Astral Codex Ten

Books: G

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Books: G

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

Reference Index

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God Emperor of Dune4 mentions across 4 issues

God Emperor of Dune is a recurring book in the Astral Codex Ten archive, appearing 4 times across 4 issues between August 01, 2022 and September 02, 2022. The archive places it in contexts such as "I’m adding four more: God Emperor of Dune"; "As God Emperor of Dune begins, our attention is immediately drawn to people"; "God Emperor Of Dune". It most often appears alongside Kora In Hell, 1587, ACX.

Mention count
4
Issue count
4
First seen
August 01, 2022
Last seen
September 02, 2022
Book title
God Emperor of Dune
Outbound links
Issue trail
Related pages
Source context
Open Thread 235
August 01, 2022 · Original source
1: We’ve made it through the original twelve Book Review finalists. I’m busy the next few weeks and want to keep the free Friday posts, so I’m adding four more: Exhaustion: A History, God Emperor of Dune, 1587, and Kora In Hell. I chose these through a combination of reader preference, my preference, and wanting to showcase some unusual genres of review. I realize this is annoying to other finalists who will have to wait longer for a smaller chance at a prize, so I’ll double the amount of all monetary prizes as compensation.
Your Book Review: God Emperor Of Dune
August 13, 2022 · Original source
As God Emperor of Dune begins, our attention is immediately drawn to people. Here, 3500 years after the chronological setting of the first novel, is immediate proof that humanity has survived in the form of a small group of people fleeing through a forest, wolves nipping at their heels.
Open Thread 239
August 28, 2022 · Original source
God Emperor Of Dune
Inline links: God Emperor Of Dune
Book Review Contest 2022 Winners
September 02, 2022 · Original source
Kora In Hell, reviewed by Lucas Paletta. Lucas is a writer from Buenos Aires, Argentina. He blogs (in Spanish) at www.stackdamage.com.ar. I really enjoyed all of these. A few notes of special praise: The Internationalists was probably most fascinating, in the sense of describing a strange historical episode I didn’t know about before. The Outlier was similar and I give it high marks for making Jimmy Carter interesting. Consciousness And The Brain was a whole new neuroscience theory I knew nothing about and I expect to reread it a bunch of times to try to get it to sink in. Sam Altman sent me an email saying he enjoyed the review of The Future Of Fusion Energy. The Making Nature review did a great job talking about and analyzing a trend I’d never thought about before, far beyond even what was in the book. I think about Exhaustion every time I see a CFS patient - specifically, about the claim that 19th century psychiatrists would prescribe a “West cure” of going off and doing cowboy things on a ranch; I haven’t yet recommended that to anyone, but like I said, I think about it often. God Emperor of Dune and Kora In Hell were the token fiction and poetry reviews; I thought they did a spectacular job overcoming the difficulties of reviewing their respective media. I was reading some of the non-finalists and found 1587 in there and was surprised it hadn’t reached finalist status and decided to promote it; based on your votes it seems like that was the right choice. My process for picking finalists was kind of haphazard; I had you rate all reviews on a scale of 1-10, anyone above 8 got in automatically, and then I picked my favorites from the reviews between 7 and 8. This was sort of unfair, and meant there were some reviews that scored better on the voting than finalists but weren’t finalists themselves, and others that I liked better than some finalists but couldn’t pick. All of these are Honorable Mentions. You’ll notice some of them are politically charged, and yes, I did sort of discriminate against these (though not so much that I wouldn’t have picked them if they’d made it above 8). They are: Unsettled, reviewed by Julius S. Julius is a machine learning engineer from San Diego. He blogs at Curious About Ideas.
Inline links: Kora In Hell, www.stackdamage.com.ar, Unsettled, Curious About Ideas
God-Emperor Of Dune, reviewed by Resident Contrarian. RC is a rapidly aging father from Phoenix, Arizona. He blogs at residentcontrarian.com and is available for freelance work
Inline links: God-Emperor Of Dune, residentcontrarian.com, freelance work
Going Infinite4 mentions across 4 issues

Going Infinite is a recurring book in the Astral Codex Ten archive, appearing 4 times across 4 issues between December 12, 2023 and August 16, 2024. The archive places it in contexts such as "Have you read Going Infinite? The book on Sam Bankman-Fried?"; "Issue Five includes ... a review of Going Infinite"; "One of the most interesting books last year that wasn’t about love was Going Infinite, about FTX". It most often appears alongside FTX, Sam Bankman-Fried, Trump.

Article page
Going Infinite
Mention count
4
Issue count
4
First seen
December 12, 2023
Last seen
August 16, 2024
Book title
Going Infinite
Outbound links
Issue trail
Related pages
Source context
Son Of Bride Of Bay Area House Party
December 12, 2023 · Original source
“Have you read Going Infinite? The book on Sam Bankman-Fried? Not that I generally approve of Sam Bankman-Fried. It’s just that - the book says Sam tried to bribe Trump not to run in 2024. Apparently Trump was willing to do it for $5 billion. And again, not to say Sam Bankman-Fried was right or anything, but obviously if you have $5 billion and you’re a Democrat, then that’s the best use of your money, right? And not to say that I wish he was never caught and had gone on to become a multi-deca-billionaire, but, well, you know . . . “ he trailed off. “Anyway, I was reading about all these delicate negotiations between Sam’s people and the Trump team, and it was funny - here’s this guy who’s famous for creating markets, and he’s stuck with boring old Mk 1.0 backchannel negotiations. So I thought - what if there was an Amazon or an eBay for paying politicians not to run? We wouldn’t have to get Trump our first year. We could start with your local city council member - Aaron Peskin, someone like that. Lots of people would pay Aaron Peskin money not to run. Then we build up from there.”
Inline links: tried to bribe Trump not to run in 2024
24
January 30, 2024 · Original source
Asterisk is now releasing its issues piecemeal; along with Johnson on prediction markets, Issue Five includes articles on airline safety, PEPFAR, developing-world democracy, and a review of Going Infinite.
Inline links: Issue Five includes
Love And Liberty
February 14, 2024 · Original source
Still, the only part I’m really confident in is the “not being pathetic and less than fully human” thing. I notice that some big fraction - maybe the majority - of songs, books, movies, and other culture - is about love. Love is still an adventure. For something to be an adventure, it has to be dangerous. Brimming with the chance to fail in a terrible and final way, or to succeed beyond your wildest imagination and be happy forever. One of the most interesting books last year that wasn’t about love was Going Infinite, about FTX. This is not a coincidence. Love is like a crypto scam, tantalizing you with the promise of infinite riches before dashing you against the rocks. In the unregulated spaces, a few of the colors of primal human experience still leak in, as unfair as God, and we throw ourselves on the wheel and see where we land. Or at least we read books about the kind of people who do that.
Your Book Review: Silver Age Marvel Comics
August 16, 2024 · Original source
...the medium that had never been seen before I am going to start with my second point: How is it possible to say that storytelling is getting better? Michael Lewis’ book, Going Infinite , about Sam-Bankman Fried (founder of FTX and Alameda Research, and convicted of fraud in November 2023) was controversial mostly because Lewis suggested that Sam was a...
Geography Of Madness2 mentions across 2 issues

Geography Of Madness is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between February 22, 2023 and April 06, 2023. The archive places it in contexts such as "Frank Bures’ Geography Of Madness"; "my review of Geography Of Madness". It most often appears alongside koro, New York, Africa.

Mention count
2
Issue count
2
First seen
February 22, 2023
Last seen
April 06, 2023
Book title
Geography Of Madness
Outbound links
Issue trail
Related pages
Source context
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
Book Review: The Arctic Hysterias
April 06, 2023 · Original source
In my review of Geography Of Madness, I mentioned a few explanations for culture-bound illnesses. For example, maybe knowing about them made people have them more, or else knowing about them made psychiatrists diagnose them more often, or knowing about them made people fake them for secondary gain.
Inline links: my review of
Golem XIV2 mentions across 2 issues

Golem XIV is a recurring book in the Astral Codex Ten archive, appearing 2 times across 2 issues between September 02, 2022 and May 17, 2024. The archive places it in contexts such as "Golem XIV , reviewed by Mechanical Mantis"; "List of all books reviewed below. Golem XIV". It most often appears alongside Impossible Histories, The Revelations, 1587.

