Athens

Article

Athens is a recurring place in the Astral Codex Ten archive, appearing 23 times across 23 issues between August 23, 2021 and October 01, 2025. The archive places it in contexts such as “ATHENS, GREECE ( RSVP )”; “intellectual freedom (e.g., Athens, Venice, Renaissance Italy, the Dutch Masters, Elizabethan England)”; “site visits for Demosthenes at the Pnyx in Athens”. It most often appears alongside Germany, Discord, Europe.

Metadata

Category: Places
Mention count: 23
Issue count: 23
First seen: August 23, 2021
Last seen: October 01, 2025

Appears In

- Germany (11 shared issues)
- Discord (10 shared issues)
- Europe (10 shared issues)
- facebook (10 shared issues)
- Israel (10 shared issues)
- Berkeley (9 shared issues)
- Brazil (9 shared issues)
- France (9 shared issues)
- India (9 shared issues)
- London (9 shared issues)
- Nigeria (9 shared issues)
- Oxford (9 shared issues)

External Links

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.

Meetups Everywhere 2021: Times And Places

August 23, 2021 · Original source

ATHENS, GREECE (RSVP) Contact: Spyros Dovas, acx[dot]meetup[dot]athens[dot]greece[at]gmail[dot]com Time: 7:00 PM, Sunday, September 26 Location: Stavros Niarchos Foundation Cultural Center, at the tables by the main entrance to the Library (360 view), I will have a red balloon marking the exact table(s). If it rains we will move under the big "roof" upstairs. Coordinates: https://w3w.co/sued.scouts.slows Notes: It will be really great if we manage to establish a small community of people that enjoy and get inspired reading ACX in Athens.

Inline links: RSVP, 360 view, https://w3w.co/sued.scouts.slows

ATHENS, GA (RSVP) Contact: TW, ttaskward[at]gmail[dot]com Time: 6:00 PM, Sunday, September 26 Location: State Botanical Garden, outside the Garden Club of Georgia. I will be in a red shirt at the front fountain closest to the greenhouse. Coordinates: https://w3w.co/pouts.succeeds.quilting

Inline links: RSVP, https://w3w.co/pouts.succeeds.quilting

Highlights From The Comments On Modern Architecture

October 04, 2021 · Original source

Don't think of this as "progress". We also see change in the opposite direction; e.g., the gradual naturalization of Greek art from the Archaic, through the Classical, and into the Hellenistic era. Art around the world has always cycled between the poles of naturalistic realism and abstract spiritualism. The former tends to appear in times of wealth, safety, sea trade, and intellectual freedom (e.g., Athens, Venice, Renaissance Italy, the Dutch Masters, Elizabethan England); the latter, in times of great crisis. I think this is because abstract art is, seemingly without exception, more spiritual in its motivation.

ACX Grants ++: The First Half

February 03, 2022 · Original source

#3: Acoustics Of Historical Speeches I use acoustic simulation to investigate historical accounts of speeches to large numbers of people (see Benjamin Franklin's experiment on George Whitefield's audible range for an example). This requires visiting sites of speeches to take geometric and sound pressure measurements, and some archival research for background on the sites. Once I have this information I can build a computer acoustic simulation with my own software setup. I've already done this for Whitefield, Julius Caesar, and Elizabeth I. I'm now trying to raise $10,000 for site visits for Demosthenes at the Pnyx in Athens, Henry V at Agincourt ("Band of Brothers" speech), and Abraham Lincoln's Gettysburg Address. Because of the project is so interdisciplinary, it's hard to find funding through standard channels. If you or anyone else is interested in funding science to learn more about history, email me at boren@american.edu.

Book Review: Sadly, Porn

February 16, 2022 · Original source

The main message I get here is “Teach really likes talking about classical Athens”:

This was not the case for the Greeks, not at the beginning, anyway. Personal morality was inseparable from the state’s morality, they were not overlapping, they were the same single thing, but in the opposite way you’re imagining it, not because the State was all powerful but because the state was themselves. Personal morality vs. social standards:L public behavior vs. private thoughts - for at least 50 years it would have been inconceivable to an Athenian that those were different things. I don’t mean they thought whatever the state wanted them to think, that’s as meaningless as saying people think what their brains want them to think. And I do not mean there weren’t bad people; I mean there was no recourse to the psychological position of “I’m not a bad person, I just did a bad thing”. When we say the Athenian democracy required full participation, it should be taken literally. The citizens didn’t just make up their own laws or fight their own wars, they thought the same thought: the state was the highest - not power, not might - but good. The highest good. Think about this. Think about whether you can think about this. Think about whether you have no other way to think about this except to think “O’Brien” - assuming you could even think “O’Brien” and not default to “Hitler”. Yet early Athens was not a surveillance state, it did not need to know - thought admittedly every government will patronizingly embrace its sycophants - it left the accumulation of knowledge and power to the citizens so they could act, as it. This is why that period of history is so unique and so unrepeatable. For the first time and the only time and never since time, knowledge was used for action; the purpose of knowledge was to act; the purpose of earthly knowledge was to be able to act like gods without restraint. Not only for a handful of “great men”, they all thought this, it was the cultural standard. And then the war came, and the plague came, and the plague came again, and the sophists came, and the idea of man’s greatness through obligation became more fantastical than 12 hairless gods on a cold mountaintop wrapped in bedsheets, or on them. What good are gods in heaven if they won’t send my neighbor to hell? For all but a few, math became arithmetic and philosophy became accounting, and getting some power was far less satisfying than depriving the other of theirs. And here we are.

His relationship with Athens is kind of love-hate. On the one hand, their direct democracy was a rare case in which people managed to resist the urge to enslave themselves. On the other, they misused the direct democracy pretty badly, and their resistance waned further and further until finally:

My Bet: AI Size Solves Flubs

June 07, 2022 · Original source

Marcus had previously shown that GPT-2 could reason accurately about the languages of well-known places and big countries. For example, if you prompt it with “I grew up in Athens, I speak fluent…”, then it will say “Greek”. Here he shows that it can’t do that with smaller, less obvious locales:

Your Book Review: The Dawn Of Everything

June 10, 2022 · Original source

in any true Northwest Coast settlement hereditary slaves might have constituted up to a quarter of the population. These figures are striking. As we noted earlier, they rival the demographic balance in the colonial South at the height of the cotton boom and are in line with estimates for household slavery in classical Athens.

