Books: E

Books, collections, and literary works mentioned in the writing. This section collects the E slice of the category index.

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Exhaustion: A History3 mentions across 3 issues

Exhaustion: A History is a recurring book in the Astral Codex Ten archive, appearing 3 times across 3 issues between May 23, 2022 and August 05, 2022. The archive places it in contexts such as "I’ll probably do this at least for Exhaustion: A History and maybe others"; "I’m adding four more: Exhaustion: A History"; "As Anna Schaffner explains it in Exhaustion: A History". It most often appears alongside 1587, 538, acedia.

Article page: Exhaustion: A History
Mention count: 3
Issue count: 3
First seen: May 23, 2022
Last seen: August 05, 2022
Book title: Exhaustion: A History

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Issue trail

Open Thread 225 May 23, 2022
Open Thread 235 August 01, 2022
Your Book Review: Exhaustion August 05, 2022

1587 1 shared issues
538 1 shared issues
acedia 1 shared issues
ACX 1 shared issues
Against Nature 1 shared issues

Source context

Open Thread 225

May 23, 2022 · Original source

These were selected more or less by popular vote. I’m still reading some entries and might give them Honorable Mention status (or maybe promote them to finalist?) if I find more I like. I’ll probably do this at least for Exhaustion: A History and maybe others. But for now, if you’re not an official finalist, you should feel free to post your review on your own blog or do whatever else you want with it. If I end up liking yours later, I won’t disqualify it just because you did something else. Also, there were many incredibly amazing reviews this year, please don’t feel bad if you didn’t win. I’ll say more about this later.

Open Thread 235

August 01, 2022 · Original source

1: We’ve made it through the original twelve Book Review finalists. I’m busy the next few weeks and want to keep the free Friday posts, so I’m adding four more: Exhaustion: A History, God Emperor of Dune, 1587, and Kora In Hell. I chose these through a combination of reader preference, my preference, and wanting to showcase some unusual genres of review. I realize this is annoying to other finalists who will have to wait longer for a smaller chance at a prize, so I’ll double the amount of all monetary prizes as compensation.

Your Book Review: Exhaustion

August 05, 2022 · Original source

As Anna Schaffner explains it in Exhaustion: A History, you will find yourself in good company. The book has testimony from Charles Darwin, Henry James, Oscar Wilde, Virginia Woolf, and Thomas Mann, amongst others, giving accounts of their chronic pathological exhaustion.

Epic of Gilgamesh2 mentions across 2 issues

Epic of Gilgamesh is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between September 17, 2021 and July 14, 2023. The archive places it in contexts such as "you might as well read the Epic of Gilgamesh"; "episodes from the Sumerian “Epic of Gilgamesh”". It most often appears alongside Beowulf, Einstein, !Kung San.

Article page: Epic of Gilgamesh
Mention count: 2
Issue count: 2
First seen: September 17, 2021
Last seen: July 14, 2023
Book title: Epic of Gilgamesh

Outbound links

Issue trail

Book Review: The Revolt Of The Public September 17, 2021
Your Book Review: The Educated Mind July 14, 2023

Beowulf 2 shared issues
Einstein 2 shared issues
!Kung San 1 shared issues
6 insurrection 1 shared issues
Abdel al-Sisi 1 shared issues

Source context

Book Review: The Revolt Of The Public

September 17, 2021 · Original source

Martin Gurri's The Revolt Of The Public is from 2014, which means you might as well read the Epic of Gilgamesh. It has a second-edition-update-chapter from 2017, which might as well be Beowulf. The book is about how social-media-connected masses are revolting against elites, but the revolt has moved forward so quickly that a lot of what Gurri considers wild speculation is now obvious fact. I picked up the book on its "accurately predicted the present moment" cred, but it predicted the present moment so accurately that it's barely worth reading anymore. It might as well just say "open your eyes and look around".

Inline links: The Revolt Of The Public

Your Book Review: The Educated Mind

July 14, 2023 · Original source

From trivial to rich: the trick What could an intellectually rich elementary school curriculum look like, if we built it on kids’ cognitive strengths? He gives us one suggestion to help us do this: ask where each discipline came from in the first place. What was math before it was math, for example — or science before it was science? Q: How on Earth could that help? That’ll become clear later, when we finally uncover what Egan thinks “education” actually is, and see what job he wants us to give schools. For now, take it as a tantalizing hint… or, y’know, just ignore it. Elementary literature & language What was literature before it was literature? Before people invented writing, they had rich oral traditions: they told simple stories, recited poems, and shared proverbs. Egan suggests that these bits of oral tradition should form the backbone of the elementary literature curriculum. Q: What sorts of stories? As many as we can, and from as many diverse cultures as possible! Folktales are wonderful, as are myths. Think the Aboriginal story of “The Rainbow Serpent”, episodes from the Sumerian “Epic of Gilgamesh”, the Egyptian story of Osiris & Isis, the Greek story of Orpheus & Eurydice, the Chinese Legend of the White Snake, the Japanese Tale of Amaterasu and Susanoo, the Ashanti tales of Anansi, the Aztec myth of Quetzalcoatl, the English legend of King Arthur, the Maori myth of Maui and the Sun, the Roman story of Romulus and Remus, selections from the Indian Mahabharata, the Anglo-Saxon epic of Beowulf, the Inca legend of the Sun and Moon, the Iroquois Myth of the Flying Head (a real thing! look it up!), and the Ojibwe story of Turtle Island. Q: That was a lot of examples. Are you going to keep giving so many? I’ve got a [mumble mumble mumble] to get to. Sorry about that. Sometimes, though, I feel that a limitation of reading Educated Mind is that, in trying to keep his book to a manageable size, Egan skimped on examples in some places that it matters. It’s easy to read his occasional example and assume he intends that it hold some central place in the curriculum — when all he wants to do is display how rich and diverse the curriculum could be. (Also: good God, I didn’t even include an example from Norse mythology!) So from now on, just assume that every category could be filled with oodles of examples. Q: What sorts of poems? Lots of poems, first of all. We shouldn’t steer toward “fancy” poems — rather, we should find poems that appeal to kids immediately — think Shel Silverstein, Mother Goose, Dr. Seuss, Jack Prelutsky, Edward Lear, or Ogden Nash… that sort of thing. In a biting essay, Egan suggests these poets like these appeal to kids precisely because they leverage kids’ cognitive strengths: “we should find, and encourage saying and singing and shouting aloud verse with strong narrative forms, thumping rhymes and rhythms, the most vivid images, fun with metaphors, and a rollicking story.” Q: Why proverbs? Proverbs stick in your mind almost effortlessly. (“All’s fair in love and war!” “When in Rome, do as the Romans do!” “You can’t judge a book by its cover!”) They’re also useful; they capture general truths. Kids can apply them to all sorts of situations, but also discuss them — to what extent are they wise or foolish? (I remember my surprise when I realized that they couldn’t all be true — because you can’t follow “look before you leap” and “he who hesitates is lost” at the same time! I’m embarrassed to say that I think I only realized this when I was in college.) Elementary science What was science before it was science? Egan suggests: being immersed in the natural world. We might, he writes, encourage elementary students to “adopt” some feature of the natural world — a patch of grass, a cat, a branch, a stream — and simply observe it at length. To do this, we can use the cognitive strength of reverie. Q: Oh, do you mean like kids sometimes do in science class nowadays — describe a thing to a partner, make notes, draw it, and label its parts? No, the exact opposite! That’s all about squeezing the experience into words and forms that we understand. What we want “is less an attempt to know about nature as to know it in some participatory way, to know it as something we are an intimate part of, not set off from”. Q: That sounds a little… “woo” to me. It did to me, too… until I remembered my childhood climbing tree. I didn’t much like to go outside as a child, but I had this one tree that I’d climb up and read for hours and hours. If I close my eyes I can bring to mind the precise texture of its bark, the roughness of its broken-off branches, the coolness of its leaves, the always-surprising solidness of its trunk… I’m bigger now, but I think if I were back in my parent’s yard, I could still navigate its limbs with my eyes closed. I have, at this point in my life, read a fair number of books about trees, but I’d be surprised if all of them together more than equaled the amount I learned from that tree — my tree. Elementary math What was math before it was math? Egan suggests: counting and logic. We might, then, use rhythms, metaphors, stories, and jokes to help kids become fond of these. Q: Counting is pretty… basic. Could it really be improved? Beware of “the curse of knowledge”: Steven Pinker’s phrase for forgetting that something was once difficult! Egan suggests we should spend time helping kids count wonderfully. We can start early with counting rhymes. (“One, two, buckle my shoe! Three, four, out the door! Five, six…”) But we can also help kids use their fingers as metaphors. There are some pretty cool ways of using your hands as an abacus — and did you know that you can count up to 1,023 using just your fingers on both hands, and a knowledge of binary? Q: Logic — I’m intrigued! Aristotelian, or Boolean? Neither, for the time being — Piaget was presumably onto something when he found that young children couldn’t reason abstractly, but he was looking at logic in a vacuum. When we put logic into the context of stories, we find that kids can deal with logic just fine. There’s an entire worldwide network of educators, in fact, called Philosophy for Children, who have written whole books about how to do this, and Egan loves it all. Sometimes they read stories and ask simple questions: “What is friendship?” or “What does it mean to be brave?” They also pose ethical questions: “Is it ever right to spill a secret?” And they pose paradoxes: “Can you step in the same river twice?” Q: You mentioned “jokes” a moment ago. Care to elaborate? Egan thinks that, to help kids get good at math, you should tell kids jokes. Q: That’s… new. I think so, too — but he backs it up pretty well. To be funny, jokes (or at least most kid jokes) rely on a leap in logic: Why can’t you trust an atom? They make up everything. Knock-knock. Who’s there? Boo. Boo-hoo? Don’t cry, it’s just a joke! To understand the joke, kids have to follow the logic — spotting patterns, making connections, and tracking what their audience expects a word to mean. That’s a lot of cognitive lifting. And Egan goes further, suggesting that we grit our teeth and create methods to help kids invent their own jokes, no matter how horrible they’ll be at first. (The things we do for learning…) Q: Wait wait wait! What about addition facts, and multiplication tables, and fractions? Egan emphasizes that his methods are designed to be add-ons to the standard math curriculum. In general, he’s a don’t-blow-up-the-system sort of guy, and if something seems especially weird, you should probably assume it’s an add-on to the regular curriculum rather than a replacement, even if I forget to say so. Elementary arts What was art before it was art? Egan suggests we pop our heads into Paleolithic caves for our inspiration. Whatever the specific meaning of all those charcoal elk and aurochs and mammoths (communication with the spirit world? art for art’s sake? a way to impress babes?), Egan thinks it obvious that they were also an attempt to capture an intense experience that would be difficult to express in words alone. What did it feel like to be near an aurochs, or a saber-toothed tiger? “The arts help us,” Egan writes, “to hear and see afresh, to force our perceptions and sensations to experience again the immediacy and vividness of the world”. If we follow this, then, we don’t want to help kids build “art skills” so they can draw like an adult — rather, we want to help them amass a repository of diverse aesthetic feelings that they’ll want to express. We should provide them with a riot of experiences. Q: That couldn’t be more opaque. Examples, please! Egan writes that we should have children learn to whistle, sing, and click their tongue; we should help them emulate the ways a skunk or a hawk or a stick bug might move through a space. We should expose them to scores of different temperatures and materials. In music, we should help them love Beethoven, yes, but also the Beatles; Tchaikovsky, yes, but also Tuvan throat singers, and also John Cage, whale song, and bird song. Q: That’s a lot of experiences, but what would they be doing? An interesting aspect of Egan’s view of education is that he doesn’t seem to think we should push kids right to the “doing” phase. He wants to help kids cultivate an affective relationship with the world. In any case, he writes that as students get more experienced, we should prompt them to move from merely enjoying these experiences to trying to systematically shape similar experiences. And drawing, painting, and playing music could easily be folded into other parts of the curriculum. Elementary social studies What was social studies before it was social studies? Well. Remember how, just a moment ago, I wrote that you could assume that you should probably assume that Kieran isn’t in favor of junking the curriculum as it currently stands? He suggests we very carefully pick up the elementary social studies curriculum, place it into a trash can, and set the whole mess on fire. He isn’t worried about much of importance being lost. (Remember that the “expanding horizons” model is, to him, the original sin of 20th century educational reform, and he repeatedly quotes student surveys showing that “social studies” regularly wins the title of “most boring subject”.) In its place, he suggests we put history — which, he hints, we should think of as the centerpiece of the elementary curriculum. So the real question is what was history before it was history? His answer, surprisingly, is myth. Q: Egan wants us to teach myths as if they were history? Not at all. What he suggests, though, is that we look at how myths operate as narratives — so we can design an intellectually vivid history curriculum. And myths really are special: each is built on at least one binary (like weak vs. strong, or lies vs. truth, or so on), and uses that to tell the story of the big picture of the world. They’re so powerful that people can understand it, remember it, and love it — even if that thing never happened. We should take that power, Egan says, and apply it to things that really did happen. Q: So what history does he think kids should learn in elementary school? The great struggles of humanity from across the whole. Flippin’. World. We’re still talking about young children, so these should be done as simple stories. The goal isn’t to make them history PhD’s, so we needn’t even try to put them in any sort of order. Egan suggests that, in first grade, we pick a single binary like “freedom against oppression” and tell kids a welter of stories, again from as many cultures as possible, and as many times in history as possible. Q: Can you give examples? Oh, all right — in first grade we can tell kids the stories of the war of the Greek city-states against the Persian empire, and the slave uprising of Spartacus against the Romans. We can tell them about the plight of Jews in medieval Europe, and of the unsuccessful Sepoy Rebellion in India against the British. We can tell the stories of the American, French, and Haitian Revolutions, and about the Chinese Taiping Rebellion against the Qing Dynasty. We can tell them the story of the escaped slave Harriet Tubman returning to the South to rescue her kinsmen, the story of six-year-old Ruby Bridges facing threats to integrate her elementary school, and the story of how the Mau-Mau uprising led to modern-day Kenya. We can tell the stories of Mexican-American union organizer Cesar Chavez and of Malala Yousafzai surviving an assassination attempt to advocate for female literacy. The world does not lack for stories of oppression and liberation that can capture the attention of a six-year-old. Q: That’s… huh. What stories might they hear in second and third grade? Egan gives examples, but I won’t list them here. He suggests we use a similar approach for each, except that we swap out the binary each year. He thinks “the struggle for security against danger” would work well for year two, and “the struggle for knowledge against ignorance” would work well for year three. (That year could have a lot of overlap with the science curriculum.) Q: Anything else, for history? Yes — they should get a sense of Big History. They should get some simple stories about the ice age, the Cenozoic, the age of dinosaurs, the Paleozoic, the origins of our solar system, and the Big Bang. (Because if the ancient Norse can tell their story of the beginning of the universe, by gum, we can tell ours, too.) To sum up Egan argues that the problem of early schooling is that it’s trivial — and it’s trivial because the dominant theories of educational psychology see children as lesser versions of adults. What else would we teach them, except dumbed-down versions of what adults learn? But children have certain cognitive strengths that schools aren’t making systematic use of. If we rebuild elementary schools on those strengths, we could turn schooling upside down. We could stop seeing the curriculum as a bag of information to impart, and start seeing it as a set of great stories to tell — and invite kids into. Kids could experience (both intellectually and emotionally) the great struggles of humanity and see that they can join in them. Students could experience the story of education as the beginning of a very real adventure. Egan’s elementary school: some skeptical questions Q: I’m not sure I’m understanding what you mean by “mental images”. Care to explain? It’s an interesting fact of human cognition that just a few words can whip up a complex mental experience. Egan doesn’t just mean what we might call “visual imagery” — the ability to hold, say, the image of a bespectacled, spat-wearing duck in your mind without seeing a photograph. He’s also including what psychologists call auditory imagery, olfactory imagery, gustatory imagery, and tactile imagery. Q: How could all of that be helpful in schools? Humanity has a built-in VR system, and we’re not using it! Egan invites us to pretend we’re teaching a class about the humble earthworm. We might list off facts — “earthworms are so many centimeters long, move through soil by means of their something-or-other muscles…” but he suggests we can evoke images, say, “of what it would be like to slither and push through the soil, hesitantly exploring in one direction then another, looking for easier passages, contracting and expanding our sequence of muscles segment by segment, and sensing moisture, scents, grubs, or whatever”. Those facts are now felt by the student; the knowledge has become part of them. And just a few words can spark a complex mental experience, one going beyond literal images to include imagined sounds, smells, tastes, and more. These experiences can feel real and stick with us. (That these mental images are so easy to evoke, and so meaningfully felt, feels something like the proverbial hundred dollar bill on the ground.) Q: How could metaphors be helpful? It really is interesting that so much of the “constructivist” turn in psychology — that is, the notion that children don’t absorb knowledge, but construct it — has continued to focus on logics-mathematical reasoning, when there’s been mounting evidence for decades that metaphors are more central. It’s not just that we use metaphors to better understand things we already know, we also use them to grasp new knowledge. What’s more, psychologists have devised tests to measure the skill at metaphor-making, and have given them to people of different ages. What they found was that eleven-year-olds make more metaphors (and higher quality metaphors) than do undergraduates — and that four-year-olds have both groups beat. Again, hundred dollar bills on the sidewalk. Q: Your talk of “binaries” has me worried — binaries like good/evil and male/female are the source of so many of our most pernicious stereotypes! Isn’t the purpose of education to get us beyond stuff like this? Yes, it is! Education is supposed to complicate our understanding — but that means we’ve gotta start somewhere, and binaries provide us a natural starting place. As an uncontroversial example, think about temperature. We all begin as babies by perceiving two temperatures — hot and cold. Later, we add on intermediate categories — warm and cool. (Note that the human body is the assumed mid-point to temperature. Binaries often work like this; “big” and “small” mean “bigger or smaller than me”, “nasty” and “kind” mean “nastier or kinder than I am, except when my brother is really asking for it”, and so on.) A good story (and an Egan-inspired elementary curriculum is, in a sense, nothing but good stories) will go further, and transform the binary. Toy Story is grounded in the binary of abandonment/belonging: at the beginning, the toy cowboy Woody belongs to his owner, and has his affection. Then a rival comes who threatens his belonging. In trying to get back to belonging, Woody is entirely lost — and to save the day, he has to come to a deeper understanding of what belonging means. Now, all lessons can’t be Pixar movies. But the good stories (especially in literature and history) will challenge and subvert the binaries they begin with. Q: I see the pattern of Egan drawing from “as many cultures as possible”. Why so many? Is this a political correctness thing? If it helps to think of it as such, then, sure! I don’t think Egan would have had a problem with that. But his ultimate reason for including so much diversity goes deeper. For Egan, including such world-wide diversity isn’t optional, and the answer to why is bound up in his definition of education. (Keep reading.) His answer also insists that we, whenever possible, also include stories from the Bible and Homeric epics (the Iliad and Odyssey). Q: Mmm, stories from the Bible aren’t going to fly in my local school! So be it! Egan doesn’t spend much time obsessing over the practicalities of… His interest is in describing what an ideal education might look like, if it were possible. Every lesson, every classroom, and every school is necessarily a compromise. Q: You make a big deal of poems. But isn’t poetry dead? An interesting contrast can be made to classical education, which also has kids read a lot of poems — they see knowing great poems as one of the marks of an educated person; again, for an academicist, it’s the information that transforms. Egan begs to disagree. Poems are important because they’re a wonderful way to train their cognitive strengths, like rhythm (poems are language fueling by thumping). We want to help kids learn to use this tool better, and a great way to do that is to help them recite poems that they’ve learned by heart. Q: “Learn by heart” — is that code for “memorize”?! It is! Egan is actually quite big on memorization — he points out that all the knowledge in the world can do nothing for a person once they’ve forgotten it. He didn’t, however, appreciate the academicist focus on memorizing without understanding (or at least enjoyment). Q: I’m still worried about the science curriculum, as you’re describing it. Can you allay my fears? Honestly, while I feel there’s something profoundly right to how Egan is describing early experiences of nature, I feel the same way. Note that there’s more science coming in the social studies curriculum. But if that’s still not enough, one could bring down aspects of the middle school science stage. Q: Anything else that Egan suggests we do in elementary school literature and language? He suggests that we help kids learn a second language! This is so obviously true (why do American schools typically wait until kids lose the ability to naturally absorb languages to start teaching languages?) he doesn’t belabor it, though. Q: You had mentioned that Egan’s vision seems more internal-focused. Should we be worried about that? While I strongly suspect that his curriculum would make kids more creative in any way you’d like to measure it, Egan wasn’t particularly interested in “creativity” — he was more about helping kids find the world interesting. I get the sense that he thinks kids will do things with minimal prompting once they’re loaded up with complex internal experiences. Q: I think I’m beginning to understand Egan — is he basically saying “make learning fun”? “Fun”, applied to education, is a dangerous word. Egan worries about the dangers of an emotionally unserious curriculum producing emotionally stunted adults. That doesn’t mean we need to tell students only “serious” stories — only that we treat the world honestly. “Disney-esque sentimentality is the exact emotional equivalent to intellectual contempt”. Q: But aren't some of these stories too dark for children who have themselves experienced oppression and disaster? Egan argues that these stories may be especially helpful to them — they can help them understand their struggles better, and give voice to them. Q: At the very start of this, you promised us “rationality”… but I’m not seeing rationality here! All this talk of “adventure” almost seems to go the opposite direction. What gives? Wait for it. But for a hint right now — Egan is fond of citing his fellow educational theorist Jerome Bruner, who claimed “any subject can be taught effectively in some intellectually honest form to any child at any stage of development”. Bruner was criticized for that; his critics charged that he was ignoring learning differences and socio-economic realities. Egan thinks he was profoundly right. Part 3: A new kind of middle school What’s the matter with middle school? What was middle school like for you? In math, I recall a jumble of barely-related topics. In literature, I remember reading great literature — Frankenstein, Romeo and Juliet — only in their dumbed-down summary formats. In social studies, I remember teachers proclaiming on the first day of class that unlike all of our previous history classes, this class wouldn’t be about names and dates… and then going on to memorize names and dates. And in science, I remember being forced to dissect a frog only to discover that frogs are — you guessed it — made of slimy frog parts. Your mileage may vary, but for a lot of us, middle school feels like getting booted out of the (in retrospect) Eden of elementary school, and like marking time before the serious studying of high school. It feels meaningless. In my favorite of his books, Egan calls so much middle school curricula “human deserts”, noting “we have created a system in which the importance of human emotions for meaning seems barely noticed”. Why so meaningless? If our dominant approaches to educational psychology fundamentally misinterpret younger children, Egan suggests, they basically throw up their hands when faced with pre-teens and teenagers. Mainstream schools begin to introduce vocational training to help lighten the load, and Maria Montessori famously suggests that adolescents should be sent to go run a farm. Egan is sympathetic to those responses, but points out that they don’t do much to lighten the load that the academic curriculum often becomes at this age. This feeling of meaninglessness, he argues, is utterly tragic — it comes just when a hunger for meaning blossoms in adolescents! We can see that hunger for meaning in their lives outside the classroom, where their interests ramp up into veritable obsessions. What are adolescents obsessed with? What might we see, if we become Jane Goodalls of early adolescence? First, teens are obsessed with gossip. The motivations of others — why did he do that? and what was he THINKING? — are hypothesized and talked to death. Second, that they’re pulled toward idealism. Many feel a dissatisfaction with the world as it is, and feel a romantic urge to make it a better place. They’re often lured into simplistic beliefs that promise to help them do that. Third, they love extremes: they want to find limits, and test them. Obviously, this can show up as risky behavior, but we can also see it in their love for the bizarre — note adolescents’ fascination in things like aliens, cryptids, and ghosts. (Egan loves pointing out that The Guinness Book of World Records is a perennial bestseller among kids at this age. How else would they find out who had the world’s longest fingernails?) Fourth, they gravitate toward heroes — people who push the edges of those limits. By celebrating heroes, they can vicariously share in their transcendence. Look for the posts hanging up in a teenager’s bedroom to guess what boundaries they feel most hemmed in by: athletes push against physical limits; a death metal guitarist might push against authority and conventional morality. An activist or entrepreneur might push against our dulled morality or our sense of what’s possible. Finally, we might spot teens taking up hobbies and making collections. Hobbies can be a way to identify yourself as part of a group against the rest of the world (“I’m the sort of person who goes bird-watching!”), and collections can be a way to climb the status ladder inside the community. Egan points out that a collection can also be a way to feel like you have control over what you’re discovering is a very big and complex world of detailed information (“I’ve spotted every one of the fifty most common birds of Texas — even the black-capped vireo!”) Egan’s insight is that these obsessions give teenagers a sense of meaning, and that we can use them as tools to make middle schools that overflow with meaning. From meaningless to meaning-soaked Again, Egan sketches out a new kind of curriculum subject-by-subject. Before, his trick was to ask where the subject first evolved out of; now, it’s to ask who first discovered or created the specific content we’re teaching. “All knowledge”, he writes, “is human knowledge. Everything we know is knowable through the lives of its inventors, discoverers, or users, and we can have access to that knowledge through the hopes, fears, or intentions that drove them”. Middle school math Who first discovered the concepts students learn in math? The answer, of course, is a wide diversity of curious men and women living across the world over the last few thousand years. Egan says: bring those people into how we teach math. If we used gossip and heroes to help students find it meaningful, what kind of math would result? When we teach the Pythagorean theorem, we should give a sense of who Pythagoras was — a cult-founder who worshiped numbers to find God, whose followers (according to a piece of ancient gossip) murdered one of their members who discovered irrational numbers! Q: Well, sure, that works for Pythagoras, but he’s a known nut job; surely most math doesn’t come from such interesting roots? When we teach the Cartesian coordinate system, students should meet Rene Descartes, the Calvinist French polymath who saw the possibility that math could decipher the world, if only we could unite algebra and geometry… and invented the xy-plane to do exactly that. When we teach scientific notation, we should call our students’ attention to the importance of the number zero, and tell them the story of the Pope who tried to introduce Arabic numerals to Christian Europe and may have been assassinated because of it. When we teach algebra, we should ask students why “algebra” is Arabic for “the fixing of bones”, and tell the story of what Muhammad ibn Musa al-Khwarizmi was up to. We could do this all day. Literally everything students learn in school was first invented or discovered by some interesting person who was struggling to accomplish something hard. To learn is to connect with those people, whether we know it or not. Egan says: help kids know it. Math has been dehumanized: re-humanize it. Q: So the math curriculum needs to become a history of math curriculum, and math teachers need to become history teachers? No, the content needn’t change. But with surprisingly little work, we can bring in the gossipy stories of heroes, and their obsessions can spread to students. Middle school science Who first discovered the things students learn about in science? If you’re thinking “scientists”, you’re only partially right. Most of the big-picture ideas that we now think of as “science” were discovered before the word “scientist” was invented, or the discipline was professionalized. Frequently, they were hatched by true amateurs, working in their free time, hungry to unlock the secrets of nature. We can use gossip and heroes to spread their obsessions to students just as we taught math, but Egan points out two twists. The first is that the content itself can take on heroic qualities: everything is impressive, when you look at it in a certain light. In an interview, Egan once said: “My book is an attempt to show that, indeed, everything in the world is wonderful, but that schools are designed almost to disguise this slightly shameful fact. We represent the world to children as mostly known and rather dull. The opposite is the case: we are surrounded by mystery, and what we know is fascinating”. What would even the most boring subjects look like, if we emphasized their heroic qualities? Well: What’s a tooth? Bone, wrapped in rock, surrounding tiny cells that your body feeds with blood. What’s a bar of chocolate? A crystal of jellyfish-shaped fat molecules stacked together; when you put it in your mouth you shake them apart into a writhing confusion. What’s the air around you? The bottom of a 10-mile-deep ocean; when you put your tongue over a soda straw and your Pepsi stops leaking out, it’s not because a “vacuum” is “sucking” it up, but because that ocean is squeezing it into your face. Again, we could do this all day! And in middle school science, we can. Everything in the world is wonderful; we can help students see this again and again. The second twist is that science is a subject rich in extremes. Here Egan introduces a concept that we’ll see crop up again: “15-minute segments”. To help us fit as much wonder as possible into a school day, he suggests we supplement the usual school subjects with a few quick lessons. To infuse science with extremes, he suggests we add on three: “human & natural records”, “extremes of animals & plants”, and “cosmology”. Middle school history Who first made the things students learn about in history? Why, the historical characters themselves! Since we’ve given kids a grounding in history in elementary school, now we can build on that, going through many of the same events as before, but in more depth, and more vividly. We’ll leverage the interest with other people’s inner lives to tell stories focusing on the perspectives of the people who made history — zooming in, when possible, on scandalous details. We’ll leverage the tool of idealism to choose historical characters who chafed against their surroundings, and understand what they were trying to accomplish. What was their vision of the world? What did they hope for, and what did they fear? Q: Isn’t the “great man” approach to history out of fashion? Egan’s approach doesn’t say that “great men” made history — it’s just leveraging gossip to help kids see history as something meaningful that can expand their own possibilities. “Early adolescence is commonly a time of intense and vivid emotional life, and also a time of deepest boredom and depression… [We] can give shape to the intermediate curriculum and offer the students a world that is rich, complex, varied, and as intense and vivid as their own emotional lives”. We also should add on another “15-minute segment” just to pump in as many biographies as possible, and from people who don’t always fit into the normal history curriculum. Call it “Brief Lives”, and throw in anyone who’s struggled to push some limit — Mary Wollstonecraft, Jesse Owen, Dietrich Bonhoeffer, one of the students’ great-aunts, whoever. As students get older, this can transition to “People and Their Ideas”. Here, we’d focus less on the details of the person’s life, and use it as a backdrop to showing how meaningful some of history’s most important ideas could be. Think Aristotle and syllogisms, Edward Said and orientalism, Confucius and propriety, Cornel West and race, Buddha on the four noble truths, Muhammad and the five pillars, Karl Marx and communism, Adam Smith and the invisible hand, Thomas Hobbes and the state of nature, John Locke and natural rights, Jeremy Bentham and utilitarianism, Thomas Aquinas on the sacraments, Martin Luther on faith, Voltaire on the freedom of speech… you get the idea. Q: Can you really get a profound understanding of utilitarianism in 15 minutes? Yes! The point of this segment isn’t to develop a systematic understanding of any one idea, it’s to introduce students to the exciting possibilities of human thought. (As a bonus, this might make them less likely to fall for the first ideology that they encounter later in life.) Diversity is important for this — as it is with culture. Throughout this, we should also be trying to expose students to as much cultural diversity as possible, because in high school, we’ll be trying to make sense of our society, and it’s impossible to do that unless we have something to compare it against. Middle school literature & language You might think that this subject would be easy — that middle school literature is already filled with “strong and clear narratives”, that it deals with “transcendent human qualities such as courage, love, and persistence”, that it focuses on “extremes of human experience”, that it examines “something strange and exotic”. You’d be right! Egan’s pretty happy with a bog-standard middle school literature curriculum, done well. In this part of the book, his spends most of his limited space suggesting three rather odd activities which could also be useful — especially for increasing students’ awareness of language, so they can use it better. The first is etymology — not, however, memorizing lists of roots, but in being told the entertaining backstories of specific words. Take the word “berserk”, for example — we now use it to mean something relatively mild (“if my mom catches me coming home late, she’ll go berserk”), but it comes from an old Norse word meaning “a raging warrior of superhuman strength”. And that’s because ber meant “bear” and serk meant “shirt”: soldiers of the bear cult would don the skin of a bear to, in their minds, transform into one — howling, foaming at the mouth, and gnawing the rims of their shields. (Most adults walk through life with little understanding that the words falling out of their mouths are entities, with their own back-stories. Communication is, at the very least, more interesting when we become aware of this.) The second is to add on another language to learn — not, this time, to become fluent in it, but just to become aware of how very different human languages can be. (For native English speakers, Sanskrit might work well, or Cantonese, or perhaps even ancient Egyptian. Again, the point isn’t for this language to be useful — it’s to explore diversity.) The final one is to study humor — not just jokes anymore, but comedy at its finest. Egan cites (at length!) Monty Python as a group of people who were particularly brilliant in their use of the English language. Examining their skits can lead us into not just an appreciation of semantics (the study of how meaning is made from smaller pieces, like etymology) but also pragmatics (the study of how meaning is made in social situations). Pretty heady stuff, for a conversation about a dead parrot. Part 4: A new kind of high school I’ll confess — I loved parts of high school… and among nerdy folks, I suspect I’m not alone. For some of us, this was a golden time. Even at my local public high school, I had access to academically thrilling classes — especially, in my last two years, advanced literature and history. I felt like I was finally understanding the ideas that mattered. In any case, Egan is quick to acknowledge that, at this level, the sort of education he advocates really is being practiced in some places. What he can add is an understanding of what makes it wonderful, how to make it even more wonderful, and how to make it wonderful for many, many more people. What’s the matter with high school? Far too often, even when high school classes are intellectual, they’re dry. For the majority of students, all this academic stuff is experienced as utterly lifeless, a mass of dead information to be squeezed inside one’s head for a test and then left to evaporate. Egan mocks the curriculum wars that seem to be a permanent feature of the teaching life; quoting the sociologist Pierre Bourdieu, he says “while the academic left and right bicker over whether the curriculum is too traditional or too radical, they fail to recognize that most students absorb so little of academic culture that the bickering is largely irrelevant”. Why so dry? Egan suggests three reasons to explain this. First, because high school academic classes are too often masses of small details with no sign of the big picture. Second, because they’re typically slavishly disciplinary, and aren’t able to address the questions that span the disciplines. Third, because they’re often designed to bring students through what everyone is sure of, and hide away any controversies. In all of these, Egan suggests that what’s called “academics” in high school is too often a dim imitation of what real academics are actually practicing. There’s a fourth reason, though, and it’s probably the biggest of all — by the time they get to high school, most students haven’t actually learned that much! An academic approach is designed to connect small details into the big picture; for people who arrive in high school (and college) classes without having already collected much in their heads, academics are going to taste dry. (An implication of this for anyone trying to improve schools is that we might not want to start with high schools. If your goal is to create a new kind of academic learning, first start at elementary school — or barring that, middle school.) What motivates mad scientists? When we wanted to re-conceive the elementary and middle school curriculums, we looked at what students were already good at — kids’ cognitive strengths and adolescents’ obsessions. For this level it might be easier to look — for reasons that will become clear when we finally unveil Egan’s crazy-sounding definition of education — at the sorts of things that bring intellectuals joy. Q: Which intellectuals? Take your pick. Galileo, Einstein, Smith, Marx, Goodall, Chomsky, Curie… all the people who took to the life of the mind like fish to water. But that’s a lot to hold in my mind at once, so I’m just going to think about Doc Brown from Back to the Future: He was high on intellectualism I’ve never been there, but the brochure looks nice Let’s call these people “mad scientists”. And let’s pretend we once again took up our job of being primatologists, and snooped on these folks “in the wild” (“in the lab”? this is beginning to get recursive…)… what would we find motivating them? Asking simple questions, for one. (What is space? What is society? What is a human? What is language?) Building general schemes (big theories) that hold lots of evidence together. Finding their place in the cosmos. And (perhaps above all) seeking certainty. Once again, Egan suggests we use these as tools to remake the curriculum. From dry to daring What could a high school curriculum look like, if it were rebuilt on these tools? Once again, Egan has a trick. This time, it’s to ask what fights have driven the development of each of these fields forward — and how we can help students enter them. First, a mini-segment! Intellectuals invented the academic disciplines to better pursue the life of the mind, but the disciplines can get in the way. Some of the most important intellectual discoveries that could help students are too big to fit into any of the disciplines. We need a place to introduce them plainly. Egan proposes another mini-segment — again, just 15 minutes a day, a few times a week — called “Metaknowledge”. Q: Isn’t that already in the International Baccalaureate program? Yes, he acknowledges that he’s borrowing from that! This segment would introduce ideas that would enrich student thinking across the disciplines: game theory, cognitive biases, systems thinking, Bayesian reasoning, epistemology, ethics, logic, cultural evolution, and so on. High school literature How can we help students enter the big fights of literature? Intellectuals of a literary bent — professors, critics, poets, novelists — delight in arguing over literature like rabbis arguing over the Talmud. Take, just for one example, the debates over Shakespeare’s character of Ophelia. Does she love Hamlet, or is she a victim of his emotional abuse? Is she truly insane, or is she acting? Is she passive, or is she pulling the strings? Oceans of ink have been spilled arguing over questions like these; our students can, perhaps, spill a few ounces more. The usefulness of arguing literature, for Egan, isn’t that it’s oh-so important for educated adults to know a lot about Ophelia. (This, again, was where the academicists went wrong — in thinking that being educated was about getting the best knowledge in your head.) Rather, arguing over literature is a training arena for the all-important intellectual move of this kind of understanding: building general schemes out of evidence, and struggling with anomalies. One person, for example, might hold that Ophelia is insane, and cite all sorts of obvious evidence — her father just was murdered by her lover, she rants nonsense while (bizarrely) handing out flowers to friends… But then he’s challenged when he reads a scholar pointing out that, to people in Elizabethan England, types of flowers have symbolic meanings. How does he deal with that? He could ignore it, claiming it an over-reading of Shakespeare. (Sometimes a flower is just a flower!) Or he could address it, complicating his own scheme. This intellectual work is best done with other people, who are incentivized to challenge your understanding of something, and go back and forth, building competing models and calling attention to anomalies. This process — the “dialectic” — pops up again and again in the academic disciplines. It’s the center of how understanding works, at this stage. And the nice thing about practicing it on literature is that, more so than in history or science, the evidence is shared knowledge — it’s right in front of everyone, written out. But there are other ways literature class can be helpful to the general life of the mind. Egan also suggests that we’ll want to specially include literature that helps students understand complex ideas. Camus, Orwell, Borges, Calvino might be particularly helpful here… and I imagine that genres like science fiction and magical realism might be particularly useful, too. (Note, though, that once again none of this requires a radical remaking of the curriculum, or of the canon of texts that we traditionally assign to high schoolers.) Q: Oh yes, the canon — what does Egan have to say about the canon wars? When he wrote Educated Mind in the nineties, the long-brewing canon war was approaching its inevitable apocalyptic climax. On one side of this Plain of Megiddo were the pro-canon traditionalists, arguing that we should keep assigning the texts that had been argued over for centuries. Facing them were the anti-canon reformers, arguing the standard texts over-represented the perspective of dead white men. Onto the middle of the plain rides Egan on a white horse, who bellows above the din: “I’VE GOT A BUSLOAD OF HIGH SCHOOLERS WHO WANTS TO JOIN IN, EVERYONE OKAY WITH THAT?” To do so, he says, we need to give students the arguments from both sides. So, for example, bell hooks, Edward Said, and China Achebe should be on the syllabus, as should Allan Bloom, Mortimer Adler, and Diane Ravitch. And of course they should actually read the texts cherished by both sides, too, so they can argue better. High school history How could entering the big fights help us reinvent high school history? First, we might look for dueling histories. It’s time for students to get into historiography and understand that history isn’t just what happened, it’s something we make. We might help kids read chapters from Howard Zinn’s socialist history of America alongside the corresponding chapters from Paul Johnson’s conservative history of America. How could big questions help? We want to help students see how various people have disagreed over some of the big questions of what human history is, at its most basic. We can have them compare Steven Pinker’s theory of civilization’s progress (Better Angels of our Nature) with Yuvah Noah Harari’s theory of civilization’s woes (Sapiens). We could have them compare so-and-so’s account of human history as an ever-expanding unlatching of energy sources with Robert Wright’s account of human history as unlatching more and more positive-sum games (Nonzero). What role could the lure of certainty play? To help them grow their skills at finding anomalies, we might help them work through pseudo-histories and conspiracy theories. Q: Conspiracy theories! Oh, come now, you’re playing with fire. Well, the world is on fire. Our students will spend the rest of their lives encountering terrible-but-beguiling arguments about how the world works; if we don’t prepare them for those, what have we been doing? So we should introduce arguments that the Moon landing was a hoax, that the Illuminati founded America, that aliens built the pyramids, and so on. At no point can we demean students for falling for any of these theories — the job of a teacher at this stage, Egan writes, is to support students in their reasoning even when their beliefs are offensive and stupid, gradually offering anomalies. There’s no way out of bad theories except through them. By the time students graduate, we want them to have wrestled with terrible ideas and — for a while — lost. They need to experience what it’s like to change their minds about something they felt strongly about. They need to viscerally realize, in Feynman’s famous phrase, “The first principle is that you must not fool yourself and you are the easiest person to fool.” High school natural science How could entering the big fights reinvent high school science? At present, so much of the high school science curriculum — especially “honors” classes — is oriented toward helping amass details. (The same is true of 100-level university classes, which famously “survey” the field to prepare for more advanced studies. I always thought this was stupid — of the huge lecture hall of students in my Geology 100 class, how many went on to take even a second course?) The meaty debates that propel science forward are held back. Egan complains: “The more general and speculative theories in any discipline are treated like an unconventional and disreputable relation who, even though the children find her exciting and entertaining, must be kept hidden from view, her very existence denied as long as possible”. This is a stupid approach — students with an adventurous bent are convinced that science isn’t for them. Egan proposes, simply, that we flip this, and organize high school science classes around the big debates. We shouldn’t be ashamed at how, well, adolescent this might look: “the dramatic, speculative, and contentious theories will be up-front in the early years of the [high school] curriculum”. What might those be? Egan doesn’t give a list, but we can spitball some: instead of explaining what “matter” is from the top down, a physics class could problematize “matter” by following the debates over the nature of dark matter and dark energy, and by becoming familiarized with the various interpretations of quantum mechanics

