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Protesters are saying, in effect, “If we can pull this off, imagine what else we can do.”

The march drew a quarter of a million people, but it represented much more effort, commitment and preparation than would a protest of similar size today.

This is one reason that recent large protests have had less effect on policy than many were led to expect.

The protesters failed to transform into an electoral force capable of defeating him in the 2004 election.

Two enormous protests, two disappointing results. Similar sequences of events have played out in other parts of the world.

A large protest today is less like the March on Washington in 1963 and more like Rosa Parks’s refusal to move to the back of the bus. What used to be an endpoint is now an initial spark.

But the Tea Party protesters then got to work on a ferociously focused agenda: identifying and supporting primary candidates to challenge Republicans who did not agree with their demands, keeping close tabs on legislation and pressuring politicians who deviated from a Tea Party platform.

But there is no magic power to marching in the streets that, on its own, leads to any other kind of result.

This mentality is understandable when we consider what innocent victims truly symbolize in our society. It’s hard for parents, or for anyone, to acknowledge that their children could end up as victims of assault.

, “The more innocent a victim, the more threatening they are. Victims threaten our sense that the world is a safe and moral place, where good things happen to good people and bad things happen to bad people. When bad things happen to good people, it implies that no one is safe, that no matter how good we are, we too could be vulnerable.

Melvin Lerner showed through his famous electric shock experiments that, even when we are first-hand witnesses to an assault on an innocent victim, we will try to discredit and derogate the victim. The more severe the assault, the greater our derogation. We simply cannot allow the reality that often, good people will find themselves the victims of senseless abuse.

That’s borne out in the way colleges handle sexual assault. While multiple studies have shown that 1 in 5 college women have been sexually assaulted on campus, students determined to be guilty of sexual assault receive only minor sanctions 75 to 90 percent of the time. Only 3 percent of convicted rapists ever see jail

The overwhelming message is clear: Our best and brightest young men will at times become overzealous in their attempts to conquer the world — and if they sometimes conquer young women, it is best for everyone if we pretend it didn’t happen.

We do not want to acknowledge that we are raising half of our children to conquer the world while leaving the other half of our children to be conquered. We would rather focus on the victors and pretend that the victims do not exist. We as a society have created this culture, and only we can change it.

The Notre Dame sociologist Christian Smith once summarized the moral narrative told by the American left like this: “Once upon a time, the vast majority” of people suffered in societies that were “unjust, unhealthy, repressive and oppressive.” These societies were “reprehensible because of their deep-rooted inequality, exploitation and irrational traditionalism — all of which made life very unfair, unpleasant and short. But the noble human aspiration for autonomy, equality and prosperity struggled mightily against the forces of misery and oppression and eventually succeeded in establishing modern, liberal, democratic, capitalist, welfare societies.” Despite our progress, “there is much work to be done to dismantle the powerful vestiges of inequality, exploitation and repression.” This struggle, as Smith put it, “is the one mission truly worth dedicating one’s life to achieving.”This is a heroic liberation narrative. For the American left, African-Americans, women and other victimized groups are the sacred objects at the center of the story. As liberals circle around these groups, they bond together and gain a sense of righteous common purpose.

the Reagan narrative like this: “Once upon a time, America was a shining beacon. Then liberals came along and erected an enormous federal bureaucracy that handcuffed the invisible hand of the free market. They subverted our traditional American values and opposed God and faith at every step of the way.” For example, “instead of requiring that people work for a living, they siphoned money from hard-working Americans and gave it to Cadillac-driving drug addicts and welfare queens.” Instead of the “traditional American values of family, fidelity and personal responsibility, they preached promiscuity, premarital sex and the gay lifestyle” and instead of “projecting strength to those who would do evil around the world, they cut military budgets, disrespected our soldiers in uniform and burned our flag.” In response, “Americans decided to take their country back from those who sought to undermine it.”This, too, is a heroic narrative, but it’s a heroism of defense. In this narrative it’s God and country that are sacred — hence the importance in conservative iconography of the Bible, the flag, the military and the founding fathers. But the subtext in this narrative is about moral order. For social conservatives, religion and the traditional family are so important in part because they foster self-control, create moral order and fend off chaos.

Part of Reagan’s political genius was that he told a single story about America that rallied libertarians and social conservatives, who are otherwise strange bedfellows. He did this by presenting liberal activist government as the single devil that is eternally bent on destroying two different sets of sacred values — economic liberty and moral order. Only if all nonliberals unite into a coalition of tribes can this devil be defeated.