Meetups Everywhere 2022: Times & Places

August 26, 2022 · Original source

VIENNA, AUSTRIA Contact: Manuel, manuel[dot]turonian[at]gmail[dot]com Time: Saturday, September 10, 2:00 PM Location: Wiener Stadtpark at the Strauss Monument; will have an ACX Meetup sign. Coordinates: 8FWR693H+GP2 Event link(s): LessWrong Group info: Rationality Vienna is a group of about 30 people who meet once a month in person or via Zoom. You can join our Facebook group. Notes: We may want to shift to an indoor location depending on weather and the local Covid numbers. BRUSSELS, BELGIUM Contact: Bruno D, bruno[dot]astral[dot]codex[at]gmail[dot]com Time: Sunday, September 18, 4:00 PM Location: Guingette Henri, George Henri parc Coordinates: 9F26RCWC+84 Event link(s): LessWrong SOFIA, BULGARIA Contact: Anastasia, sofia[dot]acx[dot]meetup[at]gmail[dot]com Time: Saturday, September 17, 4:00 PM Location: Shade Garden (Сенчестата градинка; part of Borisova garden) Coordinates: 8GJ5M8GW+J9 Event link(s): LessWrong Group info: Sofia ACX started with last year's Meetups Everywhere round. We have Serious Meetups once per month at which we discuss a blog post, a short story, or a book (for instance, The Scout Mindset, The Money Illusion, The Metropolitan Man); and sporadic non-serious social meetups that mostly include getting dinner, going on a walk, watching a film, or playing board games. Attendance hovers around 6-8 people out of a pool of 13. People get invited to the Discord server after they've attended at least one in-person meetup. ZAGREB, CROATIA Contact: DJStern, dorian[dot]sternvukotic[at]gmail[dot]com Time: Saturday, September 3, 6:00 PM Location: Krivi Put Coordinates: 8FQQRX38+V6W Event link(s): LessWrong Group info: Croatian LessWrong active group communicates mainly through a Telegram group, we meetup semi regularly, approx once a month. The group is mostly social, and the meetups are not structured (sometimes we all just meet at a random party) Notes: Send me an Email and I will add you to a Telegram group where everything (active) LessWrong Croatia/Zagreb happens LIMASSOL, CYPRUS Contact: Arseniy, runescape[at]list[dot]ru, @anchorheld (Telegram / Instagram) Time: Saturday, September 3, 12:00 PM Location: By the Municipal Zoo Coordinates: 8G6MM3M3+Q6 Event link(s): LessWrong Notes: Please hit me up on Mail, Telegram, or Instagram if you're actually going PRAGUE, CZECH REPUBLIC Contact: Jiri Nadvornik, jiri[dot]nadvornik[at]efektivni-altruismus[dot]cz Time: Thursday, October 6, 6:00 PM Location: Garden of Dharmasala Teahouse Coordinates: 9F2P3CRW+FP7 Event link(s): LessWrong, Facebook event COPENHAGEN, DENMARK Contact: Søren Elverlin, soeren[dot]elverlin[at]gmail[dot]com Time: Saturday, September 24, 3:00 PM Location: Rundholtsvej 10, 2300 København S Coordinates: 9F7JMH38+GFP Event link(s): LessWrong, Facebook event, Meetup.com Notes: Please RSVP on LessWrong TALLINN, ESTONIA Contact: Andrew W, andrew_n_west[at]yahoo[dot]co[dot]uk Time: Monday, September 26, 7:00 PM Location: St Vitus, Tallinn. I don't know if anyone will turn up, but I'll be wearing a suit, a beard, and a book. Coordinates: 9GF6CPRH+MQ Event link(s): LessWrong HELSINKI, FINLAND Contact: Joe Nash, joenash499[at]gmail[dot]com Time: Saturday, September 3, 4:00 PM Location: Restaurant Töölönranta, Helsinginkatu 56 Coordinates: 9GG65WMJ+2J Event link(s): LessWrong Group info: LessWrong group FONTAINEBLEAU, FRANCE Contact: Ebrahim Akbari, ea[dot]akbari[at]gmail[dot]com Time: Saturday, September 10, 6:00 PM Location: Glasgow bar, Fontainebleau Coordinates: 8FW4CP32+J8 Event link(s): LessWrong PARIS, FRANCE Contact: Olivier, w20l2qtf[at]mailer[dot]me, We have a Discord and a matrix server (both servers are bridged together) Time: Friday, September 23, 6:00 PM Location: In the jardin du carrousel, next to jardin des Tuileries Coordinates: 8FW4V86J+GH Event link(s): LessWrong Group info: Regular meetups organized via discord or the newsletter every 3 months with around 20 people. Notes: We have a mailing list if you are interested in future meetups. Please don't hesitate to send me an email to RSVP that you're coming to help gauge the interest. TOULOUSE, FRANCE Contact: Alfonso, barsom[dot]maelwys[at]gmail[dot]com Time: Saturday, October 8, 7:00 PM Location: Bar 'Le Biergarten' (60 Gd Rue Saint-Michel, 31400 Toulouse). We'll be sitting at a table with an ACX MEETUP sign on it. Coordinates: 8FM3HCQW+9H Event link(s): LessWrong Notes: Please RSVP by email TBILISI, GEORGIA Contact: Evgenia Karunus, lakesare[at]gmail[dot]com, https://twitter.com/lakesare Time: Saturday, September 17, 7:00 PM Location: Coffee Place Coordinates: 8HH6MRQ2+WH Event link(s): LessWrong AACHEN, GERMANY Contact: Jörn, acx[at]j[dot]stoehler[dot]eu Time: Tuesday, September 27, 7:00 PM Location: Chico Mendes Coordinates: 9F28Q3HJ+9Q Event link(s): LessWrong Notes: Please RSVP here so I can reserve the right number of tables. BERLIN, GERMANY Contact: Ruben Arslan, ssc[at]alphabattle[dot]xyz Time: Sunday, October 2, 2:00 PM Location: Südplateau Fritz-Schloss-Park Coordinates: 9F4MG9H4+4X Event link(s): LessWrong, Google Calendar Notes: Please RSVP on LessWrong. I'll bring some beverages. COLOGNE, GERMANY Contact: Marcel Müller, marcel_mueller[at]mail[dot]de Time: Saturday, October 8, 5:00 PM Location: Marienweg 43, 50858 Köln, private venue, just ring the bell or follow the sign. Coordinates: 9F28WRMX+96H Event link(s): LessWrong Group info: LW / ACX / Rationalist meetup group. Monthly, mostly social meetups. Other activities welcome. Unless noted otherwise we will meet at Marienweg 43 in 50858 Cologne on the 2nd Saturday of each month at 5 pm. Please email me to be added to our mailing list where deviations will be posted. Caution! September Meetup will be at a different venue! Notes: If you read this you are welcome. Our Covid rules are still in effect: You must be tested negative on the same day. Self tests will be available at the meetup. If there is any problem, like you do not find us or I did not see your mail, call me +491788862254. FREIBURG IM BREISGAU, GERMANY Contact: Omar, info[at]rationality-freiburg[dot]de Time: Friday, October 14, 6:00 PM Location: FlexRooms, Salzstr. 