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The algorithms are showing you things to see what you react to and showing you more of the things that prompt an emotional response, that make it harder to leave Facebook or Instagram or any of the other social networks.

really if your goal is to maximize engagement that is of course what you’d do since anger is a far more compelling and powerful emotion than appreciation.

Facebook didn’t do that. That’s coded into our neurology. Facebook really is an extremism generating machine. It’s really an inevitable part of the core engine.

it’s not just Facebook. Or perhaps you could say it’s not even Facebook at all. It’s the mix of machine learning and the business models of all the social networks

They have real upsides. They connect us with people. Show us fun videos. But they are also inherently destructive. And somehow we have to take cognizance of that – and not just as a matter of the business decisions of one company.

the social networks – meaning the mix of machine learning and advertising/engagement based business models – are really something new under the sun. They’re addiction and extremism generating systems. It’s what they’re designed to do.

He blamed television, above all, for the decline in hobbies, avocations and lifelong education — activities that blend aspects of work and play and, he said, offer the best opportunity for flow and, through it, happiness.

Some critics said his finger pointing smacked of snobbery, to which he had a response: “If holding that everyone should have a chance to get the highest quality of experience is an elitist notion, so be it,” he wrote in a guest essay for The New York Times in 1993. “It is better than resigning oneself to a life of mindless entertainment.”

“We can’t afford to become trapped within ourselves, our jobs, and religions, and lose sight of the entire tapestry of life,” he said in a 1995 interview with Omni magazine. “When the self loses itself in a transcendent purpose — whether to write great poetry, craft beautiful furniture, understand the motions of galaxies, or help children be happier — the self becomes largely invulnerable to the fears and setbacks of ordinary existence.”

The characters are broad and simple, each representing a demographic that any fourth grader could recognize: angry mom, spoiled wife, mean girl, lazy husband. They seem almost like instructional videos an alien species might watch to learn the basic points of American social dynamics.

Mr. Mann’s moral philosophy can at times feel thin and absolutist. A common narrative arc involves a bully mocking the protagonist for being poor or having acne; then a twist of fate strikes the bully with poverty or pimples. The videos often imply that having any kind of social problem is a form of shameful karmic punishment.

the size of his audience suggests that Mr. Mann is tapping into something millions of people find compelling. In trying times — say, a pandemic with no end in sight paired with devastating wildfires on several continents and a bleak climate outlook — people want to see villains reformed and lessons delivered. No ambiguity, no debates. Everything turns out just right.

Not only is this tied to weight gain, especially in the belly, but it also leaves you with cravings. Aspartame is 200 times sweeter than table sugar. Serious drinkers are so used to the super-sweet taste that everything else seems bland in comparison.

Coca-Cola has a different take on what people refer to as an addiction. “Food and beverages, like chocolate, for example, can trigger what scientists call ‘reward centers’ in the brain, but so can other things like music or laughter,” said Daphne Dickerson, a spokeswoman for Coca-Cola. “Regularly consuming food and beverages that taste good and that you enjoy is not the same as being addicted to them.”

In September 2020, Ms. Beller was diagnosed with breast cancer. She didn’t quit Diet Coke until after surgery, when doctors found more cancer and she realized she’d have to undergo chemotherapy.

She used the Quitzilla app, a habit breaker and sobriety counter, which tracked her progress. “Every time I had a craving, just looking at the app did something good in my brain,” she said. She didn’t have a lot of physical side effects, but she did long for the drink. She credits the app with helping her stay on track.

Even movies that explore adaptive responses to climate change make glum assumptions. In Christopher Nolan’s “Interstellar,” humanity’s future lies on a far distant planet; Earth is unsalvageable. James Cameron’s first “Avatar” movie imagines that resource crises will drive humanity to galaxy-wide pillage.

In Robinson’s telling, climate change will upend our lives, but we all have something to contribute to the response to this radical reordering.

The idea that pop culture can tell these stories creatively and dynamically is not merely speculative.

