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katherineharron

What this sunny, religious town in California teaches us about living longer - CNN - 0 views

  • Spanish for "beautiful hill," Loma Linda, California is nestled between mountain peaks in the middle of the San Bernardino Valley. The city is known as an epicenter of health and wellness, with more than 900 physicians on the campus of Loma Linda University and Medical Center.
  • Experts say that's because Loma Linda has one of the highest concentrations of Seventh-day Adventists in the world. The religion mandates a healthy lifestyle and a life of service to the church and community, which contributes to their longevity.
  • 'I never had stress'"As far as I am concerned, stress is a manufactured thing," Dr. Ellsworth Wareham told CNN's Chief Medical Correspondent Dr. Sanjay Gupta in 2015 as part of a Vital Signs special on blue zones. Read MoreWareham was 100 years old at the time and still mowed his front yard.
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  • "I could do open heart surgery right now. My hands are steady, my eyes are good," Wareham said. "My blood pressure is 117. I have noticed no deterioration in my mental ability with my age. If you gave me something to memorize, I would memorize it now just as quickly as when I was 20."
  • Wareham passed away last year, at the age of 104. Like 10% of the Adventist community, Wareham was a vegan. Another 30% are lacto-ovo vegetarians who eat dairy and eggs, while another 8% eat fish but not other meat. Vegetarianism is so prevalent that no meat can be purchased at the cafeterias at the university and medical center.
  • Other key factors to longevity: Only 1% of the Seventh-day Adventist community in the study smokes. Little to no alcohol is consumed. Daily exercise out in the fresh air of nature is the norm. The church advocates a life of service, so dedication to volunteering, humanitarian and mission work is typical, which contributes to a sense of community.
  • "The bulk of evidence suggests that changing a few simple lifestyle factors can have a profound difference in the risk of major diseases and the likelihood of living a long life," Orlich said. "The body has an amazing ability to, um, you know, heal itself to some degree.
katherineharron

Binge drinking: US adults are drinking even more, study says - CNN - 0 views

  • Adults in the United States who binge drink are consuming even more alcohol per binging episode, according to a new study published Thursday by the US Centers for Disease Control and Prevention. Researchers analyzed data from the Behavioral Risk Factor Surveillance System over a six-year period and discovered that the annual number of binge drinks among adults who reported excessive drinking jumped on average from 472 in 2011 to 529 in 2017. That's a 12% increase.It's not just college kids. A new study says older adults binge drink, tooThe CDC defines binge drinking as five drinks or more for men or four or more for women on a single occasion. Binge drinking has serious health risks, according to the CDC, including car accidents, domestic violence, STDs, unintentional pregnancy, stroke, heart and liver disease.
  • In 2017, the number of binge drinks pear year among adult binge drinkers ranged from 320 per year in Massachusetts to 1,219 in Wyoming. The number of drinks among those who reported binge drinking increased in nine states -- Idaho, Indiana, Maine, Montana, New Jersey, New York, North Dakota, Ohio and Virginia -- while the number of drinks decreased significantly in Massachusetts and West Virginia.
katherineharron

Being happier will help you live longer, so learn how to be happier - CNN - 0 views

  • Science has been exploring the connection between happiness and longevity for some time. A 2011 analysis of nearly 4,000 Brits found those who said they felt content, happy or excited on a typical day were up to 35% less likely to die prematurely. In a 2016 study, a positive outlook was associated with longer life for nearly 4,000 older French men and women studied over 22 years.
  • According to research on the Positive Psychology Center website, striving for well-being will allow you to perform better at work, have better relationships, a stronger immune system, fewer sleep problems, lower levels of burnout, better physical health and -- you'll live longer.
  • "Happiness comes in different sizes and flavors," said cardiologist Dr. Alan Rozanski, a professor of medicine at the Icahn School of Medicine at Mount Sinai who studies optimism."There is the transient type, fed by such things as a walk in a park, spending time with a friend, or eating that ice cream you love," he continued. "But these feelings of happiness come and go."
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  • "People who are more socially connected to family, to friends, to community, are happier, they're physically healthier, and they live longer than people who are less well connected," said Harvard psychiatrist Robert Waldinger in his popular TEDx talk. "And the experience of loneliness turns out to be toxic."
  • The lessons aren't about wealth or fame or working harder and harder," Waldinger said. "The clearest message that we get from this 75-year study is this: Good relationships keep us happier and healthier. Period."
  • "In fact, the more positive the person, the greater the protection from heart attacks, stroke and any cause of death," said Mt. Sinai's Rozanski, who was the lead author on the study.
  • A sense of purpose and meaning in your life is a big part of living a longer, happier life, according to psychology professor Lyle Ungar, who has developed what he calls the Well-Being Map. It rates every US county on such psychological factors as openness, trust, agreeableness and neuroticism.
  • "If your sole duty is to achieve the best for yourself, life becomes just too stressful, too lonely -- you are set up to fail. Instead, you need to feel you exist for something larger, and that very thought takes off some of the pressure."
  • SpiritualityStudies by the Pew Research Center show that actively religious people are more likely than less- or non-religious people to describe themselves as "very happy." They also share some traits that could improve their chance at a longer, happy life: They are less likely to smoke and drink, and more likely to join clubs and volunteer at charities.
  • "I'm surprised how good religion is for people," Ungar said. "Religious people are more agreeable, they're happier, they live longer."It doesn't have to be a traditional religion. Layard points out that spiritual practices ranging from meditation to positive psychology to cognitive therapy can also feed an inner life.
blythewallick

How to Give People Advice They'll Be Delighted to Take - The New York Times - 0 views

  • “Expertise is a tricky thing,” said Leigh Tost, an associate professor of management and organization at the University of Southern California Marshall School of Business. “To take advice from someone is to agree to be influenced by them.” Sometimes when people don’t take advice, they’re rejecting the idea of being controlled by the advice-giver more than anything.
  • Researchers identified three factors that determine whether input will be taken to heart. People will go along with advice if it was costly to attain and the task is difficult (think: lawyers interpreting a contract). Advice is also more likely to be taken if the person offering counsel is more experienced and expresses extreme confidence in the quality of the advice (doctors recommending a treatment, for example). Emotion plays a role, too: Decision makers are more likely to disregard advice if they feel certain about what they’re going to do (staying with a dud boyfriend no matter what) or they’re angry (sending an ill-advised text while fuming).
  • Make sure you’re actually being asked to give counsel. It’s easy to confuse being audience to a venting session with being asked to weigh in. Sometimes people just want to feel heard.
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  • “It’s almost like people will say to you, ‘I want a strategy,’ and what they really mean is, ‘I want someone to understand,’” said Heather Havrilesky, an advice columnist and author of “What if This Were Enough?”
  • Be clear on the advice-seeker’s goals. When people approach Austin Kleon, author of “Steal Like an Artist,” for advice, he drills down and identifies the exact problem: “What do you want to know specifically that I can help you with?” This way, he won’t overwhelm the person with irrelevant information.
  • Consider your qualifications. People often go to those close to them for advice, even if family members and friends aren’t always in the best position to effectively assist, Dr. Tost said. Ask yourself: “Do I have the expertise, experience or knowledge needed to provide helpful advice in this situation?” If you do, fantastic! Advise away. If you don’t, rather than give potentially unhelpful advice, identify someone who is in a better position to help.
  • Look for physical signs of relief. Examine facial cues and body language: eyes and mouth softening, shoulders lowering or letting breath out, for example. Those are good indicators your advice is resonating.
  • People tend to resist when advice is preachy, Ms. Marshall said. Saying, “I’ve been there and here’s what I did,” makes people more receptive
  • Words have power. Words can heal. A recent study found that doctors who simply offer assurance can help alleviate their patients’ symptoms. It’s essential to start the advice-giving conversation with this same reassuring tone.
  • Identify takeaways (and give an out). It’s not realistic for people to act on every piece of advice you give. After discussing a problem and suggesting how to handle it, Ms. Marshall asks her clients what tidbit resonated with them the most.
  • “Your mileage may vary. Take what you need and leave the rest.”
  • Agree on next steps. Lastly, ask what kind of continued support is needed (if any) and what efforts should be avoided.
blythewallick

How to Be Mindful in an Argument - The New York Times - 0 views

  • “Just because we disagree with someone, it doesn’t have to become a heated exchange. Staying mindful during an argument allows us to choose conversation, discourse and debate in ways that do not escalate the situation.” — Holly Duckworth, a speaker and executive coach who focuses on mindfulness.
  • If you are upset, try to calm down and cultivate a kind and accepting attitude. Your disposition can change the tenor of a conversation in an instant.
  • When you exchange or express diverging or opposite views, try to do so without coming across as angry.
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  • If the disagreement persists, speak your truth even when it’s hard. Speak your truth without fear of judgment or retribution. Respond from the heart first and the head second. Remain calm and try to be respectful of the other person, even if you deeply disagree with his or her position. Keeping an open mind may help you to find a peaceful resolution.
  • Lastly, be thankful for the experience. Even when an argument is uncomfortable, it can help us grow and learn about ourselves.
blythewallick

Be Humble, and Proudly, Psychologists Say - The New York Times - 0 views

  • Humility is not the boldest of personality traits, but it’s an important one, studies find. And it’s hard to fake.
  • In a paper published in the latest issue of Current Directions in Psychological Science, a team of researchers reviewed studies of a once-widespread personal trait, one “characterized by an ability to accurately acknowledge one’s limitations and abilities, and an interpersonal stance that is other-oriented rather than self-focused.” Humility.
  • The word “humble” travels so often now as a verb that embodying its gentler spirit, the adjective, can be an invitation to online trolling, professional invisibility or worse. Oscar Wilde wrote that, before he found humility, he spent two years behind bars experiencing “anguish that wept aloud” and “misery that could find no voice” — which sounds more like defeat than victory.
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  • Humility is a relative newcomer to social and personality psychology, at least as a trait or behavior to be studied on its own. It arrived as part of the effort, beginning in the 1990s, to build a “positive” psychology: a more complete understanding of sustaining qualities such as pride, forgiveness, grit and contentment.
  • In another, ongoing study, Dr. Krumrei Mancuso had 587 American adults complete questionnaires intended to measure levels of intellectual humility. The participants rated how much they agreed with various statements, including “I feel small when others disagree with me on topics that are close to my heart,” and “For the most part, others have more to learn from me than I have to learn from them.” Those who scored highly on humility — not that they’d boast about it — also scored lower on measures of political and ideological polarization, whether conservative or liberal.
  • “These kinds of findings may account for the fact that people high in intellectual humility are not easily manipulated with regard to their views,” Dr. Krumrei Mancuso said. The findings, she added, may also “help us understand how humility can be associated with holding convictions.”
  • Now that humility is attracting some research attention, Dr. Van Tongeren said, there are a number of open questions, including whether it can somehow be taught, or perhaps integrated into psychotherapy. “One of the thorny issues is that the people who are the most open and willing cultivate humility might be the ones who need it the least,” he said. “And vice versa: Those most in need could be the most resistant.”
  • Between 10 and 15 percent of adults score highly on measures of humility, depending on the rating scale used. That’s at least 25 million humble people in this country alone.
Javier E

Living the life authentic: Bernard Williams on Paul Gauguin | Aeon Essays - 0 views

