Astral Codex Ten

Books: F

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Books: F

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

Reference Index

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From Bauhaus To Our House4 mentions across 4 issues

From Bauhaus To Our House is a recurring book in the Astral Codex Ten archive, appearing 4 times across 4 issues between October 04, 2021 and January 08, 2025. The archive places it in contexts such as "the most enthusiastically mooted were: ... From Bauhaus To Our House"; "The result is From Bauhaus To Our House , a hostile history of modern architecture"; "This is the question asked in From Bauhaus To Our House’s famou". It most often appears alongside Frank Lloyd Wright, Bauhaus, Beaux-Arts.

Mention count
4
Issue count
4
First seen
October 04, 2021
Last seen
January 08, 2025
Book title
From Bauhaus To Our House
Outbound links
Issue trail
Related pages
Source context
Highlights From The Comments On Modern Architecture
October 04, 2021 · Original source
The Work Of Art In The Age Of Mechanical Reproduction From Bauhaus To Our House The Rite of Spring by Modris Eksteins Art and Culture: Critical Essays by Clement Greenberg The Intellectuals and the Masses. Pride and Prejudice among the Literary Intelligentsia 1880-1939 Shock of the New (TV series) The Civilizing Process by Norbert Elias Distinction by Bourdieu
Book Review: From Bauhaus To Our House
December 04, 2024 · Original source
Unlike most people, he was a journalist skilled at deep dives into difficult subjects. The result is From Bauhaus To Our House, a hostile history of modern architecture which addresses the question of: what happened? If everyone hates this stuff, how did it win?
Inline links: From Bauhaus To Our House
This is the question asked in From Bauhaus To Our House's famous introductory passage:
Friendly And Hostile Analogies For Taste
December 05, 2024 · Original source
Recently we’ve gotten into discussions about artistic taste (see comments on AI Art Turing Test and From Bauhaus To Our House).
Inline links: AI Art Turing Test, From Bauhaus To Our House
On Priesthoods
January 08, 2025 · Original source
Society-wide: The marketplace of ideas! This is where everyone gets to have their say. New hypotheses get stress-tested, bounced off against each other, and only the strongest survive. This level also produces true learning - if only one idea survives the marketplace, then average spectators can easily pick it out (although of course it can still be wrong). Its disadvantage is that it’s impossible for several billion people to hold a true “discussion” among themselves. Also, many of these people are extremely stupid, their ideas are bad, and they fill the conversation with noise. Is there a useful group size in between these two? What about discussing ideas in a group made of only the most intelligent and knowledgeable people? This gives you the debate and collaboration functions that you only get in group conversation. But it’ll have a better signal-to-noise ratio than all of society, and it might be small enough to manage. Also, you can make people sign on to good discussion norms before they enter, and you can expel them if they screw up. The Boundary Against The Public From this formulation, it becomes clear that such a priesthood is only useful insofar as it has some kind of barrier between itself and the general public. The priesthoods don’t exactly hate the public. But they hate the idea of letting the public’s ideas mix with their own. It’s not just that they discount the public’s ideas insofar as the public is less sophisticated than themselves. Their whole identity comes from their separation from the public. Ideas that seem too similar to the public’s get actively penalized, the same way it would be hard to convince Democrats to accept a plan that Donald Trump proposed first, even if it otherwise fit with Democratic ideals. I recently reviewed Tom Wolfe’s From Bauhaus To Our House, on the architectural priesthood. It discusses the response when renegade architects would build things in styles favored by the public - for example, Edward Stone and the Kennedy Center: Stone and Saarinen, like Frank Lloyd Wright and Goff and Greene, were too American, which meant both too parochial (not part of the International Style) and too bourgeois. Somehow they actually catered to the hog-stomping Baroque exuberance of American civilization. When Stone designed the Kennedy Center in Washington with a lobby six stories high and six hundred and thirty feet long – so big, as one journalist pointed out, that Mickey Mantle’s mightiest home run would have been just another long fly ball – it was regarded as an obscenity. Stone was actually playing upto American megolomania. He was encouraging the barbaric yawps. He was glorifying The Client’s own grandiose sentiments. More generally: In a way, the very productivity of a man like Wright, Portman, or Stone counted against him, given the new mental atmosphere at the universities. Oh, it was easy enough, one supposed, to go out into the marketplace and wheedle and vamp and dance for clients and get buildings to do. But the brave soul was he who remained within the compound, stayed within the university orbit. Or, from the comments, this quote by architect Peter Eisenman: What I’m suggesting is that if we make people so comfortable in these nice little structures of yours, that we might lull them into thinking that everything’s all right, Jack, which it isn’t. And so the role of art or architecture might be just to remind people that everything wasn’t all right. I used to wonder why so many econ-bloggers I liked were at GMU. GMU only is only the 74th best economics department in the country, but more than half of the econbloggers I like are affiliated with it in some way (Tyler Cowen, Alex Tabarrok, Garett Jones, Robin Hanson, Bryan Caplan, Arnold Kling, Scott Sumner, Mark Koyama, sorry if I’m forgetting anyone!). Granted that some of this is because I lean libertarian and so do they - but I don’t think there’s a mountain of amazing and popular left-wing econbloggers who I’m ignoring. Part of this must be that Mercatus head Tyler Cowen is better at spotting and cultivating talent than others - but you’d still think the #73 ranked department would try to poach some of his hard work. When I asked academics about this, they didn’t find it mysterious at all. The average high-ranked economics department doesn’t care that you have a popular blog. They might even count it against you. Only your reputation within the priesthood matters. This is my experience too. I once got rejected from a psychiatry residency I wanted, partly because they saw I had a blog and thought it might cause trouble (though the less prestigious hospital that eventually accepted me did consider it a plus, for which I remain grateful). I wish I could say that the program which rejected me is kicking themselves right now - I’m probably one of the most-read psychiatrists in the world, and most of what I write is relatively orthodox and (I hope) reflects well on the field. But outside of my fantasies, they are doing nothing of the sort. At best, my blog has gone from a liability to being neutral or a very slight positive. Certainly it doesn’t make me as impressive as someone who went to a medical school one tier above mine. Consider how impressive a boundary this is - someone can have literally tens of thousands of fans for doing popular writing in a field, and the amount of extra status it gives them in the field is within a rounding error of zero. Only your reputation within the priesthood matters. Still, at least I’m a member in good standing. At least I’m higher than pond scum. The lowest-status doctor in the world - the guy who, if doctors were Maoist revolutionaries, would get his face on the “Criticize X, Criticize Y” posters - is Dr. Oz. This isn’t because Dr. Oz lacks medical skill. Back in the day, he was a professor of surgery at Columbia, and by all accounts quite good at it. But then he went on TV and started catering to the public. He told them their stupid miracle cures and $19.99 supplements were Real Medicine. Imagine a Catholic bishop declaring ex cathedra that The Da Vinci Code is 100% real. Authority bestowed to fight the heresies of a fallen world, instead used to prop up those heresies. Columbia recently “cut ties” with Oz in some vague way, but as far as the medical profession is concerned, it’s too little, too late. I think the profession’s hatred for Oz is justified - his claims are false and probably cause a lot of harm. But other doctors who say false harmful things get only a fraction of the hatred that Dr. Oz does. He’s not just defrauding and maybe killing the people who take his supplements. He’s sullying Medicine itself. This hard boundary - this contempt for two-way traffic with the public - might seem harsh to outsiders. But it’s an adaptive artifact produced by cultural evolution as it tries to breed priesthoods that can perform their epistemic function. The outside world is so much bigger than the priesthoods, so much richer, so full of delicious deposits of status waiting to be consumed - that any weaker border would soon be overrun, with all priesthood members trying to garner status with the public directly. Only the priesthoods that inculcated the most powerful contempt for the public survived to have good discussions and output trustworthy recommendations. The Boundary Against Capitalism Dr. Oz illustrates another point: power corrupts, and the priests (as people known to be more knowledgeable than the public) have the power to bless or damn interventions in their field. Without some boundary against capitalism, they would abuse that power to make money. Again, cultural evolution has produced such a boundary. A doctor who seems too mercenary loses status in the priesthood. My father - a much more orthodox (and hence higher-status) member of the medical priesthood than I will ever be - used to even get suspicious of concierge doctors. Was it really in keeping with the principles of medicine to care about the amount of money you got for your service? Shouldn’t the usual insurance payments (calculated behind the scenes, without you ever having to think about it) be enough for anybody? If you let doctors charge extra for their services, they might do bad medicine in order to increase profits. In the worst case scenario, they might flatter members of the public who wanted all-natural $19.99 supplements. This taboo has faded as insurance squeezes doctors harder; even my father eventually relented. But there’s still the sense that doctor is a calling in a way that used-car salesman isn’t. If you pursue money too aggressively, can we really be sure you’ve heard the call? Why doesn’t every doctor pursue their own $19.99 supplement business? Some of this is professional regulation - there’s a sense that probably the Medical Board will come down on you if you do something wrong (though most doctors are proudly ignorant of the exact limits of the Medical Board’s power - why should the pious worry about the exact boundaries of excommunicable offenses?) But most of the barrier comes from self-regulation based on social status. By the time you’re done with medical school and residency, all of your non-doctor friends have long since abandoned you, and all the old sources of status and approval that you used to crave have been excised and replaced with the all-seeing eye of the medical priesthood. If you sell out and start the supplement line, you might get a new Ferrari, but everyone whose opinion you respect will hold you in contempt. The public might think it’s cool that you have a Ferrari, but doctors know better: nobody with a supplement line has ever been cool. This doesn’t mean doctors are incorruptible. Plenty of them become pharma company shills. But that’s because being a pharma company shill doesn’t burn intra-priesthood respect the same way. For better or worse, pharma companies straddle the priesthood boundary. They may not be fellow priests, but they’re at least nuns or deacons or something. They won this by sacrificing certain capitalist parts of themselves (for example, becoming heavily regulated) and by agreeing to follow the norms of the medical priesthood (for example, communicating through papers published in medical journals with high-status doctors as lead authors). Through their sacrifice, they achieve ritual purity; now priests can interact with them guilt-free. Is ritual purity really the same as moral acceptability? Sounds like the kind of question a member of the public might ask! Communication Norms Within The Priesthoods Although priests talk normally when when they meet one another at the water cooler, ex cathedra communication must be performed in a ritually pure way. For the medical priesthood, that means papers published in a medical journal. Consider ritually impure communication - for example, Twitter. Someone may try to make a medical claim (“SSRIs are a great depression treatment!”). But one can’t even predict the genre the reply will take. It could be any of: Insult (“You’re just another a big pharma shill trying to poison us!”)
Inline links: recently reviewed, is only the 74th best, recently “cut ties” with Oz, too little, too late
Frankenstein3 mentions across 3 issues

Frankenstein is a recurring book in the Astral Codex Ten archive, appearing 3 times across 3 issues between April 09, 2021 and May 17, 2024. The archive places it in contexts such as "People who read Frankenstein are often surprised to learn that 'Doctor' Frankenstein was about 19"; "In literature, I remember reading great literature — Frankenstein, Romeo and Juliet"; "List of all books reviewed below. Frankenstein". It most often appears alongside Aristotle, England, Newton.

