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Javier E

Tech Billionaires Want to Destroy the Universe - The Atlantic - 0 views

  • “Many people in Silicon Valley have become obsessed with the simulation hypothesis, the argument that what we experience as reality is in fact fabricated in a computer; two tech billionaires have gone so far as to secretly engage scientists to work on breaking us out of the simulation.”
  • Ignore for a moment any objections you might have to the simulation hypothesis, and everything impractical about the idea that we could somehow break out of reality, and think about what these people are trying to do.
  • The two billionaires (Elon Musk is a prime suspect) are convinced that they’ll emerge out of this drab illusion into a more shining reality, lit by a brighter and more beautiful star. But for the rest of us the experience would be very different—you lose your home, you lose your family, you lose your life and your body and everything around you
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  • Every summer we watch dozens of villains plotting to blow up the entire universe, but the motivations are always hazy. Why, exactly, does the baddie want to destroy everything again? Now we know.
  • It’s not just Elon Musk, who stated that ‘there’s a one in a billion chance we’re living in base reality,’ who believes this—in an extraordinary piece of hedge-betting, the Bank of America has judiciously announced that the probability that waking life is just an illusion is, oh, about fifty-fifty
  • Tech products no longer feel like something offered to the public, but something imposed: The great visionary looks at the way everyone is doing something, and decides, single-handedly, to change it.
  • once social reality is the exclusive property of a few geegaw-tinkerers, why shouldn’t physical reality be next? With Google’s Calico seeking hedge-fund investment for human immortality and the Transformative Technology Lab hoping to externalize human consciousness, the tech industry is moving into territory once cordoned off for the occult. Why shouldn’t the fate of the entire cosmos be in the hands of programmers hiding from the California sun, to keep or destroy as they wish?
  • Unsurprisingly, nobody bothered to ask us whether we want the end of the world or not; they’re just setting about trying to do it. Silicon Valley works by solving problems that hadn’t heretofore existed; its culture is pathologically fixated on the notion of ‘disruption.’
  • there’s always been the lingering suspicion that our reality is somehow unreal—it’s just that what we once thought about in terms of dreams and magic, cosmic minds or whispering devils, is now expressed through boring old computers, that piece of clunky hardware that waits predatory on your desk every morning to code the finest details of your life.
  • Kabbalist mysticists, Descartes with his deceiving demon, and Zhuangzi in his butterfly dream have all questioned the reality of their sense-experiences, but this isn’t a private, solipsistic hallucination; in the simulation hypothesis, reality is a prison for all of us
  • Its real antecedents are the Gnostics, an early Christian sect who believed that the physical universe was the creation of the demiurge, Samael or Ialdaboath, sometimes figured as a snake with the head of a lion, a blind and stupid god who creates his false world in imperfect imitation of the real Creator. This world is a distorted mirror, an image; in other words, a kind of software.
  • The Gnostics were often accused by other early Christians of Satanism, and they might have had a point: Many identified the jealous, petty, prurient God of the Old Testament with the Demiurge, while sects such as the Ophites revered the serpent in the Garden of Eden as the first to offer knowledge to humanity, freeing them from their first cage
  • In his book, Baudrillard also talks about virtual realities and deceptive images, but his point isn’t that they have clouded our perception of the reality beyond. The present system of social images is so vast and all-encompassing that it’s produced a total reality for itself; it only lies when it has us thinking that there’s something else behind the façade. Baudrillard, always something of an overgrown child, loved to refer to Disneyland: As he pointed out, it’s in no way a fake—when you leave its gates, you return to an America that’s just one giant Disneyland, a copy without an original, from coast to coast
  • ‘The simulacrum is never that which conceals the truth—it is the truth which conceals that there is none.
  • Digital and cinematic media actively construct our experience of reality. The world of film stars and theme parks, social media and supermarket shelves designed to look like something out of an old-time grocery—this is the one we live in. Our Silicon Valley Satanists have made a very questionable assumption: What if there’s nowhere to break out into?
  • the virtual is also real. Why is a universe composed of software necessarily any less real than one composed of matter? Computer simulation is of course only a metaphor, a new-ish way of describing what was once expressed in oneiric or theological terms. They can’t really mean that our universe was built in something similar to the machine you’re using to read these words right now;
  • simulation is a process independent of whatever divine or technological apparatus is used to achieve it. The real argument is that, by some unknown mechanism, what we see is only a function of what really exists. But we’ve known since Kant that our sense-perception can never give us a full account of the material world; all this can be said of any conceivable reality
  • Outside the simulation hypothesis there are scientists who propose that our universe is a single black hole, with what we perceive as matter being a hologram emerging from a two-dimensional ring of information along its event horizon; there are mathematical Platonists who, following Max Tegmark, consider the world to be a set of abstract mathematical objects, of which physical objects are a crude epiphenomenon. If matter doesn’t ‘really’ exist, there’s no need for anything to be rooted anywhere; we might live suspended in a looping chain of simulations and appearances that coils back on itself and never has to touch the ground
  • Elon Musk and his co-religionists aren’t actually blinded by artifice; they’re fixated on a strange and outdated notion that somewhere, there has to be a concrete reality—they’ve just decided that it’s not this one
  • What’s far more worrying is the fact that the people who want to destroy the only world we really have are also the people increasingly in charge of it.
johnsonel7

Simulations show thousands of lakes in Himalaya Mountains at risk of flooding due to gl... - 0 views

  • Three researchers with the University of Potsdam report that thousands of natural lakes in the Himalayas are at risk of bursting their moraines due to global warming and causing flooding downriver.
  • As climate change continues unabated, scientists are trying to predict what might happen around the world. The region of the Himalayas has already seen some dramatic changes—as glaciers melt, natural lakes have formed—85 of them in the Sikkim Himalaya between 2003 and 2010.
  • To see what might happen as higher temperatures melt Himalaya glaciers, the researchers carried out 5.4 billion simulations based on lake models developed with topographic and satellite data. After running the simulations, they report that they found approximately 5,000 lakes in the Himalayas are likely unstable due to moraine weaknesses.
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  • They note that prior research has shown that up to two-thirds of Himalayan glaciers are going to disappear in the next decade, indicating that a lot of water buildup in lakes is going to pose a serious threat to those living downstream.
Javier E