Article page
Golem XIV
Mention count
2
Issue count
2
First seen
September 02, 2022
Last seen
May 17, 2024
Book title
Golem XIV
Likely author
Mechanical Mantis
Outbound links
Issue trail
Related pages
Source context
Book Review Contest 2022 Winners
September 02, 2022 · Original source
Golem XIV, reviewed by Mechanical Mantis.
Inline links: Golem XIV
Choose Book Review Finalists 2024
May 17, 2024 · Original source
...n 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 Cities It's Not the Money, It's the...
GEH:VSI1 mentions across 1 issues

GEH:VSI is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between April 21, 2021 and April 21, 2021. The archive places it in contexts such as "GEH:VSI tries to answer these questions". It most often appears alongside 1820s France, 2000s Bangladesh, Africa.

Reference entry
GEH:VSI
Mention count
1
Issue count
1
First seen
April 21, 2021
Last seen
April 21, 2021
Book title
GEH:VSI
Outbound links
Issue trail
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Source context
Book Review: Global Economic History
April 21, 2021 · Original source
Why is the West richer than the rest of the world? Why have some non-Western countries (Japan, China) come from behind and mostly caught up? Why have others failed to replicate the West's trajectory and stayed underdeveloped despite seemingly having enough time to catch up? GEH:VSI tries to answer these questions.
It explicitly disavows explanations that lean too heavily on some populations being better (smarter, harder working, etc) than others, or on narratives of colonial exploitation - sorry if you were looking for anything too juicy. Given its brevity, it can only gesture at justifications for this choice. It's skeptical of the Protestant work ethic because, however much it matched experience in 18-whatever, today "Catholic Italy [is richer than] Protestant Britain" (is this true? Britain has higher GDP today, but Italy was higher when this book was written) It's skeptical of ideas that some countries are "traditionalist" and resistant to change because of [long list of those countries adopting various profitable innovations] - for example African farmers now mostly grow more productive New World crops (but couldn't countries be willing to change in some ways but traditionalist in others?). The reluctance to invoke colonialism too heavily is even less well-explained, but I think it relies on differences between never-colonized countries - for example, Russia and the Ottomans lagged behind the West in much the same way as Asia and Latin America, and even Austria lagged Britain (GEH:VSI does talk about particular problems with colonial policies when they come up, as part of its general policy survey). Overall I think of these exclusions more as a commitment to a paradigm: what would it look like to pursue a project of understanding global economic history without invoking either of these tempting but curiosity-stopping explanations?
GEH:VSI is also nervous talking too much about institutions, especially along the lines of strong property rights or other libertarian-adjacent ideas. While it admits that they matter to some degree, it also points out that some of the most successfully-developing economies, including Britain in the 1700s and Japan in the Meiji period, had unusually strong governments, high taxes, and poor property rights. The strong governments pursued strong industrial policies, the high taxes paid for infrastructure, and the poor property rights let governments use eminent domain to build canals, railroads, et cetera. In other cases, the book just isn't sure these helped that much. For example, China gets a lot of credit for its free-market reforms under Deng Xiaoping, but these reforms just took China from "literally Mao" to "kind of an average level of market freedom for developing countries". Given that the average developing country has an average-for-developing-countries level of market freedom, but does not experience a China-level economic miracle, these can gain only partial credit for China's success.
Genesis1 mentions across 1 issues

Genesis is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 19, 2022 and October 19, 2022. The archive places it in contexts such as "Jordan Peterson’s lectures on Genesis". It most often appears alongside AI Circle, Anna, Bay Area.

Reference entry
Genesis
Mention count
1
Issue count
1
First seen
October 19, 2022
Last seen
October 19, 2022
Book title
Genesis
Outbound links
Issue trail
Related pages
Source context
Another Bay Area House Party
October 19, 2022 · Original source
“So think about it. Myths aren’t just old stories. They’re methods for understanding and relating to the universe. Have you ever listened to Jordan Peterson’s lectures on Genesis? They’re life changing. Myths are our psychic motor, our source of inspiration, the way that we make sense of our world. Without them we’d be spiritually adrift. Well, it stands to reason that if we had more of them, we’d be more inspired, and we’d be able to make sense of our world better. So far we’ve been limited by the number the Greeks or Norse or whoever passed down to us. But if we could generate new myths on demand, man, we’d be unstoppable. That’s why I’m pitching this to corporations. Imagine if your competitor’s still working out of Bulfinch’s Mythology, but you can generate thousands of myths, on any topic, whenever you want. You’d be unstoppable!”
Getting it Wrong from the Beginning1 mentions across 1 issues

Getting it Wrong from the Beginning is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 14, 2023 and July 14, 2023. The archive places it in contexts such as "The book I happened to find — Getting it Wrong from the Beginning — was an evisceration of progressive schools". It most often appears alongside !Kung San, aboriginal people on the west coast of Canada, Adam Smith.

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Your Book Review: The Educated Mind
July 14, 2023 · Original source
I discovered the work of Kieran Egan in a dreary academic library. The book I happened to find — Getting it Wrong from the Beginning — was an evisceration of progressive schools. As I worked at one at the time, I got a kick out of this.
Inline links: Getting it Wrong from the Beginning
Girl With Curious Hair1 mentions across 1 issues

Girl With Curious Hair is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 06, 2024 and September 06, 2024. The archive places it in contexts such as "His second book, a short story collection entitled Girl With Curious Hair , walks the line between postmodern play and an urge to move beyond it". It most often appears alongside #MeToo, 21st century political dogmatism, Advanced Tax.

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Girl With Curious Hair
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Your Book Review: The Pale King
September 06, 2024 · Original source
His first novel, Broom of the System, centers on Lenore, who worries that “all that really exists of [her] life is what can be said about it.” This novel is a postmodern romp in the vein of Pynchon, ironic and wacky and at its core amoral. His second book, a short story collection entitled Girl With Curious Hair, walks the line between postmodern play and an urge to move beyond it. He wouldn’t truly embrace sincerity until Infinite Jest, which would lead him to being viewed as the father of the New Sincerity movement and what’s now called Metamodernism.
Global Economic History: A Very Short Introduction1 mentions across 1 issues

Global Economic History: A Very Short Introduction is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 28, 2021 and June 28, 2021. The archive places it in contexts such as "(see also Global Economic History: A Very Short Introduction)". It most often appears alongside Alexander Hamilton, America, ASEAN.

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Global Economic History: A Very Short Introduction
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Book Review: How Asia Works
June 28, 2021 · Original source
What now? Studwell uses the last chapter to warn China that its development model can only go so far. Dictatorship and state planning can lift a country from poor to middle-income, but so far everywhere that's become truly rich has also been free and democratic. He doesn't think that's coincidence; it takes a more decentralized approach to explore the technological frontier than to play catch-up (see also Global Economic History: A Very Short Introduction). How Asia Works was written in 2014, a more optimistic time, and I don't know whether he still thinks this.
Inline links: Global Economic History: A Very Short Introduction
Gnomon1 mentions across 1 issues

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

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Gnomon
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Choose Book Review Finalists 2024
May 17, 2024 · Original source
...ack 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 Cities...
God And The Sun At Fatima1 mentions across 1 issues

God And The Sun At Fatima is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between October 01, 2025 and October 01, 2025. The archive places it in contexts such as "Jaki’s God And The Sun At Fatima, p. 293". It most often appears alongside 1910s Portugal, 1999 British eclipse, 2017 US eclipse.

