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Social Connection Makes a Better Brain - Emily Esfahani Smith - The Atlantic - 0 views

  • Recent trends show that people increasingly value material goods over relationships—but neuroscience and evolution say this goes against our nature.
  • Do you prioritize your career or your relationships?
  • “Man is by nature a social animal … Anyone who either cannot lead the common life or is so self-sufficient as not to need to, and therefore does not partake of society, is either a beast or a god.”
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  • Just as human beings have a basic need for food and shelter, we also have a basic need to belong to a group and form relationships.
  • Lieberman sees the brain as the center of the social self. Its primary purpose is social thinking.
  • Every time we are not engaged in an active task—like when we take a break between two math problems—the brain falls into a neural configuration called the “default network.” When you have down time, even if it’s just for a second, this brain system comes on automatically.
  • “The default network directs us to think about other people’s minds—their thoughts, feelings, and goals.”
  • “Evolution has made a bet,” Lieberman tells me, “that the best thing for our brain to do in any spare moment is to get ready for what comes next in social terms.”
  • When economists put a price tag on our relationships, we get a concrete sense of just how valuable our social connections are—and how devastating it is when they are broken.
  • If you have a friend that you see on most days, it’s like earning $100,000 more each year.
  • To the brain, social pain feels a lot like physical pain—a broken heart can feel like a broken leg, as Lieberman puts it in his book.
  • But over the last fifty years, while society has been growing more and more prosperous and individualistic, our social connections have been dissolving.
  • Over the same period of time that social isolation has increased, our levels of happiness have gone down, while rates of suicide and depression have multiplied. 
  • Across the board, people are increasingly sacrificing their personal relationships for the pursuit of wealth.
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A German Writer Translates a Puzzling Illness Into a Best-Selling Book - The New York T... - 0 views

  • Back in 2007, after a series of mostly ineffective treatments prescribed by doctors, Ms. Enders, then 17, decided to take matters into her own hands. Convinced that the illness was somehow associated with her intestines, she pored over gastroenterological research, consumed probiotic bacterial cultures meant to aid digestion and tried out mineral supplements.
  • The experiments worked (although she is not sure which one did the trick), leaving her with healthy skin and a newfound interest in her intestines. “I experienced with my own body that knowledge is power,” she writes of the episode in “Gut: The Inside Story of Our Body’s Most Underrated Organ,”
  • growing body of research indicating that our intestines may have a far greater influence on our feelings, decisions and behavior than previously realized. The primary evidence for this, Ms. Enders writes, is the vast network of nerves attached to our guts that monitors our deepest internal experiences and sends information to the brain, including to those regions responsible for self-awareness, memory and even morality.
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  • Just how much your lunch will affect ethical decision making remains unclear; we still know very little about this “gut brain,” as Ms. Enders refers to it. But this byzantine neural architecture suggests that our intestines may play a large part in determining who we are and what we do.
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A gentler and more logical economics « Blog Archive « Dan Ariely - 0 views

  • When it comes to designing things in our physical world, we all understand how flawed we are and design the physical world around us accordingly.
  • What I find amazing is that when it comes to designing the mental and cognitive realm, we somehow assume that human beings are without bounds. We cling to the idea that we are fully rational beings, and that, like mental Supermen, we can figure out anything. Why are we so readily willing to admit to our physical limitations but are unwilling to take our cognitive limitations into account?
  • To start with, our physical limitations stare us in the face all the time; but our cognitive limitations are not as obvious. A second reason is that we have a desire to see ourselves as perfectly capable — an impossibility in the physical domain. And perhaps a final reason why we don’t see our cognitive limitations is that maybe we have all bought into standard economics a little too much.
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  • If we’re going to try to understand human behavior and use this knowledge to design the world around us—including institutions such as taxes, education systems, and financial markets—we need to use additional tools and other disciplines, including psychology, sociology, and philosophy. Rational economics is useful, but it offers just one type of input
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Humans, Version 3.0 § SEEDMAGAZINE.COM - 0 views

  • Where are we humans going, as a species? If science fiction is any guide, we will genetically evolve like in X-Men, become genetically engineered as in Gattaca, or become cybernetically enhanced like General Grievous in Star Wars.
  • There is, however, another avenue for human evolution, one mostly unappreciated in both science and fiction. It is this unheralded mechanism that will usher in the next stage of human, giving future people exquisite powers we do not currently possess, powers worthy of natural selection itself. And, importantly, it doesn’t require us to transform into cyborgs or bio-engineered lab rats. It merely relies on our natural bodies and brains functioning as they have for millions of years. This mystery mechanism of human transformation is neuronal recycling, coined by neuroscientist Stanislas Dehaene, wherein the brain’s innate capabilities are harnessed for altogether novel functions.
  • The root of these misconceptions is the radical underappreciation of the design engineered by natural selection into the powers implemented by our bodies and brains, something central to my 2009 book, The Vision Revolution. For example, optical illusions (such as the Hering) are not examples of the brain’s poor hardware design, but, rather, consequences of intricate evolutionary software for generating perceptions that correct for neural latencies in normal circumstances.
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  • Like all animal brains, human brains are not general-purpose universal learning machines, but, instead, are intricately structured suites of instincts optimized for the environments in which they evolved. To harness our brains, we want to let the brain’s brilliant mechanisms run as intended—i.e., not to be twisted. Rather, the strategy is to twist Y into a shape that the brain does know how to process.
  • there is a very good reason to be optimistic that the next stage of human will come via the form of adaptive harnessing, rather than direct technological enhancement: It has already happened. We have already been transformed via harnessing beyond what we once were. We’re already Human 2.0, not the Human 1.0, or Homo sapiens, that natural selection made us. We Human 2.0’s have, among many powers, three that are central to who we take ourselves to be today: writing, speech, and music (the latter perhaps being the pinnacle of the arts). Yet these three capabilities, despite having all the hallmarks of design, were not a result of natural selection, nor were they the result of genetic engineering or cybernetic enhancement to our brains. Instead, and as I argue in both The Vision Revolution and my forthcoming Harnessed, these are powers we acquired by virtue of harnessing, or neuronal recycling.
  • Although the step from Human 1.0 to 2.0 was via cultural selection, not via explicit human designers, does the transformation to Human 3.0 need to be entirely due to a process like cultural evolution, or might we have any hope of purposely guiding our transformation? When considering our future, that’s probably the most relevant question we should be asking ourselves.
  • One of my reasons for optimism is that nature-harnessing technologies (like writing, speech, and music) must mimic fundamental ecological features in nature, and that is a much easier task for scientists to tackle than emulating the exhorbitantly complex mechanisms of the brain
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How Warm Temperatures Affect Us - WSJ.com - 0 views

  • Could a few feet of the cold stuff really have such a fundamental effect on beliefs and behavior? Absolutely, according to recent studies on how temperature influences us at an unconscious level. Researchers affiliated with the Center for Decision Sciences at Columbia Business School measured the public's changing attitudes about climate change
  • Those who felt that the current day was warmer than usual for the time of year were more likely to believe in and worry about global warming than those who thought it was cooler outside. They were also more likely to donate the money they earned from taking the survey to a charity that did work on climate change.
  • The researchers call this bias "attribute substitution," meaning that we take a simple judgment, like noting a warm or cold day, and apply it to a larger, more complex one, like whether the planet is headed for a meltdown
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  • Physical warmth activates circuits in the brain associated with feelings of psychological warmth. The insular cortex, or insula, plays a critical role in this crossover between the outside world and our experience of it. This peach-sized region helps us to perceive whether a sensation is hot or cold, pleasurable or painful. It is activated when we crave chocolate, fall in love or get disgusted. The insula also guides us on social matters: whether to trust or feel guilty, to empathize or be embarrassed. People who meditate, according to some studies, have a thicker insula.
  • As it turns out, the insula's poetic merging of the physical and emotional helps to explain much of our unconscious behavior. People who are socially rejected—given the cold shoulder—get chills and crave warm food such as soup.
  • Warm springtime conditions are related to a better mood and expanded memory, but both take a plunge in the summer heat. Extreme temperatures make people hostile and aggressive, and violent crimes occur more often in the hotter months. Drivers honk more in heat waves. When you're hot and tired, you're more likely to interpret another person's neutral expression negatively.
  • our perception of reality still relies on sensory experience. Though we may wish for it to be otherwise, our minds cannot be separated from our bodies. And our bodies depend on the environment—what we encounter here on planet Earth
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Does Google Make Us Stupid? - Pew Research Center - 0 views