1, 79098 Freiburg. We will carry a cardboard sign saying “Rationality Freiburg”. Coordinates: 8FV9XVV2+V56 Event link(s): LessWrong, Meetup.com, Website Group info: The group started in May 2022 and before the summer break we had five meetups with 4-11 people attending. Every two weeks seems like a good rhythm, but nothing is set in stone. So far we always read something beforehand and then discussed it, as well as trying some practical exercises such as TAPs and Personal Calibration. Afterwards we went to have dinner and continued talking about everything and anything for hours. Everything is new and flexible, so come and help us improve! Notes: We have a Signal messenger group and ask you to attend a meetup once to be able to join. HAMBURG, GERMANY Contact: Gunnar Zarncke, g[dot]zarncke[at]gmail[dot]com Time: Saturday, September 17, 5:00 PM Location: Kleine Wallanlagen on the lawn near Memorial Holstenglacis. Look for pink blankets; I will also have an ACX sign. Here is an Open Street Map link which also shows the short-cut tunnel from the subway station. Coordinates: 9F5FHX4H+RXC Event link(s): LessWrongLessWrong Notes: Please RSVP on LessWrong KARLSRUHE, GERMANY Contact: Marcus Wilhelm, mail[at]marcuswilhelm[dot]de Time: Saturday, September 24, 3:00 PM Location: Botanischer Garten Karlsruhe Coordinates: 8FXC2C72+85X Event link(s): LessWrong Group info: We meet weekly, alternating offline and online, see our LessWrong page KASSEL, HESSEN, GERMANY Contact: Tobias, Sphinxfire[at]outlook[dot]de Time: Saturday, September 10, 2:00 PM Location: Friedrichsplatz, to the left of the DocumentaHall Coordinates: 9F3F8F6X+R6 Event link(s): LessWrong Group info: Telegram group Notes: Please join the Telegram group if you are interested in coming. It will be helpful for coordinating something beyond 'let's just see who shows up and take it from there', plus, it will also make me feel a lot better on a purely subjective level if I know beforehand that at least one other person is interested. If you prefer the surprise factor of 'knowing as little as possible about who you're going to meet', you can also just write me via E-mail, of course. LEIPZIG, GERMANY Contact: Gunther Forderung, notavailable[at]riseup[dot]net Time: Tuesday, October 4, 6:00 PM Location: In the Lene-Voigt-Park, in the secluded area opposite of the swings Coordinates: 9F3J8CM2+PF Event link(s): LessWrong TÜBINGEN, GERMANY Contact: Emma, emma[dot]tuebingen[at]gmail[dot]com Time: Sunday, October 23, 6:00 PM Location: The ACX/SSC meetup and dinner (with vegan options) will be on October 23rd at the Annette Kade dormitory (Mohlstraße 44, 8FWFG3H5+XR). If you’d like to attend, please write me an email, and I’ll send you an invitation to our WhatsApp group. Coordinates: 8FWFG3H5+XR Event link(s): LessWrong Notes: Please email me to get my phone number. If a lot of people are out of town for the holidays and can't come we could meet on, say, October 1st. I would like to know how many people to expect. ATHENS, GREECE Contact: Spyros, spyros[dot]dovas[at]gmail[dot]com Time: Monday, September 5, 7:00 PM Location: On the plaza in front of the National Library Coordinates: 8G95WMQR+WRP Event link(s): LessWrong, Meetup.com Group info: We have organized 2 events so far, fall and spring, we just sit around and discuss. We have a Whatsapp group that hasn't picked up momentum yet. Notes: Please RSVP on LessWrong or Meetup.com BUDAPEST, HUNGARY Contact: Tim Underwood, timunderwood9[at]gmail[dot]com, WhatsApp 19513120591 Time: Sunday, September 11, 2:00 PM Location: Champs Sziget bar on Margit Sziget, near the front. I'll have a big hardcover copy in Hungarian of a book by Richard Dawkins. Coordinates: 8FVXG2CW+2H Event link(s): LessWrong Group info: We've been meeting in Budapest for two years now, with our first meeting being the 2020 ACX meetups everywhere. We meet about once a month, and usually we have two articles that are suggested reading that we discuss. CORK, IRELAND Contact: Mikey, Godojhana[at]gmail[dot]com Time: Thursday, September 29, 6:00 PM Location: If sunny: The Lough. If not, then the game arcade on the parade Coordinates: 9C3HVGQ7+JQ Event link(s): LessWrong DUBLIN, IRELAND Contact: Lucius, lucius[at]bushnaq[dot]de, LessWrong profile Time: Sunday, October 2, 12:30 PM Location: Clement & Pekoe, William Street South, Dublin 2. We'll be sitting inside, and there'll be a sign with ACX written on it on the table Coordinates: 9C5M8PRP+JV Event link(s): LessWrong Group info: LessWrong FOLIGNO, ITALY Contact: Mauro, orfino[at]yandex[dot]com, LW profile, Telegram Time: Saturday, September 24, 5:00 PM Location: Parco dei Canapé, at the open air cafe, ask the barista Coordinates: 8FJJXP22+HC Event link(s): LessWrong Notes: Please RSVP on LessWrong so I know how much food to get. No kids please. MILANO, ITALY Contact: Raffaele, raffa[dot]mauro[at]gmail[dot]com Time: Friday, September 