I thought that the best places simply did a better job at controlling and minimizing risks—that they did a better job of preventing things from going wrong. But, to my surprise, they didn’t. Their complication rates after surgery were almost the same as others. Instead, what they proved to be really great at was rescuing people when they had a complication, preventing failures from becoming a catastrophe.

this is what distinguished the great from the mediocre. They didn’t fail less. They rescued more.

This may in fact be the real story of human and societal improvement. We talk a lot about “risk management”—a nice hygienic phrase. But in the end, risk is necessary. Things can and will go wrong. Yet some have a better capacity to prepare for the possibility, to limit the damage, and to sometimes even retrieve success from failure.

When things go wrong, there seem to be three main pitfalls to avoid, three ways to fail to rescue. You could choose a wrong plan, an inadequate plan, or no plan at all. Say you’re cooking and you inadvertently set a grease pan on fire. Throwing gasoline on the fire would be a completely wrong plan. Trying to blow the fire out would be inadequate. And ignoring it—“Fire? What fire?”—would be no plan at all.

All policies court failure—our war in Iraq, for instance, or the effort to stimulate our struggling economy. But when you refuse to even acknowledge that things aren’t going as expected, failure can become a humanitarian disaster. The sooner you’re able to see clearly that your best hopes and intentions have gone awry, the better. You have more room to pivot and adjust. You have more of a chance to rescue.

But recognizing that your expectations are proving wrong—accepting that you need a new plan—is commonly the hardest thing to do. We have this problem called confidence. To take a risk, you must have confidence in yourself

Yet you cannot blind yourself to failure, either. Indeed, you must prepare for it. For, strangely enough, only then is success possible.

So you will take risks, and you will have failures. But it’s what happens afterward that is defining. A failure often does not have to be a failure at all. However, you have to be ready for it—will you admit when things go wrong? Will you take steps to set them right?—because the difference between triumph and defeat, you’ll find, isn’t about willingness to take risks. It’s about mastery of rescue.

people routinely enjoy intellectually invigorating activities without suffering mental exhaustion.

Such fatigue seems much more likely to follow sustained mental effort that we do not seek for pleasure—such as the obligatory SAT—especially when we expect that the ordeal will drain our brains. If we think an exam or puzzle will be difficult, it often will be.

Studies have shown that something similar happens when people exercise and play sports: a large component of physical exhaustion is in our heads. In related research, volunteers that cycled on an exercise bike following a 90-minute computerized test of sustained attention quit pedaling from exhaustion sooner than participants that watched emotionally neutral documentaries before exercising

In the specific case of the SAT, something beyond pure mental effort likely contributes to post-exam stupor: stress. After all, the brain does not function in a vacuum. Other organs burn up energy, too. Taking an exam that partially determines where one will spend the next four years is nerve-racking enough to send stress hormones swimming through the blood stream, induce sweating, quicken heart rates and encourage fidgeting and contorted body postures. The SAT and similar trials are not just mentally taxing—they are physically exhausting, too.

Today, the “common” interpretation of the recent past is thus composed of the manifold fragments of separate pasts, each of them (Jewish, Polish, Serb, Armenian, German, Asian-American, Palestinian, Irish, homosexual…) marked by its own distinctive and assertive victimhood.

The resulting mosaic does not bind us to a shared past, it separates us from it. Whatever the shortcomings of the national narratives once taught in school, however selective their focus and instrumental their message, they had at least the advantage of providing a nation with past references for present experience. Traditional history, as taught to generations of schoolchildren and college students, gave the present a meaning by reference to the past: today’s names, places, inscriptions, ideas, and allusions could be slotted into a memorized narrative of yesterday. In our time, however, this process has gone into reverse. The past now acquires meaning only by reference to our many and often contrasting present concerns.

the United States thus has no modern memory of combat or loss remotely comparable to that of the armed forces of other countries. But it is civilian casualties that leave the most enduring mark on national memory and here the contrast is piquant indeed

Today, the opposite applies. Most people in the world outside of sub-Saharan Africa have access to a near infinity of data. But in the absence of any common culture beyond a small elite, and not always even there, the fragmented information and ideas that people select or encounter are determined by a multiplicity of tastes, affinities, and interests. As the years pass, each one of us has less in common with the fast-multiplying worlds of our contemporaries, not to speak of the world of our forebears.

