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Scientists think the brain's prefrontal cortex processes experiences, using sensory input from the eyes, ears, nose and mouth, sorts them into categories, and tags the various memory fragments with specific associations (smells of home, friends from camp, bugs, a pet, for example). When a memory cue comes in, the brain searches its circuits for related fragments and assembles them like a jigsaw puzzle. Some fragments bring associated fragments along, which is why one old memory often leads to others. Tastes and smells are particularly evocative

Each time people bring up the same memory, those related fragments and circuits become stronger. "When you are 80 years old, remembering your kindergarten days, it's really the memory of a memory of a memory," says Dr. Devi. That may help explain why children's earliest memories are so unstable: Their neural traces are weak and shallow, whereas the few memories we revisit as we get older lay down stronger traces. Still, because the brain is constantly reassembling the fragments, they are vulnerable to distortion.

“Friendship networks dwindle as you get older, so this is an easy and nonawkward way to meet new people,” said Sen Sugano, the development director of Grubwithus. “You have your circle of friends, of course, and the people you work with, but expanding beyond that can be hard.”

Sonar, for example, is a new mobile application that combs a user’s connections on Facebook, Twitter and Foursquare and alerts them if they have any friends in the vicinity.

the company wants to leverage the dozens, or even hundreds, of connections that many people have already made online and see if they can use those to form new, meaningful friendships.

Going back is a creative process. The events of childhood are like the Hebrew alphabet; the vowels are missing, and the older self has to make sense of them

The person going back home has to invent a coherent tradition out of discrete moments and tease out future implications.

"It turns out we are not as good at picking good offers as you might expect, with the average shopper in our experiment only picking 60% of good offers compared to bad. We also found that age had a strong negative affect on the ability to choose good offers, with older people less able to choose good offers over bad ones. We find this latter effect very interesting and would like to do some more research to find out why this may be the case."

The advantage of using fMRI to image the brain while actively making shopping decisions is that it enables us to see how the whole brain responds, including the 'deeper' areas of the brain, such as those associated with emotion and desire. This lets us understand more about what makes an offer appealing: in some cases the choice appears to be more rational, and in other cases we can see emotional circuitry getting involved in the decision-making process".

In particular we are interested in how factors we are unconsciously aware of can override what might be considered the optimal choice based on conscious judgements. We hope this partnership with SBXL will lead to further research in this area."

The United States and many other nations with relatively low taxes and a smaller social safety net actually have substantially lower rates of employment.

In Denmark, someone who enters the labor force at an average salary loses 86 percent of earnings to a combination of taxes and lost eligibility for welfare benefits; that number is only 37 percent in the United States. Yet the percentage of Danes between the ages of 20 and 59 with a job is 10 percentage points higher than in the United States.

In short, more people may work when countries offer public services that directly make working easier, such as subsidized care for children and the old; generous sick leave policies; and cheap and accessible transportation. If the goal is to get more people working, what’s important about a social welfare plan may be more about what the money is spent on than how much is spent.

There are countless differences between Northern European countries and the rest of the world beyond child care policies and the like. The Scandinavian countries may have cultures that encourage more people to work, especially women.

In Scandinavian countries, working parents have the option of heavily subsidized child care. Leave policies make it easy for parents to take off work to care for a sick child. Heavily subsidized public transportation may make it easier for a person in a low-wage job to get to and from work. And free or inexpensive education may make it easier to get the training to move from the unemployment rolls to a job.

In the United States, the major policies aimed at helping the working poor are devised around tax subsidies that put more cash in people’s pockets so long as they work, most notably through the Earned-income tax credit and Child Tax Credit.

There is a solid correlation, by Mr. Kleven’s calculations, between what countries spend on employment subsidies — like child care, preschool and care for older adults — and what percentage of their working-age population is in the labor force.

Collectively, these policies and subsidies create flexibility such that a person on the fence between taking a job versus staying at home to care for children or parents may be more likely to take a job.

, it could mean that more direct aid to the working poor could help coax Americans into the labor force more effectively than the tax credits that have been a mainstay for compromise between Republicans and Democrats for the last generation.

wages for entry-level work are much higher in the Nordic countries than in the United States, reflecting a higher minimum wage, stronger labor unions and cultural norms that lead to higher pay

The employment subsidies Mr. Kleven cites surely help coax more Scandinavians into the work force, Mr. Greenstein agrees, but shouldn’t be viewed in isolation.

Every country has a mix of taxes, welfare benefits and policies to promote work that reflects its politics and culture. In the large, diverse United States, there is deep skepticism of social welfare programs and direct government spending, along with a greater commitment to keeping taxes low.

9. You run into a higher total number of people than would have ever been true of our pre-agrarian hominid ancestors.

. You have the option of spending 90% of your waking hours sitting at a desk – and you often exercise this option.

3. You were raised in some variant of a nuclear family – with less assistance from aunts, uncles, older cousins, and grandparents, than would have been typical of our nomadic ancestors.2. You spend a great deal of time interacting with “screens” and “devices” – having the evolutionarily unprecedented possibility of almost never having to be bored at all. 1. You can eat an entire diet of processed foods – and you live in a world where processed foods (think McDonald’s …) are cheaper and more accessible than natural foods.

You finally appreciate the wisdom of doing so, and you come to recognize that among multiple vantage points and an array of responses to a situation, you really can elect the most positive one.

There’s truth to those old saws about clouds and silver linings and lemonade from lemons. But it can take a good long while to wake up to that: to divine the lessons beneath the clichés and embrace them without feeling like a sap.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“Meanwhile, actual reviews can fall off the first pages of review sites. And consumers rarely read reviews older than three months.”

Your customers are already talking about you,” Mr. Campbell said. “So you can’t just ignore them. Anyway, businesses that engage with their customers are growing.”

He fears using “canned responses that aren’t personal.”

“The minute you see a bad review, look for a shard of truth,”

“I want people to know my true heart,” said Ms. Piercy, who doesn’t want to outsource her review scans either. “And I’m thankful for their feedback.”

“I look at the quality of the review,” she said.

imagine that you are a very desirable user. Your specific desirability rank would have been generated by two figures: whether other desirable people contacted you, and whether other desirable people responded when you contacted them. If you contacted a much less desirable person, their desirability score would rise; if they contacted you and you replied, then your score would fall.

The team had to analyze both first messages and first replies, because, well, men usually make the first move. “A defining feature of heterosexual online dating is that, in the vast majority of cases, it is men who establish the first contact—more than 80 percent of first messages are from men in our data set,” the study says. But “women reply very selectively to the messages they receive from men—their average reply rate is less than 20 percent—so women’s replies … can give us significant insight about who they are interested in.”

It found that—insofar as dating “leagues” are not different tiers of hotness, but a single ascending hierarchy of desirability—then they do seem to exist in the data. But people do not seem universally locked into them—and they can occasionally find success escaping from theirs.

“I mean, everybody knows—and as a sociologist, it’s been shown—that older women have a harder time in the dating market. But I hadn’t expected to see their desirability drop off from the time they’re 18 to the time they’re 65,”

Across the four cities and the thousands of users, consistent patterns around age, race, and education level emerge. White men and Asian women are consistently more desired than other users, while black women rank anomalously lower.

“what we are seeing is overwhelmingly the effect of white preferences,” she cautioned. “This site is predominantly white, 70 percent white. If this was a site that was 20 percent white, we may see a totally different desirability hierarchy.”

And Bruch emphasized that the hierarchy did not just depend on race, age, and education level: Because it is derived from user behavior, it “captures whatever traits people are responding to when they pursue partners. This will include traits like wittiness, genetic factors, or whatever else drives people to message,” she said.