16, 6:30 PM Location: Viale Luigi Majno, 18, 20129 Milano MI - Primo Ventures / T8P, IInd floor. Coordinates: 8FQFF6C4+9C Event link(s): LessWrong Group info: We meet once per month. The group started in May 2022. Notes: Please RSVP by email by the 1st of September PADOVA, ITALY Contact: Carlo, carlo[dot]martinucci[at]gmail[dot]com Time: Saturday, October 1, 3:30 PM Location: Prato della Valle, fountain in the middle. I'll be carrying a sign with ACX MEETUP on it :) Coordinates: 8FQH9VXG+9J Event link(s): LessWrong Notes: We'll probably find a bar to have a hot chocolate or tea or something :) PISA, ITALY Contact: Raffaele, raffaelesalvia[at]alice[dot]it Time: Saturday, October 22, 5:00 PM Location: We will meet in Piazza dei Cavalieri, near the steps of Palazzo della Carovana Coordinates: 8FMGPC92+R44 Event link(s): LessWrong ROMA, ITALY Contact: Grigorio, greghero12[at]gmail[dot]com, Facebook, +393920366026 Time: Saturday, October 8, 6:00 PM Location: We'll be around Gardenie metro station, at the benches, and I will be wearing a red shirt and sitting on top of the station to be seen Coordinates: 8FHJVHP9+8F Event link(s): LessWrong Group info: We meet around 20-25 times a year but it is asymmetrical, focused in summer, Christmas and Easter. We discuss opinions, engage in circling, play games where we spot logical fallacies and biases by attacking our members ideological weakpoints and formalize some debating stances. Occasionally we find the willpower to devote meetups in steelmanning and understanding the outgroup (roughly 4-5 times a year) Notes: If you are into ACX enough to see this post, I believe we have enough common ground to be worth meeting each other. Aren't you curious who else is within this niche community in Rome? Come on, take a leap of faith. P.S. Would be nice if you sent me a message in WhatsApp with your name and probability of attendance, but I love walk-ins just fine. No space limit after all ;-) RIGA, LATVIA Contact: Andis, cerulean[dot]lemniscate[at]protonmail[dot]com Time: Saturday, September 17, 4:00 PM Location: Bastejkalns (on top of the hill) Coordinates: 9G86X426+Q5Q Event link(s): LessWrong AMSTERDAM, NETHERLANDS Contact: Pierre, pierreavdb[at]gmail[dot]com Time: Saturday, September 10, 3:00 PM Location: Kanarie Klub (Bellamyplein 51, 1053 AT Amsterdam) Coordinates: 9F469V89+W4 Event link(s): LessWrong Group info: The rationality community is growing in the Netherlands, and we're now planning on having monthly meetups! Join the Rationality NL Discord server. Notes: Please RSVP on LessWrong so I can plan a different venue if needed DELFT, NETHERLANDS Contact: Pierre Bongrand, bongrand[dot]pierre[at]gmail[dot]com, 0033620644013 (Whatsapp/Telegram/Signal) Time: Thursday, September 22, 6:30 PM Location: Delftse Hout Beach, on the grass, in the center of the beach, I will be wearing a red T-shirt and carrying a sign with ACX MEETUP on it. Coordinates: 9F4629FG+66 Event link(s): LessWrong HATTEM, NETHERLANDS Contact: Shoshannah, shos[dot]rationality[at]gmail[dot]com, Discord: Dark#0849 Time: Saturday, October 8, 2:00 PM Location: Lijsterbeslaan 6, Hattem Coordinates: 9F48F378+PR Event link(s): LessWrong, Facebook event Group info: We support and coordinate groups across the country, including everything from social meetups to structured events and applied rationality. The intention is to connect all Dutch rationalists and rationalists in the Netherlands. We also discuss rationality topics online and coordinate events on our Discord server. Notes: Feel free to bring kids. Ours will be there :) Also, please park 't Heem if you are coming by car. It's a 2 minute walk to our house. HELMOND, NETHERLANDS Contact: Rutger, silvery[dot]swift[at]protonmail[dot]com Time: Saturday, September 17, 3:00 PM Location: De Motte (On top of the hill). Nearest road is Palladio. Coordinates: 9F37FMC5+VR Event link(s): LessWrong THE HAGUE, NETHERLANDS Contact: Kristof Redei, acxmeetup[at]kristof[dot]me Time: Wednesday, September 14, 6:00 PM Location: Paleistuin, Prinsessewal, 2513 EE Den Haag, Netherlands. We'll have a picnic blanket with an ACX sign on the large central field, somewhere near the playground. Coordinates: 9F4638J3+GP Event link(s): LessWrong, Facebook event Notes: Please RSVP on Facebook if possible! All ages/species welcome. If it's not outdoor weather, we'll go to The Bookstor Cafe next door as a backup. OSLO, NORWAY Contact: Hans Andreas & Jonas, acxoslomeetup[at]gmail[dot]com Time: Saturday, September 17, 1:00 PM Location: Look for the sign of Moloch at Café Billabong - Bogstadveien 53B 0366 Oslo Coordinates: 9FFGWPH7+QP Event link(s): LessWrong, Meetup.com Group info: We're hoping to do at least a quarterly meetup, but we'll base it on the turnout and enthusiasm of this event. Notes: The cafe has historically been accepting of guests' not ordering--please don't let financial reasons keep you away! GDAŃSK, POLAND Contact: Frank, frankastralcodexten[at]gmail[dot]com, Discord: frhrpr#1663 Time: Saturday, August 27, 3:00 PM Location: Next to Park Kuźniczki, opposite the train station, on the circular benches around the water pump; I will be wearing a red armband Coordinates: 9F6W9JJ4+JW Event link(s): LessWrong KRAKÓW, POLAND Contact: Mateusz Bagiński, bagginsmatthew[at]gmail[dot]com Time: Saturday, September 17, 2:30 PM Location: Celna 6/9, the office of the Optimum Pareto Foundation Coordinates: 9F2X2WVX+V2 Event link(s): LessWrong, Facebook event Group info: We meet every month, here is our Facebook group. LUBLIN, POLAND Contact: Piotr, piotrekzlublina[at]gmail[dot]com Time: Saturday, September 17, 5:00 PM Location: Między Słowami cafe, Rybna 4, Lublin Coordinates: 9G346HX8+FX Event link(s): LessWrong POZNAŃ, POLAND Contact: Ofelia Kerr, ofel[dot]kerr[at]gmail[dot]com, Discord: ofelia#0001 Time: Saturday, October 8, 6:00 PM Location: Van Gogh Pub, Żydowska 12, 61-761. I'll most likely be on the ground floor and I'll have an ACX sign. Coordinates: 9F4RCW5P+X3F Event link(s): LessWrong WARSAW, POLAND Contact: Michał, rationalwarsaw[at]gmail[dot]com Time: Sunday, September 4, 6:00 PM Location: Południk Zero, Wilcza 25 Coordinates: 9G4362G8+2V Event link(s): LessWrong, Meetup.com Group info: The community of Warsaw LessWrong/SSC/ACX/etc. readers is active for over 8 years now. We're trying to organise regular monthly meetups. You can join our Facebook group or Meetup.com. LISBOA, PORTUGAL Contact: Luís Campos, luis[dot]filipe[dot]lcampos[at]gmail[dot]com Time: Saturday, September 10, 3:00 PM Location: Jardim Amália Rodrigues, close to Linha d'Água cafe, in the top of a hill, below a bunch of trees Coordinates: 8CCGPRJW+V8 Event link(s): LessWrong Group info: We've been meeting every month for around 1 year. Get in contact if you want to participate in the WhatsApp group. :) BUCHAREST, ROMANIA Contact: Tony, skyrimtracer[at]gmail[dot]com Time: Sunday, October 16, 3:00 PM Location: Plaza România Mall, Bd. Timișoara 26 - food court Coordinates: 8GP8C2HM+9X Event link(s): LessWrong Notes: Please RSVP by email CLUJ-NAPOCA, ROMANIA Contact: Marius Pop, pop[dot]marius[at]gmail[dot]com Time: Saturday, September 3, 11:00 AM Location: Deva Host, Strada Deva 1-7 Coordinates: 8GR5QH8F+MW Event link(s): LessWrong BELGRADE, SERBIA Contact: Ivica Bogosavljevic, ibogosavljevic[at]gmail[dot]com, Viber +381 65 3473 433 Time: Monday, September 12, 6:00 PM Location: Pool Cafe on Prve pruge Coordinates: 8GP2RCP7+G7 Event link(s): LessWrong Notes: Please RSVP on my Viber number, so I know how big the room we need. BRATISLAVA, SLOVAKIA Contact: Viliam, viliam[at]bur[dot]sk Time: Saturday, September 10, 3:00 PM Location: Medická záhrada, by the fountain Coordinates: 8FWV44X9+XW8 Event link(s): LessWrong Notes: I will post an announcement on LessWrong later. In case of rain, a new meeting place nearby will be announced there. LJUBLJANA, SLOVENIA Contact: Demjan Vester, demjan[dot]vester[at]gmail[dot]com Time: Wednesday, September 14, 6:00 PM Location: Probably Lili Novy bar, near modern gallery and park Tivoli Coordinates: 8FRP3F3X+6V Event link(s): LessWrong, Meetup.com Group info: We meet about 0.7 times a month. Notes: Please RSVP because last time we just barely got a place big enough. BARCELONA, SPAIN Contact: Alfonso, alfonso[dot]martinez[at]upf[dot]edu, WhatsApp +34693846738 Time: Sunday, October 2, 5:30 PM Location: Parc de la Ciutadella, by the Lion Catcher statue; I'll have an ACX sign Coordinates: 8FH495QP+96 Event link(s): LessWrong Notes: The idea is to sit on the grass; bring a foulard along for your comfort, or a foldable chair if preferred. Don't worry about the language: English, Spanish, Catalan, we'll find a way. MADRID, SPAIN Contact: Jaime, jaimesevillamolina[at]gmail[dot]com Time: Saturday, September 10, 5:00 PM Location: Teatro de títeres del Parque del Retiro. We'll be on the stands with an ACX sign Coordinates: 8CGRC897+F8C Event link(s): LessWrong Group info: We are an EA / rationality group, we've been active for around 5 years but have less in-person activity since the pandemic started. We have a WhatsApp group and a channel in the Spanish-speaking EA Slack. SEVILLA, SPAIN Contact: Edu, edur[dot]acx[at]gmail[dot]com Time: Saturday, September 10, 8:00 PM Location: Parque de María Luisa. I'll be on the grass behind the Museum of Popular Arts and Traditions. I'll be the guy next to an ACX sign, a white wooden chair, and a cardboard ukulele with a tiny cardboard hat on it. Coordinates: 8C9P92F6+3RG Event link(s): LessWrong GOTHENBURG, SWEDEN Contact: Joacim, joacimj[at]gmail[dot]com Time: Saturday, September 24, 3:00 PM Location: Condeco Fredsgatan. I'll have a stack of three books on my table. Coordinates: 9F9HPX4C+39G Event link(s): LessWrong, Facebook event STOCKHOLM, SWEDEN Contact: Sal, niktonick[at]gmail[dot]com, Telegram Time: Sunday, September 25, 3:00 PM Location: Humlegården, Karlavägen. We will meet near blue gazebo, I will have 'ACX meetup' sign. Coordinates: 9FFW83RF+3M5 Group info: Facebook group BERN, SWITZERLAND Contact: Daniel, dd14214+acx[at]gmail[dot]com Time: Sunday, October 2, 4:00 PM Location: Grosse Schanze, at the statue in front of the main uni building, heading to the Pittaria if it's cold or raining Coordinates: 8FR9XC2Q+4G Event link(s): LessWrong GENEVA, SWITZERLAND Contact: Eric, eric[dot]c[dot]p[dot]meier[at]gmail[dot]com Time: Sunday, September 11, 4:00 PM Location: Park de la Grange, just towards the lake below Villa de la grange Coordinates: 8FR86548+J4 Event link(s): LessWrong Group info: We have a small persistent group who has tried to meet up once a month since last years Meetup. Notes: Feel free to bring other people you think would be interested! ZURICH, SWITZERLAND Contact: MB, acxzurich[at]proton[dot]me Time: Saturday, September 24, 3:00 PM Location: TBD Event link(s): LessWrong ISTANBUL, TURKEY Contact: J, jinai[dot]jyap[at]gmail[dot]com Time: Sunday, September 25, 4:00 PM Location: The House Cafe in Ortaköy. I am a young Asian woman and imagine I'll be easy to spot, but will also try to bring a sign with ACX MEETUP on it. Coordinates: 8GHF22XG+23P Event