Inline links: In a biting essay, In my favorite of his books, https://substackcdn.com/image/fetch/$s_!ywm7!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Ff9c9b1ed-a260-4117-8679-0b5a32339748_1600x574.png, https://substackcdn.com/image/fetch/$s_!WPeH!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F62ea55f8-0458-484f-be45-7a011d050756_1600x625.png, https://substackcdn.com/image/fetch/$s_!FPXt!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fb017fc37-3151-4556-87f1-31a097cf7594_1600x574.png

Essay On Man2 mentions across 2 issues

Essay On Man is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between June 06, 2021 and June 13, 2021. The archive places it in contexts such as "Ernst Cassirer's Essay On Man"; "reviews of Essay On Man". It most often appears alongside Astralcodexten, Bay Area, biostatistician.

Article page: Essay On Man
Mention count: 2
Issue count: 2
First seen: June 06, 2021
Last seen: June 13, 2021
Book title: Essay On Man

Outbound links

Issue trail

Open Thread 175 June 06, 2021
Open Thread 176 June 13, 2021

Astralcodexten 1 shared issues
Bay Area 1 shared issues
biostatistician 1 shared issues
Book Review Contest 1 shared issues
Bruno Macaes 1 shared issues

Source context

Open Thread 175

June 06, 2021 · Original source

2: The most recent example of this is Homemade Multibody Dynamics' review of Ernst Cassirer's Essay On Man. Go there and read it so I feel less guilty about screwing up.

Inline links: review of Ernst Cassirer's Essay On Man

Open Thread 176

June 13, 2021 · Original source

1: I've heard from five people who, despite sending me entries (and in some cases having me get back to them saying I'd gotten them), somehow didn't get entered into the Book Review Contest. The people I know about are the ones who wrote reviews of The Beginning Of Infinity, Gulag+Kapital+Totalitarianism, Plagues And Peoples, Essay On Man, and Origin Of The Human Mind. If you entered but didn't end up either as a finalist or in the Runners-Up Packet, you're also in that category and should send me an email at scott@slatestarcodex.com ASAP so I can fix it. Send it from a different address than you used originally, in case the problem was that your emails end up in my spam filter. My plan is to speed-judge all of them, then pick one extra finalist which I'll present to you next Thursday, then start voting next Friday.

Early China: A Social and Cultural History1 mentions across 1 issues

Early China: A Social and Cultural History is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 01, 2023 and September 01, 2023. The archive places it in contexts such as "For more information about this era, Early China: A Social and Cultural History by Li Feng is a good overview". It most often appears alongside 536 BC, ACX, Ai Jiang.

Reference entry: Early China: A Social and Cultural History
Mention count: 1
Issue count: 1
First seen: September 01, 2023
Last seen: September 01, 2023
Book title: Early China: A Social and Cultural History
Likely author: Li Feng

Outbound links

Issue trail

Your Book Review: Zuozhuan September 01, 2023

536 BC 1 shared issues
ACX 1 shared issues
Ai Jiang 1 shared issues
Burton Watson 1 shared issues
Central Plains 1 shared issues

Source context

Your Book Review: Zuozhuan

September 01, 2023 · Original source

For more information about this era, Early China: A Social and Cultural History by Li Feng is a good overview, or the older The Cambridge History of Ancient China: From the Origins of Civilization to 221 B.C, edited by Michael Loewe and Edward L. Shaughnessy. I also drew from Li Feng’s books on Western Zhou and Yuri Pines’s work on Spring and Autumn and Warring States philosophical development, and a little from the Shiji by Sima Qian—which is another ancient Chinese historical work (generally considered the ancient Chinese historical work, the one that established the model for the rest of imperial history) worth reading, for what it’s worth. While no complete English translation exists for the entire Shiji, there are numerous translations of the short-story-length biographies of various Spring and Autumn, Warring States, Qin, and early Han figures.‘The Biography of Wu Zixu’ is the most notable account of a historical figure also present in the Zuozhuan.

Inline links: ‘The Biography of Wu Zixu’

Edison’s Conquest Of Mars1 mentions across 1 issues

Edison’s Conquest Of Mars is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between November 01, 2024 and November 01, 2024. The archive places it in contexts such as "Garrett Serviss’ Edison’s Conquest Of Mars , a sequel to War Of The Worlds". It most often appears alongside /r/BadMTGCombos, @cremieuxrecuel, @justin_garson.

Reference entry: Edison’s Conquest Of Mars
Mention count: 1
Issue count: 1
First seen: November 01, 2024
Last seen: November 01, 2024
Book title: Edison’s Conquest Of Mars

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Issue trail

Links For November 2024 November 01, 2024

BadMTGCombos 1 shared issues
@cremieuxrecuel 1 shared issues
@justin_garson 1 shared issues
Aaron Sibarium 1 shared issues
Abuelo's Awakening 1 shared issues

Source context

Links For November 2024

November 01, 2024 · Original source

Here the black line indicates that the average European of 6000 BC would have had genetic IQ 65 (compared to modern 100), but the regression line indicates more like IQ 90 - I don’t know why the researchers chose to interpret the trend as necessarily constant and linear, or whether we should follow. There isn’t enough ancient DNA to fully test whether the same happened in other populations yet, although a preliminary small-sample test on Asians suggests it happened there too (not really, see here). If the selection for IQ was a response of agriculture, we’d expect to see higher genetic IQ in populations that got agriculture earlier. But it could also be a response to sentience itself creating new selection pressures that continued to act as recently as historical time (some evidence suggests this is true of schizophrenia), which might make populations more similar. 7: Joseph Heath on Marxism vs. John Rawls. I appreciated this because everyone knows we’re supposed say that John Rawls is among the most important philosophers of all time blah blah blah but nobody had ever explained why to me (veil of ignorance seems neither very original nor very good). Heath’s answer: Marxism dominated the academy for decades, but eventually became philosophically unsustainable. This wasn’t because of the generic “Communism doesn’t work” objections that moved ordinary people. It was because Marx’s ethical critique of capitalism was based on exploitation, according to a technical definition of “exploit” that only made sense according to Marx’s labor theory of value. But the supply-and-demand theory of value quickly supplanted the labor theory, the exploitation argument doesn’t really work within supply-and-demand, and so Marxist philosophers were left without a clear ethical critique. John Rawls, by coming up with the part of the underpinning for the modern inequality-based-critique of society, let all the Marxist academics switch to being liberals while continuing to dislike capitalists. 8: /r/BadMTGCombos: a simple 19-card combination of Leyline of Anticipation, Leyline of Transformation, Mirror Room, Darksteel Citadel, Sanctum Weaver, Freed From The Real, Abuelo's Awakening, Myrkul Lord of Bones, Zimone All Questioning, Birgi God of Storytelling, Siege Zombie, Desecration Elemental, Mirror Gallery, Clock of Omens, Parallel Lives, Life and Limb, Isochron Scepter, Narset's Reversal, and Molten Reflection can be used to deal infinite damage if and only if the Twin Prime Conjecture is true. 9: During the most recent Berkeley ACX meetup, we somehow ended up discussing how often people feed living mice to snakes. The answer seems to be that there’s a debate about it in the snake community, the smartest and most experienced voices are against it, but it still happens a lot. Here’s an EA Forum post on the feeder rodent industry and efforts to make it more humane. 10: King Frederick William I of Prussia decided to have a regiment of giants in his army and scoured Europe for extremely tall people, including poaching them from other countries’ armies and forcing them to enlist against their will. He ended up with 3,000 soldiers, ranging from 6’2 - 7’6, but “many of the men were unfit for combat due to their gigantism”. So why did he do it? He liked to paint their portraits from memory. He tried to show them to foreign visitors and dignitaries to impress them. At times he would try to cheer himself up by ordering them to march before him, even if he was in his sickbed. This procession, which included the entire regiment, was led by their mascot, a bear. He once confided to the French ambassador that "The most beautiful girl or woman in the world would be a matter of indifference to me, but tall soldiers—they are my weakness" The King dreamed of a eugenics program to create even taller soldiers. He got as far as pairing up some of his tall soldiers up with tall women and birthing a few tall babies before he died; his successor had no interest and let everybody go home. 11: Before modern IP law, you could write a sequel to someone else’s book and they couldn’t stop you. Among the most successful examples is American “astronomer and writer” Garrett Serviss’ Edison’s Conquest Of Mars, a sequel to War Of The Worlds in which a vengeful human race, led by Thomas Edison, invent spaceships and attack Mars in retaliation for the first book’s Martian invasion. "The book contains some notable 'firsts' in science fiction: alien abductions, spacesuits, aliens building the Pyramids, space battles, oxygen pills, asteroid mining and disintegrator rays", and was credited as an inspiration by Robert Goddard and HP Lovecraft. 12: Joe Biden, singularitarian? (click for link to video) 13: Gwern on the chip embargo: It is pretty damning. We're told the chip embargo has failed, and smugglers have been running rampant for years, and China is about to jump light years beyond the West and enslave us with AXiI (if you will) . . . And then an expert casually remarks that all of China put together, smuggling chips since 2022, has fewer H100s than Elon Musk orders for his datacenter while playing Elden Ring. And even with that huge bottleneck and 1.4 billion people, there's so little demand for them that they cost less per hour than in the West, where AI is redhot and we can't get enough H100s in datacenters. (And where the serious AI people are now discussing how to put that many into a single datacenter for a single run before the next scaleup with B200s obsoletes those...) 14: A company called Cosm has raised $250 million to build “immersive sports experiences”, ie giant buildings sort of like a cross between a stadium and a movie theater where people can get together and watch high-quality televised sports games in a “realistic” setting; they already have facilities in Dallas and Los Angeles. 15: Cremieux: The Ottoman Origins Of Modernity. The “Ottoman” bit is a distractor; the Ottomans fought the Catholics long enough for the Protestants to get a foothold, and then the Protestants established modernity. A useful pushback against the pushback that the Catholic Church never persecuted scientists or held back progress. I’m most interested in this post in the context of Cremieux saying he wrote it in two hours. Even I can’t work that fast! 16: The Green Party, a US third party, tried to put their candidate Jill Stein on the ballot in November. The Nevada election office sent them the wrong forms and gave them false advice about the process. The Greens filed the wrong forms, the Democrats sued, and the Supreme Court disqualified Stein, calling the election office’s incorrect advice an “unfortunate mistake”. I’m disappointed in this outcome - partly for the obvious reasons, but also because the incorrect forms they submitted technically should have added a state referendum to the ballot containing only the text “Jill Stein”. If they’re going to disqualify her candidacy, then I think they should at least hold the state referendum! 17: Nostalgebraist: Google has a new tool out that will create an AI podcast for any text; you hand it the text (could be a blog post, article, or work of fiction), and the tool generates a podcast of two AI hosts discussing it. You can find podcast discussions of Nostalgebraist’s fiction (Northern Caves and Almost Nowhere) at the link, but the acknowledged peak of the genre is Podcast Hosts Discover They’re AI, Not Human, And Spiral Into Existential Meltdown. 18: Also Nostalgebraist: The Case For Chain Of Thought Unfaithfulness Is Overstated. New AIs like o1 give “chain of thought”, ie display what they’re thinking after each step. This seems like a promising avenue to solve alignment - just see whether they’re thinking “and now I will plot against humans”. Unfortunately it’s not so easy; the chain of thought isn’t always accurate (you can sometimes catch the AI “hiding” thoughts it doesn’t want its human overseers to know, like when it’s using a racial stereotype). This article argues that these examples aren’t as exciting as they sound, and chain-of-thought accurately reflects reasoning for most tasks. 19: Australian government considers making doxxing a crime punishable by up to seven years in jail. 20: Getting your brain cryogenically frozen after your death is now free. 21: Cube Flipper: Hypercomputation without bothering the cactus people. The visual system must solve difficult math problems when translating the 2D visual field into a 3D world. Can we harness this innate mathematical ability to do arbitrary work? Cognitive scientist Mark Changizi developed a series of visual circuits (eg XOR gates) based on Necker cubes, probably easier seen than described: After surveying the field, Cube Flipper proposes a more advanced visual computer based on taking DMT and viewing certain types of tiles with slight deviations: …and makes the extreme claim that something like this might demonstrate hypercomputation, ie the visual system has semi-magic computational properties beyond those permitted by normal physical laws. I am skeptical but appreciate the survey of visual computing (as well as the callback to one of my older posts). 22: Material implication in Mormonism: In the book Doctrines and Covenants, Joseph Smith reports that God told him that if he lived to be 85, he would see the Second Coming (which would place it in 1890 - 1891). Mormon apologists note that Joseph Smith did not live to be 85, so no conclusion can be drawn. 23: More old-timey psychiatric ads (this one is from 1952, source: @justin_garson): This was before they invented what we would call antidepressants today; Dexedrine is an amphetamine related to Adderall. 24: Congratulations to Open Philanthropy, the biggest effective altruist foundation… …whose grantee David Baker recently won a Nobel Prize for his research on synthetic proteins. Potential applications include new drugs, vaccines, and materials. 25: Rich Kid Memes And The Online Culture Of The One Percent. Rich people who want to signal group membership to other rich people online can’t boast about how rich they are; that would be gauche. Instead, they’ve settled on the solution of making fun of rich people in hyperspecific language that proves familiarity with the culture. 26: Tap Water Sommelier: Vladimir Putin has two sons, ages 5 and 9. They are kept in luxurious but total isolation from the outside world and raised by flunkies who are too scared to punish/restrain them in any way. Also some discussion of an unexpected historical analogue. 27: Experiment from Colombia: replacing experienced teachers with less-experience but higher-scoring-on-tests teachers significantly decreased student performance. Got to admit I was expecting the opposite of this, I’d seen US data saying that experience didn’t matter and teacher intelligence did. Looking over this more, I find lots of studies on both sides and will go back to agnosticism on this question until someone I trust investigates further. 28: Large scale-formal Intellectual Turing Test finds that people can imitate partisans effectively; ie nobody on either side can tell the difference between a Democrat arguing for Democrat values vs. a Republican-pretending-to-be-a-Democrat arguing for Democrat values (and vice versa). This study used a 100 word essay on why you supported your party (you can see if you can do better here), but past attempts with different structures (religion, vegetarianism, polyamory) have shown broadly the same results. The researchers try to put this in the context of various studies showing that people do misunderstand their opponents (eg think they’re more extreme, underestimate the level of common ground), but it seems like intellectual Turing Tests aren’t a good way to measure or tease out this misunderstanding. 29: Congratulations to Substacker WoolyAI for doing the impossible and providing a genuinely novel and interesting (to me) take on pickup artistry: 30: Did you know: if you Google “cool websites”, our subreddit (r/slatestarcodex) is the first result. 31: Moshe Koppel, who works at the intersection of computer science and Talmud, is writing a series of posts (presumably) based off of my Every Bay Area House Party, titled Jerusalem Area House Party (it’s multiple part, you have to go to the main Substack page to find the others). I won’t necessarily link everyone who riffs off one of my posts - but honestly I probably will if you also have a Wikipedia page that describes you as working on computational Talmudology. 32: David Roman says it’s a myth that Arabic scholars rescued and preserved the works of the great classical authors. 33: Medications often decrease “secondary endpoints” (eg stroke, heart attack), but the holy grail of pharma studies is proving that a certain drug decreases all-cause mortality. This is much harder (not all heart attacks kill people, and people die from lots of other things), but is the strongest possible endorsement for the drug (without it, you might worry that it only prevented non-fatal heart attacks, or that it killed as many people through side effects as it saves through heart attack prevention). Even great medications that we’re confident in can’t always clear this bar. But a new JAMA article adds another member to this select club: Adderall decreases all-cause mortality in ADHD, probably because it prevents drug addiction, car accidents, and impulsive actions. 34: Before the Gulf War got in the way, Saddam Hussein was building some crazy mosques: 35: Italy bans surrogacy - quite strictly, too, Italians aren’t even allowed to go abroad and do it. I am so sorry for all the Italians who will never get to be mothers and fathers because their government hates progress. You might hope that, whatever the other disadvantages of anti-immigrant parties, at least they’re incentivized to let natives have children, but looks like they can’t even get that one right. Starting to wonder whether the trains even run on time. 36: Elsewhere in “Italy sucks” news - did you know Italy’s tax code effectively bans startups? Companies are taxed before making any money, based on how many assets they have. If they have lots of assets but aren’t making money (eg because they’re still doing research / in stealth) then tax officials get confused and hostile and run increasingly punitive audits. Related: size of the European tech sector. It’s the red line on this chart; if you can’t see a red line at your screen resolution, then you’ve learned something important about the the EU tech sector. 37: Seen on @cremieuxrecuel’s twitter (preliminary, needs replication): Jews may have gone from 65-29 Democrat/Republican in 2020 to 58-40 this election. 38: Extelligence has a post responding to my critique of the cultural Christianity argument (among, uh, many other things), but I don’t really think it connects. I’m not telling atheists they can’t go to church/synagogue if it makes them feel happy and fulfilled - I’ve done this myself sometimes. My post was meant to argue against the claim that, for pragmatic reasons, atheists should support the Christianization of society as a defense against Islam or postmodernism or some other philosophical enemy. 39: Related: Extelligence is finally going for their Trust Assembly project/idea/startup for online consensus-based truth-seeking (I think something like a cross between Community Notes and Wikipedia, but as a browser extension, and for everything). He’s looking for potential developers/testers/users. 40: Jiankui He is the Chinese geneticist who made history with the first germline gene editing in humans (resulting in three babies supposedly immune to AIDS, although nobody has tested this). China sentenced him to three years in prison for unauthorized experimentation, but now he’s out of jail, has an English-language Twitter account, has a new lab, wants to work on Alzheimers, and seems pretty based (although not infinitely based): 41: Anthropic has a new version of their AI Claude which can use your computer. You give it permission, put it on a virtual desktop, and ask it to do things for you (eg “please find and download a picture of a cat” or “please research these ten things and put them in a text file”.) It moves your cursor, browses the Internet, and creates and saves files. People keep saying they’ll care about AI “when it operates autonomously” or “when it becomes an agent”. But this is a trivial barrier, and one which Computer Use Claude has arguably already passed. So far this feature is limited to developers (though anyone with computer knowledge can sign up for it) but I expect it to be the near future of consumer AI, to get better quickly, and to shade gradually into the “autonomous” “agentic” AI that you all think will require a paradigm shift. 42: Claim (from the IDF): Hamas faked polls showing that most Palestinians supported the October 7 attack; the real numbers are 31% in favor, 64% against. 43: Otto von Bismarck wanted to trick France into declaring war on Germany. In order to provoke the French, he sent the Ems Dispatch, a statement describing recent diplomatic events in a way that sounded maximally offensive. The French were so offended that “crowds” in Paris demanded war, and the Franco-Prussian War was declared soon afterwards. The part of this that I find most interesting is the text of the dispatch itself, which read: After the news of the renunciation of the Prince von Hohenzollern had been communicated to the Imperial French government by the Royal Spanish government, the French Ambassador in Ems made a further demand on His Majesty the King that he should authorize him to telegraph to Paris that His Majesty the King undertook for all time never again to give his assent should the Hohenzollerns once more take up their candidature. His Majesty the King thereupon refused to receive the Ambassador again and had the latter informed by the Adjutant of the day that His Majesty had no further communication to make to the Ambassador. I’m fascinated by the idea that only 150 years ago, it was obvious that if someone sent you this statement, you had to declare war or abandon all honor. If I read it carefully, I can sort of parse out that it sounds like the Prussians are unhappy, but that’s the most emotion I gather from it. Anyway, the Franco-Prussian War led to World War I which led to World War II - so if you don’t like 50 million people dying and the total devastation of Europe, blame this statement about ambassadors. 44: The first use of artificial insemination in humans: The first recorded case of artificial insemination by donor didn’t occur until 1884, when Dr. William Pancoast decided to treat a couple’s infertility by secretly inseminating the woman with sperm obtained from a medical student. The insemination happened while the patient was under anesthesia and Dr. Pancoast did not tell her what had occurred. She gave birth to a baby boy nine months later, but it was several years before the doctor finally confessed to her husband what he had done. Neither man ever informed the mother. It was 25 years later the result of this case was published. Dr. Pancoast was roundly condemned for his actions, but it did open the door for consensual sperm donor insemination. 45: ClearerThinking administers several personality tests to the same people to learn more about their comparative accuracy. I am most interested in their finding that tests with “factors” (eg the Big Five, where you rate people on a numeric scale) are inherently more accurate than those with “types” (eg Myers-Briggs, where you assign someone a specific category) and that, adjusting for this, Big Five is no more predictive than the Enneagram: 46: In 2022, I wrote Whither Tartaria, where I asked why ornate classical styles switched to more austere modernist styles around 1900 - 1950 in a variety of different arts (painting, architecture, literature, poetry, etc). I proposed seven theories, but was unsure which if any were true. Since then, Samuel Hughes of Works In Progress has been investigating. In May, he wrote a well-researched article showing that it wasn’t just increasing cost, because ornate classical architecture now costs less than ever. Now in a new article he demolishes a different theory - it’s not just decreasing cost (and subsequent lack of ability to signal wealth) - because costs didn’t decrease in several other arts, and the change was led by artists with rich people as reluctant followers. He concludes: Modernism may well be a status game of some kind; it may well signal taste more than it signals wealth; and this latter feature may be one of the things that distinguishes it from older artistic styles. But the mechanism by which this change came about must be different to the one Alexander describes. 47: Sort of kind of related - When Hamilton Lost Its Snob Appeal. The musical Hamilton was briefly an artistic/cultural phenomenon, but tastemakers eventually switched to making fun of it. Why? Rob Henderson says it happened after ticket prices came down and the common people could enjoy it. I disagree: everyone I knew who was into Hamilton got into it from the free online soundtrack long before they’d seen the show; I think this is more likely the usual fad cycle where anybody who’s too into yesterday’s fad is behind the curve and therefore uncool. 48: Related: Why are people such jerks to public intellectuals? And more. I agree this is a great mystery. 49: Some prominent Substack psychiatrists doing a video Q&A, submit your questions here. 50: Naomi Kanakia: The Literacy Delusion had a number of explanations for why reading books seemed to be so much worse for human beings (in terms of emotional wellness and productivity) than other forms of narrative entertainment, but its main theory was the integration hypothesis. That the stream of words in a book trained the human brain into a habit of self-consciousness, that reading books forced human beings to think of themselves as a stream of text, processed through time, making a coherent argument of some sort. And that this overall flattening effect forced readers to ignore aspects of their personality or their situation that were not otherwise in line with the overarching story they'd created about themselves. Basically, reading books causes repression and neurosis. The Literacy Delusion argued that, yes, human beings are storytelling machines, but that a stream of written text is a particular kind of story—a story that is particularly flat, particularly devoid of conflicting or harmonizing information—and that this flatness creates a peculiar effect on the human brain. 51: Last month, I linked Sasha Gusev’s No, Intelligence Is Not Like Height and asked people who disagreed to share their arguments; they sure did. First, several people pointed me to a new preprint, Family-GWAS Reveals Effects Of Environment And Mating On Genetic Associations, which finds that one of the main papers Gusev cited to make his case, Howe 2022, made a mistake - imputing sibling genotypes using a process designed for non-sibling genotypes - and that once that mistake is corrected, the finding disappears and intelligence and height appear similar. Second, Joseph Bronski has a more specific post where he responds to Gusev’s points one by one. He accuses Gusev of “[making] up his own chart to remove the error bars [from the originals], to obscure the fact that the study found no evidence for this in IQ”, and says that the cases where he didn’t do that are just “population stratification and range restriction”. Third, Noah Carl at Aporia, instead of writing a direct response like Bronski, argues that the usual method of attacking twin studies is obsolete; not only have the most-debated assumptions behind twin studies been thoroughly validated, but there are now other lines of evidence besides twin studies which confirm high IQ heritability. Fourth, Leonardo Parro (not framed as a response to Gusev) goes into more depth about one of those ways, a “pedigree-based analysis” demonstrating heritability of 54 - 69%, ie no “missing heritability” compared to twin studies. He summarizes this as the effect of “rare variants” compared to the usual SNPs - ie if you only look at the most common genes that are easiest to find, you get “missing heritability” compared to twin studies, but if you widen your search to rare genes that are hard to find, you don’t. 52: Extremely related: Heliospect is a startup promising polygenic selection for IQ and other traits; they were trying to stay in stealth mode but The Guardian spied on them and nonconsensually revealed their existence. The discussion on the r/ssc subreddit centered on their claim that (given enough embryos to choose from) they could increase a baby’s expected IQ by 6 points (I’ve also heard 7.5). Sasha Gusev had previously argued that current technology maxed out at 3.5 and future technology would max out at 6, so a claim of 6 - 7.5 is pretty extreme; Gwern, who wrote the pioneering analysis of this technology, was also skeptical. But Heliospect says they’ve got better predictors than academia that use the rare variants everyone else misses; after talking to the company, Gwern retracted his objections and says he finds their claim “pretty plausible”. Local ACX commenter geneticist Gene Smith also redid some calculations, changed his mind, and says “probably pretty realistic”. I find this interesting not just because of the polygenic selection angle, but because if Heliospect is right then their predictor is able to predict more genetic IQ than the “missing heritability” people believe exists, and it should be able to put this argument to bed once and for all. 53: This month in censorship: X/Twitter banned journalist Ken Klippenstein for sharing the Trump campaign’s dossier on JD Vance. Twitter’s side of the story is that the dossier was probably originally stolen by Iranian agents and they don’t want to support that kind of thing by letting people signal-boost the illicitly obtained goods; you can read Klippenstein’s side here. He appears to be unbanned now.