Here are seven other not entirely happy takeaways from Bruch’s study:- In the study, men’s desirability peaks at age 50. But women’s desirability starts high at age 18 and falls throughout their lifespan.

The key, Bruch said, is that “persistence pays off.”“Reply rates [to the average message] are between zero percent and 10 percent,” she told me. Her advice: People should note those extremely low reply rates and send out more greetings.

I was also surprised to see how flat men’s desirability was over the age distribution,” she said. “For men, it peaks around age 40 or 50. Especially in New York.”

“New York is a special case for men,” Bruch told me. “It’s the market with the highest fraction of women. But it’s also about it being an incredibly dense market.”

“Seattle presents the most unfavorable dating climate for men, with as many as two men for every woman in some segments,” the study says

Across all four cities, men and women generally tended to send longer messages to people who were more desirable than them. Women, especially, deployed this strategy.

But the only place it paid off—and the only people for whom it worked with statistically significant success—were men in Seattle. The longest messages in the study were sent by Seattle men, the study says,“and only Seattle men experience a payoff to writing longer messages.”

A more educated man is almost always more desirable, on average: Men with postgraduate degrees outperform men with bachelor’s degrees; men with bachelor’s degrees beat high-school graduates.

“But for women, an undergraduate degree is most desirable,” the study says. “Postgraduate education is associated with decreased desirability among women.

men tended to use less positive language when messaging more desirable women. They may have stumbled upon this strategy through trial and error because “in all four cities, men experience slightly lower reply rates when they write more positively worded messages.”

“The most common behavior for both men and women is to contact members of the opposite sex who on average have roughly the same ranking as themselves,

“The most popular individual in our four cities, a 30-year-old woman living in New York, received 1504 messages during the period of observation,” the study says. This is “equivalent to one message every 30 min, day and night, for the entire month.”

The bones in its hands and feet are curved, “spitting images” of the toes and finger bones that belonged to the ancient Australopithecus, Piper said. These hominids, such as the 3 million-year-old Australopithecus afarensis Lucy, had digits well-suited for climbing.

This species lived at the same time as humans with modern anatomy, who first appeared in the fossil record 200,000 years ago (or perhaps as long as 350,000 years ago). ″We continue to realize that few thousands of years back in time, H. sapiens was definitely not alone on Earth,”

Though these fossils are the oldest in the Philippines, evidence for habitation is even older; 700,000 years ago, ancient butchers on Luzon carved up a rhinoceros with stone tools. Which species did the butchering is unknown.

A few “mammal species you find on Luzon appear to have come from the mainland,” Piper said. The Asian continent is 400 or more miles away through the Luzon strait. But in the Middle Pleistocene, when glacial sheets locked up vast amounts of water, sea levels dropped by as much as 400 feet, Piper said.

“I would just say that when humans could see land or they could smell it or they knew the signs, that birds were coming from it, they sought it out,” he said. “That’s not a Homo sapiens trait. It’s something our ancestors and extinct relatives had.”

The cartoon version of evolution, in which a hunched ape becomes a tall and jaunty biped, suggests a journey with a destination. The reality is messier,

An island’s confines can rapidly spark evolutionary change; Charles Darwin saw this in finches’ beaks.

“Isolation plays games,” Potts said. Homo floresiensis showed anthropologists that an island could be an “odd little laboratory of human evolution,” he said. These bones reinforce that lesson.

“It’s beginning to look like the evolutionary process is really fluid,” Potts said. “And it’s surprising that it is so fluid where each species of Homo may actually be a history or a record.” The result is a fusion of the modern and ancient: molars that could be yours alongside toes with millions-year-old curves.

Fifteen years ago, Hawks said, anthropologists chalked up the worldwide success of Homo sapiens to our modern anatomy. These new discoveries, in far-flung corners, suggest exceptionalism is not built into our brains or skeletons.

“The archaeological record is now showing us that ancient human forms were much more adaptable, and I would say clever, than we imagined,”

“This isn’t ‘Flowers for Algernon,’ where, suddenly, we’re super smart and everyone else in the world is behind us.” Scientists are now plumbing genomes for other clues to Homo sapiens’ survival, looking at our metabolisms or resistance to disease, he said. “I’d say the doors have opened, and we haven’t figured out where they lead.”

It helps greatly in the avoidance of work to be in the company of others who are also waiting for the golden moment. The best place to write is by yourself, because writing becomes an escape from the terrible boredom of your own personality. It's the reason that for years I've favored Switzerland, where I look at the telephone and yearn to hear it ring.

There may be inspired writers for whom the first draft is just right. But anyone who is not certifiably a Milton had better assume that the first draft is a very primitive thing. The reason is simple: Writing is difficult work. Ralph Paine, who managed Fortune in my time, used to say that anyone who said writing was easy was either a bad writer or an unregenerate liar

Thinking, as Voltaire avowed, is also a very tedious thing which men—or women—will do anything to avoid. So all first drafts are deeply flawed by the need to combine composition with thought. Each later draft is less demanding in this regard. Hence the writing can be better

There does come a time when revision is for the sake of change—when one has become so bored with the words that anything that is different looks better. But even then it may be better.

the lesson of Harry Luce. No one who worked for him ever again escaped the feeling that he was there looking over one's shoulder. In his hand was a pencil; down on each page one could expect, any moment, a long swishing wiggle accompanied by the comment: "This can go." Invariably it could. It was written to please the author and not the reader. Or to fill in the space. The gains from brevity are obvious; in most efforts to achieve brevity, it is the worst and dullest that goes. It is the worst and dullest that spoils the rest.

Economics is an example, and within the field of economics the subject of money, with the history of which I have been much concerned, is an especially good case. Any specialist who ventures to write on money with a view to making himself intelligible works under a grave moral hazard. He will be accused of oversimplification. The charge will be made by his fellow professionals, however obtuse or incompetent

Reluctantly, but from a long and terrible experience, I would urge my young writers to avoid all attempts at humor

Only a very foolish man will use a form of language that is wholly uncertain in its effect. That is the nature of humor

Finally, I would come to a matter of much personal interest, intensely self-serving. It concerns the peculiar pitfalls of the writer who is dealing with presumptively difficult or technical matters

as he grew older, he became less and less interested in theory, more and more interested in information.

In the case of economics there are no important propositions that cannot be stated in plain language

Additionally, and especially in the social sciences, much unclear writing is based on unclear or incomplete thought

It is possible with safety to be technically obscure about something you haven't thought out. It is impossible to be wholly clear on something you do not understand. Clarity thus exposes flaws in the thought

Sartre listened to his problem and said simply, ‘You are free, therefore choose — that is to say, invent.’ No signs are vouchsafed in this world, he said. None of the old authorities can relieve you of the burden of freedom. You can weigh up moral or practical considerations as carefully as you like, but ultimately you must take the plunge and do something, and it’s up to you what that something is.

Even if the situation is unbearable — perhaps you are facing execution, or sitting in a Gestapo prison, or about to fall off a cliff — you are still free to decide what to make of it in mind and deed. Starting from where you are now, you choose. And in choosing, you also choose who you will be.

The war had made people realise that they and their fellow humans were capable of departing entirely from civilised norms; no wonder the idea of a fixed human nature seemed questionable.

If this sounds difficult and unnerving, it’s because it is. Sartre does not deny that the need to keep making decisions brings constant anxiety. He heightens this anxiety by pointing out that what you do really matters. You should make your choices as though you were choosing on behalf of the whole of humanity, taking the entire burden of responsibility for how the human race behaves. If you avoid this responsibility by fooling yourself that you are the victim of circumstance or of someone else’s bad advice, you are failing to meet the demands of human life and choosing a fake existence, cut off from your own ‘authenticity’.