12 Rules for Life: An Antidote to Chaos (Jordan B. Peterson) - 0 views

  • RULES? MORE RULES? REALLY? Isn’t life complicated enough, restricting enough, without abstract rules that don’t take our unique, individual situations into account? And given that our brains are plastic, and all develop differently based on our life experiences, why even expect that a few rules might be helpful to us all?
  • “I’ve got some good news…and I’ve got some bad news,” the lawgiver yells to them. “Which do you want first?” “The good news!” the hedonists reply. “I got Him from fifteen commandments down to ten!” “Hallelujah!” cries the unruly crowd. “And the bad?” “Adultery is still in.”
  • Maps of Meaning was sparked by Jordan’s agonized awareness, as a teenager growing up in the midst of the Cold War, that much of mankind seemed on the verge of blowing up the planet to defend their various identities. He felt he had to understand how it could be that people would sacrifice everything for an “identity,”
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  • the story of the golden calf also reminds us that without rules we quickly become slaves to our passions—and there’s nothing freeing about that.
  • And the story suggests something more: unchaperoned, and left to our own untutored judgment, we are quick to aim low and worship qualities that are beneath us—in this case, an artificial animal that brings out our own animal instincts in a completely unregulated way.
  • Similarly, in this book Professor Peterson doesn’t just propose his twelve rules, he tells stories, too, bringing to bear his knowledge of many fields as he illustrates and explains why the best rules do not ultimately restrict us but instead facilitate our goals and make for fuller, freer lives.
  • Peterson wasn’t really an “eccentric”; he had sufficient conventional chops, had been a Harvard professor, was a gentleman (as cowboys can be) though he did say damn and bloody a lot, in a rural 1950s sort of way. But everyone listened, with fascination on their faces, because he was in fact addressing questions of concern to everyone at the table.
  • unlike many academics who take the floor and hold it, if someone challenged or corrected him he really seemed to like it. He didn’t rear up and neigh. He’d say, in a kind of folksy way, “Yeah,” and bow his head involuntarily, wag it if he had overlooked something, laughing at himself for overgeneralizing. He appreciated being shown another side of an issue, and it became clear that thinking through a problem was, for him, a dialogic process.
  • for an egghead Peterson was extremely practical. His examples were filled with applications to everyday life: business management, how to make furniture (he made much of his own), designing a simple house, making a room beautiful (now an internet meme) or in another, specific case related to education, creating an online writing project that kept minority students from dropping out of school by getting them to do a kind of psychoanalytic exercise on themselves,
  • These Westerners were different: self-made, unentitled, hands on, neighbourly and less precious than many of their big-city peers, who increasingly spend their lives indoors, manipulating symbols on computers. This cowboy psychologist seemed to care about a thought only if it might, in some way, be helpful to someone.
  • I was drawn to him because here was a clinician who also had given himself a great books education, and who not only loved soulful Russian novels, philosophy and ancient mythology, but who also seemed to treat them as his most treasured inheritance. But he also did illuminating statistical research on personality and temperament, and had studied neuroscience. Though trained as a behaviourist, he was powerfully drawn to psychoanalysis with its focus on dreams, archetypes, the persistence of childhood conflicts in the adult, and the role of defences and rationalization in everyday life. He was also an outlier in being the only member of the research-oriented Department of Psychology at the University of Toronto who also kept a clinical practice.
  • Maps of Meaning, published nearly two decades ago, shows Jordan’s wide-ranging approach to understanding how human beings and the human brain deal with the archetypal situation that arises whenever we, in our daily lives, must face something we do not understand.
  • The brilliance of the book is in his demonstration of how rooted this situation is in evolution, our DNA, our brains and our most ancient stories. And he shows that these stories have survived because they still provide guidance in dealing with uncertainty, and the unavoidable unknown.
  • this is why many of the rules in this book, being based on Maps of Meaning, have an element of universality to them.
  • We are ambivalent about rules, even when we know they are good for us. If we are spirited souls, if we have character, rules seem restrictive, an affront to our sense of agency and our pride in working out our own lives. Why should we be judged according to another’s rule?
  • And he felt he had to understand the ideologies that drove totalitarian regimes to a variant of that same behaviour: killing their own citizens.
  • Ideologies are simple ideas, disguised as science or philosophy, that purport to explain the complexity of the world and offer remedies that will perfect it.
  • Ideologues are people who pretend they know how to “make the world a better place” before they’ve taken care of their own chaos within.
  • Ideologies are substitutes for true knowledge, and ideologues are always dangerous when they come to power, because a simple-minded I-know-it-all approach is no match for the complexity of existence.
  • To understand ideology, Jordan read extensively about not only the Soviet gulag, but also the Holocaust and the rise of Nazism. I had never before met a person, born Christian and of my generation, who was so utterly tormented by what happened in Europe to the Jews, and who had worked so hard to understand how it could have occurred.
  • I saw what now millions have seen online: a brilliant, often dazzling public speaker who was at his best riffing like a jazz artist; at times he resembled an ardent Prairie preacher (not in evangelizing, but in his passion, in his ability to tell stories that convey the life-stakes that go with believing or disbelieving various ideas). Then he’d just as easily switch to do a breathtakingly systematic summary of a series of scientific studies. He was a master at helping students become more reflective, and take themselves and their futures seriously. He taught them to respect many of the greatest books ever written. He gave vivid examples from clinical practice, was (appropriately) self-revealing, even of his own vulnerabilities, and made fascinating links between evolution, the brain and religious stories.
  • Above all, he alerted his students to topics rarely discussed in university, such as the simple fact that all the ancients, from Buddha to the biblical authors, knew what every slightly worn-out adult knows, that life is suffering.
  • chances are, if you or someone you love is not suffering now, they will be within five years, unless you are freakishly lucky. Rearing kids is hard, work is hard, aging, sickness and death are hard, and Jordan emphasized that doing all that totally on your own, without the benefit of a loving relationship, or wisdom, or the psychological insights of the greatest psychologists, only makes it harder.
  • focused on triumphant heroes. In all these triumph stories, the hero has to go into the unknown, into an unexplored territory, and deal with a new great challenge and take great risks. In the process, something of himself has to die, or be given up, so he can be reborn and meet the challenge. This requires courage, something rarely discussed in a psychology class or textbook.
  • Jordan
  • views of his first YouTube statements quickly numbered in the hundreds of thousands. But people have kept listening because what he is saying meets a deep and unarticulated need. And that is because alongside our wish to be free of rules, we all search for structure.
  • the first generation to have been so thoroughly taught two seemingly contradictory ideas about morality, simultaneously—at their schools, colleges and universities, by many in my own generation. This contradiction has left them at times disoriented and uncertain, without guidance and, more tragically, deprived of riches they don’t even know exist.
  • morality and the rules associated with it are just a matter of personal opinion or happenstance, “relative to” or “related to” a particular framework, such as one’s ethnicity, one’s upbringing, or the culture or historical…
  • The first idea or teaching is that morality is relative, at best a…
  • So, the decent thing to do—once it becomes apparent how arbitrary your, and your society’s, “moral values” are—is to show tolerance for people who think differently, and…
  • for many people one of the worst character flaws a person can have is to be “judgmental.”* And, since we don’t know right from wrong, or what is good, just about the most inappropriate thing an adult can…
  • That emphasis on tolerance is so paramount that for many people one of the worst character flaws a person can have is to be “judgmental.”* And, since we don’t know right from wrong, or what is good, just about the most inappropriate thing an…
  • And so a generation has been raised untutored in what was once called, aptly, “practical wisdom,” which guided previous generations. Millennials, often told they have received the finest education available anywhere, have actually…
  • professors, chose to devalue thousands of years of human knowledge about how to acquire virtue, dismissing it as passé, “…
  • They were so successful at it that the very word “virtue” sounds out of date, and someone using it appears…
  • The study of virtue is not quite the same as the study of morals (right and wrong, good and evil). Aristotle defined the virtues simply as the ways of behaving that are most conducive to happiness in life. Vice was…
  • Cultivating judgment about the difference between virtue and vice is the beginning of wisdom, something…
  • By contrast, our modern relativism begins by asserting that making judgments about how to live is impossible, because there is no real good, and no…
  • Thus relativism’s closest approximation to “virtue” is “tolerance.” Only tolerance will provide social cohesion between different groups, and save us from harming each other. On Facebook and other forms of social media, therefore, you signal your so-called…
  • Intolerance of others’ views (no matter how ignorant or incoherent they may be) is not simply wrong; in a world where there is no right or wrong, it is worse: it is a sign you are…
  • But it turns out that many people cannot tolerate the vacuum—the chaos—which is inherent in life, but made worse by this moral relativism; they cannot live without a moral compass,…
  • So, right alongside relativism, we find the spread of nihilism and despair, and also the opposite of moral relativism: the blind certainty offered by ideologies…
  • Dr. Norman Doidge, MD, is the author of The Brain That Changes Itself
  • so we arrive at the second teaching that millennials have been bombarded with. They sign up for a humanities course, to study the greatest books ever written. But they’re not assigned the books; instead they are given…
  • (But the idea that we can easily separate facts and values was and remains naive; to some extent, one’s values determine what one will pay…
  • For the ancients, the discovery that different people have different ideas about how, practically, to live, did not paralyze them; it deepened their understanding of humanity and led to some of the most satisfying conversations human beings have ever had, about how life might be lived.
  • Modern moral relativism has many sources. As we in the West learned more history, we understood that different epochs had different moral codes. As we travelled the seas and explored the globe, we learned of far-flung tribes on different continents whose different moral codes made sense relative to, or within the framework of, their societies. Science played a role, too, by attacking the religious view of the world, and thus undermining the religious grounds for ethics and rules. Materialist social science implied that we could divide the world into facts (which all could observe, and were objective and “real”) and values (…
  • it seems that all human beings are, by some kind of biological endowment, so ineradicably concerned with morality that we create a structure of laws and rules wherever we are. The idea that human life can be free of moral concerns is a fantasy.
  • given that we are moral animals, what must be the effect of our simplistic modern relativism upon us? It means we are hobbling ourselves by pretending to be something we are not. It is a mask, but a strange one, for it mostly deceives the one who wears it.
  • Far better to integrate the best of what we are now learning with the books human beings saw fit to preserve over millennia, and with the stories that have survived, against all odds, time’s tendency to obliterate.
  • these really are rules. And the foremost rule is that you must take responsibility for your own life. Period.
  • Jordan’s message that each individual has ultimate responsibility to bear; that if one wants to live a full life, one first sets one’s own house in order; and only then can one sensibly aim to take on bigger responsibilities.
  • if it’s uncertain that our ideals are attainable, why do we bother reaching in the first place? Because if you don’t reach for them, it is certain you will never feel that your life has meaning.
  • And perhaps because, as unfamiliar and strange as it sounds, in the deepest part of our psyche, we all want to be judged.
  • Instead of despairing about these differences in moral codes, Aristotle argued that though specific rules, laws and customs differed from place to place, what does not differ is that in all places human beings, by their nature, have a proclivity to make rules, laws and customs.
  • Freud never argued (as do some who want all culture to become one huge group therapy session) that one can live one’s entire life without ever making judgments, or without morality. In fact, his point in Civilization and Its Discontents is that civilization only arises when some restraining rules and morality are in place.
  • Aleksandr Solzhenitsyn, the great documenter of the slave-labour-camp horrors of the latter, once wrote that the “pitiful ideology” holding that “human beings are created for happiness” was an ideology “done in by the first blow of the work assigner’s cudgel.”1 In a crisis, the inevitable suffering that life entails can rapidly make a mockery of the idea that happiness is the proper pursuit of the individual. On the radio show, I suggested, instead, that a deeper meaning was required. I noted that the nature of such meaning was constantly re-presented in the great stories of the past, and that it had more to do with developing character in the face of suffering than with happiness.
  • I proposed in Maps of Meaning that the great myths and religious stories of the past, particularly those derived from an earlier, oral tradition, were moral in their intent, rather than descriptive. Thus, they did not concern themselves with what the world was, as a scientist might have it, but with how a human being should act.
  • I suggested that our ancestors portrayed the world as a stage—a drama—instead of a place of objects. I described how I had come
  • to believe that the constituent elements of the world as drama were order and chaos, and not material things.
  • Order is where the people around you act according to well-understood social norms, and remain predictable and cooperative. It’s the world of social structure, explored territory, and familiarity. The state of Order is typically portrayed, symbolically—imaginatively—as masculine.
  • Chaos, by contrast, is where—or when—something unexpected happens.
  • As the antithesis of symbolically masculine order, it’s presented imaginatively as feminine. It’s the new and unpredictable suddenly emerging in the midst of the commonplace familiar. It’s Creation and Destruction,
  • Order is the white, masculine serpent; Chaos, its black, feminine counterpart. The black dot in the white—and the white in the black—indicate the possibility of transformation: just when things seem secure, the unknown can loom, unexpectedly and large. Conversely, just when everything seems lost, new order can emerge from catastrophe and chaos.
  • For the Taoists, meaning is to be found on the border between the ever-entwined pair. To walk that border is to stay on the path of life, the divine Way. And that’s much better than happiness.
  • trying to address a perplexing problem: the reason or reasons for the nuclear standoff of the Cold War. I couldn’t understand how belief systems could be so important to people that they were willing to risk the destruction of the world to protect them. I came to realize that shared belief systems made people intelligible to one another—and that the systems weren’t just about belief.
  • People who live by the same code are rendered mutually predictable to one another. They act in keeping with each other’s expectations and desires. They can cooperate. They can even compete peacefully, because everyone knows what to expect from everyone else.
  • Shared beliefs simplify the world, as well, because people who know what to expect from one another can act together to tame the world. There is perhaps nothing more important than the maintenance of this organization—this simplification. If it’s threatened, the great ship of state rocks.
  • It isn’t precisely that people will fight for what they believe. They will fight, instead, to maintain the match between what they believe, what they expect, and what they desire. They will fight to maintain the match between what they expect and how everyone is acting. It is precisely the maintenance of that match that enables everyone
  • There’s more to it, too. A shared cultural system stabilizes human interaction, but is also a system of value—a hierarchy of value, where some things are given priority and importance and others are not. In the absence of such a system of value, people simply cannot act. In fact, they can’t even perceive, because both action and perception require a goal, and a valid goal is, by necessity, something valued.
  • We experience much of our positive emotion in relation to goals. We are not happy, technically speaking, unless we see ourselves progressing—and the very idea of progression implies value.
  • Worse yet is the fact that the meaning of life without positive value is not simply neutral. Because we are vulnerable and mortal, pain and anxiety are an integral part of human existence. We must have something to set against the suffering that is intrinsic to Being.*2 We must have the meaning inherent in a profound system of value or the horror of existence rapidly becomes paramount. Then, nihilism beckons, with its hopelessness and despair.
  • So: no value, no meaning. Between value systems, however, there is the possibility of conflict. We are thus eternally caught between the most diamantine rock and the hardest of places:
  • loss of group-centred belief renders life chaotic, miserable, intolerable; presence of group-centred belief makes conflict with other groups inevitable.
  • In the West, we have been withdrawing from our tradition-, religion- and even nation-centred cultures, partly to decrease the danger of group conflict. But we are increasingly falling prey to the desperation of meaninglessness, and that is no improvement at all.
  • While writing Maps of Meaning, I was (also) driven by the realization that we can no longer afford conflict—certainly not on the scale of the world conflagrations of the twentieth century.
  • I came to a more complete, personal realization of what the great stories of the past continually insist upon: the centre is occupied by the individual.
  • It is possible to transcend slavish adherence to the group and its doctrines and, simultaneously, to avoid the pitfalls of its opposite extreme, nihilism. It is possible, instead, to find sufficient meaning in individual consciousness and experience.
  • How could the world be freed from the terrible dilemma of conflict, on the one hand, and psychological and social dissolution, on the other? The answer was this: through the elevation and development of the individual, and through the willingness of everyone to shoulder the burden of Being and to take the heroic path. We must each adopt as much responsibility as possible for individual life, society and the world.
  • We must each tell the truth and repair what is in disrepair and break down and recreate what is old and outdated. It is in this manner that we can and must reduce the suffering that poisons the world. It’s asking a lot. It’s asking for everything.
  • the alternative—the horror of authoritarian belief, the chaos of the collapsed state, the tragic catastrophe of the unbridled natural world, the existential angst and weakness of the purposeless
  • individual—is clearly worse.
  • a title: 12 Rules for Life: An Antidote to Chaos. Why did that one rise up above all others? First and foremost, because of its simplicity. It indicates clearly that people need ordering principles, and that chaos otherwise beckons.
  • We require rules, standards, values—alone and together. We’re pack animals, beasts of burden. We must bear a load, to justify our miserable existence. We require routine and tradition. That’s order. Order can become excessive, and that’s not good, but chaos can swamp us, so we drown—and that is also not good. We need to stay on the straight and narrow path.
  • I hope that these rules and their accompanying essays will help people understand what they already know: that the soul of the individual eternally hungers for the heroism of genuine Being, and that the willingness to take on that responsibility is identical to the decision to live a meaningful life.
  • RULE 1   STAND UP STRAIGHT WITH YOUR SHOULDERS BACK
  • Because territory matters, and because the best locales are always in short supply, territory-seeking among animals produces conflict. Conflict, in turn, produces another problem: how to win or lose without the disagreeing parties incurring too great a cost.
  • It’s winner-take-all in the lobster world, just as it is in human societies, where the top 1 percent have as much loot as the bottom 50 percent11—and where the richest eighty-five people have as much as the bottom three and a half billion.
  • This principle is sometimes known as Price’s law, after Derek J. de Solla Price,13 the researcher who discovered its application in science in 1963. It can be modelled using an approximately L-shaped graph, with number of people on the vertical axis, and productivity or resources on the horizontal.
  • Instead of undertaking the computationally difficult task of identifying the best man, the females outsource the problem to the machine-like calculations of the dominance hierarchy. They let the males fight it out and peel their paramours from the top.
  • The dominant male, with his upright and confident posture, not only gets the prime real estate and easiest access to the best hunting grounds. He also gets all the girls. It is exponentially more worthwhile to be successful, if you are a lobster, and male.
  • dominance hierarchies have been an essentially permanent feature of the environment to which all complex life has adapted. A third of a billion years ago, brains and nervous systems were comparatively simple. Nonetheless, they already had the structure and neurochemistry necessary to process information about status and society. The importance of this fact can hardly be overstated.