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The Fatima Sun Miracle: Much More Than You Wanted To Know
October 01, 2025 · Original source
A child in Minde (6 miles away) who saw it while watching sheep I hoped to be able to debunk some of these testimonies, but at least in the first case, that of the schoolboy Joaquim Lourenco, the opposite was true: the harder I looked, the more Alburitel testimonies I found, until I ended up with three. All three seem to be talking about the same event - a crowd who gathered outside the school to watch the phenomenon. Luckily, one of the witnesses adds a key detail. From Jaki’s God And The Sun At Fatima, p. 293: She then reported a detail of great importance, namely, that in Alburtel it was “anticipated that the miracle would involve the stars”. She added that in the morning of October 13, “the people of Alburitel were darkening bits of glass by exposing them to candle-smoke so that they might watch the sun, with no harm to their eyes.” So it seems the people of Alburitel were expecting a miracle of the sun, one person saw it and called out, a crowd gathered around them, and all three witnesses were from this crowd. This is, at least, an independent replication of what happened at Fatima, but we cannot describe it as uncontaminated, or immune to possible expectation/suggestion effects. Moving on to the poet - Alfonso Lopes Vieria by name - this testimony is on shakier ground. We hear it secondhand, from the writer of a book on Fatima who claims to have interviewed the poet almost twenty years later - and then from a confirmation by his widow thirty years later, who told another writer that yes, he definitely said it. But in his book, Jaki raises several reasons for doubt: The poet says in his testimony that he had “no recollection” that a miracle was planned for Fatima that day. But it was all anyone was talking about, for weeks, and the roads the previous day would have been choked with pilgrims heading for the town. How did he not know about this?
God's Debris1 mentions across 1 issues

God's Debris 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 "fragments of that destruction - the titular God’s Debris". It most often appears alongside Adams, Alice, All-Seeing Eye.

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God's Debris
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The Dilbert Afterlife
January 16, 2026 · Original source
The final quarter of the book is a shockingly original take on the Lurianic kabbalah. I‘m not pleased to report this, and Adams likely would have been very surprised to learn it. Still, the resemblance is unmistakable. The wisest man in the world, charged with answering all of the philosophical problems that bothered you when you were nineteen, tells the following story: if God exists, He must be perfect. Therefore, the only thing he lacks is nonexistence. Therefore, in order to fill that lack, He must destroy himself in order to create the universe. The universe is composed of the fragments of that destruction - the titular God’s Debris. Its point is to reassemble itself into God. Partially-reassembled-God is not yet fully conscious, but there is some sort of instinct within His fragments - ie within the universe - that is motivated to help orchestrate the self-reassembly, and it is this instinct which causes anti-entropic processes like evolution. Good things are good because they aid in the reassembly of God; bad things are bad because they hinder it.
Godel, Escher, Bach1 mentions across 1 issues

Godel, Escher, Bach 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. Godel, Escher, Bach". It most often appears alongside A Canticle For Leibowitz, A Farewell to Alms, A Husband.

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Godel, Escher, Bach
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Choose Book Review Finalists 2024
May 17, 2024 · Original source
...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 Cities It's Not the Money,...
God’s Debris1 mentions across 1 issues

God’s Debris 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 "The result was God’s Debris . This is not a good book"; "The Nineties ( God’s Debris was published in 2001)"; "Adams discusses the reception of the original book: This is a sequel to my book God’s Debris". It most often appears alongside Adams, Alice, All-Seeing Eye.

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God’s Debris
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The Dilbert Afterlife
January 16, 2026 · Original source
The result was God’s Debris. This is not a good book. On some level, Adams (of course) seemed to realize this, but (of course) his self-awareness only made things worse. In the second-worst introduction to a work of spiritual wisdom I’ve ever read (Gurdjieff keeps first place by a hair), he explains that this is JUST A THOUGHT EXPERIMENT and IF YOU TAKE IT SERIOUSLY, YOU FAIL. But also, it really makes you think, and it’s going to blow your mind, and you’ll spend the rest of your life secretly wondering whether it was true, but it won’t be, because IT’S JUST A THOUGHT EXPERIMENT, and IF YOU TAKE IT SERIOUSLY, YOU FAIL. Later, in a Bloomberg interview, he would say that this book - and not Dilbert - would be his “ultimate legacy” to the world. But remember, IT’S JUST A THOUGHT EXPERIMENT, and IF YOU TAKE IT SERIOUSLY YOU FAIL.
Inline links: God’s Debris, Gurdjieff keeps first place by a hair, a Bloomberg interview
The final quarter of the book is a shockingly original take on the Lurianic kabbalah. I‘m not pleased to report this, and Adams likely would have been very surprised to learn it. Still, the resemblance is unmistakable. The wisest man in the world, charged with answering all of the philosophical problems that bothered you when you were nineteen, tells the following story: if God exists, He must be perfect. Therefore, the only thing he lacks is nonexistence. Therefore, in order to fill that lack, He must destroy himself in order to create the universe. The universe is composed of the fragments of that destruction - the titular God’s Debris. Its point is to reassemble itself into God. Partially-reassembled-God is not yet fully conscious, but there is some sort of instinct within His fragments - ie within the universe - that is motivated to help orchestrate the self-reassembly, and it is this instinct which causes anti-entropic processes like evolution. Good things are good because they aid in the reassembly of God; bad things are bad because they hinder it.
And the Nineties (God’s Debris was published in 2001) were a special time. The decade began with the peak of Wicca and neopaganism. Contra current ideological fault lines, where these tendencies bring up images of Etsy witches, they previously dominated nerd circles, including male nerds, techie nerds, and right-wing nerds (did you know Eric S. Raymond is neopagan?) By decade’s end, the cleverest (ie most annoying) nerds were switching to New Atheism; throughout, smaller groups were exploring Discordianism, chaos magick, and the Subgenius. The common thread was that Christianity had lost its hegemonic status, part of being a clever nerd was patting yourself on the back for having seen through it, but exactly what would replace it was still uncertain, and there was still enough piety in the water supply that people were uncomfortable forgetting about religion entirely. You either had to make a very conscious, marked choice to stop believing (New Atheism), or try your hand at the task of inventing some kind of softer middle ground (neopaganism, Eastern religion, various cults, whatever this book was supposed to be).
Inline links: Eric S. Raymond is neopagan
Good Old Neon1 mentions across 1 issues

Good Old Neon is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 06, 2024 and September 06, 2024. The archive places it in contexts such as "articulated especially clearly in his story “Good Old Neon”"; "in his story “Good Old Neon”"; "As he states in his short story ‘Good Old Neon:’". It most often appears alongside #MeToo, 21st century political dogmatism, Advanced Tax.

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Good Old Neon
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Your Book Review: The Pale King
September 06, 2024 · Original source
[O]ne of his own favored tropes, articulated especially clearly in his story “Good Old Neon” and in his treatise on Georg Cantor, was the infinite divisibility of a single instant in time. However continually he was suffering in his last summer, there was still plenty of room, in the interstices between his identically painful thoughts, to entertain the idea of suicide, to flash forward through its logic, and to set in motion the practical plans (of which he eventually made at least four) for effectuating it.
But is it even possible to articulate what went wrong? As he states in his short story ‘Good Old Neon:’ “What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant.”
gospel of Mark1 mentions across 1 issues

gospel of Mark is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 19, 2024 and July 19, 2024. The archive places it in contexts such as "translation of the gospel of Mark into the language". It most often appears alongside Alan Turing, Amazon, Amazon jungle.

