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Lars Peter Hansen, the Nobel Laureate in the Middle - NYTimes.com - 0 views

www.nytimes.com/...el-laureate-in-the-middle.html economics science irrationality modeling
shared by Javier E on 17 Nov 13 - No Cached
  • The Nobel committee recognized Professor Hansen this year for developing a statistical technique, the generalized method of moments. He described it as “a method that allows you to do something without having to do everything.” For example, it’s still impossible to come up with a complete and entirely coherent model of either the overall economy or financial markets, to say nothing of combining the two. But his methods help make it possible to study some of the elements and connections in a statistically valid way. “The idea is to make progress,” he said, “even if you can’t do it all now.” And his approach is in wide use in other areas of social science.
  • The science of economic model-building is very much a work in progress, he said. “The thing to remember about models is they’re always approximations and they will always turn out to be wrong,” he said. That shouldn’t be a surprise, he said, and it doesn’t mean that the models are useless. “You need to ask, are the models wrong in ways that are central to the questions you want to ask, or are they wrong in ways that aren’t so central?” The important thing is to make them better and to come up with interesting answers, he said.
  • Prevailing economic models do not adequately explain the financial crisis, the severe recession or the weak global recovery, he said. “Systemic risk” is a buzzword for politicians and financial regulators, he said, but “the truth is, we really don’t know how to measure it or what exactly it is.”
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  • “If you simply announce that things are irrational, then that alone doesn’t get you very far. You have to replace rational agents with some concrete notion of what it means to be irrational.” You need to test that notion in a formal, mathematical model, he said. Some of his students have been working at this. “As long as they’re doing this in formal and rigorous ways, I’m all in favor of it.”
  • He’s at work, with other scholars, to improve the quality of such models, with the hope “that in five or 10 years we’ll have much better answers.” Not complete answers, but better ones.
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Confusion Reigns At TNR On The Stimulus … For Good Reason | The New Republic - 0 views

www.tnr.com/...-spending-confusion-whos-right social science epistemic forecasting economics counterfactual deficit stimulus
shared by Javier E on 20 Aug 10 - Cached
  • In early 2009, the United States was engaged in an intense public debate over a proposed $800 billion stimulus bill designed to boost economic activity through government borrowing and spending. James Buchanan, Edward Prescott, Vernon Smith, and Gary Becker, all Nobel laureates in economics, argued that while the stimulus might be an important emergency measure, it would fail to improve economic performance. Nobel laureates Paul Krugman and Joseph Stiglitz, on the other hand, argued that the stimulus would improve the economy and indeed that it should be bigger. Fierce debates can be found in frontier areas of all the sciences, of course, but this was as if, on the night before the Apollo moon launch, half of the world’s Nobel laureates in physics were asserting that rockets couldn’t reach the moon and the other half were saying that they could. Prior to the launch of the stimulus program, the only thing that anyone could conclude with high confidence was that several Nobelists would be wrong about it.
  • we have no reliable way to measure counterfactuals—that is, to know what would have happened had we not executed some policy—because so many other factors influence the outcome. This seemingly narrow problem is central to our continuing inability to transform social sciences into actual sciences. Unlike physics or biology, the social sciences have not demonstrated the capacity to produce a substantial body of useful, nonobvious, and reliable predictive rules about what they study—that is, human social behavior, including the impact of proposed government programs.
  • recognition of our ignorance should lead us to two important, though tentative and imprecise, conclusions. First, we should treat anybody who states definitively that the result of stimulus policy X will be economic outcome Y with extreme skepticism. And weaseling about the magnitude of the predicted impact such that all outcomes within the purported range of uncertainty still magically lead to the same policy conclusion doesn’t count; we should recognize that we don’t even know at the most basic level whether stimulus works or not. Second, “boldness” in the face of ignorance should not be seen in heroic terms. It is a desperate move taken only when other options are exhausted, and with our eyes open to the fact that we are taking a wild risk. Actual science can allow us to act on counterintuitive predictions with confidence--who would think intuitively that it’s a smart idea to get into a heavy metal tube and then go 30,000 feet up into the air? But we don’t have this kind of knowledge about a stimulus policy. We are walking into a casino and putting $800 billion dollars down on a single bet in a game where we don’t even know the rules. In general, in the face of this kind of uncertainty, we ought to seek policy interventions that are as narrowly targeted as is consistent with addressing the problem; tested prior to implementation to whatever extent possible; hedged on multiple dimensions; and designed to be as reversible as is practicable. What I am trying to describe here is not a policy per se, but an attitude of epistemic humility.
  • Javier E on 20 Aug 10
     