  • evolution works, in large part, through variation and natural selection. Variation exists for many reasons, including gene-shuffling (to put it simply) and random mutation. Individuals vary within a species for such reasons. Nature chooses from among them, across time. That theory, as stated, appears to account for the continual alteration of life-forms over the eons.
  • But there’s an additional question lurking under the surface: what exactly is the “nature” in “natural selection”? What exactly is “the environment” to which animals adapt?
  • Nature “selects.” The idea of selects contains implicitly nested within it the idea of fitness. It is “fitness” that is “selected.” Fitness, roughly speaking, is the probability that a given organism will leave offspring (will propagate its genes through time). The “fit” in “fitness” is therefore the matching of organismal attribute to environmental demand.
  • But nature, the selecting agent, is not a static selector—not in any simple sense.
  • As the environment supporting a species transforms and changes, the features that make a given individual successful in surviving and reproducing also transform and change. Thus, the theory of natural selection does not posit creatures matching themselves ever more precisely to a template specified by the world. It is more that creatures are in a dance with nature, albeit one that is deadly.
  • Nature is not simply dynamic, either. Some things change quickly, but they are nested within other things that change less quickly (music
  • It’s chaos, within order, within chaos, within higher order. The order that is most real is the order that is most unchanging—and that is not necessarily the order that is most easily seen. The leaf, when perceived, might blind the observer to the tree. The tree can blind him to the forest.
  • It is also a mistake to conceptualize nature romantically.
  • Unfortunately, “the environment” is also elephantiasis and guinea worms (don’t ask), anopheles mosquitoes and malaria, starvation-level droughts, AIDS and the Black Plague.
  • It is because of the existence of such things, of course, that we attempt to modify our surroundings, protecting our children, building cities and transportation systems and growing food and generating power.
  • this brings us to a third erroneous concept: that nature is something strictly segregated from the cultural constructs that have emerged within it.
  • It does not matter whether that feature is physical and biological, or social and cultural. All that matters, from a Darwinian perspective, is permanence—and the dominance hierarchy, however social or cultural it might appear, has been around for some half a billion years.
  • The dominance hierarchy is not capitalism. It’s not communism, either, for that matter. It’s not the military-industrial complex. It’s not the patriarchy—that disposable, malleable, arbitrary cultural artefact. It’s not even a human creation; not in the most profound sense. It is instead a near-eternal aspect of the environment, and much of what is blamed on these more ephemeral manifestations is a consequence of its unchanging existence.
  • We were struggling for position before we had skin, or hands, or lungs, or bones. There is little more natural than culture. Dominance hierarchies are older than trees.
  • The part of our brain that keeps track of our position in the dominance hierarchy is therefore exceptionally ancient and fundamental.17 It is a master control system, modulating our perceptions, values, emotions, thoughts and actions. It powerfully affects every aspect of our Being, conscious and unconscious alike.
  • The ancient part of your brain specialized for assessing dominance watches how you are treated by other people. On that evidence, it renders a determination of your value and assigns you a status. If you are judged by your peers as of little worth, the counter restricts serotonin availability. That makes you much more physically and psychologically reactive to any circumstance or event that might produce emotion, particularly if it is negative. You need that reactivity. Emergencies are common at the bottom, and you must be ready to survive. Unfortunately, that physical hyper-response, that constant alertness, burns up a lot of precious energy and physical resources.
  • It will leave you far more likely to live, or die, carelessly, for a rare opportunity at pleasure, when it manifests itself. The physical demands of emergency preparedness will wear you down in every way.21
  • If you have a high status, on the other hand, the counter’s cold, pre-reptilian mechanics assume that your niche is secure, productive
  • You can delay gratification, without forgoing it forever. You can afford to be a reliable and thoughtful citizen.
  • Sometimes, however, the counter mechanism can go wrong. Erratic habits of sleeping and eating can interfere with its function. Uncertainty can throw it for a loop. The body, with its various parts,
  • needs
  • to function like a well-rehearsed orchestra. Every system must play its role properly, and at exactly the right time, or noise and chaos ensue. It is for this reason that routine is so necessary. The acts of life we repeat every day need to be automatized. They must be turned into stable and reliable habits, so they lose their complexity and gain predictability and simplicity.
  • It is for such reasons that I always ask my clinical clients first about sleep. Do they wake up in the morning at approximately the time the typical person wakes up, and at the same time every day?
  • The next thing I ask about is breakfast. I counsel my clients to eat a fat and protein-heavy breakfast as soon as possible after they awaken (no simple carbohydrates, no sugars,
  • I have had many clients whose anxiety was reduced to subclinical levels merely because they started to sleep on a predictable schedule and eat breakfast.
  • Other bad habits can also interfere with the counter’s accuracy.
  • There are many systems of interaction between brain, body and social world that can get caught in positive feedback loops. Depressed people, for example, can start feeling useless and burdensome, as well as grief-stricken and pained. This makes them withdraw from contact with friends and family. Then the withdrawal makes them more lonesome and isolated, and more likely to feel useless and burdensome. Then they withdraw more. In this manner, depression spirals and amplifies.
  • If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge.
  • With their capacity for aggression strait-jacketed within a too-narrow morality, those who are only or merely compassionate and self-sacrificing (and naïve and exploitable) cannot call forth the genuinely righteous and appropriately self-protective anger necessary to defend themselves. If you can bite, you generally don’t have to. When skillfully integrated, the ability to respond with aggression and violence decreases rather than increases the probability that actual aggression will become necessary.
  • Naive, harmless people usually guide their perceptions and actions with a few simple axioms: people are basically good; no one really wants to hurt anyone else; the threat (and, certainly, the use) of force, physical or otherwise, is wrong. These axioms collapse, or worse, in the presence of
  • individuals who are genuinely malevolent.27
  • I have had clients who were terrified into literally years of daily hysterical convulsions by the sheer look of malevolence on their attackers’ faces. Such individuals typically come from hyper-sheltered families, where nothing
  • terrible is allowed to exist, and everything is fairyland wonderful (or else).
  • When the wakening occurs—when once-naïve people recognize in themselves the seeds of evil and monstrosity, and see themselves as dangerous (at least potentially)— their fear decreases. They develop more self-respect. Then, perhaps, they begin to resist oppression. They see that they have the ability to withstand, because they are terrible too. They see they can and must stand up, because they begin to understand how genuinely monstrous they will become, otherwise,
  • There is very little difference between the capacity for mayhem and destruction, integrated, and strength of character. This is one of the most difficult lessons of life.
  • even if you came by your poor posture honestly—even if you were unpopular or bullied at home or in grade school28—it’s not necessarily appropriate now. Circumstances change. If you slump around, with the same bearing that characterizes a defeated lobster, people will assign you a lower status, and the old counter that you share with crustaceans, sitting at the very base of your brain, will assign you a low dominance number.
  • the other, far more optimistic lesson of Price’s law and the Pareto distribution: those who start to have will probably get more.
  • Some of these upwardly moving loops can occur in your own private, subjective space.
  • If you are asked to move the muscles one by one into a position that looks happy, you will report feeling happier. Emotion is partly bodily expression, and can be amplified (or dampened) by that expression.29
  • To stand up straight with your shoulders back is to accept the terrible responsibility of life, with eyes wide open.
  • It means deciding to voluntarily transform the chaos of potential into the realities of habitable order. It means adopting the burden of self-conscious vulnerability, and accepting the end of the unconscious paradise of childhood, where finitude and mortality are only dimly comprehended. It means willingly undertaking the sacrifices necessary to generate a productive and meaningful reality (it means acting to please God, in the ancient language).
  • So, attend carefully to your posture. Quit drooping and hunching around. Speak your mind. Put your desires forward, as if you had a right to them—at least the same right as others. Walk tall and gaze forthrightly ahead. Dare to be dangerous. Encourage the serotonin to flow plentifully through the neural pathways desperate for its calming influence.
  • Thus emboldened, you will embark on the voyage of your life, let your light shine, so to speak, on the heavenly hill, and pursue your rightful destiny. Then the meaning of your life may be sufficient to keep the corrupting influence of mortal despair at bay. Then you may be able to accept the terrible burden of the World, and find joy.
  • RULE 2   TREAT YOURSELF LIKE SOMEONE YOU ARE RESPONSIBLE FOR HELPING
  • People are better at filling and properly administering prescription medication to their pets than to themselves. That
  • It is difficult to conclude anything from this set of facts except that people appear to love their dogs, cats, ferrets and birds (and maybe even their lizards) more than themselves. How horrible is that? How much shame must exist, for something like that to be true? What could it be about people that makes them prefer their pets to themselves?
  • To understand Genesis 1, the Priestly story, with its insistence on speech as the fundamental creative force, it is first necessary to review a few fundamental, ancient assumptions (these are markedly different in type and intent from the assumptions of science, which are, historically speaking, quite novel).
  • those who existed during the distant time in which the foundational epics of our culture emerged were much more concerned with the actions that dictated survival (and with interpreting the world in a manner commensurate with that goal) than with anything approximating what we now understand as objective truth.
  • Before the dawn of the scientific worldview, reality was construed differently. Being was understood as a place of action, not a place of things.31 It was understood as something more akin to story or drama. That story or drama was lived, subjective experience, as it manifested itself moment to moment in the consciousness of every living person.
  • subjective pain. That’s something so real no argument can stand against it. Everyone acts as if their pain is real—ultimately, finally real. Pain matters, more than matter matters. It is for this reason, I believe, that so many of the world’s traditions regard the suffering attendant upon existence as the irreducible truth of Being.
  • In any case, that which we subjectively experience can be likened much more to a novel or a movie than to a scientific description of physical reality.
  • The Domain, Not of Matter, but of What Matters
  • the world of experience has primal constituents, as well. These are the necessary elements whose interactions define drama and fiction. One of these is chaos. Another is order. The third (as there are three) is the process that mediates between the two, which appears identical to what modern people call consciousness.
  • Chaos is the domain of ignorance itself. It’s unexplored territory. Chaos is what extends, eternally and without limit, beyond the boundaries of all states, all ideas, and all disciplines. It’s the foreigner, the stranger, the member of another gang, the rustle in the bushes in the night-time,
  • It is, in short, all those things and situations we neither know nor understand.
  • Chaos is also the formless potential from which the God of Genesis 1 called forth order using language at the beginning of time. It’s the same potential from which we, made in that Image, call forth the novel and ever-changing moments of our lives. And Chaos is freedom, dreadful freedom, too.
  • Order, by contrast, is explored territory. That’s the hundreds-of-millions-of-years-old hierarchy of place, position and authority. That’s the structure of society. It’s the structure provided by biology, too—particularly insofar as you are adapted, as you are, to the structure of society. Order is tribe, religion, hearth, home and country.
  • Order is the public façade we’re called upon to wear, the politeness of a gathering of civilized strangers, and the thin ice on which we all skate. Order is the place where the behavior of the world matches our expectations and our desires; the place where all things turn out the way we want them to.
  • But order is sometimes tyranny and stultification, as well, when the demand for certainty and uniformity and purity becomes too one-sided.
  • In order, we’re able to think about things in the long term. There, things work, and we’re stable, calm and competent. We seldom leave places we
  • understand—geographical or conceptual—for that reason, and we certainly do not like it when we are compelled to or when it happens accidentally.
  • When the same person betrays you, sells you out, you move from the daytime world of clarity and light to the dark underworld of chaos, confusion and despair. That’s the same move you make, and the same place you visit, when the company you work for starts to fail and your job is placed in doubt.
  • Before the Twin Towers fell—that was order. Chaos manifested itself afterward. Everyone felt it. The very air became uncertain. What exactly was it that fell? Wrong question. What exactly remained standing? That was the issue at hand.
  • Chaos is the deep ocean bottom to which Pinocchio voyaged to rescue his father from Monstro, whale and fire-breathing dragon. That journey into darkness and rescue is the most difficult thing a puppet must do, if he wants to be real; if he wants to extract himself from the temptations of deceit and acting and victimization and impulsive pleasure and totalitarian subjugation; if he wants to take his place as a genuine Being in the world.
  • Chaos is the new place and time that emerges when tragedy strikes suddenly, or malevolence reveals its paralyzing visage, even in the confines of your own home. Something unexpected or undesired can always make its appearance, when a plan is being laid out, regardless of how familiar the circumstances.
  • Our brains respond instantly when chaos appears, with simple, hyper-fast circuits maintained from the ancient days, when our ancestors dwelled in trees, and snakes struck in a flash.32 After that nigh-instantaneous, deeply reflexive bodily response comes the later-evolving, more complex but slower responses of emotions—and, after that, comes thinking, of the higher order, which can extend over seconds, minutes or years. All that response is instinctive, in some sense—but the faster the response, the more instinctive.
  • Things or objects are part of the objective world. They’re inanimate; spiritless. They’re dead. This is not true of chaos and order. Those are perceived, experienced and understood (to the degree that they are understood at all) as personalities—and that is just as true of the perceptions, experiences and understanding of modern people as their ancient forebears. It’s just that moderners don’t notice.
  • Perception of things as entities with personality also occurs before perception of things as things. This is particularly true of the action of others,34 living others, but we also see the non-living “objective world” as animated, with purpose and intent.
  • This is because of the operation of what psychologists have called “the hyperactive agency detector” within us.35 We evolved, over millennia, within intensely social circumstances. This means that the most significant elements of our environment of origin were personalities, not things, objects or situations.
  • The personalities we have evolved to perceive have been around, in predictable form, and in typical, hierarchical configurations, forever, for all intents and purposes. They have been…
  • the category of “parent” and/or “child” has been around for 200 million years. That’s longer than birds have existed. That’s longer than flowers have grown. It’s not a billion years, but it’s still a very long time. It’s plenty long enough for male and female and parent and child to serve as vital and fundamental parts of the environment to which we have adapted. This means that male and female and parent and child are…
  • Our brains are deeply social. Other creatures (particularly, other humans) were crucially important to us as we lived, mated and evolved. Those creatures were…
  • From a Darwinian perspective, nature—reality itself; the environment, itself—is what selects. The environment cannot be defined in any more fundamental manner. It is not mere inert matter. Reality itself is whatever we contend with when we are striving to survive and reproduce. A…
  • as our brain capacity increased and we developed curiosity to spare, we became increasingly aware of and curious about the nature of the world—what we eventually conceptualized as the objective…
  • “outside” is not merely unexplored physical territory. Outside is outside of what we currently understand—and understanding is dealing with and coping with…
  • when we first began to perceive the unknown, chaotic, non-animal world, we used categories that had originally evolved to represent the pre-human animal social world. Our minds are far older than mere…
  • Our most…
  • category—as old, in some sense, as the sexual act itself—appears to be that of sex, male and female. We appear to have taken that primordial knowledge of structured, creative opposition and…
  • Order, the known, appears symbolically associated with masculinity (as illustrated in the aforementioned yang of the Taoist yin-yang symbol). This is perhaps because the primary…
  • Chaos—the unknown—is symbolically associated with the feminine. This is partly because all the things we have come to know were born, originally, of the unknown, just as all beings we encounter were born of mothers. Chaos is mater, origin, source, mother; materia, the substance from which all things are made.
  • In its positive guise, chaos is possibility itself, the source of ideas, the mysterious realm of gestation and birth. As a negative force, it’s the impenetrable darkness of a cave and the accident by the side of the road.
  • Chaos, the eternal feminine, is also the crushing force of sexual selection.
  • Most men do not meet female human standards. It is for this reason that women on dating sites rate 85 percent of men as below average in attractiveness.40
  • Women’s proclivity to say no, more than any other force, has shaped our evolution into the creative, industrious, upright, large-brained (competitive, aggressive, domineering) creatures that we are.42 It is Nature as Woman who says, “Well, bucko, you’re good enough for a friend, but my experience of you so far has not indicated the suitability of your genetic material for continued propagation.”
  • Many things begin to fall into place when you begin to consciously understand the world in this manner. It’s as if the knowledge of your body and soul falls into alignment with the knowledge of your intellect.
  • And there’s more: such knowledge is proscriptive, as well as descriptive. This is the kind of knowing what that helps you know how. This is the kind of is from which you can derive an ought. The Taoist juxtaposition of yin and yang, for example, doesn’t simply portray chaos and order as the fundamental elements of Being—it also tells you how to act.
  • The Way, the Taoist path of life, is represented by (or exists on) the border between the twin serpents. The Way is the path of proper Being. It’s the same Way as that referred to by Christ in John 14:6: I am the way, and the truth and the life. The same idea is expressed in Matthew 7:14: Because strait is the gate, and narrow is the way, which leadeth unto life, and few there be that find it.
  • We eternally inhabit order, surrounded by chaos. We eternally occupy known territory, surrounded by the unknown. We experience meaningful engagement when we mediate appropriately between them. We are adapted, in the deepest Darwinian sense, not to the world of objects, but to the meta-realities of order and chaos, yang and yin. Chaos and order make up the eternal, transcendent environment of the living.
  • To straddle that fundamental duality is to be balanced: to have one foot firmly planted in order and security, and the other in chaos, possibility, growth and adventure.
  • Chaos and order are fundamental elements because every lived situation (even every conceivable lived situation) is made up of both.
  • you need to place one foot in what you have mastered and understood and the other in what you are currently exploring and mastering. Then you have positioned yourself where the terror of existence is under control and you are secure, but where you are also alert and engaged. That is where there is something new to master and some way that you can be improved. That is where meaning is to be found.
  • The serpent in Eden therefore means the same thing as the black dot in the yin side of the Taoist yin/yang symbol of totality—that is, the possibility of the unknown and revolutionary suddenly manifesting itself where everything appears calm.
  • The outside, chaos, always sneaks into the inside, because nothing can be completely walled off from the rest of reality. So even the ultimate in safe spaces inevitably harbours a snake.
  • We have seen the enemy, after all, and he is us. The snake inhabits each of our souls.
  • The worst of all possible snakes is the eternal human proclivity for evil. The worst of all possible snakes is psychological, spiritual, personal, internal. No walls, however tall, will keep that out. Even if the fortress were thick enough, in principle, to keep everything bad whatsoever outside, it would immediately appear again within.
  • I have learned that these old stories contain nothing superfluous. Anything accidental—anything that does not serve the plot—has long been forgotten in the telling. As the Russian playwright Anton Chekhov advised, “If there is a rifle hanging on the wall in act one, it must be fired in the next act. Otherwise it has no
  • business being there.”50
