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The Crowd Pleaser - NYTimes.com - 0 views

www.nytimes.com/...brooks-the-crowd-pleaser.html personality types historical values other-directed Riesman
shared by Javier E on 10 Feb 12 - No Cached
  • Obama seems self-sufficient while Romney seems other-directed.
  • I’m borrowing the phrase “other-directed” from David Riesman’s 1950 classic, “The Lonely Crowd.”
  • Riesman argued that different eras nurture different personality types. The agricultural economy nurtured tradition-directed individuals. People lived according to the ancient cycles, customs and beliefs. Children grew up and performed the same roles as their parents.
  • ...2 more annotations...
  • The industrial era favored the inner-directed personality type. The inner-directed person was guided by a set of strong internal convictions, like Victorian morality. The inner-directed person was a hardy pioneer, the stolid engineer or the resilient steelworker — working on physical things. This person was often rigid, but also steadfast.
  • The other-directed personality type emerges in a service or information age economy. In this sort of economy, most workers are not working with physical things; they are manipulating people. The other-directed person becomes adept at pleasing others, at selling him or herself. The other-directed person is attuned to what other people want him to be. The other-directed person is a pliable member of a team and yearns for acceptance. He or she is less notable for having a rigid character than for having a smooth personality.
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Why they hate us (II): How many Muslims has the U.S. killed in the past 30 years? | Ste... - 0 views

walt.foreignpolicy.com/...us_killed_in_the_past_30_years muslims deaths US policy comparative research
shared by Javier E on 10 Feb 12 - Cached
  • According to Friedman, the big challenge we face in the Arab and Islamic world is "the Narrative" -- his patronizing term for Muslim views about America's supposedly negative role in the region. If Muslims weren't so irrational, he thinks, they would recognize that "U.S. foreign policy has been largely dedicated to rescuing Muslims or trying to help free them from tyranny."
  • one of the other participants (a prominent English journalist) put it quite simply. "If the United States wants to improve its image in the Islamic world," he said, "it should stop killing Muslims."
  • How many Muslims has the United States killed in the past thirty years, and how many Americans have been killed by Muslims? Coming up with a precise answer to this question is probably impossible, but it is also not necessary, because the rough numbers are so clearly lopsided.
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  • the United States has killed nearly 30 Muslims for every American lost. The real ratio is probably much higher, and a reasonable upper bound for Muslim fatalities (based mostly on higher estimates of "excess deaths" in Iraq due to the sanctions regime and the post-2003 occupation) is well over one million, equivalent to over 100 Muslim fatalities for every American lost.
  • the fact that people died as a result of certain U.S. actions does not by itself mean that those policy decisions were wrong. I'm a realist, and I accept the unfortunate fact that international politics is a rough business and sometimes innocent people die as a result of actions that may in fact be justifiable.
  • It is also striking to observe that virtually all of the Muslim deaths were the direct or indirect consequence of official U.S. government policy. By contrast, most of the Americans killed by Muslims were the victims of non-state terrorist groups such as al Qaeda or the insurgents in Iraq and Afghanistan.
  • Yet if you really want to know "why they hate us," the numbers presented above cannot be ignored. Even if we view these figures with skepticism and discount the numbers a lot, the fact remains that the United States has killed a very large number of Arab or Muslim individuals over the past three decades. Even though we had just cause and the right intentions in some cases (as in the first Gulf War), our actions were indefensible (maybe even criminal) in others. 
  • the figures reported above omit the Arabs and Muslims killed by Israel in Lebanon, Gaza, and the West Bank. Given our generous and unconditional support for Israel's policy towards the Arab world in general and the Palestinians in particular, Muslims rightly hold us partly responsible for those victims too.
  • our real problem isn't a fictitious Muslim "narrative" about America's role in the region; it is mostly the actual things we have been doing in recent years. To say that in no way justifies anti-American terrorism or absolves other societies of responsibility for their own mistakes or misdeeds. But the self-righteousness on display in Friedman's op-ed isn't just simplistic; it is actively harmful. Why? Because whitewashing our own misconduct makes it harder for Americans to figure out why their country is so unpopular and makes us less likely to consider different (and more effective) approaches.
  • When you kill tens of thousands of people in other countries -- and sometimes for no good reason -- you shouldn't be surprised when people in those countries are enraged by this behavior and interested in revenge. After all, how did we react after September 11? 
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Guernica / The Storytellers of Empire - 1 views