Article page
Frankenstein
Mention count
3
Issue count
3
First seen
April 09, 2021
Last seen
May 17, 2024
Book title
Frankenstein
Outbound links
Issue trail
Related pages
Source context
Your Book Review: On The Natural Faculties
April 09, 2021 · Original source
When you press a seashell into the sand, it leaves an impression that is its own shape. For some reason culture isn’t like this. Great works and people seem to leave impressions in the culture that are different from their own shape. People who read Frankenstein are often surprised to learn that “Doctor” Frankenstein was about 19 (Victor made the creature during the summer after his second year at university; he was an undergrad), and that his “monster” can not only speak, but is articulate and sensitive. Whatever Galen was actually like, the modern stereotype of him is probably inaccurate.
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
Choose Book Review Finalists 2024
May 17, 2024 · Original source
...sparities 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 the War Was Won HP Lovecraft Impossible Histories In Search...
Flowers Of Virtue2 mentions across 2 issues

Flowers Of Virtue is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between February 22, 2023 and February 27, 2023. The archive places it in contexts such as "the 1411 poem “Flowers Of Virtue” in its 1486 edition"; "it came from Flowers of Virtue, 1486". It most often appears alongside bouffée délirante, China, DSM.

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Flowers Of Virtue
Mention count
2
Issue count
2
First seen
February 22, 2023
Last seen
February 27, 2023
Book title
Flowers Of Virtue
Likely author
Flowers
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Book Review: The Geography Of Madness
February 22, 2023 · Original source
This image (source) of a witch stealing a man’s penis, with a box of previously-stolen penises to her right accompanies the 1411 poem “Flowers Of Virtue” in its 1486 edition. Malleus Maleficarum was published in 1486, so if the original text of Flowers Of Virtue contained the incident this picture refers to, it would predate Malleus. But the original text is written in poetic medieval German and I can’t find a good translation. When I wrote my review of the Malleus, people were surprised at the penis-stealing witch chapters. Yet nothing could possibly be less surprising; the penis-stealing witches are timeless and omnipresent. When commenters continued to doubt, I promised them this review of Frank Bures’ Geography Of Madness. II. Frank Bures is a journalist. In 2001, he came across an unusual BBC article: a mob had killed twelve people in Nigeria, believing them to be penis-stealing witches. A few months later, a similar article: five people, Benin. He tried to pitch a story about the phenomenon to his editor, who “said he couldn’t pay me to fly to Nigeria and find essentially . . . nothing”. For some reason - and this is the point at which I start to worry about narrator reliability - Bures became obsessed with this. He couldn’t get it out of his mind. He started scraping together money to visit Africa on his own, story be damned: Nigeria gnawed at me. I knew that it was a terrible time to leave. I knew that [my wife] Bridgit, newly pregnant, wouldn’t want me to go. But I also knew that I had to, and that if I didn’t it would be a lifelong regret. . . three months later, I was the lone tourist on a plane full of Nigerians descending to Lagos. Africa is a relative newcomer to penis-stealing witches: The first recorded incident of penis theft in Africa I could find took place in Sudan in the 1960s. But in the mid- to late seventies in Nigeria, there were waves of well-documented cases. One of these happened in the northern city of Kaduna, where a psychiatrist named Dr. Sunday Ilechukwu was working in his office when a policeman arrived, escorting two men. One of them said he needed a medical assessment: He had accused the other of making his penis disappear. As with [a previously discussed incident], this had caused a disturbance in the street. During Ilechukwu’s examination, he later recounted, the victim stared straight ahead while the doctor examined his penis and pronounced him normal. “Exclaiming,” Ilechukwu wrote in the Transcultural Psychiatric Review, “the patient looked down at his groin for the first time, suggesting that the genitals had just reappeared.” According to Ilechukwu, this was part of an epidemic of magical penis theft that swept through Nigeria between 1975 and 1977. “Men could be seen in the streets of Lagos holding on to their genitalia either openly or discreetly with their hand in their pockets,” Ilechukwu wrote. “Women were also seen holding on to their breasts directly or discreetly, by crossing the hands across the chest . . . Vigilance and anticipatory aggression were thought to be good prophylaxes. This led to further breakdown of law and order.” During an incident, the victim would yell: “Thief! My genitals are gone!” Immediately, a culprit would be identified, apprehended by a crowd, and often killed. …but it’s been making up for lost time. Bures was able to find and interview one previous penis theft victim, plus the friend of another. Both described similar stories: someone had bumped up against them under weird circumstances, they immediately noticed their penis was much smaller than usual, they called out the culprit, and - apparently because the witch involved didn’t want to get in trouble - their penis was restored. Whatever weird itch this topic had given Bures, this didn’t satisfy him. He writes, very lucidly, about a desire to get closer to “the story”. He started bumping up against random Nigerians in suspicious ways, hoping one of them would accuse him of stealing their penis. Bures was an obvious foreigner, and a these panics often resulted in the suspected penis-stealer getting lynched, so this was a crazy thing to do. He could easily have died. Instead, everyone politely ignored him, nothing happened, and a slightly-disappointed Bures flew back to his poor family and abandoned his weird obsession. III. …for four years. After that the bug bit him again and he flew to Asia, long a center of penis-stealing witch activity. There are nature documentaries on lions, dolphins, even dinosaurs. They all share a common pattern: you talk about your subject’s habitat, their diet, their behaviors. The Asian half of The Geography Of Madness has the feel of a nature documentary on penis-stealing witches. And the last beat of every nature documentary has to be: this majestic creature, which once roamed from one end of the region to the other, is now endangered, threatened by increasing globalization and industrial activity. This is true for the witches also. Bures’ time in Hong Kong was a bust. There was a penis theft panic there forty years earlier, and he was able to interview some of the doctors who treated it. But they all said that was long ago. Now everybody is Westernized and has Western fears like vaccine injury or structural racism. They get Western mental disorders like depression and anorexia. The idea of witches stealing their penises seems as risible to them as it probably does to you. Singapore was also a bust. Bures had hoped it wouldn’t be, because it’s full of Malaysians, and Malaysia holds a special place in history as the spot where penis-stealing witches first made contact with Western science. The Malaysian word for the condition is koro (it means “head of a turtle”, based on an analogy to the penis retracting into the body the same way a turtle’s head retracts into its shell), and it is by this name that the condition gets listed in the DSM and the rest of the medical literature. Neither I nor Bures was able to find many ethnic Malays worrying about koro; most of the activity seems to be from Malaysian-Chinese. The Chinese definitely worry about it, attributing it to a wide variety of causes including poisoning, yin-yang imbalance, and - yes - witches. But Bures found nothing among any ethnicity. Once again, all the doctors said it used to be common, but disappeared as the city industrialized and adopted Western ways. Guangzhou was also a bust. The doctors said the same thing - in the old days, there would be huge epidemics of koro, social contagions that would impact hundreds of people at once. Now only a few superstitious rural people still believed. One traditional healer said he saw “three or four” cases a year. All the educated people had moved on. I once saw a nature documentary on Tasmanian tigers. Most people believe these have been extinct since 1930. Still, there are occasional unconfirmed sightings, especially in a remote area called Cape York, and every so often some scientists trudge off to Cape York with traps and cameras in the hopes of getting lucky. Bures decides end his own nature documentary with an expedition to the Cape York of the penis-stealing witches. This is a remote island village in China called Lin’gao, where in 1984: . . . rumors spread of a fox ghost - sometimes disguised an old woman roaming the land—collecting penises in covered baskets she carried on a shoulder pole. When two young men approached her and told her to uncover the baskets, they looked inside, saw that the baskets were filled with penises and died instantly of fright. Panic about koro would hit a village and last three to four days. When residents heard about a case in a neighboring village, the panic would subside, since that meant the ghost had moved on. The attacks slowly made their way around the island. The ghost struck at night, when villagers were sleeping. A chill would creep into the room, and suddenly the victim would feel his penis shrinking inward. He would grab it and run outside for help. A twenty-eight-year-old office worker was at home one night when: > “ . . . he heard a gong being beaten and the terrifying noises made by people who were panicking in a nearby neighborhood. He suddenly became anxious and experienced the sensation that his penis was shrinking. He was seized with panic and shouted loudly for help. Several men in the neighborhood rushed in and tried to rescue him by forcefully pulling his penis and making loud sounds to chase away the evil ghost that was thought to be affecting him.” Neighbors and family members were enlisted in rescue operations. Victims were beaten with sandals and slippers while the middle finger of their left had was squeezed, so that the ghost could exit the body there. The epidemic engulfed the island, with the exception of the Li and Miao minorities, who seemed to be immune to such fears. Researchers estimated that between 2,000 and 5,000 people were affected, but that “no one died from genital retraction.” One baby, however, did die when his mother tried to feed him pepper juice, and a girl was beaten to death during a two-hour exorcism. “Numerous men suffered injuries to their penises as a result of ‘rescuing’ actions.” Iron pins were sometimes inserted through the nipples of women to prevent retraction, which caused infections as well. This was, as far as anyone knows, the last great koro epidemic in Asia. Bures had a terrible time getting to Lin’gao. He had equal trouble getting an interpreter; the natives spoke a language called Be, very distantly related to Thai but not at all to regular Chinese. Finally he found someone who was able to contact a local shaman. Like any good doctor, the shaman referred him to a specialist - in this case, the designated anti-ghost shaman, who lived in a different village. He spent most of his time off on various ghost-fighting missions, but eventually Bures and his team were able to track him down. I want you to picture the scene. An American journalist has been traveling the world in search of a dying variety of witchcraft. Now he’s reached the end of the line, the wildest and most primitive region of China. With great difficulty, he has procured an interpreter. Together, they consult a shaman, who sends them on a quest to find a second, wiser shaman who specializes in ghosts. After many trials and tribulations, he reaches the second, wiser, ghost-specialist shaman, who invites him into his home, filled with strange charms and magical images. “Tell me your question,” says the shaman. And Bures asks: “What do you know about penis-stealing witches?” . . . and the shaman answers: “Haha, no one believes in that stuff anymore.” IV. So as a nature documentary, The Geography of Madness is kind of a bust. Still, Bures rescues it with some great analysis of culture-bound mental illness. A culture-bound mental illness is one that only affects people who know about it, and especially people who believe in it. Often it doesn’t make sense from a scientific point of view (there’s no such thing as witches, and the penis can’t retract into the body). It sometimes spreads contagiously: someone gets a first case, the rest of the village panics, and now everyone knows about it / believes in it / is thinking about it, and so many other people get it too. Different cultures have their own set of culture-bound illnesses. Sometimes there are commonalities - many cultures have something something penis something witches - but the details vary, and a victim almost always gets a case that matches the way their own culture understands it. THESE PEOPLE ARE NOT MAKING IT UP. I cannot stress this enough. There are plenty of examples of people driving metal objects through their penis in order to pull it out of their body or prevent the witches from getting it or something like that. There is no amount of commitment to the bit which will make people drive metal objects through their penis. People have died from these conditions - not the illness itself, which is fake, but from wasting away worrying about it, or taking dangerous sham treatments, or getting into fights with people they think caused it. If you think of it as “their unconscious mind must be doing something like making it up, but their conscious mind believes it 100%”, you will be closer to the truth, though there are various reasons I don’t like that framing. In Rajasthan, India, people come to the hospital with gilahari (lizard) syndrome. Patients say a lizard-like mass, sometimes visible as a skin swelling, is crawling around the body. They express terror that it will reach their airway and suffocate them. Japanese people may contract jikoshu-kyofu, a debilitating fear that they have terrible body odor. No amount of reassurances by friends and psychiatrists can convince these people that they smell normal, nor will any number of deodorants or perfumes make them comfortable. The French suffer from bouffée délirante, where a perfectly healthy person suddenly becomes completely psychotic, with well-formed hallucinations and delusions - then recovers just as suddenly, sometimes over hours or days. This is not how psychosis works anywhere except France and a few former French colonies. Traditional Chinese medicine monitors the balance between yin and yang. The male orgasm can deplete yang, and sure enough in China (but nowhere else) some men suffer traditional symptoms of yang depletion after they orgasm. “The symptoms can last weeks to months after a single orgasm, [and include] chills, dizziness, [and] backache”. The phrase “run amok” comes from Malaysia, where it referred to a specific phenomenon: some person who had been unhappy for a long time would suddenly snap, kill a bunch of people, then say they had no memory of doing it. Malaysian culture totally rolls with this and doesn’t hold it against them; the unhappiness is a risk factor for possession by a tiger spirit, which commits the killings. Although Malays have been doing this since at least the 1700s, there are some fascinating parallels with modern US mass shootings that suggest the damn tiger spirits have finally made it to the US common psychological origins. I have seen exactly one demonic possession case in my ten years as a psychiatrist. The man fell to the ground, mouth foaming, chanting strange syllables and the names of Biblical demons. My attending doctor at the time - one of those people who somehow manages to be an expert in everything - was an expert in demonic possession, and told us that he was in no way psychotic, antipsychotics wouldn’t help him (except insofar as they help everyone by decreasing all behaviors), and he needed to “work through his issues”. The patient was uncooperative - he was only visiting MDs because the local bishop wouldn’t call in an exorcist until he got a psych exam - and eventually left against medical advice. After going down the list, Bures asks the correct next question: how do we know whether or not our own mental illnesses are just as culture-bound as the Japanese or Malaysians’? Cultures that believe in witches have witch-related culture-bound illnesses; cultures that believe in demons have demon-related ones. We believe in science, so we should expect sciencey-sounding culture-bound illnesses, and these might be hard to tell apart from other, more physical conditions. So how suspicious should we be, and of what? Certainly we have some culture-bound mental illnesses. Electromagnetic hypersensitivity is a condition where some people supposedly become very sick when exposed to electromagnetic fields (like from cell phones). This sounds very scientific and makes perfect sense according to our culture, but researchers have found that placebo electrical devices make them exactly as sick as real ones, and that devices they don’t know about don’t make them sick at all. These people’s pain is real, and their lives are very difficult (although a few have found refuge in the National Radio Quiet Zone, an area in Virginia where the government enforces a ban on electromagnetic transmissions for secret military reasons). But their condition only afflicts them because they believe in it, much like with koro. Fine, everyone knows that one’s not real. What about DSM-style mental disorders, the stuff everyone’s supposed to believe in? Are those culture-bound? Unfortunately, I think Bures kind of flubs this section. He decides to focus on PMS (premenstrual syndrome), which is officially included in the DSM as PMDD (premenstrual dysphoric disorder). After discussing the history of hysteria, he writes that: Today, hysteria is never diagnosed, except by unwise husbands. In 1931, however, an American gynecologist named Robert Frank revived the idea in a new guise. He published an article titled, “The hormonal causes of premenstrual tension.” Frank described symptoms that occurred in the week before menstruation: irritability, bloating, fatigue, depression, attacks of pain, nervousness, restlessness, and the impulse for “foolish and ill considered actions,” due to ovarian activity. Again, the cause was the uterus. Then in 1953, British physician Katharina Dalton elaborated on this, arguing the condition came from fluctuation of estrogen and progesterone. She called it Premenstrual Syndrome, and soon symptoms grew to include: anxiety, sadness, moodiness, constipation or diarrhea, feeling out of control, insomnia, food cravings, increased sex drive, anger, arguments with family or friends, poor judgment, lack of physical coordination, decreased efficiency, increased personal strength or power, feelings of connection to nature or to other women, seizures, convulsions, asthma attacks, not to mention flare ups in asthma, allergies, sinusitis, anxiety disorders, irritable bowel syndrome, migraines, and multiple sclerosis. If any of these symptoms occurred in the second half of the menstrual cycle, one had PMS. Estimates of the number of women afflicted ranged from 5 percent to 95 percent. In the 1980s, three women in the UK were tried for arson, assault and manslaughter. The three all claimed they had diminished responsibility due to PMS, and got reduced sentences on the condition that they underwent hormone treatment. After that, according to one study, American women flooded doctors with requests for help with their PMS. “Popular groups like PMS Action were founded to promote recognition and treatment of PMS by medical professionals. Private PMS clinics began to appear in the USA, modeled after those in the UK, and progesterone therapy was enthusiastically adopted, much to the chagrin of many gynaecologists who viewed its use as ‘unscientific’ and ‘commercial’, not to mention unlicensed." Based on all this, the 1987 version of the DSM-III included a new category: Late Luteal Phase Disorder (luteal refers to progesterone). It was proposed as a topic for further research, but despite the absence of such research, it was included in the 1994 edition of the DSM-IV under the name Premenstrual Dysmorphic Disorder, or PMDD.96 In 2013, in the DSM-5, it was given its own category as a full-fledged mental illness. Yet neither PMS nor PMDD occur in most cultures. There are no biomarkers to measure them by. No conclusive correlation has ever been found between estrogen or progesterone levels and PMS. As one study noted, “the more time that women of ethnic minorities spend living in the United States, the more likely they are to report PMDD. Thus, if we are to accept PMDD as a reified medical disorder, then we must also accept exposure to U.S. culture as a risk factor for contracting PMDD.” If it is a syndrome at all, it’s a cultural one. I asked my wife what she thought of this, and she told me: The day before her first-ever period, as a teenager, when she had never really thought about PMS, she felt exceptionally weird, emotional, and generally off, to the point where it seemed to demand an explanation. Then she had her first-ever period, and retroactively explains it as PMS.
Inline links: source, my review of the, Geography Of Madness, Be, gilahari (lizard) syndrome, jikoshu-kyofu, bouffée délirante, suffer traditional symptoms of yang depletion, run amok, Electromagnetic hypersensitivity, National Radio Quiet Zone
Highlights From The Comments On Geography Of Madness
February 27, 2023 · Original source
About the ol-german poem "by" Hans Vitler 'flowers of virtue" - that was a translation of an Italian original form 1320* Hans Vitler's famous translation was rather "free", but I guess he would not have added a penis-theft. - Now I found one commented reprint of "Blumen der Tugend" , well actually "Pluemen der Tugent" - it is oooold: https://archive.org/details/diepluemendertu00maxigoog/page/n381/mode/1up no such story there, it seems Vitler considered believe in witchcraft even: sinful superstition. Witch-hunt was NOT a middle-age thing, but came big in (early) modern times. Prof. Marvin Harris has some theories as for "why then": Cows, Pigs, Wars, and Witches: The Riddles of Culture (tl;dr: both big churches THEN felt the need to proof they were "indispensable" - before: the one church just obviously was. Witch-hunts: ON.)
Inline links: https://archive.org/details/diepluemendertu00maxigoog/page/n381/mode/1up
Weird. My source said it came from Flowers of Virtue, 1486, but Flowers was published earlier than that, and Malleus was published in 1486, so maybe it’s confusing these and this is a Malleus illustration?
From Oversight To Overkill2 mentions across 2 issues