  • Carr argued that the ease of online searching and distractions of browsing through the web were possibly limiting his capacity to concentrate. "I'm not thinking the way I used to," he wrote, in part because he is becoming a skimming, browsing reader, rather than a deep and engaged reader. "The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author's words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas.... If we lose those quiet spaces, or fill them up with ‘content,' we will sacrifice something important not only in our selves but in our culture."
  • force us to get smarter if we are to survive. "Most people don't realize that this process is already under way," he wrote. "In fact, it's happening all around us, across the full spectrum of how we understand intelligence. It's visible in the hive mind of the Internet, in the powerful tools for simulation and visualization that are jump-starting new scientific disciplines, and in the development of drugs that some people (myself included) have discovered let them study harder, focus better, and stay awake longer with full clarity." He argued that while the proliferation of technology and media can challenge humans' capacity to concentrate there were signs that we are developing "fluid intelligence-the ability to find meaning in confusion and solve new problems, independent of acquired knowledge." He also expressed hope that techies will develop tools to help people find and assess information smartly.
  • 76% of the experts agreed with the statement, "By 2020, people's use of the internet has enhanced human intelligence; as people are allowed unprecedented access to more information they become smarter and make better choices. Nicholas Carr was wrong: Google does not make us stupid."
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The Fortnightly Review › Death to the Reading Class. - 0 views

  • most people don’t want to read and, therefore, don’t read. The evidence on this score is clear: the average American reads for about fifteen minutes a day and almost never reads a book for pleasure.
  • we have tried to solve the reading “problem” by removing the most obvious impediments to reading: we taught everyone to read; we printed millions upon millions of books; and we made those books practically free in libraries. And so the barriers fell: now nearly everyone in the developed world is literate, there is plenty to read, and reading material is dirt cheap. But still people don’t read. Why? The obvious answer—though one that is difficult for us to admit—is that most people don’t like to read.
  • Humans achieved their modern form about 180,000 years ago; for 175,000 of those years they never wrote or read anything. About 40,000 years ago, humans began to make symbols,
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  • Most people successfully avoided reading until about 300 years ago. It was about then that Western European priests and princes decided that everyone should be taught to read. These literacy-loving types tried various schemes to make common folks literate; the most effective of these, however, was naked coercion. By the nineteenth century, churches and states all over Europe and North America were forcing parents to send their kids to school to learn to read
  • So it happened that by the early twentieth century most people in Western Europe and North America could read. They had no choice in the matter. They still don’t.
  • Why don’t most people like to read? The answer is surprisingly simple: humans weren’t evolved to read. Note that we have no reading organs: our eyes and brains were made for watching, not for decoding tiny symbols on mulch sheets. To prepare our eyes and brains for reading, we must rewire them. This process takes years of hard work to accomplish, and some people never accomplish it all. Moreover, even after you’ve learned to read, you probably won’t find reading to be very much fun. It consumes all of your attention, requires active thought, and makes your eyes hurt. For most people, then, reading is naturally hard and, therefore, something to be avoided if at all possible.
  • we have misidentified the “problem” facing us: it is not the much-bemoaned reading gap, but rather a seldom-mentioned knowledge gap. Though it is immodest to say, we readers genuinely know more than those who do not read. Thus we are usually able to make better-informed decisions than non-readers can.
  • If we lived in an aristocracy of readers, this maldistribution of knowledge might be acceptable. But we don’t; rather, we live in a democracy (if we are lucky). In a democracy, the people – readers and non-readers alike – decide. Thus we would like all citizens to be knowledgeable so that they can make well-informed decisions about our common affairs. This has been a central goal of the Reading Class since the literacy-loving Enlightenment.
  • If we in the Reading Class want to teach the the reading-averse public more effectively than we have in the past, we must rid ourselves of our reading fetish and admit that we’ve been falling down on the job. Once we take this painful step, then a number of interesting options for closing the knowledge gap become available. The most promising of these options is using audio and video to share what we know with the public at large.
  • We have to laboriously learn to read, but we are born with the ability to watch and listen. We don’t find reading terribly pleasant, but we do find watching and listening generally enjoyable.
  • The results of this “natural experiment” are in: people would much rather watch/listen than read. This is why Americans sit in front of the television for three hours a day, while they read for only a tiny fraction of that time.
  • Our task, then, is to give them something serious to watch and listen to, something that conveys the richness and complexity of Our written work in pictures and sounds. The good news is that we can easily do this.
  • Today any lecturer can produce and distribute high quality audio and video programs. Most scholars have the equipment on their desks (that is, a PC). The software is dead simple and inexpensive. And the shows themselves can be distributed the world over on the Internet for almost nothing.
  • I’ve done it. Here are two examples. The first is New Books in History, an author-interview podcast featuring historians with new books. Aside from the computer, the total hardware and software start-up costs were roughly $300. It took me no time to learn the software thanks to some handy on-line tutorials available on Lynda.com. Today New Books in History has a large international audience.
  • The “new books” podcasts are not about serious books; they are about the ideas trapped in those serious, and seriously un-read, books. Books imprison ideas; the “new books” podcasts set them free.)
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E. O. Wilson's Theory of Everything - Magazine - The Atlantic - 0 views

  • Wilson told me the new proposed evolutionary model pulls the field “out of the fever swamp of kin selection,” and he confidently predicted a coming paradigm shift that would promote genetic research to identify the “trigger” genes that have enabled a tiny number of cases, such as the ant family, to achieve complex forms of cooperation.
  • In the book, he proposes a theory to answer what he calls “the great unsolved problem of biology,” namely how roughly two dozen known examples in the history of life—humans, wasps, termites, platypodid ambrosia beetles, bathyergid mole rats, gall-making aphids, one type of snapping shrimp, and others—made the breakthrough to life in highly social, complex societies. Eusocial species, Wilson noted, are by far “the most successful species in the history of life.”
  • Summarizing parts of it for me, Wilson was particularly unsparing of organized religion, likening the Book of Revelation, for example, to the ranting of “a paranoid schizophrenic who was allowed to write down everything that came to him.” Toward philosophy, he was only slightly kinder. Generation after generation of students have suffered trying to “puzzle out” what great thinkers like Socrates, Plato, and Descartes had to say on the great questions of man’s nature, Wilson said, but this was of little use, because philosophy has been based on “failed models of the brain.”
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  • His theory draws upon many of the most prominent views of how humans emerged. These range from our evolution of the ability to run long distances to our development of the earliest weapons, which involved the improvement of hand-eye coordination. Dramatic climate change in Africa over the course of a few tens of thousands of years also may have forced Australopithecus and Homo to adapt rapidly. And over roughly the same span, humans became cooperative hunters and serious meat eaters, vastly enriching our diet and favoring the development of more-robust brains. By themselves, Wilson says, none of these theories is satisfying. Taken together, though, all of these factors pushed our immediate prehuman ancestors toward what he called a huge pre-adaptive step: the formation of the earliest communities around fixed camps.
  • “When humans started having a camp—and we know that Homo erectus had campsites—then we know they were heading somewhere,” he told me. “They were a group progressively provisioned, sending out some individuals to hunt and some individuals to stay back and guard the valuable campsite. They were no longer just wandering through territory, emitting calls. They were on long-term campsites, maybe changing from time to time, but they had come together. They began to read intentions in each other’s behavior, what each other are doing. They started to learn social connections more solidly.”
  • “The humans become consistent with all the others,” he said, and the evolutionary steps were likely similar—beginning with the formation of groups within a freely mixing population, followed by the accumulation of pre-adaptations that make eusociality more likely, such as the invention of campsites. Finally comes the rise to prevalence of eusocial alleles—one of two or more alternative forms of a gene that arise by mutation, and are found at the same place on a chromosome—which promote novel behaviors (like communal child care) or suppress old, asocial traits. Now it is up to geneticists, he adds, to “determine how many genes are involved in crossing the eusociality threshold, and to go find those genes.”
  • Wilson posits that two rival forces drive human behavior: group selection and what he calls “individual selection”—competition at the level of the individual to pass along one’s genes—with both operating simultaneously. “Group selection,” he said, “brings about virtue, and—this is an oversimplification, but—individual selection, which is competing with it, creates sin. That, in a nutshell, is an explanation of the human condition.
  • “Within groups, the selfish are more likely to succeed,” Wilson told me in a telephone conversation. “But in competition between groups, groups of altruists are more likely to succeed. In addition, it is clear that groups of humans proselytize other groups and accept them as allies, and that that tendency is much favored by group selection.” Taking in newcomers and forming alliances had become a fundamental human trait, he added, because “it is a good way to win.”
  • If Wilson is right, the human impulse toward racism and tribalism could come to be seen as a reflection of our genetic nature as much as anything else—but so could the human capacity for altruism, and for coalition- and alliance-building. These latter possibilities may help explain Wilson’s abiding optimism—about the environment and many other matters. If these traits are indeed deeply written into our genetic codes, we might hope that we can find ways to emphasize and reinforce them, to build problem-solving coalitions that can endure, and to identify with progressively larger and more-inclusive groups over time.
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Unease for What Microsoft's HoloLens Will Mean for Our Screen-Obsessed Lives - NYTimes.com - 0 views

