Astral Codex Ten

Einstein

51 min read

Einstein

Article

Einstein is a recurring person in the Astral Codex Ten archive, appearing 18 times across 18 issues between June 03, 2021 and January 21, 2026. The archive places it in contexts such as “1905 was Einstein’s annus mirabilis, when he published papers”; “including Einstein, Bohr, Heisenberg, Dirac, Schrodinger”; “under the wise infallible leadership of Einstein-style geniuses who could journey to the Platonic Realm”. It most often appears alongside United States, Scott, Britain.

Metadata

  • Category: People
  • Mention count: 18
  • Issue count: 18
  • First seen: June 03, 2021
  • Last seen: January 21, 2026

Appears In

Source Context

Recovered passages from the original issue text. When the raw archive preserved outbound links inside the source passage, they are listed directly under the quote.

Your Book Review: The Collapse Of Complex Societies
June 03, 2021 · Original source
When a field is established, you can get a lot done by making relatively obvious inferences and running cheap tests. (I’m not sure what share of the patents in the above graph were physics-related but it seems notable that 1905 was Einstein’s annus mirabilis, when he published papers on the photoelectric effect, Brownian motion, and special relativity). After that, you reach the questions you can only resolve by smashing particles into each other in a 10-kilometer long tube, or by buying millions of dollars’ worth of GPUs so you can check how much better neural networks do if you just let them have a billion parameters.
Contra Smith On Jewish Selective Immigration
June 14, 2021 · Original source
On the one hand, I agree that this question has lots of interesting context - though I would have chosen the history of other "market minorities" like the Lebanese or the Chinese in Southeast Asia. On the other, I'm not sure that the Scottish Golden Age is really appropriate. I'm not an expert in this period, but it sounds like the kind of thing that had something to do with increased economic growth, trade, and an improving intellectual climate in Scotland. Just to randomly speculate, Scotland had just joined in a Union with England, right as England was inventing industrialization - surely a good climate for a Golden Age to start in. It's much harder to explain Jewish achievement through similar means, because Jews are so intermixed with other populations. Whatever political and economic currents were affecting Albert Einstein or Noam Chomsky or whoever else, ought to also be affecting their Gentile friends and neighbors too. How come they didn't? To me that's a much bigger mystery than whatever happened in Scotland.
There...aren't a lot of European Jews left to survey, but a lot of pre-Holocaust Europe's greatest geniuses seemed to be Jewish. The Fifth Solvay Conference was a 1927 meeting of Europe's top physicists, including Einstein, Bohr, Heisenberg, Dirac, Schrodinger, etc. 17% of attendees were from Jewish backgrounds, compared to about 3% Jews in the overall European population (and the vast majority of European Jews were very poor Jews in Russia, which was not really developed at the time, so realistically maybe 1% of the population in the kind of countries these people were coming from).
Inline links: Fifth Solvay Conference
Book Review: The Revolt Of The Public
September 17, 2021 · Original source
Some principles of this system: government management of the economy, under the wise infallible leadership of Alan-Greenspan-style boffins who could prevent recessions and resist "animal spirits". Government sponsorship of science, under the wise infallible leadership of Einstein-style geniuses who could journey to the Platonic Realm and bring back new insights for the rest of us to gawk at. Government management of society, in the form of Wars on Poverty and Wars on Drugs and exciting new centralized forms of public education that would make every child an above-average student. Homelessness getting cleared away by a wave of the city planner's pen, replaced by scientifically-designed heavily optimized efficient public housing like Cabrini-Green.
Inline links: Cabrini-Green
Highlights From The Comments On Great Families
November 18, 2021 · Original source
The trouble is that this isn't how science worked, back when it worked. One person would notice something funny--not necessarily a theoretical problem; often a pure disinterested observation of just the type Popper claims is impossible, such as when Robert Brown published a paper basically saying "Microscopic particles in my tea keep jostling around as if they were alive". Another person might propose a hypothesis, as when Einstein proposed that this Brownian motion resulted from the random movements of atoms. Then a third person might propose a test, and a fourth might conduct the proposed experiment and report the results. This entire process sometimes took a century or more.