    The problem with forecasts in the social sciences, and a recommended implication.
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Nobel laureates have figured out the eight investments that will help the pla... - 0 views

www.slate.com/2281097 development laureates investment priorities economic philanthropy
shared by Javier E on 16 Jan 11 - No Cached
  • In 2008, the Copenhagen Consensus Center, which I direct, asked a group of the world's top economists to identify the "investments" that could best help the planet.
  • the best investments: those for which relatively tiny amounts of money could generate significant returns in terms of health, prosperity, and community advantages. These included: increased immunization coverage, initiatives to reduce school dropout rates, community-based nutrition promotion, and micronutrient
  • supplementation.
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  • the Copenhagen Consensus Center releases the Guide to Giving, so that those of us without a government treasury or charitable foundation at our disposal can also consider how to use the experts' lessons. (Read here about the eight initiatives where the Nobel laureates believe that very small investments could achieve significant benefits.)
  • By putting all benefits to individuals, communities, and countries in monetary terms, we can compare the two options. Expert researchers for the Copenhagen Consensus found that carbon offsets are a relatively ineffective way of reining in global warming and reducing its effects—$10 would avoid about $3 of damage from climate change. By contrast, $10 spent on Vitamin A supplements would achieve more than $170 of benefits in health and long-term prosperity.
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US Nobel laureate fears US politics could undermine science | Hosted - 0 views

hosted.ap.org/...litics-could-undermine-science fears politics US
shared by jayhandwerk on 15 Jan 18 - No Cached
  • An American scientist who shared this year's Nobel Prize for medicine bluntly criticized political developments at home in his address at the awards' gala banquet, saying that U.S. scientists are facing funding cutbacks that will hurt research.
  • "We live today in a time of growing tribal enmities of communities fracturing into bitterly opposed groups," said Ishiguro
  • he treaty has been signed by 56 countries — none of them nuclear powers — and ratified by only three. To become binding it requires ratification by 50 countries.
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Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

www.theatlantic.com/...673488 holocaust education anti-Semitism culture history crisis
shared by Javier E on 25 Apr 23 - No Cached
  • Explore
  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates
  • These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.
  • These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ
  • the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity
  • I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.
  • The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting
  • the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”
  • I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.
  • The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur
  • I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.
  • the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?
  • My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature
  • Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.
  • “Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)
  • The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”
  • the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum
  • The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t
  • Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.
  • the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum
  • Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.
  • When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.
  • First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i
  • Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock
  • She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.
  • Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?
  • Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips
  • it is demeaning to represent Jewish people as office supplies.
  • Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,
  • In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.
  • I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience
  • Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.
  • I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution
  • Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation
  • I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever
  • Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.
  • As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”
  • t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.
  • Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)
  • It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.
  • I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.
  • the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?
  • weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?
  • The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”
  • Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”
  • Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened
  • I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.
  • In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.
  • The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design
  • the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.
  • The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?
  • by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?
  • Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”
  • (Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.
  • One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.
  • This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past
  • When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.
  • If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow
  • One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same
  • One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society
  • To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist
  • To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.
  • one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”
  • There’s a decline in history education at the same time that there’s a rise in social media,”
  • “We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”
  • Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 
  • Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.
  • providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.
  • Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust
  • Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.
  • A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings
  • In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”
  • These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?
  • One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.
  • The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism
  • “many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews
  • This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.
  • Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.
  • One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?
  • Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.
  • One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”
  • The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing
  • it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.
  • “It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’
  • Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?
  • I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”
  • Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.
  • “The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.
  • Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.
  • These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week
  • the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.
  • In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”
  • The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.
  • Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.
  • Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”
  • “It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”
  • Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?
  • In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i
  • We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”
  • These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.
  • In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism
  • To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.
  • Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?
  • “People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”
  • “People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”
  • The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”
  • But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?
  • I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”
  • Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?
  • “Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”
  • “Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”
  • perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish
  • The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”
  • American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering
  • But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i
  • That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.
  • It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.
  • How should we teach children about anti-Semitism?
  • Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.
  • “If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”
  • She asked the teachers, “What’s the first example of the persecution of the Jews in history?”
  • “Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said
  • I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”
  • I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.
  • “The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”
  • This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.
  • Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism
  • “Racial Antisemitism = False belief that Jews are a race and a threat to other races,”
  • Anti-Judaism = Hatred of Jews as a religious group,”
  • then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.
  • Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”
  • Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.
  • this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.
  • The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.
  • a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?
  • I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”
  • I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe
  • There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor
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Donations to Foundation Vexed Hillary Clinton's Aides, Emails Show - The New York Times - 0 views