  • What is it about our current reality that is so insufficient that we feel compelled to augment or improve it? I understand why people bury themselves in their phones on elevator rides, on subways and in the queue for coffee, but it has gotten to the point where even our distractions require distractions. No media viewing experience seems complete without a second screen, where we can yammer with our friends on social media or in instant messages about what we are watching.
  • Every form of media is now companion media, none meriting a single, acute focus. We are either the most bored people in the history of our species or the ubiquity of distractions has made us act that way.
  • As adults, we make “friends” who are not actually friends, develop “followers” composed of people who would not follow us out of a room, and “like” things whether we really like them or not. We no longer even have to come up with a good line at a bar to meet someone. We already know he or she swiped right after seeing us on Tinder, so the social risk is low.
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  • If Windows or something like it becomes the operating system not just for my desktop but for my world, how much will I actually have to venture out into it? I can have holographic conferences with my colleagues, virtually ski the KT-22 runs at Squaw Valley in California during my downtime and ask my virtual assistant to run my day, my house and my life. After all, I already talk to my phone and it talks back to me. We are BFFs, even though only one of us is actually human.
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Researchers Propose Earth's 'Anthropocene' Age of Humans Began With Fallout and Plastic... - 0 views

  • we’ve left the Holocene behind — that’s the geological epoch since the end of the last ice age — and entered “a post-Holocene…geological age of our own making,” now best known as the Anthropocene.
  • the Anthropocene Working Group (because of my early writings, I’m a lay member), has moved substantially from asking whether such a transition has occurred to deciding when.
  • 1950 as the starting point, indicated by a variety of markers, including the global spread of carbon isotopes from nuclear weapon detonations starting in 1945 and the mass production and disposal of plastics.
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  • in the broadest sense we have to embrace the characteristics, good and bad, that make humans such a rare thing — a species that has become a planet-scale force.
  • Once you begin to get the many feedbacks bouncing off each other and bouncing off the Earth system, it’s going to be very hard to follow what’s going to happen, particularly biologically…. One could not imagine, at the very end of the Cretaceous, the beginning of the Tertiary, that the mammals — these itty-bitty little squeaky furry things, would take over – effectively taking the position that the dinosaurs held for so long. All we can say is that, for sure, it will be different. We’re going down a different trouser leg of history.
  • on whether it’s possible to have a “good Anthropocene.” Kolbert’s Twitter post last spring nicely captured their view:
  • Taking full ownership of the Anthropocene won’t be easy. The necessary feeling is a queasy mix of excitement and unease. I’ve compared it to waking up in the first car on the first run of a new roller coaster that hasn’t been examined fully by engineers.
  • That’s a very different sensation than, say, mourning the end of nature. It’s more a celebration, in a way — a deeper acceptance of our place on the planet, with all of our synthetic trappings, and our faults, as fundamentally natural.
  • There’s little predictability in how things will play out after this anthropogenic jolt, especially in the living world. [More on the “great acceleration” behind the jolt is here.]
  • “The way I would like to see it is in, say, 100 years in the future the London Geological Society will look back and consider this period…a transition from the lesser Anthropocene to the greater Anthropocene.”
  • Fully integrating this awareness into our personal choices and societal norms and policies will take time. It is “the great work,” as Thomas Berry put it.
  • Technology alone will not do the trick. Another keystone to better meshing humanity’s infinite aspirations with life on a finite planet will be slowly shifting value systems from the foundation up
  • Edward O. Wilson’s “Biophilia” was a powerful look outward at the characteristics of the natural world that we inherently cherish.
  • Now we need a dose of what I’ve taken to calling anthropophilia, as well.
  • We have to accept ourselves, flaws and all, in order to move beyond what has been something of an unconscious, species-scale pubescent growth spurt, enabled by fossil fuels in place of testosterone.
  • We’re stuck with “The World With Us.” It’s time to grasp that uncomfortable, but ultimately hopeful, idea.
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Raising a Moral Child - NYTimes.com - 1 views

  • Surveys reveal that in the United States, parents from European, Asian, Hispanic and African ethnic groups all place far greater importance on caring than achievement. These patterns hold around the world:
  • teaching children to care about others is no simple task. In an Israeli study of nearly 600 families, parents who valued kindness and compassion frequently failed to raise children who shared those values.
  • For the past decade, I’ve been studying the surprising success of people who frequently help others without any strings attached.
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  • Genetic twin studies suggest that anywhere from a quarter to more than half of our propensity to be giving and caring is inherited. That leaves a lot of room for nurture, and the evidence on how parents raise kind and compassionate c
  • By age 2, children experience some moral emotions — feelings triggered by right and wrong. To reinforce caring as the right behavior, research indicates, praise is more effective than rewards.
  • when faced with more opportunities to give and share, the children were much more generous after their character had been praised than after their actions had been. Praising their character helped them internalize it as part of their identities.
  • Cheating was cut in half when instead of, “Please don’t cheat,” participants were told, “Please don’t be a cheater.” When our actions become a reflection of our character, we lean more heavily toward the moral and generous choices. Over time it can become part of us.
  • Tying generosity to character appears to matter most around age 8, when children may be starting to crystallize notions of identity.
  • When children cause harm, they typically feel one of two moral emotions: shame or guilt. Despite the common belief that these emotions are interchangeable, research led by the psychologist June Price Tangney reveals that they have very different causes and consequences.
  • Shame is a negative judgment about the core self, which is devastating: Shame makes children feel small and worthless, and they respond either by lashing out at the target or escaping the situation
  • Shame is the feeling that I am a bad person, whereas guilt is the feeling that I have done a bad thing
  • In contrast, guilt is a negative judgment about an action, which can be repaired by good behavior. When children feel guilt, they tend to experience remorse and regret, empathize with the person they have harmed, and aim to make it right.
  • If we want our children to care about others, we need to teach them to feel guilt rather than shame when they misbehave.
  • shame emerges when parents express anger, withdraw their love, or try to assert their power through threats of punishment
  • The most effective response to bad behavior is to express disappointment.
  • parents raise caring children by expressing disappointment and explaining why the behavior was wrong, how it affected others, and how they can rectify the situation. This enables children to develop standards for judging their actions, feelings of empathy and responsibility for others, and a sense of moral identity, which are conducive to becoming a helpful person.
  • As parents, we want to be proactive in communicating our values to our children. Yet many of us do this the wrong way.
  • When the adult acted generously, students gave the same amount whether generosity was preached or not — they donated 85 percent more than the norm in both cases. When the adult preached selfishness, even after the adult acted generously, the students still gave 49 percent more than the norm. Children learn generosity not by listening to what their role models say, but by observing what they do.
  • in the long run, preaching is less effective than giving while saying nothing at all.
  • As the psychologist Karl Weick is fond of asking, “How can I know who I am until I see what I do? How can I know what I value until I see where I walk?”
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Notes Towards a Philosophy of Sleep | Issue 91 | Philosophy Now - 0 views