www.guernicamag.com/...shamsie_02_01_2012 US fiction empire stories writing literature
shared by Javier E on 09 Feb 12 - Cached
  • Hiroshima is a book about what happened in Japan, to Japan, in August 1945. It is a book about five Japanese and one German hibakusha, or bomb survivors. It is not a book which concerns itself with what the bombing meant for America in military terms, but rather what it meant for the people of Hiroshima in the most human terms.
  • Inevitably, it also contains within it two Americas. One is the America which develops and uses—not once, but twice—a weapon of a destructive capability which far outstrips anything that has come before, the America which decides what price some other country’s civilian population must pay for its victory. There is nothing particular to America in this—all nations in war behave in much the same way. But in the years between the bombing of Hiroshima and now, no nation has intervened militarily with as many different countries as America, and always on the other country’s soil; which is to say, no nation has treated as many other civilian populations as collateral damage as America while its own civilians stay well out of the arena of war. So that’s one of the Americas in Hiroshima—the America of brutal military power.
  • But there’s another America in the book, that of John Hersey. The America of looking at the destruction your nation has inflicted and telling it like it is. The America of stepping back and allowing someone else to tell their story through you because they have borne the tragedy and you have the power to bear witness to it. It is the America of The New Yorker of William Shawn, which, for the only time in its history, gave over an entire edition to a single article and kept its pages clear of its famed cartoons. It is the America which honored Hersey for his truth telling.
  • ...12 more annotations...
  • How to reconcile these two Americas? I didn’t even try. It was a country I always looked at with one eye shut. With my left eye I saw the America of John Hersey; with my right eye I saw the America of the two atom bombs. This one-eyed seeing was easy enough from a distance. But then I came to America as an undergraduate and realized that with a few honorable exceptions, all of America looked at America with one eye shut.
  • I had grown up in a country with military rule; I had grown up, that is to say, with the understanding that the government of a nation is a vastly different thing than its people. The government of America was a ruthless and morally bankrupt entity; but the people of America, well, they were different, they were better. They didn’t think it was okay for America to talk democracy from one side of its mouth while heaping praise on totalitarian nightmares from the other side. They just didn’t know it was happening, not really, not in any way that made it real to them. For a while this sufficed. I grumbled a little about American insularity. But it was an affectionate grumble. All nations have their failings. As a Pakistani, who was I to cast stones from my brittle, blood-tipped glass house?
  • Then came September 11, and for a few seconds, it brought this question: why do they hate us?
  • It was asked not only about the men on the planes but also about those people in the world who didn’t fall over with weeping but instead were seen to remark that now America, too, knew what it felt like to be attacked. It was asked, and very quickly it was answered: they hate our freedoms. And just like that a door was closed and a large sign pasted onto it saying, “You’re Either With Us or Against Us.” Anyone who hammered on the door with mention of the words “foreign policy” was accused of justifying the murder of more than three thousand people.
  • I found myself looking to writers. Where were the novels that could be proffered to people who asked, “Why do they hate us?”, which is actually the question “Who are these people and what do they have to do with us?” No such novel, as far as I knew, had come from the post-Cold War generation of writers who started writing after the 1980s when Islam replaced Communism as the terrifying Other. But that would change, I told myself.
  • The writers would write. The novels would come. They didn’t. They haven’t.
  • So where are they, the American fiction writers—and I mean literary fiction—whose works are interested in the question “What do these people have to do with us?” and “What are we doing out there in the world?”
  • I grew up in Pakistan in the 1980s, aware that thinking about my country’s history and politics meant thinking about America’s history and politics. This is not an unusual position. Many countries of the world from Asia to South America exist, or have existed, as American client states, have seen U.S.-backed coups, faced American missiles or sanctions, seen their government’s policies on various matters dictated in Washington. America may not be an empire in the nineteenth century way which involved direct colonization. But the neo-imperialism of America was evident to me by the time I was an adolescent and able to understand these things.
  • why is it that the fiction writers of my generation are so little concerned with the history of their own nation once that history exits the fifty states. It’s not because of a lack of dramatic potential in those stories of America in the World; that much is clear.
  • The stories of America in the World rather than the World in America stubbornly remain the domain of nonfiction. Your soldiers will come to our lands, but your novelists won’t. The unmanned drone hovering over Pakistan, controlled by someone in Langley, is an apt metaphor for America’s imaginative engagement with my nation.
  • Where is the American writer who looks on his or her country with two eyes, one shaped by the experience of living here, the other filled with the sad knowledge of what this country looks like when it’s not at home. Where is the American writer who can tell you about the places your nation invades or manipulates, brings you into those stories and lets you draw breath with its characters?
  • why, when there are astonishing stories out in the world about America, to do with America, going straight to the heart of the question: who are these people and what do they have to do with us?—why are the fiction writers staying away from the stories? The answer, I think, comes from John Hersey. He said of novelists, “A writer is bound to have varying degrees of success, and I think that that is partly an issue of how central the burden of the story is to the author’s psyche.” And that’s the answer. Even now, you just don’t care very much about us. One eye remains closed. The pen, writing its deliberate sentences, is icy cold.
  • Javier E on 09 Feb 12
     