Along with the terrifying side of this comes a great promise: Sartre’s existentialism implies that it is possible to be authentic and free, as long as you keep up the effort.

almost all agreed that it was, as an article in Les nouvelles littéraires phrased it, a ‘sickening mixture of philosophic pretentiousness, equivocal dreams, physiological technicalities, morbid tastes and hesitant eroticism … an introspective embryo that one would take distinct pleasure in crushing’.

he offered a philosophy designed for a species that had just scared the hell out of itself, but that finally felt ready to grow up and take responsibility.

In this rebellious world, just as with the Parisian bohemians and Dadaists in earlier generations, everything that was dangerous and provocative was good, and everything that was nice or bourgeois was bad.

Such interweaving of ideas and life had a long pedigree, although the existentialists gave it a new twist. Stoic and Epicurean thinkers in the classical world had practised philosophy as a means of living well, rather than of seeking knowledge or wisdom for their own sake. By reflecting on life’s vagaries in philosophical ways, they believed they could become more resilient, more able to rise above circumstances, and better equipped to manage grief, fear, anger, disappointment or anxiety.

In the tradition they passed on, philosophy is neither a pure intellectual pursuit nor a collection of cheap self-help tricks, but a discipline for flourishing and living a fully human, responsible life.

For Kierkegaard, Descartes had things back to front. In his own view, human existence comes first: it is the starting point for everything we do, not the result of a logical deduction. My existence is active: I live it and choose it, and this precedes any statement I can make about myself.

Studying our own moral genealogy cannot help us to escape or transcend ourselves. But it can enable us to see our illusions more clearly and lead a more vital, assertive existence.

What was needed, he felt, was not high moral or theological ideals, but a deeply critical form of cultural history or ‘genealogy’ that would uncover the reasons why we humans are as we are, and how we came to be that way. For him, all philosophy could even be redefined as a form of psychology, or history.

For those oppressed on grounds of race or class, or for those fighting against colonialism, existentialism offered a change of perspective — literally, as Sartre proposed that all situations be judged according to how they appeared in the eyes of those most oppressed, or those whose suffering was greatest.

She observed that we need not expect moral philosophers to ‘live by’ their ideas in a simplistic way, as if they were following a set of rules. But we can expect them to show how their ideas are lived in. We should be able to look in through the windows of a philosophy, as it were, and see how people occupy it, how they move about and how they conduct themselves.

the existentialists inhabited their historical and personal world, as they inhabited their ideas. This notion of ‘inhabited philosophy’ is one I’ve borrowed from the English philosopher and novelist Iris Murdoch, who wrote the first full-length book on Sartre and was an early adopter of existentialism

What is existentialism anyway?

An existentialist who is also phenomenological provides no easy rules for dealing with this condition, but instead concentrates on describing lived experience as it presents itself. — By describing experience well, he or she hopes to understand this existence and awaken us to ways of living more authentic lives.

Existentialists concern themselves with individual, concrete human existence. — They consider human existence different from the kind of being other things have. Other entities are what they are, but as a human I am whatever I choose to make of myself at every moment. I am free — — and therefore I’m responsible for everything I do, a dizzying fact which causes — an anxiety inseparable from human existence itself.

On the other hand, I am only free within situations, which can include factors in my own biology and psychology as well as physical, historical and social variables of the world into which I have been thrown. — Despite the limitations, I always want more: I am passionately involved in personal projects of all kinds. — Human existence is thus ambiguous: at once boxed in by borders and yet transcendent and exhilarating. —

The first part of this is straightforward: a phenomenologist’s job is to describe. This is the activity that Husserl kept reminding his students to do. It meant stripping away distractions, habits, clichés of thought, presumptions and received ideas, in order to return our attention to what he called the ‘things themselves’. We must fix our beady gaze on them and capture them exactly as they appear, rather than as we think they are supposed to be.

Husserl therefore says that, to phenomenologically describe a cup of coffee, I should set aside both the abstract suppositions and any intrusive emotional associations. Then I can concentrate on the dark, fragrant, rich phenomenon in front of me now. This ‘setting aside’ or ‘bracketing out’ of speculative add-ons Husserl called epoché — a term borrowed from the ancient Sceptics,

The point about rigour is crucial; it brings us back to the first half of the command to describe phenomena. A phenomenologist cannot get away with listening to a piece of music and saying, ‘How lovely!’ He or she must ask: is it plaintive? is it dignified? is it colossal and sublime? The point is to keep coming back to the ‘things themselves’ — phenomena stripped of their conceptual baggage — so as to bail out weak or extraneous material and get to the heart of the experience.

Husserlian ‘bracketing out’ or epoché allows the phenomenologist to temporarily ignore the question ‘But is it real?’, in order to ask how a person experiences his or her world. Phenomenology gives a formal mode of access to human experience. It lets philosophers talk about life more or less as non-philosophers do, while still being able to tell themselves they are being methodical and rigorous.

Besides claiming to transform the way we think about reality, phenomenologists promised to change how we think about ourselves. They believed that we should not try to find out what the human mind is, as if it were some kind of substance. Instead, we should consider what it does, and how it grasps its experiences.

For Brentano, this reaching towards objects is what our minds do all the time. Our thoughts are invariably of or about something, he wrote: in love, something is loved, in hatred, something is hated, in judgement, something is affirmed or denied. Even when I imagine an object that isn’t there, my mental structure is still one of ‘about-ness’ or ‘of-ness’.

Except in deepest sleep, my mind is always engaged in this aboutness: it has ‘intentionality’. Having taken the germ of this from Brentano, Husserl made it central to his whole philosophy.

Husserl saw in the idea of intentionality a way to sidestep two great unsolved puzzles of philosophical history: the question of what objects ‘really’ are, and the question of what the mind ‘really’ is. By doing the epoché and bracketing out all consideration of reality from both topics, one is freed to concentrate on the relationship in the middle. One can apply one’s descriptive energies to the endless dance of intentionality that takes place in our lives: the whirl of our minds as they seize their intended phenomena one after the other and whisk them around the floor,

Understood in this way, the mind hardly is anything at all: it is its aboutness. This makes the human mind (and possibly some animal minds) different from any other naturally occurring entity. Nothing else can be as thoroughly about or of things as the mind is:

Some Eastern meditation techniques aim to still this scurrying creature, but the extreme difficulty of this shows how unnatural it is to be mentally inert. Left to itself, the mind reaches out in all directions as long as it is awake — and even carries on doing it in the dreaming phase of its sleep.

a mind that is experiencing nothing, imagining nothing, or speculating about nothing can hardly be said to be a mind at all.

Three simple ideas — description, phenomenon, intentionality — provided enough inspiration to keep roomfuls of Husserlian assistants busy in Freiburg for decades. With all of human existence awaiting their attention, how could they ever run out of things to do?

For Sartre, this gives the mind an immense freedom. If we are nothing but what we think about, then no predefined ‘inner nature’ can hold us back. We are protean.

way of this interpretation. Real, not real; inside, outside; what difference did it make? Reflecting on this, Husserl began turning his phenomenology into a branch of ‘idealism’ — the philosophical tradition which denied external reality and defined everything as a kind of private hallucination.

For Sartre, if we try to shut ourselves up inside our own minds, ‘in a nice warm room with the shutters closed’, we cease to exist. We have no cosy home: being out on the dusty road is the very definition of what we are.

One might think that, if Heidegger had anything worth saying, he could have communicated it in ordinary language. The fact is that he does not want to be ordinary, and he may not even want to communicate in the usual sense. He wants to make the familiar obscure, and to vex us. George Steiner thought that Heidegger’s purpose was less to be understood than to be experienced through a ‘felt strangeness’.