What is significant about the present age of transformations is the unique insouciance with which we have abandoned not merely the practices of the past but their very memory. A world just recently lost is already half forgotten.

In the US, at least, we have forgotten the meaning of war. There is a reason for this. I

Until the last decades of the twentieth century most people in the world had limited access to information; but—thanks to national education, state-controlled radio and television, and a common print culture—within any one state or nation or community people were all likely to know many of the same things.

it was precisely that claim, that “it’s torture, and therefore it’s no good,” which until very recently distinguished democracies from dictatorships. We pride ourselves on having defeated the “evil empire” of the Soviets. Indeed so. But perhaps we should read again the memoirs of those who suffered at the hands of that empire—the memoirs of Eugen Loebl, Artur London, Jo Langer, Lena Constante, and countless others—and then compare the degrading abuses they suffered with the treatments approved and authorized by President Bush and the US Congress. Are they so very different?

As a consequence, the United States today is the only advanced democracy where public figures glorify and exalt the military, a sentiment familiar in Europe before 1945 but quite unknown today

the complacent neoconservative claim that war and conflict are things Americans understand—in contrast to naive Europeans with their pacifistic fantasies—seems to me exactly wrong: it is Europeans (along with Asians and Africans) who understand war all too well. Most Americans have been fortunate enough to live in blissful ignorance of its true significance.

That same contrast may account for the distinctive quality of much American writing on the cold war and its outcome. In European accounts of the fall of communism, from both sides of the former Iron Curtain, the dominant sentiment is one of relief at the closing of a long, unhappy chapter. Here in the US, however, the story is typically recorded in a triumphalist key.5

For many American commentators and policymakers the message of the twentieth century is that war works. Hence the widespread enthusiasm for our war on Iraq in 2003 (despite strong opposition to it in most other countries). For Washington, war remains an option—on that occasion the first option. For the rest of the developed world it has become a last resort.6

Ignorance of twentieth-century history does not just contribute to a regrettable enthusiasm for armed conflict. It also leads to a misidentification of the enemy.

This abstracting of foes and threats from their context—this ease with which we have talked ourselves into believing that we are at war with “Islamofascists,” “extremists” from a strange culture, who dwell in some distant “Islamistan,” who hate us for who we are and seek to destroy “our way of life”—is a sure sign that we have forgotten the lesson of the twentieth century: the ease with which war and fear and dogma can bring us to demonize others, deny them a common humanity or the protection of our laws, and do unspeakable things to them.

How else are we to explain our present indulgence for the practice of torture? For indulge it we assuredly do.

“But what would I have achieved by proclaiming my opposition to torture?” he replied. “I have never met anyone who is in favor of torture.”8 Well, times have changed. In the US today there are many respectable, thinking people who favor torture—under the appropriate circumstances and when applied to those who merit it.

American civilian losses (excluding the merchant navy) in both world wars amounted to less than 2,000 dead.

We are slipping down a slope. The sophistic distinctions we draw today in our war on terror—between the rule of law and “exceptional” circumstances, between citizens (who have rights and legal protections) and noncitizens to whom anything can be done, between normal people and “terrorists,” between “us” and “them”—are not new. The twentieth century saw them all invoked. They are the selfsame distinctions that licensed the worst horrors of the recent past: internment camps, deportation, torture, and murder—those very crimes that prompt us to murmur “never again.” So what exactly is it that we think we have learned from the past? Of what possible use is our self-righteous cult of memory and memorials if the United States can build its very own internment camp and torture people there?

We need to learn again—or perhaps for the first time—how war brutalizes and degrades winners and losers alike and what happens to us when, having heedlessly waged war for no good reason, we are encouraged to inflate and demonize our enemies in order to justify that war’s indefinite continuance.

“Educational investment will not be attractive to those without unique skills,” she said. Graduates, she noted, need to earn a return on their investment in training: “But instead they will lose jobs, replaced by information simulation. They will stay uneducated.” In such a scenario, high-salary jobs would remain for those equipped with problem-solving skills, she predicted. But many common tasks now done by college graduates might vanish.

Over the next 10 to 20 years, “10 percent to 20 percent pushed out of work by A.I. will be a catastrophe,” she says. “I can’t begin to think what 50 percent would mean — way beyond a catastrophe and such numbers can’t be ruled out if A.I. performs well in the future.”