“The Ministry for the Future” novelist Kim Stanley Robinson has spent decades creatively imagining how humanity might respond to harsh conditions, whether that means Mars and the asteroid belt or a drowned New York City.

If activists, be they filmmakers or politicians, want to persuade the public to adopt new behaviors, or even to do more than simply despair, they need to give the ordinary person a vision for what to do.

e stories creatively and dyn

The parents in these cases are often completely bewildered by the accusations. They often remember a totally different childhood home and accuse their children of rewriting what happened.

a more individualistic culture has meant that the function of family has changed. Once it was seen as a bond of mutual duty and obligation, and now it is often seen as a launchpad for personal fulfillment. There’s more permission to cut off people who seem toxic in your life.

There’s a lot of real emotional abuse out there, but as Coleman put it in an essay in The Atlantic, “My recent research — and my clinical work over the past four decades — has shown me that you can be a conscientious parent and your kid may still want nothing to do with you when they’re older.”

Either way, there’s a lot of agony for all concerned. The children feel they have to live with the legacy of an abusive childhood. The parents feel rejected by the person they love most in the world, their own child, and they are powerless to do anything about it. There’s anger, grief and depression on all sides — painful holidays and birthdays — plus, the next generation often grows up without knowing their grandparents.

there seems to be a generational shift in what constitutes abuse. Practices that seemed like normal parenting to one generation are conceptualized as abusive, overbearing and traumatizing to another.

Becca Bland, founder of the British support and advocacy group Stand Alone, told the BBC: “Now I can put my needs first rather than trying to fix things beyond my control. But, yes, I’m angry I didn’t get the mother I wanted.”

A 2012 survey from the Institute for Advanced Studies in Culture found that almost three-quarters of parents of school-age kids said they eventually want to become their children’s best friend.

Some kids seem to think they need to cut off their parents just to have their own life. “My mom is really needy and I just don’t need that in my life,

In other cases, children may be blaming their parents for the fact that they are not succeeding as they had hoped — it’s Mom and Dad who screwed me up.

it feels like a piece of what seems to be the psychological unraveling of America

Terrible trends are everywhere. Major depression rates among youths aged 12 to 17 rose by almost 63 percent between 2013 and 2016. American suicide rates increased by 33 percent between 1999 and 2019. The percentage of Americans who say they have no close friends has quadrupled since 1990,

Fifty-four percent of Americans report sometimes or always feeling that no one knows them well, according to a 2018 Ipsos survey.

political tribalism becomes a mechanism with which people can shore themselves up, vanquish shame, fight for righteousness and find a sense of belonging.

if we do not transform our pain, we will most assuredly transmit it.

Imagination is the capacity to make associations among all these bits of information and to synthesize them into patterns and concepts.

When you walk, say, into a coffee shop you don’t see an array of surfaces, lights and angles. Your imagination instantly coalesces all that into an image: “coffee shop.”

Neuroscientists have come to appreciate how fantastically complicated and subjective this process of creating mental images really is. You may think perception is a simple “objective” process of taking in the world and cognition is a complicated process of thinking about it. But that’s wrong.

Perception — the fast process of selecting, putting together, interpreting and experiencing facts, thoughts and emotions — is the essential poetic act that makes you you.

For example, you don’t see the naked concept “coffee shop.” The image you create is coated with personal feelings, memories and evaluations. You see: “slightly upscale suburban coffee shop trying and failing to send off a hipster vibe.” The imagination, Charles Darwin wrote, “unites former images and ideas, independently of the will, and thus creates brilliant and novel results.”

Imagination helps you perceive reality, try on other realities, predict possible futures, experience other viewpoints. And yet how much do schools prioritize the cultivation of this essential ability?

“A fool sees not the same tree that a wise man sees,” William Blake observed.

Can you improve your imagination? Yes. By creating complex and varied lenses through which to see the world

A person who feeds his or her imagination with a fuller repertoire of thoughts and experiences has the ability not only to see reality more richly but also — even more rare — to imagine the world through the imaginations of others.