From Oversight To Overkill is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between April 12, 2023 and June 01, 2023. The archive places it in contexts such as "Dr. Simon Whitney, author of From Oversight To Overkill"; "Simon Whitney’s book on IRBs, From Oversight To Overkill". It most often appears alongside Harvard, 2006 IAU vote, 9/11.

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2
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2
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April 12, 2023
Last seen
June 01, 2023
Book title
From Oversight To Overkill
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Book Review: From Oversight To Overkill
April 12, 2023 · Original source
Dr. Simon Whitney, author of From Oversight To Overkill, doesn’t wish death upon IRBs. He’s a former Stanford IRB member himself, with impeccable research-ethicist credentials - MD + JD, bioethics fellowship, served on the Stanford IRB for two years. He thought he was doing good work at Stanford; he did do good work. Still, his worldview gradually started to crack:
Inline links: From Oversight To Overkill
Links For May 2023
June 01, 2023 · Original source
21: Last month I reviewed Simon Whitney’s book on IRBs, From Oversight To Overkill. In the book’s honor, Roots of Progress discusses alternatives to the review and approval paradigm. And External Medicine Podcast has an interview with author Simon Whitney.
Inline links: alternatives to the review and approval paradigm, an interview with author Simon Whitney
Worldbuild The Future1 mentions across 1 issues

Face The Fear / Worldbuild The Future is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 09, 2025 and June 09, 2025. The archive places it in contexts such as "one of these: Face The Fear / Worldbuild The Future". It most often appears alongside Astralcodexten Com, Deathbed Ballads, Discord.