Educated Mind1 mentions across 1 issues

Educated Mind is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 14, 2023 and July 14, 2023. The archive places it in contexts such as "Sometimes, though, I feel that a limitation of reading Educated Mind"; "When he wrote Educated Mind in the nineties"; "Educated Mind came out in 1997, but he had built the fundamentals of his paradigm by the late Eighties". It most often appears alongside !Kung San, aboriginal people on the west coast of Canada, Adam Smith.

Reference entry: Educated Mind
Mention count: 1
Issue count: 1
First seen: July 14, 2023
Last seen: July 14, 2023
Book title: Educated Mind

Outbound links

Issue trail

Your Book Review: The Educated Mind July 14, 2023

!Kung San 1 shared issues
aboriginal people on the west coast of Canada 1 shared issues
Adam Smith 1 shared issues
ADHD 1 shared issues
Aeschylus 1 shared issues

Source context

Your Book Review: The Educated Mind

July 14, 2023 · Original source

This is a review of his 1997 book, The Educated Mind: How Cognitive Tools Shape Our Understanding. It’s his opus, the one book in which he most systematically laid out his paradigm. It’s not an especially easy read — Egan’s theory knits together evolutionary history, anthropology, cultural history, and cognitive psychology, and tells a new big history of humanity to make sense of how education has worked in the past, and how we might make it work now.

Inline links: The Educated Mind: How Cognitive Tools Shape Our Understanding

From trivial to rich: the trick What could an intellectually rich elementary school curriculum look like, if we built it on kids’ cognitive strengths? He gives us one suggestion to help us do this: ask where each discipline came from in the first place. What was math before it was math, for example — or science before it was science? Q: How on Earth could that help? That’ll become clear later, when we finally uncover what Egan thinks “education” actually is, and see what job he wants us to give schools. For now, take it as a tantalizing hint… or, y’know, just ignore it. Elementary literature & language What was literature before it was literature? Before people invented writing, they had rich oral traditions: they told simple stories, recited poems, and shared proverbs. Egan suggests that these bits of oral tradition should form the backbone of the elementary literature curriculum. Q: What sorts of stories? As many as we can, and from as many diverse cultures as possible! Folktales are wonderful, as are myths. Think the Aboriginal story of “The Rainbow Serpent”, episodes from the Sumerian “Epic of Gilgamesh”, the Egyptian story of Osiris & Isis, the Greek story of Orpheus & Eurydice, the Chinese Legend of the White Snake, the Japanese Tale of Amaterasu and Susanoo, the Ashanti tales of Anansi, the Aztec myth of Quetzalcoatl, the English legend of King Arthur, the Maori myth of Maui and the Sun, the Roman story of Romulus and Remus, selections from the Indian Mahabharata, the Anglo-Saxon epic of Beowulf, the Inca legend of the Sun and Moon, the Iroquois Myth of the Flying Head (a real thing! look it up!), and the Ojibwe story of Turtle Island. Q: That was a lot of examples. Are you going to keep giving so many? I’ve got a [mumble mumble mumble] to get to. Sorry about that. Sometimes, though, I feel that a limitation of reading Educated Mind is that, in trying to keep his book to a manageable size, Egan skimped on examples in some places that it matters. It’s easy to read his occasional example and assume he intends that it hold some central place in the curriculum — when all he wants to do is display how rich and diverse the curriculum could be. (Also: good God, I didn’t even include an example from Norse mythology!) So from now on, just assume that every category could be filled with oodles of examples. Q: What sorts of poems? Lots of poems, first of all. We shouldn’t steer toward “fancy” poems — rather, we should find poems that appeal to kids immediately — think Shel Silverstein, Mother Goose, Dr. Seuss, Jack Prelutsky, Edward Lear, or Ogden Nash… that sort of thing. In a biting essay, Egan suggests these poets like these appeal to kids precisely because they leverage kids’ cognitive strengths: “we should find, and encourage saying and singing and shouting aloud verse with strong narrative forms, thumping rhymes and rhythms, the most vivid images, fun with metaphors, and a rollicking story.” Q: Why proverbs? Proverbs stick in your mind almost effortlessly. (“All’s fair in love and war!” “When in Rome, do as the Romans do!” “You can’t judge a book by its cover!”) They’re also useful; they capture general truths. Kids can apply them to all sorts of situations, but also discuss them — to what extent are they wise or foolish? (I remember my surprise when I realized that they couldn’t all be true — because you can’t follow “look before you leap” and “he who hesitates is lost” at the same time! I’m embarrassed to say that I think I only realized this when I was in college.) Elementary science What was science before it was science? Egan suggests: being immersed in the natural world. We might, he writes, encourage elementary students to “adopt” some feature of the natural world — a patch of grass, a cat, a branch, a stream — and simply observe it at length. To do this, we can use the cognitive strength of reverie. Q: Oh, do you mean like kids sometimes do in science class nowadays — describe a thing to a partner, make notes, draw it, and label its parts? No, the exact opposite! That’s all about squeezing the experience into words and forms that we understand. What we want “is less an attempt to know about nature as to know it in some participatory way, to know it as something we are an intimate part of, not set off from”. Q: That sounds a little… “woo” to me. It did to me, too… until I remembered my childhood climbing tree. I didn’t much like to go outside as a child, but I had this one tree that I’d climb up and read for hours and hours. If I close my eyes I can bring to mind the precise texture of its bark, the roughness of its broken-off branches, the coolness of its leaves, the always-surprising solidness of its trunk… I’m bigger now, but I think if I were back in my parent’s yard, I could still navigate its limbs with my eyes closed. I have, at this point in my life, read a fair number of books about trees, but I’d be surprised if all of them together more than equaled the amount I learned from that tree — my tree. Elementary math What was math before it was math? Egan suggests: counting and logic. We might, then, use rhythms, metaphors, stories, and jokes to help kids become fond of these. Q: Counting is pretty… basic. Could it really be improved? Beware of “the curse of knowledge”: Steven Pinker’s phrase for forgetting that something was once difficult! Egan suggests we should spend time helping kids count wonderfully. We can start early with counting rhymes. (“One, two, buckle my shoe! Three, four, out the door! Five, six…”) But we can also help kids use their fingers as metaphors. There are some pretty cool ways of using your hands as an abacus — and did you know that you can count up to 1,023 using just your fingers on both hands, and a knowledge of binary? Q: Logic — I’m intrigued! Aristotelian, or Boolean? Neither, for the time being — Piaget was presumably onto something when he found that young children couldn’t reason abstractly, but he was looking at logic in a vacuum. When we put logic into the context of stories, we find that kids can deal with logic just fine. There’s an entire worldwide network of educators, in fact, called Philosophy for Children, who have written whole books about how to do this, and Egan loves it all. Sometimes they read stories and ask simple questions: “What is friendship?” or “What does it mean to be brave?” They also pose ethical questions: “Is it ever right to spill a secret?” And they pose paradoxes: “Can you step in the same river twice?” Q: You mentioned “jokes” a moment ago. Care to elaborate? Egan thinks that, to help kids get good at math, you should tell kids jokes. Q: That’s… new. I think so, too — but he backs it up pretty well. To be funny, jokes (or at least most kid jokes) rely on a leap in logic: Why can’t you trust an atom? They make up everything. Knock-knock. Who’s there? Boo. Boo-hoo? Don’t cry, it’s just a joke! To understand the joke, kids have to follow the logic — spotting patterns, making connections, and tracking what their audience expects a word to mean. That’s a lot of cognitive lifting. And Egan goes further, suggesting that we grit our teeth and create methods to help kids invent their own jokes, no matter how horrible they’ll be at first. (The things we do for learning…) Q: Wait wait wait! What about addition facts, and multiplication tables, and fractions? Egan emphasizes that his methods are designed to be add-ons to the standard math curriculum. In general, he’s a don’t-blow-up-the-system sort of guy, and if something seems especially weird, you should probably assume it’s an add-on to the regular curriculum rather than a replacement, even if I forget to say so. Elementary arts What was art before it was art? Egan suggests we pop our heads into Paleolithic caves for our inspiration. Whatever the specific meaning of all those charcoal elk and aurochs and mammoths (communication with the spirit world? art for art’s sake? a way to impress babes?), Egan thinks it obvious that they were also an attempt to capture an intense experience that would be difficult to express in words alone. What did it feel like to be near an aurochs, or a saber-toothed tiger? “The arts help us,” Egan writes, “to hear and see afresh, to force our perceptions and sensations to experience again the immediacy and vividness of the world”. If we follow this, then, we don’t want to help kids build “art skills” so they can draw like an adult — rather, we want to help them amass a repository of diverse aesthetic feelings that they’ll want to express. We should provide them with a riot of experiences. Q: That couldn’t be more opaque. Examples, please! Egan writes that we should have children learn to whistle, sing, and click their tongue; we should help them emulate the ways a skunk or a hawk or a stick bug might move through a space. We should expose them to scores of different temperatures and materials. In music, we should help them love Beethoven, yes, but also the Beatles; Tchaikovsky, yes, but also Tuvan throat singers, and also John Cage, whale song, and bird song. Q: That’s a lot of experiences, but what would they be doing? An interesting aspect of Egan’s view of education is that he doesn’t seem to think we should push kids right to the “doing” phase. He wants to help kids cultivate an affective relationship with the world. In any case, he writes that as students get more experienced, we should prompt them to move from merely enjoying these experiences to trying to systematically shape similar experiences. And drawing, painting, and playing music could easily be folded into other parts of the curriculum. Elementary social studies What was social studies before it was social studies? Well. Remember how, just a moment ago, I wrote that you could assume that you should probably assume that Kieran isn’t in favor of junking the curriculum as it currently stands? He suggests we very carefully pick up the elementary social studies curriculum, place it into a trash can, and set the whole mess on fire. He isn’t worried about much of importance being lost. (Remember that the “expanding horizons” model is, to him, the original sin of 20th century educational reform, and he repeatedly quotes student surveys showing that “social studies” regularly wins the title of “most boring subject”.) In its place, he suggests we put history — which, he hints, we should think of as the centerpiece of the elementary curriculum. So the real question is what was history before it was history? His answer, surprisingly, is myth. Q: Egan wants us to teach myths as if they were history? Not at all. What he suggests, though, is that we look at how myths operate as narratives — so we can design an intellectually vivid history curriculum. And myths really are special: each is built on at least one binary (like weak vs. strong, or lies vs. truth, or so on), and uses that to tell the story of the big picture of the world. They’re so powerful that people can understand it, remember it, and love it — even if that thing never happened. We should take that power, Egan says, and apply it to things that really did happen. Q: So what history does he think kids should learn in elementary school? The great struggles of humanity from across the whole. Flippin’. World. We’re still talking about young children, so these should be done as simple stories. The goal isn’t to make them history PhD’s, so we needn’t even try to put them in any sort of order. Egan suggests that, in first grade, we pick a single binary like “freedom against oppression” and tell kids a welter of stories, again from as many cultures as possible, and as many times in history as possible. Q: Can you give examples? Oh, all right — in first grade we can tell kids the stories of the war of the Greek city-states against the Persian empire, and the slave uprising of Spartacus against the Romans. We can tell them about the plight of Jews in medieval Europe, and of the unsuccessful Sepoy Rebellion in India against the British. We can tell the stories of the American, French, and Haitian Revolutions, and about the Chinese Taiping Rebellion against the Qing Dynasty. We can tell them the story of the escaped slave Harriet Tubman returning to the South to rescue her kinsmen, the story of six-year-old Ruby Bridges facing threats to integrate her elementary school, and the story of how the Mau-Mau uprising led to modern-day Kenya. We can tell the stories of Mexican-American union organizer Cesar Chavez and of Malala Yousafzai surviving an assassination attempt to advocate for female literacy. The world does not lack for stories of oppression and liberation that can capture the attention of a six-year-old. Q: That’s… huh. What stories might they hear in second and third grade? Egan gives examples, but I won’t list them here. He suggests we use a similar approach for each, except that we swap out the binary each year. He thinks “the struggle for security against danger” would work well for year two, and “the struggle for knowledge against ignorance” would work well for year three. (That year could have a lot of overlap with the science curriculum.) Q: Anything else, for history? Yes — they should get a sense of Big History. They should get some simple stories about the ice age, the Cenozoic, the age of dinosaurs, the Paleozoic, the origins of our solar system, and the Big Bang. (Because if the ancient Norse can tell their story of the beginning of the universe, by gum, we can tell ours, too.) To sum up Egan argues that the problem of early schooling is that it’s trivial — and it’s trivial because the dominant theories of educational psychology see children as lesser versions of adults. What else would we teach them, except dumbed-down versions of what adults learn? But children have certain cognitive strengths that schools aren’t making systematic use of. If we rebuild elementary schools on those strengths, we could turn schooling upside down. We could stop seeing the curriculum as a bag of information to impart, and start seeing it as a set of great stories to tell — and invite kids into. Kids could experience (both intellectually and emotionally) the great struggles of humanity and see that they can join in them. Students could experience the story of education as the beginning of a very real adventure. Egan’s elementary school: some skeptical questions Q: I’m not sure I’m understanding what you mean by “mental images”. Care to explain? It’s an interesting fact of human cognition that just a few words can whip up a complex mental experience. Egan doesn’t just mean what we might call “visual imagery” — the ability to hold, say, the image of a bespectacled, spat-wearing duck in your mind without seeing a photograph. He’s also including what psychologists call auditory imagery, olfactory imagery, gustatory imagery, and tactile imagery. Q: How could all of that be helpful in schools? Humanity has a built-in VR system, and we’re not using it! Egan invites us to pretend we’re teaching a class about the humble earthworm. We might list off facts — “earthworms are so many centimeters long, move through soil by means of their something-or-other muscles…” but he suggests we can evoke images, say, “of what it would be like to slither and push through the soil, hesitantly exploring in one direction then another, looking for easier passages, contracting and expanding our sequence of muscles segment by segment, and sensing moisture, scents, grubs, or whatever”. Those facts are now felt by the student; the knowledge has become part of them. And just a few words can spark a complex mental experience, one going beyond literal images to include imagined sounds, smells, tastes, and more. These experiences can feel real and stick with us. (That these mental images are so easy to evoke, and so meaningfully felt, feels something like the proverbial hundred dollar bill on the ground.) Q: How could metaphors be helpful? It really is interesting that so much of the “constructivist” turn in psychology — that is, the notion that children don’t absorb knowledge, but construct it — has continued to focus on logics-mathematical reasoning, when there’s been mounting evidence for decades that metaphors are more central. It’s not just that we use metaphors to better understand things we already know, we also use them to grasp new knowledge. What’s more, psychologists have devised tests to measure the skill at metaphor-making, and have given them to people of different ages. What they found was that eleven-year-olds make more metaphors (and higher quality metaphors) than do undergraduates — and that four-year-olds have both groups beat. Again, hundred dollar bills on the sidewalk. Q: Your talk of “binaries” has me worried — binaries like good/evil and male/female are the source of so many of our most pernicious stereotypes! Isn’t the purpose of education to get us beyond stuff like this? Yes, it is! Education is supposed to complicate our understanding — but that means we’ve gotta start somewhere, and binaries provide us a natural starting place. As an uncontroversial example, think about temperature. We all begin as babies by perceiving two temperatures — hot and cold. Later, we add on intermediate categories — warm and cool. (Note that the human body is the assumed mid-point to temperature. Binaries often work like this; “big” and “small” mean “bigger or smaller than me”, “nasty” and “kind” mean “nastier or kinder than I am, except when my brother is really asking for it”, and so on.) A good story (and an Egan-inspired elementary curriculum is, in a sense, nothing but good stories) will go further, and transform the binary. Toy Story is grounded in the binary of abandonment/belonging: at the beginning, the toy cowboy Woody belongs to his owner, and has his affection. Then a rival comes who threatens his belonging. In trying to get back to belonging, Woody is entirely lost — and to save the day, he has to come to a deeper understanding of what belonging means. Now, all lessons can’t be Pixar movies. But the good stories (especially in literature and history) will challenge and subvert the binaries they begin with. Q: I see the pattern of Egan drawing from “as many cultures as possible”. Why so many? Is this a political correctness thing? If it helps to think of it as such, then, sure! I don’t think Egan would have had a problem with that. But his ultimate reason for including so much diversity goes deeper. For Egan, including such world-wide diversity isn’t optional, and the answer to why is bound up in his definition of education. (Keep reading.) His answer also insists that we, whenever possible, also include stories from the Bible and Homeric epics (the Iliad and Odyssey). Q: Mmm, stories from the Bible aren’t going to fly in my local school! So be it! Egan doesn’t spend much time obsessing over the practicalities of… His interest is in describing what an ideal education might look like, if it were possible. Every lesson, every classroom, and every school is necessarily a compromise. Q: You make a big deal of poems. But isn’t poetry dead? An interesting contrast can be made to classical education, which also has kids read a lot of poems — they see knowing great poems as one of the marks of an educated person; again, for an academicist, it’s the information that transforms. Egan begs to disagree. Poems are important because they’re a wonderful way to train their cognitive strengths, like rhythm (poems are language fueling by thumping). We want to help kids learn to use this tool better, and a great way to do that is to help them recite poems that they’ve learned by heart. Q: “Learn by heart” — is that code for “memorize”?! It is! Egan is actually quite big on memorization — he points out that all the knowledge in the world can do nothing for a person once they’ve forgotten it. He didn’t, however, appreciate the academicist focus on memorizing without understanding (or at least enjoyment). Q: I’m still worried about the science curriculum, as you’re describing it. Can you allay my fears? Honestly, while I feel there’s something profoundly right to how Egan is describing early experiences of nature, I feel the same way. Note that there’s more science coming in the social studies curriculum. But if that’s still not enough, one could bring down aspects of the middle school science stage. Q: Anything else that Egan suggests we do in elementary school literature and language? He suggests that we help kids learn a second language! This is so obviously true (why do American schools typically wait until kids lose the ability to naturally absorb languages to start teaching languages?) he doesn’t belabor it, though. Q: You had mentioned that Egan’s vision seems more internal-focused. Should we be worried about that? While I strongly suspect that his curriculum would make kids more creative in any way you’d like to measure it, Egan wasn’t particularly interested in “creativity” — he was more about helping kids find the world interesting. I get the sense that he thinks kids will do things with minimal prompting once they’re loaded up with complex internal experiences. Q: I think I’m beginning to understand Egan — is he basically saying “make learning fun”? “Fun”, applied to education, is a dangerous word. Egan worries about the dangers of an emotionally unserious curriculum producing emotionally stunted adults. That doesn’t mean we need to tell students only “serious” stories — only that we treat the world honestly. “Disney-esque sentimentality is the exact emotional equivalent to intellectual contempt”. Q: But aren't some of these stories too dark for children who have themselves experienced oppression and disaster? Egan argues that these stories may be especially helpful to them — they can help them understand their struggles better, and give voice to them. Q: At the very start of this, you promised us “rationality”… but I’m not seeing rationality here! All this talk of “adventure” almost seems to go the opposite direction. What gives? Wait for it. But for a hint right now — Egan is fond of citing his fellow educational theorist Jerome Bruner, who claimed “any subject can be taught effectively in some intellectually honest form to any child at any stage of development”. Bruner was criticized for that; his critics charged that he was ignoring learning differences and socio-economic realities. Egan thinks he was profoundly right. Part 3: A new kind of middle school What’s the matter with middle school? What was middle school like for you? In math, I recall a jumble of barely-related topics. In literature, I remember reading great literature — Frankenstein, Romeo and Juliet — only in their dumbed-down summary formats. In social studies, I remember teachers proclaiming on the first day of class that unlike all of our previous history classes, this class wouldn’t be about names and dates… and then going on to memorize names and dates. And in science, I remember being forced to dissect a frog only to discover that frogs are — you guessed it — made of slimy frog parts. Your mileage may vary, but for a lot of us, middle school feels like getting booted out of the (in retrospect) Eden of elementary school, and like marking time before the serious studying of high school. It feels meaningless. In my favorite of his books, Egan calls so much middle school curricula “human deserts”, noting “we have created a system in which the importance of human emotions for meaning seems barely noticed”. Why so meaningless? If our dominant approaches to educational psychology fundamentally misinterpret younger children, Egan suggests, they basically throw up their hands when faced with pre-teens and teenagers. Mainstream schools begin to introduce vocational training to help lighten the load, and Maria Montessori famously suggests that adolescents should be sent to go run a farm. Egan is sympathetic to those responses, but points out that they don’t do much to lighten the load that the academic curriculum often becomes at this age. This feeling of meaninglessness, he argues, is utterly tragic — it comes just when a hunger for meaning blossoms in adolescents! We can see that hunger for meaning in their lives outside the classroom, where their interests ramp up into veritable obsessions. What are adolescents obsessed with? What might we see, if we become Jane Goodalls of early adolescence? First, teens are obsessed with gossip. The motivations of others — why did he do that? and what was he THINKING? — are hypothesized and talked to death. Second, that they’re pulled toward idealism. Many feel a dissatisfaction with the world as it is, and feel a romantic urge to make it a better place. They’re often lured into simplistic beliefs that promise to help them do that. Third, they love extremes: they want to find limits, and test them. Obviously, this can show up as risky behavior, but we can also see it in their love for the bizarre — note adolescents’ fascination in things like aliens, cryptids, and ghosts. (Egan loves pointing out that The Guinness Book of World Records is a perennial bestseller among kids at this age. How else would they find out who had the world’s longest fingernails?) Fourth, they gravitate toward heroes — people who push the edges of those limits. By celebrating heroes, they can vicariously share in their transcendence. Look for the posts hanging up in a teenager’s bedroom to guess what boundaries they feel most hemmed in by: athletes push against physical limits; a death metal guitarist might push against authority and conventional morality. An activist or entrepreneur might push against our dulled morality or our sense of what’s possible. Finally, we might spot teens taking up hobbies and making collections. Hobbies can be a way to identify yourself as part of a group against the rest of the world (“I’m the sort of person who goes bird-watching!”), and collections can be a way to climb the status ladder inside the community. Egan points out that a collection can also be a way to feel like you have control over what you’re discovering is a very big and complex world of detailed information (“I’ve spotted every one of the fifty most common birds of Texas — even the black-capped vireo!”) Egan’s insight is that these obsessions give teenagers a sense of meaning, and that we can use them as tools to make middle schools that overflow with meaning. From meaningless to meaning-soaked Again, Egan sketches out a new kind of curriculum subject-by-subject. Before, his trick was to ask where the subject first evolved out of; now, it’s to ask who first discovered or created the specific content we’re teaching. “All knowledge”, he writes, “is human knowledge. Everything we know is knowable through the lives of its inventors, discoverers, or users, and we can have access to that knowledge through the hopes, fears, or intentions that drove them”. Middle school math Who first discovered the concepts students learn in math? The answer, of course, is a wide diversity of curious men and women living across the world over the last few thousand years. Egan says: bring those people into how we teach math. If we used gossip and heroes to help students find it meaningful, what kind of math would result? When we teach the Pythagorean theorem, we should give a sense of who Pythagoras was — a cult-founder who worshiped numbers to find God, whose followers (according to a piece of ancient gossip) murdered one of their members who discovered irrational numbers! Q: Well, sure, that works for Pythagoras, but he’s a known nut job; surely most math doesn’t come from such interesting roots? When we teach the Cartesian coordinate system, students should meet Rene Descartes, the Calvinist French polymath who saw the possibility that math could decipher the world, if only we could unite algebra and geometry… and invented the xy-plane to do exactly that. When we teach scientific notation, we should call our students’ attention to the importance of the number zero, and tell them the story of the Pope who tried to introduce Arabic numerals to Christian Europe and may have been assassinated because of it. When we teach algebra, we should ask students why “algebra” is Arabic for “the fixing of bones”, and tell the story of what Muhammad ibn Musa al-Khwarizmi was up to. We could do this all day. Literally everything students learn in school was first invented or discovered by some interesting person who was struggling to accomplish something hard. To learn is to connect with those people, whether we know it or not. Egan says: help kids know it. Math has been dehumanized: re-humanize it. Q: So the math curriculum needs to become a history of math curriculum, and math teachers need to become history teachers? No, the content needn’t change. But with surprisingly little work, we can bring in the gossipy stories of heroes, and their obsessions can spread to students. Middle school science Who first discovered the things students learn about in science? If you’re thinking “scientists”, you’re only partially right. Most of the big-picture ideas that we now think of as “science” were discovered before the word “scientist” was invented, or the discipline was professionalized. Frequently, they were hatched by true amateurs, working in their free time, hungry to unlock the secrets of nature. We can use gossip and heroes to spread their obsessions to students just as we taught math, but Egan points out two twists. The first is that the content itself can take on heroic qualities: everything is impressive, when you look at it in a certain light. In an interview, Egan once said: “My book is an attempt to show that, indeed, everything in the world is wonderful, but that schools are designed almost to disguise this slightly shameful fact. We represent the world to children as mostly known and rather dull. The opposite is the case: we are surrounded by mystery, and what we know is fascinating”. What would even the most boring subjects look like, if we emphasized their heroic qualities? Well: What’s a tooth? Bone, wrapped in rock, surrounding tiny cells that your body feeds with blood. What’s a bar of chocolate? A crystal of jellyfish-shaped fat molecules stacked together; when you put it in your mouth you shake them apart into a writhing confusion. What’s the air around you? The bottom of a 10-mile-deep ocean; when you put your tongue over a soda straw and your Pepsi stops leaking out, it’s not because a “vacuum” is “sucking” it up, but because that ocean is squeezing it into your face. Again, we could do this all day! And in middle school science, we can. Everything in the world is wonderful; we can help students see this again and again. The second twist is that science is a subject rich in extremes. Here Egan introduces a concept that we’ll see crop up again: “15-minute segments”. To help us fit as much wonder as possible into a school day, he suggests we supplement the usual school subjects with a few quick lessons. To infuse science with extremes, he suggests we add on three: “human & natural records”, “extremes of animals & plants”, and “cosmology”. Middle school history Who first made the things students learn about in history? Why, the historical characters themselves! Since we’ve given kids a grounding in history in elementary school, now we can build on that, going through many of the same events as before, but in more depth, and more vividly. We’ll leverage the interest with other people’s inner lives to tell stories focusing on the perspectives of the people who made history — zooming in, when possible, on scandalous details. We’ll leverage the tool of idealism to choose historical characters who chafed against their surroundings, and understand what they were trying to accomplish. What was their vision of the world? What did they hope for, and what did they fear? Q: Isn’t the “great man” approach to history out of fashion? Egan’s approach doesn’t say that “great men” made history — it’s just leveraging gossip to help kids see history as something meaningful that can expand their own possibilities. “Early adolescence is commonly a time of intense and vivid emotional life, and also a time of deepest boredom and depression… [We] can give shape to the intermediate curriculum and offer the students a world that is rich, complex, varied, and as intense and vivid as their own emotional lives”. We also should add on another “15-minute segment” just to pump in as many biographies as possible, and from people who don’t always fit into the normal history curriculum. Call it “Brief Lives”, and throw in anyone who’s struggled to push some limit — Mary Wollstonecraft, Jesse Owen, Dietrich Bonhoeffer, one of the students’ great-aunts, whoever. As students get older, this can transition to “People and Their Ideas”. Here, we’d focus less on the details of the person’s life, and use it as a backdrop to showing how meaningful some of history’s most important ideas could be. Think Aristotle and syllogisms, Edward Said and orientalism, Confucius and propriety, Cornel West and race, Buddha on the four noble truths, Muhammad and the five pillars, Karl Marx and communism, Adam Smith and the invisible hand, Thomas Hobbes and the state of nature, John Locke and natural rights, Jeremy Bentham and utilitarianism, Thomas Aquinas on the sacraments, Martin Luther on faith, Voltaire on the freedom of speech… you get the idea. Q: Can you really get a profound understanding of utilitarianism in 15 minutes? Yes! The point of this segment isn’t to develop a systematic understanding of any one idea, it’s to introduce students to the exciting possibilities of human thought. (As a bonus, this might make them less likely to fall for the first ideology that they encounter later in life.) Diversity is important for this — as it is with culture. Throughout this, we should also be trying to expose students to as much cultural diversity as possible, because in high school, we’ll be trying to make sense of our society, and it’s impossible to do that unless we have something to compare it against. Middle school literature & language You might think that this subject would be easy — that middle school literature is already filled with “strong and clear narratives”, that it deals with “transcendent human qualities such as courage, love, and persistence”, that it focuses on “extremes of human experience”, that it examines “something strange and exotic”. You’d be right! Egan’s pretty happy with a bog-standard middle school literature curriculum, done well. In this part of the book, his spends most of his limited space suggesting three rather odd activities which could also be useful — especially for increasing students’ awareness of language, so they can use it better. The first is etymology — not, however, memorizing lists of roots, but in being told the entertaining backstories of specific words. Take the word “berserk”, for example — we now use it to mean something relatively mild (“if my mom catches me coming home late, she’ll go berserk”), but it comes from an old Norse word meaning “a raging warrior of superhuman strength”. And that’s because ber meant “bear” and serk meant “shirt”: soldiers of the bear cult would don the skin of a bear to, in their minds, transform into one — howling, foaming at the mouth, and gnawing the rims of their shields. (Most adults walk through life with little understanding that the words falling out of their mouths are entities, with their own back-stories. Communication is, at the very least, more interesting when we become aware of this.) The second is to add on another language to learn — not, this time, to become fluent in it, but just to become aware of how very different human languages can be. (For native English speakers, Sanskrit might work well, or Cantonese, or perhaps even ancient Egyptian. Again, the point isn’t for this language to be useful — it’s to explore diversity.) The final one is to study humor — not just jokes anymore, but comedy at its finest. Egan cites (at length!) Monty Python as a group of people who were particularly brilliant in their use of the English language. Examining their skits can lead us into not just an appreciation of semantics (the study of how meaning is made from smaller pieces, like etymology) but also pragmatics (the study of how meaning is made in social situations). Pretty heady stuff, for a conversation about a dead parrot. Part 4: A new kind of high school I’ll confess — I loved parts of high school… and among nerdy folks, I suspect I’m not alone. For some of us, this was a golden time. Even at my local public high school, I had access to academically thrilling classes — especially, in my last two years, advanced literature and history. I felt like I was finally understanding the ideas that mattered. In any case, Egan is quick to acknowledge that, at this level, the sort of education he advocates really is being practiced in some places. What he can add is an understanding of what makes it wonderful, how to make it even more wonderful, and how to make it wonderful for many, many more people. What’s the matter with high school? Far too often, even when high school classes are intellectual, they’re dry. For the majority of students, all this academic stuff is experienced as utterly lifeless, a mass of dead information to be squeezed inside one’s head for a test and then left to evaporate. Egan mocks the curriculum wars that seem to be a permanent feature of the teaching life; quoting the sociologist Pierre Bourdieu, he says “while the academic left and right bicker over whether the curriculum is too traditional or too radical, they fail to recognize that most students absorb so little of academic culture that the bickering is largely irrelevant”. Why so dry? Egan suggests three reasons to explain this. First, because high school academic classes are too often masses of small details with no sign of the big picture. Second, because they’re typically slavishly disciplinary, and aren’t able to address the questions that span the disciplines. Third, because they’re often designed to bring students through what everyone is sure of, and hide away any controversies. In all of these, Egan suggests that what’s called “academics” in high school is too often a dim imitation of what real academics are actually practicing. There’s a fourth reason, though, and it’s probably the biggest of all — by the time they get to high school, most students haven’t actually learned that much! An academic approach is designed to connect small details into the big picture; for people who arrive in high school (and college) classes without having already collected much in their heads, academics are going to taste dry. (An implication of this for anyone trying to improve schools is that we might not want to start with high schools. If your goal is to create a new kind of academic learning, first start at elementary school — or barring that, middle school.) What motivates mad scientists? When we wanted to re-conceive the elementary and middle school curriculums, we looked at what students were already good at — kids’ cognitive strengths and adolescents’ obsessions. For this level it might be easier to look — for reasons that will become clear when we finally unveil Egan’s crazy-sounding definition of education — at the sorts of things that bring intellectuals joy. Q: Which intellectuals? Take your pick. Galileo, Einstein, Smith, Marx, Goodall, Chomsky, Curie… all the people who took to the life of the mind like fish to water. But that’s a lot to hold in my mind at once, so I’m just going to think about Doc Brown from Back to the Future: He was high on intellectualism I’ve never been there, but the brochure looks nice Let’s call these people “mad scientists”. And let’s pretend we once again took up our job of being primatologists, and snooped on these folks “in the wild” (“in the lab”? this is beginning to get recursive…)… what would we find motivating them? Asking simple questions, for one. (What is space? What is society? What is a human? What is language?) Building general schemes (big theories) that hold lots of evidence together. Finding their place in the cosmos. And (perhaps above all) seeking certainty. Once again, Egan suggests we use these as tools to remake the curriculum. From dry to daring What could a high school curriculum look like, if it were rebuilt on these tools? Once again, Egan has a trick. This time, it’s to ask what fights have driven the development of each of these fields forward — and how we can help students enter them. First, a mini-segment! Intellectuals invented the academic disciplines to better pursue the life of the mind, but the disciplines can get in the way. Some of the most important intellectual discoveries that could help students are too big to fit into any of the disciplines. We need a place to introduce them plainly. Egan proposes another mini-segment — again, just 15 minutes a day, a few times a week — called “Metaknowledge”. Q: Isn’t that already in the International Baccalaureate program? Yes, he acknowledges that he’s borrowing from that! This segment would introduce ideas that would enrich student thinking across the disciplines: game theory, cognitive biases, systems thinking, Bayesian reasoning, epistemology, ethics, logic, cultural evolution, and so on. High school literature How can we help students enter the big fights of literature? Intellectuals of a literary bent — professors, critics, poets, novelists — delight in arguing over literature like rabbis arguing over the Talmud. Take, just for one example, the debates over Shakespeare’s character of Ophelia. Does she love Hamlet, or is she a victim of his emotional abuse? Is she truly insane, or is she acting? Is she passive, or is she pulling the strings? Oceans of ink have been spilled arguing over questions like these; our students can, perhaps, spill a few ounces more. The usefulness of arguing literature, for Egan, isn’t that it’s oh-so important for educated adults to know a lot about Ophelia. (This, again, was where the academicists went wrong — in thinking that being educated was about getting the best knowledge in your head.) Rather, arguing over literature is a training arena for the all-important intellectual move of this kind of understanding: building general schemes out of evidence, and struggling with anomalies. One person, for example, might hold that Ophelia is insane, and cite all sorts of obvious evidence — her father just was murdered by her lover, she rants nonsense while (bizarrely) handing out flowers to friends… But then he’s challenged when he reads a scholar pointing out that, to people in Elizabethan England, types of flowers have symbolic meanings. How does he deal with that? He could ignore it, claiming it an over-reading of Shakespeare. (Sometimes a flower is just a flower!) Or he could address it, complicating his own scheme. This intellectual work is best done with other people, who are incentivized to challenge your understanding of something, and go back and forth, building competing models and calling attention to anomalies. This process — the “dialectic” — pops up again and again in the academic disciplines. It’s the center of how understanding works, at this stage. And the nice thing about practicing it on literature is that, more so than in history or science, the evidence is shared knowledge — it’s right in front of everyone, written out. But there are other ways literature class can be helpful to the general life of the mind. Egan also suggests that we’ll want to specially include literature that helps students understand complex ideas. Camus, Orwell, Borges, Calvino might be particularly helpful here… and I imagine that genres like science fiction and magical realism might be particularly useful, too. (Note, though, that once again none of this requires a radical remaking of the curriculum, or of the canon of texts that we traditionally assign to high schoolers.) Q: Oh yes, the canon — what does Egan have to say about the canon wars? When he wrote Educated Mind in the nineties, the long-brewing canon war was approaching its inevitable apocalyptic climax. On one side of this Plain of Megiddo were the pro-canon traditionalists, arguing that we should keep assigning the texts that had been argued over for centuries. Facing them were the anti-canon reformers, arguing the standard texts over-represented the perspective of dead white men. Onto the middle of the plain rides Egan on a white horse, who bellows above the din: “I’VE GOT A BUSLOAD OF HIGH SCHOOLERS WHO WANTS TO JOIN IN, EVERYONE OKAY WITH THAT?” To do so, he says, we need to give students the arguments from both sides. So, for example, bell hooks, Edward Said, and China Achebe should be on the syllabus, as should Allan Bloom, Mortimer Adler, and Diane Ravitch. And of course they should actually read the texts cherished by both sides, too, so they can argue better. High school history How could entering the big fights help us reinvent high school history? First, we might look for dueling histories. It’s time for students to get into historiography and understand that history isn’t just what happened, it’s something we make. We might help kids read chapters from Howard Zinn’s socialist history of America alongside the corresponding chapters from Paul Johnson’s conservative history of America. How could big questions help? We want to help students see how various people have disagreed over some of the big questions of what human history is, at its most basic. We can have them compare Steven Pinker’s theory of civilization’s progress (Better Angels of our Nature) with Yuvah Noah Harari’s theory of civilization’s woes (Sapiens). We could have them compare so-and-so’s account of human history as an ever-expanding unlatching of energy sources with Robert Wright’s account of human history as unlatching more and more positive-sum games (Nonzero). What role could the lure of certainty play? To help them grow their skills at finding anomalies, we might help them work through pseudo-histories and conspiracy theories. Q: Conspiracy theories! Oh, come now, you’re playing with fire. Well, the world is on fire. Our students will spend the rest of their lives encountering terrible-but-beguiling arguments about how the world works; if we don’t prepare them for those, what have we been doing? So we should introduce arguments that the Moon landing was a hoax, that the Illuminati founded America, that aliens built the pyramids, and so on. At no point can we demean students for falling for any of these theories — the job of a teacher at this stage, Egan writes, is to support students in their reasoning even when their beliefs are offensive and stupid, gradually offering anomalies. There’s no way out of bad theories except through them. By the time students graduate, we want them to have wrestled with terrible ideas and — for a while — lost. They need to experience what it’s like to change their minds about something they felt strongly about. They need to viscerally realize, in Feynman’s famous phrase, “The first principle is that you must not fool yourself and you are the easiest person to fool.” High school natural science How could entering the big fights reinvent high school science? At present, so much of the high school science curriculum — especially “honors” classes — is oriented toward helping amass details. (The same is true of 100-level university classes, which famously “survey” the field to prepare for more advanced studies. I always thought this was stupid — of the huge lecture hall of students in my Geology 100 class, how many went on to take even a second course?) The meaty debates that propel science forward are held back. Egan complains: “The more general and speculative theories in any discipline are treated like an unconventional and disreputable relation who, even though the children find her exciting and entertaining, must be kept hidden from view, her very existence denied as long as possible”. This is a stupid approach — students with an adventurous bent are convinced that science isn’t for them. Egan proposes, simply, that we flip this, and organize high school science classes around the big debates. We shouldn’t be ashamed at how, well, adolescent this might look: “the dramatic, speculative, and contentious theories will be up-front in the early years of the [high school] curriculum”. What might those be? Egan doesn’t give a list, but we can spitball some: instead of explaining what “matter” is from the top down, a physics class could problematize “matter” by following the debates over the nature of dark matter and dark energy, and by becoming familiarized with the various interpretations of quantum mechanics