He takes Dasein in its most ordinary moments, then talks about it in the most innovative way he can. For Heidegger, Dasein’s everyday Being is right here: it is Being-in-the-world, or In-der-Welt-sein. The main feature of Dasein’s everyday Being-in-the-world right here is that it is usually busy doing something.

Thus, for Heidegger, all Being-in-the-world is also a ‘Being-with’ or Mitsein. We cohabit with others in a ‘with-world’, or Mitwelt. The old philosophical problem of how we prove the existence of other minds has now vanished. Dasein swims in the with-world long before it wonders about other minds.

Sometimes the best-educated people were those least inclined to take the Nazis seriously, dismissing them as too absurd to last. Karl Jaspers was one of those who made this mistake, as he later recalled, and Beauvoir observed similar dismissive attitudes among the French students in Berlin.

In any case, most of those who disagreed with Hitler’s ideology soon learned to keep their view to themselves. If a Nazi parade passed on the street, they would either slip out of view or give the obligatory salute like everyone else, telling themselves that the gesture meant nothing if they did not believe in it. As the psychologist Bruno Bettelheim later wrote of this period, few people will risk their life for such a small thing as raising an arm — yet that is how one’s powers of resistance are eroded away, and eventually one’s responsibility and integrity go with them.

for Arendt, if you do not respond adequately when the times demand it, you show a lack of imagination and attention that is as dangerous as deliberately committing an abuse. It amounts to disobeying the one command she had absorbed from Heidegger in those Marburg days: Think!

‘Everything takes place under a kind of anaesthesia. Objectively dreadful events produce a thin, puny emotional response. Murders are committed like schoolboy pranks. Humiliation and moral decay are accepted like minor incidents.’ Haffner thought modernity itself was partly to blame: people had become yoked to their habits and to mass media, forgetting to stop and think, or to disrupt their routines long enough to question what was going on.

Heidegger’s former lover and student Hannah Arendt would argue, in her 1951 study The Origins of Totalitarianism, that totalitarian movements thrived at least partly because of this fragmentation in modern lives, which made people more vulnerable to being swept away by demagogues. Elsewhere, she coined the phrase ‘the banality of evil’ to describe the most extreme failures of personal moral awareness.

His communicative ideal fed into a whole theory of history: he traced all civilisation to an ‘Axial Period’ in the fifth century BC, during which philosophy and culture exploded simultaneously in Europe, the Middle East and Asia, as though a great bubble of minds had erupted from the earth’s surface. ‘True philosophy needs communion to come into existence,’ he wrote, and added, ‘Uncommunicativeness in a philosopher is virtually a criterion of the untruth of his thinking.’

The idea of being called to authenticity became a major theme in later existentialism, the call being interpreted as saying something like ‘Be yourself!’, as opposed to being phony. For Heidegger, the call is more fundamental than that. It is a call to take up a self that you didn’t know you had: to wake up to your Being. Moreover, it is a call to action. It requires you to do something: to take a decision of some sort.

Being and Time contained at least one big idea that should have been of use in resisting totalitarianism. Dasein, Heidegger wrote there, tends to fall under the sway of something called das Man or ‘the they’ — an impersonal entity that robs us of the freedom to think for ourselves. To live authentically requires resisting or outwitting this influence, but this is not easy because das Man is so nebulous. Man in German does not mean ‘man’ as in English (that’s der Mann), but a neutral abstraction, something like ‘one’ in the English phrase ‘one doesn’t do that’,

for Heidegger, das Man is me. It is everywhere and nowhere; it is nothing definite, but each of us is it. As with Being, it is so ubiquitous that it is difficult to see. If I am not careful, however, das Man takes over the important decisions that should be my own. It drains away my responsibility or ‘answerability’. As Arendt might put it, we slip into banality, failing to think.

Jaspers focused on what he called Grenzsituationen — border situations, or limit situations. These are the moments when one finds oneself constrained or boxed in by what is happening, but at the same time pushed by these events towards the limits or outer edge of normal experience. For example, you might have to make a life-or-death choice, or something might remind you suddenly of your mortality,

Jaspers’ interest in border situations probably had much to do with his own early confrontation with mortality. From childhood, he had suffered from a heart condition so severe that he always expected to die at any moment. He also had emphysema, which forced him to speak slowly, taking long pauses to catch his breath. Both illnesses meant that he had to budget his energies with care in order to get his work done without endangering his life.

If I am to resist das Man, I must become answerable to the call of my ‘voice of conscience’. This call does not come from God, as a traditional Christian definition of the voice of conscience might suppose. It comes from a truly existentialist source: my own authentic self. Alas, this voice is one I do not recognise and may not hear, because it is not the voice of my habitual ‘they-self’. It is an alien or uncanny version of my usual voice. I am familiar with my they-self, but not with my unalienated voice — so, in a weird twist, my real voice is the one that sounds strangest to me.

Marcel developed a strongly theological branch of existentialism. His faith distanced him from both Sartre and Heidegger, but he shared a sense of how history makes demands on individuals. In his essay ‘On the Ontological Mystery’, written in 1932 and published in the fateful year of 1933, Marcel wrote of the human tendency to become stuck in habits, received ideas, and a narrow-minded attachment to possessions and familiar scenes. Instead, he urged his readers to develop a capacity for remaining ‘available’ to situations as they arise. Similar ideas of disponibilité or availability had been explored by other writers,

Marcel made it his central existential imperative. He was aware of how rare and difficult it was. Most people fall into what he calls ‘crispation’: a tensed, encrusted shape in life — ‘as though each one of us secreted a kind of shell which gradually hardened and imprisoned him’.

Bettelheim later observed that, under Nazism, only a few people realised at once that life could not continue unaltered: these were the ones who got away quickly. Bettelheim himself was not among them. Caught in Austria when Hitler annexed it, he was sent first to Dachau and then to Buchenwald, but was then released in a mass amnesty to celebrate Hitler’s birthday in 1939 — an extraordinary reprieve, after which he left at once for America.

we are used to reading philosophy as offering a universal message for all times and places — or at least as aiming to do so. But Heidegger disliked the notion of universal truths or universal humanity, which he considered a fantasy. For him, Dasein is not defined by shared faculties of reason and understanding, as the Enlightenment philosophers thought. Still less is it defined by any kind of transcendent eternal soul, as in religious tradition. We do not exist on a higher, eternal plane at all. Dasein’s Being is local: it has a historical situation, and is constituted in time and place.

For Marcel, learning to stay open to reality in this way is the philosopher’s prime job. Everyone can do it, but the philosopher is the one who is called on above all to stay awake, so as to be the first to sound the alarm if something seems wrong.

Second, it also means understanding that we are historical beings, and grasping the demands our particular historical situation is making on us. In what Heidegger calls ‘anticipatory resoluteness’, Dasein discovers ‘that its uttermost possibility lies in giving itself up’. At that moment, through Being-towards-death and resoluteness in facing up to one’s time, one is freed from the they-self and attains one’s true, authentic self.

If we are temporal beings by our very nature, then authentic existence means accepting, first, that we are finite and mortal. We will die: this all-important realisation is what Heidegger calls authentic ‘Being-towards-Death’, and it is fundamental to his philosophy.

Hannah Arendt, instead, left early on: she had the benefit of a powerful warning. Just after the Nazi takeover, in spring 1933, she had been arrested while researching materials on anti-Semitism for the German Zionist Organisation at Berlin’s Prussian State Library. Her apartment was searched; both she and her mother were locked up briefly, then released. They fled, without stopping to arrange travel documents. They crossed to Czechoslovakia (then still safe) by a method that sounds almost too fabulous to be true: a sympathetic German family on the border had a house with its front door in Germany and its back door in Czechoslovakia. The family would invite people for dinner, then let them leave through the back door at night.