Reference entry
Worldbuild The Future
Mention count
1
Issue count
1
First seen
June 09, 2025
Last seen
June 09, 2025
Book title
Face The Fear / Worldbuild The Future
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Open Thread 385
June 09, 2025 · Original source
1: Thanks to everyone who voted on Nonbook Reviews. By chance or choice, some reviews have gotten fewer votes than others; in the interest of fairness, I’m highlighting them here; if you want to look over and vote on more reviews, consider one of these: The Metaethics of Joy/Suffering/AI, Mountaintop, On Taste, Joanna Newsom: The Lyric, Time's Arrow, Phoenix Theater at Great Northern Mall, From Control Problem to RLHF, Face The Fear / Worldbuild The Future, State Of Competitive Debating Unions Address, Drei Klavierstucke, Shrinking Men, The Beginning After The End Of Humanity Circus, The Origins Of Wokeness, The Life's Work Of Banerjee/Duflo/Kremer, Deathbed Ballads, School (Review 1 by DK).
Inline links: voted on Nonbook Reviews, vote on, The Metaethics of Joy/Suffering/AI, Mountaintop, On Taste, Joanna Newsom: The Lyric, Time's Arrow, Phoenix Theater at Great Northern Mall, From Control Problem to RLHF, Face The Fear / Worldbuild The Future, State Of Competitive Debating Unions Address, Drei Klavierstucke, Shrinking Men, The Beginning After The End Of Humanity Circus, The Origins Of Wokeness, The Life's Work Of Banerjee/Duflo/Kremer, Deathbed Ballads, School (Review 1 by DK)
Factories in the Field1 mentions across 1 issues

Factories in the Field is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 13, 2022 and October 13, 2022. The archive places it in contexts such as "“Factories in the Field” as Carey McWilliams famously described the situation back in Great Depression days". It most often appears alongside 1996 Illegal Immigration Reform and Immigrant Responsibility Act, 21st Century Salon, ACX.

Reference entry
Factories in the Field
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1
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1
First seen
October 13, 2022
Last seen
October 13, 2022
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Factories in the Field
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Highlights From The Comments On The Central Valley
October 13, 2022 · Original source
I personally think the Valley is underrated and its diversity under-appreciated. This applies both to its cities and to its rural, ag-based communities. The stories of exploited and impoverished farm labor are all too true—“Factories in the Field” as Carey McWilliams famously described the situation back in Great Depression days. Yet there also are stories of upward mobility and cultural dynamism, such as the celebrated Masumoto and Thao family farms outside Fresno and the vibrant community of Punjabi truck drivers.
Family That Couldn't Sleep1 mentions across 1 issues

Family That Couldn't Sleep is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 17, 2024 and June 17, 2024. The archive places it in contexts such as "Book review contest finalists are: ... Family That Couldn't Sleep". It most often appears alongside Astralcodexten, Autobiography of Yukichi Fukuzawa, Ballad of the White Horse.

Mention count
1
Issue count
1
First seen
June 17, 2024
Last seen
June 17, 2024
Book title
Family That Couldn't Sleep
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Open Thread 334
June 17, 2024 · Original source
2: Book review contest finalists are: Autobiography of Yukichi Fukuzawa, Dominion, Don Juan, Family That Couldn't Sleep, How Language Began, How The War Was Won, Nine Lives, Real Raw News, Silver Age Marvel Comics, Sixth Day, Spirit of Rationalism, Complete Rhyming Dictionary, The Pale King, Two Arms and a Head, and Ballad of the White Horse. Honorable mention to at least Catkin, Road of the King, World Empire Lost, Piranesi, Meme Machine, and Determined. I might promote some honorable mentions to finalists depending on how tolerant you all are of book reviews, and some others to honorable mention after I read more reviews. First review goes up this Friday! Thanks to everyone who entered.
Family That Couldn’t Sleep1 mentions across 1 issues

Family That Couldn’t Sleep is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 15, 2024 and July 15, 2024. The archive places it in contexts such as "many people also enjoyed the Family That Couldn’t Sleep review". It most often appears alongside Astralcodexten, Berlin, Don Juan.

Mention count
1
Issue count
1
First seen
July 15, 2024
Last seen
July 15, 2024
Book title
Family That Couldn’t Sleep
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Open Thread 338
July 15, 2024 · Original source
3: And many people also enjoyed the Family That Couldn’t Sleep review. If you want to know the latest on prions, and especially on chronic wasting disease of deer, I recommend this blog post by my friend EukaryoteWrites: Will The Growing Deer Prion Epidemic Spread To Humans? Why Not?
Inline links: Family That Couldn’t Sleep review, Will The Growing Deer Prion Epidemic Spread To Humans? Why Not?
Fantastic Four1 mentions across 1 issues

Fantastic Four 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 "the Fantastic Four, the Hulk and Spider-man all existed together within the same shared universe". It most often appears alongside 20th Century Fox, Abomination, Abomination.