This is the skill we see in Shakespeare to such a miraculous degree — his ability to disappear into his characters and inhabit their points of view without ever pretending to explain them.

Different people have different kinds of imagination. Some people mainly focus on the parts of the world that can be quantified.

it often doesn’t see the subjective way people coat the world with values and emotions and aspirations, which is exactly what we want to see if we want to glimpse how they experience their experience.

Furthermore, imagination can get richer over time. When you go to Thanksgiving dinner, your image of Uncle Frank contains the memories of past Thanksgivings, the arguments and the jokes, and the whole sum of your common experiences. The guy you once saw as an insufferable blowhard you now see — as your range of associations has widened and deepened — as a decent soul struggling with his wounds.

What happens to a society that lets so much of its imaginative capacity lie fallow? Perhaps you wind up in a society in which people are strangers to one another and themselves.

There are a hundred other. things to remember that may help one to warm to the United States, including the fact that it has been, and perhaps always will be, a series of experiments that the world watches with wonder. Three. such experiments are of particular importance.

who refuse to allow·psychology or any "social science" to pre-empt the language and thought of common sense;

You must try to be a loving resistance fighter. That is the doctrine, as Hillel might say. Here is the commentary: By "loving," I mean that, in spite of the confusion, errors, and stupidities you see around you, you must always keep close to your heart the narratives and symbols that once made the United States the hope of the world and that may yet have enough vitality to do so again.

Which brings me to the "resistance fighter" part of my principle. Those who resist the American T echnopoly are people

who pay no attention to a poll unless they know what questions were asked, and why;

perhaps the most important contribution schools can make to 186 Technopoly the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.

who refuse to accept efficiency as the pre-eminent goal of human relations;

who have freed themselves from the belief in the magical powers of numbers, do not regard calculation as an adequate substitute for judgment, or precision as a synonym for truth;

In short, a technological resistance fighter maintains an epistemol(?gical and psychic distance from any technology, so that it always appears somewhat strange, never inevitable, never natural.

it is possible that one's education may help considerably not only in promoting the general conception of a resistance fighter but in helping the young to fashion their own ways of giving it expression. It is with education, then, that I will conclude this book.

who are, at least, suspicious of the idea of progress, and who do not confuse information with understanding;

who do not regard the aged as irrelevant;

who take seriously the meaning of family loyalty and honor, and who, when they "reach out and touch som~one," expect that person to be in the same room;

who take the great narratives of religion seriously and who do not believe that science is the only system of thought capable of producing truth;

who know the difference between the sacred and the profane, and who do not wink at tradition for modernity's sake;

it is the best way I can think of for the culture to address the problem. School, to be sur~, is a technology itself, but of a special kind in that, unlike most technologies, it is customarily and persistently scrutinized, criticized, and modified. It is America's principal instrument for correcting mistakes and for addressing problems that mystify and paralyze other social institutions.

who admire technological ingenuity but do not think it represents the highest possible form of human achievement.

the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.

I would propose as a possibility the theme that animates Jacob Bronowski's The Ascent of Man. It is a book, and a philosophy, filled with optimism and suffused with the transcendent belief that humanity's destiny is the discovery of knowledge. Moreover, although Bronowski' s emphasis is on science, he finds ample warrant to include the arts and humanities as part of our unending quest to gain a unified understanding of nature and our place in it.

we must not overestimate the capability of schools to provide coherence in the face of a culture in which almost all coherence seems to have disappeared. In our technicalized, present-centered information environment, it is not easy to locate a rationale for education, let alone impart one convincingly.

we must join art and science. But we must also join the past and the present, for the ascent of humanity is above all a continuous story. It is, in fact, a story of creation,

It is the story of humanity's creativeness in trying to conquer loneliness, ignorance, and disorder. And it certainly includes the development of various religious systems as a means of giving order and meaning to existence.

is also otherworldly, inasmuch as it does not assume that what one learns in school must be directly and urgently related to a problem of today.

with a few exceptions which I shall note, it does not require that we invent new subjects or discard old ones. The structure of the subject-matter curriculum that exists in most schools at present is entirely usable.

it is a theme that can begin in the earliest grades and extend through college in ever-deepening and -widening dimensions.