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gospel of Mark
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Your Book Review: How Language Began
July 19, 2024 · Original source
People on the bank of the Maici river. (source) By the way, he did eventually sort of achieve his goal of translating the Bible. Armed with a solid knowledge of Pirahã, he was able to translate the New Testament’s Gospel of Mark. Since the Pirahã have no written language, he provided them with a recorded version, but did not get the reaction he expected: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 267-268) When we returned to the village, I recorded Mark’s gospel in my own voice for the Pirahãs to listen to. I then brought in a wind-up tape recorder to play the recording, and I taught the Pirahãs how to use it, which, surprisingly enough, some of the children did. Keren and I left the village and returned a few weeks later. The people were still listening to the gospel, with children cranking the recorder. I was initially quite excited about this, until it became clear that the only part of the book that they paid attention to was the beheading of John the Baptist. “Wow, they cut off his head. Play that again!” One reaction to hearing the gospel caught Everett even more off-guard: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 269) "The women are afraid of Jesus. We do not want him." "Why not?" I asked, wondering what had triggered this declaration. "Because last night he came to our village and tried to have sex with our women. He chased them around the village, trying to stick his large penis into them." Kaaxaóoi proceeded to show me with his two hands held far apart how long Jesus's penis was—a good three feet. But the Pirahã had an even more serious objection to Jesus: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 265-266) Part of the difficulty of my task began to become clear to me. I communicated more or less correctly to the Pirahãs about my Christian beliefs. The men listening to me understood that there was a man named Hisó, Jesus, and that he wanted others to do what he told them. "The Pirahã men then asked, "Hey Dan, what does Jesus look like? Is he dark like us or light like you?" I said, "Well, I have never actually seen him. He lived a long time ago. But I do have his words." "Well, Dan, how do you have his words if you have never heard him or seen him?" They then made it clear that if I had not actually seen this guy (and not in any metaphorical sense, but literally), they weren't interested in any stories I had to tell about him. Period. This is because, as I now knew, the Pirahãs believe only what they see. Sometimes they also believe in things that someone else has told them, so long as that person has personally witnessed what he or she is reporting. In the end, Everett never converted a single Pirahã. But he did even worse than converting zero people—he lost his own faith after coming to believe that the Pirahã had a good point. After keeping this to himself for many years, he revealed his loss of faith to his family, which led to a divorce and his children breaking contact with him for a number of years afterward. But Everett losing his faith in the God of Abraham was only the beginning. Most importantly for us, he also lost his faith in the God of Linguistics—Noam Chomsky. III. THE WAR In 2005, Everett’s paper “Cultural constraints on grammar and cognition in Pirahã: Another look at the design features of human language” was published in the journal Cultural Anthropology. An outsider might expect an article like this, which made a technical observation about the apparent lack of a property called ‘recursion’ in the Pirahã language, to receive an ‘oh, neat’ sort of response. Languages can be pretty different from one another, after all. Mandarin lacks plurals. Spanish sentences can omit an explicit subject. This is one of those kinds of things. But the article ignited a firestorm of controversy that follows Everett to this day. Praise for Everett and his work on recursion in Pirahã: He became a pure charlatan, although he used to be a good descriptive linguist. That is why, as far as I know, all the serious linguists who work on Brazilian languages ignore him. Noam Chomsky, MIT professor and linguist
Inline links: source, Cultural constraints on grammar and cognition in Pirahã: Another look at the design features of human language
what one means by the statement “All natural human languages have recursion.” Everett generally takes recursion to refer to the following property of many natural languages: one can construct sentences or phrases from other sentences and phrases. For example: “The cat died.” -> “Alice said that [the cat died].” -> “Bob said that [Alice said that [the cat died.]]” In the above example, we can in principle generate infinitely many new sentences by writing “Z said X,” where X is the previous sentence and Z is some name. For clarity’s sake, one should probably distinguish between different ways to generate new sentences or phrases from old ones; Pullum mentions a few in the context of assessing Everett’s Pirahã recursion claims: Everett reports that there are no signs of no multiple coordination (It takes [skill, nerve, initiative, and courage]), complex determiners ([[[my] son’s] wife’s] family), stacked modifiers (a [nice, [cosy, [inexpensive [little cottage]]]]), or—most significant of all—reiterable clause embedding (I thought [ you already knew [that she was here ] ]). These are the primary constructions that in English permit sentences of any arbitrary finite length to be constructed, yielding the familiar argument that the set of all definable grammatical sentences in English is infinite. Regardless of the details, a generic prediction should be that there is no longest sentence in a language whose grammar is recursive. This doesn’t mean that one can say an arbitrarily long sentence in real life4. Rather, one can say that, given a member of some large set of sentences, one can always extend it. Everett takes the claim “All natural human languages have recursion.” to mean that, if there exists a natural human language without recursion, the claim is false. Or, slightly more subtly, if there exists a language which uses recursion so minimally that linguists have a hard time determining whether a corpus of linguistic data falsifies it or not, sentence-level recursion is probably not a bedrock principle of human languages. I found the following anecdote from a 2012 paper of Everett’s enlightening: Pirahã speakers reject constructed examples with recursion, as I discovered in my translation of the gospel of Mark into the language (during my days as a missionary). The Bible is full of recursive examples, such as the following, from Mark 1:3: ‘(John the Baptist) was a voice of one calling in the desert…’ I initially translated this as: ‘John, the man that put people in the water in order to clean them for God, that lived in a place like a beach with no trees and that yelled for people to obey God’. The Pirahãs rejected every attempt until I translated this as: ‘John cleaned people in the river. He lived in another jungle. The jungle was like a beach. It had no trees. He yelled to people. You want God!’ The non-recursive structure was accepted readily and elicited all sorts of questions. I subsequently realized looking through Pirahã texts that there were no clear examples involving either recursion or even embedding. Attempts to construct recursive sentences or phrases, such as ‘several big round barrels', were ultimately rejected by the Pirahãs (although initially they accepted them to be polite to me, a standard fieldwork problem that Jeanette Sakel and I discuss). He does explicitly claim (in the aforementioned paper and elsewhere) that Pirahã probably has no longest sentence, which is about the most generic anti-recursion statement one can make. Chomsky and linguists working in his tradition sometimes write in a way consistent with Everett’s conception of recursion, but sometimes don’t. For example, consider this random 2016 blogpost I found by a linguist in training: For generative linguistics the recursive function is Merge, which combines two words or phrases to form a larger structure which can then be the input for further iterations of Merge. Any expression larger than two words, then, requires recursion, regardless of whether there is embedding in that expression. For instance the noun phrase “My favourite book” requires two iterations of Merge, (Merge(favourite, book)= [Favourite book], Merge(my, [favourite book])= [my [favourite book]]) and therefore is an instance of recursion without embedding. To be clear, this usage of ‘recursion’ seems consistent with how many other Chomskyan linguists have used the term. And with all due respect to these researchers, I find this notion of recursion completely insane, because it would imply (i) any language with more than one word in its sentences has recursion, and that (ii) all sentences are necessarily constructed recursively. The first implication means that “All natural human languages have recursion.” reduces to the vacuously true claim that “All languages allow more than one word in their sentences.”5 The second idea is more interesting, because it relates to how the brain constructs sentences, but as far as I can tell this claim cannot be tested using purely observational linguistic data. One would have to do some kind of experiment to check the order in which subjects mentally construct sentences, and ideally make brain activity measurements of some sort. Aside from sometimes involving a strange notion of recursion, another feature of the Chomskyan response to Everett relates to the distinction we discussed earlier between so-called E-languages and I-languages. Consider the following exchange from a 2012 interview with Chomsky: NS: But there are critics such as Daniel Everett, who says the language of the Amazonian people he worked with seems to challenge important aspects of universal grammar. Chomsky: It can't be true. These people are genetically identical to all other humans with regard to language. They can learn Portuguese perfectly easily, just as Portuguese children do. So they have the same universal grammar the rest of us have. What Everett claims is that the resources of the language do not permit the use of the principles of universal grammar. That's conceivable. You could imagine a language exactly like English except it doesn't have connectives like "and" that allow you to make longer expressions. An infant learning truncated English would have no idea about this: they would just pick it up as they would standard English. At some point, the child would discover the resources are so limited you can't say very much, but that doesn't say anything about universal grammar, or