A recent study published by the Program on the Impacts of Future Technology, at Oxford University’s Oxford Martin School, predicted that nearly half of all jobs in the United States could be replaced by computers over the next two decades.

Smart machines will give companies “the opportunity to automate many tasks, redesign jobs, and do things never before possible even with the best human work forces,” according to a report this year by the business consulting firm McKinsey.

Advances in speech recognition, translation and pattern recognition threaten employment in the service sectors — call centers, marketing and sales — precisely the sectors that provide most jobs in developed economies.

Gartner’s 2013 chief executive survey, published in April, found that 60 percent of executives surveyed dismissed as “‘futurist fantasy” the possibility that smart machines could displace many white-collar employees within 15 years.

Kenneth Brant, research director at Gartner, told a conference in October: “Job destruction will happen at a faster pace, with machine-driven job elimination overwhelming the market’s ability to create valuable new ones.”

Optimists say this could lead to the ultimate elimination of work — an “Athens without the slaves” — and a possible boom for less vocational-style education. Mr. Brant’s hope is that such disruption might lead to a system where individuals are paid a citizen stipend and be free for education and self-realization. “This optimistic scenario I call Homo Ludens, or ‘Man, the Player,’ because maybe we will not be the smartest thing on the planet after all,” he said. “Maybe our destiny is to create the smartest thing on the planet and use it to follow a course of self-actualization.”

There’s also a subset of this progressive story pattern that I’m particularly interested in, and that’s the “conceptual breakthrough” story, where the characters discover something about the nature of the universe which radically expands their understanding of the world.  This is a classic science fiction storyline.

one of the cool things about science fiction is that it lets you dramatize the process of scientific discovery, that moment of suddenly understanding something about the universe. That is what scientists find appealing about science, and I enjoy seeing the same thing in science fiction.

when you mention myth or mythic structure, yes, I don’t think myths can do that, because in general, myths reflect a pre-industrial view of the world. I don’t know if there is room in mythology for a strong conception of the future, other than an end-of-the-world or Armageddon scenario …

Enter the snooze button. Since your body’s gone through all that work to rise gradually, a quick nap sends your internal clock spinning in the wrong direction. All the hormones that help you fall asleep meddle with the hormones that help you wake up. Your body gets confused. You feel groggier. And with each slap of the snooze, it gets worse. The snooze, it seems, is the worst way to start your day.

This is one of the most important reasons to keep a diary: it can make you more aware of your own progress, thus becoming a wellspring of joy in your workday.

We can’t, however, simply will ourselves into better habits. Since willpower is a limited resource, whenever we’ve overexerted our self-discipline in one domain, a concept known as “ego depletion” kicks in and renders us mindless automata in another

the key to changing a habit is to invest heavily in the early stages of habit-formation so that the behavior becomes automated and we later default into it rather than exhausting our willpower wrestling with it. Young also cautions that it’s a self-defeating strategy to try changing several habits at once. Rather, he advises, spend one month on each habit alone before moving on to the next

a diary boosts your creativity

the primary benefit of a diary as a purely pragmatic record of your workday productivity and progress — while most dedicated diarists would counter that the core benefits are spiritual and psychoemotional — it does offer some valuable insight into the psychology of how journaling elevates our experience of everyday life:

what you do every day is best seen as an iceberg, with a small fraction of conscious decision sitting atop a much larger foundation of habits and behaviors.

the authors point to a pattern that reveals the single most important motivator: palpable progress on meaningful work: On the days when these professionals saw themselves moving forward on something they cared about — even if the progress was a seemingly incremental “small win” — they were more likely to be happy and deeply engaged in their work. And, being happier and more deeply engaged, they were more likely to come up with new ideas and solve problems creatively.

Although the act of reflecting and writing, in itself, can be beneficial, you’ll multiply the power of your diary if you review it regularly — if you listen to what your life has been telling you. Periodically, maybe once a month, set aside time to get comfortable and read back through your entries. And, on New Year’s Day, make an annual ritual of reading through the previous year.