  • Williams invites us to see Gauguin’s meaning in life as deeply intertwined with his artistic ambition. His art is, to use Williams’s term for such meaning-giving enterprises, his ground project
  • This is what a ground project does, according to Williams: it gives a reason, not just given that you are alive, but a reason to be alive in the first place.
  • The desires and goals at the heart of what Williams calls a ground project form a fundamental part of one’s identity, and in that sense being true to one’s deepest desires is being true to who one is most deeply.
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  • We see here the enormously influential cultural ideal mentioned at the outset: the purpose of life is to be authentic, where that means finding out who you are and living accordingly. Gauguin, in other words, was a cultural prototype for a conception of life’s meaning that today has widespread appeal around the world.
  • Williams, however, thinks that Gauguin’s eventual success as a painter constitutes a form of moral luck, in that his artistic achievement justifies what he did. It provides a justification that not everyone will accept, but one that can make sense to Gauguin himself, and perhaps to others
  • In his essay ‘Moral Luck’ (1976), Williams discusses Paul Gauguin’s decision to leave Paris in order to move to Tahiti where he hoped he could become a great painter. Gauguin left behind – basically abandoned – his wife and children
  • If there’s one theme in all my work it’s about authenticity and self-expression,’ said the philosopher Bernard Williams in an interview with The Guardian in 2002
melnikju

The False and Exaggerated Claims Still Being Spread About the Capitol Riot - Glenn Greenwald - 0 views

    • melnikju
       
      Both conservatives and liberals, people on any side of the argument, are trying to twist it to make themselves look better
  • But none of the other four deaths were at the hands of the protesters: the only other person killed with deliberate violence was a pro-Trump protester, Ashli Babbitt, unarmed when shot in the neck by a police officer at close range. The other three deaths were all pro-Trump protesters: Kevin Greeson, who died of a heart attack outside the Capitol; Benjamin Philips, 50, “the founder of a pro-Trump website called Trumparoo,” who died of a stroke that day; and Rosanne Boyland, a fanatical Trump supporter whom the Times says was inadvertently “killed in a crush of fellow rioters during their attempt to fight through a police line.”
    • melnikju
       
      Obviously, news coverage wouldn't want to make the rioters look innocent or hurt at any point, so they wouldn't want to cover this
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  • The problem with this story is that it is false in all respects.
  • nobody saw video of it. No photographs depicted it. To this day, no autopsy report has been released. No details from any official source have been provided.
  • “with a bloody gash in his head, Mr. Sicknick was rushed to the hospital and placed on life support.”
  • does not say whether it came from the police or protesters.
  • With the impeachment trial now over, the articles are now rewritten to reflect that the original story was false. But there was nothing done by The New York Times to explain an error of this magnitude, let alone to try to undo the damage it did by misleading the public. They did not expressly retract or even “correct” the story.
  • far-right forums
    • melnikju
       
      dividing people more by using labels that are extreme
  • and the FBI has acknowledged it has no evidence to the contrary
  • So it matters a great deal legally, but also politically, if the U.S. really did suffer an armed insurrection and continues to face one. Though there is no controlling, clear definition, that term usually connotes not a three-hour riot but an ongoing, serious plot by a faction of the citizenry to overthrow or otherwise subvert the government.
  • people rightly conclude the propaganda is deliberate and trust in journalism erodes further.
  • One can — and should — condemn the January 6 riot without inflating the threat it posed. And one can — and should — insist on both factual accuracy and sober restraint without standing accused of sympathy for the rioters.
Javier E

The Philosopher Redefining Equality | The New Yorker - 0 views

  • The bank experience showed how you could be oppressed by hierarchy, working in an environment where you were neither free nor equal. But this implied that freedom and equality were bound together in some way beyond the basic state of being unenslaved, which was an unorthodox notion. Much social thought is rooted in the idea of a conflict between the two.
  • If individuals exercise freedoms, conservatives like to say, some inequalities will naturally result. Those on the left basically agree—and thus allow constraints on personal freedom in order to reduce inequality. The philosopher Isaiah Berlin called the opposition between equality and freedom an “intrinsic, irremovable element in human life.” It is our fate as a society, he believed, to haggle toward a balance between them.
  • What if they weren’t opposed, Anderson wondered, but, like the sugar-phosphate chains in DNA, interlaced in a structure that we might not yet understand?
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  • At fifty-nine, Anderson is the chair of the University of Michigan’s department of philosophy and a champion of the view that equality and freedom are mutually dependent, enmeshed in changing conditions through time.
  • She has built a case, elaborated across decades, that equality is the basis for a free society
  • Because she brings together ideas from both the left and the right to battle increasing inequality, Anderson may be the philosopher best suited to this awkward moment in American life. She builds a democratic frame for a society in which people come from different places and are predisposed to disagree.
  • she sketched out the entry-level idea that one basic way to expand equality is by expanding the range of valued fields within a society.
  • The ability not to have an identity that one carries from sphere to sphere but, rather, to be able to slip in and adopt whatever values and norms are appropriate while retaining one’s identities in other domains?” She paused. “That is what it is to be free.”
  • How do you move from a basic model of egalitarian variety, in which everybody gets a crack at being a star at something, to figuring out how to respond to a complex one, where people, with different allotments of talent and virtue, get unequal starts, and often meet with different constraints along the way?
  • The problem, she proposed, was that contemporary egalitarian thinkers had grown fixated on distribution: moving resources from lucky-seeming people to unlucky-seeming people, as if trying to spread the luck around.
  • Egalitarians should agree about clear cases of blameless misfortune: the quadriplegic child, the cognitively impaired adult, the teen-ager born into poverty with junkie parents. But Anderson balked there, too. By categorizing people as lucky or unlucky, she argued, these egalitarians set up a moralizing hierarchy.
  • In Anderson’s view, the way forward was to shift from distributive equality to what she called relational, or democratic, equality: meeting as equals, regardless of where you were coming from or going to.
  • By letting the lucky class go on reaping the market’s chancy rewards while asking others to concede inferior status in order to receive a drip-drip-drip of redistributive aid, these egalitarians were actually entrenching people’s status as superior or subordinate.
  • To the ugly and socially awkward: . . . Maybe you won’t be such a loser in love once potential dates see how rich you are.
  • . To the stupid and untalented: Unfortunately, other people don’t value what little you have to offer in the system of production. . . . Because of the misfortune that you were born so poorly endowed with talents, we productive ones will make it up to you: we’ll let you share in the bounty of what we have produced with our vastly superior and highly valued abilities. . . 
  • she imagined some citizens getting a state check and a bureaucratic letter:
  • This was, at heart, an exercise of freedom. The trouble was that many people, picking up on libertarian misconceptions, thought of freedom only in the frame of their own actions.
  • To be truly free, in Anderson’s assessment, members of a society had to be able to function as human beings (requiring food, shelter, medical care), to participate in production (education, fair-value pay, entrepreneurial opportunity), to execute their role as citizens (freedom to speak and to vote), and to move through civil society (parks, restaurants, workplaces, markets, and all the rest).
  • Anderson’s democratic model shifted the remit of egalitarianism from the idea of equalizing wealth to the idea that people should be equally free, regardless of their differences.
  • A society in which everyone had the same material benefits could still be unequal, in this crucial sense; democratic equality, being predicated on equal respect, wasn’t something you could simply tax into existence. “People, not nature, are responsible for turning the natural diversity of human beings into oppressive hierarchies,”
  • Her first book, “Value in Ethics and Economics,” appeared that year, announcing one of her major projects: reconciling value (an amorphous ascription of worth that is a keystone of ethics and economics) with pluralism (the fact that people seem to value things in different ways).
  • Philosophers have often assumed that pluralistic value reflects human fuzziness—we’re loose, we’re confused, and we mix rational thought with sentimental responses.
  • She offered an “expressive” theory: in her view, each person’s values could be various because they were socially expressed, and thus shaped by the range of contexts and relationships at play in a life. Instead of positing value as a basic, abstract quality across society (the way “utility” functioned for economists), she saw value as something determined by the details of an individual’s history.
  • Like her idea of relational equality, this model resisted the temptation to flatten human variety toward a unifying standard. In doing so, it helped expand the realm of free and reasoned economic choice.
  • Anderson’s model unseated the premises of rational-choice theory, in which individuals invariably make utility-maximizing decisions, occasionally in heartless-seeming ways. It ran with, rather than against, moral intuition. Because values were plural, it was perfectly rational to choose to spend evenings with your family, say, and have guilt toward the people you left in the lurch at work.
  • The theory also pointed out the limits on free-market ideologies, such as libertarianism.
  • In ethics, it broke across old factional debates. The core idea “has been picked up on by people across quite a range of positions,” Peter Railton, one of Anderson’s longtime colleagues, says. “Kantians and consequentialists alike”—people who viewed morality in terms of duties and obligations, and those who measured the morality of actions by their effects in the world—“could look at it and see something important.”
  • Traditionally, the discipline is taught through a-priori thought—you start with basic principles and reason forward. Anderson, by contrast, sought to work empirically, using information gathered from the world, identifying problems to be solved not abstractly but through the experienced problems of real people.
  • “Dewey argued that the primary problems for ethics in the modern world concerned the ways society ought to be organized, rather than personal decisions of the individual,”
  • In 2004, the Stanford Encyclopedia of Philosophy asked Anderson to compose its entry on the moral philosophy of John Dewey, who helped carry pragmatist methods into the social realm. Dewey had an idea of democracy as a system of good habits that began in civil life. He was an anti-ideologue with an eye for pluralism.
  • She started working with historians, trying to hone her understanding of ideas by studying them in the context of their creation. Take Rousseau’s apparent support of direct democracy. It’s rarely mentioned that, at the moment when he made that argument, his home town of Geneva had been taken over by oligarchs who claimed to represent the public. Pragmatism said that an idea was an instrument, which naturally gave rise to such questions as: an instrument for what, and where, and when?
  • In “What Is the Point of Equality?,” Anderson had already started to drift away from what philosophers, following Rawls, call ideal theory, based on an end vision for a perfectly just society. As Anderson began a serious study of race in America, though, she found herself losing faith in that approach entirely.
  • Broadly, there’s a culturally right and a culturally left ideal theory for race and society. The rightist version calls for color blindness. Instead of making a fuss about skin and ethnicity, its advocates say, society should treat people as people, and let the best and the hardest working rise.
  • The leftist theory envisions identity communities: for once, give black people (or women, or members of other historically oppressed groups) the resources and opportunities they need, including, if they want it, civil infrastructure for themselves.
  • In “The Imperative of Integration,” published in 2010, Anderson tore apart both of these models. Sure, it might be nice to live in a color-blind society, she wrote, but that’s nothing like the one that exists.
  • But the case for self-segregation was also weak. Affinity groups provided welcome comfort, yet that wasn’t the same as power or equality, Anderson pointed out. And there was a goose-and-gander problem. Either you let only certain groups self-segregate (certifying their subordinate status) or you also permitted, say, white men to do it,
  • Anderson’s solution was “integration,” a concept that, especially in progressive circles, had been uncool since the late sixties. Integration, by her lights, meant mixing on the basis of equality.
  • in attending to these empirical findings over doctrine, she announced herself as a non-ideal theorist: a philosopher with no end vision of society. The approach recalls E. L. Doctorow’s description of driving at night: “You can see only as far as the headlights, but you can make the whole trip that way.”
  • or others, though, a white woman making recommendations on race policy raised questions of perspective. She was engaging through a mostly white Anglo-American tradition. She worked from the premise that, because she drew on folders full of studies, the limits of her own perspective were not constraining.
  • Some philosophers of color welcomed the book. “She’s taking the need for racial justice seriously, and you could hardly find another white political philosopher over a period of decades doing that,”
  • Recently, Anderson changed the way she assigns undergraduate essays: instead of requiring students to argue a position and fend off objections, doubling down on their original beliefs, she asks them to discuss their position with someone who disagrees, and to explain how and why, if at all, the discussion changed their views.
  • The challenge of pluralism is the challenge of modern society: maintaining equality amid difference in a culture given to constant and unpredictable change.
  • Rather than fighting for the ascendancy of certain positions, Anderson suggests, citizens should fight to bolster healthy institutions and systems—those which insure that all views and experiences will be heard. Today’s righteous projects, after all, will inevitably seem fatuous and blinkered from the vantage of another age.
  • Smith saw the markets as an escape from that order. Their “most important” function, he explained, was to bring “liberty and security” to those “who had before lived almost in a continual state of war with their neighbours, and of servile dependency upon their superiors.”
  • Anderson zeroed in on Adam Smith, whose “The Wealth of Nations,” published in 1776, is taken as a keystone of free-market ideology. At the time, English labor was subject to uncompensated apprenticeships, domestic servitude, and some measure of clerical dominion.
  • Smith, in other words, was an egalitarian. He had written “The Wealth of Nations” in no small part to be a solution to what we’d now call structural inequality—the intractable, compounding privileges of an arbitrary hierarchy.
  • It was a historical irony that, a century later, writers such as Marx pointed to the market as a structure of dominion over workers; in truth, Smith and Marx had shared a socioeconomic project. And yet Marx had not been wrong to trash Smith’s ideas, because, during the time between them, the world around Smith’s model had changed, and it was no longer a useful tool.
  • mages of free market society that made sense prior to the Industrial Revolution continue to circulate today as ideals, blind to the gross mismatch between the background social assumptions reigning in the seventeenth and eighteenth centuries, and today’s institutional realities. We are told that our choice is between free markets and state control, when most adults live their working lives under a third thing entirely: private government.
  • Today, people still try to use, variously, both Smith’s and Marx’s tools on a different, postindustrial world:
  • The unnaturalness of this top-heavy arrangement, combined with growing evidence of power abuses, has given many people reason to believe that something is fishy about the structure of American equality. Socialist and anti-capitalist models are again in vogue.
  • Anderson offers a different corrective path. She thinks it’s fine for some people to earn more than others. If you’re a brilliant potter, and people want to pay you more than the next guy for your pottery, great!
  • The problem isn’t that talent and income are distributed in unequal parcels. The problem is that Jeff Bezos earns more than a hundred thousand dollars a minute, while Amazon warehouse employees, many talented and hardworking, have reportedly resorted to urinating in bottles in lieu of a bathroom break. That circumstance reflects some structure of hierarchical oppression. It is a rip in the democratic fabric, and it’s increasingly the norm.
  • Andersonism holds that we don’t have to give up on market society if we can recognize and correct for its limitations—it may even be our best hope, because it’s friendlier to pluralism than most alternatives are.
  • we must be flexible. We must remain alert. We must solve problems collaboratively, in the moment, using society’s ears and eyes and the best tools that we can find.
  • “You can see that, from about 1950 to 1970, the typical American’s wages kept up with productivity growth,” she said. Then, around 1974, she went on, hourly compensation stagnated. American wages have been effectively flat for the past few decades, with the gains of productivity increasingly going to shareholders and to salaries for big bosses.
  • What changed? Anderson rattled off a constellation of factors, from strengthened intellectual-property law to winnowed antitrust law. Financialization, deregulation. Plummeting taxes on capital alongside rising payroll taxes. Privatization, which exchanged modest public-sector salaries for C.E.O. paydays. She gazed into the audience and blinked. “So now we have to ask: What has been used to justify this rather dramatic shift of labor-share of income?”
  • It was no wonder that industrial-age thinking was riddled with contradictions: it reflected what Anderson called “the plutocratic reversal” of classical liberal ideas. Those perversely reversed ideas about freedom were the ones that found a home in U.S. policy, and, well, here we were.
Javier E