  • Meeting Christopher after a long interval reminded me of his excellent book Living Philosophy: Reflections on Life, Meaning and Morality (2001). The volume includes a fascinating essay entitled ‘The Need to Sleep’, where he notes that philosophers have not paid sufficient attention to this extraordinary phenomenon. Well, a decade on, this is the beginning of a response to Christopher’s wake-up call.
  • If I told you that I had a neurological disease which meant that for eight or more hours a day I lost control of my faculties, bade farewell to the outside world, and was subject to complex hallucinations and delusions – such as being chased by a grizzly bear at Stockport Railway Station – you would think I was in a pretty bad way.
  • Of course, sleep is not a disease at all, but the condition of daily (nightly) life for the vast majority of us. The fact that we accept without surprise the need for a prolonged black-out as part of our daily life highlights our tendency to take for granted anything about our condition that is universal.
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  • Honest philosophers know they cannot complain about casting their philosophical pearls before drowsy swine, because they, too, have fallen asleep over the works of philosophers greater than themselves.
  • Not only is sleep a reminder of our ultimate helplessness, or even of how circumscribed a place thought sometimes plays in our lives, there is also the fear of contagion, as if talking about sleep might induce it – just as this reference to yawning will get at least 50% of you yawning in the next 15 minutes. (It’s a fact, honest!)
  • Since all animals sleep, we assume it has a biological purpose. The trouble is, we don’t know what that purpose is. There are many theories – energy conservation, growth promotion, immobilisation during hours of darkness when it might be dangerous to be out and about, consolidation of memories – but they are all open to serious objections.
  • Dreams, of course, have figured more significantly in philosophy. Being a mode of consciousness – prompting Aristotle to say that “the soul makes assertions in sleep” (On Dreams 458b) – dreams seem one step up from the mere putting out of zzzs.
  • they place a philosophically interesting question mark against our confidence in the nature of the world we appear to share with others.
  • Naturally, dreams preoccupied him as much as the daily resurrection of the self. He suggested that dreams might be an attempt to make sense of the body’s passage from sleep to wakefulness.
  • nothing is more sleep-inducing than the egocentric tales of someone else’s solipsistic dreams. We long to hear that magic phrase “And then I woke up.”
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BBC - Future - The countries that don't exist - 2 views

  • In the deep future, every territory we know could eventually become a country that doesn’t exist.
    • silveiragu
       
      Contrary to the human expectation that situations remain constant. 
  • There really is a secret world of hidden independent nations
  • Middleton, however, is here to talk about countries missing from the vast majority of books and maps for sale here. He calls them the “countries that don’t exist”
    • silveiragu
       
      Reminds us of our strange relationship with nationalism-that we forget how artificial countries' boundaries are. 
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  • The problem, he says, is that we don’t have a watertight definition of what a country is. “Which as a geographer, is kind of shocking
  • The globe, it turns out, is full of small (and not so small) regions that have all the trappings of a real country
  • and are ignored on most world maps.
  • Middleton, a geographer at the University of Oxford, has now charted these hidden lands in his new book, An Atlas of Countries that Don’t Exist
  • Middleton’s quest began, appropriately enough, with Narnia
    • silveiragu
       
      Interesting connection to imagination as a way of knowing.
  • a defined territory, a permanent population, a government, and “the capacity to enter into relations with other states”.
  • In Australia, meanwhile, the Republic of Murrawarri was founded in 2013, after the indigenous tribe wrote a letter to Queen Elizabeth II asking her to prove her legitimacy to govern their land.
  • Yet many countries that meet these criteria aren‘t members of the United Nations (commonly accepted as the final seal of a country’s statehood).
  • many of them are instead members of the “Unrepresented United Nations – an alternative body to champion their rights.
  • A handful of the names will be familiar to anyone who has read a newspaper: territories such as Taiwan, Tibet, Greenland, and Northern Cyprus.
  • The others are less famous, but they are by no means less serious
    • silveiragu
       
      By what criterion, "serious"?
  • One of the most troubling histories, he says, concerns the Republic of Lakotah (with a population of 100,000). Bang in the centre of the United States of America (just east of the Rocky Mountains), the republic is an attempt to reclaim the sacred Black Hills for the Lakota Sioux tribe.
  • Their plight began in the 18th Century, and by 1868 they had finally signed a deal with the US government that promised the right to live on the Black Hills. Unfortunately, they hadn’t accounted for a gold rush
  • Similar battles are being fought across every continent.
  • In fact, you have almost certainly, unknowingly, visited one.
  • Christiania, an enclave in the heart of Copenhagen.
  • On 26 September that year, they declared it independent, with its own “direct democracy”, in which each of the inhabitants (now numbering 850) could vote on any important matter.
    • silveiragu
       
      Interesting reminder that the label "country" does not only have to arise from military or economic struggles, as is tempting to think in our study of history. Also, interesting reminder that the label of "country"-by itself-means nothing. 
  • a blind eye to the activities
    • silveiragu
       
      That is really why any interest is demonstrated towards this topic. Not that some country named Christiania exists in the heart of Denmark, but that they can legitimately call themselves a nation. We have grown up, and our parents have grown up, with a rigid definition of nationalism, and the strange notion that the lines in an atlas were always there. One interpretation of the Danish government's response to Christiania is simply that they do not know what to think. Although probably not geopolitically significant, such enclave states represent a challenge our perception of countries, one which fascinates Middleton's readers because it disconcerts them. 
  • perhaps we need to rethink the concept of the nation-state altogether? He points to Antarctica, a continent shared peacefully among the international community
    • silveiragu
       
      A sign of progress, perhaps, from the industrialism-spurred cycle of divide land, industrialize, and repeat-even if the chief reason is the region's climate. 
  • The last pages of Middleton’s Atlas contain two radical examples that question everything we think we mean by the word ‘country’.
    • silveiragu
       
      That is really why any interest is demonstrated towards this topic. Not that some country named Christiania exists in the heart of Denmark, but that they can legitimately call themselves a nation. We have grown up, and our parents have grown up, with a rigid definition of nationalism, and the strange notion that the lines in an atlas were always there. These "nonexistent countries"-and our collective disregard for them-are reminiscent of the 17th and 18th centuries: then, the notion of identifying by national lines was almost as strange and artificial as these countries' borders seem to us today. 
  • “They all raise the possibility that countries as we know them are not the only legitimate basis for ordering the planet,
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Narcissism Is Increasing. So You're Not So Special. - The New York Times - 1 views