As Sartre argued in his 1943 review of The Stranger, basic phenomenological principles show that experience comes to us already charged with significance. A piano sonata is a melancholy evocation of longing. If I watch a soccer match, I see it as a soccer match, not as a meaningless scene in which a number of people run around taking turns to apply their lower limbs to a spherical object. If the latter is what I’m seeing, then I am not watching some more essential, truer version of soccer; I am failing to watch it properly as soccer at all.

Much as they liked Camus personally, neither Sartre nor Beauvoir accepted his vision of absurdity. For them, life is not absurd, even when viewed on a cosmic scale, and nothing can be gained by saying it is. Life for them is full of real meaning, although that meaning emerges differently for each of us.

For Sartre, we show bad faith whenever we portray ourselves as passive creations of our race, class, job, history, nation, family, heredity, childhood influences, events, or even hidden drives in our subconscious which we claim are out of our control. It is not that such factors are unimportant: class and race, in particular, he acknowledged as powerful forces in people’s lives, and Simone de Beauvoir would soon add gender to that list.

Sartre takes his argument to an extreme point by asserting that even war, imprisonment or the prospect of imminent death cannot take away my existential freedom. They form part of my ‘situation’, and this may be an extreme and intolerable situation, but it still provides only a context for whatever I choose to do next. If I am about to die, I can decide how to face that death. Sartre here resurrects the ancient Stoic idea that I may not choose what happens to me, but I can choose what to make of it, spiritually speaking.

But the Stoics cultivated indifference in the face of terrible events, whereas Sartre thought we should remain passionately, even furiously engaged with what happens to us and with what we can achieve. We should not expect freedom to be anything less than fiendishly difficult.

Freedom does not mean entirely unconstrained movement, and it certainly does not mean acting randomly. We often mistake the very things that enable us to be free — context, meaning, facticity, situation, a general direction in our lives — for things that define us and take away our freedom. It is only with all of these that we can be free in a real sense.

Nor did he mean that privileged groups have the right to pontificate to the poor and downtrodden about the need to ‘take responsibility’ for themselves. That would be a grotesque misreading of Sartre’s point, since his sympathy in any encounter always lay with the more oppressed side. But for each of us — for me — to be in good faith means not making excuses for myself.

Camus’ novel gives us a deliberately understated vision of heroism and decisive action compared to those of Sartre and Beauvoir. One can only do so much. It can look like defeatism, but it shows a more realistic perception of what it takes to actually accomplish difficult tasks like liberating one’s country.

Camus just kept returning to his core principle: no torture, no killing — at least not with state approval. Beauvoir and Sartre believed they were taking a more subtle and more realistic view. If asked why a couple of innocuous philosophers had suddenly become so harsh, they would have said it was because the war had changed them in profound ways. It had shown them that one’s duties to humanity could be more complicated than they seemed. ‘The war really divided my life in two,’ Sartre said later.

Poets and artists ‘let things be’, but they also let things come out and show themselves. They help to ease things into ‘unconcealment’ (Unverborgenheit), which is Heidegger’s rendition of the Greek term alētheia, usually translated as ‘truth’. This is a deeper kind of truth than the mere correspondence of a statement to reality, as when we say ‘The cat is on the mat’ and point to a mat with a cat on it. Long before we can do this, both cat and mat must ‘stand forth out of concealedness’. They must un-hide themselves.

Heidegger does not use the word ‘consciousness’ here because — as with his earlier work — he is trying to make us think in a radically different way about ourselves. We are not to think of the mind as an empty cavern, or as a container filled with representations of things. We are not even supposed to think of it as firing off arrows of intentional ‘aboutness’, as in the earlier phenomenology of Brentano. Instead, Heidegger draws us into the depths of his Schwarzwald, and asks us to imagine a gap with sunlight filtering in. We remain in the forest, but we provide a relatively open spot where other beings can bask for a moment. If we did not do this, everything would remain in the thickets, hidden even to itself.

The astronomer Carl Sagan began his 1980 television series Cosmos by saying that human beings, though made of the same stuff as the stars, are conscious and are therefore ‘a way for the cosmos to know itself’. Merleau-Ponty similarly quoted his favourite painter Cézanne as saying, ‘The landscape thinks itself in me, and I am its consciousness.’ This is something like what Heidegger thinks humanity contributes to the earth. We are not made of spiritual nothingness; we are part of Being, but we also bring something unique with us. It is not much: a little open space, perhaps with a path and a bench like the one the young Heidegger used to sit on to do his homework. But through us, the miracle occurs.

Beauty aside, Heidegger’s late writing can also be troubling, with its increasingly mystical notion of what it is to be human. If one speaks of a human being mainly as an open space or a clearing, or a means of ‘letting beings be’ and dwelling poetically on the earth, then one doesn’t seem to be talking about any recognisable person. The old Dasein has become less human than ever. It is now a forestry feature.

Even today, Jaspers, the dedicated communicator, is far less widely read than Heidegger, who has influenced architects, social theorists, critics, psychologists, artists, film-makers, environmental activists, and innumerable students and enthusiasts — including the later deconstructionist and post-structuralist schools, which took their starting point from his late thinking. Having spent the late 1940s as an outsider and then been rehabilitated, Heidegger became the overwhelming presence in university philosophy all over the European continent from then on.

As Levinas reflected on this experience, it helped to lead him to a philosophy that was essentially ethical, rather than ontological like Heidegger’s. He developed his ideas from the work of Jewish theologian Martin Buber, whose I and Thou in 1923 had distinguished between my relationship with an impersonal ‘it’ or ‘them’, and the direct personal encounter I have with a ‘you’. Levinas took it further: when I encounter you, we normally meet face-to-face, and it is through your face that you, as another person, can make ethical demands on me. This is very different from Heidegger’s Mitsein or Being-with, which suggests a group of people standing alongside one another, shoulder to shoulder as if in solidarity — perhaps as a unified nation or Volk.

For Levinas, we literally face each other, one individual at a time, and that relationship becomes one of communication and moral expectation. We do not merge; we respond to one another. Instead of being co-opted into playing some role in my personal drama of authenticity, you look me in the eyes — and you remain Other. You remain you.

This relationship is more fundamental than the self, more fundamental than consciousness, more fundamental even than Being — and it brings an unavoidable ethical obligation. Ever since Husserl, phenomenologists and existentialists had being trying to stretch the definition of existence to incorporate our social lives and relationships. Levinas did more: he turned philosophy around entirely so that these relationships were the foundation of our existence, not an extension of it.

Her last work, The Need for Roots, argues, among other things, that none of us has rights, but each one of us has a near-infinite degree of duty and obligation to the other. Whatever the underlying cause of her death — and anorexia nervosa seems to have been involved — no one could deny that she lived out her philosophy with total commitment. Of all the lives touched on in this book, hers is surely the most profound and challenging application of Iris Murdoch’s notion that a philosophy can be ‘inhabited’.

Other thinkers took radical ethical turns during the war years. The most extreme was Simone Weil, who actually tried to live by the principle of putting other people’s ethical demands first. Having returned to France after her travels through Germany in 1932, she had worked in a factory so as to experience the degrading nature of such work for herself. When France fell in 1940, her family fled to Marseilles (against her protests), and later to the US and to Britain. Even in exile, Weil made extraordinary sacrifices. If there were people in the world who could not sleep in a bed, she would not do so either, so she slept on the floor.

The mystery tradition had roots in Kierkegaard’s ‘leap of faith’. It owed much to the other great nineteenth-century mystic of the impossible, Dostoevsky, and to older theological notions. But it also grew from the protracted trauma that was the first half of the twentieth century. Since 1914, and especially since 1939, people in Europe and elsewhere had come to the realisation that we cannot fully know or trust ourselves; that we have no excuses or explanations for what we do — and yet that we must ground our existence and relationships on something firm, because otherwise we cannot survive.