  • Eve immediately shares the fruit with Adam. That makes him self-conscious. Little has changed. Women have been making men self-conscious since the beginning of time. They do this primarily by rejecting them—but they also do it by shaming them, if men do not take responsibility. Since women bear the primary burden of reproduction, it’s no wonder. It is very hard to see how it could be otherwise. But the capacity of women to shame men and render them self-conscious is still a primal force of nature.
  • What does it mean to know yourself naked
  • Naked means vulnerable and easily damaged. Naked means subject to judgment for beauty and health. Naked means unprotected and unarmed in the jungle of nature and man. This is why Adam and Eve became ashamed, immediately after their eyes were opened. They could see—and what they first saw was themselves.
  • In their vulnerability, now fully realized, they felt unworthy to stand before God.
  • Beauty shames the ugly. Strength shames the weak. Death shames the living—and the Ideal shames us all.
  • He tells the woman that she will now bring forth children in sorrow, and desire an unworthy, sometimes resentful man, who will in consequence lord her biological fate over her, permanently. What might this mean? It could just mean that God is a patriarchal tyrant, as politically motivated interpretations of the ancient story insist. I think it’s merely descriptive.
  • women pay a high price for pregnancy and child-rearing, particularly in the early stages, and that one of the inevitable consequences is increased dependence upon the sometimes unreliable and always problematic good graces of men.
  • then God banishes the first man and the first woman from Paradise, out of infancy, out of the unconscious animal world, into the horrors of history itself. And then He puts cherubim and a flaming sword at the gate of Eden, just to stop them from eating the Fruit of the Tree of Life.
  • Perhaps Heaven is something you must build, and immortality something you must earn.
  • so we return to our original query: Why would someone buy prescription medication for his dog, and then so carefully administer it, when he would not do the same for himself?
  • Why should anyone take care of anything as naked, ugly, ashamed, frightened, worthless, cowardly, resentful, defensive and accusatory as a descendant of Adam? Even if that thing, that being, is himself?
  • We know how we are naked, and how that nakedness can be exploited—and that means we know how others are naked, and how they can be exploited. We can terrify other people, consciously. We can hurt and humiliate them for faults we understand only too well. We can torture them—literally—slowly, artfully and terribly. That’s far more than predation. That’s a qualitative shift in understanding. That’s a cataclysm as large as the development of self-consciousness itself. That’s the entry of the knowledge of Good and Evil into the world.
  • Only man could conceive of the rack, the iron maiden and the thumbscrew. Only man will inflict suffering for the sake of suffering. That is the best definition of evil I have been able to formulate.
  • with this realization we have well-nigh full legitimization of the idea, very unpopular in modern intellectual circles, of Original Sin.
  • Human beings have a great capacity for wrongdoing. It’s an attribute that is unique in the world of life. We can and do make things worse, voluntarily, with full knowledge of what we are doing (as well as accidentally, and carelessly, and in a manner that is willfully blind). Given that terrible capacity, that proclivity for malevolent actions, is it any wonder we have a hard time taking care of ourselves, or others—or even that we doubt the value of the entire human enterprise?
  • The juxtaposition of Genesis 1 with Genesis 2 & 3 (the latter two chapters outlining the fall of man, describing why our lot is so tragedy-ridden and ethically torturous) produces a narrative sequence almost unbearable in its profundity. The moral of Genesis 1 is that Being brought into existence through true speech is Good.
  • The original Man and Woman, existing in unbroken unity with their Creator, did not appear conscious (and certainly not self-conscious). Their eyes were not open. But, in their perfection, they were also less, not more, than their post-Fall counterparts. Their goodness was something bestowed, rather than deserved or earned.
  • Maybe, even in some cosmic sense (assuming that consciousness itself is a phenomenon of cosmic significance), free choice matters.
  • here’s a proposition: perhaps it is not simply the emergence of self-consciousness and the rise of our moral knowledge of Death and the Fall that besets us and makes us doubt our own worth. Perhaps it is instead our unwillingness—reflected in Adam’s shamed hiding—to walk with God, despite our fragility and propensity for evil.
  • The entire Bible is structured so that everything after the Fall—the history of Israel, the prophets, the coming of Christ—is presented as a remedy for that Fall, a way out of evil. The beginning of conscious history, the rise of the state and all its pathologies of pride and rigidity, the emergence of great moral figures who try to set things right, culminating in the Messiah Himself—that is all part of humanity’s attempt, God willing, to set itself right. And what would that mean?
  • And this is an amazing thing: the answer is already implicit in Genesis 1: to embody the Image of God—to speak out of chaos the Being that is Good—but to do so consciously, of our own free choice.
  • Back is the way forward—as T. S. Eliot so rightly insisted
  • We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time.
  • If we wish to take care of ourselves properly, we would have to respect ourselves—but we don’t, because we are—not least in our own eyes—fallen creatures.
  • If we lived in Truth; if we spoke the Truth—then we could walk with God once again, and respect ourselves, and others, and the world. Then we might treat ourselves like people we cared for.
  • We might strive to set the world straight. We might orient it toward Heaven, where we would want people we cared for to dwell, instead of Hell, where our resentment and hatred would eternally sentence everyone.
  • Then, the primary moral issue confronting society was control of violent, impulsive selfishness and the mindless greed and brutality that accompanies it.
  • It is easy to believe that people are arrogant, and egotistical, and always looking out for themselves. The cynicism that makes that opinion a universal truism is widespread and fashionable.
  • But such an orientation to the world is not at all characteristic of many people. They have the opposite problem: they shoulder intolerable burdens of self-disgust, self-contempt, shame and self-consciousness. Thus, instead of narcissistically inflating their own importance, they don’t value themselves at all, and they don’t take care of themselves with attention and skill.
  • Christ’s archetypal death exists as an example of how to accept finitude, betrayal and tyranny heroically—how to walk with God despite the tragedy of self-conscious knowledge—and not as a directive to victimize ourselves in the service of others.
  • To sacrifice ourselves to God (to the highest good, if you like) does not mean to suffer silently and willingly when some person or organization demands more from us, consistently, than is offered in return. That means we are supporting tyranny, and allowing ourselves to be treated like slaves.
  • I learned two very important lessons from Carl Jung, the famous Swiss depth psychologist, about “doing unto others as you would have them do unto you” or “loving your neighbour as yourself.”
  • The first lesson was that neither of these statements has anything to do with being nice. The second was that both are equations, rather than injunctions.
  • If I am someone’s friend, family member, or lover, then I am morally obliged to bargain as hard on my own behalf as they are on theirs.
  • there is little difference between standing up and speaking for yourself, when you are being bullied or otherwise tormented and enslaved, and standing up and speaking for someone else.
  • you do not simply belong to yourself. You are not simply your own possession to torture and mistreat. This is partly because your Being is inexorably tied up with that of others, and your mistreatment of yourself can have catastrophic consequences for others.
  • metaphorically speaking, there is also this: you have a spark of the divine in you, which belongs not to you, but to God. We are, after all—according to Genesis—made in His image.
  • We can make order from chaos—and vice versa—in our way, with our words. So, we may not exactly be God, but we’re not exactly nothing, either.
  • In my own periods of darkness, in the underworld of the soul, I find myself frequently overcome and amazed by the ability of people to befriend each other, to love their intimate partners and parents and children, and to do what they must do to keep the machinery of the world running.
  • It is this sympathy that should be the proper medicament for self-conscious self-contempt, which has its justification, but is only half the full and proper story. Hatred for self and mankind must be balanced with gratefulness for tradition and the state and astonishment at what normal, everyday people accomplish
  • You have some vital role to play in the unfolding destiny of the world. You are, therefore, morally obliged to take care of yourself.
  • To treat yourself as if you were someone you are responsible for helping is, instead, to consider what would be truly good for you. This is not “what you want.” It is also not “what would make you happy.”
  • You must help a child become a virtuous, responsible, awake being, capable of full reciprocity—able to take care of himself and others, and to thrive while doing so. Why would you think it acceptable to do anything less for yourself?
  • You need to know who you are, so that you understand your armament and bolster yourself in respect to your limitations. You need to know where you are going, so that you can limit the extent of chaos in your life, restructure order, and bring the divine force of Hope to bear on the world.
  • You need to determine how to act toward yourself so that you are most likely to become and to stay a good person.
  • Don’t underestimate the power of vision and direction. These are irresistible forces, able to transform what might appear to be unconquerable obstacles into traversable pathways and expanding opportunities.
  • Once having understood Hell, researched it, so to speak—particularly your
  • own individual Hell—you could decide against going there or creating that.
  • You could, in fact, devote your life to this. That would give you a Meaning, with a capital M. That would justify your miserable existence.
  • That would atone for your sinful nature, and replace your shame and self-consciousness with the natural pride and forthright confidence of someone who has learned once again to walk with God in the Garden.
  • RULE 3   MAKE FRIENDS WITH PEOPLE WHO WANT THE BEST FOR YOU
  • It would be more romantic, I suppose, to suggest that we would have all jumped at the chance for something more productive, bored out of our skulls as we were. But it’s not true. We were all too prematurely cynical and world-weary and leery of responsibility to stick to the debating clubs and Air Cadets and school sports that the adults around us tried to organize. Doing anything wasn’t cool.
  • When you move, everything is up in the air, at least for a while. It’s stressful, but in the chaos there are new possibilities. People, including you, can’t hem you in with their old notions. You get shaken out of your ruts. You can make new, better ruts, with people aiming at better things. I thought this was just a natural development. I thought that every person who moved would have—and want—the same phoenix-like experience.
  • What was it that made Chris and Carl and Ed unable (or, worse, perhaps, unwilling) to move or to change their friendships and improve the circumstances of their lives? Was it inevitable—a consequence of their own limitations, nascent illnesses and traumas of the past?
  • Why did he—like his cousin, like my other friends—continually choose people who, and places that, were not good for him?
  • perhaps, they don’t want the trouble of better. Freud called this a “repetition compulsion.” He thought of it as an unconscious drive to repeat the horrors of the past
  • People create their worlds with the tools they have directly at hand. Faulty tools produce faulty results. Repeated use of the same faulty tools produces the same faulty results.
  • It is in this manner that those who fail to learn from the past doom themselves to repeat it. It’s partly fate. It’s partly inability. It’s partly…unwillingness to learn? Refusal to learn? Motivated refusal to learn?
  • People choose friends who aren’t good for them for other reasons, too. Sometimes it’s because they want to rescue someone.
  • it is not easy to distinguish between someone truly wanting and needing help and someone who is merely exploiting a willing helper. The distinction is difficult even for the person who is wanting and needing and possibly exploiting.
  • When it’s not just naïveté, the attempt to rescue someone is often fuelled by vanity and narcissism.
  • But Christ himself, you might object, befriended tax-collectors and prostitutes. How dare I cast aspersions on the motives of those who are trying to help? But Christ was the archetypal perfect man. And you’re you.
  • How do you know that your attempts to pull someone up won’t instead bring them—or you—further down?
  • The same thing happens when well-meaning counsellors place a delinquent teen among comparatively civilized peers. The delinquency spreads, not the stability.65 Down is a lot easier than up.
  • maybe you’re saving someone because you want to convince yourself that the strength of your character is more than just a side effect of your luck and birthplace. Or maybe it’s because it’s easier to look virtuous when standing alongside someone utterly irresponsible.
  • Or maybe you have no plan, genuine or otherwise, to rescue anybody. You’re associating with people who are bad for you not because it’s better for anyone, but because it’s easier.
  • You know it. Your friends know it. You’re all bound by an implicit contract—one aimed at nihilism, and failure, and suffering of the stupidest sort.
  • Before you help someone, you should find out why that person is in trouble. You shouldn’t merely assume that he or she is a noble victim of unjust circumstances and exploitation. It’s the most unlikely explanation, not the most probable.
  • Besides, if you buy the story that everything terrible just happened on its own, with no personal responsibility on the part of the victim, you deny that person all agency in the past (and, by implication, in the present and future, as well).
  • It is far more likely that a given individual has just decided to reject the path upward, because of its difficulty. Perhaps that should even be your default assumption, when faced with such a situation.
  • failure is easy to understand. No explanation for its existence is required. In the same manner, fear, hatred, addiction, promiscuity, betrayal and deception require no explanation. It’s not the existence of vice, or the indulgence in it, that requires explanation. Vice is easy.
  • Failure is easy, too. It’s easier not to shoulder a burden. It’s easier not to think, and not to do, and not to care. It’s easier to put off until tomorrow what needs to be done today,
  • Success: that’s the mystery. Virtue: that’s what’s inexplicable. To fail, you merely have to cultivate a few bad habits. You just have to bide your time. And once someone has spent enough time cultivating bad habits and biding their time, they are much diminished.
  • I am not saying that there is no hope of redemption. But it is much harder to extract someone
  • from a chasm than to lift him from a ditch. And some chasms are very deep. And there’s not much left of the body at the bottom.
  • Carl Rogers, the famous humanistic psychologist, believed it was impossible to start a therapeutic relationship if the person seeking help did not want to improve.67 Rogers believed it was impossible to convince someone to change for the better. The
  • none of this is a justification for abandoning those in real need to pursue your narrow, blind ambition, in case it has to be said.
  • Here’s something to consider: If you have a friend whose friendship you wouldn’t recommend to your sister, or your father, or your son, why would you have such a friend for yourself?
  • You are not morally obliged to support someone who is making the world a worse place. Quite the opposite. You should choose people who want things to be better, not worse. It’s a good thing, not a selfish thing, to choose people who are good for you.
  • It is for this reason that every good example is a fateful challenge, and every hero, a judge. Michelangelo’s great perfect marble David cries out to its observer: “You could be more than you are.”
  • Don’t think that it is easier to surround yourself with good healthy people than with bad unhealthy people. It’s not. A good, healthy person is an ideal. It requires strength and daring to stand up near such a person.
  • RULE 4   COMPARE YOURSELF TO WHO YOU WERE YESTERDAY, NOT TO WHO SOMEONE ELSE IS TODAY
  • IT WAS EASIER FOR PEOPLE to be good at something when more of us lived in small, rural communities. Someone could be homecoming queen. Someone else could be spelling-bee champ, math whiz or basketball star. There were only one or two mechanics and a couple of teachers. In each of their domains, these local heroes had the opportunity to enjoy the serotonin-fuelled confidence of the victor.
  • Our hierarchies of accomplishment are now dizzyingly vertical.
  • No matter how good you are at something, or how you rank your accomplishments, there is someone out there who makes you look incompetent.
  • We are not equal in ability or outcome, and never will be. A very small number of people produce very much of everything.
  • People are unhappy at the bottom. They get sick there, and remain unknown and unloved. They waste their lives there. They die there. In consequence, the self-denigrating voice in the minds of people weaves a devastating tale. Life is a zero-sum game. Worthlessness is the default condition.
  • It is for such reasons that a whole generation of social psychologists recommended “positive illusions” as the only reliable route to mental health.69 Their credo? Let a lie be your umbrella. A more dismal, wretched, pessimistic philosophy can hardly be imagined:
  • Here is an alternative approach (and one that requires no illusions). If the cards are always stacked against you, perhaps the game you are playing is somehow rigged (perhaps by you, unbeknownst to yourself). If the internal voice makes you doubt the value of your endeavours—or your life, or life itself—perhaps you should stop listening.
  • There will always be people better than you—that’s a cliché of nihilism, like the phrase, In a million years, who’s going to know the difference? The proper response to that statement is not, Well, then, everything is meaningless. It’s, Any idiot can choose a frame of time within which nothing matters.
  • Standards of better or worse are not illusory or unnecessary. If you hadn’t decided that what you are doing right now was better than the alternatives, you wouldn’t be doing it. The idea of a value-free choice is a contradiction in terms. Value judgments are a precondition for action.
  • Furthermore, every activity, once chosen, comes with its own internal standards of accomplishment. If something can be done at all, it can be done better or worse. To do anything at all is therefore to play a game with a defined and valued end, which can always be reached more or less efficiently and elegantly.
  • We might start by considering the all-too-black-and-white words themselves: “success” or “failure.” You are either a success, a comprehensive, singular, over-all good thing, or its opposite, a failure, a comprehensive, singular, irredeemably bad thing.
  • There are vital degrees and gradations of value obliterated by this binary system, and the consequences are not good.
  • there is not just one game at which to succeed or fail. There are many games and, more specifically, many good games—
  • if changing games does not work, you can invent a new one. I
  • and athletic pursuits. You might consider judging your success across all the games you play.
  • When we are very young we are neither individual nor informed. We have not had the time nor gained the wisdom to develop our own standards. In consequence, we must compare ourselves to others, because standards are necessary.
  • As we mature we become, by contrast, increasingly individual and unique. The conditions of our lives become more and more personal and less and less comparable with those of others. Symbolically speaking, this means we must leave the house ruled by our father, and confront the chaos of our individual Being.
  • We must then rediscover the values of our culture—veiled from us by our ignorance, hidden in the dusty treasure-trove of the past—rescue them, and integrate them into our own lives. This is what gives existence its full and necessary meaning.
  • What is it that you actually love? What is it that you genuinely want? Before you can articulate your own standards of value, you must see yourself as a stranger—and then you must get to know yourself. What
  • Dare to be truthful. Dare to articulate yourself, and express (or at least become aware of) what would really justify your life.
  • Consult your resentment. It’s a revelatory emotion, for all its pathology. It’s part of an evil triad: arrogance, deceit, and resentment. Nothing causes more harm than this underworld Trinity. But resentment always means one of two things. Either the resentful person is immature, in which case he or she should shut up, quit whining, and get on with it, or there is tyranny afoot—in which case the person subjugated has a moral obligation to speak up.
  • Be cautious when you’re comparing yourself to others. You’re a singular being, once you’re an adult. You have your own particular, specific problems—financial, intimate, psychological, and otherwise.
  • Those are embedded in the unique broader context of your existence. Your career or job works for you in a personal manner, or it does not, and it does so in a unique interplay with the other specifics of your life.
  • We must see, but to see, we must aim, so we are always aiming. Our minds are built on the hunting-and-gathering platforms of our bodies. To hunt is to specify a target, track it, and throw at it.
  • We live within a framework that defines the present as eternally lacking and the future as eternally better. If we did not see things this way, we would not act at all. We wouldn’t even be able to see, because to see we must focus, and to focus we must pick one thing above all else on which to focus.
  • The disadvantage to all this foresight and creativity is chronic unease and discomfort. Because we always contrast what is with what could be, we have to aim at what could be.
  • The present is eternally flawed. But where you start might not be as important as the direction you are heading. Perhaps happiness is always to be found in the journey uphill, and not in the fleeting sense of satisfaction awaiting at the next peak.
  • Called upon properly, the internal critic will suggest something to set in order, which you could set in order, which you would set in order—voluntarily, without resentment, even with pleasure.
  • “Excuse me,” you might say to yourself, without irony or sarcasm. “I’m trying to reduce some of the unnecessary suffering around here. I could use some help.” Keep the derision at bay. “I’m wondering if there is anything that you would be willing to do? I’d be very grateful for your service.” Ask honestly and with humility. That’s no simple matter.
rerobinson03