  • A 2010 study in the journal Social Psychological and Personality Science found that the percentage of college students exhibiting narcissistic personality traits, based on their scores on the Narcissistic Personality Inventory, a widely used diagnostic test, has increased by more than half since the early 1980s, to 30 percent. In their book “Narcissism Epidemic,” the psychology professors Jean M. Twenge and W. Keith Campbell show that narcissism has increased as quickly as obesity has since the 1980s. Even our egos are getting fat.
  • This is a costly problem. While full-blown narcissists often report high levels of personal satisfaction, they create havoc and misery around them. There is overwhelming evidence linking narcissism with lower honesty and raised aggression.
  • narcissism isn’t an either-or characteristic. It’s more of a set of progressive symptoms (like alcoholism) than an identifiable state (like diabetes). Millions of Americans exhibit symptoms, but still have a conscience and a hunger for moral improvement. At the very least, they really don’t want to be terrible people.
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  • Rousseau wrote about “amour-propre,” a kind of self-love based on the opinions of others. He considered it unnatural and unhealthy, and believed that arbitrary social comparison led to people wasting their lives trying to look and sound attractive to others.
  • Narcissus falls in love not with himself, but with his reflection. In the modern version, Narcissus would fall in love with his own Instagram feed, and starve himself to death while compulsively counting his followers.
  • If our egos are obese with amour-propre, social media can indeed serve up the empty emotional carbs we crave. Instagram and the like doesn’t create a narcissist, but studies suggest it acts as an accelerant — a near ideal platform to facilitate what psychologists call “grandiose exhibitionism.”
  • No doubt you have seen this in others, and maybe even a little of it in yourself as you posted a flattering selfie — and then checked back 20 times for “likes.”
  • A healthy self-love that leads to true happiness is what Rousseau called “amour de soi.” It builds up one’s intrinsic well-being, as opposed to feeding shallow cravings to be admired.
  • First, take the Narcissistic Personality Inventory test.
  • Here is an individual self-improvement strategy that combines a healthy self-love (for Valentine’s Day) with a small sacrifice (possibly for Lent).
  • Cultivating amour de soi requires being fully alive at this moment, as opposed to being virtually alive while wondering what others think. The soulful connection with another person, the enjoyment of a beautiful hike alone (not shared on Facebook) or a prayer of thanks over your sleeping child (absent a #blessed tweet) could be considered expressions of amour de soi.
  • Second, get rid of the emotional junk food that is feeding any unhealthy self-obsession. Make a list of opinions to disregard — especially those of flatterers and critics — and review the list each day. Resolve not to waste a moment trying to impress others,
  • Third, go on a social media fast. Post to communicate, praise and learn — never to self-promote.
  • As for clinically significant narcissism—along with greed, invidious prejudice, and habitual lying—it is simply another one of our anti-social behaviors that mutated from our basic genetic drives…in this case the drive to survive. The opposite of narcissism is empathy, a brain-wiring that evolved much later and in parallel with our increased reliance on social interaction as a means to improve the chances of sending our genes down the line (the drive to reproduce). There is thus a certain irony in the fact that the misnamed “social” media are encouraging a decline in empathy. Your thoughts?
  • Sure you're not confusing narcissism with vanity? If you've ever had the misfortune of having someone with narcissistic personality disorder in your life, you would know it's about more than selfies and seeking constant approval. They are truly sick individuals that destroy the lives of those they claim to love.I would say people's addictions to social media "likes" and posting selfies is vanity
  • Perhaps we need to distinguish between Narcissistic Personality Disorder (NPD) and the adjective "narcissistic." We all know lots of people with way too much self-regard. NPD on the other hand ruins lives and certainly families. People who have NPD are way beyond self centered. They see the world as black and white and all people they interact with become reflections. People with NPD go to extreme lengths to control those around them and will lie, cheat and steal to do that. They are never wrong the other person is always wrong. I have worked for Narcissists and lived with one. Let's not throw around this term without defining it, please.
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Philosophy's True Home - The New York Times - 0 views

  • We’ve all heard the argument that philosophy is isolated, an “ivory tower” discipline cut off from virtually every other progress-making pursuit of knowledge, including math and the sciences, as well as from the actual concerns of daily life. The reasons given for this are many. In a widely read essay in this series, “When Philosophy Lost Its Way,” Robert Frodeman and Adam Briggle claim that it was philosophy’s institutionalization in the university in the late 19th century that separated it from the study of humanity and nature, now the province of social and natural sciences.
  • This institutionalization, the authors claim, led it to betray its central aim of articulating the knowledge needed to live virtuous and rewarding lives. I have a different view: Philosophy isn’t separated from the social, natural or mathematical sciences, nor is it neglecting the study of goodness, justice and virtue, which was never its central aim.
  • identified philosophy with informal linguistic analysis. Fortunately, this narrow view didn’t stop them from contributing to the science of language and the study of law. Now long gone, neither movement defined the philosophy of its day and neither arose from locating it in universities.
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  • The authors claim that philosophy abandoned its relationship to other disciplines by creating its own purified domain, accessible only to credentialed professionals. It is true that from roughly 1930 to 1950, some philosophers — logical empiricists, in particular — did speak of philosophy having its own exclusive subject matter. But since that subject matter was logical analysis aimed at unifying all of science, interdisciplinarity was front and center.
  • Philosophy also played a role in 20th-century physics, influencing the great physicists Albert Einstein, Niels Bohr and Werner Heisenberg. The philosophers Moritz Schlick and Hans Reichenbach reciprocated that interest by assimilating the new physics into their philosophies.
  • developed ideas relating logic to linguistic meaning that provided a framework for studying meaning in all human languages. Others, including Paul Grice and J.L. Austin, explained how linguistic meaning mixes with contextual information to enrich communicative contents and how certain linguistic performances change social facts. Today a new philosophical conception of the relationship between meaning and cognition adds a further dimension to linguistic science.
  • Decision theory — the science of rational norms governing action, belief and decision under uncertainty — was developed by the 20th-century philosophers Frank Ramsey, Rudolph Carnap, Richard Jeffrey and others. It plays a foundational role in political science and economics by telling us what rationality requires, given our evidence, priorities and the strength of our beliefs. Today, no area of philosophy is more successful in attracting top young minds.
  • Philosophy also assisted psychology in its long march away from narrow behaviorism and speculative Freudianism. The mid-20th-century functionalist perspective pioneered by Hilary Putnam was particularly important. According to it, pain, pleasure and belief are neither behavioral dispositions nor bare neurological states. They are interacting internal causes, capable of very different physical realizations, that serve the goals of individuals in specific ways. This view is now embedded in cognitive psychology and neuroscience.
  • philosopher-mathematicians Gottlob Frege, Bertrand Russell, Kurt Gödel, Alonzo Church and Alan Turing invented symbolic logic, helped establish the set-theoretic foundations of mathematics, and gave us the formal theory of computation that ushered in the digital age
  • Philosophy of biology is following a similar path. Today’s philosophy of science is less accessible than Aristotle’s natural philosophy chiefly because it systematizes a larger, more technically sophisticated body of knowledge.
  • Philosophy’s interaction with mathematics, linguistics, economics, political science, psychology and physics requires specialization. Far from fostering isolation, this specialization makes communication and cooperation among disciplines possible. This has always been so.
  • Nor did scientific progress rob philosophy of its former scientific subject matter, leaving it to concentrate on the broadly moral. In fact, philosophy thrives when enough is known to make progress conceivable, but it remains unachieved because of methodological confusion. Philosophy helps break the impasse by articulating new questions, posing possible solutions and forging new conceptual tools.
  • Our knowledge of the universe and Ourselves expands like a ripple surrounding a pebble dropped in a pool. As we move away from the center of the spreading circle, its area, representing Our secure knowledge, grows. But so does its circumference, representing the border where knowledge blurs into uncertainty and speculation, and methodological confusion returns. Philosophy patrols the border, trying to understand how we got there and to conceptualize Our next move.  Its job is unending.
  • Although progress in ethics, political philosophy and the illumination of life’s meaning has been less impressive than advances in some other areas, it is accelerating.
  • the advances in our understanding because of careful formulation and critical evaluation of theories of goodness, rightness, justice and human flourishing by philosophers since 1970 compare well to the advances made by philosophers from Aristotle to 1970
  • The knowledge required to maintain philosophy’s continuing task, including its vital connection to other disciplines, is too vast to be held in one mind. Despite the often-repeated idea that philosophy’s true calling can only be fulfilled in the public square, philosophers actually function best in universities, where they acquire and share knowledge with their colleagues in other disciplines. It is also vital for philosophers to engage students — both those who major in the subject, and those who do not. Although philosophy has never had a mass audience, it remains remarkably accessible to the average student; unlike the natural sciences, its frontiers can be reached in a few undergraduate courses.
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How Not to Explain Success - The New York Times - 0 views