One striking link between these radical ethical thinkers, all on the fringes of our main story, is that they had religious faith. They also granted a special role to the notion of ‘mystery’ — that which cannot be known, calculated or understood, especially when it concerns our relationships with each other. Heidegger was different from them, since he rejected the religion he grew up with and had no real interest in ethics — probably as a consequence of his having no real interest in the human.

Meanwhile, the Christian existentialist Gabriel Marcel was also still arguing, as he had since the 1930s, that ethics trumps everything else in philosophy and that our duty to each other is so great as to play the role of a transcendent ‘mystery’. He too had been led to this position partly by a wartime experience: during the First World War he had worked for the Red Cross’ Information Service, with the unenviable job of answering relatives’ inquiries about missing soldiers. Whenever news came, he passed it on, and usually it was not good. As Marcel later said, this task permanently inoculated him against warmongering rhetoric of any kind, and it made him aware of the power of what is unknown in our lives.

As the play’s much-quoted and frequently misunderstood final line has it: ‘Hell is other people.’ Sartre later explained that he did not mean to say that other people were hellish in general. He meant that after death we become frozen in their view, unable any longer to fend off their interpretation. In life, we can still do something to manage the impression we make; in death, this freedom goes and we are left entombed in other’s people’s memories and perceptions.

We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control. In Beauvoir’s view, existentialism is the philosophy that best enables us to do this, because it concerns itself so deeply with both freedom and contingency. It acknowledges the radical and terrifying scope of our freedom in life, but also the concrete influences that other philosophies tend to ignore: history, the body, social relationships and the environment.

The aspects of our existence that limit us, Merleau-Ponty says, are the very same ones that bind us to the world and give us scope for action and perception. They make us what we are. Sartre acknowledged the need for this trade-off, but he found it more painful to accept. Everything in him longed to be free of bonds, of impediments and limitations

Of course we have to learn this skill of interpreting and anticipating the world, and this happens in early childhood, which is why Merleau-Ponty thought child psychology was essential to philosophy. This is an extraordinary insight. Apart from Rousseau, very few philosophers before him had taken childhood seriously; most wrote as though all human experience were that of a fully conscious, rational, verbal adult who has been dropped into this world from the sky — perhaps by a stork.

For Merleau-Ponty, we cannot understand our experience if we don’t think of ourselves in part as overgrown babies. We fall for optical illusions because we once learned to see the world in terms of shapes, objects and things relevant to our own interests. Our first perceptions came to us in tandem with our first active experiments in observing the world and reaching out to explore it, and are still linked with those experiences.

Another factor in all of this, for Merleau-Ponty, is our social existence: we cannot thrive without others, or not for long, and we need this especially in early life. This makes solipsistic speculation about the reality of others ridiculous; we could never engage in such speculation if we hadn’t already been formed by them.

As Descartes could have said (but didn’t), ‘I think, therefore other people exist.’ We grow up with people playing with us, pointing things out, talking, listening, and getting us used to reading emotions and movements; this is how we become capable, reflective, smoothly integrated beings.

In general, Merleau-Ponty thinks human experience only makes sense if we abandon philosophy’s time-honoured habit of starting with a solitary, capsule-like, immobile adult self, isolated from its body and world, which must then be connected up again — adding each element around it as though adding clothing to a doll. Instead, for him, we slide from the womb to the birth canal to an equally close and total immersion in the world. That immersion continues as long as we live, although we may also cultivate the art of partially withdrawing from time to time when we want to think or daydream.

When he looks for his own metaphor to describe how he sees consciousness, he comes up with a beautiful one: consciousness, he suggests, is like a ‘fold’ in the world, as though someone had crumpled a piece of cloth to make a little nest or hollow. It stays for a while, before eventually being unfolded and smoothed away. There is something seductive, even erotic, in this idea of my conscious self as an improvised pouch in the cloth of the world. I still have my privacy — my withdrawing room. But I am part of the world’s fabric, and I remain formed out of it for as long as I am here.

By the time of these works, Merleau-Ponty is taking his desire to describe experience to the outer limits of what language can convey. Just as with the late Husserl or Heidegger, or Sartre in his Flaubert book, we see a philosopher venturing so far from shore that we can barely follow. Emmanuel Levinas would head out to the fringes too, eventually becoming incomprehensible to all but his most patient initiates.

Sartre once remarked — speaking of a disagreement they had about Husserl in 1941 — that ‘we discovered, astounded, that our conflicts had, at times, stemmed from our childhood, or went back to the elementary differences of our two organisms’. Merleau-Ponty also said in an interview that Sartre’s work seemed strange to him, not because of philosophical differences, but because of a certain ‘register of feeling’, especially in Nausea, that he could not share. Their difference was one of temperament and of the whole way the world presented itself to them.

The two also differed in their purpose. When Sartre writes about the body or other aspects of experience, he generally does it in order to make a different point. He expertly evokes the grace of his café waiter, gliding between the tables, bending at an angle just so, steering the drink-laden tray through the air on the tips of his fingers — but he does it all in order to illustrate his ideas about bad faith. When Merleau-Ponty writes about skilled and graceful movement, the movement itself is his point. This is the thing he wants to understand.

We can never move definitively from ignorance to certainty, for the thread of the inquiry will constantly lead us back to ignorance again. This is the most attractive description of philosophy I’ve ever read, and the best argument for why it is worth doing, even (or especially) when it takes us no distance at all from our starting point.

By prioritising perception, the body, social life and childhood development, Merleau-Ponty gathered up philosophy’s far-flung outsider subjects and brought them in to occupy the centre of his thought.

In his inaugural lecture at the Collège de France on 15 January 1953, published as In Praise of Philosophy, he said that philosophers should concern themselves above all with whatever is ambiguous in our experience. At the same time, they should think clearly about these ambiguities, using reason and science. Thus, he said, ‘The philosopher is marked by the distinguishing trait that he possesses inseparably the taste for evidence and the feeling for ambiguity.’ A constant movement is required between these two

As Sartre wrote in response to Hiroshima, humanity had now gained the power to wipe itself out, and must decide every single day that it wanted to live. Camus also wrote that humanity faced the task of choosing between collective suicide and a more intelligent use of its technology — ‘between hell and reason’. After 1945, there seemed little reason to trust in humanity’s ability to choose well.

Merleau-Ponty observed in a lecture of 1951 that, more than any previous century, the twentieth century had reminded people how ‘contingent’ their lives were — how at the mercy of historical events and other changes that they could not control. This feeling went on long after the war ended. After the A-bombs were dropped on Hiroshima and Nagasaki, many feared that a Third World War would not be long in coming, this time between the Soviet Union and the United States.

It’s what’s known as an anecdotal fallacy. This fallacy, in simple terms, states that “I’m not negatively affected (as far as I can tell), so it must be O.K. for everyone.

We are relying on a sample size of one. Ourselves, or someone we know. And we are applying that result to everyone

It relies on a decision-making shortcut known as the availability heuristic. Related to the anecdotal fallacy, it’s where we draw on information that is immediately available to us when we make a judgment call.

studies show that the availability heuristic is a cognitive bias that can cloud us from making accurate decisions utilizing all the information available. It blinds us to our own prejudices

It dismisses well-substantiated, scientific evidence. To say “I turned out fine” is an arrogant dismissal of an alternative evidence-based view

The statement closes off discourse and promotes a single perspective that is oblivious to alternatives that may be more enlightened. Anecdotal evidence often undermines scientific results, to our detriment.

It leads to entrenched attitudes.

Perhaps an inability to engage with views that run counter to our own suggests that we did not turn out quite so “fine.”