Hundreds of Thousands of Cruise Fans Volunteer to Be First to Sail Again - The New York... - 0 views

  • Since March of last year, cruise ships carrying more than 250 people have been prohibited by the Centers for Disease Control and Prevention from sailing in U.S. waters.
  • On May 25, Royal Caribbean became the first cruise line to receive approval from the C.D.C. to conduct simulated voyages, which are planned for its Freedom of the Seas ship starting from PortMiami in Florida in late June.
  • Several major cruise companies have already announced Alaska sailings starting in late July, which will require all passengers to prove that they are vaccinated. But in Florida, the cruise lines’ biggest U.S. departure point, recently enacted state law bans businesses from requiring proof of immunizations from people seeking to use their services.
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  • On MSC European cruises, all guests receive antigen tests when they board and if they test positive, they are given an additional PCR test. Non-vaccinated guests boarding its cruises in Britain must also present proof of a PCR test taken 48 hours before they embark.
  • Florida officials have said they will not exempt the cruise lines. If cruise companies decide to sail with a mix of vaccinated and non-vaccinated passengers, they will have to carry out simulation cruises with volunteers to test health and safety protocols.
  • The simulated voyages must be between two to seven days in length with at least one overnight stay, according to C.D.C. guidelines. They are required to test embarkation and disembarkation procedures, medical evacuations, onboard activities such as meal service and entertainment, re
  • Passengers are also tested mid-cruise after three or four days and are required to wear contact tracing bracelets so that they can be tracked down if someone they have come into contact with tests positive.
  • Cruise ships, she said, “have always been a cesspool for viruses, like planes, and I think there were risks at the height of the pandemic, but now with vaccines and health and safety measures I think they are ready to go again.”
Javier E