The Low-Hanging Fruit Argument: Models And Predictions
April 01, 2022 · Original source
In Contra Hoel, I talked about machine learning as feeling different from some other scientific fields: there are frequent exciting new discoveries. This shouldn’t be surprising. Physics is stagnant because Newton and Einstein already got all the cool results. But Newton and Einstein didn’t have TPUs so they couldn’t discover things about machine learning.
Highlights From The Comments On Criticism Of Criticism Of Criticism
July 28, 2022 · Original source
"It's insufficiently elegant" was how Einstein figured out the true theory. "Its estimate for the precession of the orbit of Mercury is off by forty arc-seconds per century" is just how Einstein was able to convince other scientists. Of course, outside of math and physics, looking for elegance won't get you very far.
The perihelion drift of Mercury was a neat problem that relativity solved, but it was not a major motivating factor for Einstein. It had an explanation within the existing paradigm: when there's a surprising perihelion drift, there's probably another planet out there. That's how we predicted Neptune's existence. Astronomers thought there was another planet closer to the sun than Mercury, which they named Vulcan.
If we read what Einstein wrote, none of these failed predictions actually motivated Einstein to propose relativity. He instead cared more about questions like: What would it be like to chase a light wave? The electric and magnetic fields wouldn't be changing, so they shouldn't be creating each other, so the light wave wouldn't exist. That's ridiculous. So we'd better completely change our notions of space and time to make sure that this can't happen. Einstein's arguments actually are this audacious.
A Columbian Exchange
October 07, 2022 · Original source
Coria: I realize it’s a big ask. It just seemed sort of dishonest or small-minded to not even mention it as a possibility. There are plenty of lists of the greatest historical figures. Taking this one, selecting for only Americans or America-related people, and removing people too similar to each other, we get Columbus, Einstein, Edison, Washington, MLK, Disney, Franklin, Jonas Salk, Margaret Sanger, Susan B Anthony, and Louis Armstrong. We could combine it with this list of people who saved the most lives, of which the Americans are Maurice Hilleman, Henrietta Lacks, Jonas Salk, and Norman Borlaug - I think a good consensus list for both influential and moral might replace one of Columbus, Sanger or Franklin with Borlaug, and keep the rest. That would give us eleven honorees - enough for one holiday a month, leaving room for Christmas.
Inline links: this one, this list
Henrietta Lacks Seems Like A Nice Person, But Not A Scientific Hero
February 07, 2023 · Original source
What’s the case for her being a hero? I think it would agree with everything in the case against, then saying this is normal and everything about heroism is like this. We consider Einstein heroic for great scientific discoveries, but (let’s say for the sake of argument) he was just born with very unusual genetics that made his brain cells extra smart and creative. How is this better than very unusual genetics that make your cancer cells extra hardy and researchable?
Why I Am Not (As Much Of) A Doomer (As Some People)
March 14, 2023 · Original source
Maybe they’ll have internal goals, and they won’t be aligned with ours in some relevant distribution, but we’ll be so much more powerful than they are that they’ll do what we want, either through coercion or negotiation. The world-killer needs to be very smart - smart enough to invent superweapons entirely on its own under hostile conditions. Even great human geniuses like Einstein or von Neumann were not that smart. So these intermediate AIs will include ones that are as smart as great human geniuses, and maybe far beyond. (if you’re imagining specific years, imagine human-genius-level AI in the 2030s and world-killers in the 2040s - not some scenario with many centuries in between) So whether we’re prepared for the world-killer depends on whether we can formulate a strategy in conjunction with somewhat cooperative AIs who are at least as smart as great human geniuses: Maybe millions of these intermediate AIs, each as smart as Einstein, working for centuries of subjective time, can solve the alignment problem. Then we can make sure any potential world-killers are well-aligned.
Maybe millions of these intermediate AIs, each as smart as Einstein, working for centuries of subjective time, can solve the alignment problem. Then we can make sure any potential world-killers are well-aligned.
A pessimistic friend points out that, even though many people can use calculus to solve problems, far fewer people would be able to spot if it were the kind of thing that broke down in a certain edge case (speaking of things invented by Newton, many high school students can understand his brilliant and correct-seeming theory of gravity, but it took Einstein to notice that it was subtly flawed).
Why Is The Academic Job Market So Weird?