link(s): LessWrong, Partiful Group info: I do not live here; I am just digital nomading for an indefinite amount of time and would like to meet anyone who's here! Notes: Please RSVP via the Partiful link (you can RSVP as a Maybe)! BIRMINGHAM, UK Contact: Thomas Read, thomas[dot]read[dot]acx[at]gmail[dot]com Time: Saturday, September 3, 1:00 PM Location: We'll be at The Wellington, 37 Bennetts Hill, on the roof terrace if possible. I'll wear an orange shirt and have a sign saying ACX on the table. Coordinates: 9C4WF3JX+7Q Event link(s): LessWrong Notes: It's only a few minutes walk from the stations, so hopefully people can join from all over the West Midlands! BRIGHTON, UK Contact: Alan Enright, alanenright[at]protonmail[dot]com Time: Saturday, September 10, 11:00 AM Location: We'll be at the Alcampo Lounge on London Road—we will try and get a table on the raised area in front of you and to the left as you come in but will also have a little ACX sign. Coordinates: 9C2XRVM6+3X Event link(s): LessWrong, Meetup.com BRISTOL, UK Contact: Nick Lowry, bristoleffectivealtruism[at]gmail[dot]com Time: Saturday, September 24, 2:00 PM Location: We’ll be meeting at entrance closet to Tesco Express in the Galleries, Bristol City Centre Coordinates: 9C3VFC45+RJM Event link(s): LessWrong, Facebook event, Meetup.com Group info: Meet twice monthly for socials, more regular 'productive' meetups. Been active for 3+ years, please message for WhatsApp group CAMBRIDGE, UK Contact: Hamish Todd, hamish[dot]todd1[at]gmail[dot]com Time: Saturday, September 17, 2:00 PM Location: Bath House Pub, UPSTAIRS!! I will have a copy of Peter Singer's The Most Good You Can Do Coordinates: 9F426439+J9 Event link(s): LessWrong, Facebook event Group info: We meet on the third Saturday of every month. The group has been around almost a year and is well-attended! Notes: My phone/WhatsApp number is +44 0730 *** 3550, where the *** are replaced by the serial number of the Boeing plane whose first flight was on September 2, 1998. Email me to get on the mailing list for future events if you'd like that :) CARDIFF, WALES Contact: AF, strmnova[at]gmail[dot]com Time: Friday, September 16, 5:00 PM Location: Little Man Coffee (note new location!) Coordinates: 9C3RFRHH+W2 Event link(s): LessWrong EDINBURGH, SCOTLAND, UK Contact: Sam, acxedinburgh[at]gmail[dot]com Time: Saturday, September 24, 2:00 PM Location: Pleasance Cafe. Go through the arch and the door to the cafe is on your left Coordinates: 9C7RWRW9+M8 Group info: ~Monthly meetups, often in Pleasance Cafe but have experimented with other locations. Email me to join the mailing list & WhatsApp group. LANCASTER, UK Contact: Gruffydd Gozali, gruffyddgozali[at]gmail[dot]com Time: Saturday, October 15, 3:00 PM Location: Lancaster University Library, will be on the ground floor by the tree wearing an EA shirt. Coordinates: 9C6V2657+WJR Event link(s): LessWrong LINCOLN, UK Contact: Tobias, tobias[dot]showan[at]yahoo[dot]co[dot]uk Time: Saturday, September 10, 2:00 PM Location: Nosey Parker pub, I'll bring a little paper ACX sign. Coordinates: 9C5X6C9R+XJ Event link(s): LessWrong LONDON, UK Contact: Edward Saperia, edsaperia[at]gmail[dot]com Time: Sunday, September 25, 2:00 PM Location: Newspeak House Coordinates: 9C3XGWGH+3F7 Event link(s): LessWrong, Facebook event, Meetup.com, Eventbrite Group info: You can join our mailing list or our Meetup.com group MANCHESTER, UK Contact: Matthew Gibson, melkartmtg[at]hotmail[dot]com Time: Sunday, September 18, 11:00 AM Location: Sackville Gardens, Alan Turing Memorial Coordinates: 9C5VFQG7+MH Event link(s): LessWrong NEWCASTLE UPON TYNE, UK Contact: Joshua William, iamjoshwilliam[at]icloud[dot]com, Telegram Time: Saturday, September 3, 12:30 PM Location: Trinity Square, High Street Gosforth. You can get the bus to Gosforth from the city center just outside the famous 'Tyneside Cinema' (bus number: 30, 31, or 35 at Monument Pilgrim Street bus stop), or you can take a walk if you want to get your 'steps' in (if you'd like to do the latter, send me an email and I'll send you the directions), which takes ~60-min. Coordinates: 9C7W294H+5V Event link(s): LessWrong Group info: To my knowledge, there isn't an ACX meet up in this city, or region of the UK, though if there is a demand for a reoccurrence, I'd be happy to keep facilitating such. I'd also happily formulate a WhatsApp group if theres interest, after the meet up. Notes: We have a deli, '1901 cafe', on the square, which we can grab an immediate bite to eat at [so save some hunger if you'd like to do that]. There's a safe [and lovely] park with some benches just by the way, which, if the weather is nice, we can sit at after a bite to eat, or, otherwise, we can remain in the cafe. OXFORD, UK Contact: Sam, ssc[at]sambrown[dot]eu, There's a Signal group people can join :) contact Sam for info Time: Wednesday, October 19, 6:30 PM Location: The Star, Rectory Road, Oxford. We'll be in the beer garden round the back, with a sign ?? Coordinates: 9C3WPQX6+QP9 Event link(s): LessWrong, Facebook event, Meetup.com Group info: We run socials every months, and applied rationality workshops from time to time! Notes: Please RSVP on any of the platforms (or email) for free pizza PENRYN, CORNWALL, UK Contact: mini t, tminns[at]btinternet[dot]com Time: Saturday, August 27, 3:00 PM Location: glasney playing field and valley Coordinates: 9C2P5V8V+P9 Event link(s): LessWrong Notes: I don't mind rescheduling, or organizing another event, not many people are likely to turn up this far out of the way.