    Asks why American fiction writers don't write stories about America's effect on countries where it has intervened.
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Spinoza and The First Amendment - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...zas-vision-of-freedom-and-ours freedom Spinoza government censorship
shared by Javier E on 07 Feb 12 - Cached
  • As Spinoza points out, it is “impossible” for a person’s mind to be under another’s control, and this is a necessary reality that any government must accept. The more difficult case, the true test of a regime’s commitment to toleration, concerns the liberty of citizens to express those beliefs, either in speech or in writing.
  • No matter what laws are enacted against speech and other means of expression, citizens will continue to say what they believe (because they can), only now they will do so in secret. The result of the suppression of freedom is, once again, resentment and a weakening of the bonds that unite subjects to their government. In Spinoza’s view, intolerant laws lead ultimately to anger, revenge and sedition
  • Spinoza also argues for freedom of expression on utilitarian grounds — that it is necessary for the discovery of truth, economic progress and the growth of creativity.
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  • Spinoza’s extraordinary views on freedom have never been more relevant. In 2010, for example, the United States Supreme Court declared constitutional a law that, among other things, criminalized certain kinds of speech. The speech in question need not be extremely and imminently threatening to anyone or pose “a clear and present danger” (to use Justice Oliver Wendell Holmes’ phrase). It may involve no incitement to action or violence whatsoever; indeed, it can be an exhortation to non-violence. In a troubling 6-3 decision, Holder v. Humanitarian Law Project, the Court, acceding to most of the arguments presented by President Obama’s attorney general, Eric Holder, upheld a federal law which makes it a crime to provide support for a foreign group designated by the State Department as a “terrorist organization,” even if the “help” one provides involves only peaceful and legal advice, including speech encouraging that organization to adopt nonviolent means for resolving conflicts and educating it in the means to do so.
  • Now Spinoza does not support absolute freedom of speech. He explicitly states that the expression of “seditious” ideas is not to be tolerated by the sovereign. There is to be no protection for speech that advocates the overthrow of the government, disobedience to its laws or harm to fellow citizens. The people are free to argue for the repeal of laws that they find unreasonable and oppressive, but they must do so peacefully and through rational argument; and if their argument fails to persuade the sovereign to change the law, then that must be the end of the matter.
  • Spinoza draws the line, albeit a somewhat hazy one, between ideas and action. The government, he insists, has every right to outlaw certain kinds of actions. As the party responsible for the public welfare, the sovereign must have absolute and exclusive power to monitor and legislatively control what people may or may not do. But Spinoza explicitly does not include ideas, even the expression of ideas, under the category of “action.” As individuals emerged from a state of nature to become citizens through the social contract, “it was only the right to act as he thought fit that each man surrendered, and not his right to reason and judge.”
  • We seem ready not only to engage in a higher degree of self-censorship, but also to accept a loosening of legal protections against prior restraint (whether in print publications or the dissemination of information via the Internet), unwarranted surveillance, unreasonable search and seizure, and other intrusive measures. [2] Spinoza, long ago, recognized the danger in such thinking, both for individuals and for the polity at large
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Politics in the Academy: The Same Old Song - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...-the-academy-the-same-old-song academic politics goal right academy knowledge
shared by Javier E on 07 Feb 12 - No Cached
  • I have been arguing for years that academic activity is distinctive and that it is wrong, both descriptively and normatively, to mix it up with other kinds of activity, especially with politics. In response, I am often asked how a discussion, either in a class or at a conference like this one, could be kept purely academic if the subject matter on the table is itself inherently political. The answer is really quite simple:  Political subject matter could be the starting point of an intellectual inquiry in the course of which the political urgency originally attached to it is replaced by the academic urgency of getting something right, where “right” means accurately described or analyzed or rendered more problematic. (In the academic world not reaching a resolution is a good thing.)
  • The urgency presiding over the occasion was not the urgency of doing something, but of understanding something, and everyone agreed that the project of understanding was an endless one and that the best we could do in two days would be to expose areas of concern that had not yet been recognized or adequately formulated. The comment heard most often at the end of a session was, “ You’ve given me a lot to think about.”
  • that’s what we do when we’re doing the job properly — talking (or writing about) issues without ever coming up with a policy proposal or with an argument for supporting a party or a candidate.
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  • Why should funds be authorized to bring 29 scholars to San Diego so that they can sit around all day gabbing and eating unhealthful pastry? There is no good answer to that question, nor should there be.
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What's Wrong With the Teenage Mind? - WSJ.com - 1 views