www.nytimes.com/...nton-foundation-wikileaks.html hillary clinton foundation
shared by izzerios on 27 Oct 16 - No Cached
  • In the years before Hillary Clinton announced she would run again for president, her top aides expressed profound concerns in internal emails about how foreign donations to the Clinton Foundation and Bill Clinton’s own moneymaking ventures would affect Mrs. Clinton’s political future.
  • The emails, obtained by hackers and being gradually released by WikiLeaks this month,
  • personal income from some foundation donors and “gets many expensive gifts from them.”
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  • Clinton Foundation gathering in Morocco at the behest of its king, who had pledged $12 million to the charity.
  • “She created this mess and she knows it,” a close aide, Huma Abedin, wrote of Mrs. Clinton in a January 2015 email.
  • Founded in 1997, when Mr. Clinton was still president, the foundation has raised roughly $2 billion to fund projects around the world, helping African farmers improve their yields, Haitians recover from a devastating 2010 earthquake and millions of people gain access to cheaper H.I.V./AIDS medication, among other accomplishments.
  • At the time, she was beginning to exert influence at the foundation, expressing concerns that Mr. Band and others were trying to use the charity to make money for themselves, and accusing another aide in her father’s personal office of installing spyware.
  • One such donor, Laureate International Universities, a for-profit education company based in Baltimore, was paying Mr. Clinton $3.5 million annually “to provide advice” and serve as its honorary chairman
  • Chelsea Clinton helped enlist an outside law firm to audit the Clinton Foundation’s practices.
  • the foundation “ensure that all donors are properly vetted and that no inappropriate quid pro quos are offered to donors in return for contributions.”
  • In August, the foundation said it would no longer accept foreign donations should Mrs. Clinton win the White House.
  • Russian government’s efforts to use cyberattacks to influence the election in favor of the Republican nominee, Donald J. Trump.
  • asked whether Mrs. Clinton’s name would be used in connection with the foundation, which is formally known as the Bill, Hillary and Chelsea Clinton Foundation. “It will invite press scrutiny and she’ll be held accountable for what happens there,”
  • a lawyer and top aide, said she discussed with Mrs. Clinton various “steps” to take to adjust her relationship with the foundation, including her resignation from the foundation’s board.
  • Mr. Band, who helped Mr. Clinton build the foundation, clearly felt irritated by Chelsea Clinton’s stream of implications that he had padded his own pockets from his work for her father.
  • “As they say, the apple doesn’t fall far,” he wrote. “A kiss on the cheek while she is sticking the knife in the back, and front.”
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Why are Nobel Prize winners getting older? - BBC News - 0 views

www.bbc.com/...science-environment-37578899 nobel prize winners getting older
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  • The 2016 Nobel laureates for physics, medicine and chemistry: all men, at least 65 years old and mostly over 72.
  • fischerry on 30 Oct 16
     
    This article talks about how the nobel prize winners are getting older, and what this means, and why this is. 
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Unusual Flavor of G.O.P. Primary Illustrates a Famous Paradox - The New York Times - 0 views

www.nytimes.com/...ustrates-a-famous-paradox.html social choice theory politics paradox political choice economics theory
shared by Javier E on 09 May 16 - No Cached
  • The failure of democracy to provide a coherent ranking of political hopefuls is a central insight of the sub-field of economics and political science known as social choice theory.
  • The issue is neatly illustrated by Condorcet’s paradox, which shows that a shifting set of coalitions can make a collective body appear that it has no idea what it wants.
  • The first possible defect is the problem the marquis illustrated — the problem of preference cycles.
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  • The problem is not that individual voters are clueless; in this story, they’re not. Even if each individual voter is rational and knows what he or she wants, the electorate as a whole can act as if it were clueless and can’t decide. Individually rational choices don’t necessarily add up to collectively rational choices.
  • The Marquis Condorcet, a French mathematician of the second half of the 18th century, showed how a majority-rule vote can lead to incoherent collective choices.
  • But Kenneth Arrow, the economics Nobel laureate, showed in his 1951 doctoral thesis that the problem runs far deeper than anyone had imagined. Mr. Arrow’s famous “impossibility theorem” says that there is no mechanism that can coherently speak for the will of the people.
  • Loosely speaking, this extraordinary result says that any mechanism that aims to speak for the will of the people — that is not a dictatorship — will be susceptible to at least one of three defects.
  • the will of the people is an incoherent concept
  • The second possible defect is that voters will make choices that suggest that the addition of irrelevant alternatives leads them to change their mind
  • The third possibility is that even when each voter individually prefers chocolate ice cream to vanilla, that somehow collectively the voters will choose vanilla instead.
  • Mr. Arrow’s impossibility theorem suggests that maybe the Republican primary results say less about the desires of Republican voters than they do about tensions inherent in groups of people collectively deciding what to do
  • Economic theorists have also pointed to a reason that the modern G.O.P. may be particularly susceptible to making strange choices. If disagreements between voters are simple enough — such as when some want more liberal policies and others more conservative policies — simple majority rule won’t suffer any of the defects that concerned Mr. Arrow
  • Republicans disagree both about the desirability of conservative versus moderate policies and on the need for an outsider or an establishment leader. This extra complexity is too much for democracy to bear, again raising the possibility of collective madness even in the face of individual rationality.
  • The point isn’t that democracy is bad; merely that it’s imperfect. And so even if this theorem points to the impossibility of a truly rational democracy, it doesn’t mean that the alternatives are any better. As Winston Churchill once said, “Democracy is the worst form of government, except for all the others.”
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BBC's Rupert Wingfield-Hayes and team expelled from North Korea - BBC News - 0 views