I Actually Read Woody Allen's Memoir - The Atlantic - 0 views

  • I’m a Woody Allen person, not because I disbelieve Dylan—in fact, I believe her. I’m a Woody Allen person because his movies helped shape me, and I can’t unsee them, the way I can’t un-read The Great Gatsby or un-hear “Gimme Shelter.” These are things that informed my sensibilities. All of them are part of me.
  • As to our opinion about his past, one thing is for sure: He couldn’t care less about it. “Rather than live on in the hearts and mind of the public,” he says in the final lines of the book, “I prefer to live on in my apartment.”Exit laughing.
  • the scene in Hannah and Her Sisters in which the Woody Allen character, distraught by his realization that there is no God and considering suicide, stumbles into a revival house to find the movie playing. He says in voice-over: The movie was a film that I’d seen many times in my life since I was a kid, and I always loved it. And I’m watching these people up on the screen and I started getting hooked on the film. And I started to feel,  How can you even think of killing yourself? I mean, isn’t it so stupid? I mean, look at all the people up there on the screen. They’re real funny—and what if the worst is true? What if there’s no God and you only go around once and that’s it? Well, you know, don’t you want to be part of the experience? I did.I do.
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  • Can we still enjoy his work?  Of course we can, because the movies don’t really belong to Woody Allen any more than they do to you and me.
  • Some wrongs are so great that no legal or bureaucratic process can ever make things right. At some point, the only way to get unchained from a monster is through forgiveness. It would seem impossible for Geimer to be able to forgive Polanski, but she did—who understands how grace operates?—and has apparently been at peace ever since.
  • Woody Allen taught us that New York is the center of the world and L.A. is outer space. He installed himself in Elaine’s for a thousand dinners in the company of glittering figures of yesteryear (Norman Mailer! Liza Minnelli! Bill Bradley!) and made movie after movie and became one of the famous people the rest of the country associates most closely with the city.
  • He’s a 42-year-old guy with a 12th grade girlfriend, and if you want to understand the ’70s, maybe I have to tell you only that Vincent Canby’s review in The New York Times made no particular note of this fact other than to describe Tracy—played by Mariel Hemingway—as “a beautiful, 17-year-old nymphet with a turned-down mouth.” Or I could tell you that Manhattan was nominated for two Academy Awards and was widely loved by the in-crowd.
  • Soon enough he was writing, directing, and then acting in his own movies. He developed a particular method of moviemaking that was in some regards reminiscent of the studio system: he worked fast, almost never rehearsed, and rarely shot multiple takes or engineered complex shots: “As long as you’re dealing with comedy, particularly broad comedy, all you want is the scene should be lit, loud and fast.”
  • Allen is one of the great storytellers of his time, completely original, and any version of his life—including this one, in which we are obviously in the hands of an unreliable narrator, although no more so than in any of his autobiographical movies—can only be riveting. In a matter of phrases, he accomplishes things it takes a lesser writer several chapters to establish
  • We have the damn thing. What are we going to do with it? I suppose we could start—why not?—by actually reading it. And within just a phrase or two, you realize why people were afraid of it: Allen is a matchless comic writer and one whose voice is so well known by his aging fans that it’s as though the book is pouring into you through a special receiver dedicated just to him. Woody Allen does a great Woody Allen.
melnikju

Opinion | The New Science of Mind - The New York Times - 0 views

    • melnikju
       
      SCARY
    • melnikju
       
      Old-fashioned thinking, the brain is an organ, therefore it can have issues that need to be treated.
  • The problem for many people is that we cannot point to the underlying biological bases of most psychiatric disorders. In fact, we are nowhere near understanding them as well as we understand disorders of the liver or the heart.
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  • . All of these regions can be disturbed in depressive illnesses.
    • melnikju
       
      This is highly interesting as someone with depression
  • The second finding is de novo point mutations, which arise spontaneously in the sperm of adult men. Sperm divide every 15 days. This continuous division and copying of DNA leads to errors, and the rate of error increases significantly with age: a 20-year-old will have an average of 25 de novo point mutations in his sperm, whereas a 40-year-old will have 65. These mutations are one reason older fathers are more likely to have children with autism and schizophrenia.
Javier E

Don't Be Surprised About Facebook and Teen Girls. That's What Facebook Is. | Talking Points Memo - 0 views

  • First, set aside all morality. Let’s say we have a 16 year old girl who’s been doing searches about average weights, whether boys care if a girl is overweight and maybe some diets. She’s also spent some time on a site called AmIFat.com. Now I set you this task. You’re on the other side of the Facebook screen and I want you to get her to click on as many things as possible and spend as much time clicking or reading as possible. Are you going to show her movie reviews? Funny cat videos? Homework tips? Of course, not.
  • If you’re really trying to grab her attention you’re going to show her content about really thin girls, how their thinness has gotten them the attention of boys who turn out to really love them, and more diets
  • We both know what you’d do if you were operating within the goals and structure of the experiment.
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  • This is what artificial intelligence and machine learning are. Facebook is a series of algorithms and goals aimed at maximizing engagement with Facebook. That’s why it’s worth hundreds of billions of dollars. It has a vast army of computer scientists and programmers whose job it is to make that machine more efficient.
  • the Facebook engine is designed to scope you out, take a psychographic profile of who you are and then use its data compiled from literally billions of humans to serve you content designed to maximize your engagement with Facebook.
  • Put in those terms, you barely have a chance.
  • Of course, Facebook can come in and say, this is damaging so we’re going to add some code that says don’t show this dieting/fat-shaming content but girls 18 and under. But the algorithms will find other vulnerabilities
  • So what to do? The decision of all the companies, if not all individuals, was just to lie. What else are you going to do? Say we’re closing down our multi-billion dollar company because our product shouldn’t exist?
  • why exactly are you creating a separate group of subroutines that yanks Facebook back when it does what it’s supposed to do particularly well? This, indeed, was how the internal dialog at Facebook developed, as described in the article I read. Basically, other executives said: Our business is engagement, why are we suggesting people log off for a while when they get particularly engaged?
  • what it makes me think about more is the conversations at Tobacco companies 40 or 50 years ago. At a certain point you realize: our product is bad. If used as intended it causes lung cancer, heart disease and various other ailments in a high proportion of the people who use the product. And our business model is based on the fact that the product is chemically addictive. Our product is getting people addicted to tobacco so that they no longer really have a choice over whether to buy it. And then a high proportion of them will die because we’ve succeeded.
  • . The algorithms can be taught to find and address an infinite numbers of behaviors. But really you’re asking the researchers and programmers to create an alternative set of instructions where Instagram (or Facebook, same difference) jumps in and does exactly the opposite of its core mission, which is to drive engagement
  • You can add filters and claim you’re not marketing to kids. But really you’re only ramping back the vast social harm marginally at best. That’s the product. It is what it is.
  • there is definitely an analogy inasmuch as what you’re talking about here aren’t some glitches in the Facebook system. These aren’t some weird unintended consequences that can be ironed out of the product. It’s also in most cases not bad actors within Facebook. It’s what the product is. The product is getting attention and engagement against which advertising is sold
  • How good is the machine learning? Well, trial and error with between 3 and 4 billion humans makes you pretty damn good. That’s the product. It is inherently destructive, though of course the bad outcomes aren’t distributed evenly throughout the human population.
  • The business model is to refine this engagement engine, getting more attention and engagement and selling ads against the engagement. Facebook gets that revenue and the digital roadkill created by the product gets absorbed by the society at large
  • Facebook is like a spectacularly profitable nuclear energy company which is so profitable because it doesn’t build any of the big safety domes and dumps all the radioactive waste into the local river.
  • in the various articles describing internal conversations at Facebook, the shrewder executives and researchers seem to get this. For the company if not every individual they seem to be following the tobacco companies’ lead.
  • Ed. Note: TPM Reader AS wrote in to say I was conflating Facebook and Instagram and sometimes referring to one or the other in a confusing way. This is a fair
  • I spoke of them as the same intentionally. In part I’m talking about Facebook’s corporate ownership. Both sites are owned and run by the same parent corporation and as we saw during yesterday’s outage they are deeply hardwired into each other.
  • the main reason I spoke of them in one breath is that they are fundamentally the same. AS points out that the issues with Instagram are distinct because Facebook has a much older demographic and Facebook is a predominantly visual medium. (Indeed, that’s why Facebook corporate is under such pressure to use Instagram to drive teen and young adult engagement.) But they are fundamentally the same: AI and machine learning to drive engagement. Same same. Just different permutations of the same dynamic.
Javier E