May 17, 2023 · Original source
Colleges want to pretend to students that the same people are doing both these jobs, because students like the idea of being taught by prestigious thought leaders. But they don’t want to actually have the same people do both jobs, because the most valuable use of prestigious thought leaders’ time is doing research or promoting their ideas. Every hour Einstein spends in the classroom is an hour he’s not spending in the lab making discoveries that will rain down honors upon himself and his institution. And there’s no guarantee Einstein is even a good teacher.
Solution: hire for two different positions, but give them the same job title to make things maximally confusing for students. Have them occasionally do each others’ jobs, so students get even more confused. You very conspicuously hire Einstein, and hold out the carrot of being taught by Einstein. But Einstein actually only teaches one 400-level seminar a year, and every other class is taught by the cheapest person able to teach at all.
But Einstein is expensive. In teaching, colleges just want to meet a bar of “able to do this at all”. But in research, colleges want to beat other colleges to hire the most prestigious people. That means if you’re the top PhD in your field, colleges will enter a bidding war to get you. And once someone has you, so on to the second-best PhD, etc. So here demand exceeds supply, and salaries stay high.
Your Book Review: The Educated Mind
July 14, 2023 · Original source
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: 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
We're Not Platonists, We've Just Learned The Bitter Lesson
July 25, 2023 · Original source
Mike Tyson has better grip strength than my grandmother, tested in some other way, on some other date. We don’t really distinguish all of these claims in ordinary speech because they’re so closely correlated that they’ll probably all stand or fall together. Sometimes that’s not true. Is Mike Tyson stronger or weaker than some other very strong person like Arnold Schwarzenegger? Maybe Tyson could win at boxing but Schwarzenegger could lift more weights, or Tyson has better bicep strength but Schwarzenegger has better grip strength. Still, the correlations are high enough that “strength” is a useful shorthand that saves time / energy / cognitive load over always discussing every subclaim individually. In fact, there are a potentially infinite number of subclaims (could Mike Tyson lift an alligator more quickly than Arnold Schwarzenegger while standing on one foot in the Ozark Mountains?) so we have to use shorthands like “strength” to have discussions in finite time. If somebody learned that actually arm strength was totally uncorrelated with grip strength, and neither was correlated with ability to win fights, then they could fairly argue that “strength” was a worthless concept that should be abandoned. On the opposite side, if somebody tried to argue that Mike Tyson was objectively stronger than Arnold Schwarzenegger, they would be reifying the concept of “strength” too hard, taking it further than it could go. But absent this kind of mistake, “strength” is useful and we should keep talking about it. “Intelligence” is another useful concept. When I say “Albert Einstein is more intelligent than a toddler”, I mean things like: Einstein can do arithmetic better than the toddler
Einstein can learn useful mechanical principles which let him build things faster than a toddler …and so on. Just as we can’t objectively answer “who is stronger, Mike Tyson or Arnold Schwarzenegger?”, we can’t necessarily answer “who is smarter, Einstein or Beethoven?”. Einstein is better at physics, Beethoven at composing music. But just as we can answer questions like “Is Mike Tyson stronger than my grandmother”, we can also answer questions like “Is Albert Einstein smarter than a toddler?” 1.1: Why Is A Concept Like Strength Useful? Why is someone with more arm strength also likely to have more leg strength? There are lots of specific answers, for example: Healthier people, and people in their prime, have more of all kinds of strength, because age introduces cell- and tissue-level errors that make all muscles function less effectively.
Einstein can do arithmetic better than the toddler
A Theoretical "Case Against Education"
May 23, 2024 · Original source
30% know who discovered the Theory of Relativity (Einstein)
Altruism And Vitalism As Fellow Travelers
August 06, 2024 · Original source
An obvious counterexample to this is all the extremely successful people from privileged upbringings. Bill Gates, Steve Jobs, and Mark Zuckerberg all had great childhoods. So did Caesar and Napoleon. So did Einstein and von Neumann. Meanwhile, there are millions of poor people and war victims who have lived lives of constant horrible trauma without much benefit. If success and creativity were proportional to suffering, the West would have to ban refugees from the Gaza Strip, lest they take all the spots in the best colleges and form an elite billionaire overclass.