This, they suggest, can yield profound insights into the inner workings of your own mind — especially if you look for specific clues and patterns, trying to identify the richest sources of meaning in your work and the types of projects that truly make your heart sing. Once you understand what motivates you most powerfully, you’ll be able to prioritize this type of work in going forward. Just as important, however, is cultivating a gratitude practice and acknowledging your own accomplishments in the diary:

Fields argues that if we move along the Uncertainty Curve either too fast or too slowly, we risk either robbing the project of its creative potential and ending up in mediocrity. Instead, becoming mindful of the psychology of that process allows us to pace ourselves better and master that vital osmosis between freedom and constraint.

Schwalbe reminds us of the “impact bias” — our tendency to greatly overestimate the intensity and extent of our emotional reactions, which causes us to expect failures to be more painful than they actually are and thus to fear them more than we should.

When we think about taking a risk, we rarely consider how good we will be at reframing a disappointing outcome. In short, we underestimate our resilience.

The second reason is focalism. When we contemplate failure from afar, according to Gilbert and Wilson, we tend to overemphasize the focal event (i.e., failure) and overlook all the other episodic details of daily life that help us move on and feel better. The threat of failure is so vivid that it consumes our attention

don’t let yourself forget that the good life, the meaningful life, the truly fulfilling life, is the life of presence, not of productivity.

. DHEA is classified as a neurosteroid; in the same way that steroids help your body grow stronger from physical exercise, DHEA helps your brain grow stronger from psychological challenges. For several hours after you have a strong stress response, the brain is rewiring itself to remember and learn from the experience. Stress leaves an imprint on your brain that prepares you to handle similar stress the next time you encounter it.

Psychologists call the process of learning and growing from a difficult experience stress inoculation. Going through the experience gives your brain and body a kind of stress vaccine. This is why putting people through practice stress is a key training technique for NASA astronauts, Navy SEALS, emergency responders and elite athletes, and others who have to thrive under high levels of stress.

. (This is part of what makes the science of stress so fascinating, and also so puzzling.

Higher levels of cortisol have been associated with worse outcomes, such as impaired immune function and depression. In contrast, higher levels of DHEA—the neurosteroid—have been linked to reduced risk of anxiety, depression, heart disease, neurodegeneration and other diseases we typically think of as stress-related.

An important question, then, is: How do you influence your own — or somebody else’s — growth index?

This mindset can actually shift your stress physiology toward a state that makes such a positive outcome more likely, for example by increasing your growth index and reducing harmful side effects of stress such as inflammation.

Other studies confirm that viewing a stressful situation as an opportunity to improve your skills, knowledge or strengths makes it more likely that you will experience stress inoculation or stress-related growth. Once you appreciate that going through stress makes you better at it, it gets easier to face each new challenge. And the expectation of growth sends a signal to your brain and body: get ready to learn something, because you can handle this.

At M.I.T., however, Keynes never went away. To be sure, stagflation showed that there were limits to what policy can do. But students continued to learn about the imperfections of markets and the role that monetary and fiscal policy can play in boosting a depressed economy.

And the M.I.T. students of the 1970s enlarged on those insights in their later work. Mr. Blanchard, for example, showed how small deviations from perfect rationality can have large economic consequences; Mr. Obstfeld showed that currency markets can sometimes experience self-fulfilling panic.

This open-minded, pragmatic approach was overwhelmingly vindicated after crisis struck in 2008. Chicago-school types warned incessantly that responding to the crisis by printing money and running deficits would lead to 70s-type stagflation, with soaring inflation and interest rates. But M.I.T. types predicted, correctly, that inflation and interest rates would stay low in a depressed economy, and that attempts to slash deficits too soon would deepen the slump.

The truth, although nobody will believe it, is that the economic analysis some of us learned at M.I.T. way back when has worked very, very well for the past seven years.

But has the intellectual success of M.I.T. economics led to comparable policy success? Unfortunately, the answer is no.

True, there have been some important monetary successes. The Fed, led by Mr. Bernanke, ignored right-wing pressure and threats — Rick Perry, as governor of Texas, went so far as to accuse him of treason — and pursued an aggressively expansionary policy that helped limit the damage from the financial crisis. In Europe, Mr. Draghi’s activism has been crucial to calming financial markets, probably saving the euro from collapse. Continue reading the main story 215 Comments

On other fronts, however, the M.I.T. gang’s good advice has been ignored. The I.M.F.’s research department, under Mr. Blanchard’s leadership, has done authoritative work on the effects of fiscal policy, demonstrating beyond any reasonable doubt that slashing spending in a depressed economy is a terrible mistake, and that attempts to reduce high levels of debt via austerity are self-defeating. But European politicians have slashed spending and demanded crippling austerity from debtors anyway.