online.wsj.com/...3806504577181351486558984.html adolescence teenage brain research development learning experience brain science psychology
shared by Javier E on 06 Feb 12 - No Cached
  • What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
  • The crucial new idea is that there are two different neural and psychological systems that interact to turn children into adults. Over the past two centuries, and even more over the past generation, the developmental timing of these two systems has changed. That, in turn, has profoundly changed adolescence and produced new kinds of adolescent woe. The big question for anyone who deals with young people today is how we can go about bringing these cogs of the teenage mind into sync once again
  • The first of these systems has to do with emotion and motivation. It is very closely linked to the biological and chemical changes of puberty and involves the areas of the brain that respond to rewards. This is the system that turns placid 10-year-olds into restless, exuberant, emotionally intense teenagers, desperate to attain every goal, fulfill every desire and experience every sensation. Later, it turns them back into relatively placid adults.
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  • adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults.
  • What teenagers want most of all are social rewards, especially the respect of their peers
  • In contemporary life, the relationship between these two systems has changed dramatically. Puberty arrives earlier, and the motivational system kicks in earlier too. At the same time, contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups.
  • The second crucial system in our brains has to do with control; it channels and harnesses all that seething energy. In particular, the prefrontal cortex reaches out to guide other parts of the brain, including the parts that govern motivation and emotion. This is the system that inhibits impulses and guides decision-making, that encourages long-term planning and delays gratification.
  • This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience.
  • Expertise comes with experience.
  • In gatherer-hunter and farming societies, childhood education involves formal and informal apprenticeship. Children have lots of chances to practice the skills that they need to accomplish their goals as adults, and so to become expert planners and actors.
  • In the past, to become a good gatherer or hunter, cook or caregiver, you would actually practice gathering, hunting, cooking and taking care of children all through middle childhood and early adolescence—tuning up just the prefrontal wiring you'd need as an adult. But you'd do all that under expert adult supervision and in the protected world of childhood
  • there is more and more evidence that genes are just the first step in complex developmental sequences, cascades of interactions between organism and environment, and that those developmental processes shape the adult brain. Even small changes in developmental timing can lead to big changes in who we become.
  • The experience of trying to achieve a real goal in real time in the real world is increasingly delayed, and the growth of the control system depends on just those experiences.
  • Becoming an adult means leaving the world of your parents and starting to make your way toward the future that you will share with your peers. Puberty not only turns on the motivational and emotional system with new force, it also turns it away from the family and toward the world of equals.
  • An ever longer protected period of immaturity and dependence—a childhood that extends through college—means that young humans can learn more than ever before. There is strong evidence that IQ has increased dramatically as more children spend more time in school
  • children know more about more different subjects than they ever did in the days of apprenticeships.
  • Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies.
  • this new explanation based on developmental timing elegantly accounts for the paradoxes of our particular crop of adolescents.
  • First, experience shapes the brain.
  • the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses
  • Second, development plays a crucial role in explaining human nature
  • Today's adolescents develop an accelerator a long time before they can steer and brake.
  • Brain research is often taken to mean that adolescents are really just defective adults—grown-ups with a missing part.
  • But the new view of the adolescent brain isn't that the prefrontal lobes just fail to show up; it's that they aren't properly instructed and exercised
  • Instead of simply giving adolescents more and more school experiences—those extra hours of after-school classes and homework—we could try to arrange more opportunities for apprenticeship
  • Summer enrichment activities like camp and travel, now so common for children whose parents have means, might be usefully alternated with summer jobs, with real responsibilities.
  • Javier E on 06 Feb 12
     
    The two brain systems, the increasing gap between them, and the implications for adolescent education.
  • anonymous on 06 Feb 12
     