Interview Day At Thiel Capital
September 03, 2024 · Original source
“All the good superweapons are invented by Jews. Einstein and Oppenheimer made the A-bomb. Teller and von Neumann made the H-bomb. Samuel Cohen made the neutron bomb, Leo Szilard made the cobalt bomb, et cetera. Even the world-destroying AIs are being invented by Sam Altman, Ilya Sutskever, et cetera.”
“Oh, that’s obvious. It’s not just superweapons - the Jews are also over-represented in the physics of time - Einstein, for example. Hitler was trying to figure out a way to prevent the invention of time travel, in order to stop the steady stream of time travelers who were trying to kill him.”
“The world order is controlled by a group of diplomats who meet at the United Nations. Einstein didn’t kill himself. The Cuban Missile Crisis was a Communist plot to undermine the United States.”
Book Review: Deep Utopia
October 17, 2024 · Original source
We can start by bounding the damage. Our deep utopia will know how to wirehead people safely. So worst-case scenario, if you absolutely can’t figure out anything else to do, you live in perfect bliss forever. Bostrom urges us not to reflexively turn up our noses at this outcome. Wireheading grosses us out because our best approximations for it - drugs, porn, etc - are tawdry and shallow. Actually-good wireheading would be neither. You could walk through the woods at sunrise, experiencing a combination of the joy you felt at the birth of your first child, the excitement Einstein experienced upon seeing the first glimmers of relativity, and the ecstasy of St. Teresa as she gazed upon the face of God. That afternoon, you could walk somewhere else, and feel an entirely different artisanal combination of blisses. “It feels so good that if the sensation were translated into tears of gratitude, rivers would overflow.”
Inline links: would be neither
The Dilbert Afterlife
January 16, 2026 · Original source
Adams’ version adds several innovations to this basic story. Whatever parts of God aren’t involved in physical matter have become the laws of probability; this explains the otherwise inexplicable evolutionary coincidences that created humankind. There’s something about how gravity is produced by some sort of interference between different divine corpuscules - Adams admits that Einstein probably also had useful things to say about gravity, but probably his own version amounts to the same thing, and it’s easier to understand, and that makes it better (IT’S JUST A THOUGHT EXPERIMENT! IF YOU TAKE IT SERIOUSLY, YOU FAIL.) But my favorite part is the augmentation of Luria with Nick Land: the final (or one of the final) steps in the divine reassembly is the creation of the Internet, aka “God’s nervous system”, which will connect everything to everything else and give the whole system awareness of its divine purpose.
There’s a passage in the intro to one of Adams books where he says that, given how he’s going to blow your mind and totally puncture everything you previously believed, perhaps the work is unsuitable for people above fifty-five, whose brains are comparatively sclerotic and might shatter at the strain. This is how I feel about post-2016 politics. Young people were mostly able to weather the damage. As for older people, I have seen public intellectual after public intellectual who I previously respected have their brains turn to puddles of partisan-flavored mush. Jordan Peterson, Ken White, Curtis Yarvin, Paul Krugman, Elon Musk, the Weinsteins, [various people close enough to me that it would be impolite to name them here]. Once, these people were lions of insightful debate. Where now are the horse and the rider? Where is the horn that was blowing?