Why Is It So Hard to Be Rational? | The New Yorker - 0 views

  • an unusually large number of books about rationality were being published this year, among them Steven Pinker’s “Rationality: What It Is, Why It Seems Scarce, Why It Matters” (Viking) and Julia Galef’s “The Scout Mindset: Why Some People See Things Clearly and Others Don’t” (Portfolio).
  • When the world changes quickly, we need strategies for understanding it. We hope, reasonably, that rational people will be more careful, honest, truthful, fair-minded, curious, and right than irrational ones.
  • And yet rationality has sharp edges that make it hard to put at the center of one’s life
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  • You might be well-intentioned, rational, and mistaken, simply because so much in our thinking can go wrong. (“RATIONAL, adj.: Devoid of all delusions save those of observation, experience and reflection,”
  • You might be rational and self-deceptive, because telling yourself that you are rational can itself become a source of bias. It’s possible that you are trying to appear rational only because you want to impress people; or that you are more rational about some things (your job) than others (your kids); or that your rationality gives way to rancor as soon as your ideas are challenged. Perhaps you irrationally insist on answering difficult questions yourself when you’d be better off trusting the expert consensus.
  • Not just individuals but societies can fall prey to false or compromised rationality. In a 2014 book, “The Revolt of the Public and the Crisis of Authority in the New Millennium,” Martin Gurri, a C.I.A. analyst turned libertarian social thinker, argued that the unmasking of allegedly pseudo-rational institutions had become the central drama of our age: people around the world, having concluded that the bigwigs in our colleges, newsrooms, and legislatures were better at appearing rational than at being so, had embraced a nihilist populism that sees all forms of public rationality as suspect.
  • modern life would be impossible without those rational systems; we must improve them, not reject them. We have no choice but to wrestle with rationality—an ideal that, the sociologist Max Weber wrote, “contains within itself a world of contradictions.”
  • Where others might be completely convinced that G.M.O.s are bad, or that Jack is trustworthy, or that the enemy is Eurasia, a Bayesian assigns probabilities to these propositions. She doesn’t build an immovable world view; instead, by continually updating her probabilities, she inches closer to a more useful account of reality. The cooking is never done.
  • Rationality is one of humanity’s superpowers. How do we keep from misusing it?
  • Start with the big picture, fixing it firmly in your mind. Be cautious as you integrate new information, and don’t jump to conclusions. Notice when new data points do and do not alter your baseline assumptions (most of the time, they won’t alter them), but keep track of how often those assumptions seem contradicted by what’s new. Beware the power of alarming news, and proceed by putting it in a broader, real-world context.
  • Bayesian reasoning implies a few “best practices.”
  • Keep the cooked information over here and the raw information over there; remember that raw ingredients often reduce over heat
  • We want to live in a more rational society, but not in a falsely rationalized one. We want to be more rational as individuals, but not to overdo it. We need to know when to think and when to stop thinking, when to doubt and when to trust.
  • But the real power of the Bayesian approach isn’t procedural; it’s that it replaces the facts in our minds with probabilities.
  • Applied to specific problems—Should you invest in Tesla? How bad is the Delta variant?—the techniques promoted by rationality writers are clarifying and powerful.
  • the rationality movement is also a social movement; rationalists today form what is sometimes called the “rationality community,” and, as evangelists, they hope to increase its size.
  • In “Rationality,” “The Scout Mindset,” and other similar books, irrationality is often presented as a form of misbehavior, which might be rectified through education or socialization.
  • Greg tells me that, in his business, it’s not enough to have rational thoughts. Someone who’s used to pondering questions at leisure might struggle to learn and reason when the clock is ticking; someone who is good at reaching rational conclusions might not be willing to sign on the dotted line when the time comes. Greg’s hedge-fund colleagues describe as “commercial”—a compliment—someone who is not only rational but timely and decisive.
  • You can know what’s right but still struggle to do it.
  • Following through on your own conclusions is one challenge. But a rationalist must also be “metarational,” willing to hand over the thinking keys when someone else is better informed or better trained. This, too, is harder than it sounds.
  • For all this to happen, rationality is necessary, but not sufficient. Thinking straight is just part of the work. 
  • I found it possible to be metarational with my dad not just because I respected his mind but because I knew that he was a good and cautious person who had my and my mother’s best interests at heart.
  • between the two of us, we had the right ingredients—mutual trust, mutual concern, and a shared commitment to reason and to act.
  • Intellectually, we understand that our complex society requires the division of both practical and cognitive labor. We accept that our knowledge maps are limited not just by our smarts but by our time and interests. Still, like Gurri’s populists, rationalists may stage their own contrarian revolts, repeatedly finding that no one’s opinions but their own are defensible. In letting go, as in following through, one’s whole personality gets involved.
  • in truth, it maps out a series of escalating challenges. In search of facts, we must make do with probabilities. Unable to know it all for ourselves, we must rely on others who care enough to know. We must act while we are still uncertain, and we must act in time—sometimes individually, but often together.
  • The realities of rationality are humbling. Know things; want things; use what you know to get what you want. It sounds like a simple formula.
  • The real challenge isn’t being right but knowing how wrong you might be.By Joshua RothmanAugust 16, 2021
  • Writing about rationality in the early twentieth century, Weber saw himself as coming to grips with a titanic force—an ascendant outlook that was rewriting our values. He talked about rationality in many different ways. We can practice the instrumental rationality of means and ends (how do I get what I want?) and the value rationality of purposes and goals (do I have good reasons for wanting what I want?). We can pursue the rationality of affect (am I cool, calm, and collected?) or develop the rationality of habit (do I live an ordered, or “rationalized,” life?).
  • Weber worried that it was turning each individual into a “cog in the machine,” and life into an “iron cage.” Today, rationality and the words around it are still shadowed with Weberian pessimism and cursed with double meanings. You’re rationalizing the org chart: are you bringing order to chaos, or justifying the illogical?
  • For Aristotle, rationality was what separated human beings from animals. For the authors of “The Rationality Quotient,” it’s a mental faculty, parallel to but distinct from intelligence, which involves a person’s ability to juggle many scenarios in her head at once, without letting any one monopolize her attention or bias her against the rest.
  • In “The Rationality Quotient: Toward a Test of Rational Thinking” (M.I.T.), from 2016, the psychologists Keith E. Stanovich, Richard F. West, and Maggie E. Toplak call rationality “a torturous and tortured term,” in part because philosophers, sociologists, psychologists, and economists have all defined it differently
  • Galef, who hosts a podcast called “Rationally Speaking” and co-founded the nonprofit Center for Applied Rationality, in Berkeley, barely uses the word “rationality” in her book on the subject. Instead, she describes a “scout mindset,” which can help you “to recognize when you are wrong, to seek out your blind spots, to test your assumptions and change course.” (The “soldier mindset,” by contrast, encourages you to defend your positions at any cost.)
  • Galef tends to see rationality as a method for acquiring more accurate views.
  • Pinker, a cognitive and evolutionary psychologist, sees it instrumentally, as “the ability to use knowledge to attain goals.” By this definition, to be a rational person you have to know things, you have to want things, and you have to use what you know to get what you want.
  • Introspection is key to rationality. A rational person must practice what the neuroscientist Stephen Fleming, in “Know Thyself: The Science of Self-Awareness” (Basic Books), calls “metacognition,” or “the ability to think about our own thinking”—“a fragile, beautiful, and frankly bizarre feature of the human mind.”
  • A successful student uses metacognition to know when he needs to study more and when he’s studied enough: essentially, parts of his brain are monitoring other parts.
  • In everyday life, the biggest obstacle to metacognition is what psychologists call the “illusion of fluency.” As we perform increasingly familiar tasks, we monitor our performance less rigorously; this happens when we drive, or fold laundry, and also when we think thoughts we’ve thought many times before
  • The trick is to break the illusion of fluency, and to encourage an “awareness of ignorance.”
  • metacognition is a skill. Some people are better at it than others. Galef believes that, by “calibrating” our metacognitive minds, we can improve our performance and so become more rational
  • There are many calibration methods
  • nowing about what you know is Rationality 101. The advanced coursework has to do with changes in your knowledge.
  • Most of us stay informed straightforwardly—by taking in new information. Rationalists do the same, but self-consciously, with an eye to deliberately redrawing their mental maps.
  • The challenge is that news about distant territories drifts in from many sources; fresh facts and opinions aren’t uniformly significant. In recent decades, rationalists confronting this problem have rallied behind the work of Thomas Bayes
  • So-called Bayesian reasoning—a particular thinking technique, with its own distinctive jargon—has become de rigueur.
  • the basic idea is simple. When new information comes in, you don’t want it to replace old information wholesale. Instead, you want it to modify what you already know to an appropriate degree. The degree of modification depends both on your confidence in your preëxisting knowledge and on the value of the new data. Bayesian reasoners begin with what they call the “prior” probability of something being true, and then find out if they need to adjust it.
  • Bayesian reasoning is an approach to statistics, but you can use it to interpret all sorts of new information.
Javier E