    "In gatherer-hunter and farming societies, childhood education involves formal and informal apprenticeship" (Gopnik). Similarly to the way that Marx pointed out the economic shift from hunter-gatherer to farmer to (eventually) capitalist societies, Gopnik underlines the societal shift- especially in teenagers. While I think that some of the changes in teenagers are due to evolution and development (as proven through some of the medical tests mentioned in the article), I think that this issue may relate back to parenting. As the article about French parenting pointed out, it has become a very obvious fact that many (specifically American) parents simply do not have good techniques, and this could effect the way that their child develops and behaves. I also think that another possible explanation to this issue is that there is more expected of teenagers, scholarly, then before; however, as the article mentioned, the real-world experience is lacking. By raising the academic bar higher and higher, it may actually cause more students to, essentially, "burn out" before everything that they have learned can be applied: "What happened to the gifted, imaginative child who excelled through high school but then dropped out of college, drifted from job to job and now lives in his parents' basement?" (Gopnik)
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After Recess - Change the World - NYTimes.com - 0 views

www.nytimes.com/...r-recess-change-the-world.html social networks activism reform protest online
shared by Javier E on 06 Feb 12 - Cached
  • new Internet tools are allowing very ordinary people to defeat some of the most powerful corporate and political interests around — by threatening the titans with the online equivalent of a tarring and feathering.
  • Skepticism is warranted, but so far Change.org petitions have seen some remarkable successes. Ecuador, for example, used to run a network of “clinics” where lesbians were sometimes abused in the guise of being made heterosexual. A petition denouncing this practice gathered more than 100,000 signatures, leading Ecuador to close the clinics, announce a national advertising campaign against homophobia, and appoint a gay-rights activist as health minister.
  • Take Molly Katchpole. Last fall, as a 22-year-old nanny living in Washington, D.C., she was peeved by a new $5-a-month fee for debit cards announced by Bank of America, with other banks expected to follow. She took an hour to write a petition, her first. “After a month it had 306,000 signatures,” Katchpole told me. “That’s when the banks backed down.” Bank of America and other financial institutions withdrew plans for the fee. Soon afterward, she started a second petition, protesting a $2 charge imposed by Verizon for paying certain bills online. In 48 hours it had attracted more than 160,000 signatures — and Verizon withdrew the fee.
  • Javier E on 06 Feb 12
     
    Online petitions achieve surprising successes.
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I Hate Homework. I Assign It Anyway. - NYTimes.com - 1 views

parenting.blogs.nytimes.com/...te-homework-i-assign-it-anyway homework teaching education
shared by Javier E on 04 Feb 12 - Cached
  • The popular media tempest surrounding homework formed in 2006 with the publication of two books on the subject: “The Homework Myth,” by Alfie Kohn, and “The Case Against Homework,” by Sara Bennett and Nancy Kalish, followed by Time Magazine’s The Myth About Homework by Claudia Wallis. Last year, Vicki Abeles’s documentary “Race to Nowhere” joined the fray.
  • my students feel that quality homework is worth the effort, I’m keeping it. With one caveat. All assignments must pass the “Ben” test. If an assignment is not worthy of my own son’s time, I’m dumping it. Based on a quick look at my assignment book from last year, about a quarter of my assignments won’t make the cut.Children need time to be quiet, play, read and imagine. Teachers who sacrifice these vital elements of childhood for anything less than the most valuable homework assignments are being derelict in their duty to their students and the teaching profession.
  • anonymous on 05 Feb 12
     
    I agree that homework is beneficial, but oftentimes can, and should, be reduced. In middle school, I had the workload my parents had in high school. In high school, I have the workload my parents had in their first two years of college. I understand that our curriculum holds pride in being demanding, and growing competition forces us to "up" our education; however, I hope that this rate does not continue in the exponential pattern it currently holds.
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Why French Parents Are Superior by Pamela Druckerman - WSJ.com - 1 views