Reference entry
Fantastic Four
Mention count
1
Issue count
1
First seen
August 16, 2024
Last seen
August 16, 2024
Book title
Fantastic Four
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Your Book Review: Silver Age Marvel Comics
August 16, 2024 · Original source
Given Marvel Comics, why Silver Age (1961-1965)? I.a. Why Superhero Comic Books? The winner of last year’s Astral Codex Ten book review contest was Brandon Hendrickson. Brandon wrote about Kieran Egan’s The Educated Mind. One of the foundations of Egan’s educational philosophy is that people learn through stories. He believes early education should focus on teaching lessons through myths and legends. This matches my experience. My kids’ favorite podcast is Greeking Out – a very well produced, very entertaining, National Geographic podcast about Greek Legends. Aside #1: When my oldest daughter was three years old she would ask everyone she met “Do you know any myths? Can you tell me a myth?” She especially liked asking people from different places to get myths from their local cultures. Once, she asked the question to a friend of mine who grew up in South Africa, “Can you tell me any South African myths?” He struggled for a minute and then said, “Okay! I have one! Bread never falls butter side down!”. That was not the type of myth she was looking for; nor the type of myth we will be discussing in this review. Every culture has foundational myths. These stories are entertaining and engaging, but they also teach valuable lessons about both what is important in that culture, and how people in that culture are expected to behave (or at least the Platonic Ideal of how they should behave). In the modern, Western world, we have assimilated many of these foundational stories, particularly the Greek myths. My kids definitely know the Greek myths, but they also know elements of Norse mythology, Egyptian myths, stories about Anasi from West Africa and more. More fundamentally my wife and I, while not religious ourselves, have made a point of exposing the kids to the stories from the Bible. It is not politically correct to call Biblical stories “myths”, but they serve the same purpose – shared cultural understanding of the way the world works. My wife grew up without any religion, and when she was in high school, she struggled with the metaphors and religious allegories that were omnipresent in most of the Western canon. In our culture, familiarity with the Bible is important for an educated person – whether they are religious or not – because it is the foundation of so much of the rest of our culture. I believe the other set of mythological stories that are foundational to our culture are – and by this point I am sure you see where I am going here – comic book superheroes. If true, then having more than a surface-level understanding of the most important superhero stories is important in a similar way to that knowing the Bible stories is important. “Do unto others as you would have them do unto you” is an important idea to understand. So is, “With great power comes great responsibility”. I.b. Why Marvel? While there are many independent superheroes that are not owned by major conglomerates, the superheroes who have built our modern foundational myths are currently owned by two corporations. Warner Bros. Discover owns the DC library of superheroes including Superman, Batman and Wonder Woman. In 2009 Disney purchased Marvel Comics and took ownership of their characters, including Spiderman, X-men and the Avengers. Aside #2: Marvel has sold temporary film rights to many of their characters over the years. The most relevant sales started in 1994 when Marvel sold the film rights of X-men and mutants to 20th century Fox, then in 1996, when Marvel went bankrupt, Fox picked up the rights to the Fantastic Four (and New Line picked up Blade). In 1999 Marvel sold the film rights (and live action TV, and animated TV longer than 44 minutes) of Spider-man and related characters to Columbia Pictures (part of Sony) for $7MM. Marvel actually attempted to sell ALL of their remaining Marvel IP film rights to Sony for $25MM, but the top management at Sony was not interested. Sony’s management allegedly told their chief negotiator “Nobody gives a shi*t about any of the other Marvel characters. Go back and do a deal for only Spider-Man). Disney acquired Marvel in 2009, and then Fox in 2019, bringing the two separated packages of characters all back together under one roof (Blade reverted back to Marvel in 2012). Sony still owns the rights to Spider-man but has made a deal with Disney to include some of his films within the Marvel-Disney universe. Marvel sold the film rights of The Hulk to Universal in 1990 and the current status of that agreement is complicated (the consensus is that Marvel now controls the film rights to the character, but Universal owns distribution rights to any stand-alone Hulk film, which could be why Disney let's Hulk co-star in Thor movies, but not vice versa). In the early aughts Marvel wanted to build their own film franchise, but were limited to only using their remaining “B-list” characters – Spider-man, X-men, and the Fantastic Four were all off limits. Fortunately, Kevin Feige, president of production for Marvel at the time, saw a way forward. He convinced Ike Perlmutter, Marvel CEO, to allow for the production of a series of films with the remaining characters begining with Iron Man (2008). Jon Favreau directed and cast Robert Downey Jr as Tony Stark. The film blew away expectations. Kevin’s plan of a series of movies where the characters would interconnect was suddenly feasible. Iron Man was followed by The Incredible Hulk, Thor, and Captain America: The First Avenger. None managed the box office magic of Iron Man, but all were successful enough that the plan stayed on track. In 2012 the characters were all brought together in the first Avengers film, which opened to over $200MM domestically and went on to gross more than $1.5B (which made it the 3rd highest grossing film of all time). Marvel became the first studio to take the interconnected world of their comic books and make the model work on the big screen (for a much larger audience). Once the model was proven to work, other studios tried to duplicate it. Aside #3: Warner Bros’ stumbles with the DC shared universe of Batman, Superman and the Justice League are well known, but that was actually their SECOND attempt at a shared universe. Their first attempt tried to copy the Marvel method more closely. They chose their own B-list hero and set up his first film to allow for a wider mythology. Alas Green Lantern (2011) failed at the box office and we never got stand-alone films about Sinestro (Yellow Lantern), Carol Ferris (Star Sapphire, the Violet Lantern), John Stewart (African American Green Lantern), Kyle Rayner (1990s Green Lantern), Alan Scott (original Green Lantern), or the Blue, Red, and Orange Lantern Corps. At least so far, no studio has successfully created anything with close to the traction obtained by the Marvel Cinematic Universe (MCU). Warner’s DC Extended universe (DCEU) had trifling success, but is being shelved and rebooted for a fresh attempt next year. Universal’s attempt at a “Dark Universe” kicked off with Tom Cruise in The Mummy (2017), but was dead on arrival. Paramount’s attempt to link the Transformers Universe to GI Joe at the end of Transformers: Rise of the Beasts has been appropriately mocked. Sony’s Spider-man films linked to the MCU have been very successful, but their attempt at a stand-alone non-MCU Spider-man universe using Spider-man’s villains as anti-heroes has floundered (mostly succeeding only as a source of memes). Next Mattel will be attempting to build a universe off the success of last year’s Barbie and may include Polly Pocket, American Girl, Hot Wheels, and He-Man and the Masters of the Universe (no word yet on Thomas the Tank Engine, View Master and the Magic-8 Ball, but all are apparently in development). To date, only Marvel has successfully built a “Cinematic Universe”. One potential reason for the MCU’s success is that Kevin Feige built his cinematic universe on the back of the existing interconnected universe of the comics. But those comics were not the first interconnected universe of stories. For that we would need to go back to our foundational myths. The Bible stories mostly interconnect. Adam and Eve flows into Cain and Abel. David and Goliath leads to the Wisdom of Solomon. Greek Myths DEFINITELY interconnect. Supporting characters in one Greek myth have starring roles in their own stories. The Greek pantheon of tales even have their own version of the Avengers. In the Quest for the Golden Fleece, Jason brings together the Argonauts, who included in their number Theseus (who defeated the Minotaur), Orpheus (who braved the underworld) and Hercules himself – all A-list stars in their own “franchises”. Stand alone stories that exist within an interconnected universe are rare in modern media but were common in the ancient myths that have stood the test of time. Only Marvel has successfully created a shared universe that follows the pattern of ancient myths. Only Marvel films have stand-alone stories and protagonists who exist together in an interconnected world. Something about that method of storytelling is deeply pleasing for humans across many cultures. Marvel films are the first and most successful modern version of the mythological universe, and that it is worth spending more time exploring Marvel’s underlying mythology and where it came from. I.c. Why 1961? The origins of Christianity and Judaism (and Buddhism and Hinduism) are very murky. Even Islam is far enough in the past that we only have a very rough understanding of how it came to exist. When scholars want to understand in detail how a new religion is born they are far better to look at Mormonism or, if you accept it as a religion, Dianetics. Similarly, we have versions of Greek myths that have been passed down to us, but we can never know how those myths changed from their first telling to their “final” versions. Were the stories once unrelated, and only later became crafted into a single “universe”? Or were the stories built off each other one by one (“Dad that Golden Fleece story was amazing! Do you know any other stories about the Hercules guy?”)? Or was it something in between? Perhaps the stories all existed independently, but were later crafted together (“Remember that 12-labors story I told you? Actually that was the same guy who was on the Argo!”) Unlike Greek legends, we can know the origin of the Marvel Universe. We can see how it was constructed step-by-step. The people who did it (most importantly Stan Lee, Jack Kirby, and Steve Ditko) are dead now, but they have not been dead for long. We can read the original work, see how it changed over the last 60 years, and we can ask the creators “what were you thinking at the time” (or at least read their answers from old interviews). We can’t always trust what Stan Lee says, but at least we can hear his point of view. No one has a transcript of an interview with Homer, or knows exactly what he was thinking when he called it the “wine-dark sea”. Tl;dr: Why read about Marvel Comic superheroes 1961-1965? Because interconnected mythological stories are very important to cultures, Marvel is the leading contender of the most recent modern mythology, and it originated in the first half-decade of the 1960s. II. How did Marvel Superhero Comics happen? Timely Comics published their first comic book in 1939 and called it “Marvel Comics”. Their most popular World War II comics included Captain America, the Human Torch (an android unrelated to the modern Human Torch except in powers, appearance and name), and Namor, the Submariner. In the early 1950s superheroes became less popular, so Timely changed its name to Atlas Comics and focused on humor, western, horror, war and science fiction stories. But in 1956 DC Comics began re-introducing their Golden Age superheroes and, in the second half of the 1950s, the genre took off again – particularly Superman, whose title, Action Comics, became the number one selling comic in America. Stan Lee, editor and chief at Atlas at the time, wanted to get in on the superhero action. Unfortunately in 1957 Atlas lost its distributor and the company had to rely on “Independent News” to get its comics on newsstands. The complication was that Independent News was owned by “National Periodical Publications”, who also owned DC-comics and did not want Atlas to introduce superheroes to compete with Superman, Green Lantern and the Flash. Independent News agreed to distribute Atlas comics but limited the publisher to eight titles per month, and only in non-super hero genres (like horror, romance and science fiction). Blocked from creating and launching new superhero titles, Stan Lee got creative, and in August 1961 Atlas Comics published Fantastic Four #1. Aside #4: Fantastic Four #1 was on newsstands in August 8th, 1961, but the date on the cover was November 1961. The convention at the time was that the cover date was not the “publication date” but rather the “pull date”. The pull date was the time when the retailer could send back unsold copies back to the publisher for a refund. In fact the retailer did not need to send the entire issue back, just the cover, as it was assumed that comic books could not be sold without the cover, and it saved on postage. This was only relevant because it was great for my dad who was a child at the time. My dad was friends with the kid whose father owed the local pharmacy which meant he had access to every comic book published in the late 1950s as long as he was willing to wait a few months and read it without a cover. Going forward in this essay I will always use the pull dates rather than the publication dates for individual comic book issues as they are far easier to source. If you want to convert pull dates back into publication dates you can subtract roughly two months, but it is inconsistent and sometimes longer, as was the case with Fantastic Four #1. Check out the cover of Fantastic Four #1: To the modern eye this certainly looks like a superhero comic. Four heroes with super powers fighting a giant monster. But in the eyes of publishers in 1961 this looked more like a science fiction adventure comic than something that would go head to head with Superman. Here are the covers of Action Comics (the best selling superhero comic at the time) from the three months leading up to Fantastic Four #1: Notice what they have in common? “Super Rivals”, “Super revenge”, “Super Substitutes”. And all include Superman in his blue and red tights. Fantastic Four’s cover featured super powers, but never used the word “super” and no one was wearing superhero costumes. Fantastic Four, as a superhero story, slipped under the radar because it wasn’t really a superhero story at all. It was a story about four close friends who attempted to fly into space, but then something goes wrong and they crash back to Earth. The experience changes them and they decide they now need to use their new abilities to help the rest of humanity – specifically against monsters who are invading from under the Earth. It is a fantastical science fiction story – not a superhero story. Later in his career Jack Kirby, the illustrator of the issue and co-creator of the Fantastic Four, was asked about his inspiration for the Fantastic Four heroes. He did NOT say Superman – or any superhero. He said Challengers of the Unknown. Challengers of the Unknown was an adventure story co-created by Kirby in Showcase #6 in February 1957. Here is how Wikipedia describes the Challengers origin: When acquaintances miraculously survive a plane crash unscathed, they conclude that since they are "living on borrowed time" they should band together for hazardous adventures. The four—pilot Kyle "Ace" Morgan, daredevil Matthew "Red" Ryan, strong and slow-witted Leslie "Rocky" Davis, and scientist Walter Mark "Prof" Haley—became the Challengers of the Unknown. Showcase #6, and the first appearance of the Challengers of the Unknown, by Jack Kirby Visually the Challengers and the Fantastic Four were similar. Both wore skin tight uniforms with belts and minimal decoration. The Fantastic Four’s relatively simple characterizations were practically pulled from Challengers. Reed takes on the traits of both Kyle, the leader, and Walter, the scientist. Johnny, the Human Torch is the daredevil. The Thing is “strong and slow-witted”. Sue, the only woman on the team, seems like a new addition, but is likely based on June Robbins who joined the Challengers team in Showcase #7, as an “honorary” or “girl-Challenger”. After surviving their respective “miraculous” crashes, both the Challengers and the Fantastic Four band together to help the world. They both travel through space and other dimensions, fighting mad scientists and monsters. The Fantastic Four’s early antagonists were not traditional super villains. In the first few issues they fight monsters from under the Earth (Issue #1), shape changing aliens (#2), and a charlatan who uses hypnotism to steal from his audience (#3). In issue #4 Kirby and Lee re-introduce Namor, the Submariner, one of Marvel’s top IP from the 1940s, and have him kidnap Sue. Only in Issue #5 and #6 (June and August 1962) and do we get a more standard-supervillain when Dr Doom attempts to steal the Fantastic Four headquarters and throw it into space. The next superhero Lee created was even less heroic than the Fantastic Four. In April 1962 (pull date), Marvel published The Incredible Hulk. If it was even a superhero story in disguise it was a very good disguise. The story was a scientific-filtered version of Dr Jekyl and Mr Hyde. It was a pure monster-story with nothing very super about it. Nothing on the cover suggests this has anything to do with superheroes: It is not clear if even Lee at the time thought the Hulk would be a superhero. In Fantastic Four #5 Johnny is reading a “great new comic mag” and mocks the Thing by comparing him to the Hulk. It seems pretty clear at this point that in the Fantastic Four’s world, the Hulk is just a fictional comic book, like in ours (more on that later): The other two superheroes the Marvel introduces in this period have even more subtle introductions. At the time Marvel had a number of generic-sounding titles and told science fiction and fantasy stand-alone stories: Tales to Astonish
Inline links: The Educated Mind, Greeking Out, Nobody gives a shi*t about any of the other Marvel characters. Go back and do a deal for only Spider-Man, Dark Universe, appropriately mocked, memes, attempting to build a universe, https://substackcdn.com/image/fetch/$s_!MbHP!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F63b4711e-2248-4120-897e-bba8a595a28b_405x616.png, https://substackcdn.com/image/fetch/$s_!OCj5!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F9afeb585-b58b-4932-8702-153b4fdf135d_619x305.png, Wikipedia, https://substackcdn.com/image/fetch/$s_!OzTl!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F49fd3582-b5bd-4567-b5e9-cca46c1f1c49_425x615.png, https://substackcdn.com/image/fetch/$s_!lfiM!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fc23c3ad1-5fed-4063-8ac2-d9d89e69bee6_252x398.png, https://substackcdn.com/image/fetch/$s_!oV4t!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F346f85d9-580b-4eb2-b91c-3422003613d5_591x572.png
Notice what they have in common? “Super Rivals”, “Super revenge”, “Super Substitutes”. And all include Superman in his blue and red tights. Fantastic Four’s cover featured super powers, but never used the word “super” and no one was wearing superhero costumes. Fantastic Four, as a superhero story, slipped under the radar because it wasn’t really a superhero story at all. It was a story about four close friends who attempted to fly into space, but then something goes wrong and they crash back to Earth. The experience changes them and they decide they now need to use their new abilities to help the rest of humanity – specifically against monsters who are invading from under the Earth. It is a fantastical science fiction story – not a superhero story. Later in his career Jack Kirby, the illustrator of the issue and co-creator of the Fantastic Four, was asked about his inspiration for the Fantastic Four heroes. He did NOT say Superman – or any superhero. He said Challengers of the Unknown. Challengers of the Unknown was an adventure story co-created by Kirby in Showcase #6 in February 1957. Here is how Wikipedia describes the Challengers origin: When acquaintances miraculously survive a plane crash unscathed, they conclude that since they are "living on borrowed time" they should band together for hazardous adventures. The four—pilot Kyle "Ace" Morgan, daredevil Matthew "Red" Ryan, strong and slow-witted Leslie "Rocky" Davis, and scientist Walter Mark "Prof" Haley—became the Challengers of the Unknown. Showcase #6, and the first appearance of the Challengers of the Unknown, by Jack Kirby Visually the Challengers and the Fantastic Four were similar. Both wore skin tight uniforms with belts and minimal decoration. The Fantastic Four’s relatively simple characterizations were practically pulled from Challengers. Reed takes on the traits of both Kyle, the leader, and Walter, the scientist. Johnny, the Human Torch is the daredevil. The Thing is “strong and slow-witted”. Sue, the only woman on the team, seems like a new addition, but is likely based on June Robbins who joined the Challengers team in Showcase #7, as an “honorary” or “girl-Challenger”. After surviving their respective “miraculous” crashes, both the Challengers and the Fantastic Four band together to help the world. They both travel through space and other dimensions, fighting mad scientists and monsters. The Fantastic Four’s early antagonists were not traditional super villains. In the first few issues they fight monsters from under the Earth (Issue #1), shape changing aliens (#2), and a charlatan who uses hypnotism to steal from his audience (#3). In issue #4 Kirby and Lee re-introduce Namor, the Submariner, one of Marvel’s top IP from the 1940s, and have him kidnap Sue. Only in Issue #5 and #6 (June and August 1962) and do we get a more standard-supervillain when Dr Doom attempts to steal the Fantastic Four headquarters and throw it into space. The next superhero Lee created was even less heroic than the Fantastic Four. In April 1962 (pull date), Marvel published The Incredible Hulk. If it was even a superhero story in disguise it was a very good disguise. The story was a scientific-filtered version of Dr Jekyl and Mr Hyde. It was a pure monster-story with nothing very super about it. Nothing on the cover suggests this has anything to do with superheroes: It is not clear if even Lee at the time thought the Hulk would be a superhero. In Fantastic Four #5 Johnny is reading a “great new comic mag” and mocks the Thing by comparing him to the Hulk. It seems pretty clear at this point that in the Fantastic Four’s world, the Hulk is just a fictional comic book, like in ours (more on that later): The other two superheroes the Marvel introduces in this period have even more subtle introductions. At the time Marvel had a number of generic-sounding titles and told science fiction and fantasy stand-alone stories: Tales to Astonish
Inline links: Wikipedia, https://substackcdn.com/image/fetch/$s_!OzTl!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F49fd3582-b5bd-4567-b5e9-cca46c1f1c49_425x615.png, https://substackcdn.com/image/fetch/$s_!lfiM!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fc23c3ad1-5fed-4063-8ac2-d9d89e69bee6_252x398.png, https://substackcdn.com/image/fetch/$s_!oV4t!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F346f85d9-580b-4eb2-b91c-3422003613d5_591x572.png
Showcase #6, and the first appearance of the Challengers of the Unknown, by Jack Kirby Visually the Challengers and the Fantastic Four were similar. Both wore skin tight uniforms with belts and minimal decoration. The Fantastic Four’s relatively simple characterizations were practically pulled from Challengers. Reed takes on the traits of both Kyle, the leader, and Walter, the scientist. Johnny, the Human Torch is the daredevil. The Thing is “strong and slow-witted”. Sue, the only woman on the team, seems like a new addition, but is likely based on June Robbins who joined the Challengers team in Showcase #7, as an “honorary” or “girl-Challenger”. After surviving their respective “miraculous” crashes, both the Challengers and the Fantastic Four band together to help the world. They both travel through space and other dimensions, fighting mad scientists and monsters. The Fantastic Four’s early antagonists were not traditional super villains. In the first few issues they fight monsters from under the Earth (Issue #1), shape changing aliens (#2), and a charlatan who uses hypnotism to steal from his audience (#3). In issue #4 Kirby and Lee re-introduce Namor, the Submariner, one of Marvel’s top IP from the 1940s, and have him kidnap Sue. Only in Issue #5 and #6 (June and August 1962) and do we get a more standard-supervillain when Dr Doom attempts to steal the Fantastic Four headquarters and throw it into space. The next superhero Lee created was even less heroic than the Fantastic Four. In April 1962 (pull date), Marvel published The Incredible Hulk. If it was even a superhero story in disguise it was a very good disguise. The story was a scientific-filtered version of Dr Jekyl and Mr Hyde. It was a pure monster-story with nothing very super about it. Nothing on the cover suggests this has anything to do with superheroes: It is not clear if even Lee at the time thought the Hulk would be a superhero. In Fantastic Four #5 Johnny is reading a “great new comic mag” and mocks the Thing by comparing him to the Hulk. It seems pretty clear at this point that in the Fantastic Four’s world, the Hulk is just a fictional comic book, like in ours (more on that later): The other two superheroes the Marvel introduces in this period have even more subtle introductions. At the time Marvel had a number of generic-sounding titles and told science fiction and fantasy stand-alone stories: Tales to Astonish
Inline links: https://substackcdn.com/image/fetch/$s_!lfiM!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fc23c3ad1-5fed-4063-8ac2-d9d89e69bee6_252x398.png, https://substackcdn.com/image/fetch/$s_!oV4t!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F346f85d9-580b-4eb2-b91c-3422003613d5_591x572.png
Farewell to Alms1 mentions across 1 issues