Meanwhile, in the United States, Republicans have responded to the utter failure of free-market orthodoxy and the remarkably successful predictions of much-hated Keynesians by digging in even deeper, determined to learn nothing from experience.

being right isn’t necessarily enough to change the world. But it’s still better to be right than to be wrong, and M.I.T.-style economics, with its pragmatic openness to evidence, has been very right indeed

The innocent world of the dream is actually built on the broken bodies of those kept down below.

Your ancestors came in chains. In your book the dream of the comfortable suburban life is a “fairy tale.” For you, slavery is the original American sin, from which there is no redemption. America is Egypt without the possibility of the Exodus. African-American men are caught in a crushing logic, determined by the past, from which there is no escape.

I think you distort American history. This country, like each person in it, is a mixture of glory and shame. There’s a Lincoln for every Jefferson Davis and a Harlem Children’s Zone for every K.K.K. — and usually vastly more than one. Violence is embedded in America, but it is not close to the totality of America.

In your anger at the tone of innocence some people adopt to describe the American dream, you reject the dream itself as flimflam. But a dream sullied is not a lie. The American dream of equal opportunity, social mobility and ever more perfect democracy cherishes the future more than the past. It abandons old wrongs and transcends old sins for the sake of a better tomorrow.

This dream is a secular faith that has unified people across every known divide. It has unleashed ennobling energies and mobilized heroic social reform movements. By dissolving the dream under the acid of an excessive realism, you trap generations in the past and destroy the guiding star that points to a better future.

Ben.Lynch Augusta, Georgia 1 day ago I've followed Mr. Coates for sometime now and tend to agree with his viewpoints. As a white southern male who works in our segregated education systems, it took years for me to actually apprehend my day to day interactions with black children in poverty. For the longest time, I simply couldn't understand the behaviors I saw, the reactions, and at first I reacted with contempt, but then I began to understand little by little. I don't think I can express it to anyone here, let alone Mr. Brooks, but it is something that one only appears to get by letting it sink into your bones day after day, hour after hour. The conditions are terrible and promise to remain so for the rest of my career. My students know, even if they lack the rhetorical chops to express it, that the game is rigged, that what we sell, meaning America at large, to make ourselves feel better, to feel just, is demonstrably a false bill of goods that does nothing to solve the actual problems of their life. These students are so used to being crushed that they can't even begin to articulate that they are being crushed because it's simply how it is. Some suppose Mr. Coates is overly dour, overly negative, but he provides a necessary contrapuntal to those who assume that the arc of the universe inevitably bends toward justice. Struggle can and often does end in defeat. The wicked often sleep as well as the just and sometimes better. The sins of the fathers remain fixed around the necks of the sons and daughters.

In other words, it was unclear to many Americans what, exactly, they had won. A great evil had been defeated; and Union forcibly defined and defended. But so rapid were the changes unleashed by the war that soldiers blinked their eyes in amazement when they returned home.

Nearly all of the national triumphs of the last century, from the civil rights movement to the exploration of space to the birth of the digital age, stemmed from the contributions of Southerners, Northerners and Westerners working together. We have had failures too — we see them on a daily basis. But the refusal to fall apart in 1861 made a difference.

"Jeopardy," with its puns and strangely phrased clues, seemed too hard for a computer. IBM already had teams building machines to answer questions, and their performance, in speed and precision, came nowhere close to even a moderately informed human. How could the next machine grow so much smarter?

He was comfortable conversing about everything from the details of computational linguistics to the evolution of life on Earth and the nature of human thought. This made him an ideal ambassador for a "Jeopardy"-playing machine. After all, his project would raises all sorts of issues, and fears, about the role of brainy machines in society. Would they compete for jobs? Could they establish their own agendas, like the infamous computer, HAL, in "2001: A Space Odyssey," and take control? What was the future of knowledge and intelligence, and how would brains and machines divvy up the cognitive work?

It was a purely social phenomenon. It evolved to help us convince others and to be careful when others try to convince us.” Truth and accuracy were beside the point.

Mr. Sperber wanted to figure out why people persisted in picking out evidence that supported their views and ignored the rest — what is known as confirmation bias — leading them to hold on to a belief doggedly in the face of overwhelming contrary evidence.