From dry to daring What could a high school curriculum look like, if it were rebuilt on these tools? Once again, Egan has a trick. This time, it’s to ask what fights have driven the development of each of these fields forward — and how we can help students enter them. First, a mini-segment! Intellectuals invented the academic disciplines to better pursue the life of the mind, but the disciplines can get in the way. Some of the most important intellectual discoveries that could help students are too big to fit into any of the disciplines. We need a place to introduce them plainly. Egan proposes another mini-segment — again, just 15 minutes a day, a few times a week — called “Metaknowledge”. Q: Isn’t that already in the International Baccalaureate program? Yes, he acknowledges that he’s borrowing from that! This segment would introduce ideas that would enrich student thinking across the disciplines: game theory, cognitive biases, systems thinking, Bayesian reasoning, epistemology, ethics, logic, cultural evolution, and so on. High school literature How can we help students enter the big fights of literature? Intellectuals of a literary bent — professors, critics, poets, novelists — delight in arguing over literature like rabbis arguing over the Talmud. Take, just for one example, the debates over Shakespeare’s character of Ophelia. Does she love Hamlet, or is she a victim of his emotional abuse? Is she truly insane, or is she acting? Is she passive, or is she pulling the strings? Oceans of ink have been spilled arguing over questions like these; our students can, perhaps, spill a few ounces more. The usefulness of arguing literature, for Egan, isn’t that it’s oh-so important for educated adults to know a lot about Ophelia. (This, again, was where the academicists went wrong — in thinking that being educated was about getting the best knowledge in your head.) Rather, arguing over literature is a training arena for the all-important intellectual move of this kind of understanding: building general schemes out of evidence, and struggling with anomalies. One person, for example, might hold that Ophelia is insane, and cite all sorts of obvious evidence — her father just was murdered by her lover, she rants nonsense while (bizarrely) handing out flowers to friends… But then he’s challenged when he reads a scholar pointing out that, to people in Elizabethan England, types of flowers have symbolic meanings. How does he deal with that? He could ignore it, claiming it an over-reading of Shakespeare. (Sometimes a flower is just a flower!) Or he could address it, complicating his own scheme. This intellectual work is best done with other people, who are incentivized to challenge your understanding of something, and go back and forth, building competing models and calling attention to anomalies. This process — the “dialectic” — pops up again and again in the academic disciplines. It’s the center of how understanding works, at this stage. And the nice thing about practicing it on literature is that, more so than in history or science, the evidence is shared knowledge — it’s right in front of everyone, written out. But there are other ways literature class can be helpful to the general life of the mind. Egan also suggests that we’ll want to specially include literature that helps students understand complex ideas. Camus, Orwell, Borges, Calvino might be particularly helpful here… and I imagine that genres like science fiction and magical realism might be particularly useful, too. (Note, though, that once again none of this requires a radical remaking of the curriculum, or of the canon of texts that we traditionally assign to high schoolers.) Q: Oh yes, the canon — what does Egan have to say about the canon wars? When he wrote Educated Mind in the nineties, the long-brewing canon war was approaching its inevitable apocalyptic climax. On one side of this Plain of Megiddo were the pro-canon traditionalists, arguing that we should keep assigning the texts that had been argued over for centuries. Facing them were the anti-canon reformers, arguing the standard texts over-represented the perspective of dead white men. Onto the middle of the plain rides Egan on a white horse, who bellows above the din: “I’VE GOT A BUSLOAD OF HIGH SCHOOLERS WHO WANTS TO JOIN IN, EVERYONE OKAY WITH THAT?” To do so, he says, we need to give students the arguments from both sides. So, for example, bell hooks, Edward Said, and China Achebe should be on the syllabus, as should Allan Bloom, Mortimer Adler, and Diane Ravitch. And of course they should actually read the texts cherished by both sides, too, so they can argue better. High school history How could entering the big fights help us reinvent high school history? First, we might look for dueling histories. It’s time for students to get into historiography and understand that history isn’t just what happened, it’s something we make. We might help kids read chapters from Howard Zinn’s socialist history of America alongside the corresponding chapters from Paul Johnson’s conservative history of America. How could big questions help? We want to help students see how various people have disagreed over some of the big questions of what human history is, at its most basic. We can have them compare Steven Pinker’s theory of civilization’s progress (Better Angels of our Nature) with Yuvah Noah Harari’s theory of civilization’s woes (Sapiens). We could have them compare so-and-so’s account of human history as an ever-expanding unlatching of energy sources with Robert Wright’s account of human history as unlatching more and more positive-sum games (Nonzero). What role could the lure of certainty play? To help them grow their skills at finding anomalies, we might help them work through pseudo-histories and conspiracy theories. Q: Conspiracy theories! Oh, come now, you’re playing with fire. Well, the world is on fire. Our students will spend the rest of their lives encountering terrible-but-beguiling arguments about how the world works; if we don’t prepare them for those, what have we been doing? So we should introduce arguments that the Moon landing was a hoax, that the Illuminati founded America, that aliens built the pyramids, and so on. At no point can we demean students for falling for any of these theories — the job of a teacher at this stage, Egan writes, is to support students in their reasoning even when their beliefs are offensive and stupid, gradually offering anomalies. There’s no way out of bad theories except through them. By the time students graduate, we want them to have wrestled with terrible ideas and — for a while — lost. They need to experience what it’s like to change their minds about something they felt strongly about. They need to viscerally realize, in Feynman’s famous phrase, “The first principle is that you must not fool yourself and you are the easiest person to fool.” High school natural science How could entering the big fights reinvent high school science? At present, so much of the high school science curriculum — especially “honors” classes — is oriented toward helping amass details. (The same is true of 100-level university classes, which famously “survey” the field to prepare for more advanced studies. I always thought this was stupid — of the huge lecture hall of students in my Geology 100 class, how many went on to take even a second course?) The meaty debates that propel science forward are held back. Egan complains: “The more general and speculative theories in any discipline are treated like an unconventional and disreputable relation who, even though the children find her exciting and entertaining, must be kept hidden from view, her very existence denied as long as possible”. This is a stupid approach — students with an adventurous bent are convinced that science isn’t for them. Egan proposes, simply, that we flip this, and organize high school science classes around the big debates. We shouldn’t be ashamed at how, well, adolescent this might look: “the dramatic, speculative, and contentious theories will be up-front in the early years of the [high school] curriculum”. What might those be? Egan doesn’t give a list, but we can spitball some: instead of explaining what “matter” is from the top down, a physics class could problematize “matter” by following the debates over the nature of dark matter and dark energy, and by becoming familiarized with the various interpretations of quantum mechanics

Egypt's Golden Couple1 mentions across 1 issues

Egypt's Golden Couple is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 17, 2024 and May 17, 2024. The archive places it in contexts such as "List of all books reviewed below. Egypt's Golden Couple". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Reference entry: Egypt's Golden Couple
Mention count: 1
Issue count: 1
First seen: May 17, 2024
Last seen: May 17, 2024
Book title: Egypt's Golden Couple

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Choose Book Review Finalists 2024 May 17, 2024

A Canticle For Leibowitz 1 shared issues
A Farewell to Alms 1 shared issues
A Husband 1 shared issues
A Practical Guide to Evil 1 shared issues
A Thousand Ways to Please 1 shared issues

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Choose Book Review Finalists 2024

May 17, 2024 · Original source

...Language Defining Death Determined: A Science of Life Without Free Will Discrimination and Disparities Djinn Dominion Don Juan Don't Make No Waves, Don't Back No Losers Egypt's Golden Couple Elon Musk End Times Eothen Eve Food of the Gods For Whom the Bell Tolls Frankenstein Free Range Kids Fundamentals of Marxism-Leninism Gnomon Godel, Escher, Bach Golem XI...

Elegy Written in a Country Churchyard1 mentions across 1 issues

Elegy Written in a Country Churchyard is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between August 23, 2024 and August 23, 2024. The archive places it in contexts such as "Thomas Gray’s “Elegy Written in a Country Churchyard”". It most often appears alongside A Few Don’ts by an Imagiste, A Hymn to God the Father, Alabama.

Reference entry: Elegy Written in a Country Churchyard
Mention count: 1
Issue count: 1
First seen: August 23, 2024
Last seen: August 23, 2024
Book title: Elegy Written in a Country Churchyard

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Your Book Review: The Complete Rhyming Dictionary and Poet's Craft Book (1936 Edition) August 23, 2024

A Few Don’ts by an Imagiste 1 shared issues
A Hymn to God the Father 1 shared issues
Alabama 1 shared issues
Bogus 1 shared issues
Bolshevism 1 shared issues

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Your Book Review: The Complete Rhyming Dictionary and Poet's Craft Book (1936 Edition)

August 23, 2024 · Original source

Moving forward with a bit more confidence, now that English has had a bit more time to settle on its modern form, you find in the 18th century Thomas Gray’s “Elegy Written in a Country Churchyard”;

Inline links: Thomas Gray’s “Elegy Written in a Country Churchyard”

Elite Human Capital1 mentions across 1 issues

Elite Human Capital is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between January 29, 2025 and January 29, 2025. The archive places it in contexts such as "Richard Hanania can find a way to fit this into his upcoming book on Elite Human Capital". It most often appears alongside Astral Codex Ten, Canada, Disney.

Reference entry: Elite Human Capital
Mention count: 1
Issue count: 1
First seen: January 29, 2025
Last seen: January 29, 2025
Book title: Elite Human Capital

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ACX Survey Results 2025 January 29, 2025

Astral Codex Ten 1 shared issues
Canada 1 shared issues
Disney 1 shared issues
Long COVID 1 shared issues
Madagascar 1 shared issues

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ACX Survey Results 2025

January 29, 2025 · Original source

Trump’s electoral victory and political rehabilitation has improved his image among ACX readers, with his favorability ratings (defined as 4 or 5 on a five point scale) going from 4.3% last year to a whopping 7.4% this year! Maybe Richard Hanania can find a way to fit this into his upcoming book on Elite Human Capital. There’s an outside chance of an apocalyptic scenario for Long COVID: if each case of COVID has an fixed percent chance of giving you the syndrome, and the syndrome lasts forever, then as more COVID cases happen (ie even though COVID is no longer pandemic, most people still get it once every few years), the amount of Long COVID keeps going up and up for decades, until deaths finally equal new cases. I think this is very unlikely but worth devoting a few brain cells to worrying about. On the question “Have you ever had Long COVID?” (not pictured), the survey results from 2022 → 2024 → 2025 went from 3.1% → 3.6% → 4.5%. On the question above, the number of people saying they were still fatigued went from 2.5% → 1.8% → 2.1%. These are obviously small and weak samples, but it seems like maybe people keep getting Long COVID, but for most of them it gets better after a year or two, so the amount of existing Long COVID cases stays pretty steady. On the same trio of surveys, this question went from 16.2% → 4.1% → 3.5%. Lower numbers mean older architecture, so this confirms the few polls I’ve cited suggesting most people prefer older. Obviously ACX is a selected population, but probably most of the selection is on things other than architecture taste. When I asked people to rank various styles of office buildings and houses, the winners were: This was overwhelmingly people’s favorite office building style, with almost twice as many votes as second place. And this was people’s favorite style of house, but a modernist house did come in a close second. I did another analysis and found that of people in the target demographic (Americans who voted and had a guide for their city) about 50% said it changed their vote, 30% said they weren’t convinced, and 20% said they didn’t know about it. Overall we changed about 500 people’s votes. This one surprised me, so halfway through I added a question asking people to guess what the answer would be. You got it pretty much exactly right (24.96%), so score one for the wisdom of crowds. I’m still interested to see what demographic characteristics predict overestimating vs. underestimating it. These answers also surprised me. In any ACX article related to crime, it feels like the comment section is full of people demanding tougher punishments - no, tougher than that - no, MAXIMUM TOUGHNESS! - with only a tiny number of dissenters. But actually, the silent majority is big softies. 86% want no jail time - not even a weekend - for a first offense shoplifter. And 66% want a month or less even for a ten-time offender! (though 1.3% of you do want death) This is the version of this question most relevant to San Francisco, where there usually aren’t open shelter beds. Same surprise as the previous question - the comment section demands MAXIMUM TOUGHNESS, but the survey takers are bleeding hearts. Most people chose either red (arrest harassers only) or orange (arrest harassers, institutionalize anyone who seems mentally ill), but to otherwise leave the encampment alone. I think this is both a clear right choice, and maybe politically impractical (the justice system doesn’t have the capacity to prove beyond a reasonable doubt which homeless people are harassers/mentally ill and which ones aren’t), so maybe the difference between this question and the comment section is what second-best option people choose when the clear right choice isn’t available. Among the 28 pp of readers who own crypto, 16 pp (57%) are only speculating; the other 12 pp (43%) used it for at least somewhat non-speculative uses - of which 5.7 pp (20%) were completely non-speculative and legal. Typical examples were VPNs, international transfers, drugs (including legal drugs that were just hard to get elsewhere), and donations. I’d heard some pretty crazy rumors about this, so I asked the 113 of you who had used ayahuasca to tell me your stories. 37 of you filled in the text box, of whom: 16 (43%) said it wasn’t too interesting.

Elixir of Hekate1 mentions across 1 issues

Elixir of Hekate is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 10, 2023 and June 10, 2023. The archive places it in contexts such as "such titles as “Burgundy wine”, “The Kindest of Valois”, “Elixir of Hekate”". It most often appears alongside A Poet in Paradise, Agrippa d'Aubigné, Alfred Adler.

Reference entry: Elixir of Hekate
Mention count: 1
Issue count: 1
First seen: June 10, 2023
Last seen: June 10, 2023
Book title: Elixir of Hekate

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Your Book Review: Man’s Search for Meaning June 10, 2023

A Poet in Paradise 1 shared issues
Agrippa d'Aubigné 1 shared issues
Alfred Adler 1 shared issues
Art Spiegelman 1 shared issues
Auschwitz-Birkenau 1 shared issues

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Your Book Review: Man’s Search for Meaning

June 10, 2023 · Original source

Dear reader, please imagine a young and talented man in his twenties. He is, as they often are, a poet, a fighter, a lover. His name is Guillaume du Vintrais. He was born in 1553, and at the tender age of seventeen he moved from Gascony to Paris, in order to live his life to the fullest. He was immediately in love with the city, and the city returned the affection. He wrote venomous epigrams, he fought in duels, he raked his way through Paris’ beau monde. One of his friends was young Henry of Navarre, the future king Henry IV. Another was Agrippa d'Aubigné, a famous poet in his own right. His book of one hundred sonnets, called “Wicked Songs of Guillaume du Vintrais”, has such titles as “Burgundy wine”, “The Kindest of Valois”, “Elixir of Hekate”, “A Poet in Paradise”, “Pigeon post” and so on. A lot of his poems are dedicated to a mysterious “Marchioness L.”; those, as you can imagine, are more romantic ones. Generally, his poetry has quite a specific combination of debauchery, blasphemy, camaraderie, romanticism and philosophy that can be described as “d’Artagnan meets François Villon”.

Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future1 mentions across 1 issues

Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 13, 2023 and September 13, 2023. The archive places it in contexts such as "Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future delights in its refusal to resolve the dissonance". It most often appears alongside Abe Lincoln, AI alignment movement, Ambras.

Reference entry: Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future
Mention count: 1
Issue count: 1
First seen: September 13, 2023
Last seen: September 13, 2023
Book title: Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future

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Book Review: Elon Musk September 13, 2023

Abe Lincoln 1 shared issues
AI alignment movement 1 shared issues
Ambras 1 shared issues
Andrew Beal 1 shared issues
Android 1 shared issues

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Book Review: Elon Musk

September 13, 2023 · Original source

Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future delights in its refusal to resolve the dissonance. Musk has always been exactly the same person he is now, and exactly what he looks like. He is without deception, without subtlety, without unexpected depths.