Better still, it provides students with a point of view from which to understand the meaning of subjects, for each subject can be seen as a bat,tleground of sorts, an arena in which fierce intellectual struggle has taken place and continues to take place.

Let us consider history first, for it is in some ways the central discipline in all this.

history is our most potent intellectual means of achieving a "raised consciousness."

history is not merely one subject among many that may be taught; every subject has a history, including biology, physics, mathematics, literature, music, and art. I would propose here that every teacher must be a history teacher. To teach, for example, what we know about biology today without also teaching what we once knew, or thought we knew, is to reduce knowledge to a mere consumer product. It is to deprive students of a sense of the meaning of what we know, and of how we know.

Best of all, the theme of the ascent of humanity gives us a nontechnical, noncommercial definition of education. It is a definition drawn from an honorable humanistic tradition and reflects a concept of the purposes of academic life that goes counter to the biases of the technocrats.

For to know about your roots is not merely to know where your grandfather came from and what he had to endure. It is also to know where your ideas come from and why you happen to believe them; to know where your moral and aesthetic sensibilities come from. It is to

know where your world, not just your family, comes from. To complete the presentation of Cicero's thought, begun above: "What is a human life worth unless it is incorporated into the lives of one's ancestors and set in an historical context?

point of view that will reflect his particular theory of social development. And historians also know that they write histories for some particular purpose--more often than not, either to glorify or to condemn the present. There is no definitive history of anything; there are only histories, human inventions which do not give us the answer, but give us only those answers called forth by the questions that have been asked.

The task of the history teacher, then, is to become a "histories teacher.

it does mean that a histories teacher will be concerned, at all times, to show how histories are themselves products of culture; how any history is a mirror of the conceits and even metaphysical biases of the culture that produced. it; how the religion, politics, geography, and economy of a people lead them to re-create their past along certain lines. The histories teacher must clarify for students the meaning of "objectivity" and "events," must show what a "point of view" and a "theory" are, must provide some sense of how histories may be evaluated.

the history of subjects teaches connections; it teaches that the world is not created anew each day, that everyone stands on someone else's shoulders.

such a definition is not childcentered, not training-centered, not skill-centered, not even problem-centered. It is idea-centered and coherence-centered. It

If every subject is taught with a historical dimension, the history teacher will be free to teach what histories are: hypotheses and theories about why change occurs. In one sense, there is no such thing as "history," for every historian from Thucydjdes to Toynbee has known that his stories must be told from a speci

That is why the controversies that develop around wha

Technopoly events ought to be included in the "history" curriculum have a somewhat hollow ring to them.

ducation, is to step out of the mainstream. But I believe it nonetheles.s.

Would it be an exaggeration to say that not one student in fifty knows what "induction" means? Or knows what a scientific theory is? Or a scientific model? Or knows what are the optimum conditions of a valid scientific experiment? Or has ever considered the question of what scientific truth is

Whatever events may be included in the study of the past, the worst thing we can do is to present them devoid of the coherence that a theory or theories can provide-that is to say, as meaningless. This, we can be sure, Technopoly does daily.

I would propose that every school--elementary through college-offer and require a course in the philosophy of science. Such a course should consider the language of science, the nature of scientific proof, the source of scientific hypotheses, the role of imagination, the conditions of experimentation, and especially .the value of error and disproof.

I have already stressed the importance of teaching the history of science in every science course, but this is no more important than teaching its "philosophy."

To suggest, therefore, that science is an exercise in human imagination, that it is something quite different from technology, that there are "philosophies" of science, and that all of this ought to form part of a scientific

It ·would be important for students. to learn that one becomes scientific not by donning· a white coat (which is what television teaches) but by practicing a set of canons of thought, many of which have to do with the disciplined use of language. Science involves a method of employing language that is accessible to everyone. The ascent of humanity has rested largely on that.