Farewell to Alms is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between August 25, 2023 and August 25, 2023. The archive places it in contexts such as "Clark’s Farewell to Alms". It most often appears alongside 5G, Acemoglu and Robinson, ACX comments.

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Farewell to Alms
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1
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1
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August 25, 2023
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August 25, 2023
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Farewell to Alms
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Your Book Review: Why Nations Fail
August 25, 2023 · Original source
Overall, while anyone interested in economic growth should familiarise themselves with AR’s arguments, I don’t recommend reading Why Nations Fail. It is simply too much work to slog through without explaining the authors’ real evidence base, with little in the way of style or historical insight in compensation. I do not think this is too much to ask from a popular book: Clark’s Farewell to Alms, for instance, does a much better job of presenting basic statistical evidence for a more controversial (genetic) theory. At the other end of the spectrum, Galbraith, Landes and Mokyr give more readable narrative arguments for the importance of culture and technology.
Inline links: Farewell to Alms, Galbraith, Landes, Mokyr
Faust1 mentions across 1 issues

Faust is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 01, 2022 and July 01, 2022. The archive places it in contexts such as "Xi Jinping has memorized Faust". It most often appears alongside @a_centrism, @amplituhedron, AISafetySupport.com.

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Faust
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1
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1
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July 01, 2022
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July 01, 2022
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Faust
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Links For June
July 01, 2022 · Original source
24: Interview with Edward Luttwak. TIL that Xi Jinping has memorized Faust. Also, the claim of global cognitive decline due to decreasing nicotine use hits exactly my sweet spot for insane yet intriguing theories.
Inline links: Interview with Edward Luttwak
Fear and Loathing in Las Vegas1 mentions across 1 issues

Fear and Loathing in Las Vegas is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 20, 2021 and September 20, 2021. The archive places it in contexts such as "Hunter S Thompson made it up for Fear and Loathing in Las Vegas". It most often appears alongside 4chan, A Clockwork Orange, Adrenochrome.

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1
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1
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September 20, 2021
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September 20, 2021
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Fear and Loathing in Las Vegas
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Links For September
September 20, 2021 · Original source
2: The Story Of Adrenochrome: QAnon believes that elites are addicted to adrenochrome, a drug synthesized from the glands of tortured children. Where did this theory come from? The short version is “Hunter S Thompson made it up for Fear and Loathing in Las Vegas”. But read the long version for, among other things, explanations for why it shows up in Dune and A Clockwork Orange.
Inline links: The Story Of Adrenochrome
Feeling Good1 mentions across 1 issues

Feeling Good is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 25, 2021 and May 25, 2021. The archive places it in contexts such as "David Burns’ book Feeling Good". It most often appears alongside 2002 meta-analysis by Cochrane Collaboration, 5-HTP, 5-HTP.

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Feeling Good
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1
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1
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May 25, 2021
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May 25, 2021
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Feeling Good
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Peer Review Request: Depression
May 25, 2021 · Original source
The short version: Depression has a combination of biological, psychological, and social causes. You can address the social causes by changing your life circumstances (and research suggests people underestimate the potential benefits of making major life changes). You can address the psychological causes with therapy; possible therapies are diverse and complicated but I especially recommend “behavioral activation” therapy (where you try to keep a schedule and also do new, interesting things) and David Burns’ book Feeling Good. You can address the biological causes with a combination of lifestyle changes, medications, and supplements. Consider exercising more and adapting a modified Mediterranean diet. Consider taking antidepressants like escitalopram and bupropion, and supplements like l-methylfolate. Other non-chemical biological options include light therapy (safe and easy), transcranial magnetic stimulation (more complicated), and electroconvulsive therapy (difficult but extremely effective last-ditch solution). If something treats your depression, continue it for some length of time depending on the type of intervention, then consider withdrawing it to see if you can maintain your mood without it.
David Burns is one of the gurus of cognitive behavioral therapy. His book Feeling Good: The New Mood Therapy is the canonical guide for do-it-yourself-CBT. I understand he has just put out an updated book, Feeling Great – I have not read this one and can’t confirm it is as good, but the title seems promising.
Inline links: Feeling Good: The New Mood Therapy, Feeling Great
Feeling Good: The New Mood Therapy1 mentions across 1 issues

Feeling Good: The New Mood Therapy is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 25, 2021 and May 25, 2021. The archive places it in contexts such as "His book Feeling Good: The New Mood Therapy is the canonical guide for do-it-yourself-CBT". It most often appears alongside 2002 meta-analysis by Cochrane Collaboration, 5-HTP, 5-HTP.