Where is the threshold for what constitutes having turned out fine? If it means we avoided prison, we may be setting the bar too low. Gainfully employed and have a family of our own? Still a pretty basic standard

It is as reasonable to say “I turned out fine because of this” as it is to say “I turned out fine in spite of this.”

To claim that on this basis spanking a child is fine means that we fall victim to anecdote, rely on our availability heuristic (thereby dismissing all broader data to the contrary), dismiss alternate views, fail to learn and progress by engaging with a challenging idea.

We expect our children to embrace learning and to progress in their thinking as they grow older. They deserve to expect the same from us.

Her adopted son, David, has been deprived of a phone

Maurice discloses her Catholicism, and the reader is aware that prayer undergirds the therapy, but the book is about the therapy, not the prayer. Specifically, it is about the importance of choosing methods of treatment that are supported by scientific data. Applied behavioral analysis is all about data: its daily collection and interpretation. The method is empirical, hard-headed, and results-oriented.

on a deeper level, the book is profoundly religious, more religious perhaps than its author intended. In this reading of the book, autism is not only a developmental disorder afflicting particular individuals, but a metaphor for the spiritual condition of fallen man.

Maurice’s autistic daughter is indifferent to her mother

In this reading of the book, the mother is God, watching a child of his wander away from him into darkness: a heartbroken but also a determined God, determined at any cost to bring the child back

the mother doesn’t turn back, concedes nothing to the condition that has overtaken her daughter. There is no political correctness in Maurice’s attitude to autism; no nod to “neurodiversity.” Like the God in Donne’s sonnet, “Batter my heart, three-personed God,” she storms the walls of her daughter’s condition

Like God, she sets her sights high, commits both herself and her child to a demanding, sometimes painful therapy (life!), and receives back in the end a fully alive, loving, talking, and laughing child

the reader realizes that for God, the harrowing drama of recovery is never a singular, or even a twice-told tale, but a perennial one. Every child of his, every child of Adam and Eve, wanders away from him into darkness

we have an epidemic of autism, or “autism spectrum disorder,” which includes classic autism (Maurice’s children’s diagnosis); atypical autism, which exhibits some but not all of the defects of autism; and Asperger’s syndrome, which is much more common in boys than in girls and is characterized by average or above average language skills but impaired social skills.

At the same time, all around us, we have an epidemic of something else. On the street and in the office, at the dinner table and on a remote hiking trail, in line at the deli and pushing a stroller through the park, people go about their business bent over a small glowing screen, as if praying.

This latter epidemic, or experiment, has been going on long enough that people are beginning to worry about its effects.

for a comprehensive survey of the emerging situation on the ground, the interested reader might look at Sherry Turkle’s recent book, Reclaiming Conversation: The Power of Talk in a Digital Age.

she also describes in exhaustive, chilling detail the mostly horrifying effects recent technology has had on families and workplaces, educational institutions, friendships and romance.

many of the promises of technology have not only not been realized, they have backfired. If technology promised greater connection, it has delivered greater alienation. If it promised greater cohesion, it has led to greater fragmentation, both on a communal and individual level.

If thinking that the grass is always greener somewhere else used to be a marker of human foolishness and a temptation to be resisted, today it is simply a possibility to be checked out. The new phones, especially, turn out to be portable Pied Pipers, irresistibly pulling people away from the people in front of them and the tasks at hand.

all it takes is a single phone on a table, even if that phone is turned off, for the conversations in the room to fade in number, duration, and emotional depth.

an infinitely malleable screen isn’t an invitation to stability, but to restlessness

Current media, and the fear of missing out that they foster (a motivator now so common it has its own acronym, FOMO), drive lives of continual interruption and distraction, of virtual rather than real relationships, and of “little” rather than “big” talk

if you may be interrupted at any time, it makes sense, as a student explains to Turkle, to “keep things light.”

we are reaping deficits in emotional intelligence and empathy; loneliness, but also fears of unrehearsed conversations and intimacy; difficulties forming attachments but also difficulties tolerating solitude and boredom

consider the testimony of the faculty at a reputable middle school where Turkle is called in as a consultant

The teachers tell Turkle that their students don’t make eye contact or read body language, have trouble listening, and don’t seem interested in each other, all markers of autism spectrum disorder

Like much younger children, they engage in parallel play, usually on their phones. Like autistic savants, they can call up endless information on their phones, but have no larger context or overarching narrative in which to situate it

Students are so caught up in their phones, one teacher says, “they don’t know how to pay attention to class or to themselves or to another person or to look in each other’s eyes and see what is going on.

“It is as though they all have some signs of being on an Asperger’s spectrum. But that’s impossible. We are talking about a schoolwide problem.”

Can technology cause Asperger’

“It is not necessary to settle this debate to state the obvious. If we don’t look at our children and engage them in conversation, it is not surprising if they grow up awkward and withdrawn.”

In the protocols developed by Ivar Lovaas for treating autism spectrum disorder, every discrete trial in the therapy, every drill, every interaction with the child, however seemingly innocuous, is prefaced by this clear command: “Look at me!”

If absence of relationship is a defining feature of autism, connecting with the child is both the means and the whole goal of the therapy. Applied behavioral analysis does not concern itself with when exactly, how, or why a child becomes autistic, but tries instead to correct, do over, and even perhaps actually rewire what went wrong, by going back to the beginning

Eye contact—which we know is essential for brain development, emotional stability, and social fluency—is the indispensable prerequisite of the therapy, the sine qua non of everything that happens.

There are no shortcuts to this method; no medications or apps to speed things up; no machines that can do the work for us. This is work that only human beings can do

it must not only be started early and be sufficiently intensive, but it must also be carried out in large part by parents themselves. Parents must be trained and involved, so that the treatment carries over into the home and continues for most of the child’s waking hours.

there are foundational relationships that are templates for all other relationships, and for learning itself.

Maurice’s book, in other words, is not fundamentally the story of a child acquiring skills, though she acquires them perforce. It is the story of the restoration of a child’s relationship with her parents

it is also impossible to overstate the time and commitment that were required to bring it about, especially today, when we have so little time, and such a faltering, diminished capacity for sustained engagement with small children

The very qualities that such engagement requires, whether our children are sick or well, are the same qualities being bred out of us by technologies that condition us to crave stimulation and distraction, and by a culture that, through a perverse alchemy, has changed what was supposed to be the freedom to work anywhere into an obligation to work everywhere.

In this world of total work (the phrase is Josef Pieper’s), the work of helping another person become fully human may be work that is passing beyond our reach, as our priorities, and the technologies that enable and reinforce them, steadily unfit us for the work of raising our own young.

in Turkle’s book, as often as not, it is young people who are distressed because their parents are unreachable. Some of the most painful testimony in Reclaiming Conversation is the testimony of teenagers who hope to do things differently when they have children, who hope someday to learn to have a real conversation, and so o

it was an older generation that first fell under technology’s spell. At the middle school Turkle visits, as at many other schools across the country, it is the grown-ups who decide to give every child a computer and deliver all course content electronically, meaning that they require their students to work from the very medium that distracts them, a decision the grown-ups are unwilling to reverse, even as they lament its consequences.

we have approached what Turkle calls the robotic moment, when we will have made ourselves into the kind of people who are ready for what robots have to offer. When people give each other less, machines seem less inhuman.

robot babysitters may not seem so bad. The robots, at least, will be reliable!

If human conversations are endangered, what of prayer, a conversation like no other? All of the qualities that human conversation requires—patience and commitment, an ability to listen and a tolerance for aridity—prayer requires in greater measure.

this conversation—the Church exists to restore. Everything in the traditional Church is there to facilitate and nourish this relationship. Everything breathes, “Look at me!”

there is a second path to God, equally enjoined by the Church, and that is the way of charity to the neighbor, but not the neighbor in the abstract.