www.bbc.com/...world-asia-36244994 politics north korea
shared by sarahbalick on 09 May 16 - No Cached
  • BBC's Rupert Wingfield-Hayes and team expelled from North Korea
  • Wingfield-Hayes was questioned for eight hours by North Korean officials and made to sign a statement.
  • Our correspondent, producer Maria Byrne and cameraman Matthew Goddard were stopped by officials on Friday as they were about to leave North Korea.
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  • The BBC team was in North Korea ahead of the Workers' Party Congress, accompanying a delegation of Nobel prize laureates conducting a research trip.
  • "Four BBC staff, who were invited to cover the Workers Party Congress, remain in North Korea and we expect them to be allowed to continue their reporting."
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Trump's honeymoon with the stock market will soon be over | Nouriel Roubini | Business ... - 0 views

www.theguardian.com/...neymoon-stock-market-dow-jones trump honeymoon stock market business
shared by Javier E on 03 Feb 17 - No Cached
  • It is little wonder that corporations and investors have been happy. This traditional Republican embrace of trickle-down supply-side economics will mostly favour corporations and wealthy individuals, while doing almost nothing to create jobs or raise blue-collar workers’ incomes.
  • According to the non-partisan Tax Policy Center, almost half of the benefits from Trump’s proposed tax cuts would go to the top 1% of income earners.
  • Trump’s honeymoon with investors might be coming to an end. There are several reasons for this.
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  • the strengthening dollar will destroy more of the jobs typically held by Trump’s blue-collar base. The president may have “saved” 1,000 jobs in Indiana by bullying and cajoling the air-conditioner manufacturer Carrier; but the US dollar’s appreciation since the election could destroy almost 400,000 manufacturing jobs over time.
  • Republicans can rarely resist the temptation to cut corporate, income and other taxes, even when they have no way to make up for the lost revenue and no desire to cut spending. If this happens again under Trump, fiscal deficits will push up interest rates and the dollar even further, and hurt the economy in the long term
  • The Nobel laureate economist Edmund S Phelps has described Trump’s direct interference in the corporate sector as reminiscent of corporatist Nazi Germany and fascist Italy. Indeed, if Barack Obama had treated the corporate sector in the way that Trump has, he would have been smeared as a communist; but for some reason when Trump does it, corporate America puts its tail between its legs.
  • Fifth, Trump is questioning US alliances, cosying up to American rivals such as Russia, and antagonizing important global powers such as China. His erratic foreign policies are spooking world leaders, multinational corporations and global markets generally.
  • To be sure, expectations of stimulus, lower taxes and deregulation could still boost the economy and the market’s performance in the short term. But, as the vacillation in financial markets since Trump’s inauguration indicates, the president’s inconsistent, erratic, and destructive policies will take their toll on domestic and global economic growth in the long run.
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Niall Ferguson: Will Europe Act to Avoid an Economic Cataclysm? - The Daily Beast - 0 views

www.thedailybeast.com/...oid-an-economic-cataclysm.html germany european crisis economic
shared by Javier E on 15 May 12 - No Cached
  • As last year’s Nobel economics laureate Thomas Sargent pointed out in his brilliant acceptance lecture, Europe is now roughly where the United States was between the Articles of Confederation of 1781 and the Constitution we know today, which replaced them in 1789. What is desperately needed is an Alexander Hamilton, prepared to take all or part of the debts of the individual states onto the federal balance sheet. What is desperately needed is a recognition that Europe’s present confederal structure is incompatible with monetary union created in 1999. The solution is available. Since November of last year the European Commission has been actively considering how to create “Stability Bonds” that would put the full faith and credit of the EU (i.e., Germany) behind at least part of the national debts of the member states. Taken individually, some of these debts are hopelessly high. Added together and compared with total euro-zone GDP, they are manageable. What stands in the way is not French socialism or Greek populism. It is quite simply German complacency. Life in Berlin is good. In Munich, the capital of the German manufacturing machine, it is even better. You should try explaining to the average Bavarian beer drinker at the Stammtisch why he needs to get ready to finance an annual transfer to the Mediterranean countries of up to 8 percent of German GDP. I never get very far. Here, then, is the twist in my tale of national character. For two generations, the Germans really did want to take over Europe—by force. But today, when they could do so peacefully, they can’t be bothered.
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Two Nobelists Offer Views of Human-Driven Global Warming - NYTimes.com - 1 views