Of all the disciplines tbat might be included in the curriculum, semantics is certainly among the most "basic." Because it deals with the processes by which we make and interpret meaning, it has great potential ~o affect the deepest levels of student intelligence.

I should like to propose that, in addition to courses in the philosophy of science, every school-again, from ele'mentary school through college--offer a course in semantics-in the processes by which people make meaning.

There is certainly ample ev1de~ce that the study of semantics will improve the writing and reading of students. But it invariably does more. It helps students to reflect on the sense and truth of what they are writing and of what they are asked to read. It teaches them to discover the underlying assumptions of what they are told. It emphasizes the manifold ways in which language can distort reality. It assists students in becoming what Charles Weingartner and I once called "crap-detectors."

it would be extremely useful to the growth of.their intelligence if our youth had available a special course in which fundamental principles of language were identified and explained. Such a course would deal not only with the various uses of language but with the relationship between things and words, symbols and signs, factual statements and judgments, and grammar and thought.

The most obvious reason for such prominence is that their subject matter contains the best evidence we have of the unity and continuity of human experience and feeling. And that is why I would propose that, in our teaching of the humanities, we should emphasize the enduring cr~ations of the past.

The point I want to make is that the products of the popular arts are amply provided by the culture itself. The schools must make available the products of classical art forms precisely . because they are not so available and because they demand a different order of sensibility and response.

there is no subject better suited to freeing us from the tyranny of the present than the historical study of art. Painting, for example, is more than three times as old as writing, and contains in its changing styles and themes a fifteen-thousand-year-old record of the ascent of humanity.

What is to the point is that they spoke, when they did, in a language and from a point of view different from our own and yet continuous with our own. These artists are relevant not only because they established the standards with which civilized people approach the arts. They are relevant because the culture tries to mute their voices and render their standards invisible.

art is much more than a historical artifact. To have meaning for us, it must connect with those levels of feeling that are in fact not expressible in discursive language. The question therefore arises whether it is possible for students of today to relate, through feeling, to the painting, architecture, music, sculpture, or literature of the past.

But our youth must be shown that not all worthwhile things are instantly accessible and that there are levels of sensibility unknown to them. Above all, they must be shown humanity's artistic roots. And that task, in our own times, falls inescapably to the schools.

I want to end my proposal by including two subjects indispensable to any understanding of where we have come from. The first is the history of technology,

historical development; in which the philosophies of science, of history, of language, of technology, and of religion are taught; and in which there is a strong emphasis on classical forms of artistic expression.

In brief, we need students who will understand the relationships between our technics and our social and psychic worlds, so that they may begin informed conversations about where technology is taking us and how.

The second subject is, of course, religion, with which so much painting, music, technology, architecture, literature, and science are intertwined. Specifically, I want to propose that the curriculum include a course in comparative religion.

do not see how we can claim to be educating our youth if we do not ask them to consider how different people of different times and places have tried to achieve a sense of transcendence. No education can neglect such sacred texts as Genesis, the New Testament, the Koran, the Bhagavad-Gita. Each of them embodies a style and a world-view that tell as much about the ascent of humanity as any book ever written. To these books I would add the Communist Manifesto,

To summarize: I am proposing, as a beginning, a curriculum in which all subjects are presented as a stage in humanity's

Dunning-Kruger “offers an explanation for a kind of hubris,” said Steven Sloman, a cognitive psychologist at Brown University. “The fact is, that’s Trump in a nutshell. He’s a man with zero political skill who has no idea he has zero political skill. And it’s given him extreme confidence.”

What happens when the incompetent are unwilling to admit they have shortcomings? Are they so confident in their own perceived knowledge that they will reject the very idea of improvement? Not surprisingly (though no less concerning), Dunning’s follow-up research shows the poorest performers are also the least likely to accept criticism or show interest in self improvement.