online.wsj.com/...4740904577196931457473816.html parenting France US comparative patience authority
shared by Javier E on 04 Feb 12 - Cached
  • Middle-class French parents (I didn't follow the very rich or poor) have values that look familiar to me. They are zealous about talking to their kids, showing them nature and reading them lots of books. They take them to tennis lessons, painting classes and interactive science museums.
  • Yet the French have managed to be involved with their families without becoming obsessive. They assume that even good parents aren't at the constant service of their children, and that there is no need to feel guilty about this. "For me, the evenings are for the parents," one Parisian mother told me. "My daughter can be with us if she wants, but it's adult time." French parents want their kids to be stimulated, but not all the time. While some American toddlers are getting Mandarin tutors and preliteracy training, French kids are—by design—toddling around by themselves.
  • Parents don't have to pay for preschool, worry about health insurance or save for college. Many get monthly cash allotments—wired directly into their bank accounts—just for having kids.
  • ...7 more annotations...
  • The French, I found, seem to have a whole different framework for raising kids. When I asked French parents how they disciplined their children, it took them a few beats just to understand what I meant. "Ah, you mean how do we educate them?" they asked. "Discipline," I soon realized, is a narrow, seldom-used notion that deals with punishment. Whereas "educating" (which has nothing to do with school) is something they imagined themselves to be doing all the time.
  • One of the keys to this education is the simple act of learning how to wait. It is why the French babies I meet mostly sleep through the night from two or three months old. Their parents don't pick them up the second they start crying, allowing the babies to learn how to fall back asleep. It is also why French toddlers will sit happily at a restaurant. Rather than snacking all day like American children, they mostly have to wait until mealtime to eat. (French kids consistently have three meals a day and one snack around 4 p.m.)
  • Delphine said that she never set out specifically to teach her kids patience. But her family's daily rituals are an ongoing apprenticeship in how to delay gratification. Delphine said that she sometimes bought Pauline candy. (Bonbons are on display in most bakeries.) But Pauline wasn't allowed to eat the candy until that day's snack, even if it meant waiting many hours.
  • Delphine was also teaching her kids a related skill: learning to play by themselves. "The most important thing is that he learns to be happy by himself," she said of her son, Aubane. It's a skill that French mothers explicitly try to cultivate in their kids more than American mothers do. In a 2004 study on the parenting beliefs of college-educated mothers in the U.S. and France, the American moms said that encouraging one's child to play alone was of average importance. But the French moms said it was very important.
  • patience isn't a skill that we hone quite as assiduously as French parents do. We tend to view whether kids are good at waiting as a matter of temperament. In our view, parents either luck out and get a child who waits well or they don't.
  • most French descriptions of American kids include this phrase "n'importe quoi," meaning "whatever" or "anything they like." It suggests that the American kids don't have firm boundaries, that their parents lack authority, and that anything goes. It's the antithesis of the French ideal of the cadre, or frame, that French parents often talk about. Cadre means that kids have very firm limits about certain things—that's the frame—and that the parents strictly enforce these. But inside the cadre, French parents entrust their kids with quite a lot of freedom and autonomy.
  • Many French parents I meet have an easy, calm authority with their children that I can only envy. Their kids actually listen to them. French children aren't constantly dashing off, talking back, or engaging in prolonged negotiations.
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Romney Isn't Concerned - NYTimes.com - 0 views

www.nytimes.com/...man-romney-isnt-concerned.html election poor safety net Republican concern rich
shared by Javier E on 04 Feb 12 - Cached
  • Mr. Romney’s position seems to be that we need not worry about the poor thanks to programs that he insists, falsely, don’t actually help the needy, and which he intends, in any case, to destroy.
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How to Fight the Man - NYTimes.com - 0 views

www.nytimes.com/...ooks-how-to-fight-the-man.html authority rebellion activism change reform intellectual tradition
shared by Javier E on 04 Feb 12 - Cached
  • This seems to be a moment when many people — in religion, economics and politics — are disgusted by current institutions, but then they are vague about what sorts of institutions should replace them. This seems to be a moment of fervent protest movements that are ultimately vague and ineffectual.
  • We can all theorize why the intense desire for change has so far produced relatively few coherent recipes for change.
  • My own theory revolves around a single bad idea. For generations people have been told: Think for yourself; come up with your own independent worldview. Unless your name is Nietzsche, that’s probably a bad idea. Very few people have the genius or time to come up with a comprehensive and rigorous worldview.
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  • The paradox of reform movements is that, if you want to defy authority, you probably shouldn’t think entirely for yourself. You should attach yourself to a counter-tradition and school of thought that has been developed over the centuries and that seems true.
  • The old leftists had dialectical materialism and the Marxist view of history. Libertarians have Hayek and von Mises. Various spiritual movements have drawn from Transcendentalism, Stoicism, Gnosticism, Thomism, Augustine, Tolstoy, or the Catholic social teaching that inspired Dorothy Day.
  • These belief systems helped people envision alternate realities. They helped people explain why the things society values are not the things that should be valued. They gave movements a set of organizing principles. Joining a tradition doesn’t mean suppressing your individuality. Applying an ancient tradition to a new situation is a creative, stimulating and empowering act. Without a tradition, everything is impermanence and flux.
  • If I could offer advice to a young rebel, it would be to rummage the past for a body of thought that helps you understand and address the shortcomings you see. Give yourself a label.
  • Effective rebellion isn’t just expressing your personal feelings. It means replacing one set of authorities and institutions with a better set of authorities and institutions.
  • Javier E on 04 Feb 12
     