about language acquisition. Chomsky makes claims like this elsewhere too. The argument is that, even if there were a language without a recursive grammar, this is not inconsistent with his theory, since his theory is not about E-languages like English or Spanish or Pirahã. His theory only makes claims about I-languages, or equivalently about our innate language capabilities. But this is kind of a dumb rhetorical move. Either the theory makes predictions about real languages or it doesn’t. The statement that some languages in the world are arguably recursive is not a prediction; it’s an observation, and we didn’t need the theory to make it. What does it mean for the grammar of thought languages to be recursive? How do we test this? Can we test it by doing experiments involving real linguistic data, or not? If not, are we even still talking about language? To this day, as one might expect, not everyone agrees with Everett that (i) Pirahã lacks a recursive hierarchical grammar, and that (ii) such a discovery would have any bearing at all on the truth or falsity of Chomskyan universal grammar. Given that languages can be pretty weird, among other reasons, I am inclined to side with Everett here. But where does that leave us? We do not just want to throw bombs and tell everyone their theories are wrong. Does Everett have an alternative to the Chomskyan account of what language is and where it came from? Yes, and it turns out he’s been thinking about this for a long time. How Language Began is his 2017 offering in this direction. IV. THE BOOK So what is language, anyway? Everett writes: (How Language Began, Ch. 1, pg. 15) Language is the interaction of meaning (semantics), conditions on usage (pragmatics), the physical properties of its inventory of sounds (phonetics), a grammar (syntax, or sentence structure), phonology (sound structure), morphology (word structure), discourse conversational organizational principles, information, and gestures. Language is a gestalt—the whole is greater than the sum of its parts. That is to say, the whole is not understood merely by examining individual components. Okay, so far, so good. To the uninitiated, it looks like Everett is just listing all of the different things that are involved in language; so what? The point is that language is more than just grammar. He goes on to say this explicitly: (How Language Began, Ch. 1, pg. 16) Grammar is a tremendous aid to language and also helps in thinking. But it really is at best only a small part of any language, and its importance varies from one language to another. There are tongues that have very little grammar and others in which it is extremely complex. His paradigmatic examples here are Pirahã and Riau Indonesian, which appears to lack a hierarchical grammar, and which moreover apparently lacks a clear noun/verb distinction. You might ask: what does that even mean? I’m not 100% sure, since the linked Gil chapter appears formidable, but Wikipedia gives a pretty good example in the right direction: For example, the phrase Ayam makan (lit. 'chicken eat') can mean, in context, anything from 'the chicken is eating', to 'I ate some chicken', 'the chicken that is eating' and 'when we were eating chicken' Is “chicken” the subject of the sentence, the object of the sentence, or something else? Well, it depends on the context. What’s the purpose of language? Communication: (How Language Began, Introduction, pg. 5) Indeed, language changes lives. It builds society, expresses our highest aspirations, our basest thoughts, our emotions and our philosophies of life. But all language is ultimately at the service of human interaction. Other components of language—things like grammar and stories—are secondary to conversation. Did language emerge suddenly, as it does in Chomsky’s proposal, or gradually? Very gradually: (How Language Began, Introduction, pg. 7-8) There is a wide and deep linguistic chasm between humans and all other species. … More likely, the gap was formed by baby steps, by homeopathic changes spurred by culture. Yes, human languages are dramatically different from the communication systems of other animals, but the cognitive and cultural steps to get beyond the ‘language threshold’ were smaller than many seem to think. The evidence shows that there was no ‘sudden leap’ to the uniquely human features of language, but that our predecessor species in the genus Homo and earlier, perhaps among the australopithecines, slowly but surely progressed until humans achieved language. This slow march taken by early hominins resulted eventually in a yawning evolutionary chasm between human language and other animal communication. So far, we have a bit of a nothingburger. Language is for communication, and probably—like everything else!—emerged gradually over a long period of time. While these points are interesting as a contrast to Chomsky, they are not that surprising in and of themselves. But Everett’s work goes beyond taking the time to bolster common sense ideas on language origins. Two points he discusses at length are worth briefly exploring here. First, he offers a much more specific account of the emergence of language than Chomsky does, and draws on a mix of evidence from paleoanthropology, evolutionary biology, linguistics, and more. Second, he pretty firmly takes the Anti-Chomsky view on whether language is innate: (Preface, pg. xv) … I deny here that language is an instinct of any kind, as I also deny that it is innate, or inborn. These two points are not unrelated. Everett’s core idea is that language should properly be thought of as an invention rather than an innate human capability. You might ask: who invented it? Who shaped it? Lots of people, collaboratively, over a long time. In a word, culture. As Everett notes in the preface, “Language is the handmaiden of culture.” In any case, let’s discuss these points one at a time. First: the origins of language. There are a number of questions one might want to answer about how language began: In what order did different language-related concepts and components emerge?
Inline links: Pullum, 4, 2012 paper, blogpost, 5, 2012 interview, Riau Indonesian, lack a hierarchical grammar, lacks a clear noun/verb distinction
Philosopher and historian Michel Foucault (1,361,000 = 2.72 Chomskys) …well, okay, maybe I don’t entirely get Foucault’s number. Every humanities person must have an altar of him by their bedside or something. Chomsky has been called “arguably the most important intellectual alive today” in a New York Times review of one of his books, and was voted the world’s top public intellectual in a 2005 poll. He’s the kind of guy that gets long and gushing introductions before his talks (this one is nearly twenty minutes long). All of this is just to say: he’s kind of a big deal. This is what he looks like. According to Wikipedia, the context for this picture is: “Noam Chomsky speaks about humanity's prospects for survival” Since around 1957, Chomsky has dominated linguistics. And this matters because he is kind of a contrarian with weird ideas. Is language for communicating? No, it’s mainly for thinking: (What Kind of Creatures Are We? Ch. 1, pg. 15-16) It is, indeed, virtual dogma that the function of language is communication. ... there is by now quite significant evidence that it is simply false. Doubtless language is sometimes used for communication, as is style of dress, facial expression and stance, and much else. But fundamental properties of language design indicate that a rich tradition is correct in regarding language as essentially an instrument of thought, even if we do not go as far as Humboldt in identifying the two. Should linguists care about the interaction between culture and language? No, that’s essentially stamp-collecting: (Language and Responsibility, Ch. 2, pg. 56-57) Again, a discipline is defined in terms of its object and its results. Sociology is the study of society. As to its results, it seems that there are few things one can say about that, at least at a fairly general level. One finds observations, intuitions, impressions, some valid generalizations perhaps. All very valuable, no doubt, but not at the level of explanatory principles. … Sociolinguistics is, I suppose, a discipline that seeks to apply principles of sociology to the study of language; but I suspect that it can draw little from sociology, and I wonder whether it is likely to contribute much to it. … You can also collect butterflies and make many observations. If you like butterflies, that’s fine; but such work must not be confounded with research, which is concerned to discover explanatory principles of some depth and fails if it has not done so. Did the human capacity for language evolve gradually? No, it suddenly appeared around 50,000 years ago after a freak gene mutation: (Language and Mind, third edition, pg, 183-184) An elementary fact about the language faculty is that it is a system of discrete infinity, rare in the organic world. Any such system is based on a primitive operation that takes objects already constructed, and constructs from them a new object: in the simplest case, the set containing them. Call that operation Merge. Either Merge or some equivalent is a minimal requirement. With Merge available, we instantly have an unbounded system of hierarchically structured expressions. The simplest account of the “Great Leap Forward” in the evolution of humans would be that the brain was rewired, perhaps by some slight mutation, to provide the operation Merge … There are speculations about the evolution of language that postulate a far more complex process … A more parsimonious speculation is that they did not, and that the Great Leap was effectively instantaneous, in a single individual, who was instantly endowed with intellectual capacities far superior to those of others, transmitted to offspring and coming to predominate. At best a reasonable guess, as are all speculations about such matters, but about the simplest one imaginable, and not inconsistent with anything known or plausibly surmised. It is hard to see what account of human evolution would not assume at least this much, in one or another form. I think all of these positions are kind of insane for reasons that we will discuss later. (Side note: Chomsky’s proposal is essentially the hard takeoff theory of human intelligence.) Most consequential of all, perhaps, are the ways Chomsky has influenced (i) what linguists mainly study, and (ii) how they go about studying it. Naively, since language involves many different components—including sound production and comprehension, intonation, gestures, and context, among many others—linguists might want to study all of these. While they do study all of these, Chomsky and his followers view grammar as by far the most important component of humans’ ability to