Someone who has very little knowledge in a subject claims to know a lot.

the Dunning-Kruger effect. It’s not a disease, syndrome or mental illness; it is present in everybody to some extent, and it’s been around as long as human cognition, though only recently has it been studied and documented in social psychology

“Obviously it has to do with Trump and the various treatments that people have given him,” Dunning said, “So yeah, a lot of it is political. People trying to understand the other side. We have a massive rise in partisanship and it’s become more vicious and extreme, so people are reaching for explanations."

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

the Dunning-Kruger effect has become popular outside of the research world because it is a simple phenomenon that could apply to all of us

The ramifications of the Dunning-Kruger effect are usually harmless. If you’ve ever felt confident answering questions on an exam, only to have the teacher mark them incorrect, you have firsthand experience with Dunning-Kruger.

The change in their land areas tended to be about 24 percentage points greater under their least inbred rulers than under their most inbred ones.

Sure enough, Spain’s tailspin under Charles was predictable. Countries tended to endure their darkest periods under their most inbred monarchs, and enjoy golden ages during the reigns of their most genetically diverse leaders.

the study’s finding—rulers who preside over setbacks tend to be relatively unintelligent—has timeless implications.

Because of its large population, India alone accounted for an estimated 22% -- or 4.1 million -- of the global deaths. The U.S. and Russia were the next highest with 1.1 million each, followed by Mexico, Brazil and Indonesia.

In the end, the scientists estimated there was an excess of 120 deaths for every 100,000 people around the world. The study found 21 countries had estimated mortality rates higher than 300 per 100,000, led by Bolivia and Bulgaria

Places with the lowest estimated excess mortality rate were Iceland, Australia, Singapore and New Zealand.

Mask-wearing, physical distancing and other public health measures led to a decline in other communicable diseases, which reduced mortality in some countries

the prevalence of obesity and older age in a population were two of the biggest determinants of excess mortality, Murray said. 

C is to collect a lot of information. Thirty years ago, the challenge was finding information in a card catalog at the library. Now it's, how do we separate the good stuff from the bad stuff?

A is to analyze both sides. Lawyers have to turn the coin over and exhaust counterarguments or we'll lose in court.

So lawyers are trained to look for the gray areas, to look for the questions are not the answers. And if we kind of orient our thinking that way, I think we're less likely to shut down competing points of view.

My argument in the book is, we can feel good about a decision even if we don't get everything that we want. We have to make compromises.

I tell my students, you'll get through the bar. The key is to look for questions and not answers. If you could answer every legal question with a Wikipedia search, there would be no reason to hire lawyers.

Lawyers are hired because there are arguments on both sides, you know? Every Supreme Court decision that is split 6-3, 5-4, that means there were really strong arguments on both sides.

T is, tolerate the fact that you won't get everything you want every time

So we have to be very careful about the source of what you're getting, OK? Is this source neutral? Is this source really care about facts and not so much about an agenda?

Step 3, the collecting information piece. I think it's a new skill for all of us that we are overloaded with information into our phones. We have algorithms that somebody else developed that tailor the information that comes into our phones based on what the computer thinks we already believe

No. 2 - this is the beauty of social media and the internet - you can pull original sources. We can click on the indictment. Click on the new bill that has been proposed in the United States Congress.

then the book explains ways that you can then sort through that information for yourself. Skills are empowering.

Maybe as a replacement for sort of being empowered by being part of a team - a red team versus a blue team - that's been corrosive, I think, in American politics and American society. But arming ourselves with good facts, that leads to self-determination.

MARTINEZ: Now, you've written two other books - "How To Read The Constitution" and "What You Need To Know About Voting" - along with this one, "How To Think Like A Lawyer - And Why.

It kind of makes me think, Kim, that you feel that Americans might be lacking a basic level of civics education or understanding. So what is lacking when it comes to teaching civics or in civics discourse today?

studies have shown that around a third of Americans can't name the three branches of government. But if we don't understand our government, we don't know how to hold our government accountable

Democracies can't stay open if we've got elected leaders that are caring more about entrenching their own power and misinformation than actually preserving democracy by the people. I think that's No. 1.