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1
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1
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May 25, 2021
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May 25, 2021
Book title
Feeling Good: The New Mood Therapy
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Peer Review Request: Depression
May 25, 2021 · Original source
David Burns is one of the gurus of cognitive behavioral therapy. His book Feeling Good: The New Mood Therapy is the canonical guide for do-it-yourself-CBT. I understand he has just put out an updated book, Feeling Great – I have not read this one and can’t confirm it is as good, but the title seems promising.
Inline links: Feeling Good: The New Mood Therapy, Feeling Great
The short version: Depression has a combination of biological, psychological, and social causes. You can address the social causes by changing your life circumstances (and research suggests people underestimate the potential benefits of making major life changes). You can address the psychological causes with therapy; possible therapies are diverse and complicated but I especially recommend “behavioral activation” therapy (where you try to keep a schedule and also do new, interesting things) and David Burns’ book Feeling Good. You can address the biological causes with a combination of lifestyle changes, medications, and supplements. Consider exercising more and adapting a modified Mediterranean diet. Consider taking antidepressants like escitalopram and bupropion, and supplements like l-methylfolate. Other non-chemical biological options include light therapy (safe and easy), transcranial magnetic stimulation (more complicated), and electroconvulsive therapy (difficult but extremely effective last-ditch solution). If something treats your depression, continue it for some length of time depending on the type of intervention, then consider withdrawing it to see if you can maintain your mood without it.
Feeling Great1 mentions across 1 issues

Feeling Great is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 25, 2021 and May 25, 2021. The archive places it in contexts such as "I understand he has just put out an updated book, Feeling Great"; "Read Feeling Great and do all exercises listed in it". It most often appears alongside 2002 meta-analysis by Cochrane Collaboration, 5-HTP, 5-HTP.

Reference entry
Feeling Great
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1
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1
First seen
May 25, 2021
Last seen
May 25, 2021
Book title
Feeling Great
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Peer Review Request: Depression
May 25, 2021 · Original source
David Burns is one of the gurus of cognitive behavioral therapy. His book Feeling Good: The New Mood Therapy is the canonical guide for do-it-yourself-CBT. I understand he has just put out an updated book, Feeling Great – I have not read this one and can’t confirm it is as good, but the title seems promising.
Inline links: Feeling Good: The New Mood Therapy, Feeling Great
Regimen 3A: As 2A above, but add 2g EPA-dominant fish oil every day. Start light therapy, 10,000 lux from 8 – 8:30 AM every day. Replace 20 minute walk with 20 minute jog. In addition to cutting out junk food, switch to a strict modified Mediterranean diet. Read Feeling Great and do all exercises listed in it. If no improvement after six weeks, ask your doctor what to do next.
Regimen 3B: As 2B above, but add 2g EPA-dominant fish oil every day. Start light therapy, 10,000 lux from 8 – 8:30 AM every day. Replace 20 minute walk with 20 minute jog. In addition to cutting out junk food, switch to a strict modified Mediterranean diet. Read Feeling Great and do all exercises listed in it. If no improvement after six weeks, either get a doctor or look through the rest of this page for more suggestions.
Feodor The Fox1 mentions across 1 issues

Feodor The Fox is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 17, 2024 and October 17, 2024. The archive places it in contexts such as "students need to read a book ... called Feodor The Fox". It most often appears alongside 23andme, Amish, Assassin’s Creed: Valhalla.

Reference entry
Feodor The Fox
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1
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1
First seen
October 17, 2024
Last seen
October 17, 2024
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Feodor The Fox
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Book Review: Deep Utopia
October 17, 2024 · Original source
Except the part about the fox! In the frame story, Bostrom has assigned homework: students need to read a book (actually a series of epistles) called Feodor The Fox. This side story (there are ~50 pages of it, scattered throughout the book) describes a society of woodland animals. One of the animals, the titular Feodor, wants to make the world a better place, but isn’t sure how. He teams up with some other animals, especially a pig, to try to figure it out. They come up with an interesting scheme, but never really get anywhere. The end. I can only draw the vaguest of connections between the story and the main text.
Fields Without Dreams1 mentions across 1 issues

Fields Without Dreams is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 13, 2022 and October 13, 2022. The archive places it in contexts such as "had a moving book published in the 1990s, "Fields Without Dreams," about the decline of family farms". It most often appears alongside 1996 Illegal Immigration Reform and Immigrant Responsibility Act, 21st Century Salon, ACX.

Reference entry
Fields Without Dreams
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1
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1
First seen
October 13, 2022
Last seen
October 13, 2022
Book title
Fields Without Dreams
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Highlights From The Comments On The Central Valley
October 13, 2022 · Original source
Victor David Hanson, who has written frequently and vividly about the social decay of the valley over the years, had a moving book published in the 1990s, "Fields Without Dreams," about the decline of family farms and the consolidation of agriculture into what are effectively absentee plantations. (The Resnicks are the most famous farmers who live in Beverly Hills, but there are others.) I don't quite recall his specific diagnosis of the cause then, but farming has always been very hard work that kids look for ways to avoid.
Fingerprints Of The Gods1 mentions across 1 issues

Fingerprints Of The Gods is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between February 14, 2023 and February 14, 2023. The archive places it in contexts such as "Graham Hancock wrote about in Fingerprints Of The Gods". It most often appears alongside Atala, Atlantis, Atzlan.

Mention count
1
Issue count
1
First seen
February 14, 2023
Last seen
February 14, 2023
Book title
Fingerprints Of The Gods
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Contra Kavanagh On Fideism
February 14, 2023 · Original source
When I was a teenager I believed in a conspiracy theory. It was the one Graham Hancock wrote about in Fingerprints Of The Gods, sort of a modern update on the Atlantis story. It went something like this:
Finnegans Wake1 mentions across 1 issues

Finnegans Wake is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between May 15, 2025 and May 15, 2025. The archive places it in contexts such as "we’re not talking about Finnegans Wake here". It most often appears alongside ACX survey, Amazon, Barbara Kingsolver.

Reference entry
Finnegans Wake
Mention count
1
Issue count
1
First seen
May 15, 2025
Last seen
May 15, 2025
Book title
Finnegans Wake
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Book Review: Selfish Reasons To Have More Kids
May 15, 2025 · Original source
Most of our students are functionally illiterate. This is not a joke. By “functionally illiterate” I mean “unable to read and comprehend adult novels by people like Barbara Kingsolver, Colson Whitehead, and Richard Powers.” I picked those three authors because they are all recent Pulitzer Prize winners, an objective standard of “serious adult novel.” Furthermore, I’ve read them all and can testify that they are brilliant, captivating writers; we’re not talking about Finnegans Wake here. But at the same time they aren’t YA, romantasy, or Harry Potter either […]
Finnegan’s Wake1 mentions across 1 issues

Finnegan’s Wake is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between February 16, 2022 and February 16, 2022. The archive places it in contexts such as "Finnegan’s Wake. The Northern Caves". It most often appears alongside Abercrombie & Fitch, Athenian democracy, Athenians.

Reference entry
Finnegan’s Wake
Mention count
1
Issue count
1
First seen
February 16, 2022
Last seen
February 16, 2022
Book title
Finnegan’s Wake
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Book Review: Sadly, Porn
February 16, 2022 · Original source
There’s a trope where a brilliant writer at the peak of his career writes something that defies all the normal rules. Finnegan’s Wake. The Northern Caves. Is it a troll? Is its impenetrability the very sign of its genius? Is it some sort of complicated tease, where the exhortations not to read it make you want to read it even more, to prove you’re one of the true fans, one of the elect who’s better than those Athenian democrats and gluten-free donut eaters?
Inline links: The Northern Caves
Fire At Full Moon1 mentions across 1 issues

Fire At Full Moon 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 "This is “Fire At Full Moon” by Paul Klee". It most often appears alongside /r/ImaginaryWarhammer, 19th Century, Abstract/Modern.

Reference entry
Fire At Full Moon
Mention count
1
Issue count
1
First seen
November 20, 2024
Last seen
November 20, 2024
Book title
Fire At Full Moon
Likely author
Paul Klee
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How Did You Do On The AI Art Turing Test?
November 20, 2024 · Original source
Human. This is “Fire At Full Moon” by Paul Klee, and is supposed to be a “Cubist style depiction of a night sky”.
Inline links: “Fire At Full Moon”
Five Minutes Of Silence1 mentions across 1 issues

Five Minutes Of Silence 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 "This is “Five Minutes Of Silence” by Hangmoon, seen at DeviantArt". It most often appears alongside /r/ImaginaryWarhammer, 19th Century, Abstract/Modern.

Mention count
1
Issue count
1
First seen
November 20, 2024
Last seen
November 20, 2024
Book title
Five Minutes Of Silence
Likely author
Hangmoon
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Source context
How Did You Do On The AI Art Turing Test?
November 20, 2024 · Original source
Human. This is “Five Minutes Of Silence” by Hangmoon, seen at DeviantArt. This was the top-rated human picture.
Inline links: “Five Minutes Of Silence”
Five Twelve Thirteen1 mentions across 1 issues

Five Twelve Thirteen is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 17, 2025 and October 17, 2025. The archive places it in contexts such as "teaching called Five Twelve Thirteen". It most often appears alongside 80,000 Hours, ACX, ACX.

Reference entry
Five Twelve Thirteen
Mention count
1
Issue count
1
First seen
October 17, 2025
Last seen
October 17, 2025
Book title
Five Twelve Thirteen
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Non-Book Review Contest 2025 Winners
October 17, 2025 · Original source
School, by Dylan Kane. Dylan is a 7th grade math teacher in Leadville, Colorado. He writes a Substack about teaching called Five Twelve Thirteen.
Inline links: School, Five Twelve Thirteen
Food of the Gods1 mentions across 1 issues

Food of the Gods 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. Food of the Gods". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Reference entry
Food of the Gods
Mention count
1
Issue count
1
First seen
May 17, 2024
Last seen
May 17, 2024
Book title
Food of the Gods
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Choose Book Review Finalists 2024
May 17, 2024 · Original source
...e 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 the War Was Won HP Love...
For Whom the Bell Tolls1 mentions across 1 issues

For Whom the Bell Tolls 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. For Whom the Bell Tolls". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Mention count
1
Issue count
1
First seen
May 17, 2024
Last seen
May 17, 2024
Book title
For Whom the Bell Tolls
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Choose Book Review Finalists 2024
May 17, 2024 · Original source
...ll 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 the War Was Won HP Lovecraft Impossible Histori...
Free Range Kids1 mentions across 1 issues

Free Range Kids 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. Free Range Kids". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Reference entry
Free Range Kids
Mention count
1
Issue count
1
First seen
May 17, 2024
Last seen
May 17, 2024
Book title
Free Range Kids
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Choose Book Review Finalists 2024
May 17, 2024 · Original source
...nn 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 the War Was Won HP Lovecraft Impossible Histories In Search of Lost Time In...
From Control Problem to RLHF1 mentions across 1 issues

From Control Problem to RLHF is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 09, 2025 and June 09, 2025. The archive places it in contexts such as "one of these: From Control Problem to RLHF". It most often appears alongside Astralcodexten Com, Deathbed Ballads, Discord.