Technopoly-Ch.11--THe loving resistance fighter - 0 views

  • I am, like most other critics, armed less with solutions than with problems.
  • As I s_ee it, a reason\lble response (hardly a solution) to the problem of living in a developing Technopoly can be divided into two parts: what the individual can do irrespective of what the culture is doing; and what the culture can do irrespective of what any individual is doing.
  • I can, however, offer a Talmudic-like principle that seems to me an effective guide for those who wish to defend themselves against the worst effects of the American _ Technopoly. It is this:
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  • There are a hundred other. things to remember that may help one to warm to the United States, including the fact that it has been, and perhaps always will be, a series of experiments that the world watches with wonder. Three. such experiments are of particular importance.
  • who refuse to allow·psychology or any "social science" to pre-empt the language and thought of common sense;
  • You must try to be a loving resistance fighter. That is the doctrine, as Hillel might say. Here is the commentary: By "loving," I mean that, in spite of the confusion, errors, and stupidities you see around you, you must always keep close to your heart the narratives and symbols that once made the United States the hope of the world and that may yet have enough vitality to do so again.
  • Toward the middle of the nineteenth century, a second great experiment was undertaken, posing the question, Can a nation retain a sense of cohesion and community by allowing into it people from all over the world?
  • now comes the third-the great experiment of Technopoly-which poses the question, Can a nation preserve its history, originality, and humanity by submitting itself totally to the sovereignty of a technological thoughtworld?
  • Which brings me to the "resistance fighter" part of my principle. Those who resist the American T echnopoly are people
  • who pay no attention to a poll unless they know what questions were asked, and why;
  • perhaps the most important contribution schools can make to 186 Technopoly the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.
  • A resistance fighter understands that technology must never be accepted as part of the natural order of things, that every The loving Resistance Fighter 185 technology-from an IQ test to an automobile to a television set to a computer-is a product of a particular economic and political context and carries with it a program, an agenda, and a philosophy that may or may not be life-enhancing and that therefore require scrutiny, criticism, and control.
  • who refuse to accept efficiency as the pre-eminent goal of human relations;
  • who have freed themselves from the belief in the magical powers of numbers, do not regard calculation as an adequate substitute for judgment, or precision as a synonym for truth;
  • In short, a technological resistance fighter maintains an epistemol(?gical and psychic distance from any technology, so that it always appears somewhat strange, never inevitable, never natural.
  • it is possible that one's education may help considerably not only in promoting the general conception of a resistance fighter but in helping the young to fashion their own ways of giving it expression. It is with education, then, that I will conclude this book.
  • t is equally obvious that the knowledge explosion has blown apart the feasibility of such limited but coordinated curriculums as, for example, a Great Books program.
  • who are, at least, suspicious of the idea of progress, and who do not confuse information with understanding;
  • who do not regard the aged as irrelevant;
  • who take seriously the meaning of family loyalty and honor, and who, when they "reach out and touch som~one," expect that person to be in the same room;
  • who take the great narratives of religion seriously and who do not believe that science is the only system of thought capable of producing truth;
  • who know the difference between the sacred and the profane, and who do not wink at tradition for modernity's sake;
  • it is the best way I can think of for the culture to address the problem. School, to be sur~, is a technology itself, but of a special kind in that, unlike most technologies, it is customarily and persistently scrutinized, criticized, and modified. It is America's principal instrument for correcting mistakes and for addressing problems that mystify and paralyze other social institutions.
  • who admire technological ingenuity but do not think it represents the highest possible form of human achievement.
  • the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.
  • Modem secular education is failing not because it doesn't teach who Ginger Rogers, Norman Mailer, and a thousand other people are but because it has no moral, social, or intellectual center. There is no set of ideas or attitudes that permeates all parts of the curriculum. The curriculum is not, in fact, a "course of study" at all but a meaningless hodgepodge of subjects.
  • It does not even put. forward a clear vision of what constitutes an educated person, unless it is a person who possesses "skills." In other words, a technocrat's ideal-a person with no commitment and no point of view but with plenty of marketable skills.
  • I would propose as a possibility the theme that animates Jacob Bronowski's The Ascent of Man. It is a book, and a philosophy, filled with optimism and suffused with the transcendent belief that humanity's destiny is the discovery of knowledge. Moreover, although Bronowski' s emphasis is on science, he finds ample warrant to include the arts and humanities as part of our unending quest to gain a unified understanding of nature and our place in it.
  • we must not overestimate the capability of schools to provide coherence in the face of a culture in which almost all coherence seems to have disappeared. In our technicalized, present-centered information environment, it is not easy to locate a rationale for education, let alone impart one convincingly.
  • the schools cannot restore religion to the center of the life of learning. With the exception of a few people, perhaps, no one would take seriously the idea that learning is for the greater glory of God.
  • we must join art and science. But we must also join the past and the present, for the ascent of humanity is above all a continuous story. It is, in fact, a story of creation,
  • The first, undertaken toward the end of the eighteenth century, posed the question, Can a nation allow the greatest possible degree of political and religious freedom and still retain a sense of identity and purpose?
  • It is the story of humanity's creativeness in trying to conquer loneliness, ignorance, and disorder. And it certainly includes the development of various religious systems as a means of giving order and meaning to existence.
  • Some people would have us stress love of country as a unifying principle in education. Experience has shown, however, that this invariably translates into love of government, and in practice becomes indistinguishable from what still is at the center of Soviet or Chinese education.
  • is also otherworldly, inasmuch as it does not assume that what one learns in school must be directly and urgently related to a problem of today.
  • it is an education that stresses history, the scientific mode of thinking, the disciplined use of language, a wide-ranging knowledge of the arts and religion, and the continuity of human enterprise.
  • with a few exceptions which I shall note, it does not require that we invent new subjects or discard old ones. The structure of the subject-matter curriculum that exists in most schools at present is entirely usable.
  • it is a theme that can begin in the earliest grades and extend through college in ever-deepening and -widening dimensions.
  • Better still, it provides students with a point of view from which to understand the meaning of subjects, for each subject can be seen as a bat,tleground of sorts, an arena in which fierce intellectual struggle has taken place and continues to take place.
  • Let us consider history first, for it is in some ways the central discipline in all this.
  • history is our most potent intellectual means of achieving a "raised consciousness."
  • Thus, the ascent of humanity is an optimistic story, not without its miseries but dominated by astonishing and repeated victories. From this point of view, the curriculum itself may be seen as a celebration of human intelligence and creativity, not a meaningless collection of diploma or college requirements.
  • history is not merely one subject among many that may be taught; every subject has a history, including biology, physics, mathematics, literature, music, and art. I would propose here that every teacher must be a history teacher. To teach, for example, what we know about biology today without also teaching what we once knew, or thought we knew, is to reduce knowledge to a mere consumer product. It is to deprive students of a sense of the meaning of what we know, and of how we know.
  • Best of all, the theme of the ascent of humanity gives us a nontechnical, noncommercial definition of education. It is a definition drawn from an honorable humanistic tradition and reflects a concept of the purposes of academic life that goes counter to the biases of the technocrats.
  • To teach about the atom without Democritus, to teach about electricity without Faraday, to teach about political science without Aristotle or Machiavelli, to teach about music without Haydn, is to refuse our students access to The Great Conversation. It is to deny them knowledge of their roots, about which no other social institution is at present concerned.
  • I am referring to the idea that to become educated means to become aware of the origins and growth of knowledge and knowledge systems; to be familiar with the intellectual and creative processes by which the best that has been thought and said has been produced; to learn how to participate, even if as a listener, in what Robert Maynard Hutchins once called The Great Conversation,
  • For to know about your roots is not merely to know where your grandfather came from and what he had to endure. It is also to know where your ideas come from and why you happen to believe them; to know where your moral and aesthetic sensibilities come from. It is to
  • I am well aware that this approach to subjects would be difficult to use. There are, at present, few texts that would help very much, and teachers have not, in any case, been prepared to know about ~owledge in this way. Moreover, there is the added difficulty of our learning how to do this for children of different ages
  • know where your world, not just your family, comes from. To complete the presentation of Cicero's thought, begun above: "What is a human life worth unless it is incorporated into the lives of one's ancestors and set in an historical context?
  • point of view that will reflect his particular theory of social development. And historians also know that they write histories for some particular purpose--more often than not, either to glorify or to condemn the present. There is no definitive history of anything; there are only histories, human inventions which do not give us the answer, but give us only those answers called forth by the questions that have been asked.
  • Thus, I would recommend that every subject be taught as history. In this way, children, even in the earliest grades, can begin to understand, as they now do not, that knowledge is not a fixed thing but a stage in human development, with a past and a future
  • Historians know all of this-it is a commonplace idea among them. Yet it is kept a secret from our youth. Their ignorance of it prevents them from understanding how "history" can change and why the Russians, Chinese, American Indians, and virtually everyone else see historical e:vents differently than the authors of history schoolbooks.
  • The task of the history teacher, then, is to become a "histories teacher.
  • This does not mean that some particular version of the American, European, or Asian past should remain untold. A student who does not know at least one history is in no position to evaluate others
  • it does mean that a histories teacher will be concerned, at all times, to show how histories are themselves products of culture; how any history is a mirror of the conceits and even metaphysical biases of the culture that produced. it; how the religion, politics, geography, and economy of a people lead them to re-create their past along certain lines. The histories teacher must clarify for students the meaning of "objectivity" and "events," must show what a "point of view" and a "theory" are, must provide some sense of how histories may be evaluated.
  • the history of subjects teaches connections; it teaches that the world is not created anew each day, that everyone stands on someone else's shoulders.
  • such a definition is not childcentered, not training-centered, not skill-centered, not even problem-centered. It is idea-centered and coherence-centered. It
  • It will be objected that this idea-history as comparative history-is too abstract for students to grasp. But that is one of the several reasons why comparative history should be taught
  • The teaching of subjects as studies in historical continuities is not intended to make history as a special subject irrelevant
  • If every subject is taught with a historical dimension, the history teacher will be free to teach what histories are: hypotheses and theories about why change occurs. In one sense, there is no such thing as "history," for every historian from Thucydjdes to Toynbee has known that his stories must be told from a speci
  • To teach the past simply as a chronicle of indisputable, fragmented, and concrete events is to replicate the bias of Technopoly, which largely denies our youth access to concepts and theories, and to provide them only with a stream of meaningless events
  • That is why the controversies that develop around wha
  • Technopoly events ought to be included in the "history" curriculum have a somewhat hollow ring to them.
  • ducation, is to step out of the mainstream. But I believe it nonetheles.s.
  • Some people urge, for example, that the Holocaust, or Stalin's bloodbaths, or the trail of Indian tears be taught in school. I agree that our students should know about s·uch things, but we must still address the question, What is it that we want them to "know" about these events? Are they to be explained as the "maniac" theory of history? Are they to be understood as illustrations of the "banality of evil" or the "law of survival"? Are they manifestations of the universal force of economic greed? Are they examples of the workings of human nature?
  • Would it be an exaggeration to say that not one student in fifty knows what "induction" means? Or knows what a scientific theory is? Or a scientific model? Or knows what are the optimum conditions of a valid scientific experiment? Or has ever considered the question of what scientific truth is
  • In The Identity of Man Bronowski says the following: "This is the paradox of imagination in science, that it has for its aim the impoverishment of imagination. By that outrageous phrase, I mean that the highest flight of scientific imagination is to weed out the proliferation of new ideas. In science, the grand view is a miserly view, and a rich model of the universe is one which is as poor · as possible in hypotheses."
  • Whatever events may be included in the study of the past, the worst thing we can do is to present them devoid of the coherence that a theory or theories can provide-that is to say, as meaningless. This, we can be sure, Technopoly does daily.
  • Is there one student in a hundred who can make any sense out of this statement? Though the phrase "impoverishment of imagination" may be outrageous, there is nothing startling or even unusual about the idea contained in this quotation. Every practicing scientist understands what Bronowski is saying. Yet it is kept a secret from our students.
  • The histories teacher must go far beyond the "event" level into the realm of concepts, theories, hypotheses, comparisons, deductions, evaluations. The idea is to raise the level of abstraction at which "history" is taught.
  • I would propose that every school--elementary through college-offer and require a course in the philosophy of science. Such a course should consider the language of science, the nature of scientific proof, the source of scientific hypotheses, the role of imagination, the conditions of experimentation, and especially .the value of error and disproof.
  • I have already stressed the importance of teaching the history of science in every science course, but this is no more important than teaching its "philosophy."
  • If I am not mistaken, many people still believe that what makes a statement scientific is that it can be verified. In fact, exactly the opposite is the case: What separates scientific statements from nonscientific statements is that the former can be subjected to the test of falsifiability. What makes science possible is not our ability to recognize "truth" but our ability to recognize falsehood.
  • To suggest, therefore, that science is an exercise in human imagination, that it is something quite different from technology, that there are "philosophies" of science, and that all of this ought to form part of a scientific
  • common to all of us, and that are avoidable through awareness and discipline--the use of either-or categories, misu~derst.anding of levels of abstraction, confusion of words with thmgs, sloganeering, and self-reflexiveness.
  • What such a course would try to get at is the notion that science is not pharmacy or technology or magic tricks but a special way of employing human intelligence.
  • It ·would be important for students. to learn that one becomes scientific not by donning· a white coat (which is what television teaches) but by practicing a set of canons of thought, many of which have to do with the disciplined use of language. Science involves a method of employing language that is accessible to everyone. The ascent of humanity has rested largely on that.
  • Of all the disciplines tbat might be included in the curriculum, semantics is certainly among the most "basic." Because it deals with the processes by which we make and interpret meaning, it has great potential ~o affect the deepest levels of student intelligence.
  • yet semantics is rarely mentioned when "back to the basics" is proposed. Why? My guess is that it cuts too deep. To adapt George Orwell, many subjects are basic but so~e are more basic than others. Such subjects have the capability of generating crHical thought and of giving students access to questions that get to the heart of the matter. This is not what "back to the basics" advocates usually have in mind. They want language technicians: people who can follow instructions: write reports clearly, spelJ correctly.
  • I should like to propose that, in addition to courses in the philosophy of science, every school-again, from ele'mentary school through college--offer a course in semantics-in the processes by which people make meaning.
  • English teachers have been consistently obtuse in their approach to this subject-which is to say, they have largely ignored it. This has always been difficult for me to understand, since English teachers claim to be concerned with teaching reading and writing. But if they do not teach anything about the relationship of language to reality-which is what semantics studies-I cannot imagine how they expect reading and writing to improve.
  • There is certainly ample ev1de~ce that the study of semantics will improve the writing and reading of students. But it invariably does more. It helps students to reflect on the sense and truth of what they are writing and of what they are asked to read. It teaches them to discover the underlying assumptions of what they are told. It emphasizes the manifold ways in which language can distort reality. It assists students in becoming what Charles Weingartner and I once called "crap-detectors."
  • Students who have a firm grounding in semantics are therefore apt to find it difficult to take reading tests. A reading test does not invite one to ask whether or not what is written is true. Or, if it is true, what it has to do with anything. The study of semantics insists upon these questions. But "back to the basics" advocates don't require education to be that basic. Which is why they usually do not include literature, music, and art as part of their agenda either. But of course, in using the ascent of humanity as a theme, we would of necessity elevate these subjects to prominence.
  • it would be extremely useful to the growth of.their intelligence if our youth had available a special course in which fundamental principles of language were identified and explained. Such a course would deal not only with the various uses of language but with the relationship between things and words, symbols and signs, factual statements and judgments, and grammar and thought.
  • Especially for young students, the course ought to emphasize the kinds of semantic errors that are
  • The most obvious reason for such prominence is that their subject matter contains the best evidence we have of the unity and continuity of human experience and feeling. And that is why I would propose that, in our teaching of the humanities, we should emphasize the enduring cr~ations of the past.
  • The point I want to make is that the products of the popular arts are amply provided by the culture itself. The schools must make available the products of classical art forms precisely . because they are not so available and because they demand a different order of sensibility and response.
  • our students have continuous access to the popular arts of their own times-its music, rhetoric, design, literature, architecture, Their knowledge of the form and content of these arts is by no means satisfactory. But their ignorance of the form and content of the art of the past is cavernous.
  • there is no subject better suited to freeing us from the tyranny of the present than the historical study of art. Painting, for example, is more than three times as old as writing, and contains in its changing styles and themes a fifteen-thousand-year-old record of the ascent of humanity.
  • It is not to the point that many of these composers, writers, and painters were in their own times popular artists.
  • What is to the point is that they spoke, when they did, in a language and from a point of view different from our own and yet continuous with our own. These artists are relevant not only because they established the standards with which civilized people approach the arts. They are relevant because the culture tries to mute their voices and render their standards invisible.
  • art is much more than a historical artifact. To have meaning for us, it must connect with those levels of feeling that are in fact not expressible in discursive language. The question therefore arises whether it is possible for students of today to relate, through feeling, to the painting, architecture, music, sculpture, or literature of the past.
  • It is highly likely that students, immersed in today's popular arts, will find such an emphasis as I suggest tedious and even painful. This fad will, in tum, be painful to teachers, who, naturally enough, prefer to teach fhat which will arouse an immediate and enthusiastic response.
  • But our youth must be shown that not all worthwhile things are instantly accessible and that there are levels of sensibility unknown to them. Above all, they must be shown humanity's artistic roots. And that task, in our own times, falls inescapably to the schools.
  • The answer, I believe, is: only with the greatest difficulty. They, and many of us, have an aesthetic sensibility of a different order from what is required to be inspired, let alone entertained, by a Shakespeare sonnet, a Haydn symphony, or a Hals painting. To oversimplify the matter, a young man who believes Madonna to have reached the highest pinnacle of musical expression lacks the sensibility to distinguish between the ascent and descent of humanity.
  • I want to end my proposal by including two subjects indispensable to any understanding of where we have come from. The first is the history of technology,
  • historical development; in which the philosophies of science, of history, of language, of technology, and of religion are taught; and in which there is a strong emphasis on classical forms of artistic expression.
  • This is a curriculum that goes "back to the basics," but not quite in the way the technocrats mean it. And it is most certainly in opposition to the spirit of Technopoly. I have no illusion that such an education program can bring a halt to the thrust of a technological thought-world. But perhaps it will help to begin and sustain a serious conversation that will allow us to distance ourselves from that thought-world, and then criticize and modify it.
  • In brief, we need students who will understand the relationships between our technics and our social and psychic worlds, so that they may begin informed conversations about where technology is taking us and how.
  • The second subject is, of course, religion, with which so much painting, music, technology, architecture, literature, and science are intertwined. Specifically, I want to propose that the curriculum include a course in comparative religion.
  • Such a course would deal with religion as an expression of humanity's creativeness, as a total, integrated response to fundamental questions about the meaning of existence. the course would be descriptive, promoting no particular religion but illuminating the metaphors, the literature, the art, the ritual of religious expression itself
  • do not see how we can claim to be educating our youth if we do not ask them to consider how different people of different times and places have tried to achieve a sense of transcendence. No education can neglect such sacred texts as Genesis, the New Testament, the Koran, the Bhagavad-Gita. Each of them embodies a style and a world-view that tell as much about the ascent of humanity as any book ever written. To these books I would add the Communist Manifesto,
  • To summarize: I am proposing, as a beginning, a curriculum in which all subjects are presented as a stage in humanity's
Javier E