Highlights From The Comments On Scott Adams
January 21, 2026 · Original source
I have seen people try to walk this back by saying Adams only meant they would be persecuted in some way that was metaphorically equivalent to hunting, but I feel like “good chance you will be dead within the year” is saying he means the kind of hunting which literally kills you, and “police will stand down” means that it will be the sort of extremely illegal thing that police would normally react to. I have seen other people try to link this to examples of Republicans actually getting killed, such as Charlie Kirk. But Adams was telling his readers there was “a good chance” that “they” would be dead within a year, which I think implies this fate happening to a significant proportion of ordinary Republicans, not just one prominent person. Also, Kirk was five years after the comment was posted. Can we dismiss this as a joke? I think Adams has used the manipulation technique of saying things that might or might not be jokes and then strategically sticking to them or saying “What? Me? I was only joking! Haha! You can’t take a joke!” depending on which was more convenient to him at that exact second, enough times that I’m not comfortable letting him have that escape. Also, when I was replying to Joel Pollak about this, I happened to glance at his Twitter account, and one of the top tweets was a repost of someone saying that “The Democrat playbook is to arrest every single person who disagrees with them”. I think if I forced Pollak into some kind of extremely literal frame of mind - maybe asked him to bet money on whether I could tweet the words “the Democrats are wrong about immigration” in my Democrat-controlled state without getting arrested - he would admit that, okay, they don’t want to arrest literally every single person who disagrees with them. He was exaggerating for effect, probably in much the way he’s going to say that Scott Adams was exaggerating for effect. You say stuff like “The Democrats are going to HUNT YOU DOWN and LITERALLY MURDER YOU. They will TORTURE YOUR FAMILY and RAPE YOUR DAUGHTER and EAT YOUR PETS and TURN YOUR HOUSE INTO A CHURCH OF SATAN”, and what you mean is “I disagree with the Democrats and sometimes they go overboard cancelling people”. I have a post called If It’s Worth Your Time To Lie, It’s Worth My Time To Correct It. My thesis is that tolerating claims of “directional correctness” - the thing where someone asks to get a pass because even if they said wasn’t literally true, it “points to” an “emotionally correct” thing - is eventually totally corrosive. It means everyone ratchets up their claims to the highest level they think they can get away with (ie walk back later if challenged, as a motte and bailey). And then you end up with this miasma where maybe 5% of people totally believe you, and 50% of people sort of absorb the connotation and think something like that is true, and then people get terrified of the Democrats and think of them as monsters and treat politics as an existential struggle where they will genuinely get arrested or murdered unless they do it to the Democrats first, and then you get a civil war or something. I think Adams and Pollak’s milieu has in fact reached this point, and their love for these kinds of exaggerations is a big part of the cause. Adams was one of the funniest people in the world. If he was actually telling a joke, you could tell by the fact that you were laughing hysterically. “Democrats will hunt and kill you” isn’t funny. I’ll refrain from judgment about whether it was Adams’ sincerely held belief, some kind of annoying manipulation attempt, or whether Adams even recognized a difference between the two. But I think judging him on the fact that it didn’t happen is completely within bounds. … 3: Comments On The Substance Of The Piece … Zanzibar BuckBuck McFate writes: This business where boomers are tolerant of contradictions and find them amusing whereas millennials are horrified is a dynamic I've noticed as well, it seems to be true in politics also, I myself feel this hunger to be authentic all the time. I think it has something to do with the difficulty children have in putting negativity in context. They can't distinguish between a parent having a bad day and venting, or having an existential crisis. So the 50s guy was half right - you don't have to love your boss in your heart of hearts but careful what you say to your kids. Feral Finster writes: » “This is the basic engine of Dilbert: everyone is rewarded in exact inverse proportion to their virtue. Dilbert and Alice are brilliant and hard-working, so they get crumbs. Wally is brilliant but lazy, so he at least enjoys a fool’s paradise of endless coffee and donuts while his co-workers clean up his messes. The P.H.B. is neither smart nor industrious, so he is forever on top, reaping the rewards of everyone else’s toil. Dogbert, an inveterate scammer with a passing resemblance to various trickster deities, makes out best of all.” Compare with the famous observation that executives are sociopaths, management are clueless, and the workers losers. Yeah, it’s interesting to compare Rao and Adams. Rao formulated his Gervais Principle as a specific response to Adams’ Dilbert Principle, which I guess means Rao thought Adams got it wrong. Did he? The Pointy Haired Boss seems to go back and forth between Clueless and