understand and produce language, and accordingly make it their central focus. Roughly speaking, grammar refers to the set of language-specific rules that determine whether a sentence is well-formed. It goes beyond specifying word order (or ‘surface structure’, in Chomskyan terminology) since one needs to know more than just where words are placed in order to modify or extend a given sentence. Consider a pair of sentences Chomsky uses to illustrate this point in Aspects of the Theory of Syntax (pg. 22), his most cited work: (1a) I expected John to be examined by a specialist. (2a) I persuaded John to be examined by a specialist. The words “expected” and “persuaded” appear in the same location in each sentence, but imply different ‘latent’ grammatical structures, or ‘deep structures’. One way to show this is to observe that a particular way of rearranging the words produces a sentence with the same meaning in the first case (1a = 1b), and a different meaning in the second (2a != 2b): (1b) I expected a specialist to examine John. (2b) I persuaded a specialist to examine John. In particular, the target of persuasion is “John” in the case of (2a), and “the specialist” in the case of (2b). A full Chomskyan treatment of sentences like this would involve hierarchical tree diagrams, which permit a precise description of deep structure. You may have encountered the famous sentence: “Colorless green ideas sleep furiously.” It first appeared in Chomsky’s 1957 book Syntactic Structures, and the point is that even nonsense sentences can be grammatically well-formed, and that speakers can quickly assess the grammatical correctness of even nonsense sentences that they’ve never seen before. To Chomsky, this is one of the most important facts to be explained about language. A naive response to Chomsky’s preoccupation with grammar is: doesn’t real language involve a lot of non-grammatical stuff, like stuttering and slips of the tongue and midstream changes of mind? Of course it does, and Chomsky acknowledges this. To address this point, Chomsky has to move the goalposts in two important ways. First, he famously distinguishes competence from performance, and identifies the former as the subject of any serious theory of language: (Aspects of the Theory of Syntax, Ch. 1, pg. 4) The problem for the linguist, as well as for the child learning the language, is to determine from the data of performance the underlying system of rules that has been mastered by the speaker-hearer and that he puts to use in actual performance. Hence, in the technical sense, linguistic theory is mentalistic, since it is concerned with discovering a mental reality underlying actual behavior. Observed use of language or hypothesized dispositions to respond, habits, and so on, may provide evidence as to the nature of this mental reality, but surely cannot constitute the actual subject matter of linguistics, if this is to be a serious discipline. Moreover, he claims that grammar captures most of what we should mean when we talk about speakers’ linguistic competence: (Aspects of the Theory of Syntax, Ch. 1, pg. 24) A grammar can be regarded as a theory of a language; it is descriptively adequate to the extent that it correctly describes the intrinsic competence of the idealized native speaker. Another way Chomsky moves the goalposts is by distinguishing E-languages, like English and Spanish and Japanese, from I-languages, which only exist inside human minds. He claims that serious linguistics should be primarily interested in the latter. In a semi-technical book summarizing Chomsky’s theory of language, Cook and Newson write: (Chomsky’s Universal Grammar: An Introduction, pg. 13) E-language linguistics … aims to collect samples of language and then describe their properties. … I-language linguistics, however, is concerned with what a speaker knows about language and where this knowledge comes from; it treats language as an internal property of the human mind rather than something external … Not only should linguistics primarily be interested in studying I-languages, but to try and study E-languages at all may be a fool’s errand: (Chomsky’s Universal Grammar: An Introduction, pg. 13) Chomsky claims that the history of generative linguistics shows a shift from an E-language to an I-language approach; ‘the shift of focus from the dubious concept of E-language to the significant notion of I-language was a crucial step in early generative grammar’ (Chomsky, 1991b, pg. 10). … Indeed Chomsky is extremely dismissive of E-language approaches: ‘E-language, if it exists at all, is derivative, remote from mechanisms and of no particular empirical significance, perhaps none at all’ (Chomsky, 1991b, pg. 10).1 I Am Not A Linguist (IANAL), but this redefinition of the primary concern of linguistics seems crazy to me. Is studying a language like English as it is actually used really of no particular empirical significance? And this doesn’t seem to be a one-time hyperbole, but a representative claim. Cook and Newson continue: (Chomsky’s Universal Grammar: An Introduction, pg. 14) The opposition between these two approaches in linguistics has been long and acrimonious, neither side conceding the other’s reality. … The E-linguist despises the I-linguist for not looking at the ‘real’ facts; the I-linguist derides the E-linguist for looking at trivia. The I-language versus E-language distinction is as much a difference of research methods and of admissible evidence as it is of long-term goals. So much for what linguists ought to study. How should they study it? The previous quote gives us a clue. Especially in the era before Chomsky (BC), linguists were more interested in description. Linguists were, at least in one view, people who could be dropped anywhere in the world, and emerge with a tentative grammar of the local language six months later. (A notion like this is mentioned early in this video.) Linguists catalog the myriad of strange details about human languages, like the fact that some languages don’t appear to have words for relative directions, or “thank you”, or “yes” and “no”. After Chomsky's domination of the field (AD), there were a lot more theorists. While you could study language by going out into the field and collecting data, this was viewed as not the only, and maybe not even the most important, way to work. Diagrams of sentences proliferated. Chomsky, arguably the most influential linguist of the past hundred years, has never done fieldwork. In summary, to Chomsky and many of the linguists working in his tradition, the scientifically interesting component of language is grammar competence, and real linguistic data only indirectly reflects it. All of this matters because the dominance of Chomskyan linguistics has had downstream effects in adjacent fields like artificial intelligence (AI), evolutionary biology, and neuroscience. Chomsky has long been an opponent of the statistical learning tradition of language modeling, essentially claiming that it does not provide insight about what humans know about languages, and that engineering success probably can’t be achieved without explicitly incorporating important mathematical facts about the underlying structure of language. Chomsky’s ideas have motivated researchers to look for a “language gene” and “language areas” of the brain. Arguably, no one has yet found either—but more on that later. How Chomsky attained this stranglehold on linguistics is an interesting sociological question, but not our main concern in the present work2. The intent here is not to pooh-pooh Chomsky, either; brilliant and hard-working people are often wrong on important questions. Consider that his academic career began in the early 1950s—over 70 years ago!—when our understanding of language, anthropology, biology, neuroscience, and artificial intelligence, among many other things, was substantially more rudimentary. Where are we going with this? All of this is context for understanding the ideas of a certain bomb-throwing terrorist blight on the face of linguistics: Daniel Everett. How Language Began is a book he wrote about, well, what language is and how it began. Everett is the anti-Chomsky. II. THE MISSIONARY We all love classic boy-meets-girl stories. Here’s one: boy meets girl at a rock concert, they fall in love, the boy converts to Christianity for the girl, then the boy and girl move to the Amazon jungle to dedicate the rest of their lives to saving the souls of an isolated hunter-gatherer tribe. Daniel Everett is the boy in this story. The woman he married, Keren Graham, is the daughter of Christian missionaries and had formative experiences living in the Amazon jungle among the Sateré-Mawé people. At seventeen, Everett became a born-again Christian; at eighteen, he and Keren married; and over the next few years, they started a family and prepared to become full-fledged missionaries like Keren’s parents. First, Everett studied “Bible and Foreign Missions” at the Moody Bible Institute in Chicago. After finishing his degree in 1975, the natural next step was to train more specifically to follow in the footsteps of Keren’s parents. In 1976, he and his wife enrolled in the Summer Institute of Linguistics (SIL) to learn translation techniques and more viscerally prepare for life in the jungle: They were sent to Chiapas, Mexico, where Keren stayed in a hut in the jungle with the couple’s children—by this time, there were three—while Everett underwent grueling field training. He endured fifty-mile hikes and survived for several days deep in the jungle with only matches, water, a rope, a machete, and a flashlight. Everett apparently had a gift for language-learning. This led SIL to invite Everett and his wife to work with the Pirahã people (pronounced pee-da-HAN), whose unusual language had thwarted all previous attempts to learn it. In 1977, Everett’s family moved to Brazil, and in December they met the Pirahã for the first time. As an SIL-affiliated missionary, Everett’s explicit goals were to (i) translate the Bible into Pirahã, and (ii) convert as many Pirahã as possible to Christianity. But Everett’s first encounter with the Pirahã was cut short for political reasons: (Don’t Sleep There Are Snakes, Ch. 1, pg. 13-14) In December of 1977 the Brazilian government ordered all missionaries to leave Indian reservations. … Leaving the village under these forced circumstances made me wonder whether I’d ever be able to return. The Summer Institute of Linguistics was concerned too and wanted to find a way around the government’s prohibition against missionaries. So SIL asked me to apply to the graduate linguistics program at the State University of Campinas (UNICAMP), in the state of São Paulo, Brazil. It was hoped that UNICAMP would be able to secure government authorization for me to visit the Pirahãs for a prolonged period, in