we really need is to create one where you don’t have to go to the Ivy League, or any private college, to get a first-rate education.

High-quality public education, financed with public money, for the benefit of all

Everybody gets an equal chance to go as far as their hard work and talent will take them—you know, the American dream. Everyone who wants it gets to have the kind of mind-expanding, soul-enriching experience that a liberal arts education provides.

We recognize that free, quality K–12 education is a right of citizenship. We also need to recognize—as we once did and as many countries still do—that the same is true of higher education. We have tried aristocracy. We have tried meritocracy. Now it’s time to try democracy.

Quite apart from the “unbalanced power” of the financial sector, and the tendency of a super-sized financial sector to cause increasingly bad global financial crashes, excessive financialization leads to resources being misallocated. “In many of the financial sector’s segments that have grown fastest since deregulation—like investment banks—the transactions are primarily zero-sum.”

However in times of rapid technological transformation like today, the role of the economic priesthood in protecting its own interests can become a massively destabilizing.

Thus we know from the history of the last couple of hundred years that in times of rapid technological transformation, the financial sector tends to become disconnected from the real economy

This has occurred a number of times in the last few hundred years, including the Canal Mania (England—1790s), the Rail Mania (England—1840s), the Gilded Age (US: 1880s—early 1900s) the Roaring Twenties (US—1920s) and the Big Banks of today.

Getting to safety is not made any easier by the fact the modern economic priesthood—the managers of large firms and the banks—has, like their ancient Egyptian forbears, found ways to participate in the casino economy and benefit from “making money out of money”, even as the economy as a whole suffers.  As Upton Sinclair wrote, “It is difficult to get a man to understand something, when his salary depends upon his not understanding it.

Just as the ancient Egyptian economic priesthood clung to power as the economy stagnated, so today the economic priesthood shows no signs of relinquishing their gains or their power. The appetite and expectation of extraordinary returns is still there.

“Corporate chieftains rationally choose financial engineering—debt-financed share buybacks, for example—over capital investment in property, plants and equipment. Financial markets reward shareholder activism. Institutional investors extend their risk parameters to beat their benchmarks… But real economic growth—averaging just a bit above 2 percent for the fifth year in a row—remains sorely lacking.”

As a result, the economy remains in the “Great Stagnation”(Tyler Cowen), also known as “the Secular Stagnation (Larry Summers). It is running on continuing life support from the Federal Reserve. Large enterprises still appear to be profitable. The appearance, though not the reality, of economic well-being has been sufficient to make the stock market soa

Just as no change was possible in ancient Egyptian society so long as the economic priesthood colluded to preserve the status quo, so the excesses and prevarications of the Financial Sector will continue so long as the regulators remain its cheerleaders.