No. 2 has to do with a value system. We talk about American values - reward for hard work, integrity, honesty. The same value system should apply to who we hire for government positions. And I think Americans have lost that.

in my own life, I'm very careful about who gets to be part of the inner circle because I have a strong value system. Bring that same sense to bear at the voting booth. Don't vote for red versus blue. Vote for people that live your value system

just like the Ukrainians are fighting for their children's democracy, we need to do that as well. And we do that through informing ourselves with good information, tolerating competing points of view and voting - voting, voting, voting - to hold elected leaders accountable if they cross boundaries that matter to us in our own lives.

Mr. Obama starts where most lawmakers are stuck: Section 230 of the Communications Decency Act, which gives platforms immunity from legal liability for most third-party posts. He suggested a “higher standard of care” for ads than for so-called organic content that everyday users post. This would strike a sensible balance between eviscerating Section 230, making sites accountable for everything they host, and doing nothing.

On top of that, “an instant, 24/7 global information stream,” from which audiences can pick and choose material that confirms their biases, has deepened the social divides that bad actors seek to exploit.

Mr. Obama identified another problem with the Section 230 talk: homing in on what material platforms do and don’t take down risks missing how the “very design” of these sites privileges polarizing, inflammatory posts.

With this, Mr. Obama adds something vital to the mainstream debate over social media regulation, shifting attention away from a debate about whack-a-mole content removal and toward the sites’ underlying structures. His specific suggestions, while fuzzy, also have promise — from slowing down viral material to imposing transparency obligations that would subject social media companies’ algorithms to scrutiny from researchers and regulators.

Mr. Obama calls this “democratic oversight.” But the material companies reveal could be highly technical. Ideally, it would get translated into layman’s terms so that everyday people, too, can understand how decisions so significant in their daily lives and the life of the country are made.

The Bloomberg article cites a July meta-analysis in the medical journal Lancet, which found a tenuous link between higher temperatures and suicides and mental illness. But the study deems the collective evidence of “low certainty” owing to inconsistent study findings, methodologies, measured variables and definitions.

“climate change might not necessarily increase mental health issues because people might adapt over time, meaning that higher temperatures could become normal and not be experienced as anomalous or extreme.”

yes. Before the media began reporting on putative temperature records—the scientific evidence for which is also weak—heat waves were treated as a normal part of summer. Uncomfortable, but figuratively nothing to sweat about.

according to a World Health Organization report last year, the very “awareness of climate change and extreme weather events and their impacts” may lead to a host of ills, including strained social relationships, anxiety, depression, intimate-partner violence, helplessness, suicidal behavior and alcohol and substance abuse.

A study in 2021 of 16- to 25-year-olds in 10 countries including the U.S. reported that 59% were very or extremely worried about climate change, and 84% were at least moderately worried

Forty-five percent claimed they were so worried that they struggled to function on a daily basis, the definition of an anxiety disorder.

“First and foremost, it is imperative that adults understand that youth climate anxiety (also referred to as eco-anxiety, solastalgia, eco-guilt or ecological grief) is an emotionally and cognitively functional response to real existential threats,” a May 10 editorial in the journal Nature explained. “Although feelings of powerlessness, grief and fear can be profoundly disruptive—particularly for young people unaccustomed to the depth and complexity of such feelings—it is important to acknowledge that this response is a rational one.”

These anxieties are no more rational than the threats from climate change are existential.

A more apt term for such fear is climate hypochondria.

The New Yorker magazine earlier this month published a 4,400-word piece titled “What to Do With Climate Emotions” by Jia Tolentino, a woman in the throes of such neurosis

Ms. Tolentino goes on to describe how climate therapists can help patients cope. “The goal is not to resolve the intrusive feeling and put it away” but, as one therapist advises her, “to aim for a middle ground of sustainable distress.” Even the climate left’s despair must be “sustainable.”

there’s nothing normal about climate anxiety, despite the left’s claims to the contrary.