Sociopath, which is probably why Rao thought Adams’ work fell short. Dogbert is clearly Sociopath, but has no permanent role in the corporation, and doesn’t really represent a real thing you can be - his character was a ridiculous scammer who succeeded at near-impossible endeavours (like convincing people he was a Nostradamus-style mystical prophet) because the logic of the strip demanded it. Later, Adams foregrounded the CEO character more, maybe to create a purer Sociopath, letting the Boss go closer to Clueless. This is making me somewhat regret accusing Adams of wanting to be the Pointy-Haired Boss. It would have been fairer (and less of an accusation/surprise) to accuse him of wanting to be Dogbert. But again, Dogbert doesn’t represent a real thing you could be, which might have been why the PHB made a better metaphor. (contra my claim, the cover of Win Bigly shows a mashup of Dogbert and Trump. Fine, Dogbert is a thing one person can be.) You can read my full review of The Gervais Principle here. cincilator writes: Scott Alexander, former tribune of nerds now says that the sneerclub was right about everything all along? I didn’t expect that, let me tell you. Several people interpreted me as attacking nerds. I disagree - I think I was attacking self-hating nerds, because nerdiness is fine and you shouldn’t have to hate yourself for it. To spell it out more explicitly: All nerds must eventually realize they’re not going to immediately dominate everything by intellect alone. This isn’t because intellect isn’t great, it’s because 1) it’s only one of many skills, and 2) you probably aren’t even the person with the most intellect. Again, every mildly-talented person has to face this realization, whether it’s a nerd realizing he won’t be the next Einstein or a jock realizing he won’t be the next LeBron. If someone deals with this using denial (one of Freud’s maladaptive defenses), you get the nerd who says no, I really am the next Einstein, ie a crackpot, aka the sort of person who gets featured on Sneerclub. If they deal with it using reaction formation (another of Freud’s maladaptive defenses), you get the self-hating nerd, aka the sort of person who joins Sneerclub4. If they just deal with it maturely instead of spinning up maladaptive defenses against it, they’re a nerd who is hopefully good-natured and accepting of their nerdiness, and hopefully does some good work in some specific small area, and changes the world in some specific small way (or some very large way, if they can work together with other people and get lucky). Bugmaster writes: I think Adams is basically correct. Yes, facts and evidence do exist and are real; but they have virtually no impact on anything socially important -- i.e., on anything important whatsoever. Memes and charisma and persuasion are what matters if you want to achieve life goals that extend beyound yourself and your immediate family. I worry that Adams (and you) are doing something where unless the average person can solve every problem by facts and intelligence alone, then facts+intelligence lose and memes and persuasion win. But the average person also can’t solve every problem by memes+persuasion alone! If Dilbert is an 80th percentile nerd, the 80th percentile persuader is - I don’t know, a used-car salesman? Dilbert’s probably earning more money, especially nowadays when he could make L5 at Google. And if Donald Trump is a 99.9999th percentile persuader, the 99.9999th percentile nerd is Ilya Sutskever. Probably most people would slightly prefer being Trump to Sutskever, but Sutksever does have a couple billion dollars, plus the more ethereal rewards of genius; it still seems like a pretty good deal. I also think you’re doing a sort of black-and-white thinking here. Every day, great persuaders like Sam Bankman-Fried and Elizabeth Holmes end up in jail, because in fact the things that they said were true were not true. Every day, smooth-talking charismatic manipulators successfully seduce the girl into bed with them, then totally fail to turn it into a happy stable marriage, because after a few years even the dumbest woman catches on and figures out whether her mate provides real value or not. Even Donald Trump has only a 37% approval rating, because he can’t make “we should alienate our allies over Greenland” sound plausible to most of the American people. When someone’s very good at it, persuasion sometimes helps them blur facts around the edges. But that’s it. Nobody except Scott Adams and a few psychotherapists ever go to hypnotist school. Most don’t even go to any formal persuasion classes. That’s because hypnotism/persuasion isn’t really a lifehack that helps you win all the time at everything. If the world’s best hypnotist asked a room of VCs for money with a stupid business plan, he would probably fail. This isn’t to say persuasion is useless, and in certain fields it can be very powerful indeed. But let’s not go crazy and start worshipping it. The grass is always greener on the other side. The nerd sits in his cubicle and thinks “If only I were more charismatic.” But the salesman with the bright teeth and the firm handshake thinks “Man, I bet I could get out of this dead-end job if only I were smarter.”5 … 4: The Part On Race And Cancellation (INCLUDED UNDER PROTEST) … Ilya Lozovsky writes: Ninety percent of this essay is brilliant — smarter and realer than anything anyone