    An intellectual tradition-a neglected but essential ingredient of social change.
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Two Nobelists Offer Views of Human-Driven Global Warming - NYTimes.com - 1 views

dotearth.blogs.nytimes.com/...of-human-driven-global-warming global warming
shared by Javier E on 03 Feb 12 - Cached
  • Given the flurry of attention this week around what two batches of scientists of various stripes think of evidence that humans are exerting a growing and disruptive influence on climate, it’s worth checking in with two Nobel laureates who’ve long been focused on the atmosphere and climate.
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Study Finds 50-Year Burst of Tropical Eruptions Spawned Enduring 'Little Ice Age' - NYT... - 2 views

dotearth.blogs.nytimes.com/...n-produce-long-lasting-impacts ice age study climate change
shared by Javier E on 02 Feb 12 - Cached
  • “Abrupt onset of the Little Ice Age triggered by volcanism and sustained by sea-ice/ocean feedbacks.” The paper uses evidence and modeling to explain how the sun-blocking impact from a 50-year stretch of unusually intense eruptions of four tropical volcanoes caused sufficient cooling to produce a long-lasting shift in the generation and migration of Arctic Ocean sea ice, with substantial consequences for the Northern Hemisphere climate that lasted centuries and left a deep imprint on European history
  • Javier E on 02 Feb 12
     
    Small changes cause long-term climate changes.
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Campaign Finance Reports Show 'Super PAC' Donors - NYTimes.com - 0 views

www.nytimes.com/...rts-show-super-pac-donors.html political finance campaign class income rich US
shared by Javier E on 02 Feb 12 - Cached
  • Javier E on 02 Feb 12
     
    Good ammunition for a Marxist analysis of American politics.
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The Great Divorce - NYTimes.com - 1 views

www.nytimes.com/...brooks-the-great-divorce.html class US upper class lower-class trends cultural conservative
shared by Javier E on 01 Feb 12 - Cached
  • His story starts in 1963. There was a gap between rich and poor then, but it wasn’t that big.
  • Since then,
  • America has polarized. The word “class” doesn’t even capture the divide Murray describes. You might say the country has bifurcated into different social tribes, with a tenuous common culture linking them.
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  • Roughly 7 percent of the white kids in the upper tribe are born out of wedlock, compared with roughly 45 percent of the kids in the lower tribe. In the upper tribe, nearly every man aged 30 to 49 is in the labor force. In the lower tribe, men in their prime working ages have been steadily dropping out of the labor force, in good times and bad. People in the lower tribe are much less likely to get married, less likely to go to church, less likely to be active in their communities, more likely to watch TV excessively, more likely to be obese.
  • anonymous on 01 Feb 12
     
    "The truth is, members of the upper tribe have made themselves phenomenally productive. They may mimic bohemian manners, but they have returned to 1950s traditionalist values and practices. They have low divorce rates, arduous work ethics and strict codes to regulate their kids. Members of the lower tribe work hard and dream big, but are more removed from traditional bourgeois norms. They live in disorganized, postmodern neighborhoods in which it is much harder to be self-disciplined and productive" (Haner). A gripping fresh look on the classes of today. I enjoyed reading about this spin on the topic of cultural corruption on behalf of the socially elite. I also liked how Haner brought up the time-old conflicting views of Democrats and Republicans. Haner is able to easily criticize both sides- unlike most of us, as we tend to automatically focus our energy on the recycled ideas of past party members.
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Here Come the Cloud Cartels - NYTimes.com - 0 views

bits.blogs.nytimes.com/...here-come-the-cloud-cartels tech future computer industry
shared by Javier E on 01 Feb 12 - Cached
  • This time through, the winner is the one able to best manage and deploy millions of servers full of data.
  • “They will house the primary computing power, and the core analytics,” Mr. McNabb said of these cartels. With so much of the core computing taken care of, he said, corporate buyers of this information technology will differentiate their customer offerings with software that refines the analytics to single out individuals precisely
  • The analytic software may actually act to hasten the process of taste-changing, since it will offer more variety, and respond faster to choices, than ever before.
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Bismarck's Voice Among Restored Edison Recordings - NYTimes.com - 0 views