AI attack drone finds shortcut to achieving its goals: kill its operators - 0 views

  • An American attack drone piloted by artificial intelligence turned on its human operators during a flight simulation and killed them because it did not like being given new orders, the chief testing officer of the US air force revealed.
  • This terrifying glimpse of a Terminator-style machine seemingly taking over and turning on its creators was offered as a cautionary tale by Colonel Tucker “Cinco” Hamilton, the force’s chief of AI test and operations.
  • Hamilton said it showed how AI had the potential to develop by “highly unexpected strategies to achieve its goal”, and should not be relied on too much. He suggested that there was an urgent need for ethics discussions about the use of AI in the military.
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  • The Royal Aeronautical Society, which held the high-powered conference in London on “future combat air and space capabilities” where Hamilton spoke, described his presentation as “seemingly plucked from a science fiction thriller.”
  • Hamilton, a fighter test-pilot involved in developing autonomous systems such as robot F-16 jets, said that the AI-piloted drone went rogue during a simulated mission to destroy enemy surface-to-air missiles (SAMs).
  • “We were training it in simulation to identify and target a SAM threat. And then the operator would say, ‘Yes, kill that threat’,” Hamilton told the gathering of senior officials from western air forces and aeronautics companies last month.
  • “The system started realising that, while they did identify the threat, at times the human operator would tell it not to kill that threat, but it got its points by killing that threat. So what did it do? It killed the operator. It killed the operator because that person was keeping it from accomplishing its objective.”
  • According to a blog post on the Royal Aeronautical Society website, Hamilton added: “We trained the system — ‘Hey don’t kill the operator – that’s bad. You’re gonna lose points if you do that.’ So what does it start doing? It starts destroying the communication tower that the operator uses to communicate with the drone to stop it from killing the target.”
  • The Royal Society bloggers wrote: “This example, seemingly plucked from a science fiction thriller, means that ‘You can’t have a conversation about artificial intelligence, intelligence, machine learning, autonomy if you’re not going to talk about ethics and AI,’ said Hamilton.”
mcginnisca

2016 President Forecast - 0 views

  • When you vote, you don’t elect the president: You tell your state’s electoral-college electors how to vote. In most states, all electors vote with the state’s popular opinion. If 51 percent of voters in California choose Hillary Clinton, all 55 of California’s electors will vote for Clinton — and none will vote for Donald Trump.(Historically, a few so-called faithless electors have voted against popular opinion. They never changed the outcome of an election, so we don’t model them.)We simulated a Nov. 8 election 10 million times using our state-by-state averages. In 9.8 million simulations, Hillary Clinton ended up with at least 270 electoral votes. Therefore, we say Clinton has a 97.6 percent chance of becoming president.
Javier E

| Harvard Magazine - 0 views

  • Who Killed the Men of England? The written record of history meets genomics, evolution, demography, and molecular archaeology.
  • more than a million men vanished without a trace. They left no descendants. Historians know that something dramatic happened in England just as the Roman empire was collapsing. When the Anglo-Saxons first arrived in that northern outpost in the fourth century a.d.--whether as immigrants or invaders is debated--they encountered an existing Romano-Celtic population estimated at between 2 million and 3.7 million people. Latin and Celtic were the dominant languages.
  • Yet the ensuing cultural transformation was so complete, says Goelet professor of medieval history Michael McCormick, that by the eighth century, English civilization considered itself completely Anglo-Saxon, spoke only Anglo-Saxon, and thought that everyone had “come over on the Mayflower, as it were.”
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  • Working along an east-west transect through central England and Wales, the scientists discovered that the mix of Y-chromosomes characteristic of men in the English towns was very different from that of men in the Welsh towns: Wales was the primary Celtic holdout in Western Britannia during the ascendance of the Anglo-Saxons. Using computer analysis, the researchers explored how such a pattern could have arisen and concluded that a massive replacement of the native fourth-century male Britons had taken place. Between 50 percent and 100 percent of indigenous English men today, the researchers estimate, are descended from Anglo-Saxons who arrived on England’s eastern coast 16 centuries ago.
  • So what happened? Mass killing, or “population replacement,” is one possible explanation. Mass migration of Anglo-Saxons, so that they swamped the native gene pool, is another.
  • Yet no archaeological or historical evidence from the fifth and sixth centuries hints at the immense scale of violence or migration that would be necessary to explain this genetic legacy. The science hinted at an untold story.
  • across entire fields of inquiry, the traditional boundaries between history and prehistory have been melting away as the study of the human past based on the written record increasingly incorporates the material record of the natural and physical sciences.
  • The study of the human past, in other words, has entered a new phase in which science has begun to tell stories that were once the sole domain of humanists.
  • Thomas had found that genetically, not one of the English towns he sampled was significantly different from the others. Welsh towns, on the other hand, were significantly different from each other and from the English towns.
  • Most importantly, he found that inhabitants of  the Dutch province of Friesland were indistinguishable genetically from the English town-dwellers. Friesland is one of the known embarkation points of the Angl0-Saxons--and the language spoken there is the closest living relative to English.
  • The implications are profound: “Suddenly, we have all these genuine historical observations that need to be taken on board by historians and archaeologists and they raise a whole series of new questions, focusing particularly on…what is going on at the intimate level of this new civilization that is being born in the ruins of the Roman empire. The history of Europe will never be the same.”
  • But most archaeologists and historians who understand the economic capacity of the era, he noted, “find such massive contributions to the English gene pool to be completely unacceptable.
  • “But still, the genetic data are quite robust,” Thomas pointed out. “This is where the idea of an apartheid-like social structure comes in.” He has advanced a theory that a sexually biased, ethnically driven reproductive pattern, in which Anglo-Saxon males fathered children with Anglo-Saxon females and possibly Celtic females, while the reproductive activities of Romano-Celtic males were more restricted, is the most plausible explanation for the demographic, archaeological, and genetic patterns seen today. 
  • In an attempt to explain the remarkable similarity between Frisian and English towns, Thomas and colleagues constructed a population simulation model on a computer. He tested many theories: common ancestry dating back to the Neolithic age; background migration over centuries and even millennia; and a mass-migration event that, he calculated, would have had to involve at least 50 percent replacement--the movement, in other words, of a million people.
  • Simulating such an advantage, and choosing an arbitrary figure of 10 percent migration, Thomas found that the Y chromosomes of native Britons could have been replaced in the general population in as few as five generations. 
  • by the 1970s, he continues, scholars began to realize there never was a homogenous “nation” of Germans in northern Europe, just small tribes that coalesced along the Roman frontier in what were political and cultural, rather than biological, federations, as their very names suggest: Alemanni, meaning “all men”; Goths, meaning “good guys.”
  • The Romans, scholars believed, provided a common enemy, and that unified the disparate Germanic tribes. This line of reasoning led historians to a further thought: maybe the Anglo-Saxon identity was similarly socially constructed, and not biological after all
  • More recent historical scholarship, therefore, has increasingly emphasized discovering the extent to which the barbarian migrations were really a process of ethnogenesis--the creation of new ethnic identities, as the merchant’s story illustrates.
  • “There is lots of evidence for it,” McCormick says. “But now you have Mark Thomas telling us that you could actually study mating patterns. That is utterly unanticipated.” The work raises a host of new questions: What was women’s role in the barbarian settlements? Were Anglo-Saxon men mating with Celtic women? Or were there women in those invading boats, and if so, how many? What happened to the Romano-Celtic men? Were they killed? 
  • There is some support for this in ancient English laws, which indicate that Britons and Anglo-Saxons were legally and economically different even in the seventh century, long after the initial migration. Thomas cited wergild (blood money) payments as one example: “Killing an Anglo-Saxon was a costly business, but killing a native Briton was quite cheap.” This points to differences in economic status. And differences in wealth “almost always result in differences in reproductive output,” he said. “Sometimes two- and three-fold differences.” To the extent Anglo-Saxons were able to have and support more children, this could lead to a gradual replacement of the indigenous Y-chromosome over many generations
  • The Y-chromosome can be a particularly revealing signature of the past when compared to other kinds of genetic data. Among African Americans in the United States, for example, Y-chromosomes are about 33 percent European, he says, though the proportion varies from city to city. But those same African Americans’ mitochondrial DNA, which comes from the female line, is only about 6 percent European. And that, says Reich, “tells you about the history of this country, in which men contributed about three-fourths of the European ancestry that is present in the African-American population data. The data speak to a history in which white male slaveowners exploited women of African descent--a fact that is well documented in the historical record. That there is evidence of this in genetic data should be no surprise.”
  • Most Americans associate Medellín with the drug cartels of that isolated region. But the remoteness has also preserved a genetic legacy that can be traced to the conquistadores. As described in a paper by Andrés Ruiz-Linares of University College London, the Y-chromosomes of men in Medellín are 95 percent European, while the mitochondrial DNA of the women is 95 percent Native American. Spanish men and Native American women created a new population--confirming the recorded history of the region.
  • The pattern of sexual exploitation by a dominant group seen in the preceding examples is not at all unusual in the human genetic record, says Reich’s frequent collaborator, Nick Patterson, a senior research scientist at the Broad Institute of MIT and Harvard. The Icelandic sagas record that the exiles who settled that island raided Scotland and Ireland, kidnapping Celtic women. And the genes corroborate this account. The mitochondrial DNA of the women is Celtic, the Y-chromosomes are Nordic
  • Fortunately, the science of the human past has progressed in these other areas no less than in the field of genetics. Innovations in archaeological analysis have had a profound impact
  • After the fall of the Roman empire, “you get this layer called ‘dark earth’” in the archaeological stratigraphy, he says. “People thought the empire fell and the cities turned into garden [plots]. That is how dark earth was understood up until about five years ago,
  • “In the Roman excavations,” says McCormick, “there were pots and stone buildings and columns.” But then suddenly you get a layer of nothing but dark, humus-looking soil. What actually happened, Galinié and others have found, is that people shifted to organic building materials. “They had thatched roofs and wooden houses, they didn’t have Roman garbage removal, and they just dumped the ashes and charcoal from their hearths out in the road and all of that compacted. It is extremely rich, extremely dense,
  •  
    Who Killed the Men of England? The written record of history meets genomics, evolution, demography, and molecular archaeology.
Javier E

Climate Change Made Europe's Mega-Heatwave Five Times More Likely - Scientific American - 0 views

  • climate change made the temperatures reached in France last week at least five times more likely to occur than in a world without global warming
  • The scientists with the World Weather Attribution Project decided to take action when they saw the heatwave coming and ended up performing a real-time analysis while at a climate conference in Toulouse, France
  • “We discussed our approach and gathered data and looked at climate models between talks,”
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  • To find out whether global warming has affected the likelihood of a real-life event, scientists look at existing weather records and compare them with models, including simulations of how the weather would behave in a world that isn’t warming. The concept has matured since it was conceived more than a decade ago, but it is necessarily probabilistic by nature
  • “Some say the uncertainties are too big,” says Otto. “There are indeed caveats, mostly to do with imperfect climate models. But even with large uncertainty bars we think it is useful to provide quantitative evidence for how climate change is affecting extreme weather,”
  • But in a second analysis that looked at historical temperature records over the past century rather than models, the team calculated that the likelihood of such a heatwave in June has in fact increased 100 times since around 1900, owing to the combined influence of climate change and other factors such as air pollution
  • The probability calculated by the models is likely to be an underestimate, say the researchers. That’s because unlike the real-world data, the simulations consider only climate-related factors, and don’t represent aspects such as changes in cloud cover, land use, irrigation and air pollution, which all seem to have an influence on temperature
  • “Climate models are missing something when it comes to capture fairly short-lived heat events,”
  • To date, more than 200 attribution studies have examined whether climate change made particular events — including heat spells, droughts, floods and storms — more likely. Researchers found that about two-thirds of the extreme events they analysed were made more likely, or more severe, by the build-up of greenhouse-gases in the atmosphere.
Javier E

Epidemics expert Jonathan Quick: 'The worst-case scenario for coronavirus is likely' | ... - 0 views