Opinion | What's the Story With Colleen Hoover's Romance Novels? - The New York Times - 0 views

  • for the past few years, these books have been written by Colleen Hoover.
  • What is it about Hoover’s stories — which dwell largely in romance, but also include a thriller and a ghost story — that women are drawn to?
  • I slorped down three of them in one week. I found myself carrying them from room to room, slipping in what would begin as “just a few pages” but then stretch into hours’ worth.
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  • Though Hoover’s settings bop around America from Boston to New York to Texas to Vermont, the only contextual references pertain to pop culture, social media and the occasional local attraction.
  • Politics are confined to the daunting gulf between haves and have-nots, and even when Hoover’s striving heroines find themselves among the haves, their hearts remain forever with the have-nots.
  • In these novels what matters more than anything else is hardship: Hardship is everywhere, women must suffer, women can heal, and those who make it through all this have the capacity to find themselves/love/happiness. The reader can’t help feeling that the heroine/Hoover is speaking to me/for me/like me.
  • Fiction of this sort reflects a strain in the culture that has shifted from a fascination with the other — the rich, the powerful, the exclusive — to a more inward preoccupation with the self and the desire to see oneself reflected in the stories one consumes
  • Women’s popular fiction of the ’80s, when the glitter and glamour of “Dallas” and “Dynasty” dominated prime-time TV, offers a sharp contrast. In best sellers of that period, the settings jetted from Monte Carlo to Capri to Rodeo Drive, populated by the rich, famous and destined-to-be. Heroines could have been peeled off the cover of Cosmopolitan magazine
  • As with TikTok testimonials of adolescent mental health challenges and group-chat confessions, it’s about “relatability” and the willingness to reveal all. Even celebrities must bare all
  • I never shed a tear while reading Sheldon, but that wasn’t the point. The point was exuberant voyeurism, the literary equivalent of “Lifestyles of the Rich and Famous.” The heroines’ lives were nothing like mine nor were they meant to be. That’s what made them so absurdly entertaining.
  • Colleen Hoover paints on a more intimate canvas. Her stories aren’t about attaining worldly power on a grand scale, but about finding power within
  • Hoover offers readers an emotional road map to recovery from imposter syndrome, domestic abuse, betrayal, victimization. It’s a very different kind of achievement.
  • In a country where economic inequalities can seem insurmountable and systems of power ever more remote, this may be the best her hard-knock heroines — and readers — can hope for.
  • For readers invested in characters who are like themselves — if perhaps more beautiful and with more exciting sex lives — the emotional payoff can still feel hard-earned. And, just possibly, the story could happen to them.
Javier E

Opinion | What College Students Need Is a Taste of the Monk's Life - The New York Times - 0 views