Inline links: Elon Musk: Tesla, SpaceX, And The Quest For A Fantastic Future

This isn’t the new Musk biography everyone’s talking about. This is the 2015 Musk biography by Ashlee Vance. I started reading it in July, before I knew there was a new one. It’s fine: Musk never changes. He’s always been exactly the same person he is now1.

Inline links: 1

Emanations of the Left-Hand Side1 mentions across 1 issues

Emanations of the Left-Hand Side is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 25, 2023 and July 25, 2023. The archive places it in contexts such as "the kabbalistic text “Emanations of the Left-Hand Side” by Rabbi Isaac Ha-Kohen". It most often appears alongside 1992 Presidential debate, ABA, Adesh Thapliyal.

Reference entry: Emanations of the Left-Hand Side
Mention count: 1
Issue count: 1
First seen: July 25, 2023
Last seen: July 25, 2023
Book title: Emanations of the Left-Hand Side
Likely author: Rabbi Isaac Ha Kohen

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Highlights From The Comments On Social Model Of Disability July 25, 2023

1992 Presidential debate 1 shared issues
ABA 1 shared issues
Adesh Thapliyal 1 shared issues
Alan Smith 1 shared issues
Alexander Graham Bell 1 shared issues

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Highlights From The Comments On Social Model Of Disability

July 25, 2023 · Original source

Left-handed people were long stigmatized, in part due to ancient beliefs that the left-hand side was associated with demons (see the kabbalistic text “Emanations of the Left-Hand Side” by Rabbi Isaac Ha-Kohen for a medieval Jewish example). This stigma persisted well into the early 20th century, and left-handed schoolchildren were bullied terribly by teachers and students alike.

Emancipation Proclamation1 mentions across 1 issues

Emancipation Proclamation is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between February 20, 2021 and February 20, 2021. The archive places it in contexts such as "Lincoln used to sign the Emancipation Proclamation". It most often appears alongside Archangel Gabriel, Army Of Public Works, Bonus Army.

Reference entry: Emancipation Proclamation
Mention count: 1
Issue count: 1
First seen: February 20, 2021
Last seen: February 20, 2021
Book title: Emancipation Proclamation

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Movie Review: Gabriel Over The White House February 20, 2021

Archangel Gabriel 1 shared issues
Army Of Public Works 1 shared issues
Bonus Army 1 shared issues
Congress 1 shared issues
Constitution 1 shared issues

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Movie Review: Gabriel Over The White House

February 20, 2021 · Original source

The final signature is President Hammond's; he uses the same pen Lincoln used to sign the Emancipation Proclamation. As he finishes signing, he falls over dead, followed by a close-up shot on a flickering window curtain suggesting an angel is flying back to Heaven. Everyone declares Hammond the greatest president ever, maybe the greatest human being ever. The end.

Emile1 mentions across 1 issues

Emile is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 14, 2023 and July 14, 2023. The archive places it in contexts such as "the titular child in his book Emile was kept away from human society". It most often appears alongside !Kung San, aboriginal people on the west coast of Canada, Adam Smith.

Reference entry: Emile
Mention count: 1
Issue count: 1
First seen: July 14, 2023
Last seen: July 14, 2023
Book title: Emile

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https://www.astralcodexten.com/p/secrets-of-the-great-families

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Your Book Review: The Educated Mind July 14, 2023

!Kung San 1 shared issues
aboriginal people on the west coast of Canada 1 shared issues
Adam Smith 1 shared issues
ADHD 1 shared issues
Aeschylus 1 shared issues

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Your Book Review: The Educated Mind