Mention count
1
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1
First seen
June 09, 2025
Last seen
June 09, 2025
Book title
From Control Problem to RLHF
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Open Thread 385
June 09, 2025 · Original source
1: Thanks to everyone who voted on Nonbook Reviews. By chance or choice, some reviews have gotten fewer votes than others; in the interest of fairness, I’m highlighting them here; if you want to look over and vote on more reviews, consider one of these: The Metaethics of Joy/Suffering/AI, Mountaintop, On Taste, Joanna Newsom: The Lyric, Time's Arrow, Phoenix Theater at Great Northern Mall, From Control Problem to RLHF, Face The Fear / Worldbuild The Future, State Of Competitive Debating Unions Address, Drei Klavierstucke, Shrinking Men, The Beginning After The End Of Humanity Circus, The Origins Of Wokeness, The Life's Work Of Banerjee/Duflo/Kremer, Deathbed Ballads, School (Review 1 by DK).
Inline links: voted on Nonbook Reviews, vote on, The Metaethics of Joy/Suffering/AI, Mountaintop, On Taste, Joanna Newsom: The Lyric, Time's Arrow, Phoenix Theater at Great Northern Mall, From Control Problem to RLHF, Face The Fear / Worldbuild The Future, State Of Competitive Debating Unions Address, Drei Klavierstucke, Shrinking Men, The Beginning After The End Of Humanity Circus, The Origins Of Wokeness, The Life's Work Of Banerjee/Duflo/Kremer, Deathbed Ballads, School (Review 1 by DK)
From Paralysis To Fatigue1 mentions across 1 issues

From Paralysis To Fatigue 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 "From Paralysis To Fatigue , by APsychiatryBlogger". It most often appears alongside 1587, 1587, A Year Of No Significance, @campeters4.

Mention count
1
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1
First seen
September 02, 2022
Last seen
September 02, 2022
Book title
From Paralysis To Fatigue
Likely author
APsychiatryBlogger
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Book Review Contest 2022 Winners
September 02, 2022 · Original source
From Paralysis To Fatigue, by APsychiatryBlogger. He is a psychiatrist who writes a apsychiatryblogger.substack.com.
Inline links: From Paralysis To Fatigue, apsychiatryblogger.substack.com
More comments: I really enjoyed Autumn In The Heavenly Kingdom and From Paralysis To Fatigue, but I couldn’t justify having two books on Chinese history or chronic fatigue in the finalists, so I had to demote them to Honorable Mentions. Memories Of My Life is Francis Galton’s autobiography; read it if you want to learn about things like how:
Frutti del Mondo1 mentions across 1 issues

Frutti del Mondo is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 03, 2022 and June 03, 2022. The archive places it in contexts such as "In his autobiography, "Frutti del Mondo", Balatri tells of an encounter". It most often appears alongside 18th century, A Eunuch's Dream, Alessandro Moreschi.

Reference entry
Frutti del Mondo
Mention count
1
Issue count
1
First seen
June 03, 2022
Last seen
June 03, 2022
Book title
Frutti del Mondo
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Your Book Review: The Castrato
June 03, 2022 · Original source
Once in Russia, he sang daily for Peter the Great and other nobles, and gave singing lessons to the Czar’s mistress Anna Mons, with whom he secretly fell in love (more on the salacious love lives of the castrati later on). In his autobiography, "Frutti del Mondo”, Balatri tells of an encounter with a great Tartar Khan, who he astounded with his voice while visiting as a part of the Russian embassy. The Khan was so enthralled by his vocal virtuosity that he demanded to know what sex he was and where he could get one of his own (lol). Balatri writes:
Fugitive From The Cubicle Police1 mentions across 1 issues

Fugitive From The Cubicle Police is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between January 16, 2026 and January 16, 2026. The archive places it in contexts such as "Fugitive From The Cubicle Police". It most often appears alongside Adams, Alice, All-Seeing Eye.

Mention count
1
Issue count
1
First seen
January 16, 2026
Last seen
January 16, 2026
Book title
Fugitive From The Cubicle Police
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The Dilbert Afterlife
January 16, 2026 · Original source
If your reaction is “I would absolutely buy that book”, then keep reading, but expect some detours. Fugitive From The Cubicle Police The niche that became Dilbert opened when Garfield first said “I hate Mondays”. The quote became a popular sensation, inspiring t-shirts, coffee mugs, and even a hit single. But (as I’m hardly the first to point out) why should Garfield hate Mondays? He’s a cat! He doesn’t have to work!
Inline links: t-shirts, coffee mugs, a hit single
Fundamentals of Marxism-Leninism1 mentions across 1 issues

Fundamentals of Marxism-Leninism 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. Fundamentals of Marxism-Leninism". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

Mention count
1
Issue count
1
First seen
May 17, 2024
Last seen
May 17, 2024
Book title
Fundamentals of Marxism-Leninism
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Issue trail
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Source context
Choose Book Review Finalists 2024
May 17, 2024 · Original source
...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 the War Was Won HP Lovecraft Impossible Histories In Search of Lost Time In the Time of the Russias Invisible...
Future of Fusion Energy1 mentions across 1 issues

Future of Fusion Energy is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 17, 2022 and June 17, 2022. The archive places it in contexts such as "The Future of Fusion Energy similarly makes ITER the centerpiece of the book". It most often appears alongside Alcator C-Mod, Apollo Program, ARC.

Mention count
1
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1
First seen
June 17, 2022
Last seen
June 17, 2022
Book title
Future of Fusion Energy
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Your Book Review: The Future Of Fusion Energy
June 17, 2022 · Original source
The Future of Fusion Energy is the best introduction to fusion that I know. I can confirm that the information it contains is common knowledge among plasma physicists. My parents, who are not physicists [2], can confirm that it is accessible and interesting to read.
Things are changing fast in fusion right now, and The Future of Fusion Energy is already out of date in some important ways. I will summarize our quest for fusion as it is portrayed in the book, describe what has happened in the field since 2018, and make some predictions about where we go from here. The predictions are my own and do not reflect the opinions of Parisi or Ball.
Figure 9: There are three people in this diagram. Can you find them? ITER is designed to get Q=10. Despite getting 10 times as much energy from fusion as we put into the plasma, ITER is not designed to get engineering breakeven. ITER is designed as an experiment, not as a power plant. There will be tons of measuring devices pointed inwards. There are four different ways to heat the plasma and drive the current. This all allows you to learn more, but it requires extra power and lowers the overall plant efficiency. ITER will be followed by a demonstration power plant, named DEMO [15]. A fully optimized power plant should be able to reach engineering breakeven as long as Q>5. This is why I chose Q=5 as my criterion for ‘getting fusion’. ITER is also testing multiple designs for the tritium breeding blanket. Tritium is expensive and radioactive, so you want to produce it on site. The D-T fusion reaction produces a neutron, which we want to absorb, so we can use it to produce tritium. ‘Breeding' is when we use a neutron to produce a more useful isotope. It is a ‘blanket' because it surrounds the entire plasma, keeping the neutrons from going anywhere else. The best reaction to produce tritium involves lithium-6: 36Li +01n 24He +13T . This reaction also releases energy, which increases the power produced by about 25%. The tritium breeding blanket needs to make this reaction occur as much as possible, to efficiently carry the heat away so it can be used to generate electricity, and to provide a way to extract the tritium produced. ITER is scheduled to begin their first experiments in 2025. Part of why I think that we are about to make rapid progress again is because we are finally getting a large experiment. There have been problems with ITER staying on schedule and under budget. This isn't surprising for a collaboration between governments representing over half the world's population. In 2014, ITER got a new director, recalculated its expected cost, and underwent a major restructuring. Since then, ITER has largely stuck to this schedule and budget. Recently, there has been a 6 month delay because the French nuclear agency did what nuclear regulatory agencies do best, but this has been the longest delay since 2014. It is still possible for ITER to fail. The biggest risk involves disruptions. Sometimes, the plasma in a tokamak becomes unstable and all of the plasma hits the wall at once. This could melt some extremely expensive equipment and take years to repair. If ITER cannot get disruptions under control, then it would be a failed experiment. This is especially challenging because pushing for higher Q makes disruptions more likely. ITER is planning on being extremely cautious: Experiments begin in 2025, but it won't operate at full capacity until 2035. ITER has been the focus of the fusion community now for decades. The Future of Fusion Energy similarly makes ITER the centerpiece of the book. Things. Have. Changed. ITER by itself is not enough to justify the high level of confidence I express at the start. When Parisi & Ball finished writing this book in April 2018, ITER was basically the only game in town. Since then, Things. Have. Changed. Historically, private fusion companies were almost entirely jokes or frauds. They make outlandish claims, use completely different designs so they can't build on the progress of Figure 3, and they can be safely ignored. For example, Lockheed Martin [16] claims that it will take them five years to build a prototype of a fusion power plant that will fit in a truck. They have yet to publish evidence that they have produced a fully ionized plasma. Maybe they're just being secretive, but their design has solid components in the plasma. That won't work. A new generation of private companies have surged into fusion. Leading the charge is Commonwealth Fusion Systems and their tokamak SPARC [17]. Recent advances in high temperature superconductors have been a game changer. They can produce a much stronger magnetic field which allows for better confinement in a smaller experiment. We should now be able to get Q=10 in a medium experiment, which costs ten times less than ITER [18] and is within the reach of private venture capital. Figure 10: Finding the person here is much easier. When the Department of Energy decided to close the third largest plasma experiment in the US, the MIT group which ran it found itself adrift. They founded Commonwealth Fusion Systems in 2018 with a goal of getting fusion within 10 years [19]. Since then, they have built the first ever high temperature superconducting coil in 2019, released their engineering plans for SPARC in 2020, began construction in 2021, and plan on finishing construction in 2025. Commonwealth Fusion had just been founded when Parisi & Ball wrote in 2018. Now they're leading the race to fusion. Several other startups are following SPARC's strategy of using stronger magnetic fields to get fusion in a smaller experiment. They use a variety of designs. Alternative Designs To understand how the alternative designs are different, we need to make sure we understand the basic strategy for getting fusion in a tokamak. Let's run through it again: (A) We want to get lots of fusion reactions … … so we want a large triple product (density * temperature * confinement time). (B) The fusion plasma is too hot to touch solid objects … … so we put it in a magnetic bottle shaped like a doughnut. (C) The particles drift outwards, leaving the bottle … … so we twist the magnetic field with a current in the plasma. I will start with the alternatives that are most similar to a tokamak. For each one, I will list the best experiments that currently exist, where they're located, and the year they began operation. Tokamaks have been better researched than any other strategy. There are currently 10 medium tokamaks: T-10 (Russia, 1975)
Inline links: https://substackcdn.com/image/fetch/$s_!n_7L!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fbucketeer-e05bbc84-baa3-437e-9518-adb32be77984.s3.amazonaws.com%2Fpublic%2Fimages%2F80bdc472-0b30-4841-8b08-9527c70f16f4_820x369.jpeg