Other scholars have previously argued that reasoning and irrationality are both products of evolution. But they usually assume that the purpose of reasoning is to help an individual arrive at the truth, and that irrationality is a kink in that process, a sort of mental myopia.

distortions in reasoning are unintended side effects of blind evolution. They are a result of the way that the brain, a Rube Goldberg mental contraption, processes memory. People are more likely to remember items they are familiar with, like their own beliefs, rather than those of others.

What is revolutionary about argumentative theory is that it presumes that since reason has a different purpose — to win over an opposing group — flawed reasoning is an adaptation in itself, useful for bolstering debating skills.

attempts to rid people of biases have failed because reasoning does exactly what it is supposed to do: help win an argument.

To Ms. Narvaez, “reasoning is something that develops from experience; it’s a subset of what we really know.” And much of what we know cannot be put into words, she explained, pointing out that language evolved relatively late in human development.

Mr. Sperber and Mr. Mercier contend that as people became better at producing and picking apart arguments, their assessment skills evolved as well.

“At least in some cultural contexts, this results in a kind of arms race towards greater sophistication in the production and evaluation of arguments,” they write. “When people are motivated to reason, they do a better job at accepting only sound arguments, which is quite generally to their advantage.” Groups are more likely than individuals to come up with better results, they say, because they will be exposed to the best arguments

In a new paper, he and Hélène Landemore, an assistant professor of political science at Yale, propose that the arguing and assessment skills employed by groups make democratic debate the best form of government for evolutionary reasons, regardless of philosophical or moral rationales.

Mr. Mercier and Ms. Landemore, as a practical matter, endorse the theory of deliberative democracy, an approach that arose in the 1980s, which envisions cooperative town-hall-style deliberations. Championed by the philosophers John Rawls and Jürgen Habermas, this sort of collaborative forum can overcome the tendency of groups to polarize at the extremes and deadlock,

when technology changes the travel experience itself — from immersion and surprise to documentary one-upmanship — it defeats the point of the journey. We travel to freshen senses dulled by routine. We travel for discovery and reinvention.

a park ranger in Washington State told me about a group of kids trying to get a fix on 500-year-old trees at the lower elevation of Mount Rainier. They could not fully fathom what they were experiencing, he said, until they could filter it through their phones — as pictures or Wikipedia definitions. Nature deficit disorder, so called, is a symptom of being connected to everything, while being unable to connect to anything.

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.

The term “Daesh” is strategically a better choice because it is still accurate in that it spells out the acronym of the group’s full Arabic name, al-Dawla al-Islamiya fi al-Iraq wa al-Sham

“Daesh” can also be understood as a play on words — and an insult. Depending on how it is conjugated in Arabic, it can mean anything from “to trample down and crush” to “a bigot who imposes his view on others.

By using the militants’ preferred names, the US government implicitly gives them legitimacy. But referring to the group as Daesh doesn’t just withhold validity. It also might help the United States craft better policy.

A number of studies suggest that the language we use affects the way we think and behave. By using a term that references the Arabic name and not an English translation, American policy makers can potentially inoculate themselves from inherent biases that could affect their decision making

the United States is weakening the potency of its own messaging if it continues to refer to the group as ISIL.

it is as if two magic coins, flipped at different corners of the cosmos, always came up heads or tails together. (The spooky action takes place only in the context of simultaneous measurement. The particles share states, but they don’t send signals.)

fashion, temperament, zeitgeist, and sheer tenacity affected the debate, along with evidence and argument.

The certainty that spooky action at a distance takes place, Musser says, challenges the very notion of “locality,” our intuitive sense that some stuff happens only here, and some stuff over there. What’s happening isn’t really spooky action at a distance; it’s spooky distance, revealed through an action.

Why, then, did Einstein’s question get excluded for so long from reputable theoretical physics? The reasons, unfolding through generations of physicists, have several notable social aspects,

What started out as a reductio ad absurdum became proof that the cosmos is in certain ways absurd. What began as a bug became a feature and is now a fact.

“If poetry is emotion recollected in tranquility, then science is tranquility recollected in emotion.” The seemingly neutral order of the natural world becomes the sounding board for every passionate feeling the physicist possesses.