July 14, 2023 · Original source

Kieran Egan laughs at your educational reforms Okay, of those three jobs, which should we give to schools? You probably have your favorite — I certainly did! But Egan wants you to know they’re all crap. None of them, by themselves, can give us the kinds of schools we want. Q: I kind of like Rousseau! What’s the problem with pure development? Like I said before, my bookshelves overflow with authors who want to knock down Rousseau (and the people who followed in his wake — John Dewey in particular). Egan will have none of it: before the developmental approach, many schools were terrible places where children were beaten for getting math problems wrong. “Rousseau and Dewey,” he writes, “have enriched our conception of education in important ways. We will not make educational progress by trying to cut away their contribution”. But, he continues, there’s no way a purely developmental approach could possibly work! Rousseau imagined human nature to be selfless and kind; this ideal state could only survive if it was kept away from the evils of society — the titular child in his book Emile was kept away from human society, unable even to read, until age twelve. Of course, schools don’t go this far — they can’t — but I can attest from personal experience that even fairly serious attempts to raise children in an accepting community of peers often crash and burn when faced with actual human nature. Kids reared in the most developmentally appropriate schools can be nasty, bored, and lazy at about the same rate as their mainstream peers. Q: In my heart, I’m an academicist. What’s the problem with it? I think Egan was an academicist in his heart, too. His book drips with classical references — so much so that it can make some sections difficult to read. But, he points out, those purely-academic schools really were hellscapes. And their brutality wasn’t something that was just tacked on, it flowed from their understanding of knowledge: enlightenment will come when the right information enters a child’s head, regardless of how it gets in there (or whether the child wants it in there). And again, Egan feels obliged to point out that we’ve tried this approach for thousands of years, and it hasn’t worked. In fact, Plato’s original vision so obviously doesn’t work that people hawking academic schools have modified their pitch: no longer is the goal for students to understand the Truth, but to cultivate inquiring, skeptical minds who are perpetually dissatisfied with old answers. Can we imagine taxpayers paying for this? Q: Fine, fine. I’m not a fan of socialization, but I’ll ask the question — what’s wrong with it? The funny thing is that of the three, this is the only one that has shown its ability to work for a long stretch of time! (As John Calvin pointed out, as animals, we’re pretty pathetic. Socialization allowed our ancestors to become something more than individuals so that they could survive; we owe this job our gratitude. That said, it would be impossible for schooling today to seek only to socialize. That would require that members of a society share values, and fundamentally agree that their society is good. It also requires that a society not be changing, so the values and skills that are taught to children today will be the ones that will be useful to them in thirty years. Obviously, modern Western society is none of those things. Pure socialization might work for the Amish, or for Catholic trad communities, but not for us. And, frankly, we should feel okay about this. (Do you know where you could get a pure socialization education in the 20th century West, Egan asks? The Hitler Youth!) There really are good reasons to be wary of any education that decrees that its society is uniformly good. Which combination is best? Okay, you say, it’s clear that none of these jobs is good on its own — the solution (obviously!) is to smoosh them together. If we do that wisely, the good parts of each will make up for the deficiencies of the others. This sounds eminently reasonable — but Egan would like to have a word with you. Q: What’s the problem in combining socialization with academics? Wouldn’t this be a beautiful combination? Socialization would cohere the school together, and then they could leverage those good feelings to, say, read Aristotle. I’ve seen this work in schools (like conservative Christian academies) founded on a set of specific beliefs. But when intellectual diversity enters in, it becomes harder. You, perhaps, say that socialization could unite people around their differences — schools could support a society made up entirely of critics! Yes, a society of critics would be interesting, and so would a herd of cats: neither works in practice. Imagine students reading their Ibram X. Kendi books in the morning, then pledging allegiance to the American flag after lunch. Q: What’s the problem in combining academics with development? Again, this seems like a beautiful vision: we can invite children into discovering the big ideas. Alas, it crashes into the reef of reality quite quickly: what do we do when kids don’t want to learn about the big ideas? This combination works wonderfully for kids who naturally want to be academics, but — and this is a crucial point that geeky education types too often sweep under the rug — lots of kids don’t naturally want to be academics. Okay, you say, ignore the “liberatory” element of the developmentalist program, and focus on the “uncovering the nature of the individual child” part: academics can tell us what the students should be learning, and development can tell us how they should learn it. Egan has a thought experiment for you. Imagine that you get the funding to fully pursue this combined goal — you set up a hundred different types of schools in the nearest big city. There’s a specific school for every possible permutation of learner — a school for big-picture kinesthetic learners who score as INFJ on the Myers–Briggs, a school for detail-oriented auditory learners who score ENFP, a school for marine-biology-loving hyperactive learners who lost their personality test results… you get the idea. You build the schools, you work out the bus schedule, and then, on the first day, all the students learn exactly the same content. Because that’s what it means for a school to be an academy — it teaches “the best that’s been thought or said”. Q: What’s the problem in combining development with socialization? What’s wrong with telling kids to become their authentic selves, even as you squeeze them into the roles most beneficial to society? Imagine two rural schools merging together, due to declining local population. Now imagine that one of them is a hippie free school, and the other is a military academy. (That’s a reality TV show I’d watch.) It’s possible, I suppose, to imagine this working for kids who naturally want to be, say, plumbers, or paleontologists, or presidents — and who happen to go to a school that prepares its students to fill that one role. But the odds of matching students to schools just perfectly seems small. But enough thought experiments — we can state this in a visual form: behold, the SAD triangle. It’s bright around the edges, but muddled where they mix: One of the things I love about Egan is that he looks at educational ideas historically. (Most histories of education start around the turn of the 20th century; I remember being excited when I found one that began in the 1600s. Egan begins in prehistory.) And what we’re reminded of, when we see these historically, is that these jobs were meant to supplant each other. Put together, they sabotage each other. What are we asking of schools? Of the three possible jobs, which are we asking mainstream schools to perform? Egan answers: all three. To confirm this, stretch your memory back to your student days, and see if you can put some of the most basic elements in any of these three categories. We’re so immersed in these that they seem obvious, “natural” aspects of schooling, but of course they’re nothing of the sort. Did you spend your time with other children of the same age? Was your work graded according to a standard? Were you forced to play team sports, or to pledge your allegiance to your nation-state? All of these, Egan says, bear the fingerprints of the goal of socialization. Progressive reformers in in the 1960s saw these as the markings of a dark conspiracy, but socialization has more warm-feely aspects: counselors to help students cope with the strains of modern society, field trips to the local fire station and historical monuments, and everything “practical” — life skills, sex ed, emotional regulation, and so on. Did you learn anything that wasn’t obviously useful? Did you read Hamlet, say, or master the Pythagorean theorem, or learn that the planets orbit the Sun (and not the other way around)? That’s the fingerprints of the academic goal. Finally, did you hear teachers show concern about “age-appropriate” content, or see signs that your school valued individualized learning? Does it seem right to you that learning should be “active” rather than “passive”, or that it’s better for someone to discover something than to be told it? Did your kindergarten have tiny, child-sized chairs? All these, Egan says, are the fruit of developmentalism. The first time I read the book, I wondered at all this. What Egan was saying was indeed lining up with my memories. But perhaps, I thought, he was playing loose with the categories; I was still skeptical that schools really were trying to balance all three goals. So I decided to check his idea from a different perspective and look up the mission statements of school districts I was familiar with. Here’s the one from the town I currently live in: “Skills” and “become involved members of a global community” seem to connote socialization, “challenge” and “knowledge” seem to connote academics, and “empower” and “reach their full potential” seem to connote development. But I wasn’t sure if I was just seeing faces in clouds, so I looked up the mission statement for my hometown: “Succeeding” seems like socialization, “learning” seems like a nod to academics, and “growing” seems like code for development. But again, I was worried that I engaging in motivated reasoning, so I looked up the largest district I’ve lived in, a city of about a million people: Wow. That seems pretty clear. So, to sum up: Egan says that there are three potential jobs we can give to schools. Alone, each of these jobs is terrible; together, they’re worse. And what we’ve done is given schools all three jobs. A sad triangle, indeed. What about alternative schools? I was curious to see whether this “sad triangle” could help us understand other philosophies of education, and why they work (or don’t). Where would, say, unschooling, and classical education, and vocational ed, and Montessori go? The first three seem obvious. Radical unschooling is in the upper-right, classical schools (with its focus on feeding kids “the best that’s been thought or said”) is in the upper-left, and vocational ed is in the bottom corner. What can that tell us? Intriguingly, each of those approaches can claim to have done some impressive stuff. I’ve worked with radical unschoolers, and while their skills have often been lopsided (not learning math is an acknowledged issue in the community), they’ve all at least exhibited a zeal for learning the topics they’ve been interested in. (Video games, frequently.) And I remember a massive study in the early 2000s that asked which kinds of schools actually improved student test scores controlling for the effects of socioeconomics. What it found was that only two types of schools stood out: Catholic schools that were operated by a religious order (e.g. the Jesuits — not local parish schools), and vocational schools. Q: Oh, that’s terrible evidence. One of those was just personal anecdotes! And what about selection effects? And what about…? I wouldn’t disagree — and, as Freddie deBoer points out, most educational research is bunk. I’ll take this to be only weak confirmation of Egan’s theory that combining jobs undercuts education. Are we hosed? If Egan’s critique is correct, we’re in a bad situation. Educational radicals yell from their dark corners to abandon the middle and come join them; a century of educational reforms have amounted to little more than wobbling around, first in one direction, then another. At the moment, the conversation about schools in the United States, at least, seems to have hit an all-time pessimistic blech. Freddie deBoer speaks for a lot of people when he says “Even the most optimistic reading of the research literature suggests that almost nothing moves the needle in academic outcomes. Almost nothing we try works.” I’m not quite that pessimistic — the word “almost” is doing some work, there. There are some reforms that seem to work at the margin: raising teacher pay, making it easier to become a teacher, reducing air pollution, free school lunches, and more. Actually applying what the science of reading has been telling us for a few decades seems a big one. And perhaps you have your own pet reform proposal. Sure — add it to the heap! What Egan suggests, though, is that so long as we’re bopping around this triangle of jobs, we won’t be able to get the schools that we want. The dream There’s a moment at the end of my favorite Bollywood movie that’s become stuck in my head. The protagonists have made the arduous journey to a beachside rural school. In the sun outside, flocks of children are experimenting with art and playing with inventions; inside, the walls are covered with books and the tables are covered with models. The kids are learning joyously and deeply. In the real world, such places do exist — they’re just exclusive, pulling their students from among the families who are already the most gifted and curious. They don’t make kids this way; they scoop up the kids who are already this way. But in the movie, we’re supposed to believe these are normal children — normal, except they’ve been transformed by a school. Egan’s wild idea is that it’s possible to make schools like this. He thought that we didn’t have to wait for the communists to make people equal or for the transhumanists to make people smarter. All he thought it required was giving schools a different job — not socialization or academics or development, but something that brings pieces of them together in a new way. But in order to understand that job, we have to come to a cleaner, bigger, and truer understanding of what “education” is. The road ahead: a special Q-and-A Q: This is the proverbial thousand-dollar-bill-lying-on-the-sidewalk: if this is possible, someone should have done it now. Is Egan going to give sufficient evidence for me to believe this? Maybe! I’ll address this in a special section at the end, after sketching out what his theory looks like. Q: If his theory is even plausibly true, then why haven’t I heard of Egan before? His books can be hard to read — he was an intellectual’s intellectual; he had difficulty writing a page without a reference to William Wordsworth, Friedrich Nietzsche, Sigmund Freud, Ludwig Wittgenstein, Claude Levi-Strauss, Richard Rorty, Noam Chomsky, or Steven Pinker. And his paradigm is wonky and multidimensional; he rejiggers common categories, and tells you everything all at once. But worst of all, when his paradigm is stated plainly, it sounds stupid. Q: Oh! What… is his paradigm? I’m going to jigsaw his book, and hold back his big idea for its own section. First, I’m going to list out some simple observations of students at different ages, and imagine what schooling could look like, if it were built on these principles. (First I’ll do this for elementary school, then middle school, then high school.) Then I’ll explain how his theory ties all of this together… by clarifying our definition of what education actually is. Q: I’m not from America; could you be clear on what you mean by those divisions of schooling? Egan’s framework has three main stages, but they don’t divide neatly into “elementary, middle, and high school”. (The precise age ranges he talks about, if you’re interested, are 2–8, 8–15, and 15 and older.) Regardless, I’m going to use those terms — he sometimes did — because it gives me something specific to imagine. Don’t sweat ‘em. Part 2: A new kind of elementary school What’s the matter with elementary schools? Egan suggests that Plato and Rousseau, for all their differences, might have the same reaction if they visited a modern elementary school: they’d call it “trivial”. I’ll admit, here, that I have tremendously fond memories of my elementary school years — committed teachers, good friends, and interesting activities. But I suspect my memory has edited out the most typical work I did. Either that, or elementary schools have taken a drastic plunge in quality from the 1980s. My wife and I homeschool now, but before the pandemic, we sent our kids to our local public school, and whenever we volunteered in the classroom, we were horrified. They spent their days practicing reading on shallow texts, or half-mindlessly practicing basic arithmetic. Occasionally they’d bring us home a sign of learning about something from the real world — usually something as intellectually and emotionally compelling as the importance of tooth brushing. And at parent–teacher conferences every year, we’d be sat down on tiny chairs and informed that, while our children were quite bright, they were struggling to pay attention in class. No sh**, I wanted to reply. The school seemed hermetically sealed; almost nothing that felt meaningful from the outside world could get in. Though they might agree about little else, Egan thinks that Plato and Rousseau would look at the dull worksheets and insipid “hands-on activities” and call modern elementary schools trivial. He agrees, and thinks that fixing this is the first step to building a new kind of school. Why so trivial? Ironically, Egan thinks it's all the fault of Plato and Rousseau. Hidden in the ways that both the academicists and developmentalist think about education is an assumption: that children’s reasoning is basically the same as adult reasoning, but lesser. Q: This isn’t some romantic, children-are-the-real geniuses theory, is it? Egan actually does think that there’s an intensity to how children perceive the world that we lose — but no, it’s not. He’s building on mainstream cognitive science — just aspects of it that are currently more-or-less ignored in school. The upshot, though, is that he thinks that educational researchers (be they of academic or developmentalist persuasions) see kids as smaller, stupider versions of adults. Q: But that’s the opposite of what my local developmentalist school says! It was the opposite of what the developmentalist school that I worked at said, too. But at teacher meetings, I’d frequently hear people ask what was “developmentally appropriate” for a child. I’ll grant that there are perfectly reasonable times to ask this: “Honey, is it developmentally appropriate for our 10-year-old to watch ‘Cocaine Bear’?” is just one of many examples. But “is it developmentally appropriate for our class to learn about world religions?” or “is it developmentally appropriate for our school library to have a book mentioning homosexuality?” probably aren’t some of them. (The latter example was not one that I heard at my progressivist school, but Egan points out that this sort of language is often used by conservative activists.) This notion of “developmentally appropriate” took on a scientific sheen with the work of Jean Piaget, the famous Swiss psychologist. Before age 12, he “proved”, children aren’t able to form hypotheses, draw conclusions, or think abstractly. This, his followers thought, should transform schools — and so they did! To math, they added in “manipulatives” — physical cubes and rods and such — to help students see math. To the history curriculum, they — well, they ended it. Why waste time, they asked, lecturing students about history that they couldn’t possibly understand? In its place they put the “expanding horizons” model of social studies. One version goes as follows: In kindergarten, students learn about themselves In first grade, they learn about their families In second grade, they learn about their neighborhood In third grade, they learn about their city In fourth grade, they learn about their state In fifth grade, they learn about their nation In sixth grade they learn about the world We can admit that there’s an elegance to this model. (I can picture how clever the theorist who first came up with it must have felt!) The downstream effects of it, however, seem horrible. Doesn’t keeping kids ignorant of the rest of the world seem provincial? Doesn’t reinforcing their self-centeredness seem infantilizing? Perhaps we could stomach it if it was founded on some unshakable findings of child psychology — but does it really strike you as likely that kids are incapable of understanding anything that happened long ago or far away? How, Egan asks, can we explain the $50 billion success of a movie franchise aimed at children that literally begins “A long time ago, in a galaxy far, far away?” Q: Because… Jedis aren’t history? The point is, kids obviously have the mental abilities to understand — and in fact care a lot about — things far outside their own experience, and we’ve built elementary schools on a long-dominant model of educational psychology that swears they can’t. This is actually a great example of a general principle. Let’s call it “the Star Wars test”: can our model make sense of the most obvious facts of students? When we find that the answer is “no”, we should at least consider radically revising what we’re doing in school. What are elementary schoolers good at? (or: kids are smarter than students) Someone — I can’t now find who — once observed that children seem to lose IQ points the moment they step into a classroom. Egan agrees, and suggests that we think of ourselves as primatologists to kids, Jane Goodalls who investigate children “out in the wild” to see the sorts of things they gravitate to, and do fairly well at. If we do this, what do we see? Kids tell jokes, for one. They get mental images stuck in their heads, for another. They engage in role-playing, get lost in reverie, and beat out rhythms when they’re bored. They make ample use of metaphors, tell stories, and insist on seeing the world in terms of abstract binaries (e.g. stupid/smart, cowardice/courage, slavery/freedom, and so on). These, Egan holds, are the cognitive strengths that children use to understand the world. They’re the things that kids are often about as good at as adults — or much better than. They’re going to be the tools Egan wants us to use to rebuild the entire elementary curriculum, and in fact he spends most of his second chapter geeking out about how we might define these, how they operate in the mind, where they first pop up in history and anthropology, and even how they might have developed in our evolutionary past. I’m going to skip all of that, and get to the curriculum. From trivial to rich: the trick What could an intellectually rich elementary school curriculum look like, if we built it on kids’ cognitive strengths? He gives us one suggestion to help us do this: ask where each discipline came from in the first place. What was math before it was math, for example — or science before it was science? Q: How on Earth could that help? That’ll become clear later, when we finally uncover what Egan thinks “education” actually is, and see what job he wants us to give schools. For now, take it as a tantalizing hint… or, y’know, just ignore it. Elementary literature & language What was literature before it was literature? Before people invented writing, they had rich oral traditions: they told simple stories, recited poems, and shared proverbs. Egan suggests that these bits of oral tradition should form the backbone of the elementary literature curriculum. Q: What sorts of stories? As many as we can, and from as many diverse cultures as possible! Folktales are wonderful, as are myths. Think the Aboriginal story of “The Rainbow Serpent”, episodes from the Sumerian “Epic of Gilgamesh”, the Egyptian story of Osiris & Isis, the Greek story of Orpheus & Eurydice, the Chinese Legend of the White Snake, the Japanese Tale of Amaterasu and Susanoo, the Ashanti tales of Anansi, the Aztec myth of Quetzalcoatl, the English legend of King Arthur, the Maori myth of Maui and the Sun, the Roman story of Romulus and Remus, selections from the Indian Mahabharata, the Anglo-Saxon epic of Beowulf, the Inca legend of the Sun and Moon, the Iroquois Myth of the Flying Head (a real thing! look it up!), and the Ojibwe story of Turtle Island. Q: That was a lot of examples. Are you going to keep giving so many? I’ve got a [mumble mumble mumble] to get to. Sorry about that. Sometimes, though, I feel that a limitation of reading Educated Mind is that, in trying to keep his book to a manageable size, Egan skimped on examples in some places that it matters. It’s easy to read his occasional example and assume he intends that it hold some central place in the curriculum — when all he wants to do is display how rich and diverse the curriculum could be. (Also: good God, I didn’t even include an example from Norse mythology!) So from now on, just assume that every category could be filled with oodles of examples. Q: What sorts of poems? Lots of poems, first of all. We shouldn’t steer toward “fancy” poems — rather, we should find poems that appeal to kids immediately — think Shel Silverstein, Mother Goose, Dr. Seuss, Jack Prelutsky, Edward Lear, or Ogden Nash… that sort of thing. In a biting essay, Egan suggests these poets like these appeal to kids precisely because they leverage kids’ cognitive strengths: “we should find, and encourage saying and singing and shouting aloud verse with strong narrative forms, thumping rhymes and rhythms, the most vivid images, fun with metaphors, and a rollicking story.” Q: Why proverbs? Proverbs stick in your mind almost effortlessly. (“All’s fair in love and war!” “When in Rome, do as the Romans do!” “You can’t judge a book by its cover!”) They’re also useful; they capture general truths. Kids can apply them to all sorts of situations, but also discuss them — to what extent are they wise or foolish? (I remember my surprise when I realized that they couldn’t all be true — because you can’t follow “look before you leap” and “he who hesitates is lost” at the same time! I’m embarrassed to say that I think I only realized this when I was in college.) Elementary science What was science before it was science? Egan suggests: being immersed in the natural world. We might, he writes, encourage elementary students to “adopt” some feature of the natural world — a patch of grass, a cat, a branch, a stream — and simply observe it at length. To do this, we can use the cognitive strength of reverie. Q: Oh, do you mean like kids sometimes do in science class nowadays — describe a thing to a partner, make notes, draw it, and label its parts? No, the exact opposite! That’s all about squeezing the experience into words and forms that we understand. What we want “is less an attempt to know about nature as to know it in some participatory way, to know it as something we are an intimate part of, not set off from”. Q: That sounds a little… “woo” to me. It did to me, too… until I remembered my childhood climbing tree. I didn’t much like to go outside as a child, but I had this one tree that I’d climb up and read for hours and hours. If I close my eyes I can bring to mind the precise texture of its bark, the roughness of its broken-off branches, the coolness of its leaves, the always-surprising solidness of its trunk… I’m bigger now, but I think if I were back in my parent’s yard, I could still navigate its limbs with my eyes closed. I have, at this point in my life, read a fair number of books about trees, but I’d be surprised if all of them together more than equaled the amount I learned from that tree — my tree. Elementary math What was math before it was math? Egan suggests: counting and logic. We might, then, use rhythms, metaphors, stories, and jokes to help kids become fond of these. Q: Counting is pretty… basic. Could it really be improved? Beware of “the curse of knowledge”: Steven Pinker’s phrase for forgetting that something was once difficult! Egan suggests we should spend time helping kids count wonderfully. We can start early with counting rhymes. (“One, two, buckle my shoe! Three, four, out the door! Five, six…”) But we can also help kids use their fingers as metaphors. There are some pretty cool ways of using your hands as an abacus — and did you know that you can count up to 1,023 using just your fingers on both hands, and a knowledge of binary? Q: Logic — I’m intrigued! Aristotelian, or Boolean? Neither, for the time being — Piaget was presumably onto something when he found that young children couldn’t reason abstractly, but he was looking at logic in a vacuum. When we put logic into the context of stories, we find that kids can deal with logic just fine. There’s an entire worldwide network of educators, in fact, called Philosophy for Children, who have written whole books about how to do this, and Egan loves it all. Sometimes they read stories and ask simple questions: “What is friendship?” or “What does it mean to be brave?” They also pose ethical questions: “Is it ever right to spill a secret?” And they pose paradoxes: “Can you step in the same river twice?” Q: You mentioned “jokes” a moment ago. Care to elaborate? Egan thinks that, to help kids get good at math, you should tell kids jokes. Q: That’s… new. I think so, too — but he backs it up pretty well. To be funny, jokes (or at least most kid jokes) rely on a leap in logic: Why can’t you trust an atom? They make up everything. Knock-knock. Who’s there? Boo. Boo-hoo? Don’t cry, it’s just a joke! To understand the joke, kids have to follow the logic — spotting patterns, making connections, and tracking what their audience expects a word to mean. That’s a lot of cognitive lifting. And Egan goes further, suggesting that we grit our teeth and create methods to help kids invent their own jokes, no matter how horrible they’ll be at first. (The things we do for learning…) Q: Wait wait wait! What about addition facts, and multiplication tables, and fractions? Egan emphasizes that his methods are designed to be add-ons to the standard math curriculum. In general, he’s a don’t-blow-up-the-system sort of guy, and if something seems especially weird, you should probably assume it’s an add-on to the regular curriculum rather than a replacement, even if I forget to say so. Elementary arts What was art before it was art? Egan suggests we pop our heads into Paleolithic caves for our inspiration. Whatever the specific meaning of all those charcoal elk and aurochs and mammoths (communication with the spirit world? art for art’s sake? a way to impress babes?), Egan thinks it obvious that they were also an attempt to capture an intense experience that would be difficult to express in words alone. What did it feel like to be near an aurochs, or a saber-toothed tiger? “The arts help us,” Egan writes, “to hear and see afresh, to force our perceptions and sensations to experience again the immediacy and vividness of the world”. If we follow this, then, we don’t want to help kids build “art skills” so they can draw like an adult — rather, we want to help them amass a repository of diverse aesthetic feelings that they’ll want to express. We should provide them with a riot of experiences. Q: That couldn’t be more opaque. Examples, please! Egan writes that we should have children learn to whistle, sing, and click their tongue; we should help them emulate the ways a skunk or a hawk or a stick bug might move through a space. We should expose them to scores of different temperatures and materials. In music, we should help them love Beethoven, yes, but also the Beatles; Tchaikovsky, yes, but also Tuvan throat singers, and also John Cage, whale song, and bird song. Q: That’s a lot of experiences, but what would they be doing? An interesting aspect of Egan’s view of education is that he doesn’t seem to think we should push kids right to the “doing” phase. He wants to help kids cultivate an affective relationship with the world. In any case, he writes that as students get more experienced, we should prompt them to move from merely enjoying these experiences to trying to systematically shape similar experiences. And drawing, painting, and playing music could easily be folded into other parts of the curriculum. Elementary social studies What was social studies before it was social studies? Well. Remember how, just a moment ago, I wrote that you could assume that you should probably assume that Kieran isn’t in favor of junking the curriculum as it currently stands? He suggests we very carefully pick up the elementary social studies curriculum, place it into a trash can, and set the whole mess on fire. He isn’t worried about much of importance being lost. (Remember that the “expanding horizons” model is, to him, the original sin of 20th century educational reform, and he repeatedly quotes student surveys showing that “social studies” regularly wins the title of “most boring subject”.) In its place, he suggests we put history — which, he hints, we should think of as the centerpiece of the elementary curriculum. So the real question is what was history before it was history? His answer, surprisingly, is myth. Q: Egan wants us to teach myths as if they were history? Not at all. What he suggests, though, is that we look at how myths operate as narratives — so we can design an intellectually vivid history curriculum. And myths really are special: each is built on at least one binary (like weak vs. strong, or lies vs. truth, or so on), and uses that to tell the story of the big picture of the world. They’re so powerful that people can understand it, remember it, and love it — even if that thing never happened. We should take that power, Egan says, and apply it to things that really did happen. Q: So what history does he think kids should learn in elementary school? The great struggles of humanity from across the whole. Flippin’. World. We’re still talking about young children, so these should be done as simple stories. The goal isn’t to make them history PhD’s, so we needn’t even try to put them in any sort of order. Egan suggests that, in first grade, we pick a single binary like “freedom against oppression” and tell kids a welter of stories, again from as many cultures as possible, and as many times in history as possible. Q: Can you give examples? Oh, all right — in first grade we can tell kids the stories of the war of the Greek city-states against the Persian empire, and the slave uprising of Spartacus against the Romans. We can tell them about the plight of Jews in medieval Europe, and of the unsuccessful Sepoy Rebellion in India against the British. We can tell the stories of the American, French, and Haitian Revolutions, and about the Chinese Taiping Rebellion against the Qing Dynasty. We can tell them the story of the escaped slave Harriet Tubman returning to the South to rescue her kinsmen, the story of six-year-old Ruby Bridges facing threats to integrate her elementary school, and the story of how the Mau-Mau uprising led to modern-day Kenya. We can tell the stories of Mexican-American union organizer Cesar Chavez and of Malala Yousafzai surviving an assassination attempt to advocate for female literacy. The world does not lack for stories of oppression and liberation that can capture the attention of a six-year-old. Q: That’s… huh. What stories might they hear in second and third grade? Egan gives examples, but I won’t list them here. He suggests we use a similar approach for each, except that we swap out the binary each year. He thinks “the struggle for security against danger” would work well for year two, and “the struggle for knowledge against ignorance” would work well for year three. (That year could have a lot of overlap with the science curriculum.) Q: Anything else, for history? Yes — they should get a sense of Big History. They should get some simple stories about the ice age, the Cenozoic, the age of dinosaurs, the Paleozoic, the origins of our solar system, and the Big Bang. (Because if the ancient Norse can tell their story of the beginning of the universe, by gum, we can tell ours, too.) To sum up Egan argues that the problem of early schooling is that it’s trivial — and it’s trivial because the dominant theories of educational psychology see children as lesser versions of adults. What else would we teach them, except dumbed-down versions of what adults learn? But children have certain cognitive strengths that schools aren’t making systematic use of. If we rebuild elementary schools on those strengths, we could turn schooling upside down. We could stop seeing the curriculum as a bag of information to impart, and start seeing it as a set of great stories to tell — and invite kids into. Kids could experience (both intellectually and emotionally) the great struggles of humanity and see that they can join in them. Students could experience the story of education as the beginning of a very real adventure. Egan’s elementary school: some skeptical questions Q: I’m not sure I’m understanding what you mean by “mental images”. Care to explain? It’s an interesting fact of human cognition that just a few words can whip up a complex mental experience. Egan doesn’t just mean what we might call “visual imagery” — the ability to hold, say, the image of a bespectacled, spat-wearing duck in your mind without seeing a photograph. He’s also including what psychologists call auditory imagery, olfactory imagery, gustatory imagery, and tactile imagery. Q: How could all of that be helpful in schools? Humanity has a built-in VR system, and we’re not using it! Egan invites us to pretend we’re teaching a class about the humble earthworm. We might list off facts — “earthworms are so many centimeters long, move through soil by means of their something-or-other muscles…” but he suggests we can evoke images, say, “of what it would be like to slither and push through the soil, hesitantly exploring in one direction then another, looking for easier passages, contracting and expanding our sequence of muscles segment by segment, and sensing moisture, scents, grubs, or whatever”. Those facts are now felt by the student; the knowledge has become part of them. And just a few words can spark a complex mental experience, one going beyond literal images to include imagined sounds, smells, tastes, and more. These experiences can feel real and stick with us. (That these mental images are so easy to evoke, and so meaningfully felt, feels something like the proverbial hundred dollar bill on the ground.) Q: How could metaphors be helpful? It really is interesting that so much of the “constructivist” turn in psychology — that is, the notion that children don’t absorb knowledge, but construct it — has continued to focus on logics-mathematical reasoning, when there’s been mounting evidence for decades that metaphors are more central. It’s not just that we use metaphors to better understand things we already know, we also use them to grasp new knowledge. What’s more, psychologists have devised tests to measure the skill at metaphor-making, and have given them to people of different ages. What they found was that eleven-year-olds make more metaphors (and higher quality metaphors) than do undergraduates — and that four-year-olds have both groups beat. Again, hundred dollar bills on the sidewalk. Q: Your talk of “binaries” has me worried — binaries like good/evil and male/female are the source of so many of our most pernicious stereotypes! Isn’t the purpose of education to get us beyond stuff like this? Yes, it is! Education is supposed to complicate our understanding — but that means we’ve gotta start somewhere, and binaries provide us a natural starting place. As an uncontroversial example, think about temperature. We all begin as babies by perceiving two temperatures — hot and cold. Later, we add on intermediate categories — warm and cool. (Note that the human body is the assumed mid-point to temperature. Binaries often work like this; “big” and “small” mean “bigger or smaller than me”, “nasty” and “kind” mean “nastier or kinder than I am, except when my brother is really asking for it”, and so on.) A good story (and an Egan-inspired elementary curriculum is, in a sense, nothing but good stories) will go further, and transform the binary. Toy Story is grounded in the binary of abandonment/belonging: at the beginning, the toy cowboy Woody belongs to his owner, and has his affection. Then a rival comes who threatens his belonging. In trying to get back to belonging, Woody is entirely lost — and to save the day, he has to come to a deeper understanding of what belonging means. Now, all lessons can’t be Pixar movies. But the good stories (especially in literature and history) will challenge and subvert the binaries they begin with. Q: I see the pattern of Egan drawing from “as many cultures as possible”. Why so many? Is this a political correctness thing? If it helps to think of it as such, then, sure! I don’t think Egan would have had a problem with that. But his ultimate reason for including so much diversity goes deeper. For Egan, including such world-wide diversity isn’t optional, and the answer to why is bound up in his definition of education. (Keep reading.) His answer also insists that we, whenever possible, also include stories from the Bible and Homeric epics (the Iliad and Odyssey). Q: Mmm, stories from the Bible aren’t going to fly in my local school! So be it! Egan doesn’t spend much time obsessing over the practicalities of… His interest is in describing what an ideal education might look like, if it were possible. Every lesson, every classroom, and every school is necessarily a compromise. Q: You make a big deal of poems. But isn’t poetry dead? An interesting contrast can be made to classical education, which also has kids read a lot of poems — they see knowing great poems as one of the marks of an educated person; again, for an academicist, it’s the information that transforms. Egan begs to disagree. Poems are important because they’re a wonderful way to train their cognitive strengths, like rhythm (poems are language fueling by thumping). We want to help kids learn to use this tool better, and a great way to do that is to help them recite poems that they’ve learned by heart. Q: “Learn by heart” — is that code for “memorize”?! It is! Egan is actually quite big on memorization — he points out that all the knowledge in the world can do nothing for a person once they’ve forgotten it. He didn’t, however, appreciate the academicist focus on memorizing without understanding (or at least enjoyment). Q: I’m still worried about the science curriculum, as you’re describing it. Can you allay my fears? Honestly, while I feel there’s something profoundly right to how Egan is describing early experiences of nature, I feel the same way. Note that there’s more science coming in the social studies curriculum. But if that’s still not enough, one could bring down aspects of the middle school science stage. Q: Anything else that Egan suggests we do in elementary school literature and language? He suggests that we help kids learn a second language! This is so obviously true (why do American schools typically wait until kids lose the ability to naturally absorb languages to start teaching languages?) he doesn’t belabor it, though. Q: You had mentioned that Egan’s vision seems more internal-focused. Should we be worried about that? While I strongly suspect that his curriculum would make kids more creative in any way you’d like to measure it, Egan wasn’t particularly interested in “creativity” — he was more about helping kids find the world interesting. I get the sense that he thinks kids will do things with minimal prompting once they’re loaded up with complex internal experiences. Q: I think I’m beginning to understand Egan — is he basically saying “make learning fun”? “Fun”, applied to education, is a dangerous word. Egan worries about the dangers of an emotionally unserious curriculum producing emotionally stunted adults. That doesn’t mean we need to tell students only “serious” stories — only that we treat the world honestly. “Disney-esque sentimentality is the exact emotional equivalent to intellectual contempt”. Q: But aren't some of these stories too dark for children who have themselves experienced oppression and disaster? Egan argues that these stories may be especially helpful to them — they can help them understand their struggles better, and give voice to them. Q: At the very start of this, you promised us “rationality”… but I’m not seeing rationality here! All this talk of “adventure” almost seems to go the opposite direction. What gives? Wait for it. But for a hint right now — Egan is fond of citing his fellow educational theorist Jerome Bruner, who claimed “any subject can be taught effectively in some intellectually honest form to any child at any stage of development”. Bruner was criticized for that; his critics charged that he was ignoring learning differences and socio-economic realities. Egan thinks he was profoundly right. Part 3: A new kind of middle school What’s the matter with middle school? What was middle school like for you? In math, I recall a jumble of barely-related topics. In literature, I remember reading great literature — Frankenstein, Romeo and Juliet — only in their dumbed-down summary formats. In social studies, I remember teachers proclaiming on the first day of class that unlike all of our previous history classes, this class wouldn’t be about names and dates… and then going on to memorize names and dates. And in science, I remember being forced to dissect a frog only to discover that frogs are — you guessed it — made of slimy frog parts. Your mileage may vary, but for a lot of us, middle school feels like getting booted out of the (in retrospect) Eden of elementary school, and like marking time before the serious studying of high school. It feels meaningless. In my favorite of his books, Egan calls so much middle school curricula “human deserts”, noting “we have created a system in which the importance of human emotions for meaning seems barely noticed”. Why so meaningless? If our dominant approaches to educational psychology fundamentally misinterpret younger children, Egan suggests, they basically throw up their hands when faced with pre-teens and teenagers. Mainstream schools begin to introduce vocational training to help lighten the load, and Maria Montessori famously suggests that adolescents should be sent to go run a farm. Egan is sympathetic to those responses, but points out that they don’t do much to lighten the load that the academic curriculum often becomes at this age. This feeling of meaninglessness, he argues, is utterly tragic — it comes just when a hunger for meaning blossoms in adolescents! We can see that hunger for meaning in their lives outside the classroom, where their interests ramp up into veritable obsessions. What are adolescents obsessed with? What might we see, if we become Jane Goodalls of early adolescence? First, teens are obsessed with gossip. The motivations of others — why did he do that? and what was he THINKING? — are hypothesized and talked to death. Second, that they’re pulled toward idealism. Many feel a dissatisfaction with the world as it is, and feel a romantic urge to make it a better place. They’re often lured into simplistic beliefs that promise to help them do that. Third, they love extremes: they want to find limits, and test them. Obviously, this can show up as risky behavior, but we can also see it in their love for the bizarre — note adolescents’ fascination in things like aliens, cryptids, and ghosts. (Egan loves pointing out that The Guinness Book of World Records is a perennial bestseller among kids at this age. How else would they find out who had the world’s longest fingernails?) Fourth, they gravitate toward heroes — people who push the edges of those limits. By celebrating heroes, they can vicariously share in their transcendence. Look for the posts hanging up in a teenager’s bedroom to guess what boundaries they feel most hemmed in by: athletes push against physical limits; a death metal guitarist might push against authority and conventional morality. An activist or entrepreneur might push against our dulled morality or our sense of what’s possible. Finally, we might spot teens taking up hobbies and making collections. Hobbies can be a way to identify yourself as part of a group against the rest of the world (“I’m the sort of person who goes bird-watching!”), and collections can be a way to climb the status ladder inside the community. Egan points out that a collection can also be a way to feel like you have control over what you’re discovering is a very big and complex world of detailed information (“I’ve spotted every one of the fifty most common birds of Texas — even the black-capped vireo!”) Egan’s insight is that these obsessions give teenagers a sense of meaning, and that we can use them as tools to make middle schools that overflow with meaning. From meaningless to meaning-soaked Again, Egan sketches out a new kind of curriculum subject-by-subject. Before, his trick was to ask where the subject first evolved out of; now, it’s to ask who first discovered or created the specific content we’re teaching. “All knowledge”, he writes, “is human knowledge. Everything we know is knowable through the lives of its inventors, discoverers, or users, and we can have access to that knowledge through the hopes, fears, or intentions that drove them”. Middle school math Who first discovered the concepts students learn in math? The answer, of course, is a wide diversity of curious men and women living across the world over the last few thousand years. Egan says: bring those people into how we teach math. If we used gossip and heroes to help students find it meaningful, what kind of math would result? When we teach the Pythagorean theorem, we should give a sense of who Pythagoras was — a cult-founder who worshiped numbers to find God, whose followers (according to a piece of ancient gossip) murdered one of their members who discovered irrational numbers! Q: Well, sure, that works for Pythagoras, but he’s a known nut job; surely most math doesn’t come from such interesting roots? When we teach the Cartesian coordinate system, students should meet Rene Descartes, the Calvinist French polymath who saw the possibility that math could decipher the world, if only we could unite algebra and geometry… and invented the xy-plane to do exactly that. When we teach scientific notation, we should call our students’ attention to the importance of the number zero, and tell them the story of the Pope who tried to introduce Arabic numerals to Christian Europe and may have been assassinated because of it. When we teach algebra, we should ask students why “algebra” is Arabic for “the fixing of bones”, and tell the story of what Muhammad ibn Musa al-Khwarizmi was up to. We could do this all day. Literally everything students learn in school was first invented or discovered by some interesting person who was struggling to accomplish something hard. To learn is to connect with those people, whether we know it or not. Egan says: help kids know it. Math has been dehumanized: re-humanize it. Q: So the math curriculum needs to become a history of math curriculum, and math teachers need to become history teachers? No, the content needn’t change. But with surprisingly little work, we can bring in the gossipy stories of heroes, and their obsessions can spread to students. Middle school science Who first discovered the things students learn about in science? If you’re thinking “scientists”, you’re only partially right. Most of the big-picture ideas that we now think of as “science” were discovered before the word “scientist” was invented, or the discipline was professionalized. Frequently, they were hatched by true amateurs, working in their free time, hungry to unlock the secrets of nature. We can use gossip and heroes to spread their obsessions to students just as we taught math, but Egan points out two twists. The first is that the content itself can take on heroic qualities: everything is impressive, when you look at it in a certain light. In an interview, Egan once said: “My book is an attempt to show that, indeed, everything in the world is wonderful, but that schools are designed almost to disguise this slightly shameful fact. We represent the world to children as mostly known and rather dull. The opposite is the case: we are surrounded by mystery, and what we know is fascinating”. What would even the most boring subjects look like, if we emphasized their heroic qualities? Well: What’s a tooth? Bone, wrapped in rock, surrounding tiny cells that your body feeds with blood. What’s a bar of chocolate? A crystal of jellyfish-shaped fat molecules stacked together; when you put it in your mouth you shake them apart into a writhing confusion. What’s the air around you? The bottom of a 10-mile-deep ocean; when you put your tongue over a soda straw and your Pepsi stops leaking out, it’s not because a “vacuum” is “sucking” it up, but because that ocean is squeezing it into your face. Again, we could do this all day! And in middle school science, we can. Everything in the world is wonderful; we can help students see this again and again. The second twist is that science is a subject rich in extremes. Here Egan introduces a concept that we’ll see crop up again: “15-minute segments”. To help us fit as much wonder as possible into a school day, he suggests we supplement the usual school subjects with a few quick lessons. To infuse science with extremes, he suggests we add on three: “human & natural records”, “extremes of animals & plants”, and “cosmology”. Middle school history Who first made the things students learn about in history? Why, the historical characters themselves! Since we’ve given kids a grounding in history in elementary school, now we can build on that, going through many of the same events as before, but in more depth, and more vividly. We’ll leverage the interest with other people’s inner lives to tell stories focusing on the perspectives of the people who made history — zooming in, when possible, on scandalous details. We’ll leverage the tool of idealism to choose historical characters who chafed against their surroundings, and understand what they were trying to accomplish. What was their vision of the world? What did they hope for, and what did they fear? Q: Isn’t the “great man” approach to history out of fashion? Egan’s approach doesn’t say that “great men” made history — it’s just leveraging gossip to help kids see history as something meaningful that can expand their own possibilities. “Early adolescence is commonly a time of intense and vivid emotional life, and also a time of deepest boredom and depression… [We] can give shape to the intermediate curriculum and offer the students a world that is rich, complex, varied, and as intense and vivid as their own emotional lives”. We also should add on another “15-minute segment” just to pump in as many biographies as possible, and from people who don’t always fit into the normal history curriculum. Call it “Brief Lives”, and throw in anyone who’s struggled to push some limit — Mary Wollstonecraft, Jesse Owen, Dietrich Bonhoeffer, one of the students’ great-aunts, whoever. As students get older, this can transition to “People and Their Ideas”. Here, we’d focus less on the details of the person’s life, and use it as a backdrop to showing how meaningful some of history’s most important ideas could be. Think Aristotle and syllogisms, Edward Said and orientalism, Confucius and propriety, Cornel West and race, Buddha on the four noble truths, Muhammad and the five pillars, Karl Marx and communism, Adam Smith and the invisible hand, Thomas Hobbes and the state of nature, John Locke and natural rights, Jeremy Bentham and utilitarianism, Thomas Aquinas on the sacraments, Martin Luther on faith, Voltaire on the freedom of speech… you get the idea. Q: Can you really get a profound understanding of utilitarianism in 15 minutes? Yes! The point of this segment isn’t to develop a systematic understanding of any one idea, it’s to introduce students to the exciting possibilities of human thought. (As a bonus, this might make them less likely to fall for the first ideology that they encounter later in life.) Diversity is important for this — as it is with culture. Throughout this, we should also be trying to expose students to as much cultural diversity as possible, because in high school, we’ll be trying to make sense of our society, and it’s impossible to do that unless we have something to compare it against. Middle school literature & language You might think that this subject would be easy — that middle school literature is already filled with “strong and clear narratives”, that it deals with “transcendent human qualities such as courage, love, and persistence”, that it focuses on “extremes of human experience”, that it examines “something strange and exotic”. You’d be right! Egan’s pretty happy with a bog-standard middle school literature curriculum, done well. In this part of the book, his spends most of his limited space suggesting three rather odd activities which could also be useful — especially for increasing students’ awareness of language, so they can use it better. The first is etymology — not, however, memorizing lists of roots, but in being told the entertaining backstories of specific words. Take the word “berserk”, for example — we now use it to mean something relatively mild (“if my mom catches me coming home late, she’ll go berserk”), but it comes from an old Norse word meaning “a raging warrior of superhuman strength”. And that’s because ber meant “bear” and serk meant “shirt”: soldiers of the bear cult would don the skin of a bear to, in their minds, transform into one — howling, foaming at the mouth, and gnawing the rims of their shields. (Most adults walk through life with little understanding that the words falling out of their mouths are entities, with their own back-stories. Communication is, at the very least, more interesting when we become aware of this.) The second is to add on another language to learn — not, this time, to become fluent in it, but just to become aware of how very different human languages can be. (For native English speakers, Sanskrit might work well, or Cantonese, or perhaps even ancient Egyptian. Again, the point isn’t for this language to be useful — it’s to explore diversity.) The final one is to study humor — not just jokes anymore, but comedy at its finest. Egan cites (at length!) Monty Python as a group of people who were particularly brilliant in their use of the English language. Examining their skits can lead us into not just an appreciation of semantics (the study of how meaning is made from smaller pieces, like etymology) but also pragmatics (the study of how meaning is made in social situations). Pretty heady stuff, for a conversation about a dead parrot. Part 4: A new kind of high school I’ll confess — I loved parts of high school… and among nerdy folks, I suspect I’m not alone. For some of us, this was a golden time. Even at my local public high school, I had access to academically thrilling classes — especially, in my last two years, advanced literature and history. I felt like I was finally understanding the ideas that mattered. In any case, Egan is quick to acknowledge that, at this level, the sort of education he advocates really is being practiced in some places. What he can add is an understanding of what makes it wonderful, how to make it even more wonderful, and how to make it wonderful for many, many more people. What’s the matter with high school? Far too often, even when high school classes are intellectual, they’re dry. For the majority of students, all this academic stuff is experienced as utterly lifeless, a mass of dead information to be squeezed inside one’s head for a test and then left to evaporate. Egan mocks the curriculum wars that seem to be a permanent feature of the teaching life; quoting the sociologist Pierre Bourdieu, he says “while the academic left and right bicker over whether the curriculum is too traditional or too radical, they fail to recognize that most students absorb so little of academic culture that the bickering is largely irrelevant”. Why so dry? Egan suggests three reasons to explain this. First, because high school academic classes are too often masses of small details with no sign of the big picture. Second, because they’re typically slavishly disciplinary, and aren’t able to address the questions that span the disciplines. Third, because they’re often designed to bring students through what everyone is sure of, and hide away any controversies. In all of these, Egan suggests that what’s called “academics” in high school is too often a dim imitation of what real academics are actually practicing. There’s a fourth reason, though, and it’s probably the biggest of all — by the time they get to high school, most students haven’t actually learned that much! An academic approach is designed to connect small details into the big picture; for people who arrive in high school (and college) classes without having already collected much in their heads, academics are going to taste dry. (An implication of this for anyone trying to improve schools is that we might not want to start with high schools. If your goal is to create a new kind of academic learning, first start at elementary school — or barring that, middle school.) What motivates mad scientists? When we wanted to re-conceive the elementary and middle school curriculums, we looked at what students were already good at — kids’ cognitive strengths and adolescents’ obsessions. For this level it might be easier to look — for reasons that will become clear when we finally unveil Egan’s crazy-sounding definition of education — at the sorts of things that bring intellectuals joy. Q: Which intellectuals? Take your pick. Galileo, Einstein, Smith, Marx, Goodall, Chomsky, Curie… all the people who took to the life of the mind like fish to water. But that’s a lot to hold in my mind at once, so I’m just going to think about Doc Brown from Back to the Future: He was high on intellectualism I’ve never been there, but the brochure looks nice Let’s call these people “mad scientists”. And let’s pretend we once again took up our job of being primatologists, and snooped on these folks “in the wild” (“in the lab”? this is beginning to get recursive…)… what would we find motivating them? Asking simple questions, for one. (What is space? What is society? What is a human? What is language?) Building general schemes (big theories) that hold lots of evidence together. Finding their place in the cosmos. And (perhaps above all) seeking certainty. Once again, Egan suggests we use these as tools to remake the curriculum. From dry to daring What could a high school curriculum look like, if it were rebuilt on these tools? Once again, Egan has a trick. This time, it’s to ask what fights have driven the development of each of these fields forward — and how we can help students enter them. First, a mini-segment! Intellectuals invented the academic disciplines to better pursue the life of the mind, but the disciplines can get in the way. Some of the most important intellectual discoveries that could help students are too big to fit into any of the disciplines. We need a place to introduce them plainly. Egan proposes another mini-segment — again, just 15 minutes a day, a few times a week — called “Metaknowledge”. Q: Isn’t that already in the International Baccalaureate program? Yes, he acknowledges that he’s borrowing from that! This segment would introduce ideas that would enrich student thinking across the disciplines: game theory, cognitive biases, systems thinking, Bayesian reasoning, epistemology, ethics, logic, cultural evolution, and so on. High school literature How can we help students enter the big fights of literature? Intellectuals of a literary bent — professors, critics, poets, novelists — delight in arguing over literature like rabbis arguing over the Talmud. Take, just for one example, the debates over Shakespeare’s character of Ophelia. Does she love Hamlet, or is she a victim of his emotional abuse? Is she truly insane, or is she acting? Is she passive, or is she pulling the strings? Oceans of ink have been spilled arguing over questions like these; our students can, perhaps, spill a few ounces more. The usefulness of arguing literature, for Egan, isn’t that it’s oh-so important for educated adults to know a lot about Ophelia. (This, again, was where the academicists went wrong — in thinking that being educated was about getting the best knowledge in your head.) Rather, arguing over literature is a training arena for the all-important intellectual move of this kind of understanding: building general schemes out of evidence, and struggling with anomalies. One person, for example, might hold that Ophelia is insane, and cite all sorts of obvious evidence — her father just was murdered by her lover, she rants nonsense while (bizarrely) handing out flowers to friends… But then he’s challenged when he reads a scholar pointing out that, to people in Elizabethan England, types of flowers have symbolic meanings. How does he deal with that? He could ignore it, claiming it an over-reading of Shakespeare. (Sometimes a flower is just a flower!) Or he could address it, complicating his own scheme. This intellectual work is best done with other people, who are incentivized to challenge your understanding of something, and go back and forth, building competing models and calling attention to anomalies. This process — the “dialectic” — pops up again and again in the academic disciplines. It’s the center of how understanding works, at this stage. And the nice thing about practicing it on literature is that, more so than in history or science, the evidence is shared knowledge — it’s right in front of everyone, written out. But there are other ways literature class can be helpful to the general life of the mind. Egan also suggests that we’ll want to specially include literature that helps students understand complex ideas. Camus, Orwell, Borges, Calvino might be particularly helpful here… and I imagine that genres like science fiction and magical realism might be particularly useful, too. (Note, though, that once again none of this requires a radical remaking of the curriculum, or of the canon of texts that we traditionally assign to high schoolers.) Q: Oh yes, the canon — what does Egan have to say about the canon wars? When he wrote Educated Mind in the nineties, the long-brewing canon war was approaching its inevitable apocalyptic climax. On one side of this Plain of Megiddo were the pro-canon traditionalists, arguing that we should keep assigning the texts that had been argued over for centuries. Facing them were the anti-canon reformers, arguing the standard texts over-represented the perspective of dead white men. Onto the middle of the plain rides Egan on a white horse, who bellows above the din: “I’VE GOT A BUSLOAD OF HIGH SCHOOLERS WHO WANTS TO JOIN IN, EVERYONE OKAY WITH THAT?” To do so, he says, we need to give students the arguments from both sides. So, for example, bell hooks, Edward Said, and China Achebe should be on the syllabus, as should Allan Bloom, Mortimer Adler, and Diane Ravitch. And of course they should actually read the texts cherished by both sides, too, so they can argue better. High school history How could entering the big fights help us reinvent high school history? First, we might look for dueling histories. It’s time for students to get into historiography and understand that history isn’t just what happened, it’s something we make. We might help kids read chapters from Howard Zinn’s socialist history of America alongside the corresponding chapters from Paul Johnson’s conservative history of America. How could big questions help? We want to help students see how various people have disagreed over some of the big questions of what human history is, at its most basic. We can have them compare Steven Pinker’s theory of civilization’s progress (Better Angels of our Nature) with Yuvah Noah Harari’s theory of civilization’s woes (Sapiens). We could have them compare so-and-so’s account of human history as an ever-expanding unlatching of energy sources with Robert Wright’s account of human history as unlatching more and more positive-sum games (Nonzero). What role could the lure of certainty play? To help them grow their skills at finding anomalies, we might help them work through pseudo-histories and conspiracy theories. Q: Conspiracy theories! Oh, come now, you’re playing with fire. Well, the world is on fire. Our students will spend the rest of their lives encountering terrible-but-beguiling arguments about how the world works; if we don’t prepare them for those, what have we been doing? So we should introduce arguments that the Moon landing was a hoax, that the Illuminati founded America, that aliens built the pyramids, and so on. At no point can we demean students for falling for any of these theories — the job of a teacher at this stage, Egan writes, is to support students in their reasoning even when their beliefs are offensive and stupid, gradually offering anomalies. There’s no way out of bad theories except through them. By the time students graduate, we want them to have wrestled with terrible ideas and — for a while — lost. They need to experience what it’s like to change their minds about something they felt strongly about. They need to viscerally realize, in Feynman’s famous phrase, “The first principle is that you must not fool yourself and you are the easiest person to fool.” High school natural science How could entering the big fights reinvent high school science? At present, so much of the high school science curriculum — especially “honors” classes — is oriented toward helping amass details. (The same is true of 100-level university classes, which famously “survey” the field to prepare for more advanced studies. I always thought this was stupid — of the huge lecture hall of students in my Geology 100 class, how many went on to take even a second course?) The meaty debates that propel science forward are held back. Egan complains: “The more general and speculative theories in any discipline are treated like an unconventional and disreputable relation who, even though the children find her exciting and entertaining, must be kept hidden from view, her very existence denied as long as possible”. This is a stupid approach — students with an adventurous bent are convinced that science isn’t for them. Egan proposes, simply, that we flip this, and organize high school science classes around the big debates. We shouldn’t be ashamed at how, well, adolescent this might look: “the dramatic, speculative, and contentious theories will be up-front in the early years of the [high school] curriculum”. What might those be? Egan doesn’t give a list, but we can spitball some: instead of explaining what “matter” is from the top down, a physics class could problematize “matter” by following the debates over the nature of dark matter and dark energy, and by becoming familiarized with the various interpretations of quantum mechanics

End Times1 mentions across 1 issues

End Times is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 17, 2024 and May 17, 2024. The archive places it in contexts such as "List of all books reviewed below. End Times". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

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Choose Book Review Finalists 2024 May 17, 2024

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May 17, 2024 · Original source

...ned: A Science of Life Without Free Will Discrimination and Disparities Djinn Dominion Don Juan Don't Make No Waves, Don't Back No Losers Egypt's Golden Couple Elon Musk End Times Eothen Eve Food of the Gods For Whom the Bell Tolls Frankenstein Free Range Kids Fundamentals of Marxism-Leninism Gnomon Godel, Escher, Bach Golem XIV How Language Began...

Engines Of Cognition1 mentions across 1 issues

Engines Of Cognition is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between January 03, 2022 and January 03, 2022. The archive places it in contexts such as "Engines Of Cognition is a Best Of Less Wrong 2019 book collection". It most often appears alongside EA Funds, EA Infrastructure Fund, Eliezer.

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Open Thread 205 January 03, 2022

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Open Thread 205

January 03, 2022 · Original source

2: Looking for a Chri…fine, sorry, looking for a Martin Luther King Day gift this year for the rationalist in your life? Engines Of Cognition is a Best Of Less Wrong 2019 book collection out now including essays by me, Zvi, Eliezer, and 30+ other writers. Yes, all the art is AI-generated; it seemed appropriate.

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Enlightenment Now1 mentions across 1 issues

Enlightenment Now is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between April 16, 2021 and April 16, 2021. The archive places it in contexts such as "Stephen Pinker's Enlightenment Now". It most often appears alongside "The Rent Is Too Damn High!", 16th amendment, 1886.