spite of the general ban against missionaries. … My work at UNICAMP paid off as SIL hoped it would. Everett became a linguist proper sort of by accident, mostly as an excuse to continue his missionary work. But he ended up developing a passion for it. In 1980, he completed Aspects of the Phonology of Pirahã, his master’s thesis. He continued on to get a PhD in linguistics, also from UNICAMP, and in 1983 finished The Pirahã Language and Theory of Syntax, his dissertation. He continued studying the Pirahã and working as an academic linguist after that. In all, Everett spent around ten years of his life living with the Pirahã, spread out over some thirty-odd years. As he notes in Don’t Sleep, There Are Snakes: (Prologue, pg. xvii-xviii) I went to the Pirahãs when I was twenty-six years old. Now I am old enough to receive senior discounts. I gave them my youth. I have contracted malaria many times. I remember several occasions on which the Pirahãs or others threatened my life. I have carried more heavy boxes, bags, and barrels on my back through the jungle than I care to remember. But my grandchildren all know the Pirahãs. My children are who they are in part because of the Pirahãs. And I can look at some of those old men (old like me) who once threatened to kill me and recognize some of the dearest friends I have ever had—men who would now risk their lives for me. Everett interviewing some Pirahã people. (source) Everett did eventually learn their language, and it’s worth taking a step back to appreciate just how hard that task was. No Pirahã spoke Portuguese, apart from some isolated phrases they used for bartering. They didn’t speak any other language at all—just Pirahã. How do you learn another group’s language when you have no languages in common? The technical term is monolingual fieldwork. But this is just a fancy label for some combination of pointing at things, listening, crude imitation, and obsessively transcribing whatever you hear. For years. It doesn’t help that the Pirahã language seems genuinely hard to learn in a few different senses. First, it is probably conventionally difficult for Westerners to learn since it is a tonal language (two tones: high and low) with a small number of phonemes (building block sounds) and a few unusual sounds3. Second, there is no written language. Third, the language has a variety of ‘channels of discourse’, or ways of talking specialized for one or another cultural context. One of these is ‘whistle speech’; Pirahãs can communicate purely in whistles. This feature appears to be extremely useful during hunting trips: (Don’t Sleep, There Are Snakes, Ch. 11, pg. 187-188) My first intense contact with whistle speech came one day when the Pirahãs had given me permission to go hunting with them. After we’d been walking for about an hour, they decided that they weren’t seeing any game because I, with my clunking canteens and machete and congenital clumsiness, was making too much noise. “You stay here and we will be back for you later.” Xaikáibaí said gently but firmly. … As I tried to make the best of my solitary confinement, I heard the men whistling to one another. They were saying, “I’ll go over there; you go that way,” and other such hunting talk. But clearly they were communicating. It was fascinating because it sounded so different from anything I had heard before. The whistle carried long and clear in the jungle. I could immediately see the importance and usefulness of this channel, which I guessed would also be much less likely to scare away game than the lower frequencies of the men’s normal voices. Fourth, important aspects of the language reflect core tenets of Pirahã culture in ways that one might not a priori expect. Everett writes extensively about the ‘immediacy of experience principle’ of Pirahã culture, which he summarizes as the idea that: (Don’t Sleep, There Are Snakes, Ch. 7, pg. 132) Declarative Pirahã utterances contain only assertions related directly to the moment of speech, either experienced by the speaker or witnessed by someone alive during the lifetime of the speaker. One way the language reflects this is that the speaker must specify how they know something by affixing an appropriate suffix to verbs: (Don’t Sleep, There Are Snakes, Ch. 12, pg. 196) Perhaps the most interesting suffixes, however (though these are not unique to Pirahã), are what linguists call evidentials, elements that represent the speaker’s evaluation of his or her knowledge of what he or she is saying. There are three of these in Pirahã: hearsay, observation, and deduction. To see what these do, let’s use an English example. If I ask you, “Did Joe go fishing?” you could answer, “Yes, at least I heard that he did,” or “Yes, I know because I saw him leave,” or “Yes, at least I suppose he did because his boat is gone.” The difference between English and Pirahã is that what English does with a sentence, Pirahã does with a verbal suffix. Everett also convincingly links this cultural principle to the lack of Pirahã number words and creation myths. On the latter topic, Everett recalls the following exchange: (Don’t Sleep, There Are Snakes, Ch. 7, pg. 134) I sat with Kóhoi once and he asked me, after hearing about my god, “What else does your god do?” And I answered, “Well, he made the stars, and he made the earth.” Then I asked, “What do the Pirahãs say?” He answered, “Well, the Pirahãs say that these things were not made.” And all of this is to say nothing of the manifold perils of the jungle: malaria, typhoid fever, dysentery, dangerous snakes, insects, morally gray river traders, and periodic downpours. If Indiana Jones braved these conditions for years, we would consider his stories rousing adventures. Everett did this while also learning one of the most unusual languages in the world. People on the bank of the Maici river. (source) By the way, he did eventually sort of achieve his goal of translating the Bible. Armed with a solid knowledge of Pirahã, he was able to translate the New Testament’s Gospel of Mark. Since the Pirahã have no written language, he provided them with a recorded version, but did not get the reaction he expected: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 267-268) When we returned to the village, I recorded Mark’s gospel in my own voice for the Pirahãs to listen to. I then brought in a wind-up tape recorder to play the recording, and I taught the Pirahãs how to use it, which, surprisingly enough, some of the children did. Keren and I left the village and returned a few weeks later. The people were still listening to the gospel, with children cranking the recorder. I was initially quite excited about this, until it became clear that the only part of the book that they paid attention to was the beheading of John the Baptist. “Wow, they cut off his head. Play that again!” One reaction to hearing the gospel caught Everett even more off-guard: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 269) "The women are afraid of Jesus. We do not want him." "Why not?" I asked, wondering what had triggered this declaration. "Because last night he came to our village and tried to have sex with our women. He chased them around the village, trying to stick his large penis into them." Kaaxaóoi proceeded to show me with his two hands held far apart how long Jesus's penis was—a good three feet. But the Pirahã had an even more serious objection to Jesus: (Don’t Sleep, There Are Snakes, Ch. 17, pg. 265-266) Part of the difficulty of my task began to become clear to me. I communicated more or less correctly to the Pirahãs about my Christian beliefs. The men listening to me understood that there was a man named Hisó, Jesus, and that he wanted others to do what he told them. "The Pirahã men then asked, "Hey Dan, what does Jesus look like? Is he dark like us or light like you?" I said, "Well, I have never actually seen him. He lived a long time ago. But I do have his words." "Well, Dan, how do you have his words if you have never heard him or seen him?" They then made it clear that if I had not actually seen this guy (and not in any metaphorical sense, but literally), they weren't interested in any stories I had to tell about him. Period. This is because, as I now knew, the Pirahãs believe only what they see. Sometimes they also believe in things that someone else has told them, so long as that person has personally witnessed what he or she is reporting. In the end, Everett never converted a single Pirahã. But he did even worse than converting zero people—he lost his own faith after coming to believe that the Pirahã had a good point. After keeping this to himself for many years, he revealed his loss of faith to his family, which led to a divorce and his children breaking contact with him for a number of years afterward. But Everett losing his faith in the God of Abraham was only the beginning. Most importantly for us, he also lost his faith in the God of Linguistics—Noam Chomsky. III. THE WAR In 2005, Everett’s paper “Cultural constraints on grammar and cognition in Pirahã: Another look at the design features of human language” was published in the journal Cultural Anthropology. An outsider might expect an article like this, which made a technical observation about the apparent lack of a property called ‘recursion’ in the Pirahã language, to receive an ‘oh, neat’ sort of response. Languages can be pretty different from one another, after all. Mandarin lacks plurals. Spanish sentences can omit an explicit subject. This is one of those kinds of things. But the article ignited a firestorm of controversy that follows Everett to this day. Praise for Everett and his work on recursion in Pirahã: He became a pure charlatan, although he used to be a good descriptive linguist. That is why, as far as I know, all the serious linguists who work on Brazilian languages ignore him. Noam Chomsky, MIT professor and linguist
Inline links: Michel Foucault, 2005, poll, this one, https://substackcdn.com/image/fetch/$s_!AQ_l!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F14f0e119-841f-41f2-a308-3a017794c284_1287x1600.jpeg, Wikipedia, hard takeoff, grammar, 1, this video, don’t appear to have words for relative directions, “thank you”, “yes” and “no”, long been an opponent, 2, Daniel Everett, Sateré-Mawé people, prepared, Bible and Foreign Missions, 1975, SIL, viscerally prepare, Pirahã people, https://substackcdn.com/image/fetch/$s_!42Ji!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F5c899185-e1a2-4358-ae6a-e9298f6c7cdb_1600x1002.jpeg, source, 3, number words, https://substackcdn.com/image/fetch/$s_!yx-R!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F77975f2c-ef0f-47d7-9ed9-f22bbe04f78b_1024x768.jpeg, source, Cultural constraints on grammar and cognition in Pirahã: Another look at the design features of human language
Great Books1 mentions across 1 issues