  • When she registered last fall for the seminar known around campus as the monk class, she wasn’t sure what to expect.
  • “You give up technology, and you can’t talk for a month,” Ms. Rodriguez told me. “That’s all I’d heard. I didn’t know why.” What she found was a course that challenges students to rethink the purpose of education, especially at a time when machine learning is getting way more press than the human kind.
  • Each week, students would read about a different monastic tradition and adopt some of its practices. Later in the semester, they would observe a one-month vow of silence (except for discussions during Living Deliberately) and fast from technology, handing over their phones to him.
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  • Yes, he knew they had other classes, jobs and extracurriculars; they could make arrangements to do that work silently and without a computer.
  • The class eased into the vow of silence, first restricting speech to 100 words a day. Other rules began on Day 1: no jewelry or makeup in class. Men and women sat separately and wore different “habits”: white shirts for the men, women in black. (Nonbinary and transgender students sat with the gender of their choice.)
  • Dr. McDaniel discouraged them from sharing personal information; they should get to know one another only through ideas. “He gave us new names, based on our birth time and day, using a Thai birth chart,”
  • “We were practicing living a monastic life. We had to wake up at 5 a.m. and journal every 30 minutes.”
  • If you tried to cruise to a C, you missed the point: “I realized the only way for me to get the most out of this class was to experience it all,” she said. (She got Dr. McDaniel’s permission to break her vow of silence in order to talk to patients during her clinical rotation.)
  • Dr. McDaniel also teaches a course called Existential Despair. Students meet once a week from 5 p.m. to midnight in a building with comfy couches, turn over their phones and curl up to read an assigned novel (cover to cover) in one sitting — books like James Baldwin’s “Giovanni’s Room” and José Saramago’s “Blindness.” Then they stay up late discussing it.
  • The course is not about hope, overcoming things, heroic stories,” Dr. McDaniel said. Many of the books “start sad. In the middle they’re sad. They stay sad. I’m not concerned with their 20-year-old self. I’m worried about them at my age, dealing with breast cancer, their dad dying, their child being an addict, a career that never worked out — so when they’re dealing with the bigger things in life, they know they’re not alone.”
  • Both courses have long wait lists. Students are hungry for a low-tech, introspective experience —
  • Research suggests that underprivileged young people have far fewer opportunities to think for unbroken stretches of time, so they may need even more space in college to develop what social scientists call cognitive endurance.
  • Yet the most visible higher ed trends are moving in the other direction
  • Rather than ban phones and laptops from class, some professors are brainstorming ways to embrace students’ tech addictions with class Facebook and Instagram accounts, audience response apps — and perhaps even including the friends and relatives whom students text during class as virtual participants in class discussion.
  • Then there’s that other unwelcome classroom visitor: artificial intelligence.
  • stop worrying and love the bot by designing assignments that “help students develop their prompting skills” or “use ChatGPT to generate a first draft,” according to a tip sheet produced by the Center for Teaching and Learning at Washington University in St. Louis.
  • It’s not at all clear that we want a future dominated by A.I.’s amoral, Cheez Whiz version of human thought
  • It is abundantly clear that texting, tagging and chatbotting are making students miserable right now.
  • One recent national survey found that 60 percent of American college students reported the symptoms of at least one mental health problem and that 15 percent said they were considering suicide
  • A recent meta-analysis of 36 studies of college students’ mental health found a significant correlation between longer screen time and higher risk of anxiety and depression
  • And while social media can sometimes help suffering students connect with peers, research on teenagers and college students suggests that overall, the support of a virtual community cannot compensate for the vortex of gossip, bullying and Instagram posturing that is bound to rot any normal person’s self-esteem.
  • We need an intervention: maybe not a vow of silence but a bold move to put the screens, the pinging notifications and creepy humanoid A.I. chatbots in their proper place
  • it does mean selectively returning to the university’s roots in the monastic schools of medieval Europe and rekindling the old-fashioned quest for meaning.
  • Colleges should offer a radically low-tech first-year program for students who want to apply: a secular monastery within the modern university, with a curated set of courses that ban glowing rectangles of any kind from the classroom
  • Students could opt to live in dorms that restrict technology, too
  • I prophesy that universities that do this will be surprised by how much demand there is. I frequently talk to students who resent the distracting laptops all around them during class. They feel the tug of the “imaginary string attaching me to my phone, where I have to constantly check it,”
  • Many, if not most, students want the elusive experience of uninterrupted thought, the kind where a hash of half-baked notions slowly becomes an idea about the world.
  • Even if your goal is effective use of the latest chatbot, it behooves you to read books in hard copies and read enough of them to learn what an elegant paragraph sounds like. How else will students recognize when ChatGPT churns out decent prose instead of bureaucratic drivel?
  • Most important, students need head space to think about their ultimate values.
  • His course offers a chance to temporarily exchange those unconscious structures for a set of deliberate, countercultural ones.
  • here are the student learning outcomes universities should focus on: cognitive endurance and existential clarity.
  • Contemplation and marathon reading are not ends in themselves or mere vacations from real life but are among the best ways to figure out your own answer to the question of what a human being is for
  • When students finish, they can move right into their area of specialization and wire up their skulls with all the technology they want, armed with the habits and perspective to do so responsibly
  • it’s worth learning from the radicals. Dr. McDaniel, the religious studies professor at Penn, has a long history with different monastic traditions. He grew up in Philadelphia, educated by Hungarian Catholic monks. After college, he volunteered in Thailand and Laos and lived as a Buddhist monk.
  • e found that no amount of academic reading could help undergraduates truly understand why “people voluntarily take on celibacy, give up drinking and put themselves under authorities they don’t need to,” he told me. So for 20 years, he has helped students try it out — and question some of their assumptions about what it means to find themselves.
  • “On college campuses, these students think they’re all being individuals, going out and being wild,” he said. “But they’re in a playpen. I tell them, ‘You know you’ll be protected by campus police and lawyers. You have this entire apparatus set up for you. You think you’re being an individual, but look at your four friends: They all look exactly like you and sound like you. We exist in these very strict structures we like to pretend don’t exist.’”
  • Colleges could do all this in classes integrated with general education requirements: ideally, a sequence of great books seminars focused on classic texts from across different civilizations.
  • “For the last 1,500 years, Benedictines have had to deal with technology,” Placid Solari, the abbot there, told me. “For us, the question is: How do you use the tool so it supports and enhances your purpose or mission and you don’t get owned by it?”
  • for novices at his monastery, “part of the formation is discipline to learn how to control technology use.” After this initial time of limited phone and TV “to wean them away from overdependence on technology and its stimulation,” they get more access and mostly make their own choices.
  • Evan Lutz graduated this May from Belmont Abbey with a major in theology. He stressed the special Catholic context of Belmont’s resident monks; if you experiment with monastic practices without investigating the whole worldview, it can become a shallow kind of mindfulness tourism.
  • The monks at Belmont Abbey do more than model contemplation and focus. Their presence compels even non-Christians on campus to think seriously about vocation and the meaning of life. “Either what the monks are doing is valuable and based on something true, or it’s completely ridiculous,” Mr. Lutz said. “In both cases, there’s something striking there, and it asks people a question.”
  • Pondering ultimate questions and cultivating cognitive endurance should not be luxury goods.
  • David Peña-Guzmán, who teaches philosophy at San Francisco State University, read about Dr. McDaniel’s Existential Despair course and decided he wanted to create a similar one. He called it the Reading Experiment. A small group of humanities majors gathered once every two weeks for five and a half hours in a seminar room equipped with couches and a big round table. They read authors ranging from Jean-Paul Sartre to Frantz Fanon
  • “At the beginning of every class I’d ask students to turn off their phones and put them in ‘the Basket of Despair,’ which was a plastic bag,” he told me. “I had an extended chat with them about accessibility. The point is not to take away the phone for its own sake but to take away our primary sources of distraction. Students could keep the phone if they needed it. But all of them chose to part with their phones.”
  • Dr. Peña-Guzmán’s students are mostly working-class, first-generation college students. He encouraged them to be honest about their anxieties by sharing his own: “I said, ‘I’m a very slow reader, and it’s likely some or most of you will get further in the text than me because I’m E.S.L. and read quite slowly in English.’
  • For his students, the struggle to read long texts is “tied up with the assumption that reading can happen while multitasking and constantly interacting with technologies that are making demands on their attention, even at the level of a second,”
  • “These draw you out of the flow of reading. You get back to the reading, but you have to restart the sentence or even the paragraph. Often, because of these technological interventions into the reading experience, students almost experience reading backward — as constant regress, without any sense of progress. The more time they spend, the less progress they make.”
  • Dr. Peña-Guzmán dismissed the idea that a course like his is suitable only for students who don’t have to worry about holding down jobs or paying off student debt. “I’m worried by this assumption that certain experiences that are important for the development of personality, for a certain kind of humanistic and spiritual growth, should be reserved for the elite, especially when we know those experiences are also sources of cultural capital,
  • Courses like the Reading Experiment are practical, too, he added. “I can’t imagine a field that wouldn’t require some version of the skill of focused attention.”
  • The point is not to reject new technology but to help students retain the upper hand in their relationship with i
  • Ms. Rodriguez said that before she took Living Deliberately and Existential Despair, she didn’t distinguish technology from education. “I didn’t think education ever went without technology. I think that’s really weird now. You don’t need to adapt every piece of technology to be able to learn better or more,” she said. “It can form this dependency.”
  • The point of college is to help students become independent humans who can choose the gods they serve and the rules they follow rather than allow someone else to choose for them
  • The first step is dethroning the small silicon idol in their pocket — and making space for the uncomfortable silence and questions that follow
Javier E

No rides, but lots of rows: 'reactionary' French theme park plots expansion | France | The Guardian - 0 views

  • Nicolas de Villiers said the theme park – whose subject matter includes Clovis, king of the Franks, and a new €20m (£17m) show about the birth of modern cinema – was not about politics. He said: “What we want when an audience leaves our shows – which are works of art and were never history lessons – is to feel better and bigger, because the hero has brought some light into their hearts … Puy du Fou is more about legends than a history book.”
  • He said the park’s trademark high-drama historical extravaganzas worked because, at a time of global crisis, people had a hunger to understand their roots and traditions. “The artistic language we invented corresponds to the era we live in. People have a thirst for their roots, a thirst to understand what made them what they are today, which means their civilisation. They want to understand what went before them.” He called it a “profound desire to rediscover who we are”.
  • e added: “People who come here don’t have an ideology, they come here and say it’s beautiful, it’s good, I liked it.”
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  • Guillaume Lancereau, Max Weber fellow at the European University Institute in Florence, was part of a group of historians who published the book Puy du Faux (Puy of Fakes), analysing the park’s take on history. They viewed the park as having a Catholic slant, questionable depictions of nobility and a presentation of rural peasants as unchanged through the ages.
  • Lancereau did not question the park’s entertainment value. But he said: “Professional historians have repeatedly criticised the park for taking liberties with historical events and characters and, more importantly, for distorting the past to serve a nationalistic, religious and conservative political agenda. This raises important questions about the contemporary entanglement between entertainment, collective memory and politically oriented historical production …
  • “At a time when increasing numbers of undergraduates are acquiring their historical knowledge from popular culture and historical reenactments, the Puy du Fou’s considerable expansion calls for further investigation of a phenomenon that appears to be influencing the making of historical memory in contemporary Europe.”
  • Outside the park’s musketeers show, André, 76, had driven 650km (400 miles) from Burgundy with his wife and grandson. “We came because we’re interested in history,” he said. “The shows are technically brilliant and really make you think. You can tell it’s a bit on the right – the focus on war, warriors and anti-revolution – but I don’t think that matters.”
Javier E