dotearth.blogs.nytimes.com/...of-human-driven-global-warming global warming
shared by Javier E on 03 Feb 12 - Cached
  • Given the flurry of attention this week around what two batches of scientists of various stripes think of evidence that humans are exerting a growing and disruptive influence on climate, it’s worth checking in with two Nobel laureates who’ve long been focused on the atmosphere and climate.
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China's 'Fault Lines': Yu Jie on His New Biography of Liu Xiaobo by Ian Johnson | NYRbl... - 0 views

www.nybooks.com/...-fault-lines-yu-jie-liu-xiaobo china historical intellectual influence european democracy Christianity
shared by Javier E on 24 Jul 12 - No Cached
  • Yu Jie is one of China’s most prominent essayists and critics, with more than thirty books to his name. His latest work is a biography of his friend, Nobel Peace Prize laureate Liu Xiaobo, that was published in Chinese in Hong Kong a few weeks ago. It is not the first time he has stirred up controversy in China. Yu first gained fame in 1
  • In 2003, Yu converted to Christianity and increasingly complemented his provocative writing with political activism of his own. He was an early signer of Charter 08, the landmark human rights manifesto, and in 2010 cemented his position as a leading political critic by writing a biography of Chinese Premier Wen Jiabao in which he refers to his subject as “China’s best actor.”
  • How would you describe his ideas? He’s similar to [Soviet dissident Andrei] Sakharov. He’s not just a critic of communism but also someone who promotes virtues and values. This is an important point because there are a lot of people who criticize the communists. Liu Xiaobo also has a constructive ideology too. That line—”I have no enemies”—is really important. It’s similar to Mandela.
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  • China doesn’t have apartheid. No, China doesn’t have the racial component perhaps quite as much but it has fault lines, for example between country and city. The way that rural laborers are treated in the cities is similar to how blacks were treated in South Africa. If you don’t have an ideology like Liu’s to push for peaceful change, then change could result in violence.
  • Over the past hundred years, China has studied a lot from the West but we haven’t studied the link between faith and liberty. Chinese have mainly learned from France and Germany: from France, the French Revolution, and from Germany, of course Marx and nationalism, which came to us via Japan. And from Russia we learned Leninism. But we haven’t learned much from this British-American tradition. Even in the early twentieth century we didn’t look very closely at the relationship between the political system and faith. Hu Shih, for example, never talked about the link between the separation of powers and religion. I think it’s only with our generation that we’re starting to think about this. One of the basic points is that the liberty to choose is God-given—not given by the state but by God. This means it’s higher than the state. It’s the foundation of Western democracy but many Chinese don’t understand this.
  • Chinese churches need to develop more democratic institutions. In the West, [Protestant] churches are run by committees; they are like small parliaments that are elected, just like the governments. Chinese congregations don’t know about this, so I wanted to show them. I think there will be a big change in China in the next ten or twenty years and at that point there will be some sort of religious freedom. So the bigger issue is how the congregations will manage themselves. Will they be democratically organized? Will they have a strong theological foundations? Or will they remain a new form of Chinese folk religion, a movement like the Boxers with a new foreign name plate?
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Parochial Progress - NYTimes.com - 0 views

www.nytimes.com/...parochial-progress.html bangladesh industrialization development
shared by Javier E on 21 Nov 13 - No Cached
  • The autocratic, pro-Western military government that took power in 1975 instigated limited economic liberalization. This enabled Bangladeshi entrepreneurs to take advantage of the Multifiber Arrangement, an international trade agreement on textiles and garments that placed export quotas on the emerging economies of East Asia in order to shield Western economies from competition. Very poor countries were exempt from the restrictions, and in the 1980s the new military elite of Bangladesh, hoping to capitalize on the cheap local labor, opened garment factories with the help of South Korean investors. Know-how soon spread, attracting more investment. Bangladesh is now the world’s second-largest exporter of apparel after China.
  • because Bangladesh’s banking sector and stock market are “not very much exposed to the world,” Muhith explained, the country has weathered global financial crises well, holding a G.D.P. growth rate at an average of 5 percent since 1990.
  • The satellite towns that ring Dhaka — a maze of shoddy constructions and fetid streams — bring to mind William Blake’s dark Satanic mills, not equitable development. The leather industry has turned Hazaribagh, an area in Old Dhaka, into the fifth-most polluted place in the world, according to the environmental watchdog Blacksmith Institute. Yet industrialization is a proven step toward economic growth. According to the University of Cambridge economist Ha-Joon Chang, few if any countries have achieved first-world economic status without it.
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  • Globalization has arguably created a two-tier society in India: one worldly and plugged in, the other mired in medieval poverty. But it gave Bangladesh, which knew it was on the sidelines of modernity, a reason to develop the old-fashioned way: by industrializing to create low-level jobs for the masses
  • says Amartya Sen, the economist and Nobel laureate: “In terms of many typical indicators of living standards, Bangladesh not only does better than India, it has a considerable lead over it.”
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The Self-Promotion Backlash - NYTimes.com - 0 views