else has written about Adams — but the end lost me. It's too generous, to the point of being a whitewash. Adams was vicious and hateful and played a material role in convincing Americans to vote for actual fascism. I don't think it's right to "hand it to him." JJ McCullough (JJM’s Shortstack) writes: Good essay, but I think you kinda yadda-yadda'd away his racist rant, which was extremely explicit and extended. I think it was the opposite of a "bog-standard cancellation," which we think of as being a slightly unfair, overzealous policing of an at least slightly subjectively offensive comment, often from years ago. But Scott went on quite a long diatribe about why black people, as a group, are dangerous and undesirable to be around, and why he, personally, goes out of his way to avoid them. Some conservatives have tried to use "bog-standard" anti-woke logic in defending him, but no, his comments really are quite explicitly and undeniably racist, if that term has any useful definition at all. Alex Wotbot writes: Now, you quoted Adams saying: “the best advice I would give to white people is to get the hell away from black people; just get the fuck away” If this was the intended point, does it really make sense that only the far-left freaked out? It’s kind of important to mention this was within a hypothetical. Suppose a survey reported that 26% of a population believes “The phrase ‘It’s OK to be blonde’ is hate speech” and another 21% weren’t sure if they agree with the statement or not. Now suppose you were blonde, would you hang around that population? Now go read the February 2022 Rasmussen Reports survey. Please do better than this, I don’t want to have to Gell-Mann memoryhole this. Many people had strong opinions on this, so I have to respond to it. But first, I want to make it extra clear in capital letters: I AM DOING THIS IN THE COMMENTS POST, TO RESPOND TO YOUR COMMENTS, AND NOT BECAUSE I THINK IT IS THE MOST IMPORTANT THING. Certain people screenshotted the one paragraph of my ten thousand word essay that discussed this and posted it on Twitter, in order to make it look like I was joining in some kind of chorus of liberals reducing Adams to his worst moment. I posted what I thought was a no-nonsense, factual description of what happened, in order not to be accused of hiding it or covering it up. It was the least important part of my essay, I’m aware that writing about it at all opens me to attack from both sides, and I discuss it here only to respond to all of you who wanted to know my opinion on it. Just don’t screenshot it on Twitter and say “LOOK SCOTT IS STILL HARPING ON THE RACE THING”, that’s all I’m asking. That having been said… To make sure we’re all on the same page - Adams’ comments were prompted by this poll, conducted February 2023. The question was: “Do you agree or disagree with this statement: ‘It’s OK to be white’” Among blacks, 53% agreed, 26% disagreed, and 21% were “not sure”. Among whites, the numbers were 81/7/13. Here’s the video of Adams’ comments: Transcript: If nearly half of all blacks are not okay with white people - according to this poll, not according to me - that’s a hate group. And I don’t want to have anything to do with them. And I would say, based on the current way things are going, the best advice I would give to white people is to get the hell away from black people. Just get the f**k away. Wherever you have to go. Just get away. Cause there’s no fixing this. This can’t be fixed. You just have to escape. That’s what I did. I went to a neighborhood with a very low black population. Because unfortunately, there’s a high correlation between the density - this is according to Don Lemon, here I’m just quoting Don Lemon, who said when he lived in a mostly black neighborhood, there were a bunch of problems he didn’t see in white neighborhoods. So even Don Lemon sees a big difference, for your quality of living, based on where you live and who’s there. So I think it makes no sense whatsoever as a white citizen of America to try to help black citizens anymore. It doesn’t make sense. Because there’s no longer a rational impulse. And so I’m… I’m gonna, uh, I’m gonna back off from being helpful to black America, because it doesn’t seem like it pays off. Like I’ve been doing it all my life, and I’ve been… the only outcome is I get called a racist. That’s the only outcome. [cackles] It makes no sense to help black Americans if you’re white… it’s over. Don’t even think it’s worth trying. Totally not trying. Is this racist? I have a piece called Against Murderism, where I talk about why it’s so hard for people to agree on questions about “racism”. The summary: although it would be possible to have someone be purely, axiomatically racist - having it be a premise of their reasoning that they hate black people - in practice few people are like this. More typically, people have some argument more like: I don’t like [specific bad thing]
Inline links: https://substackcdn.com/image/fetch/$s_!KA_U!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fa2cb6162-0262-4c4c-8048-e8355f38967a_900x280.gif, If It’s Worth Your Time To Lie, It’s Worth My Time To Correct It, writes, writes, the famous observation that executives are sociopaths, management are clueless, and the workers losers, The Gervais Principle, writes, 4, writes, 5, writes, JJM’s Shortstack, writes, writes, this poll, Against Murderism