“Who is my neighbor?” a lawyer asks Jesus in the Gospel of Luke. Jesus’s answer is, the one you encounter on the way.

Virtue is either concrete or it is nothing. Man’s path to God, like Jesus’s path on the earth, always passes through what the Jesuit Jean Pierre de Caussade called “the sacrament of the present moment,” which we could equally call “the sacrament of the present person,” the way of the Incarnation, the way of humility, or the Way of the Cross.

The tradition of Zen Buddhism expresses the same idea in positive terms: Be here now.

Both of these privileged paths to God, equally dependent on a quality of undivided attention and real presence, are vulnerable to the distracting eye-candy of our technologies

Turkle is at pains to show that multitasking is a myth, that anyone trying to do more than one thing at a time is doing nothing well. We could also call what she was doing multi-relating, another temptation or illusion widespread in the digital age. Turkle’s book is full of people who are online at the same time that they are with friends, who are texting other potential partners while they are on dates, and so on.

This is the situation in which many people find themselves today: thinking that they are special to someone because of something that transpired, only to discover that the other person is spread so thin, the interaction was meaningless. There is a new kind of promiscuity in the world, in other words, that turns out to be as hurtful as the old kind.

Who can actually multitask and multi-relate? Who can love everyone without diluting or cheapening the quality of love given to each individual? Who can love everyone without fomenting insecurity and jealousy? Only God can do this.

When an individual needs to be healed of the effects of screens and machines, it is real presence that he needs: real people in a real world, ideally a world of God’s own making

Nature is restorative, but it is conversation itself, unfolding in real time, that strikes these boys with the force of revelation. More even than the physical vistas surrounding them on a wilderness hike, unrehearsed conversation opens up for them new territory, open-ended adventures. “It was like a stream,” one boy says, “very ongoing. It wouldn’t break apart.”

in the waters of baptism, the new man is born, restored to his true parent, and a conversation begins that over the course of his whole life reminds man of who he is, that he is loved, and that someone watches over him always.

Even if the Church could keep screens out of her sanctuaries, people strongly attached to them would still be people poorly positioned to take advantage of what the Church has to offer. Anxious people, unable to sit alone with their thoughts. Compulsive people, accustomed to checking their phones, on average, every five and a half minutes. As these behaviors increase in the Church, what is at stake is man’s relationship with truth itself.

I want to advance a technology-driven hypothesis: This mix of youthful safety and adult immaturity may be a feature of life in a society increasingly shaped by the internet’s virtual realities.

It is easy to see how online culture would make adolescent life less dangerous. Pornography to take the edge off teenage sexual appetite. Video games instead of fisticuffs or contact sports as an outlet for hormonal aggression. (Once it was feared that porn and violent media would encourage real-world aggression; instead they seem to be replacing it.) Sexting and selfie-enabled masturbation as a safer alternative to hooking up. Online hangouts instead of keggers in the field. More texting and driving, but less driving — one of the most dangerous teen activities — overall.

The question is whether this substitution is habit-forming and soul-shaping, and whether it extends beyond dangerous teen behavior to include things essential to long-term human flourishing — marriage, work, family, all that old-fashioned “meatspace” stuff.

It wasn’t so long ago that people worried about a digital divide, in which online access would be a luxury good that left the bottom half behind. But if anything, the virtual world looks more like an opiate for the masses

trends in the marketplace — ever-more-customized pornography, virtual realities that feel more and more immersive, devices and apps customized for addictive behavior — seem likely to overwhelm most attempts to enjoy the virtual only within limits.

Patricia Snow (yes, even columnists have mothers), in an essay for First Things earlier this year, suggested that any effective resistance to virtual reality’s encroachments would need to be moral and religious, not just pragmatic and managerial

Trying to correct misperceptions can actually reinforce them, according to a 2006 paper by Brendan Nyhan and Jason Reifler, also cited by Graves. They documented what they called a “backfire effect” by showing the persistence of the belief that Iraq had weapons of mass destruction in 2005

“The results show that direct factual contradictions can actually strengthen ideologically grounded factual belief,” they wrote.

people remember the assertion and forget whether it’s a lie. The authors wrote: “The more often older adults were told that a given claim was false, the more likely they were to accept it as true after several days have passed.”

studies show that attempts to refute false information often backfire and lead people to hold on to their misperceptions even more strongly.

The study showed two interesting things: People are more likely to accept information if it’s presented unemotionally, in graphs;

and they’re even more accepting if the factual presentation is accompanied by “affirmation” that asks respondents to recall an experience that made them feel good about themselves.

Bottom line: Vilifying Trump voters — or, alternatively, parents who don’t want to have their children vaccinated — won’t convince them they’re wrong. Probably it will have the opposite effect.

The final point that emerged from Graves’s survey is that people will resist abandoning a false belief unless they have a compelling alternative explanation. That point was made in an article called “The Debunking Handbook,” by Australian researchers John Cook and Stephan Lewandowsky. They wrote: “Unless great care is taken, any effort to debunk misinformation can inadvertently reinforce the very myths one seeks to correct.”

Trump’s campaign pushes buttons that social scientists understand. When the GOP nominee paints a dark picture of a violent, frightening America, he triggers the “fight or flight” response that’s hardwired in our brains. For the body politic, it can produce a kind of panic attack.

But the narrative is insufficient. The real problem with the modern meritocracy can be found in the ideology of meritocracy itself. Meritocracy is a system built on the maximization of individual talent, and that system unwittingly encourages several ruinous beliefs:

Exaggerated faith in intelligence.

Many of the great failures of the last 50 years, from Vietnam to Watergate to the financial crisis, were caused by extremely intelligent people who didn’t care about the civic consequences of their actions.

Misplaced faith in autonomy

The meritocracy is based on the metaphor that life is a journey. On graduation days, members for the educated class give their young Dr. Seuss’ “Oh, the Places You’ll Go!” which shows a main character, “you,” who goes on a solitary, unencumbered journey through life toward success. If you build a society upon this metaphor you will wind up with a society high in narcissism and low in social connection

Life is not really an individual journey. Life is more like settling a sequence of villages. You help build a community at home, at work, in your town and then you go off and settle more villages.

Instead of seeing the self as the seat of the soul, the meritocracy sees the self as a vessel of human capital, a series of talents to be cultivated and accomplishments to be celebrated.

Misplaced notion of the self

If you base a society on a conception of self that is about achievement, not character, you will wind up with a society that is demoralized; that puts little emphasis on the sorts of moral systems that create harmony within people, harmony between people and harmony between people and their ultimate purpose.

Inability to think institutionally.

Previous elites poured themselves into institutions and were pretty good at maintaining existing institutions, like the U.S. Congress, and building new ones, like the postwar global order.

The current generation sees institutions as things they pass through on the way to individual success. Some institutions, like Congress and the political parties, have decayed to the point of uselessness, while others, like corporations, lose their generational consciousness

Misplaced idolization of diversity

But diversity is a midpoint, not an endpoint. Just as a mind has to be opened so that it can close on something, an organization has to be diverse so that different perspectives can serve some end.

Diversity for its own sake, without a common telos, is infinitely centrifugal, and leads to social fragmentation.

The essential point is this: Those dimwitted, stuck up blue bloods in the old establishment had something we meritocrats lack — a civic consciousness, a sense that we live life embedded in community and nation, that we owe a debt to community and nation and that the essence of the admirable life is community before self.

The meritocracy is here to stay, thank goodness, but we probably need a new ethos to reconfigure it — to redefine how people are seen, how applicants are selected, how social roles are understood and how we narrate a common national purpose