op-talk.blogs.nytimes.com/...the-self-promotion-backlash self-promotion careerism career satisfaction supervision reputation collaboration excellence
shared by Javier E on 25 Jun 14 - No Cached
  • From “building your personal brand” to “stepping up your social media presence,” we’re constantly inundated with advice about how to promote ourselves
  • some are saying that the pressure to self-promote could, ultimately, be hurting us.
  • David Zweig profiles a group of people whose jobs are behind the scenes in some way (a guitar technician and a United Nations interpreter, for instance), and who derive satisfaction not from public recognition, but from the internal sense of a job well done. These “Invisibles,” as he calls them, are often extremely fulfilled in their careers, and they may have something to teach
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  • The Invisibles offer “an alternate path to success” — they got where they were not by courting attention, but by working quietly and extremely carefully toward something bigger than themselves. “The work they do is always in service of a larger endeavor,”
  • they show that at least for some people, “when you focus on excellence and good work, that actually does get recognized in the end.”
  • Many Americans, he said, feel “this pressure to have more of a presence online and just in the overall corporate environment to be promoting themselves more, when they really would be far better off focusing on their work.”
  • many people he’d talked to while working on the book expressed “anxiety and even resentment about a work culture today where it’s expected of you to really be pushing yourself in a promotional way.” His book, he said, “gives them permission to step off the wheel” of self-promotion and go back to their actual jobs.
  • Nobel laureate Peter Higgs, of Higgs Boson fame, said he wouldn’t make it as an academic today because he wouldn’t be considered productive enough. There’s no time to think.”
  • the increasing emphasis on the self over the collective could cause problems for science:
  • “When building an individual’s reputation takes precedence over the common good, it creates troubling distortions. One of them is that scholars and scientists are encouraged to produce as many measurable units of publication as possible.
  • Those who feel more comfortable working in a collaborative way should do so — “the people in my book show again and again that that has brought them to success.”
  • “When so many people are competing for attention, getting attention becomes a full time job with dispiriting results (and is highly annoying to everyone else).”
  • Overall, she said, “there’s not a lot of evidence that self-promotion works. It’s exhausting both for the people doing it and their audience
  • “It could be argued that a culture of recognition dovetails with a culture of excessive supervision. If the expectation of recognition for nearly everything we do becomes increasingly normalized, what affect does that attitude have on our relationship to privacy, in particular to employers, corporations, and governments overseeing much of what we do?”
  • “One thing that organizations and managers might think to do is create an environment where it’s frowned upon or not as prevalent for people to constantly promote themselves.”
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Can We Really Measure Happiness? - Edward Tenner - Technology - The Atlantic - 0 views

www.theatlantic.com/...73146 happiness research psychology
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  • The Nobel laureate psychologist Daniel Kahneman and his collaborators have found that there are two kinds of happiness -- how you evaluate your life, and how you experience it from hour to hour, often very different.
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Ruth Marcus: A Chinese infatuation with 'House of Cards' - The Washington Post - 0 views

www.washingtonpost.com/...3-8dcc-d6b7fede081a_story.html china politics US relations intrigue conspiracy theory washington
shared by Javier E on 24 May 14 - No Cached
  • To Chinese viewers, however, “House of Cards” serves as a streaming-video CliffsNotes to the U.S. political system.
  • “It basically confirms what Chinese think of their own government.”
  • Which explains the series’ usefulness to Chinese leaders: It helps level the political playing field.
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  • “House of Cards” also serves as a valuable inoculation against Chinese citizens’ cynicism about their own government. Listen to Chinese officials, and there is a distinct pattern of Ping-Pong rhetoric. You say Tiananmen Square, they toss back Abu Ghraib. You invoke Liu Xiaobo, the jailed Nobel Peace Prize laureate, they counter with Edward Snowden
  • “House of Cards” offers a similar opportunity for claimed equivalence, perhaps more convincing because it is produced by the adversary. If the Chinese view their own leadership as corrupt and their system rigged — well, then, U.S. politicians are no better. Thus, China’s U.S. ambassador, Cui Tiankai, was only too happy to observe that the show “embodies some of the characteristics and corruption that is present in American politics.”
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How will everything change under climate change? | Environment | The Guardian - 0 views