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Your Book Review: Progress And Poverty April 16, 2021

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Your Book Review: Progress And Poverty

April 16, 2021 · Original source

After the Great Depression in the 1930's, we see a sharp decrease in the duration and frequency of recessions. They're still with us now (and the one we're currently in is the worst since the Great Depression), but you'd still rather be living in 2021 than 1879. So, have we solved the problem? Is George's complaint obsolete? I mean, this graph of GDP per capita from Stephen Pinker's Enlightenment Now makes it look like in many ways things are getting better: And heck, extreme poverty has been going down everywhere: But this can't be the entire picture, or nobody would be complaining about poverty and inequality. Here - this graph (source), shows that as consumer goods have gotten cheaper in the United States, health care, higher education, child care, etc., have skyrocketed in price, which Scott examined in great detail in Considerations on Cost Disease. And what about Inequality? In the USA it seems to have reverted to levels not seen since the Great Depression, and even when it was at its lowest in 1978, the top 0.1% (not even the top 1%!) still enjoyed a massively disproportionate share of Wealth (source): And of course, The Rent Is Too Damn High: (source): (source): Although 2021 seems better than 1879 in absolute material terms, George's complaint still rings true: healthcare and higher education are increasingly unaffordable, inequality is as bad as it ever was, and The Rent Is Too Damn High. And even if all of these measures had improved as well, we still have to contend with a fundamental complaint: how can human civilization have piled up an amount of wealth best described as absolutely banana pants insane, and yetstill have poverty, oppression and cyclical recessions? Yes, greed, evil, and human nature will always be with us, but isn't it weird that we haven't eliminated these economic problems the same way we've eliminated Smallpox, Scurvy, and having to write your scathing polemics about Thomas Jefferson by candlelight with a goose feather? Giving the mic back to George, he closes the chapter with this haunting quote, first written 142 years ago: If there is less deep poverty in San Fran Francisco than in New York, is it not because San Francisco is yet behind new York in all that both cities are striving for? When San Francisco reaches the point where New York now is, who can doubt that there will also be ragged and barefooted children on her streets? I'll just leave this here: Number of Homeless Children in U.S. At All-Time High; California Among Worst States. I. Wages and Capital George insists sloppy terminology leads to sloppy thinking. Naturally, he spends an entire chapter beating words to death to correct this. The Meaning of the Terms Let's start with Wealth. The common usage, both then and now, is "anything with an exchange value." George doesn't like how this mixes dissimilar things. By George, what is wealth? Wealth is produced when Nature's bounty is touched by human labor resulting in a tangible product that is the object of human desire. Labor is required, but the amount and type doesn't matter - George offers the example of simply picking a berry off a bush as an act that transforms nature's gifts into human wealth. Note particularly that human desire is an important requirement of wealth; it doesn't matter how much work someone put into something, if it doesn't gratify human needs or desires in some way, it's not wealth. Speaking of human desire, let's talk about Value. Where does a thing's value come from? The prevailing theory of the day was the Labor Theory of Value which originated with Adam Smith and David Ricardo, which says that Labor is the source of value. The early formulations were a bit ambiguous, here's Smith in Wealth of Nations for instance: The value of any commodity ... is equal to the quantity of labor which it enables him to purchase or command. Labor, therefore, is the real measure of the exchangeable value of all commodities. So... is a thing's value how much labor it takes to make the thing, or how much labor someone's willing to exchange for the thing? Nowadays Labor Theory of Value is most commonly associated with Marx. Marx picks a lane and says the value of something is tied to the amount of "socially necessary labor" required to produce it. George goes the other way: It is never the amount of labor that has been exerted in bringing a thing into being that determines its value, but always the amount of labor that will be rendered in exchange for it. - Henry George, The Science of Political Economy, p. 253 In other words, "a thing's value is whatever someone is willing to pay for it." This is in line with the so-called marginal revolution (the movement, not the blog) and modern theories of value. Labor Labor is the exertion of human beings. It's possible to labor to no avail (try punching a concrete wall), but typically humans labor towards an end, such as gaining wealth. But whether or not we accomplish anything with our efforts, George calls them labor. Labor isn't just making things, by the way – it's also moving or exchanging them. Production Production is labor applied "to the production of wealth." You know, productively. This is all human exertion that isn't punching a concrete wall and rewards you for your efforts with something that fits the definition of wealth. Said wealth is the "product of labor." Wages whatever is received as the result or reward of exertion is "wages." No distinction here is made between blue-collar work and white-collar work – whether one is called "hourly pay" and the other is called "annual salary," George calls them both "wages." It doesn't matter whether you receive them from your boss, from customers, or from nature. If you do work and get something from it, you have received "wages." With those basics under our belt, let's circle back to Wealth: What are some examples of wealth? By George, Gold is wealth. Teddy bears are wealth. Tesla roadsters and candy canes and young adult vampire romance novels are wealth. The same goes for fish you've caught, deer you've hunted, and cool looking rocks you've picked up on your morning walk. The value of these things may differ, but as long as they're tangible, originate in nature, someone ever did a lick of work to make or acquire them, and a human being somewhere desires them for any reason, they're wealth. It gets a little clearer when we ask what isn't wealth. And by George, Money isn't wealth. Articles of gold are wealth because they're tangible things that have been dug up, crafted, and fulfill certain human desires. But paper currency, digital currencies, and other things that aren't inherently valuable but merely represent value are not wealth (outside of putting their physical articles in coin collections or making paper airplanes, and so forth). Now don't get the man wrong, these things are certainly valuable. They're just not wealth. They are certificates that represent claims on wealth. For any computer programmers in the audience, money is a pointer to wealth. Likewise Stocks and Bonds and other financial instruments are not wealth. These are also just claims on wealth. A creditor's title to Debt isn't wealth, either, it's just a claim on the debtor's (typically future) wealth. And, writing as he was not long after the Civil War, George points out that Slaves are not wealth either but, represent "merely the power of one class to appropriate the earnings of another class." Wealth, thus defined, is the terminal "ground truth" bits of the economy, and all the financial layers on top are fancy IOUs that just encode various claims on it. George offers a thought experiment to test if something is wealth: if you produce a pile of gold, fish, or Lego bricks, you've clearly increased the amount of wealth in the world. But if you produce a giant pile of IOUs that just records who owns what and who owes what to whom, it doesn't matter how many of them you pile up or how long the chains of ownership get, you still haven't increased the amount of real wealth in the world. Again, this isn't saying the IOUs aren't valuable, they are. But they're only valuable because they ultimately point to real wealth. If you magically transported everyone over to a hypothetical Earth 2, carrying over all of Earth 1's money and financial instruments but none of Earth 1's tangible wealth, the value of all those IOUs would instantly evaporate. Now what about digital goods? Leaving things like Bitcoin aside for the moment, let's consider the case of a digital image file: By George, this is wealth. Digital though it may be, it's physically encoded on a storage device somewhere, and is thus tangible (it's not a pure abstract concept flitting about in Platonic heaven) and has its origins in nature. Human exertion built the computer that encodes it, and clicking the button that saves it to disk or displays it on your screen is labor. Finally, it directly satisfies human desires (mine, at the very least). It's value may be negligible, but it's wealth. By contrast, the digital bit sitting in some database that says I own a particular eBook or mp3 is just a digital IOU – a claim on the wealth that are the physical bits on my local storage device or remote server that digitally encodes the files. The fact that digital files don't seem particularly physical, and that they can be trivially and endlessly copied, doesn't mean that Henry George, magically transported to today, wouldn't regard them as wealth. Okay, so is there anything else that's not wealth? By George, Bitcoin isn't wealth, in case you were wondering. It's just a (very fancy) financial instrument, a digital claim on wealth. And that goes for most crypto assets – a token on some blockchain that says I own a painting by Banksy is just another IOU, regardless of the technical sophistication of its distributed trustless ledger. What about intellectual property? Copyrights, patents, and trademarks are all different forms of Monopoly – the exclusive, government-granted legal right to do a particular thing (publish a certain book, manufacture a certain product, use a certain name in business, etc). The exclusive right to do or produce a thing, valuable as it may be, is not the thing itself. By George, Monopoly is not wealth. But there is something big that is wealth – the C-word. Capital. By George, Capital is "wealth devoted to procuring more wealth", and it's the next thing he insists everyone is hopelessly confused about. He quotes Adam Smith, agreeing with him thus far: That part of a man's stock which he expects to afford him revenue is called his capital. ...and also gives us a short etymology lesson on the origin of the term: The word capital, as philologists trace it, comes down to us from a time when wealth was estimated in cattle, and a man's income depended upon the number of head he could keep for their increase. ("Per capita" being the Latin for "by head") By George, all capital is wealth, but not all wealth is capital. George notes capital is often described as being "stored up labor", and endorses this view – but what it really means, is capital is stored up production. It's not literally the labor that's stored up but the wealth generated by it, set aside and then dedicated to the purpose of getting more wealth. George insists that it is the owner's intention that transforms wealth into capital. If you buy an old factory to throw parties in for your hipster friends, it's just wealth. But the minute you decide to put it to work to make something useful (or start charging your hipster friends a cover charge at the door), it becomes capital. George therefore further insists that a laborer's daily bread and the clothes on their back do not count as capital, because a person has to eat and wear clothes whether they work or not. The laborer's tools (and arguably their steel-toed work boots) can however be counted as capital, because their purpose is to assist the laborer in getting more wealth by working for wages, and the laborer wouldn't acquire, use, and maintain those things otherwise. George has more exclusions: We must exclude from the category of capital everything that may be included either as land or labor. Human exertion (labor) by itself can never be capital. The products of human labor become capital when they are stored up and set to the purpose of getting more wealth. To muddle this distinction defeats the point of having separate terms for those things at all, and prevents us from reasoning meaningfully about how they relate to one another. Labor is not capital, and neither is labor by itself wealth, it produces wealth – and if it ain't wealth, it ain't capital. And that brings us to land. Land, land, land. By George, land is not wealth. And it's definitely not capital. The unique specialness of land is George's entire schtick and the very core of his philosophy. The term land embraces, in short, all natural materials, forces, and opportunities That means that a field or a meadow is "land", as is a mountain. But so are the fish in the sea, the clouds in the sky, veins of gold in the earth's crust, and the oil deep under ground. These things aren't yet wealth – not until human beings both a) desire them and b) touch them with labor. So... land is not wealth. But... how come? I mean, look: land is tangible, it "comes from nature", humans are always productively applying their labor to it, and it certainly seems capable of gratifying human desires. George sees this reasoning as understandable, but insists it's the root mistake that leads other political economists astray – because for George, land just is nature itself. Come again? Land is the ultimate source of all wealth, but it's most useful to think of it as a generator, acompletely separate entity from the wealth that human labor and desire draws from it. Players of Magic: the Gathering and Settlers of Catan should already have a solid grasp of this distinction: In modern times, George would grant electromagnetic spectrum and orbital real estate for satellites the same status of "land" that already applies to farmland and terrestrial real estate. We don't even need to speculate about whether he'd attach this status to sunlight because he straight-up predicted solar power: Even the lack of rain which makes some parts of the globe useless to man, may, if invention ever succeeds in directly utilizing the power of the sun's rays, be found to be especially advantageous for certain parts of production. (That's from Protection or Free Trade, footnote 19) The important thing to grasp about land is that it comes before everything humans do or make, and is itself a thing no human can make. Okay, smarty-pants, what about the Netherlands? They've been making land for centuries! Well, land in the Georgist sense doesn't refer simply to "dry land", but also the sea bed, the oceans, and the skies above. The "new land" in the Netherlands counts as an improvement to land that already existed. The seabed was always there, but by filling it in so you can walk around on it, now it's more useful to us (George has a lot to say about improvements to land, which we'll get to later). Okay, what is land not? nothing that is freely supplied by nature can be properly classed as capital By George, land is not wealth. And since it's not wealth, it's not capital. Okay, we get it. Land is very special to Mr. George and we must never put it in the same category as wealth, labor, capital, wages, production, money, or anything else. Why exactly is this so damn important? Well, by George, if you treat land the same way you would a bar of pig iron, an hour of work, or a dollar bill, before you know it you'll get poverty paradoxically advancing alongside progress, inexplicable bouts of industrial depression, literal genocides and holocausts (he's dead serious about this), and The Rent Being Too Damn High. With terminology now firmly established, George moves on to the relationship between wages and capital. 3-for-1 special on Wages, Capital, and Labor I'm condensing three chapters here because they all deal with the same basic thing. The question George wants to answer is: Why, in spite of increase in productive power, do wages tend to a minimum which will give but a bare living? The conventional wisdom of George's time is that wages are governed by a fixed ratio between the number of laborers and the amount of capital devoted to their employment, because "the increase in the number of laborers tends naturally to follow and overtake any increase in capital." So it doesn't matter how much capital you throw at employing workers, it'll just attract even more workers splitting it up, so although wages might temporarily wiggle a bit in the long term they'll always settle back to a "natural" minimum. (As we'll see in the next section, this argument stems from Malthusianism). George spends some time methodically poking holes in the theory (it's predictions don't line up with the facts he observes), and then sets out to prove his replacement theory (emphases mine): wages, instead of being drawn from capital, are in reality drawn from the product of the labor for which they are paid. He pulls a G.K. Chesterton to make his point: During the time [the laborer] is earning the wages he is advancing capital to his employer, but at no time, unless wages are paid before work is done, is the employer advancing capital to him. He starts by identifying the source of confusion: Because wages are generally paid in money, and in many of the operations of production are paid before the product is fully completed, or can be utilized, it is inferred that wages are drawn from pre-existing capital I mean, the old theory seems sensible: the employer has capital and uses it to pay wages. But however you slice it, capital's investment gets paid back by production when it takes its cut, so does it even make a difference to talk about where wages are "drawn" from? Value goes out, value comes in, isn't it all a wash? By George, it isn't: in the old theory, because capital "must come first", it follows that "industry is limited by capital - that capital must be accumulated before labor is employed", which leads to a reductio ad absurdum – We are told that capital is stored-up or accumulated labor – "that part of wealth which is saved to assist future production." If we substitute for the word "capital" this definition of the word, the proposition carries its own refutation, for that labor cannot be employed until the results of labor are saved becomes too absurd for discussion. George anticipates the following rejoinder – Well, when we say 'labor is paid out of capital' we don't mean it as an absolute statement for all stages of human development (or else we have a chicken-and-the-egg problem and civilization could never have begun), we just mean it applies to, say, every civilization that's left the stone age. George will have none of it and spends three entire chapters relentlessly beating to death the idea that wages are drawn from capital instead of from production. He starts with the simple case where wages are paid in the form of direct, concrete wealth, then moves on to the more complex case where people are paid in money and other instruments. Laboring for wages: Imagine a fishing village where nobody cooperates – each person digs their own bait and catches their own fish. Then they discover labor specialization and realize they can catch more fish together if one specializes in digging and the other in catching. So the digger digs, the catcher catches, and they share the fish. The digger really contributes as much to the catch as the one who physically pulls the fish off the hook even though the digger never directly "caught" a fish, and the fish he gets for his work is directly paid out of his contribution to the total production. Later, our fisherfolk invent canoes, and one stays home making and repairing canoes. This increases the haul of the digger and catcher, and the canoe-er gets paid out of her contribution to the increased production. And so it goes as society continues to advance. The work the specialist puts in causes more fish to be caught, and that person's wages is drawn from the growing pile of fish. As George puts it: "Earning is making." George gives another example: If I take a piece of leather and work it up into a pair of shoes, the shoes are my wages – the reward of my exertion. Surely they are not drawn from capital – either my capital or any one else's capital – but are brought into existence by the labor of which they become the wages; and in obtaining this pair of shoes as the wages of my labor, capital is not even momentarily lessened one iota... As my labor goes on, value is steadily added, until, when my labor results in the finished shoes, I have my capital plus the difference in value between the material and the shoes. And another: If I hire a man to gather eggs, to pick berries, or to make shoes, paying him from the eggs, the berries, or the shoes that his labor secures, there can be no question that the source of the wages is the labor for which they are paid. George goes on to say it doesn't matter if you're paid in money or directly in wealth, because the money is a direct claim on the underlying wealth. It also doesn't matter if you get paid on commission. Imagine a whaling ship where each crewman gets paid a share out of whatever the ship catches. When the ship sails back into port with a hold full of whale oil and bone, the crew gets paid in money, the owner simultaneously adds to his capital oil and bone. The crew's money directly represents their share of the concrete wealth that is the oil and bone. The owner's capital hasn't decreased, and the workers drew their wages directly from the production. So let's get to the point, Mr. George – wages aren't drawn from capital but instead from production. Great, let's grant that – so what? George hammers away at this because thinking wages are drawn from capital leads to a false conclusion, namely that "labor cannot exert its productive power unless supplied by capital with maintenance." "Maintenance?" Well, workers need food and clothing and they get paid by their employers, so you could imagine capital as a limiting factor on labor. But by George, food and clothing isn't capital, it's just wealth, as we said before. And with regard to wages, the point is that the employer always gets "paid" first, because the second the laborer produces value, the employer's capital increases: As in the exchange of labor for wages the employer always gets the capital created by the labor before he pays out capital in the wages, at what point is his capital lessened even temporarily? Okay, but what if I'm just a terrible businessman and I pay somebody $500 an hour to smash Ming vases, then sell the fragments as aggregate to a construction crew for a few pennies a pound, all at a tremendous loss? Surely then the laborer's wages must be drawn from my capital, because there's not enough productive value generated by the labor to draw them from! George says okay, sure, but only because I'm an idiot and will soon be out of business: Yet, unless the new value created by the labor is less than the wages paid, which can be only an exceptional case, the capital which he had before in money he now has in goods – it has been changed in form, but not lessened. Fair enough, Mr. George, but what if I'm building some enormously expensive multi-decade project, like a dam or a nuclear power plant or a cathedral? The kind of thing we call a "capital-intensive" project? What do you have to say to that? George points out that as laborers labor, they progressively add value to whatever they're producing. Take the case of a shipwright building ships for an employer – even if the boss can't sell a half-finished ship, it still holds value (for one, it costs less to finish a half-finished ship then no ship at all). And with every stroke of the laborer's work, the employer who owns the shipyard gets an incremental increase in his stock of capital. It is not the last blow, any more than the first blow, that creates the value of the finished product – the creation of value is continuous, it immediately results from the exertion of labor. A pedant would point out that the "last hit" that finishes the product which makes it ready for market adds disproportionate value, but George's point is just to establish that value is continuously created, and doesn't magically come into being allat once right at the end. George further points out that if you look at things like agriculture you'll see the market directly acknowledging his theory: As a plowed field will bring more than an unplowed field, or a field that has been sown more than one merely plowed... It is tangible in the case of orchards and vineyards which, though not yet in bearing, bring prices proportionate to their age. George freely admits that capital can be required for certain kinds of work, but he disagrees with what its purpose is. It's not a pool that wages get paid out of. He goes on for another chapter on "The Maintenance of Laborers Not Drawn From Capital" but I think we can safely skip it and move on. TL:DR – George hammers to absolute death the idea that Laborers derive their own maintenance (food/shelter/clothing/etc) from their wages, with George insisting it is drawn from production and... you guessed it, not from capital. At least some of George's ideas will not seem so radical to modern readers (especially those already critical of capitalism or neoclassical economics), but it's important to understand that at the time almost everything he was saying was considered deeply radical and shocking. Capital was the fundamental driving force of the economy and labor was utterly dependent on it, and the Malthusian theory of overpopulation was the accepted explanation for why wages were low and workers were starving. Political Cartoon literally demonizing Henry George – Puck magazine Oct. 20, 1886 The Real Functions of Capital Okay, Mr. George. You've spent three whole chapters beating me over the head with what the functions of capital aren't. So what are the functions of capital? Capital "increases the power of labor to produce wealth." How? By enabling labor to apply itself more effectively (power tools go brrrr)

Entrance To The Village Of Osny1 mentions across 1 issues

Entrance To The Village Of Osny is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between November 20, 2024 and November 20, 2024. The archive places it in contexts such as "Paul Gauguin’s Entrance To The Village Of Osny". It most often appears alongside /r/ImaginaryWarhammer, 19th Century, Abstract/Modern.

Reference entry: Entrance To The Village Of Osny
Mention count: 1
Issue count: 1
First seen: November 20, 2024
Last seen: November 20, 2024
Book title: Entrance To The Village Of Osny

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How Did You Do On The AI Art Turing Test? November 20, 2024

ImaginaryWarhammer 1 shared issues
19th Century 1 shared issues
Modern 1 shared issues
ACX 1 shared issues
Agony In The Garden 1 shared issues

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How Did You Do On The AI Art Turing Test?

November 20, 2024 · Original source

Your instincts were worst for Impressionism; you identified every single Impressionist painting as human except the sole actually-human Impressionist work in the dataset (Paul Gauguin’s Entrance To The Village Of Osny).

Gauguin’s “Entrance to the Village of Osny”, which apparently looked more artificial than any of the actual AI-generated Impressionist pieces in the dataset. Likewise, huge majorities voted that several human-generated digital images were by AIs:

Could this be an artifact of poorly chosen pictures? Most of the best-loved AI images were Impressionist; by chance, this category was somewhat AI-dominated in my dataset, so this could just reflect a love of Impressionist paintings (or a particular aptitude for AI in this area). But the human Impressionist painting I included (Entrance To The Village Of Osny, above) was actually quite unpopular. And if we remove all Impressionist paintings, then although humans reclaim the top two spots, an AI is still #3, and the machines still take 40% of the new top ten.

Eothen1 mentions across 1 issues

Eothen is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 17, 2024 and May 17, 2024. The archive places it in contexts such as "List of all books reviewed below. Eothen". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Reference entry: Eothen
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First seen: May 17, 2024
Last seen: May 17, 2024
Book title: Eothen

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Choose Book Review Finalists 2024 May 17, 2024

A Canticle For Leibowitz 1 shared issues
A Farewell to Alms 1 shared issues
A Husband 1 shared issues
A Practical Guide to Evil 1 shared issues
A Thousand Ways to Please 1 shared issues

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Choose Book Review Finalists 2024

May 17, 2024 · Original source

...ence of Life Without Free Will Discrimination and Disparities Djinn Dominion Don Juan Don't Make No Waves, Don't Back No Losers Egypt's Golden Couple Elon Musk End Times Eothen Eve Food of the Gods For Whom the Bell Tolls Frankenstein Free Range Kids Fundamentals of Marxism-Leninism Gnomon Godel, Escher, Bach Golem XIV How Language Began How th...

Ephesians 51 mentions across 1 issues

Ephesians 5 is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between November 12, 2024 and November 12, 2024. The archive places it in contexts such as "From Ephesians 5: Husbands, love your wives, just as Christ loved the church". It most often appears alongside 1 Peter 3, 165 AD, 1990s.

Reference entry: Ephesians 5
Mention count: 1
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Last seen: November 12, 2024
Book title: Ephesians 5

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Book Review: The Rise Of Christianity November 12, 2024

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1990s 1 shared issues
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Book Review: The Rise Of Christianity