Musser explains that the big issue was settled mainly by being pushed aside. Generational imperatives trumped evidentiary ones. The things that made Einstein the lovable genius of popular imagination were also the things that made him an easy object of condescension. The hot younger theorists patronized him,

There was never a decisive debate, never a hallowed crucial experiment, never even a winning argument to settle the case, with one physicist admitting, “Most physicists (including me) accept that Bohr won the debate, although like most physicists I am hard pressed to put into words just how it was done.”

Arguing about non-locality went out of fashion, in this account, almost the way “Rock Around the Clock” displaced Sinatra from the top of the charts.

The same pattern of avoidance and talking-past and taking on the temper of the times turns up in the contemporary science that has returned to the possibility of non-locality.

the revival of “non-locality” as a topic in physics may be due to our finding the metaphor of non-locality ever more palatable: “Modern communications technology may not technically be non-local but it sure feels that it is.”

Living among distant connections, where what happens in Bangalore happens in Boston, we are more receptive to the idea of such a strange order in the universe.

The “indeterminacy” of the atom was, for younger European physicists, “a lesson of modernity, an antidote to a misplaced Enlightenment trust in reason, which German intellectuals in the 1920’s widely held responsible for their country’s defeat in the First World War.” The tonal and temperamental difference between the scientists was as great as the evidence they called on.

Science isn’t a slot machine, where you drop in facts and get out truths. But it is a special kind of social activity, one where lots of different human traits—obstinacy, curiosity, resentment of authority, sheer cussedness, and a grudging readiness to submit pet notions to popular scrutiny—end by producing reliable knowledge

What was magic became mathematical and then mundane. “Magical” explanations, like spooky action, are constantly being revived and rebuffed, until, at last, they are reinterpreted and accepted. Instead of a neat line between science and magic, then, we see a jumpy, shifting boundary that keeps getting redrawn

Real-world demarcations between science and magic, Musser’s story suggests, are like Bugs’s: made on the move and as much a trap as a teaching aid.

In the past several decades, certainly, the old lines between the history of astrology and astronomy, and between alchemy and chemistry, have been blurred; historians of the scientific revolution no longer insist on a clean break between science and earlier forms of magic.

Where once logical criteria between science and non-science (or pseudo-science) were sought and taken seriously—Karl Popper’s criterion of “falsifiability” was perhaps the most famous, insisting that a sound theory could, in principle, be proved wrong by one test or another—many historians and philosophers of science have come to think that this is a naïve view of how the scientific enterprise actually works.

They see a muddle of coercion, old magical ideas, occasional experiment, hushed-up failures—all coming together in a social practice that gets results but rarely follows a definable logic.

Yet the old notion of a scientific revolution that was really a revolution is regaining some credibility.

David Wootton, in his new, encyclopedic history, “The Invention of Science” (Harper), recognizes the blurred lines between magic and science but insists that the revolution lay in the public nature of the new approach.

What killed alchemy was the insistence that experiments must be openly reported in publications which presented a clear account of what had happened, and they must then be replicated, preferably before independent witnesses.

Wootton, while making little of Popper’s criterion of falsifiability, makes it up to him by borrowing a criterion from his political philosophy. Scientific societies are open societies. One day the lunar tides are occult, the next day they are science, and what changes is the way in which we choose to talk about them.

Wootton also insists, against the grain of contemporary academia, that single observed facts, what he calls “killer facts,” really did polish off antique authorities

once we agree that the facts are facts, they can do amazing work. Traditional Ptolemaic astronomy, in place for more than a millennium, was destroyed by what Galileo discovered about the phases of Venus. That killer fact “serves as a single, solid, and strong argument to establish its revolution around the Sun, such that no room whatsoever remains for doubt,” Galileo wrote, and Wootton adds, “No one was so foolish as to dispute these claims.

everal things flow from Wootton’s view. One is that “group think” in the sciences is often true think. Science has always been made in a cloud of social networks.

There has been much talk in the pop-sci world of “memes”—ideas that somehow manage to replicate themselves in our heads. But perhaps the real memes are not ideas or tunes or artifacts but ways of making them—habits of mind rather than products of mind

science, then, a club like any other, with fetishes and fashions, with schemers, dreamers, and blackballed applicants? Is there a real demarcation to be made between science and every other kind of social activity

The claim that basic research is valuable because it leads to applied technology may be true but perhaps is not at the heart of the social use of the enterprise. The way scientists do think makes us aware of how we can think