  • DO you remember the controversy two years ago, when the Yale law professors Amy Chua (author of “Battle Hymn of the Tiger Mother”) and Jed Rubenfeld published “The Triple Package: How Three Unlikely Traits Explain the Rise and Fall of Cultural Groups in America”?We sure do. As psychologists, we found the book intriguing, because its topic — why some people succeed and others don’t — has long been a basic research question in social science, and its authors were advancing a novel argument. They contended that certain ethnic and religious minority groups (among them, Cubans, Jews and Indians) had achieved disproportionate success in America because their individual members possessed a combination of three specific traits: a belief that their group was inherently superior to others; a sense of personal insecurity; and a high degree of impulse control.
  • it offered no rigorous quantitative evidence to support its theory. This, of course, didn’t stop people from attacking or defending the book. But it meant that the debate consisted largely of arguments based on circumstantial evidence.
  • we took the time to empirically test the triple package hypothesis directly. Our results have just been published in the jOurnal Personality and Individual Differences. We found scant evidence for Professors Chua and Rubenfeld’s theory.
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  • We conducted two online surveys of a total of 1,258 adults in the United States. Each participant completed a variety of standard questionnaires to measure his or her impulsiveness, ethnocentrism and personal insecurity. (Professors Chua and Rubenfeld describe insecurity as “a goading anxiety about oneself and one’s place in society.” Since this concept was the most complex and counterintuitive element of their theory, we measured it several different ways, each of which captured a slightly different aspect.)Next, the participants completed a test of their cognitive abilities. Then they reported their income, occupation, education and other achievements, such as receiving artistic, athletic or leadership awards, all of which we combined to give each person a single score for overall success. Finally, our participants indicated their age, sex and parents’ levels of education.
  • First, the more successful participants had higher cognitive ability, more educated parents and better impulse control.
  • This finding is exactly what you would expect from accepted social science. Long before “The Triple Package,” researchers determined that the personality trait of conscientiousness, which encompasses the triple package’s impulse control component, was an important predictor of success — but that a person’s intelligence and socioeconomic background were equally or even more important.
  • Our second finding was that the more successful participants did not possess greater feelings of ethnocentrism or personal insecurity. In fact, for insecurity, the opposite was true: Emotional stability was related to greater success.
  • Finally, we found no special “synergy” among the triple package traits. According to Professors Chua and Rubenfeld, the three traits have to work together to create success — a sense of group superiority creates drive only in people who also view themselves as not good enough, for example, and drive is useless without impulse control. But in our data, people scoring in the top half on all three traits were no more successful than everyone else.
  • To be clear, we have no objection to Professors Chua and Rubenfeld’s devising a novel social-psychological theory of success. During the peer-review process before publication, our paper was criticized on the grounds that a theory created by law professors could not have contributed to empirical social science, and that ideas published in a popular book did not merit evaluation in an academic journal.We disagree. Outsiders can make creative and even revolutionary contributions to a discipline, as the psychologists Amos Tversky and Daniel Kahneman did for economics. And professors do not further the advancement of knowledge by remaining aloof from debates where they can apply their expertise. Researchers should engage the public, dispel popular myths and even affirm “common sense” when the evidence warrants.
  • it did not stand up to direct empirical tests. Our conclusion regarding “The Triple Package” is expressed by the saying, “What is new is not correct, and what is correct is not new.”
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Can truth survive this president? An honest investigation. - The Washington Post - 0 views

  • in the summer of 2002, long before “fake news” or “post-truth” infected the vernacular, one of President George W. Bush’s top advisers mocked a journalist for being part of the “reality-based community.” Seeking answers in reality was for suckers, the unnamed adviser explained. “We’re an empire now, and when we act, we create our own reality.”
  • This was the hubris and idealism of a post-Cold War, pre-Iraq War superpower: If you exert enough pressure, events will bend to your will.
  • the deceit emanating from the White House today is lazier, more cynical. It is not born of grand strategy or ideology; it is impulsive and self-serving. It is not arrogant, but shameless.
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  • Bush wanted to remake the world. President Trump, by contrast, just wants to make it up as he goes along
  • Through all their debates over who is to blame for imperiling truth (whether Trump, postmodernism, social media or Fox News), as well as the consequences (invariably dire) and the solutions (usually vague), a few conclusions materialize, should you choose to believe them.
  • There is a pattern and logic behind the dishonesty of Trump and his surrogates; however, it’s less multidimensional chess than the simple subordination of reality to political and personal ambition
  • Trump’s untruth sells best precisely when feelings and instincts overpower facts, when America becomes a safe space for fabrication.
  • Rand Corp. scholars Jennifer Kavanagh and Michael D. Rich point to the Gilded Age, the Roaring Twenties and the rise of television in the mid-20th century as recent periods of what they call “Truth Decay” — marked by growing disagreement over facts and interpretation of data; a blurring of lines between opinion, fact and personal experience; and diminishing trust in once-respected sources of information.
  • In eras of truth decay, “competing narratives emerge, tribalism within the U.S. electorate increases, and political paralysis and dysfunction grow,”
  • Once you add the silos of social media as well as deeply polarized politics and deteriorating civic education, it becomes “nearly impossible to have the types of meaningful policy debates that form the foundation of democracy.”
  • To interpret our era’s debasement of language, Kakutani reflects perceptively on the World War II-era works of Victor Klemperer, who showed how the Nazis used “words as ‘tiny doses of arsenic’ to poison and subvert the German culture,” and of Stefan Zweig, whose memoir “The World of Yesterday” highlights how ordinary Germans failed to grasp the sudden erosion of their freedoms.
  • Kakutani calls out lefty academics who for decades preached postmodernism and social constructivism, which argued that truth is not universal but a reflection of relative power, structural forces and personal vantage points.
  • postmodernists rejected Enlightenment ideals as “vestiges of old patriarchal and imperialist thinking,” Kakutani writes, paving the way for today’s violence against fact in politics and science.
  • “dumbed-down corollaries” of postmodernist thought have been hijacked by Trump’s defenders, who use them to explain away his lies, inconsistencies and broken promises.
  • intelligent-design proponents and later climate deniers drew from postmodernism to undermine public perceptions of evolution and climate change. “Even if right-wing politicians and other science deniers were not reading Derrida and Foucault, the germ of the idea made its way to them: science does not have a monopoly on the truth,
  • McIntyre quotes at length from mea culpas by postmodernist and social constructivist writers agonizing over what their theories have wrought, shocked that conservatives would use them for nefarious purposes
  • pro-Trump troll and conspiracy theorist Mike Cernovich , who helped popularize the “Pizzagate” lie, has forthrightly cited his unlikely influences. “Look, I read postmodernist theory in college,” Cernovich told the New Yorker in 2016. “If everything is a narrative, then we need alternatives to the dominant narrative. I don’t seem like a guy who reads [Jacques] Lacan, do I?
  • When truth becomes malleable and contestable regardless of evidence, a mere tussle of manufactured narratives, it becomes less about conveying facts than about picking sides, particularly in politics.
  • In “On Truth,” Cambridge University philosopher Simon Blackburn writes that truth is attainable, if at all, “only at the vanishing end points of enquiry,” adding that, “instead of ‘facts first’ we may do better if we think of ‘enquiry first,’ with the notion of fact modestly waiting to be invited to the feast afterward.
  • He is concerned, but not overwhelmingly so, about the survival of truth under Trump. “Outside the fevered world of politics, truth has a secure enough foothold,” Blackburn writes. “Perjury is still a serious crime, and we still hope that our pilots and surgeons know their way about.
  • Kavanaugh and Rich offer similar consolation: “Facts and data have become more important in most other fields, with political and civil discourse being striking exceptions. Thus, it is hard to argue that the world is truly ‘post-fact.’ ”
  • McIntyre argues persuasively that our methods of ascertaining truth — not just the facts themselves — are under attack, too, and that this assault is especially dangerous.
  • Ideologues don’t just disregard facts they disagree with, he explains, but willingly embrace any information, however dubious, that fits their agenda. “This is not the abandonment of facts, but a corruption of the process by which facts are credibly gathered and reliably used to shape one’s beliefs about reality. Indeed, the rejection of this undermines the idea that some things are true irrespective of how we feel about them.”
  • “It is hardly a depressing new phenomenon that people’s beliefs are capable of being moved by their hopes, grievances and fears,” Blackburn writes. “In order to move people, objective facts must become personal beliefs.” But it can’t work — or shouldn’t work — in reverse.
  • More than fearing a post-truth world, Blackburn is concerned by a “post-shame environment,” in which politicians easily brush off their open disregard for truth.
  • it is human nature to rationalize away the dissonance. “Why get upset by his lies, when all politicians lie?” Kakutani asks, distilling the mind-set. “Why get upset by his venality, when the law of the jungle rules?”
  • So any opposition is deemed a witch hunt, or fake news, rigged or just so unfair. Trump is not killing the truth. But he is vandalizing it, constantly and indiscriminately, diminishing its prestige and appeal, coaxing us to look away from it.
  • the collateral damage includes the American experiment.
  • “One of the most important ways to fight back against post-truth is to fight it within ourselves,” he writes, whatever our particular politics may be. “It is easy to identify a truth that someone else does not want to see. But how many of us are prepared to do this with our own beliefs? To doubt something that we want to believe, even though a little piece of us whispers that we do not have all the facts?”
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Was There a Civilization On Earth Before Humans? - The Atlantic - 0 views