HUNTSVILLE, AL Contact: Mike, mjhouse[at]protonmail[dot]com Time: Saturday, September 3, 3:00 PM Location: Barnes & Noble – 300 The Bridge St #100, Huntsville, AL 35806. I'll be in the cafe with a sign that says ACX MEETUP on it. Coordinates: 866MP88H+53 Event link(s): LessWrong Notes: Barnes & Noble has an area for little kids. If you want to bring a service animal, that's probably fine, but I doubt they allow pets. PHOENIX, AZ Contact: Ben Morin, benjamin[dot]j[dot]morin[at]gmail[dot]com Time: Saturday, October 15, 1:00 PM Location: Thirsty Lion Pub in Tempe. I will have a table with an ACX sign. Coordinates: 8559FVVQ+6C Event link(s): LessWrong Group info: This will be our 5th meetup (started during the meetups everywhere last year). Notes: Please email if interested to be added to the email list, even if you can't make this event BELMONT, CA Contact: Moshe Z., belmont-acx[at]devskillup[dot]com Time: Sunday, September 4, 2:00 PM Location: Twin Pines Park, Picnic Tables. The table will have some sign saying 'ACX Meetup' on it. Coordinates: 849VGP8C+RRG Event link(s): LessWrong Group info: You can join the mailing list here. BERKELEY, CA Contact: Scott Time: Sunday, September 18, 1:00 PM Location: Rose Garden Inn, a rationalist event space at 2740 Telegraph Ave. Come in through the front gate on Telegraph. Coordinates: 849VVP5R+X7V Event link(s): LessWrong Group info: The Bay rationality community has a mailing list, a Discord server, and a Facebook group. There are dinner meetups every Thursday at 7 PM in the East Bay, and occasional meetups in SF and South Bay. FILLMORE, CA Contact: Ryan, wiserd[at]gmail[dot]com, Discord: Wiserd#0906 Time: Saturday, October 1st, 6:00 PM Location: It's my house. There are a bunch of plants on the porch and garbage bins in the driveway. Coordinates: 856393VX+VQ Event link(s): LessWrong Notes: Please RSVP to my email or Discord. Kids and dogs are welcome in the back yard. Full vaccinations (on the honor system) and masks required. GRASS VALLEY, CA Contact: Max Harms, raelifin[at]gmail[dot]com Time: Saturday, September 10, 2:00 PM Location: Condon Park by the prospector statue. In the case of rain we'll change the location to a residence, so RSVP to get updated! Coordinates: 84FW6W8H+C5 Event link(s): LessWrong IRVINE, CA Contact: Nick C, cohenskijanuary1[at]mail[dot]com Time: Saturday, October 1, 2:00 PM Location: University Town Center Coordinates: 8554M526+7H Event link(s): LessWrong Group info: We meet once a month at the same location. LOS ANGELES, CA Contact: Vishal Prasad (koreindian), vprasadcs[at]gmail[dot]com, Contact me on Discord. I am "Vishal" on the server. Time: Saturday, October 8, 6:30 PM Location: 11841 Wagner St., Culver City, CA 90039 Coordinates: 8553XHWM+GP Event link(s): LessWrong Group info: We meet weekly every Wednesday. We have been around for over 8 years. We discuss articles, watch movies, lift weights. We have a Discord server, a LessWrong group, and a website! Notes: Please RSVP on LessWrong so I know how much food to get. NEWPORT BEACH, CA Contact: Michael M, michaelmichalchik[at]gmail[dot]com Time: Saturday, August 27, 2:00 PM Location: Picnic tables next to 1900 Port Carlow community clubhouse. The park is verdant and pleasant and easy to access. Free street parking nearby. In case of bad weather, we have a couple of near by places to relocate to. Coordinates: 8554J48R+WCX Event link(s): LessWrong, Facebook event Group info: We will meet most Saturdays at 2pm until whenever. There will be short suggested readings and question most weeks to spur conversation, but they are optional. Each week we will ask if people have had something happen recently that surprised them or changed the way they looked at the world. Something that should or did update their priors. Participation is optional. Notes: Its a public park with tables and BBQ's so you can bring food and well behaved pets. We may regularly go on casual walks in the surrounding area. SAN DIEGO, CA Contact: Julius, julius[dot]simonelli[at]gmail[dot]com Time: Sunday, October 9, 3:00 PM Location: We will meet up in Bird Park. I will be wearing a red shirt. Coordinates: 8544PVQ8+Q7 Event link(s): LessWrong, Meetup.com Group info: Join our Discord server SAN FRANCISCO, CA Contact: Derek Pankaew, derekpankaew[at]gmail[dot]com Time: Sunday, September 18, 11:00 AM Location: We'll between in the Panhandle, between Ashbury and Masonic, with a 'ACX' sign. Coordinates: 849VQHC3+V8 Event link(s): LessWrong SAN JOSE, CA Contact: David Friedman, ddfr[at]daviddfriedman[dot]com Time: Saturday, September 17, 2:00 PM Location: 3806 Williams Rd, San Jose, CA 95117 Coordinates: 849W825J+6P Event link(s): LessWrong Group info: Before Covid we hosted every month or two. No structure, just conversation and food. We feed everyone who is still there at dinner time. We have done it once or twice since Covid. I have an email list of interested people. Notes: Kids are welcome. Please RSVP to my email so I will have a rough count of how many we are feeding. SAN MARCOS, CA Contact: Eric F., EricF14159[at]gmail[dot]com Time: Sunday, September 25, 2:00 PM Location: Hollandia Park Soccer Field. At the tables near the top parking lot. Coordinates: 85544VW4+RV Event link(s): LessWrong BOULDER, CO Contact: Josh Sacks, josh[dot]sacks+acx[at]gmail[dot]com Time: Sunday, October 16, 3:00 