www.theguardian.com/...ng-change-under-climate-change climate change capitalism crisis culture economics science
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  • what is wrong with us?
  • entire
  • We are stuck because the actions that would give us the best chance of averting catastrophe – and would benefit the vast majority – are extremely threatening to an elite minority that has a stranglehold over our economy, our political process, and most of our major media outlets.
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  • it is our great collective misfortune that the scientific community made its decisive diagnosis of the climate threat at the precise moment when those elites were enjoying more unfettered political, cultural, and intellectual power than at any point since the 1920s.
  • Very little, however, has been written about how market fundamentalism has, from the very first moments, systematically sabotaged our collective response to climate change.
  • The core problem was that the stranglehold that market logic secured over public life in this period made the most direct and obvious climate responses seem politically heretical
  • How, for instance, could societies invest massively in zero-carbon public services and infrastructure at a time when the public sphere was being systematically dismantled and auctioned off
  • How could governments heavily regulate, tax, and penalise fossil fuel companies when all such measures were being dismissed as relics of “command and control” communism?
  • And how could the renewable energy sector receive the supports and protections it needed to replace fossil fuels when “protectionism” had been made a dirty word?
  • With hindsight, it’s hard to see how it could have turned out otherwise. The twin signatures of this era have been the mass export of products across vast distances (relentlessly burning carbon all the way), and the import of a uniquely wasteful model of production, consumption, and agriculture to every corner of the world (also based on the profligate burning of fossil fuels)
  • Because of those decades of hardcore emitting, exactly when we were supposed to be cutting back, the things we must do to avoid catastrophic warming are no longer just in conflict with the particular strain of deregulated capitalism that triumphed in the 1980s. They are now in conflict with the fundamental imperative at the heart of our economic model: grow or die.
  • so much carbon has been allowed to accumulate in the atmosphere over the past two decades that now our only hope of keeping warming below the internationally agreed-upon target of 2C is for wealthy countries to cut their emissions by somewhere in the neighbourhood of eight to 10% a year. The “free” market simply cannot accomplish this task. Indeed, this level of emission reduction has happened only in the context of economic collapse or deep depressions.
  • our economy is at war with many forms of life on earth, including human life. What the climate needs to avoid collapse is a contraction in humanity’s use of resources; what our economic model demands to avoid collapse is unfettered expansion. Only one of these sets of rules can be changed, and it’s not the laws of nature.
  • , it is eminently possible to transform our economy so that it is less resource-intensive, and to do it in ways that are equitable, with the most vulnerable protected and the most responsible bearing the bulk of the burden. Low-carbon sectors of our economies can be encouraged to expand and create jobs, while high-carbon sectors are encouraged to contract. The problem, however, is that this scale of economic planning and management is entirely outside the boundaries of our reigning ideology. The only kind of contraction our current system can manage is a brutal crash, in which the most vulnerable will suffer most of all.
  • So we are left with a stark choice: allow climate disruption to change everything about our world, or change pretty much everything about our economy to avoid that fate. But we need to be very clear: because of our decades of collective denial, no gradual, incremental options are now available to us. Gentle tweaks to the status quo stopped being a climate option when we supersized the American Dream in the 1990s, and then proceeded to take it global
  • a landmark report. It stated that, “in the face of an absolutely unprecedented emergency, society has no choice but to take dramatic action to avert a collapse of civilization. Either we will change our ways and build an entirely new kind of global society, or they will be changed for us.”
  • Climate change presents a profound challenge to this cautious centrism because half measures won’t cut it: “all of the above energy” program, as US president Barack Obama describes his approach, has about as much chance of success as an all-of-the-above diet, and the firm deadlines imposed by science require that we get very worked up indeed.
  • we need to think differently, radically differently, for those changes to be remotely possible. A worldview will need to rise to the fore that sees nature, other nations, and our own neighbours not as adversaries, but rather as partners in a grand project of mutual reinvention.
  • That’s a big ask. But it gets bigger. Because of our endless procrastination, we also have to pull off this massive transformation without delay. The International Energy Agency (IEA) warns that if we do not get our emissions under control by a rather terrifying 2017, our fossil fuel economy will “lock-in” extremely dangerous warming.
  • “The door to reach two degrees is about to close. In 2017 it will be closed forever.” In short, we have reached what some activists have started calling “Decade Zero” of the climate crisis: we either change now or we lose our chance
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Please Don't Thank Me for My Service - NYTimes.com - 0 views