  • When it comes to direct evidence of an industrial civilization—things like cities, factories, and roads—the geologic record doesn’t go back past what’s called the Quaternary period 2.6 million years ago
  • if we’re going back this far, we’re not talking about human civilizations anymore. Homo sapiens didn’t make their appearance on the planet until just 300,000 years or so ago. That means the question shifts to other species, which is why Gavin called the idea the Silurian hypothesis
  • could researchers find clear evidence that an ancient species built a relatively short-lived industrial civilization long before our own? Perhaps, for example, some early mammal rose briefly to civilization building during the Paleocene epoch about 60 million years ago. There are fossils, of course. But the fraction of life that gets fossilized is always minuscule and varies a lot depending on time and habitat. It would be easy, therefore, to miss an industrial civilization that only lasted 100,000 years—which would be 500 times longer than our industrial civilization has made it so far.
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  • Given that all direct evidence would be long gone after many millions of years, what kinds of evidence might then still exist? The best way to answer this question is to figure out what evidence we’d leave behind if human civilization collapsed at its current stage of development.
  • Now that our industrial civilization has truly gone global, humanity’s collective activity is laying down a variety of traces that will be detectable by scientists 100 million years in the future. The extensive use of fertilizer, for example
  • And then there’s all that plastic. Studies have shown increasing amounts of plastic “marine litter” are being deposited on the seafloor everywhere from coastal areas to deep basins and even in the Arctic. Wind, sun, and waves grind down large-scale plastic artifacts, leaving the seas full of microscopic plastic particles that will eventually rain down on the ocean floor, creating a layer that could persist for geological timescales.
  • Likewise our relentless hunger for the rare-Earth elements used in electronic gizmos. Far more of these atoms are now wandering around the planet’s surface because of us than would otherwise be the case. They might also show up in future sediments, too.
  • Once you realize, through climate change, the need to find lower-impact energy sources, the less impact you will leave. So the more sustainable your civilization becomes, the smaller the signal you’ll leave for future generations.
  • The more fossil fuels we burn, the more the balance of these carbon isotopes shifts. Atmospheric scientists call this shift the Suess effect, and the change in isotopic ratios of carbon due to fossil-fuel use is easy to see over the last century. Increases in temperature also leave isotopic signals. These shifts should be apparent to any future scientist who chemically analyzes exposed layers of rock from our era. Along with these spikes, this Anthropocene layer might also hold brief peaks in nitrogen, plastic nanoparticles, and even synthetic steroids
  • Fifty-six million years ago, Earth passed through the Paleocene-Eocene Thermal Maximum (PETM). During the PETM, the planet’s average temperature climbed as high as 15 degrees Fahrenheit above what we experience today. It was a world almost without ice, as typical summer temperatures at the poles reached close to a balmy 70 degrees Fahrenheit.
  • While there is evidence that the PETM may have been driven by a massive release of buried fossil carbon into the air, it’s the timescale of these changes that matter. The PETM’s isotope spikes rise and fall over a few hundred thousand years. But what makes the Anthropocene so remarkable in terms of Earth’s history is the speed at which we’re dumping fossil carbon into the atmosphere. There have been geological periods where Earth’s CO2 has been as high or higher than today, but never before in the planet’s multibillion-year history has so much buried carbon been dumped back into the atmosphere so quickly
  • So the isotopic spikes we do see in the geologic record may not be spiky enough to fit the Silurian hypothesis’s bill.
  • ronically, however, the most promising marker of humanity’s presence as an advanced civilization is a by-product of one activity that may threaten it most.
  • “How do you know we’re the only time there’s been a civilization on our own planet?”
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Your Brain on a Magic Trick - NYTimes.com - 2 views

  • a retention vanish: a false transfer that exploits a lag in the brain’s perception of motion, called persistence of vision. When done right, the spectator will actually see the coin in the left palm for a split second after the hands separate. This bizarre afterimage results from the fact that visual neurons don’t stop firing once a given stimulus (here, the coin) is no longer present. As a result, our perception of reality lags behind reality by about one one-hundredth of a second.
  • Another dark psychological secret magicians routinely take advantage of is known as change blindness — the failure to detect changes in consecutive scenes.
  • we are often blind to the results of our own decisions. Once a choice is made, our minds tend to rewrite history in a way that flatters our volition, a fact magicians have exploited for centuries. “If you are given a choice, you believe you have acted freely,” said Teller, of the duo Penn and Teller, to Smithsonian magazine. “This is one of the darkest of all psychological secrets.”
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  • Magicians have long used such cognitive biases to their advantage, and in recent years scientists have been following in their footsteps, borrowing techniques from the conjurer’s playbook in an effort not to mystify people but to study them.
  • Scientists have found a way to induce change blindness, with a machine called a transcranial magnetic stimulator, which uses a magnetic field to disrupt localized brain regions
  • Such blind spots confirm what many philosophers have long suspected: reality and our perception of it are incommensurate to a far greater degree than is often believed. For all its apparent fidelity, the movie in our heads is a “Rashomon” narrative pieced together from inconsistent and unreliable bits of information. It is, to a certain extent, an illusion.
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Ivy League Schools Are Overrated. Send Your Kids Elsewhere. | New Republic - 1 views