Opinion | The Last Thatcherite - The New York Times - 0 views

  • The world has just witnessed one of the most extraordinary political immolations of recent times. Animated by faith in a fantasy version of the free market, Prime Minister Liz Truss of Britain set off a sequence of events that has forced her to fire her chancellor of the Exchequer, Kwasi Kwarteng, and led her to the brink of being ousted by her own party.
  • There’s something tragicomic, if not tragic, about capitalist revolutionaries Ms. Truss and Mr. Kwarteng laid low by the mechanisms of capitalism itself. Ms. Truss and Mr. Kwarteng may be the last of the Thatcherites, defeated by the very system they believed they were acting in fidelity to.
  • Thatcherism began in the 1970s. Defined early as the belief in “the free economy and the strong state,” Thatcherism condemned the postwar British welfare economy and sought to replace it with virtues of individual enterprise and religious morality.
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  • Over the subsequent four decades, Thatcherites at think tanks like the Institute of Economic Affairs and the Centre for Policy Studies (which Margaret Thatcher helped set up) described the struggle against both the Labour Party and the broader persistence of Socialism in the Communist and non-Communist world as a “war of ideas.”
  • Thatcherites, known collectively as the ultras, gained fresh blood in the 2010s as a group of Gen Xers too young to experience Thatcherism in its insurgent early years — including the former home secretary Priti Patel, the former foreign secretary Dominic Raab, the former minister of state for universities Chris Skidmore, Mr. Kwarteng and Ms. Truss — attempted to reboot her ideology for the new millennium.
  • They followed their idol not only in her antagonism to organized labor but also in her less-known fascination with Asian capitalism. In 2012’s “Britannia Unchained,” a book co-written by the group that remains a Rosetta Stone for the policy surprises of the last month, they slammed the Britons for their eroded work ethic and “culture of excuses” and the “cosseted” public sector unions. They praised China, South Korea, Singapore and Hong Kon
  • “Britannia Unchained” expressed a desire to go back to the future by restoring Victorian values of hard work, self-improvement and bootstrapping.
  • While the Gen X Thatcherites didn’t scrimp on data, they also saw something ineffable at the root of British malaise. “Beyond the statistics and economic theories,” they wrote, “there remains a sense in which many of Britain’s problems lie in the sphere of cultural values and mind-set.”
  • As Thatcher herself put it, “Economics are the method; the object is to change the heart and soul.” Britain needed a leap of faith to restore itself.
  • Ms. Truss and Mr. Kwarteng seemed to have believed that by patching together all of the most radical policies of Thatcherism (while conveniently dropping the need for spending cuts), they would be incanting a kind of magic spell, an “Open sesame” for “global Britain.” This was their Reagan moment, their moment when, as their favorite metaphors put it, a primordial repressed force would be “unchained,” “unleashed” or “unshackled.”But as a leap of faith, it broke the diver’s neck.
  • the money markets were not waiting for an act of faith in Laffer Curve fundamentalism after all. This was “Reaganism without the dollar.” Without the confidence afforded to the global reserve currency, the pound went into free fall.
  • ince the 1970s, the world of think tanks had embraced a framing of the world in terms of discrete spaces that could become what they called laboratories for new policies
  • The mini-budget subjected the entire economy to experimental treatment. This was put in explicit terms in a celebratory post by a Tory journalist and think tanker claiming that Ms. Truss and Mr. Kwarteng had been “incubated” by the Institute of Economic Affairs in their early years and “Britain is now their laboratory.”
  • The scientists at the bench discovered that the money markets would not only punish left-wing experiments in changing the balance between states and markets, but they were also sensitive to experiments that pushed too far to the right. A cowed Ms. Truss apologized, and Mr. Kwarteng’s successor has reversed almost all of the planned cuts and limited the term for energy supports.
Javier E

How a dose of MDMA transformed a white supremacist - BBC Future - 0 views

  • February 2020, Harriet de Wit, a professor of psychiatry and behavioural science at the University of Chicago, was running an experiment on whether the drug MDMA increased the pleasantness of social touch in healthy volunteers
  • The latest participant in the double-blind trial, a man named Brendan, had filled out a standard questionnaire at the end. Strangely, at the very bottom of the form, Brendan had written in bold letters: "This experience has helped me sort out a debilitating personal issue. Google my name. I now know what I need to do."
  • They googled Brendan's name, and up popped a disturbing revelation: until just a couple of months before, Brendan had been the leader of the US Midwest faction of Identity Evropa, a notorious white nationalist group rebranded in 2019 as the American Identity Movement. Two months earlier, activists at Chicago Antifascist Action had exposed Brendan's identity, and he had lost his job.
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  • "Go ask him what he means by 'I now know what I need to do,'" she instructed Bremmer. "If it's a matter of him picking up an automatic rifle or something, we have to intervene."
  • As he clarified to Bremmer, love is what he had just realised he had to do. "Love is the most important thing," he told the baffled research assistant. "Nothing matters without
  • When de Wit recounted this story to me nearly two years after the fact, she still could hardly believe it. "Isn't that amazing?" she said. "It's what everyone says about this damn drug, that it makes people feel love. To think that a drug could change somebody's beliefs and thoughts without any expectations – it's mind-boggling."
  • Over the past few years, I've been investigating the scientific research and medical potential of MDMA for a book called "I Feel Love: MDMA and the Quest for Connection in a Fractured World". I learnt how this once-vilified drug is now remerging as a therapeutic agent – a role it previously played in the 1970s and 1980s, prior to its criminalisation
  • He attended the notorious "Unite the Right" rally in Charlottesville and quickly rose up the ranks of his organisation, first becoming the coordinator for Illinois and then the entire Midwest. He travelled to Europe and around the US to meet other white nationalist groups, with the ultimate goal of taking the movement mainstream
  • some researchers have begun to wonder if it could be an effective tool for pushing people who are already somehow primed to reconsider their ideology toward a new way of seeing things
  • While MDMA cannot fix societal-level drivers of prejudice and disconnection, on an individual basis it can make a difference. In certain cases, the drug may even be able to help people see through the fog of discrimination and fear that divides so many of us.
  • in December 2021 I paid Brendan a visit
  • What I didn't expect was how ordinary the 31-year-old who answered the door would appear to be: blue plaid button-up shirt, neatly cropped hair, and a friendly smile.
  • Brendan grew up in an affluent Chicago suburb in an Irish Catholic family. He leaned liberal in high school but got sucked into white nationalism at the University of Illinois Urbana-Champaign, where he joined a fraternity mostly composed of conservative Republican men, began reading antisemitic conspiracy books, and fell down a rabbit hole of racist, sexist content online. Brendan was further emboldened by the populist rhetoric of Donald Trump during his presidential campaign. "His speech talking about Mexicans being rapists, the fixation on the border wall and deporting everyone, the Muslim ban – I didn't really get white nationalism until Trump started running for president," Brendan said.
  • If this comes to pass, MDMA – and other psychedelics-assisted therapy – could transform the field of mental health through widespread clinical use in the US and beyond, for addressing trauma and possibly other conditions as well, including substance use disorders, depression and eating disorders.
  • A group of anti-fascist activists published identifying information about him and more than 100 other people in Identity Evropa. He was immediately fired from his job and ostracised by his siblings and friends outside white nationalism.
  • When Brendan saw a Facebook ad in early 2020 for some sort of drug trial at the University of Chicago, he decided to apply just to have something to do and to earn a little money
  • At the time, Brendan was "still in the denial stage" following his identity becoming public, he said. He was racked with regret – not over his bigoted views, which he still held, but over the missteps that had landed him in this predicament.
  • About 30 minutes after taking the pill, he started to feel peculiar. "Wait a second – why am I doing this? Why am I thinking this way?" he began to wonder. "Why did I ever think it was okay to jeopardise relationships with just about everyone in my life?"
  • Just then, Bremmer came to collect Brendan to start the experiment. Brendan slid into an MRI, and Bremmer started tickling his forearm with a brush and asked him to rate how pleasant it felt. "I noticed it was making me happier – the experience of the touch," Brendan recalled. "I started progressively rating it higher and higher." As he relished in the pleasurable feeling, a single, powerful word popped into his mind: connection.
  • It suddenly seemed so obvious: connections with other people were all that mattered. "This is stuff you can't really put into words, but it was so profound," Brendan said. "I conceived of my relationships with other people not as distinct boundaries with distinct entities, but more as we-are-all-on
  • I realised I'd been fixated on stuff that doesn't really matter, and is just so messed up, and that I'd been totally missing the point. I hadn't been soaking up the joy that life has to offer."
  • Brendan hired a diversity, equity, and inclusion consultant to advise him, enrolled in therapy, began meditating, and started working his way through a list of educational books. S still regularly communicates with Brendan and, for his part, thinks that Brendan is serious in his efforts to change
  • "I think he is trying to better himself and work on himself, and I do think that experience with MDMA had an impact on him. It's been a touchstone for growth, and over time, I think, the reflection on that experience has had a greater impact on him than necessarily the experience itself."
  • Brendan is still struggling, though, to make the connections with others that he craves. When I visited him, he'd just spent Thanksgiving alone
  • He also has not completely abandoned his bigoted ideology, and is not sure that will ever be possible. "There are moments when I have racist or antisemitic thoughts, definitely," he said. "But now I can recognise that those kinds of thought patterns are harming me more than anyone else."
  • it's not without precedent. In the 1980s, for example, an acquaintance of early MDMA-assisted therapy practitioner Requa Greer administered the drug to a pilot who had grown up in a racist home and had inherited those views. The pilot had always accepted his bigoted way of thinking as being a normal, accurate reflection of the way things were. MDMA, however, "gave him a clear vision that unexamined racism was both wrong and mean," Greer says
  • Encouraging stories of seemingly spontaneous change appear to be exceptions to the norm, however, and from a neurological point of view, this makes sense
  • Research shows that oxytocin – one of the key hormones that MDMA triggers neurons to release – drives a "tend and defend" response across the animal kingdom. The same oxytocin that causes a mother bear to nurture her newborn, for example, also fuels her rage when she perceives a threat to her cub. In people, oxytocin likewise strengthens caregiving tendencies toward liked members of a person's in-group and strangers perceived to belong to the same group, but it increases hostility toward individuals from disliked groups
  • In a 2010 study published in Science, for example, men who inhaled oxytocin were three times more likely to donate money to members of their team in an economic game, as well as more likely to harshly punish competing players for not donating enough. (Read more: "The surprising downsides of empathy.")
  • According to research published this week in Nature by Johns Hopkins University neuroscientist Gül Dölen, MDMA and other psychedelics – including psilocybin, LSD, ketamine and ibogaine – work therapeutically by reopening a critical period in the brain. Critical periods are finite windows of impressionability that typically occur in childhood, when our brains are more malleable and primed to learn new things
  • Dölen and her colleagues' findings likewise indicate that, without the proper set and setting, MDMA and other psychedelics probably do not reopen critical periods, which means they will not have a spontaneous, revelatory effect for ridding someone of bigoted beliefs.
  • In the West, plenty of members of right-wing authoritarian political movements, including neo-Nazi groups, also have track records of taking MDMA and other psychedelics
  • This suggests, researchers write, that psychedelics are nonspecific, "politically pluripotent" amplifiers of whatever is going on in somebody's head, with no particular directional leaning "on the axes of conservatism-liberalism or authoritarianism-egalitarianism."
  • That said, a growing body of scientific evidence indicates that the human capacity for compassion, kindness, empathy, gratitude, altruism, fairness, trust, and cooperation are core features of our natures
  • As Emory University primatologist Frans de Waal wrote, "Empathy is the one weapon in the human repertoire that can rid us of the curse of xenophobia."
  • Ginsberg also envisions using the drug in workshops aimed at eliminating racism, or as a means of bringing people together from opposite sides of shared cultural histories to help heal intergenerational trauma. "I think all psychedelics have a role to play, but I think MDMA has a particularly key role because you're both expanded and present, heart-open and really able to listen in a new way," Ginsberg says. "That's something really powerful."
  • "If you give MDMA to hard-core haters on each side of an issue, I don't think it'll do a lot of good,"
  • if you start with open-minded people on both sides, then I think it can work. You can improve communications and build empathy between groups, and help people be more capable of analysing the world from a more balanced perspective rather than from fear-based, anxiety-based distrust."
  • In 2021, Ginsberg and Doblin were coauthors on a study investigating the possibility of using ayahuasca – a plant-based psychedelic – in group contexts to bridge divides between Palestinians and Israelis, with positive findings
  • "I kind of have a fantasy that maybe as we get more reacquainted with psychedelics, there could be group-based experiences that build community resiliency and are intentionally oriented toward breaking down barriers between people, having people see things from other perspectives and detribalising our society,
  • "But that's not going to happen on its own. It would have to be intentional, and – if it happens – it would probably take multiple generations."
  • Based on his experience with extremism, Brendan agreed with expert takes that no drug, on its own, will spontaneously change the minds of white supremacists or end political conflict in the US
  • he does think that, with the right framing and mindset, MDMA could be useful for people who are already at least somewhat open to reconsidering their ideologies, just as it was for him. "It helped me see things in a different way that no amount of therapy or antiracist literature ever would have done," he said. "I really think it was a breakthrough experience."
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