www.nytimes.com/...t-thank-me-for-my-service.html veteran soldier gratitude psychology
shared by Javier E on 22 Feb 15 - No Cached
  • Who doesn’t want to be thanked for their military service?
  • To some recent vets — by no stretch all of them — the thanks comes across as shallow, disconnected, a reflexive offering from people who, while meaning well, have no clue what soldiers did over there or what motivated them to go, and who would never have gone themselves nor sent their own sons and daughters.
  • To these vets, thanking soldiers for their service symbolizes the ease of sending a volunteer army to wage war at great distance — physically, spiritually, economically.
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  • Mr. Garth, 26, said that when he gets thanked it can feel self-serving for the thankers, suggesting that he did it for them, and that they somehow understand the sacrifice, night terrors, feelings of loss and bewilderment. Or don’t think about it at all.
  • Mr. Freedman, 33, feels like the thanks “alleviates some of the civilian guilt,” adding: “They have no skin in the game with these wars. There’s no draft.”No real opinions either, he said. “At least with Vietnam, people spit on you and you knew they had an opinion.”
  • But doesn’t their sacrifice merit thanks? “Patriotic gloss,” responded Mr. O’Brien, an unofficial poet laureate of war who essentially elevates the issue to the philosophical; to him, we’re thanking without having the courage to ask whether the mission is even right.
  • They are being thanked for risking their life on the off chance we are actually under attack here. They need to stop assuming the people thanking them know nothing. I get the same thing from my son, who is a Marine. I told him he is not being thanked for what he did, but for the potential and for doing what the person thanking is not doing. I think he understands a bit better now.
  • What's worse is the majority of America that doesn't enlist doesn't seem to care. What happened to the notion of shared sacrifice? If it's important enough to go to war then ALL Americans should sacrifice. If we don't all sacrifice then don't go to war.
  • Instead of uttering this insipid phrase how about thanking a teacher or a doctor. Better yet get educated about politics and government and participate in it so we can stop electing the people who promote this sort of nonsense while doing their best to avoid actually putting on a uniform.
  • for paying your taxes, it's how I bought this motorcycle / Challenger, took this vacation, etc."And if we talk any further, it's to communicate that service doesn't automatically anyone a hero, and being a hero doesn't make someone good or decent or nice. Oh, and to ask them to think long and hard every time they vote.
  • If my countrymen were all that grateful they'd be storming Congress to demand fast efficient medical care for veterans and the most generous possible educational benefits.
  • His ideas about the need to prove himself slipped away, along with any patriotic fervor. He hates it when people dismiss the Taliban as imbeciles when he saw them as cunning warriors. To Mr. Garth, the war became solely about survival among brothers in arms.
  • He struggled to explain his irritation. “It’s not your fault,” he said of those thanking him. “But it’s not my fault either.”
  • So what to say to a vet? Maybe promise to vote next time, Mr. Freedman said, or offer a scholarship or job (as, he said, some places have stepped up and done). Stand up for what’s right, suggested Mr. O’Brien. Give $100 to a vet, Ben Fountain, author of the “Billy Lynn” book, half-joked, saying it would at least show some sacrifice on the thanker’s part.
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Myanmar Election Has Aung San Suu Kyi's Party Confident of Landslide - The New York Times - 0 views

www.nytimes.com/...-results-aung-san-suu-kyi.html myanmar election party landslide new york times politics history
shared by katyshannon on 09 Nov 15 - No Cached
  • YANGON, Myanmar — The opposition party of the Nobel Peace laureate Daw Aung San Suu Kyi said on Monday that it was confident of a sweeping victory in the country’s landmark nationwide elections, while the ruling military-backed party acknowledged its poor showing.
  • “Nationwide, we got over 70 percent,” said U Win Htein, a senior member of Ms. Aung San Suu Kyi’s party, cautioning that the results were not yet official. But, he added, “We can call this a landslide victory.”
  • The first official results released on Monday afternoon showed the opposition nearly sweeping seats in Yangon, the country’s largest city. Even a torrential downpour could not bring down the spirits of a crowd of opposition supporters, who cheered and sang as they watched the results on a giant TV screen outside the party’s headquarters here.
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  • Across the country, a number of powerful members of the military establishment in Myanmar conceded defeat, including former senior military officers who were among the most prominent members of the ruling party.
  • If the results of Sunday’s election are respected by the current government and the military, it will be the first time in more than five decades that voters in Myanmar were able to choose their leaders freely.
  • The election was primarily a contest between the military elites and the democracy movement that the former generals persecuted for more than two decades. Ms. Aung San Suu Kyi was under house arrest for 15 years while the military was in control, emerging as a national democracy hero. The election has unleashed a flurry of emotion among her supporters, many of whom were jailed during military rule. Voting was largely peaceful.
  • In a country fractured by ethnic divisions and riddled with corruption, drug trafficking and destitution, expectations for the next government are perhaps implausibly high. But this has not stopped outpourings of joy.
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