  • a blizzard of admissions jargon that I had to pick up on the fly. “Good rig”: the transcript exhibits a good degree of academic rigor. “Ed level 1”: parents have an educational level no higher than high school, indicating a genuine hardship case. “MUSD”: a musician in the highest category of promise. Kids who had five or six items on their list of extracurriculars—the “brag”—were already in trouble, because that wasn’t nearly enough.
  • With so many accomplished applicants to choose from, we were looking for kids with something special, “PQs”—personal qualities—that were often revealed by the letters or essays. Kids who only had the numbers and the résumé were usually rejected: “no spark,” “not a team-builder,” “this is pretty much in the middle of the fairway for us.” One young person, who had piled up a truly insane quantity of extracurriculars and who submitted nine letters of recommendation, was felt to be “too intense.”
  • On the other hand, the numbers and the résumé were clearly indispensable. I’d been told that successful applicants could either be “well-rounded” or “pointy”—outstanding in one particular way—but if they were pointy, they had to be really pointy: a musician whose audition tape had impressed the music department, a scientist who had won a national award.
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  • When I speak of elite education, I mean prestigious institutions like Harvard or Stanford or Williams as well as the larger universe of second-tier selective schools, but I also mean everything that leads up to and away from them—the private and affluent public high schools; the ever-growing industry of tutors and consultants and test-prep courses; the admissions process itself, squatting like a dragon at the entrance to adulthood; the brand-name graduate schools and employment opportunities that come after the B.A.; and the parents and communities, largely upper-middle class, who push their children into the maw of this machine.
  • Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.
  • “Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance
  • Like so many kids today, I went off to college like a sleepwalker. You chose the most prestigious place that let you in; up ahead were vaguely understood objectives: status, wealth—“success.” What it meant to actually get an education and why you might want one—all this was off the table.
  • It was only after 24 years in the Ivy League—college and a Ph.D. at Columbia, ten years on the faculty at Yale—that I started to think about what this system does to kids and how they can escape from it, what it does to our society and how we can dismantle it.
  • I taught many wonderful young people during my years in the Ivy League—bright, thoughtful, creative kids whom it was a pleasure to talk with and learn from. But most of them seemed content to color within the lines that their education had marked out for them. Very few were passionate about ideas. Very few saw college as part of a larger project of intellectual discovery and development. Everyone dressed as if they were ready to be interviewed at a moment’s notice.
  • Look beneath the façade of seamless well-adjustment, and what you often find are toxic levels of fear, anxiety, and depression, of emptiness and aimlessness and isolation. A large-scale survey of college freshmen recently found that self-reports of emotional well-being have fallen to their lowest level in the study’s 25-year history.
  • So extreme are the admission standards now that kids who manage to get into elite colleges have, by definition, never experienced anything but success. The prospect of not being successful terrifies them, disorients them. The cost of falling short, even temporarily, becomes not merely practical, but existential. The result is a violent aversion to risk.
  • There are exceptions, kids who insist, against all odds, on trying to get a real education. But their experience tends to make them feel like freaks. One student told me that a friend of hers had left Yale because she found the school “stifling to the parts of yourself that you’d call a soul.”
  • What no one seems to ask is what the “return” is supposed to be. Is it just about earning more money? Is the only purpose of an education to enable you to get a job? What, in short, is college for?
  • The first thing that college is for is to teach you to think.
  • College is an opportunity to stand outside the world for a few years, between the orthodoxy of your family and the exigencies of career, and contemplate things from a distance.
  • it is only through the act of establishing communication between the mind and the heart, the mind and experience, that you become an individual, a unique being—a soul. The job of college is to assist you to begin to do that. Books, ideas, works of art and thought, the pressure of the minds around you that are looking for their own answers in their own ways.
  • College is not the only chance to learn to think, but it is the best. One thing is certain: If you haven’t started by the time you finish your B.A., there’s little likelihood you’ll do it later. That is why an undergraduate experience devoted exclusively to career preparation is four years largely wasted.
  • Elite schools like to boast that they teach their students how to think, but all they mean is that they train them in the analytic and rhetorical skills that are necessary for success in business and the professions.
  • Everything is technocratic—the development of expertise—and everything is ultimately justified in technocratic terms.
  • Religious colleges—even obscure, regional schools that no one has ever heard of on the coasts—often do a much better job in that respect.
  • At least the classes at elite schools are academically rigorous, demanding on their own terms, no? Not necessarily. In the sciences, usually; in other disciplines, not so much
  • professors and students have largely entered into what one observer called a “nonaggression pact.”
  • higher marks for shoddier work.
  • today’s young people appear to be more socially engaged than kids have been for several decades and that they are more apt to harbor creative or entrepreneurial impulses
  • they tend to be played out within the same narrow conception of what constitutes a valid life: affluence, credentials, prestige.
  • Experience itself has been reduced to instrumental function, via the college essay. From learning to commodify your experiences for the application, the next step has been to seek out experiences in order to have them to commodify
  • there is now a thriving sector devoted to producing essay-ready summers
  • To be a high-achieving student is to constantly be urged to think of yourself as a future leader of society.
  • what these institutions mean by leadership is nothing more than getting to the top. Making partner at a major law firm or becoming a chief executive, climbing the greasy pole of whatever hierarchy you decide to attach yourself to. I don’t think it occurs to the people in charge of elite colleges that the concept of leadership ought to have a higher meaning, or, really, any meaning.
  • The irony is that elite students are told that they can be whatever they want, but most of them end up choosing to be one of a few very similar things
  • As of 2010, about a third of graduates went into financing or consulting at a number of top schools, including Harvard, Princeton, and Cornell.
  • Whole fields have disappeared from view: the clergy, the military, electoral politics, even academia itself, for the most part, including basic science
  • It’s considered glamorous to drop out of a selective college if you want to become the next Mark Zuckerberg, but ludicrous to stay in to become a social worker. “What Wall Street figured out,” as Ezra Klein has put it, “is that colleges are producing a large number of very smart, completely confused graduates. Kids who have ample mental horsepower, an incredible work ethic and no idea what to do next.”
  • t almost feels ridiculous to have to insist that colleges like Harvard are bastions of privilege, where the rich send their children to learn to walk, talk, and think like the rich. Don’t we already know this? They aren’t called elite colleges for nothing. But apparently we like pretending otherwise. We live in a meritocracy, after all.
  • Visit any elite campus across our great nation, and you can thrill to the heart-warming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals
  • That doesn’t mean there aren’t a few exceptions, but that is all they are. In fact, the group that is most disadvantaged by our current admissions policies are working-class and rural whites, who are hardly present
  • The college admissions game is not primarily about the lower and middle classes seeking to rise, or even about the upper-middle class attempting to maintain its position. It is about determining the exact hierarchy of status within the upper-middle class itself.
  • This system is exacerbating inequality, retarding social mobility, perpetuating privilege, and creating an elite that is isolated from the society that it’s supposed to lead. The numbers are undeniable. In 1985, 46 percent of incoming freshmen at the 250 most selective colleges came from the top quarter of the income distribution. By 2000, it was 55 percent
  • The major reason for the trend is clear. Not increasing tuition, though that is a factor, but the ever-growing cost of manufacturing children who are fit to compete in the college admissions game
  • Wealthy families start buying their children’s way into elite colleges almost from the moment they are born: music lessons, sports equipment, foreign travel (“enrichment” programs, to use the all-too-perfect term)—most important, of course, private-school tuition or the costs of living in a place with top-tier public schools.
  • s there anything that I can do, a lot of young people have written to ask me, to avoid becoming an out-of-touch, entitled little shit? I don’t have a satisfying answer, short of telling them to transfer to a public university. You cannot cogitate your way to sympathy with people of different backgrounds, still less to knowledge of them. You need to interact with them directly, and it has to be on an equal footing
  • Elite private colleges will never allow their students’ economic profile to mirror that of society as a whole. They can’t afford to—they need a critical mass of full payers and they need to tend to their donor base—and it’s not even clear that they’d want to.
  • Elite colleges are not just powerless to reverse the movement toward a more unequal society; their policies actively promote it.
  • The SAT is supposed to measure aptitude, but what it actually measures is parental income, which it tracks quite closely
  • U.S. News and World Report supplies the percentage of freshmen at each college who finished in the highest 10 percent of their high school class. Among the top 20 universities, the number is usually above 90 percent. I’d be wary of attending schools like that. Students determine the level of classroom discussion; they shape your values and expectations, for good and ill. It’s partly because of the students that I’d warn kids away from the Ivies and their ilk. Kids at less prestigious schools are apt to be more interesting, more curious, more open, and far less entitled and competitive.
  • The best option of all may be the second-tier—not second-rate—colleges, like Reed, Kenyon, Wesleyan, Sewanee, Mount Holyoke, and others. Instead of trying to compete with Harvard and Yale, these schools have retained their allegiance to real educational values.
  • Not being an entitled little shit is an admirable goal. But in the end, the deeper issue is the situation that makes it so hard to be anything else. The time has come, not simply to reform that system top to bottom, but to plot our exit to another kind of society altogether.
  • The education system has to act to mitigate the class system, not reproduce it. Affirmative action should be based on class instead of race, a change that many have been advocating for years. Preferences for legacies and athletes ought to be discarded. SAT scores should be weighted to account for socioeconomic factors. Colleges should put an end to résumé-stuffing by imposing a limit on the number of extracurriculars that kids can list on their applications. They ought to place more value on the kind of service jobs that lower-income students often take in high school and that high achievers almost never do. They should refuse to be impressed by any opportunity that was enabled by parental wealth
  • More broadly, they need to rethink their conception of merit. If schools are going to train a better class of leaders than the ones we have today, they’re going to have to ask themselves what kinds of qualities they need to promote. Selecting students by GPA or the number of extracurriculars more often benefits the faithful drudge than the original mind.
  • reforming the admissions process. That might address the problem of mediocrity, but it won’t address the greater one of inequality
  • The problem is the Ivy League itself. We have contracted the training of our leadership class to a set of private institutions. However much they claim to act for the common good, they will always place their interests first.
  • I’ve come to see that what we really need is to create one where you don’t have to go to the Ivy League, or any private college, to get a first-rate education.
  • High-quality public education, financed with public money, for the benefit of all
  • Everybody gets an equal chance to go as far as their hard work and talent will take them—you know, the American dream. Everyone who wants it gets to have the kind of mind-expanding, soul-enriching experience that a liberal arts education provides.
  • We recognize that free, quality K–12 education is a right of citizenship. We also need to recognize—as we once did and as many countries still do—that the same is true of higher education. We have tried aristocracy. We have tried meritocracy. Now it’s time to try democracy.
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