www.nytimes.com/...estored-edison-recordings.html voice recordings edison bismarck historic
shared by Javier E on 31 Jan 12 - No Cached
  • The cylinders, from 1889 and 1890, include the only known recording of the voice of the powerful chancellor Otto von Bismarck. Two preserve the voice of Helmuth von Moltke, a venerable German military strategist, reciting lines from Shakespeare and from Goethe’s “Faust” into a phonograph horn
  • The unlabeled recordings, all housed in the same wooden box, had been found in 1957. But their contents remained unknown until last year, when Jerry Fabris, the curator at the Edison laboratory, used a playback device called the Archeophone to trace the grooves of 12 of the 17 cylinders in the box and convert the analog electrical signals into broadcast WAV files.
  • Bismarck listened to recordings made in Paris and Berlin, and at his wife’s urging, he made his own. He recited snippets of poetry and songs in English, Latin, French and German. Perhaps surprisingly, given his involvement in the Franco-Prussian War, he chose to recite lines from the French national anthem. “Bismarck was a very, very witty man” and reciting the Marseillaise “would tickle him,
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  • The Wangemann cylinders are just the latest in an explosion of discoveries in early recorded sound over the last five years, said Tim Brooks, a sound historian in Greenwich, Conn. In 2008, Dr. Feaster and his colleagues at FirstSounds.org succeeded in playing a version of the French lullaby “Au Clair de la Lune,” deciphered from a tracing in soot-coated paper dating from 1860 — the earliest sound ever recovered. A trove of cylinders recorded in Russia in the 1890s was also recently uncovered.
  • The ability to digitize old recordings and the use of new imaging techniques to map the grooves of damaged cylinder records without touching them has contributed to the onslaught, Mr. Brooks said, adding, “You can actually hear history as well as read about it.
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Gains in DNA Are Speeding Research Into Human Origins - NYTimes.com - 0 views

www.nytimes.com/...search-into-human-origins.html dna research human origins neanderthal denisovan interbreeding
shared by Javier E on 31 Jan 12 - No Cached
  • genetic analysis shows, modern humans encountered and bred with at least two groups of ancient humans in relatively recent times: the Neanderthals, who lived in Europe and Asia, dying out roughly 30,000 years ago, and a mysterious group known as the Denisovans, who lived in Asia and most likely vanished around the same time.
  • Their DNA lives on in us even though they are extinct. “In a sense, we are a hybrid species,
  • A third group of extinct humans, Homo floresiensis, nicknamed “the hobbits” because they were so small, also walked the earth until about 17,000 years ago. It is not known whether modern humans bred with them because the hot, humid climate of the Indonesian island of Flores, where their remains were found, impairs the preservation of DNA
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  • Comparing genomes, scientists concluded that today’s humans outside Africa carry an average of 2.5 percent Neanderthal DNA, and that people from parts of Oceania also carry about 5 percent Denisovan DNA. A study published in November found that Southeast Asians carry about 1 percent Denisovan DNA in addition to their Neanderthal genes.
  • as few as six couplings all those tens of thousands of years ago might have led to the current level of ancient immune alleles.
  • This means that our modern era, since H. floresiensis died out, is the only time in the four-million-year human history that just one type of human has been alive,
  • Were they romantic couplings? More likely they were aggressive acts between competing human groups, Dr. Stringer said. For a model, he pointed to modern hunter-gatherer groups that display aggressive behavior among tribes.
  • The value of the interbreeding shows up in the immune system, Dr. Parham’s analysis suggests. The Neanderthals and Denisovans had lived in Europe and Asia for many thousands of years before modern humans showed up and had developed ways to fight the diseases there
  • When modern humans mated with them, they got an injection of helpful genetic immune material, so useful that it remains in the genome today. This suggests that modern humans needed the archaic DNA to survive. The downside of archaic immune material is that it may be responsible for autoimmune diseases like diabetes, arthritis and multiple sclerosis, Dr. Parham said, stressing that these are preliminary results.
  • little is known about the Denisovans — the only remains so far are the pinky bone and the tooth, and there are no artifacts like tools. Dr. Reich and others suggest that they were once scattered widely across Asia, from the cold northern cave to the tropical south. The evidence is that modern populations in Oceania, including aboriginal Australians, carry Denisovan genes.
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