November 12, 2024 · Original source

Of inscriptions on the Jewish catacombs in Rome, 76% are in Greek, 22% in Latin, and only 2% in Hebrew or Aramaic. Reform Judaism is unstable. The Law of Moses is central to the Jewish faith; relax it too much, and believers can justly wonder what’s left. In America, Reform Jews are over-represented not only among atheists and agnostics, but among every cult under the sun. 33% of American Buddhists come from a Jewish background, and even the Moonies were 30% Jewish at one point! (they’re now down to 6%) As the Jews were assimilating into Greeks, some Greeks were assimilating into Judaism. They were impressed enough with monotheism and the Jews’ upright behavior to adopt some of the rituals, but they couldn’t take the final step and circumcise themselves. Instead, they hung around the fringes of Jewish society, admiring it from without. The Bible and the historical record call them “God-fearers”, but by analogy I can’t help but think of them as “weajoos”. These weajoos would have been easy prey for the first semi-Jewish sect to shed the circumcision requirement and explicitly pivot away from being an ethnic religion. The Apostles and other early Christians, leaving Palestine to minister to the wider world, would have made use of existing Jewish networks and connections. They would have found themselves in the middle of the spiritually-disaffected, half-assimilated pseudo-Reform Jewish communities of the Roman world, plus their half-assimilated-the-other direction Greek hangers-on. They would have preached that Judaism was basically true, but that you can drop the restrictive Law of Moses and avoid getting circumcised. They would have sliced through the cultural angst of these in-between communities, saying that Jews could join together with Gentiles in a big friendly tent under the leadership of the God of Abraham, Isaac, and Jacob. Here, says Stark, were the early Christians’ first few million converts. Because, I Regret To Inform You, The Pronatalists Are Right About Everything We found above that the Christian population needed to grow at 40% per decade, and assumed this meant conversion. But you could also do this through a fertility advantage. If a generation lasts thirty years, and Christians have 3x more children than pagans per generation, they can get 40%/decade growth without converting anyone at all. In reality, it was probably a mix: some conversion plus some fertility advantage. Here I start to worry that some right-wing pronatalist organization bribed Rodney Stark to abandon his usual scholarly attitude and write some kind of over-the-top pronatalist fanfic. I was waiting for the part where the eagle named MORE BIRTHS perches on the blackboard and the childfree professor was tossed into the lake of fire for all eternity. Still, let’s take it at face value and see what the fanfic has to say. By the Imperial era, Roman fertility was plummeting. Partly this was because the Romans practiced sex-selective infanticide, there were 130 men for every 100 women, and so many men would never be able to find a wife. But partly this was because the men who could find wives dragged their feet. (Male) Roman culture took it as a given that women were terrible, that you couldn’t possibly enjoy interacting with them, and that there was no reason besides duty that you would ever marry one. In 131 BC, the Roman censor Quintus Caecilius Metellus Macedonicus2 proposed that that the senate make marriage compulsory because so many men, especially in the upper classes, preferred to stay single. Acknowledging that “we cannot have a really harmonious life with our wives”, the censor pointed out that "since “we cannot have any sort of life without them,” the long term welfare of the state must be served”… As Beryl Rawsom has reported, “one theme that recurs in Latin literature is that wives are difficult and therefore men do not care much for marriage.” The Romans understood that this was long-term fatal for their empire, and tried all sorts of schemes to increase family formation. In the mid-first-century BC, Cicero re-proposed Metellus’ scheme to make marriage compulsory, but it failed once again. Augustus contented himself with punitive taxes and second-class citizenship for unmarried and childless couples, combined with subsidies and affirmative action for men with at least three children. Formal and informal social pressure eventually convinced most Roman men to take wives, but no amount of love or money could make them have children. Dense cities discouraged large families, Roman children were expensive (nobles would have to spend immense effort and political favors grooming them for high positions), and (the scourge of all nobilities) too many children risked splitting the inheritance. Also, if you had a girl you’d probably just kill her (she would consume resources without continuing the family line), and half of children died before adulthood from some disease or another anyway. It was just a really bad value proposition. Nor did the sex drive force the matter. Horny Roman men had their choice of a wide variety of male and female slaves and prostitutes - despite Augustus and his spiritual heirs’ fuming about monogamy, this was never really enforced on the male half of the population. When men did have sex with women, it was usually oral or anal sex, specifically to avoid procreation. When they did have vaginal sex, they had a wide variety of birth control methods available, including the famous silphium but also proto-condoms and spermicidal ointments. If a child was conceived despite these efforts, abortion was common albeit unsanitary (maternal death rates were extremely high, but this was not really a deal-breaker for the Roman men making the decision). If a baby was born in spite of all this, infanticide was legal and extremely common: Far more babies were born than were allowed to live. Seneca regarded the drowning of children at birth as both reasonable and commonplace. Tacitus charged that the Jewish teaching that it is “a deadly sin to kill an unwanted child” was but another of their “sinister and revolting practices” . . . not only was the exposure of infants a common practice, it was justified by law and advocated by philosophers.” Christians followed the opposite of all these practices. They recommended that men love their wives, and held this as a plausible and expected outcome. This was not exactly unprecedented, but it was a dramatic reversal of Roman custom. From Ephesians 5: Husbands, love your wives, just as Christ loved the church and gave himself up for her to make her holy, cleansing her by the washing with water through the word, and to present her to himself as a radiant church, without stain or wrinkle or any other blemish, but holy and blameless. In this same way, husbands ought to love their wives as their own bodies. He who loves his wife loves himself. After all, no one ever hated their own body, but they feed and care for their body, just as Christ does the church — for we are members of his body. “For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh.” This is a profound mystery — but I am talking about Christ and the church. However, each one of you also must love his wife as he loves himself, and the wife must respect her husband. The Christians banned adultery (and, unlike the Roman bans, gave it teeth), meaning that married men who wanted sex had no choice but to go to their wives. They held that sex had to be procreative, banning anal sex, oral sex, homosexual sex, and birth control. And obviously they banned infanticide (many of these bans weren’t active decisions, but carry-overs from the movement’s Jewish roots). Also, I regret to say I fell for the liberal meme that Republicans tricked Christians into being anti-abortion in 1960, and previous generations of Christian had thought abortion was fine. This is absolutely not true. The Didache, the first Christian text outside the New Testament itself, probably dating from about 90 AD, says that “Thou shalt not murder a child by abortion nor kill them when born”. The second-century church father Athenagoras wrote: We say that women who use drugs to bring on an abortion commit murder, and will have to give an account to God for the abortion . . . for we regard the very foetus in the womb as a created being, and therefore an object of God’s care . . . and [we do not] expose an infant, because those who expose them are chargeable with child-murder. The end result is that while pagans delayed marriage, cheated, had nonprocreative sex, used birth control, performed abortions, and committed infanticide, Christians did none of these things. This section gave me a new appreciation for conservative Christian purity culture: it was obviously suited for the environment in which it evolved, and it’s also obvious why its founders would etch it so deeply into its memetic DNA that it’s still going strong millennia later. But I’ll end this section with a note of caution - I’m not sure how relevant any of this is. Stark refuses to speculate on pagan vs. Christian fertility rates, but when I look up modern scholarship, they reasonably point out that pagan rates must have been around “replacement”, given that the Roman population stayed steady (or slowly increased) for hundreds of years. “Replacement” is in quotes because Romans were constantly dying of plague, warfare, fire, and a million other causes; since only a third to half of people survived to reproduce, “replacement” here is something like 4-6 children per women. This doesn’t sound like the antinatalist disaster Stark describes! I think Stark is mostly talking about Roman elites - the group who Augustus kept pestering to have at least three children - and more broadly about the urban population. These people were constantly dying and being replaced by commoners and villagers. Early Christianity was primarily an urban and upper-class movement (does this surprise you? Stark urges us to think of modern cults and new religions, like American Buddhism, which predominantly recruit disillusioned children of the upper classes). So perhaps it did better than its urban upper-class pagan comparison group. Still, since the urban upper-class pagans were constantly being replaced by village lower-class pagans as soon as they died out, how much, in numerical terms, can this contribute to Christianity’s growth? A possible synthesis: if you imagine a city as having a constant population (because it’s walled, plus its hinterland can only support a certain number of non-food-producing urbanites), and villagers as replacing urbanites on a one-to-one basis as they die, then greater Christian urban fertility rates can at least contribute to the cities and upper classes becoming Christian. And once the cities and upper classes are Christian, you get Constantine, and the lower classes can be forced to comply. Remember, “pagan” originally meant “rural”! Because Where Women Go, Men Will Follow One thing Stark did not mention discovering in his study of cults, but which I have heard anecdotally - a lot of male cult members join because the cult has hot girls. This seems to have been a big factor in the spread of early Christianity as well. Stark collects various forms of evidence that early Christians were predominantly women. Paul’s Epistle to the Romans greets thirty-three prominent Christians by name, of whom 15 were men and 18 women; if (as seems likely) men were more likely to become prominent than women, this near-equality at the upper ranks suggests a female predominance at the lower. A third-century inventory of property at a Christian church includes “sixteen men’s tunics and eighty-two women’s tunics”. The book quotes historian Adolf von Harnack, who says: [Ancient sources] simply swarm with tales of how women of all ranks were converted in Rome and in the provinces; although the details of these stories are untrustworthy, they express correctly enough the general truth that Christianity was laid hold of by women in particular, and also that the percentage of Christian women, especially among the upper classes, was larger than that of men. Why were women converted in such disproportionate numbers? Again, Stark’s sociological background serves him well: he is able to find reports of the same phenomenon in modern religions: By examining manuscript census returns for the latter half of the nineteenth century, Bainbridge (1983) found that approximately two-third of the Shakers were female. Data on religious movements included in the 1926 census of religious bodies show that 75% of Christian Scientists were women, as were more than 60% of Theosophists, Swedenborgians, and Spiritualists. The same is true of the immense wave of Protestant conversions taking place in Latin America. But along with a general tendency for women to convert, Stark notes that Christianity was especially attractive to women. The pagan world treated women as their husbands’ property, and not particularly well-liked property at that. The book cites the Athenian laws as typical: The status of Athenian women was very low. Girls received little or no education. Typically, Athenian females were married at puberty and often before. Under Athenian law, a woman was classified as a child, regardless of age, and therefore was the legal property of some man at all stages of her life. Males could divorce by simply ordering a wife out of the household. Moreover, if a woman was seduced or raped, her husband was legally compelled to divorce her. If a woman wanted a divorce, she had to have her father or some other man bring her case before a judge. Finally, Athenian women could own property, but control of the property was always vested in the male to whom she “belonged”. Meanwhile, Christian woman had relatively high status, sometimes rising to the position of deacon within a church. Christian men were ordered to treat their wives kindly, were prohibited from cheating on them, and mostly could not divorce. Christianity, unlike paganism, did not especially pressure widows to remarry (important since a remarrying widow lost all her property to her new husband). Christian women were only a third as likely as Roman women to be married off before age 13. Women noticed all these benefits and flocked to Christianity. Aside from all of this, the Romans were practicing sex-selective infanticide, reducing their female numbers still further, and making the Christians even more proportionally female-heavy. If the Christians, like many modern cults, were 65% female, and the Romans (as some sources attest) were about 40 - 45% female, this is a pretty profound difference. The Romans grumbled about marriage, but in the end most Roman men did want wives (if only to avoid government penalties). But 1.4 men per women - maybe even less among the upper classes - puts young men seeking wives in a difficult situation (for comparison, modern San Francisco is only 1.05 men per women, and dating is already hell). To any remotely heterosexual Roman men, the 65% female Christian community must have started looking pretty good. Meanwhile, the Christians had the opposite problem: too many women, not enough men. There’s an obvious solution, and it sounds like the pagans and Christians had also figured it out: From 1 Peter 3: Wives ... submit yourselves to your own husbands so that, if any of them do not believe the Word, they may be won over without words by the behavior of their wives, when they see the purity and reverence of your lives. History records many such intermarriages, almost always ending with the conversion of the pagan husband. If you are a Christian of English descent, you may owe your religion to Queen Bertha of Kent, who convinced her husband, one of the early Anglo-Saxon kings, to take her faith. But Ruxandro Teslo has a great post reviewing the work of historian Michele Salzman, who disagrees with all of this. Salzman has a database of 400 aristocratic Romans during the 4th century period of Christianity’s fastest growth. She finds few intermarriages, few examples of women converting their husbands, and equal (or slightly male-biased) conversion ratios. Granted, this is only a small sample from one period. But it makes us question how good our evidence really is. Doesn’t all this hinge on one passage from Paul which, technically, named more men than women, plus one inventory of tunics which was so female-biased that it couldn’t possibly have been representative of even a very woman-heavy church? Are we sure that we can make the leap from “Christianity promised women more rights” to “Therefore, women flocked to Christianity?” Wasn’t that the same argument that pundits used last week to predict a blue wave for Kamala? Didn’t white women actually go for Trump, 53-46? Salzman has one more concern, which is that women had so few rights in ancient Roman society that it’s hard to see how they could have converted at all. When unmarried, they were under the care of their father, who would hardly have let them go out visiting churches full of strange men. When married, they were under the care of their husband, who likewise. A typical Roman man wouldn’t have cared about his wife’s religious opinions, which is maybe why so many of our stories about intermarriages and conversions come from later periods like the Anglo-Saxons. I don’t know enough about history to referee this dispute, except that say that I think the answer could easily have been different for each of early Romans, late Romans, Hellenized-Jewish-Romans, pagan Romans, upper-class Romans, and lower-class Romans, plus all combinations thereof. Because Of The Testimony Of The Martyrs The martyrs are one of the most dramatic parts of the early Christian story. Men and women would endure seemingly-unbearable tortures, continuing to praise God the whole time, sometimes in spite of Roman officials who promised to let them go free if they would just make the tiniest concession to praising Jupiter. These martyrdoms impressed their contemporaries as much as they impress us, and were a major factor driving pagans to Christianity. The Christian Martyrs’ Last Prayer, by Jean-Leon Gerome (maybe slight nominative determinism?) Stark is writing in the 1990s, and martyrology c. 1995 does not exactly cover itself in glory. At the time of writing, the most popular theory among scholars (claims Stark) was that the martyrs were masochists. He considers this dumb and offensive theory a natural consequence of historians being reluctant to accept anything that sounds too miraculous or amazing, and there being few other hard-headed rational explanations of the martyrs’ behavior (for some reason, the obvious one - that they believed in God and Heaven - impresses neither Stark’s foils nor himself). He sets out to build an alternative theory: the martyrs were rationally seeking the approval of their community. Martyrdom not only occurred in public, often before a large audience, but it was often the culmination of a long period of preparation during which those faced with martyrdom were the object of intense, face-to-face adulation. Consider the case of Ignatius of Antioch … Ignatius was condemned to death as a Christian. But instead of being executed in Antioch, he was sent off to Rome in the custody of ten Roman soldiers. Thus began a long, leisurely journey during which local Christians came out to meet him all along the route, which passed through many of the more important sites of early Christianity in Asia Minor on its way to the West. At each stop Ignatius was allowed to preach to and meet with those who gathered, none of whom was in any apparent danger although their Christian identity was obvious. Moreover, his guards allowed Ignatius to write letters to many Christian congregations in cities bypassed along the way, such as Ephesus and Philadelphia … As William Schoedel remarked, “It is no doubt as a conquering hero that Ignatius thinks of himself as he looks back on part of his journey and says that the churches who received him dealt with him not as a ‘transient traveller,’ noting that ‘even churches that do not lie on my way according to the flesh went before me city by city.’” What Ignatius feared was not death in the arena, but that well-meaning Christians might gain him a pardon…He expected to be remembered through the ages, and compares himself to martyrs gone before him, including Paul, “in whose footsteps I wish to be found when I come to meet God.” It soon was clear to all Christians that extraordinary fame and honor attached to martyrdom. Nothing illustrates this better than the description of the martyrdom of Polycarp, contained in a letter sent by the church in Smyrna to the church in Philomelium. Polycarp was the bishop of Smyrna who was burned alive in about 156. After the execution his bones were retrieved by some of his followers - an act witnessed by Roman officials, who took no action against them. The letter spoke of “his sacred flesh” and described his bones as “being of more value than precious stones and more esteemed than gold.” The letter-writer reported that the Christians in Smyrna would gather at the burial place of Polycarp’s bones every year “to celebrate with great gladness and joy the birthday of his martyrdom.” The letter concluded, “The blessed Polycarp ... to whom be glory, honour, majesty, and a throne eternal, from generation to generation. Amen.” It also included the instruction: “On receiving this, send on the letter to the more distant brethren that they may glorify the Lord who makes choice of his own servants.” In fact, today we actually know the names of nearly all of the Christian martyrs because their contemporaries took pains that they should be remembered for their very great holiness. I don’t know, I’m not putting too much effort into writing up this section, because it doesn’t feel like as much of a mystery as some of the others. Maybe all of this was weird in 1996. But since then, we’ve seen plenty of suicide bombers willing to die for their faith. I accept that the Christian martyrs were more impressive - a slow death in the Colosseum takes more grit than the quick detonation of an explosive vest, and dying for peace is more impressive than dying in war - but it hardly seems like as much of a leap. Honestly, Stark’s “social approval” theory seems only slightly less objectifying than the masochism theory. Some people just have a tendency towards self-sacrifice. I know many effective altruists who, for example, deliberately let themselves be infected with malaria to help speed vaccine research. If someone told them a way that they could help the neediest people in the world by feeding themselves to lions, the lions would no doubt eat well. Because They Survived The Plagues However bad you imagine daily life in ancient Rome, it was worse. Historians estimate that ancient Rome had a population density of 300 people per acre. That’s almost ten times denser than modern New York City, two thousand years before anyone invented the skyscraper3. How did they do it? By cramming people together in unbearable filth and misery: Most people lived in tiny cubicles in multistoried tenements…”there was only one private house for every 26 blocks of apartments”. Within these tenements, the crowding was extreme - the tenants rarely had more than one room in which “entire families were herded together”. Thus, as Stambaugh tells us, privacy was “a hard thing to find”. Not only were people terribly crowded within these buildings, the streets were so narrow that if people leaned out their window they could chat with someone living across the street without having to raise their voices… To make matters worse, Greco-Roman tenements lacked both furnaces and fireplaces. Cooking was done over wood or charcoal braziers, which were also the only source of heat; since tenements lacked chimneys, the rooms were always smoky in winter. Because windows could be “closed” only by “hanging cloths or skins blown by rain”, the tenements were sufficiently drafty to prevent frequent asphyxiation. But the drafts increased the danger of rapidly spreading fires, and “dread of fire was an obsession among rich and poor alike.” Packer4 (1967) doubted that people could actually spend much time in quarters so cramped and squalid. Thus he concluded that the typical residents of Greco-Roman cities spent their lives mainly in public places and that the average “domicile must have served only as a place to sleep and store possessions.” These tenements had no plumbing. Waste was eliminated by pouring it onto the street, often to the detriment of people walking underneath. Water was brought home from public wells; if you were out, you either walked back to the well or made do. The total public baths capacity of Rome was about 30,000; the total population of Rome was about a million; in practice, the upper classes used the “public” baths and the average citizen had never bathed in their life. Soap had been invented a century or two earlier but was limited to a small pool of early adopters. The cities buzzed with flies, mosquitos, and other insects. It would be eighteen hundred years before anyone invented germ theory. Tenements were six stories high and frequently collapsed, killing everyone inside. Fires consumed the city on a regular basis, giving rise to colorful legends like Nero fiddling while Rome burnt. Police were limited, and it was understood that you would be robbed immediately if you set foot outside at nighttime. This kind of smart, walkable, mixed-use urbanism is illegal to build in most American cities. How did people survive? Mostly they didn’t. Cities were destroyed regularly - multiple times within a single human lifetime! - then rebuilt and replenished with rural population. Stark focuses on Antioch, a Syrian city which was a center of early Christianity. During “six hundred years of intermittent Roman rule”, he finds: It was conquered 11 times

Inline links: 33% of American Buddhists, 30% Jewish, 2, https://substackcdn.com/image/fetch/$s_!IMoJ!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F248a87ba-7893-48a8-bb24-f9be9f30d355_893x720.png, has a great post reviewing the work of historian Michele Salzman, https://substackcdn.com/image/fetch/$s_!EGFm!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F81ea23c2-1c9b-4d43-8d31-2c4b74990be5_1024x597.jpeg, The Christian Martyrs’ Last Prayer, deliberately let themselves be infected with malaria to help speed vaccine research, 3, 4, https://substackcdn.com/image/fetch/$s_!WKib!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F398aa36d-4d66-44e5-b035-fa3a20e457da_1858x1696.png

Eve1 mentions across 1 issues

Eve is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 17, 2024 and May 17, 2024. The archive places it in contexts such as "List of all books reviewed below. Eve". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Reference entry: Eve
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First seen: May 17, 2024
Last seen: May 17, 2024
Book title: Eve

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Choose Book Review Finalists 2024 May 17, 2024

A Canticle For Leibowitz 1 shared issues
A Farewell to Alms 1 shared issues
A Husband 1 shared issues
A Practical Guide to Evil 1 shared issues
A Thousand Ways to Please 1 shared issues

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Choose Book Review Finalists 2024

May 17, 2024 · Original source

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Every Man and Woman is a Star1 mentions across 1 issues

Every Man and Woman is a Star is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between February 21, 2024 and February 21, 2024. The archive places it in contexts such as "most irritatingly narcissistic book titles they can think of. Such as: Every Man and Woman is a Star; Hey now, “Every Man And Women Is A Star” is from The Book of the Law". It most often appears alongside 2017 SSC survey, A Woman First: First Woman: A Memoir, Aella.

Reference entry: Every Man and Woman is a Star
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Highlights From The Comments On Polyamory February 21, 2024

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February 21, 2024 · Original source

Every Man and Woman is a Star

Everything Bad is Good for You: How Popular Culture is Making Us Smarter1 mentions across 1 issues

Everything Bad is Good for You: How Popular Culture is Making Us Smarter is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between August 16, 2024 and August 16, 2024. The archive places it in contexts such as "In 2004 Steven Johnson wrote “ Everything Bad is Good for You: How Popular Culture is Making Us Smarter ”". It most often appears alongside 20th Century Fox, Abomination, Abomination.

Reference entry: Everything Bad is Good for You: How Popular Culture is Making Us Smarter
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Your Book Review: Silver Age Marvel Comics August 16, 2024

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Your Book Review: Silver Age Marvel Comics

August 16, 2024 · Original source

Generative: Shakespeare was the inspiration for a great deal of later work. I would add a fourth: 4. Innovative: Shakespeare was the greatest writer of his time and innovated in new ways that have become standard in writing going forward Richard argues that when you look at activities with objective standards, performance improves over time. It is only when we look at subjective things, like art, where many people believe that the people who came early were the Greatest Of All Time (GOATs). But I think the same thing is going on in both objective and subjective fields. The greatest individuals at any time period both perform the activity well AND find a way to do it in ways that have never been done before. Wayne Gretzky was the greatest hockey player of his time. He still holds the record for the most points (goals + assists) in a regular season (1985-86). He also holds second place (212, 1981-82) and third place (208, 1984-85). In fact when you rank all players by season across all time “Gretzky seasons” are four of the top five and eight of the top ten. When you look at career points, Gretzky has so many more points than second place (Jaromir Jagr) that Gretzky would still win even if you didn’t count any of his goals (i.e., he has more assists than Jagr has goals plus assists). Gretsky also holds the record for most records (at 61). Derek Thompson, at The Atlantic, argues that Gretzky has the most impressive statistical achievement in any sport. The top player in terms of assists last year was Nikita Kucherov, coming in at 100 assists – enough to be the 4th best player of all time – but only the 14th best season because Gretzky did better 11 times. And yet if Gretsky played today he would likely be outclassed by Nikita Kucherov – and many modern players. Because hockey players today are, generally, much better than hockey players back when Gretsky was playing. Part of the REASON they are better is that they learned how to play by watching Gretzky. Gretzky did not just play better than everyone at the time – he played differently. His famous quote “Skate to where the puck is going to be, not where it has been” seems obvious to us today, but it was novel enough that it got put on Wayne Gretzky posters after he said it. That is true for many innovations: What is obvious today once had to be invented by someone, and wasn’t obvious before that happened. Before Gretsky, players played hockey between the two nets. Gretsky played BEHIND the net. He did it so often and so well, “behind the net” became referred to as Gretsky’s “office”. Now it is well known that if a player can get behind the net and then pass outfront it is almost always a goal (the goalie can’t see where the puck is coming from in time). All professional players and teams know that and do whatever they can to stop it from happening. The players that now play behind the net, or the writers that mix metaphors in witty ways are not considered “great” because everyone does it now – or at least understands how it can be done. What made Gretsky and Shakespeare great is that they were the first of their respective kinds to figure out new ways of doing things. So can we quantify the quality of art? Finding ways to quantify Beethoven vs Mozart vs Andrew Lyde Webber is out of scope for this essay, but storytelling, at least part of storytelling HAS been quantified. In 2004 Steven Johnson wrote “Everything Bad is Good for You: How Popular Culture is Making Us Smarter”. In it Johnson diagrams the plots of television episodes. Most TV shows in the 1970s had two “plotlines”. There would be some sort of opening piece for a couple of minutes (plot line 1), followed by the main story for the majority of the episode (plot line 2), then after plotline 2 was wrapped up, there would be a short epilogue calling back to plot line 1 for the last minute or two of the show – very “linear television”. Johnson claims Hill Street Blues was the first innovation on that model. Instead of one main storyline there were three stories – the A, B and C stories. The writer/director would move back and forth between the three stories, which often had thematic parallels to each other. This created far more engaging television, but it was also much more difficult to follow for people who were used to the old model. That increase in complication belies Johnson’s claim that pop culture was making people smarter. But I just want to focus on how it was making stories more complicated – and “better”. It was an innovation. That innovation continued. Johnson explains that The Sopranos was the show to take it to the next level. Instead of just three plots that each ran independently, now David Chase (creator of The Sopranos) oversaw dozens and dozens of plot lines. Unlike Hill Street Blues where any given scene would advance a single plot line, in The Sopranos a single scene might push forward elements from two, three, four or more plotlines as everything intertangles. Sopranos also pushed further into long term commitment. Where Hill Street Blues plotlines were generally started and then wrapped up within each episode, Sopranos plotlines would carry over from one episode to the next. Sometimes a new plot line would be created in a scene of an episode and then go dormant for multiple episodes before coming back. This type of storytelling is common in prestige television today. Even the “dumbest” TV for the lowest common denominator is more complicated than Hill Street Blues (the most complicated show of its time). That does not mean that Mike Kelly (creator of “Revenge”, one of the lowest rated TV on IMBD still on the air today) is a better writer than Steven Bochco (creator of HSB), but it might mean that the plots of Revenge may keep modern audiences more entertained than the comparably slow moving Hill Street Blues (or maybe not. I have never seen Revenge and have no desire to attempt it, even for a more thorough review). The point is that it is possible that art IS getting better. That writers are learning from the writers that came before them on what types of stories people like to hear and engage with. Silver Age Marvel Comics did things that no comic had ever done before, but that does not mean they did ALL the innovative things that could make comics better. There are likely diminishing returns on innovation in art – but wherever those diminishing returns land on comic book creation, the creators in the 1960s were far from approaching them. Aside #6: In ancient Greece plays were traditionally a single protagonist/actor playing off of a large chorus. At some point (we aren’t sure when due to the limited number of plays that have survived) Aeschylus innovated and added a second actor (and shrunk the size of the chorus). This allowed two actors to have dialog and interact with each other. Before Aeschylus, no other playwright had thought to do this. Then it took almost twenty years before a new playwright, Sophocles, fell upon the idea of adding a THIRD actor. It seems that was as far as it went. The idea of a fourth actor would require innovation beyond the ability of the Greeks at the time. Today, comic book storytelling may be at the efficient frontier. At some point between 1965 and today it is possible the major innovations were complete and future innovations were fighting against diminishing returns (“I have an idea! What about a 272nd actor!”). Are the best comics today generally better than Ultimate Spider-man (2000), or other great comic book runs of the past 30 years? Maybe the best comic book stories to ever be written will be Swamp Thing by Alan Moore, Robert Kirkman’s The Walking Dead or Michael Bendis’ Daredevil? It could be that the innovation in comic book storytelling peaked sometime in the last 20 years. There are still more stories to tell, but they won’t be objectively better than the best stories that came before. I don’t want to debate that point. But what I will argue is that the writers of the early 1960s were very far away from the storytelling capabilities that came later. But while those Silver Age writers did not have the tools and experience writers have today, they did have an open canvas. They had “low hanging fruit of innovation”. Lee, Kirby and Ditko were some of the most innovative creators of their time, and their time just happened to be the right time for creating the modern mythological foundation of our time. IV. Silver Age Innovations When writing the first draft of this essay I came up with a dozen innovations that made Silver Age Marvel Comics different from their contemporaries and what came before. Rather than working through all of them, I am going to highlight four of those innovations, chosen mostly because those four are the most interesting to write about, and that should be enough to get the point across. Innovation #1: The Characters Let’s review the characters that Stan Lee had a part in creating between November 1961 and December 1965: The Fantastic Four (Reed Richards, Invisible Girl, Human Torch, Thing – and Franklin Storm (1964))

Inline links: record for most records, Derek Thompson, Everything Bad is Good for You: How Popular Culture is Making Us Smarter

Evolutionary Psychopathology1 mentions across 1 issues

Evolutionary Psychopathology is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 20, 2021 and May 20, 2021. The archive places it in contexts such as "I learned about life history strategy theory from Evolutionary Psychopathology". It most often appears alongside 5D Chess With Multiverse Time Travel, AI X-Risk Research Podcast, Alignment Research Center.

Reference entry: Evolutionary Psychopathology
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First seen: May 20, 2021
Last seen: May 20, 2021
Book title: Evolutionary Psychopathology

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Links For May May 20, 2021

5D Chess With Multiverse Time Travel 1 shared issues
AI X-Risk Research Podcast 1 shared issues
Alignment Research Center 1 shared issues
Amor 1 shared issues
Andrew Yang 1 shared issues

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May 20, 2021 · Original source

22: I learned about life history strategy theory from Evolutionary Psychopathology, which I reviewed here. But a recent study concludes there is “little evidence that humans follow coherent life-history strategies”.

Inline links: here, recent study

Evolutionary Virology textbook1 mentions across 1 issues

Evolutionary Virology textbook is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between January 01, 2025 and January 01, 2025. The archive places it in contexts such as ""the 1918 flu forgot to read the Evolutionary Virology textbook"". It most often appears alongside 1918, 1940s, 1968.

Reference entry: Evolutionary Virology textbook
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First seen: January 01, 2025
Last seen: January 01, 2025
Book title: Evolutionary Virology textbook

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H5N1: Much More Than You Wanted To Know January 01, 2025

1918 1 shared issues
1940s 1 shared issues
1968 1 shared issues
1977 1 shared issues
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H5N1: Much More Than You Wanted To Know

January 01, 2025 · Original source

Source: https://en.wikipedia.org/wiki/Spanish_flu#Comparison_with_other_pandemics Fourth, maybe mortality will be 2-10%. This was the mortality rate of the 1918 Spanish Flu. It seems to be an outlier: as far as we know, no other flu in the past 500 years was nearly as bad (I’m using 500 years as a somewhat arbitrary cutoff since the 1510 flu is one of the better attested historical flus; before that they all sort of dissolve into general plagues) . If there have been ~25 major flu pandemics during that time, that gives us a base rate of only 4% for any given flu pandemic reaching that level of severity. But some people argue that H5N1 is unusually similar to the Spanish Flu, in that both diseases cause “cytokine storm” - a dangerous immune over-reaction which caused a majority of the deaths in 1918. On the other hand, this might be because H5N1 isn’t adapted to humans yet - less adapted viruses usually cause more immune reaction than better-adapted ones. It’s not clear whether this feature would stick around in a pandemic version of H5N1. At least improved medical technology (and lack of a World War screwing things up) probably mean that a virus which was just as severe as 1918 will cause fewer deaths than the 1918 virus did. Much of this discussion hinges on whether we should expect flus to generally become less virulent when adapting to humans and going pandemic. There’s a hand-wavey evolutionary argument that they should: pathogens don’t “want” to kill (or incapacitate) their host before they can spread. But the biologists I talked to said people tend to overupdate on this, that evolution can do lots of weird things, and that the 1918 flu forgot to read the Evolutionary Virology textbook and actually mutated to get worse. There may be a slight tendency for things vaguely like this to happen, but we shouldn’t count on them. After reading the arguments from each camp and talking them over with superforecasters, I think, regarding the infection fatality rate of a future H5N1 pandemic: 30% chance it’s about as bad as a normal seasonal flu

Inline links: https://en.wikipedia.org/wiki/Spanish_flu#Comparison_with_other_pandemics

Exhaustion1 mentions across 1 issues

Exhaustion is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 02, 2022 and September 02, 2022. The archive places it in contexts such as "I think about Exhaustion every time I see a CFS patient". It most often appears alongside 1587, 1587, A Year Of No Significance, @campeters4.

Reference entry: Exhaustion
Mention count: 1
Issue count: 1
First seen: September 02, 2022
Last seen: September 02, 2022
Book title: Exhaustion

Outbound links

Issue trail

Book Review Contest 2022 Winners September 02, 2022

1587 1 shared issues
1587, A Year Of No Significance 1 shared issues
@campeters4 1 shared issues
a_reader 1 shared issues
ACX 1 shared issues

Source context

Book Review Contest 2022 Winners

September 02, 2022 · Original source

Exhaustion: A History, reviewed by Van Occupanther. Van is a psychiatrist from Australia who would prefer to remain pseudonymous

Inline links: Exhaustion: A History

Kora In Hell, reviewed by Lucas Paletta. Lucas is a writer from Buenos Aires, Argentina. He blogs (in Spanish) at www.stackdamage.com.ar. I really enjoyed all of these. A few notes of special praise: The Internationalists was probably most fascinating, in the sense of describing a strange historical episode I didn’t know about before. The Outlier was similar and I give it high marks for making Jimmy Carter interesting. Consciousness And The Brain was a whole new neuroscience theory I knew nothing about and I expect to reread it a bunch of times to try to get it to sink in. Sam Altman sent me an email saying he enjoyed the review of The Future Of Fusion Energy. The Making Nature review did a great job talking about and analyzing a trend I’d never thought about before, far beyond even what was in the book. I think about Exhaustion every time I see a CFS patient - specifically, about the claim that 19th century psychiatrists would prescribe a “West cure” of going off and doing cowboy things on a ranch; I haven’t yet recommended that to anyone, but like I said, I think about it often. God Emperor of Dune and Kora In Hell were the token fiction and poetry reviews; I thought they did a spectacular job overcoming the difficulties of reviewing their respective media. I was reading some of the non-finalists and found 1587 in there and was surprised it hadn’t reached finalist status and decided to promote it; based on your votes it seems like that was the right choice. My process for picking finalists was kind of haphazard; I had you rate all reviews on a scale of 1-10, anyone above 8 got in automatically, and then I picked my favorites from the reviews between 7 and 8. This was sort of unfair, and meant there were some reviews that scored better on the voting than finalists but weren’t finalists themselves, and others that I liked better than some finalists but couldn’t pick. All of these are Honorable Mentions. You’ll notice some of them are politically charged, and yes, I did sort of discriminate against these (though not so much that I wouldn’t have picked them if they’d made it above 8). They are: Unsettled, reviewed by Julius S. Julius is a machine learning engineer from San Diego. He blogs at Curious About Ideas.

Inline links: Kora In Hell, www.stackdamage.com.ar, Unsettled, Curious About Ideas

Expecting Better1 mentions across 1 issues

Expecting Better is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between April 13, 2022 and April 13, 2022. The archive places it in contexts such as "Emily Oster’s Expecting Better as a really good guide". It most often appears alongside acetaminophen, ADHD, Arthur Jensen.

Reference entry: Expecting Better
Mention count: 1
Issue count: 1
First seen: April 13, 2022
Last seen: April 13, 2022
Book title: Expecting Better

Outbound links

Issue trail

Obscure Pregnancy Interventions: Much More Than You Wanted To Know April 13, 2022

acetaminophen 1 shared issues
ADHD 1 shared issues
Arthur Jensen 1 shared issues
ASD 1 shared issues
Bernier 2017 1 shared issues

Source context

Obscure Pregnancy Interventions: Much More Than You Wanted To Know

April 13, 2022 · Original source

I strongly recommend Emily Oster’s Expecting Better as a really good guide to the normal advice, including how much of it is really evidence-based vs. how much can be safely ignored.

Inline links: Expecting Better

Exploring The World Of Lucid Dreaming1 mentions across 1 issues

Exploring The World Of Lucid Dreaming is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 16, 2022 and June 16, 2022. The archive places it in contexts such as "Stephen LaBerge’s Exploring The World Of Lucid Dreaming". It most often appears alongside Amazon, clonidine, Dr. Justin Havens.

Reference entry: Exploring The World Of Lucid Dreaming
Mention count: 1
Issue count: 1
First seen: June 16, 2022
Last seen: June 16, 2022
Book title: Exploring The World Of Lucid Dreaming

Outbound links

Issue trail

Peer Review: Nightmares June 16, 2022

Amazon 1 shared issues
clonidine 1 shared issues
Dr. Justin Havens 1 shared issues
Image Rehearsal Therapy 1 shared issues
Lorien Psychiatry 1 shared issues

Source context

Peer Review: Nightmares

June 16, 2022 · Original source

Stephen LaBerge’s Exploring The World Of Lucid Dreaming (Amazon link, free copy with unclear legal status) is a good introduction to lucid dreaming in general, but it’s long and detailed and a lot of work. I don’t know of anything simpler aimed at nightmares in particular. Some people will find lucid dreaming interesting enough that they’ll be willing to put in the many months of work it will take to make it work well; people looking for a specific fix for this specific problem will probably find other methods simpler.

Inline links: Amazon link, free copy with unclear legal status

Astral Codex Ten

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Atlas

Books: E

Books: E

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