Progressives may even use climate change to displace their other anxieties—for instance, about having children

Displacement is a maladaptive mechanism by which people redirect negative emotions from one thing to another

Climate hypochondriacs deserve to be treated with compassion, much like anyone who suffers from mental illness. They shouldn’t, however, expect everyone else to enable their neuroses.

Taking cues from Éric Rohmer’s summertime romantic comedy-dramas, Petzold fills much of the film with routine errands, trips to the beach, and aimless conversations over dinner—scenes of leisure and languor that appear plotless.

In Afire, Petzold revisits the question posed in Transit. Does the search for humanity in cataclysm—a pursuit that can take over one’s life—make us, conversely, less human?

With the events in the last act of Afire, Leon finally possesses “real experience” of the sort that can rescue him from his solipsistic writing. His writing and conduct outwardly improve at a rapid clip. The newly mature Leon is thoughtful and expansive, yet there is something garish about his transformation at the eleventh hour.

The characters of Afire confront a crisis that threatens to vacate all narratives of meaning, and Leon comes out the other end with a feeble text. It’s better than what came before, but can it begin to make sense of what has taken place? This time, the atrocity is not historical but natural, and Petzold is cynical about the redemptive potential of melodrama in an age in which disasters, if still largely caused by human decisions, unfold beyond the grasp of our control. If he wants Leon to scrutinize the stories he tells about himself, the ending of Afire suggests that there is a possibility he finds even more concerning: a future with no stories at all.

I’m kind of tired of pretending that the stench does not exist, as if doing otherwise would be tantamount to expressing prejudice against neurodivergence. This is a bad culture, and it always has been.

If the X rebrand disgusts you—if, like me, you’ve been made a little queasy by having the new logo thrust upon your phone via automatic update—that feeling is about more than Musk alone. He has merely surfaced what has been there all along. The internet is magical and empowering. The internet is childish and disgusting.

Musk’s obsession with X as a brand, and his childish desire to broadcast that obsession from the rooftops in hoggish, bright pulsations, calls attention to this baggage. It reminds us that the world’s richest man is a computer geek, but one with enormous power instead of none

It calls attention to the putrid smell that suffuses the history of the internet

he also thought that this approach was not enough. “What are we to make of a civilization,” he asked in 1959, a few years after von Neumann’s death, “which has always regarded ethics as an essential part of human life, and…which has not been able to talk about the prospect of killing almost everybody, except in prudential and game-theoretical terms?”

to design a “fairness algorithm” we need to know what fairness is. Fairness is not a mathematical constant or even a variable. It is a human value, meaning that there are many often competing and even contradictory visions of it on offer in our societies.

Hence Oppenheimer set out to make the Institute for Advanced Study a place for thinking about humanistic subjects like Russian culture, medieval history, or ancient philosophy, as well as about mathematics and the theory of the atom. He hired scholars like George Kennan, the diplomat who designed the Cold War policy of Soviet “containment”; Harold Cherniss, whose work on the philosophies of Plato and Aristotle influenced many Institute colleagues; and the mathematical physicist Freeman Dyson, who had been one of the youngest collaborators in the Manhattan Project. Traces of their conversations and collaborations are preserved not only in their letters and biographies, but also in their research, their policy recommendations, and in their ceaseless efforts to help the public understand the dangers and opportunities technology offers the world.

In their biography “American Prometheus,” which inspired Nolan’s film, Martin Sherwin and Kai Bird document Oppenheimer’s conviction that “the safety” of a nation or the world “cannot lie wholly or even primarily in its scientific or technical prowess.” If humanity wants to survive technology, he believed, it needs to pay attention not only to technology but also to ethics, religions, values, forms of political and social organization, and even feelings and emotions.

Preserving any human value worthy of the name will therefore require not only a computer scientist, but also a sociologist, psychologist, political scientist, philosopher, historian, theologian. Oppenheimer even brought the poet T.S. Eliot to the Institute, because he believed that the challenges of the future could only be met by bringing the technological and the human together. The technological challenges are growing, but the cultural abyss separating STEM from the arts, humanities, and social sciences has only grown wider. More than ever, we need institutions capable of helping them think together.