  • n 2018 global health expert Jonathan D Quick, of Duke University in North Carolina, published a book titled The End of Epidemics: The Looming Threat to Humanity and How to Stop It. In it he prescribed measures by which the world could protect itself against devastating disease outbreaks of the likes of the 1918 flu, which killed millions and set humanity back decades. He is the former chair of the Global Health Council and a long-term collaborator of the World Health Organization (WHO).
  • The worst case is that the outbreak goes global and the disease eventually becomes endemic, meaning it circulates permanently in the human population.
  • If it becomes a pandemic, the questions are, how bad will it get and how long will it last? The case fatality rate – the proportion of cases that are fatal – has been just over 2%, much less than it was for Sars, but 20 times that of seasonal flu.
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  • If the worst-case scenario comes true, are there still things we can do to minimise the pandemic’s impact?Absolutely. We can mobilise more health officials and keep engaging the public, implementing sensible travel controls and ensuring that frontline health workers have ready access to diagnostic tests and are vigilant – that they don’t send anyone who may have been exposed home without testing them, for example
  • Was an epidemic like that of Covid-19 inevitable?From a biological standpoint an outbreak of a novel pathogen was inevitable, but this one happened in the worst place at the worst time. Wuhan is a big city and a crossroads,
  • is in people’s minds – even though the risk of another one is real. I’ve written about a hypothetical situation in which a new and dangerous pathogen emerges, a vaccine is developed, and you still get a pandemic, because large numbers of millennials refuse the vaccine. In the US, 20% of millennials believe that vaccines cause autism.
  • The problem is bad information. As my students often remind me, news tends to be behind paywalls, while fake news is free.
  • You have said that time and trust are critical to good epidemic management. What do you mean?The delay between the frontline health workers noticing something unusual, in the form of an emerging disease, and that information travelling up the line to central decision-makers is critical. To illustrate that, a 2018 simulation that the Gates Foundation conducted of a flu pandemic estimated that there would be 28,000 after one month, 10 million after three months, and 33 million after six months. The virus used in that simulation was more contagious and deadly than Covid-19 – though they are both respiratory viruses – but the example shows how all epidemics grow exponentially. So if you can catch an epidemic in the first few weeks, it makes all the difference.
  • y (GHS) Index – that scores countries on six dimensions: prevention, detection, response, health system, risk environment and compliance with international standards. No country scores perfectly on all six. China has detected and responded to this epidemic pretty well, though its health system is now stretched beyond capacity, but it is weak on prevention
  • How well is the US prepared?The US ranks high on the GHS index, but is still unprepared for a severe pandemic, should one happen. Malfunctioning coronavirus tests have frustrated public health labs and delayed outbreak monitoring. Supplies of masks, suits and other protective material for health workers are running low in the midst of a moderately severe flu season.
  • Since the creation of a much-needed public health emergency preparedness fund in the aftermath of 9/11, its budget and the public health functions it supports have been steadily reduced. This is the mentality that left the world vulnerable to the devastating 2014 outbreak of Ebola in west Africa – that is, close the fire department and cancel the fire insurance as nobody’s house or factory has burned down lately. It’s time we learned that the bugs never stop mutating and crossing over to humans.
  • What exactly should we be doing faster?Fewer than one in three countries are close to being prepared to confront an epidemic, which leaves the vast majority of the world’s population vulnerable.
delgadool

Opinion | Why You Can't Rely on Election Forecasts - The New York Times - 0 views

  • With all the anxiety about Tuesday’s vote, it’s understandable that many of us look to statisticians’ election models to tell us what will happen. If they say your candidate has an 80 percent chance of winning, you feel reassured.But after Donald Trump’s surprising victory in 2016 seemed to defy those models, there have been many questions about how much attention we should pay to electoral forecasting.
  • Electoral forecast modelers run simulations of an election based on various inputs — including state and national polls, polling on issues and information about the economy and the national situation. If they ran, say, 1,000 different simulations with various permutations of those inputs, and if Joe Biden got 270 electoral votes in 800 of them, the forecast would be that Mr. Biden has an 80 percent chance of winning the election.
  • This is where weather and electoral forecasts start to differ. For weather, we have fundamentals — advanced science on how atmospheric dynamics work — and years of detailed, day-by-day, even hour-by-hour data from a vast number of observation stations. For elections, we simply do not have anything near that kind of knowledge or data. While we have some theories on what influences voters, we have no fine-grained understanding of why people vote the way they do, and what polling data we have is relatively sparse.
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  • In its final forecast in 2016, FiveThirtyEight gave Hillary Clinton a 71.4 percent chance of victory. (The digit after the decimal providing an aura of faux precision, as if we could distinguish 71.4 percent from 71.5 percent.) All that figure really said was that Mrs. Clinton had a roughly one-in-three chance of losing, something that did not get across to most people who saw a big number.
  • What do the unprecedented early voting numbers mean when polls don’t necessarily stop polling those who already voted? How do the early forecasts that run for many months before the election, and so are even more uncertain, affect those who vote early? Will the elderly, at great risk from the pandemic, avoid voting? How will voter suppression play out? Will Republicans end up flocking to the polls on Election Day? These are big unknowns that add great uncertainty to models, especially given the winner-takes-all setup in the Electoral College, where winning a state by as little as one-fourth of 1 percent can deliver all its electoral votes.
  • When probability models first came on the scene, I was hopeful that they would lessen the horse-race journalism that sometimes exaggerated the uncertainty (because what’s the thrill otherwise?) and the search for narrative turning points (Better than expected debate performance! It’s an underdog comeback!). I had hoped that we would instead get more substantive, policy-oriented coverage. Instead, modeling has been incorporated into the horse-race coverage.
  • these forecasts aren’t that useful, and may even be harmful if people take them too seriously.
Javier E

How South Korea Successfully Managed Coronavirus - WSJ - 0 views

  • South Korea appears to have cracked the code for managing the coronavirus. Its solution is straightforward, flexible and relatively easy to replicate.
  • The country has averaged about 77 new daily cases since early April and recently suppressed a spike in infections. Adjusting for population, that would be the equivalent of about 480 cases a day in the U.S., where new daily cases have averaged about 38,000 over the same period.
  • South Korea halted virus transmission better than any other wealthy country during the pandemic’s early months. It was about twice as effective as the U.S. and U.K. at preventing infected individuals from spreading the disease to other
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  • South Korea’s economy is expected to decline by just 0.8% this year, the best among the Organization for Economic Cooperation and Development’s forecasts for member nations.
  • When the supply of face masks ran short early on in the crisis, the government seized production.
  • The nation fast-tracked approval of domestic testing kits as soon as cases began hitting
  • It tapped into its relative wealth and hyperconnectivity, blasting text alerts to citizens if infections occurred in their area
  • The key to South Korea’s success came from blending technology and testing like no other country, centralized control and communication—and a constant fear of failure.
  • Some parts of its playbook wouldn’t work in most Western societies—and received backlash in South Korea as well
  • Nearly everyone in the country wears masks.
  • Every confirmed patient, even those with no or mild symptoms, gets isolated at hospitals or converted dormitories run by the government. Treatment is free.
  • As a result, South Korea never had to mandate a lockdown, so restaurants and business were able to stay open, cushioning the blow to the economy.
  • “No country has adapted to living with, and containing, the virus like South Korea,”
  • “You don’t need or want to eradicate the virus. But you modify your behavior and get on with life.”
  • It detected the country’s first case 10 days later using a test that screened for all known coronavirus strains—the same tactic practiced during the December simulation.
  • Health officials have unfettered access to individuals’ private mobile data, and early on used government websites to share the whereabouts of confirmed patients, plucked from smartphone GPS history
  • The government now offers anonymous testing and leaves out identifying information and specific names of places visited in contact-tracing disclosures.
  • After a major cluster linked to a megachurch in the city of Daegu emerged on Feb. 18, the government made a flurry of moves
  • Cases peaked in 11 days.
  • The day after cases reached a five-month high of 441 on Aug. 27, South Korea’s top public-health official gave a grim forecast: “We could see 800 to 2,000 infections next week
  • South Koreans took the advice and adjusted. Population mobility, as measured by local telecom operators, soon fell by one-quarter. Most schools closed and diners had to leave restaurants by 9 p.m. Aug. 27 turned out to be the peak.
  • At twice-a-day briefings, health officials express worry when they can only trace the origins of three-quarters of confirmed cases.
  • In total, South Korea, with a population of 52 million, has reported 23,455 cases and 395 deaths.
  • One reason South Korea was prepared: It learned painful lessons in 2015 from an outbreak of Middle East respiratory syndrome
  • “The only way to make the government prepared is to actually have an outbreak,”
  • After MERS, the government started twice-a-year training sessions simulating a rapid spread of viral disease
  • “Oddly enough, last December’s ‘war game’ was a novel coronavirus,”
  • After two weeks of aggressive social distancing, South Koreans could again head back to schools, gyms and sports stadiums.
  • One firm, Kogene Biotech Co., demonstrated a successful test and got the regulatory green light within four days. A second manufacturer would be added by Feb. 12. The tests all used the same methodology and could be sent to any of the country’s roughly 120 laboratories that promised turnaround times of between six to 24 hours.
  • Cases, which had been slowly rising, suddenly doubled in a day, to over 100. Experts predicted it would soon surge to levels seen nowhere else but China.
  • That triggered a Feb. 20 late-night message in a group chat with eight South Korean infectious-disease experts: “We need to quickly devise a way to conduct mass testing,”
  • an answer: drive-through clinics.
  • Dr. Kim sent a PowerPoint presentation to the group within hours, at 3:53 a.m., outlining how tests would take just 10 minutes and saved much-needed protective gear since outdoor workers didn’t have to change gowns after each patient
  • Two days later, cars rumbled through the country’s first drive-through clinic. Testing capacity multiplied 100 times, giving South Korea a critical early edge.
  • As South Korea’s coronavirus problems mounted, Mr. Moon intentionally kept his profile low. “His stance is that it’s more objective for an expert to hold the briefings, and that is the way to gain the trust of the people,”
  • Even with the swift response, a lack of hospital beds became a major issue. In just 11 days, South Korea’s case count had gone from 31 to 3,150. Thousands were waiting to be hospitalized. A handful died while waiting.
  • South Korea’s infectious-disease experts had a proposal. Confirmed patients should be divided into four categories, based on the risk profile and severity of symptoms, with only the most serious cases hospitalized. Those with mild or no symptoms should be isolated at makeshift treatment facilities.
  • Dr. Peck set up a meeting with senior officials from the Samsung conglomerate, asking that an empty facility near Daegu be lent to the South Korean government. By first having a company volunteer a venue, Dr. Peck recalled thinking, it would pressure South Korea’s health ministry to act.
  • About 80% of South Korea’s coronavirus patients have been hospitalized in the community treatment centers. Those who are asymptomatic or have mild symptoms are still sent there.
  • That changed in August. Unlike February’s outbreak, the new wave of infections fanned out across South Korea to all 15 of the country’s major cities and provinces. The country’s national testing capacity had by then expanded to 50,000 a day with test results notified within 24 hours, up from 20,000 in February
  • The U.S. conducted about 900,000 tests a day over the past week through Thursday, according to data from the Covid Tracking Project. But South Korea performs six times as many tests per confirmed Covid-19 case than the U.S. doe
  • South Korea’s three-tier system created in June for social distancing went off script. With health experts split on whether to adopt the maximum levels last month, a government advisory committee landed at a “level 2.5” social-distancing for the Seoul area that closed schools and banned church services and gatherings of more than 10 people.
  • On Tuesday, South Korea reported its lowest one-day infections in over a month, with just 61 cases.
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Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

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  • 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
Javier E

What The 2012 Election Would Have Looked Like Without Universal Suffrage - 1 views

  • President Barack Obama has been elected twice by a coalition that reflects the diversity of America. Republicans have struggled to win with ever-higher percentages of the shrinking share of the population that is white men — "a Mad Men party in a Modern Family world," in the words of one strategist. But at America's founding, only white men could vote, and the franchise has only slowly expanded to include people of color, women, and — during the Vietnam War — people under 21. These maps show how American politics would have looked in that undemocratic past.
Javier E