Great Books 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 "you could spend eternity reading the Great Books and having extremely perspicacious opinions about them". It most often appears alongside 23andme, Amish, Assassin’s Creed: Valhalla.

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Great Books
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Book Review: Deep Utopia
October 17, 2024 · Original source
If you’re only concerned about avoiding wireheading, you could spend Utopia appreciating art. The Deep Utopians could hack your brain to give you the critical refinement of Harold Bloom or some other great art-appreciator, and you could spend eternity reading the Great Books and having extremely perspicacious opinions about them. Plenty of scholars do that today, and nobody thinks their lives are meaningless. In fact, why stop at Bloom? The Utopians could hack you into some kind of superbeing who can appreciate superart as far beyond current humanity as Shakespeare is beyond a tree frog.
Grooming, Gossip, and the Evolution of Language1 mentions across 1 issues

Grooming, Gossip, and the Evolution of Language is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 10, 2022 and June 10, 2022. The archive places it in contexts such as "his 1996 book Grooming, Gossip, and the Evolution of Language". It most often appears alongside 50,000 BC, Africa, Altamira.

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Your Book Review: The Dawn Of Everything
June 10, 2022 · Original source
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Guinness Book of World Records1 mentions across 1 issues

Guinness Book of World Records is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between July 14, 2023 and July 14, 2023. The archive places it in contexts such as ""I got a feel for the constraints of reality through the copy of Guinness Book of World Records that my mom got for me when I was nine years old"". It most often appears alongside !Kung San, aboriginal people on the west coast of Canada, Adam Smith.

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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
Reviewer: I won’t share too many personal details; I am wearing a mask, after all. But as a kid, a lot of my learning was driven by jokes — I read Calvin and Hobbes so many times, I probably had all the SAT words memorized. I got a feel for the constraints of reality through the copy of Guinness Book of World Records that my mom got for me when I was nine years old — right at the beginning of Egan’s “Romantic” span. And I probed what might lie beyond the edges of reality by getting really into cryptids and paranormal nonsense.
Gulag+Kapital+Totalitarianism1 mentions across 1 issues

Gulag+Kapital+Totalitarianism is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 13, 2021 and June 13, 2021. The archive places it in contexts such as "reviews of Gulag+Kapital+Totalitarianism". It most often appears alongside Astralcodexten, Bay Area, biostatistician.

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1
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June 13, 2021
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June 13, 2021
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Gulag+Kapital+Totalitarianism
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Open Thread 176
June 13, 2021 · Original source
1: I've heard from five people who, despite sending me entries (and in some cases having me get back to them saying I'd gotten them), somehow didn't get entered into the Book Review Contest. The people I know about are the ones who wrote reviews of The Beginning Of Infinity, Gulag+Kapital+Totalitarianism, Plagues And Peoples, Essay On Man, and Origin Of The Human Mind. If you entered but didn't end up either as a finalist or in the Runners-Up Packet, you're also in that category and should send me an email at scott@slatestarcodex.com ASAP so I can fix it. Send it from a different address than you used originally, in case the problem was that your emails end up in my spam filter. My plan is to speed-judge all of them, then pick one extra finalist which I'll present to you next Thursday, then start voting next Friday.
Guns, Germs and Steel1 mentions across 1 issues

Guns, Germs and Steel 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 "Jared Diamond's Guns, Germs and Steel". It most often appears alongside 5G, Acemoglu and Robinson, ACX comments.

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Guns, Germs and Steel
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August 25, 2023
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August 25, 2023
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Guns, Germs and Steel
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Your Book Review: Why Nations Fail
August 25, 2023 · Original source
Jared Diamond's Guns, Germs and Steel is treated with similar inconsistency: while initially admitting it is "a powerful approach to the puzzle on which he focuses" (why the Old World colonised the New instead of vice versa), AR eventually claim
Guns, Germs, and Steel1 mentions across 1 issues

Guns, Germs, and Steel is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between June 17, 2021 and June 17, 2021. The archive places it in contexts such as "I never read Guns, Germs, and Steel , but constantly wondered how parallel Diamond and McNeill thought about diseases". It most often appears alongside Africa, antelope, August Hirsch.

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Guns, Germs, and Steel
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June 17, 2021
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June 17, 2021
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Guns, Germs, and Steel
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Your Book Review: Plagues And Peoples
June 17, 2021 · Original source
I never read Guns, Germs, and Steel, but constantly wondered how parallel Diamond and McNeill thought about diseases. Luckily, they had a public debate! McNeill criticizes GGS, Diamond responds, and then McNeill further replies! How lucky we are.
McNeill’s opening paragraph includes “Not bad for an ameteur historian” and “...is not an intellectual success.” I am unsure how self aware McNeill is when he criticizes Diamond for being a ‘big picture historian.’ I am pretty sure McNeill is jealous of Guns, Germs, and Steel’s success though. All these punches are really to describe Guns, Germs, and Steel as overly geographic deterministic. An ‘East-West Axis’ as the penultimate factor in Eurasia’s success is too broad of a claim. McNeill also quibbles that continents should not be the unit of analysis.
Inline links: opening paragraph
Gödel, Escher, Bach1 mentions across 1 issues

Gödel, Escher, Bach is a recurring book in the Astral Codex Ten archive, appearing 1 times across 1 issues between September 06, 2024 and September 06, 2024. The archive places it in contexts such as "Strange Loops described in Gödel, Escher, Bach , a book Wallace loved". It most often appears alongside #MeToo, 21st century political dogmatism, Advanced Tax.

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Gödel, Escher, Bach
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September 06, 2024
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September 06, 2024
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Gödel, Escher, Bach
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Your Book Review: The Pale King
September 06, 2024 · Original source
Yes, in a work of fiction. Many footnotes spawn their own footnotes*, creating a looping, self-referential effect not unlike the Strange Loops described in Gödel, Escher, Bach, a book Wallace loved.