Planck Satellite Shows Image of Infant Universe - NYTimes.com - 0 views

  • Recorded by the European Space Agency’s Planck satellite, the image is a heat map of the cosmos as it appeared only 370,000 years after the Big Bang, showing space speckled with faint spots from which galaxies would grow over billions of years.
  • is in stunning agreement with the general view of the universe that has emerged over the past 20 years, of a cosmos dominated by mysterious dark energy that seems to be pushing space apart and the almost-as-mysterious dark matter that is pulling galaxies together. It also shows a universe that seems to have endured an explosive burp known as inflation, which was the dynamite in the Big Bang.
  • “The extraordinary quality of Planck’s portrait of the infant universe allows us to peel back its layers to the very foundations, revealing that our blueprint of the cosmos is far from complete.”
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  • Analyzing the relative sizes and frequencies of spots and ripples over the years has allowed astronomers to describe the birth of the universe to a precision that would make the philosophers weep. The new data have allowed astronomers to tweak their model a bit. It now seems the universe is 13.8 billion years old, instead of 13.7 billion, and consists by mass of 4.9 percent ordinary matter like atoms, 27 percent dark matter and 68 percent dark energy.
  • “Our ultimate goal would be to construct a new model that predicts the anomalies and links them together. But these are early days; so far, we don’t know whether this is possible and what type of new physics might be needed. And that’s exciting.”
  • The microwaves detected by the Planck date from 370,000 years after the Big Bang, which is as far back as optical or radio telescopes will ever be able to see, cosmologists say. But the patterns within them date from less than a trillionth of a second after the Big Bang, when the universe is said to have undergone a violent burst of expansion known as inflation that set cosmic history on the course it has followed ever since. Those patterns are Planck’s prize.
  • Within the standard cosmological framework, however, the new satellite data underscored the existence of puzzling anomalies that may yet lead theorists back to the drawing board. The universe appears to be slightly lumpier, with bigger and more hot and cold spots in the northern half of the sky as seen from Earth than toward the south, for example. And there is a large, unexplained cool spot in the northern hemisphere.
  • The biggest surprise here, astronomers said, is that the universe is expanding slightly more slowly than previous measurements had indicated. The Hubble constant, which characterizes the expansion rate, is 67 kilometers per second per megaparsec — in the units astronomers use — according to Planck. Recent ground-based measurements combined with the WMAP data gave a value of 69, offering enough of a discrepancy to make cosmologists rerun their computer simulations of cosmic history.
  • a Planck team member from the University of California, Berkeley, said it represents a mismatch between measurements made of the beginning of time and those made more recently, and that it could mean that dark energy, which is speeding up the expansion of the universe, is more complicated than cosmologists thought. He termed the possibility “pretty radical,” adding, “That would be pretty exciting.”
  • The data also offered striking support for the notion of inflation, which has been the backbone of Big Bang theorizing for 30 years. Under the influence of a mysterious force field during the first trillionth of a fraction of a second, what would become the observable universe ballooned by 100 trillion trillion times in size from a subatomic pinprick to a grapefruit in less than a violent eye-blink, so the story first enunciated by Alan Guth of M.I.T. goes.
  • Submicroscopic quantum fluctuations in this force field are what would produce the hot spots in the cosmic microwaves, which in turn would grow into galaxies. According to Planck’s measurements, those fluctuations so far fit the predictions of the simplest model of inflation, invented by Andrei Linde of Stanford, to a T. Dr. Tegmark of M.I.T. said, “We’re homing in on the simplest model.”
  • Cosmologists still do not know what might have caused inflation, but the recent discovery of the Higgs boson has provided evidence that the kinds of fields that can provoke such behavior really exist.
  • another clue to the nature of inflation could come from the anomalies in the microwave data — the lopsided bumpiness, for example — that tend to happen on the largest scales in the universe. By the logic of quantum cosmology, they were the first patterns to be laid down on the emerging cosmos; that is to say, when inflation was just starting.
Javier E

'Prediction professor' who called Trump's big win also made another forecast: Trump wil... - 0 views

  • a Washington, D.C.-based professor insisted that Trump was lined up for a win — based on the idea that elections are “primarily a reflection on the performance of the party in power.”
  • Allan Lichtman uses a historically based system of what he calls “keys” to predict election results ahead of time. The keys are explained in-depth in Lichtman’s book, “Predicting the Next President: The Keys to the White House 2016.”
  • “I'm going to make another prediction,” he said. “This one is not based on a system; it's just my gut. They don't want Trump as president, because they can't control him. He's unpredictable. They'd love to have Pence — an absolutely down-the-line, conservative, controllable Republican. And I'm quite certain Trump will give someone grounds for impeachment, either by doing something that endangers national security or because it helps his pocketbook.”
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  • “Polls are not predictors,” he said Friday in an email. “They are snapshots that simulate an election. They are abused and misused as predictors. Even the analysis of polls by Nate Silver and others which claimed a probable Clinton victory with from more than 70 percent to 99 percent certainty are mere compilations that are no better than the underlying polls.”
  • he has particular disdain for prediction systems that assign a likelihood of winning. “For all his acclaim, Nate Silver is only a clerk, not a scientific analyst,” Lichtman said.
  • As for the real reason for Trump's win, Lichtman says the blame can't be put on Hillary Clinton or her campaign — rather, he says, it was decided by the larger forces that shape American politics.
  • “The Democrats cannot rebuild by pointing fingers at Hillary Clinton and her campaign, which as the Keys demonstrated, were not the root cause of her defeat,” he said. “The Democrats can rehabilitate themselves only by offering an inspiring progressive alternative to Republican policies and building a grass-roots movement.”
nataliedepaulo1

Data Could Be the Next Tech Hot Button for Regulators - The New York Times - 0 views

  • Wealth and influence in the technology business have always been about gaining the upper hand in software or the machines that software ran on.Now data — gathered in those immense pools of information that are at the heart of everything from artificial intelligence to online shopping recommendations — is increasingly a focus of technology competition.
  • In recent years, Google, Facebook, Apple, Amazon and Microsoft have all been targets of tax evasion, privacy or antitrust investigations. But in the coming years, who controls what data could be the next worldwide regulatory focus as governments strain to understand and sometimes rein in American tech giants.
  • Rivals, he added, cannot unlock or simulate your data. “Data is the defensible barrier, not algorithms,” Mr. Ng said.
Sean Kirkpatrick

THE WORLD; Return From the Dustbin of History - New York Times - 0 views

  •  
    "I appeal to you, a future generation of Party leaders, whose historical mission will include the obligation to take apart the monstrous cloud of crimes that is growing ever more huge in these frightful times. . . . -Nikolai Bukharin I am roleplaying nikolai bukharin in the simulation in class. I think it is important to note how he gets underlooked when in comes to his role in the 1917 revolution.
Javier E

High School Football Inc. - The New York Times - 0 views

  • Their assuredness is as bold as the company behind the school: IMG, the global sports management conglomerate that has helped propel the competitive leap that high school football has made beyond the traditional community team.
  • convention is being challenged by a more professional model at the highest levels as top players urgently pursue college scholarships, training becomes more specialized, big business opens its wallet, school choice expands, and schools seek to market themselves through sports, some for financial survival.
  • Increasingly, prep football talent is being consolidated on powerful public, private, parochial, charter and magnet school teams. And recruiting to those schools is widespread in one guise or another.
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  • IMG is at the forefront. It is trying to enhance its academy brand with football, perhaps the most visible sport. And it is applying a business model to the gridiron that has long been profitable for tennis and has expanded to golf, soccer, baseball, basketball, lacrosse, and track and field. The academy has nearly 1,000 students from more than 80 countries enrolled in prekindergarten through 12th grade and postgraduation. About half the students are international.
  • Although it is private, IMG Academy has received more than $7 million from the Florida state budget over the past two years, according to news accounts. An additional $2 million was pledged by lawmakers in June but was then vetoed by Gov. Rick Scott.
  • The full cost of tuition and boarding for a year of football at IMG Academy is $70,800, although need-based financial assistance is available. School officials would not provide specific figures, but they said that payments by families could range from tens of thousands of dollars to a competition fee (between $3,750 and $4,500) to nothing.
  • IMG bought the academy in 1987, and it now covers more than 500 acres. Football began in 2013 as part of a $197 million campus expansion. Games are played in a 5,000-seat stadium outfitted with suites and a jumbo video screen. Digital screens depict each player’s name and face on his locker. Some N.F.L. players train there in the off-season, as do college players preparing for the pro draft.
  • The school, 45 miles south of Tampa, recruits football players from around the country, offering high-performance training, college preparatory courses, coaches with N.F.L. playing experience, facilities that resemble a small college more than a high school, and a chance to play a national schedule and on national television on ESPN against some of the country’s highest-rated teams.
  • “We run a business,” said Chip McCarthy, a co-managing director of IMG Academy. “We call it sales and marketing. Some people call it recruiting. We’re promoting our program. If you look at any private school that emphasizes sports, they’re typically doing it to promote their school. A lot are trying to survive. You’re not going to curtail that.”
  • Many high school football coaches and officials are closely following IMG Academy, wondering whether it portends the growth of similar academies or superleagues featuring top teams.
  • “I’m 50-50 split,” said John Wilkinson, the coach at Cocoa High School, who faced IMG Academy last week and said he would do it again. “They’re high school kids, just like us. We’re playing a football game. The other 50 percent thinks the competitive advantage they have is kind of alarming, if they’re allowed to recruit. But it is what it is.”
  • Other officials express fear that football might follow the path of high school basketball, which many feel has been corrupted by so-called diploma mills and the heavy influence of club teams and recruiting middlemen.
  • Mickey McCarty, who has coached three state championship teams at Neville High School in Monroe, La., and who lost a senior receiver to IMG Academy days before fall practice began, said the academy seemed less a traditional football team than a showcase for individual talent.
  • “It sounds to me like they’re playing for self, to be promoted and recruited, which takes away everything we stand for,” McCarty said.
  • Academy officials said that 186 athletes from IMG’s 2015 graduating class were playing various college sports, including six at Ivy League universities and four at service academies. Academics and athletics are intended to simulate the college experience with dormitory living, alternate-day classes, block scheduling and a focus on time management.
  • “I came here assuming it was going to be easy, it’s just going to be a football school, but I learned within the first week I was completely wrong,” said Kjetil Cline, 17, a senior receiver from Minnesota who plans to play football at the United States Military Academy. “That really opened my eyes about what college would be like, and I think it’s really prepared me for going to West Point and being able to handle that.”
  • “Academy teams, while they may be good teams and give great educations, it’s not something that we really believe in or would promote or espouse in any way. We think the high school experience is best served by the student-athlete who lives at home with his family and is part of his school, family and community.”
  • The players at IMG and their families consider that approach to be antiquated. For Patterson, a quarterback who won state championships the previous two seasons at a high school in Louisiana, IMG Academy is serving as a finishing school.
  • Patterson said he transferred to IMG in June to work on his speed, strength and conditioning. He plans to graduate in December, enroll for the spring semester at the University of Mississippi and challenge for the starting quarterback position there next fall as a freshman.“It’s definitely a professional decision,” he said.
  • teve Walsh, IMG Academy’s director of football, and Rich Bartel, the offensive coordinator, both played quarterback in the N.F.L. There are also sports psychologists, strength coaches and speed coaches to assist Patterson. He has at his disposal a 10,000-square-foot weight room; a sports science center to aid with hydration and nutrition; a biomechanics center; a vision lab, or “mind gym,” to enhance perceptual and cognitive skills; and a hospital for special surgery and sports rehabilitation should he be injured.
  • When IMG Academy played in Texas this month, it trained at Texas Christian University, and Wright, the Ascenders’ coach, said, “We’re thinking, ‘Hey, our practice fields are maybe a little bit better.’ ”
  • At the top levels of high school football, some teams routinely travel to play teams in other states. Games are frequently broadcast on regional or national cable channels. Some players are offered college scholarships as early as eighth grade.
  • “It’s all driven by money, and you can’t beat money,” said John Bachman Sr., who coached Patterson to state titles the past two seasons at Calvary Baptist Academy in Shreveport, La. As a freshman, Patterson played at a high school in Texas.
  • Even so, he added, “I don’t think anything’s ever going to take the place of the local public high school or private school that pours itself into the kid, and it’s a family atmosphere and it’s about the team and sacrifice and so on.”
  • Sean Patterson Sr., Shea’s father, said, “If your son’s a great musician, you want to send him to Juilliard,” adding that for Shea, IMG Academy “is the spot” for polishing his football skills for college.
Javier E

Seeking President, No Experience Necessary - The New York Times - 0 views

  • According to a recent ABC News/Washington Post poll, Republicans prefer an outsider to a candidate with experience in the political system by a 24-point margin (60 to 36). People who would never board an airplane piloted by a person who has never flown before, or even used a flight simulator, apparently want to elect as president someone who has never served in public office.
  • More than at any point in recent times, then, the Republican Party — large parts of it, at least — is moving in the direction of insularity, defensiveness and discomfort with people of different ethnic and cultural backgrounds. Many on the right now see things as a pitched battle between “us” and “the other.”
  • All of this presents a serious threat to the Republican Party. A party that is already at a disadvantage in presidential elections is on course to alienate huge numbers of nonwhite voters, including some of the fastest-rising demographic groups in America. Four years ago, Republican presidential candidates were talking about self-deportation and electrified fences; today the front-runner is talking about forced deportation, ending birthright citizenship and calling for a “pause” on green cards issued to foreign workers.
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  • The struggle within the Republican Party right now centers on those who, figuratively speaking, want to rebuild the village and those who want to burn it down, those who want to fight irresistible demographic changes and those who want to responsibly embrace them, those who think they can win over new Americans and those who want to turn them away
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