PM Location: 9191 Tahoe Ln, Boulder, CO 80301 Coordinates: 85GP2V96+JQ Event link(s): LessWrong Notes: Please RSVP on LessWrong so we know ~ how many people to expect! CARBONDALE, CO Contact: Nick, naj[at]njarboe[dot]com Time: Saturday, September 3, 1:00 PM Location: Sopris Park - Center covered picnic tables - blue shirt with ACX sign on table Coordinates: 85FJ9QXP+QMF Event link(s): LessWrong DENVER, CO Contact: Ian Philips, iansphilips[at]gmail[dot]com, Discord: palebone#2796 Time: Sunday, October 2, 11:00 AM Location: We'll be in the backyard patio of St. Mark's Coffee House. I'll wear a white shirt with (my brothers') baby faces on it and have a brown hat on. Coordinates: 85FQP2VP+9R Event link(s): LessWrong Group info: We meet typically 4 times a year. LAKEWOOD, CO Contact: Steven Zuber, stevenjzuber[at]gmail[dot]com Time: Wednesday, October 5, 7:00 PM Location: We meet in the clubhouse located in this townhome community: 8769 W Cornell Ave Lakewood, CO 80227 Coordinates: 85FPMW64+MW Event link(s): LessWrong, Meetup.com Group info: We meet the first Wednesday of every month. Informal, casual atmosphere with occasional presentations by people. Notes: Check the Meetup page or Facebook group for updates. FAIRFIELD, CT Contact: Justin Barclay, barclay[dot]justin[at]gmail[dot]com Time: Saturday, September 10, 10:00 AM Location: South Pine Creek Beach. I'll set up near the lifeguard stand. Coordinates: 87H84PCH+CM Event link(s): LessWrong MANCHESTER, CT Contact: Mike, park-mike[at]outlook[dot]com Time: Saturday, September 17, 5:00 PM Location: Near flagpole on top of hill Coordinates: 87H9QFFH+J7 Event link(s): LessWrong NEW HAVEN, CT Contact: RM, acx[dot]meetup[dot]nhv[at]gmail[dot]com Time: Sunday, September 18, 12:30 PM Location: Cross Campus (Yale University), New Haven, CT 06511. We'll be on the grass on the northern half of Cross Campus, closest to Sterling Memorial Library. I'll be wearing an orange shirt. Coordinates: 87H9836C+8VG Event link(s): LessWrong Notes: Feel free to bring friends! The vibe will be welcoming and relaxed, and you can stay for any amount of time. Please email me if you're thinking about coming so I can get the right number of Insomnia cookies! WASHINGTON, DC Contact: John Bennett, WashingtonDCAstralCodexTen[at]gmail[dot]com Time: Saturday, September 17, 6:00 PM Location: Froggy Bottom Pub: 2021 K Street NW, Washington, D.C. 20006 Coordinates: 87C4WX33+3J Event link(s): LessWrong, Facebook event Group info: The Washington DC ACX/SSC group has been active since the first Meetups Everywhere in 2017. We have Monthly Socials downtown, hikes, board game days, and other cultural events. We're looking to spin up more rationality Dojo-type events with nearby groups in the coming months. Notes: We've rented out the Froggy Bottom Pub for the night, dinner and soft drinks will be provided. Alcohol available for purchase if desired, but no purchases are required. Metered street parking on nearby blocks is free after 6:30. Closest Metros are Farragut West and Farragut North. CAPE CORAL / FORT MYERS, FL Contact: Shawn Spilman, shawn[dot]spilman[at]outlook[dot]com, 508 655 8123 Time: Sunday, October 2, 1:00 PM Location: 929 SW 54th Ln, Cape Coral, FL 33914 Coordinates: 76RWH224+44 Event link(s): LessWrong Notes: RSVP via email. I can be flexible about the date. GULF BREEZE / PENSACOLA, FL Contact: Christian, christian[dot]h[dot]williams[at]gmail[dot]com Time: Wednesday, October 12, 7:30 PM Location: The Bridge Bar - 33 Gulf Breeze Pkwy A, Gulf Breeze, FL 32561 Coordinates: 862J9RCF+G6 Event link(s): LessWrong Notes: Please RSVP by emailing me. Thanks! If I don't hear from anyone, I won't be there. I work for Metaculus, but promise not to talk your ear off about forecasting. (Unless you want it talked off.) MIAMI, FL Contact: Eric Magro, eric135033[at]gmail[dot]com, Discord: eric135#4943 Time: Sunday, September 11, 5:00 PM Location: Buckminster Fuller Fly's Eye Dome 140 NE 39th St #001, Miami, FL 33137 ----- Look for a paper sign on a table that says ACX MEETUP west of the dome. Coordinates: 76QXRR65+V2 Event link(s): LessWrong Group info: Miami ACX started in 2017. Our official meetup happens monthly in either Miami or Broward. There are activities happening on a weekly basis from Miami to Palm Beach. We have a Facebook group, Discord server, and Meetup.com group. ORLANDO, FL Contact: Noah Topper, noah[dot]topper[at]gmail[dot]com Time: Friday, September 16, 7:00 PM Location: 4000 Central Florida Blvd, Orlando, FL. We'll be meeting up at UCF's pavilion near Garages A and I. I'll have a pretty ACX Meetup sign. Coordinates: 76WWJQ2X+82 Event link(s): LessWrong Group info: We try to meet up once a month, so far they've just been casual social meetups with natural discussions of rationality topics. Here's our Discord link :) Notes: RSVPs on LessWrong would be greatly appreciated. :) TALLAHASSEE, FL Contact: JF, jf19o[at]fsu[dot]edu Time: Monday, August 29, 2:00 PM Location: Landis, FSU. I will be wearing a black shirt Coordinates: 862QCPR3+PX Event link(s): LessWrong ATHENS, GA Contact: Dallon, knox[dot]dallon[dot]a[at]gmail[dot]com, Discord: leonard#4208 Time: Saturday, October 15, 3:00 PM Location: Hendershots on Prince Avenue Coordinates: 865RXJ68+2W Event link(s): LessWrong Notes: I might bring some board games ATLANTA, GA Contact: Steve French, steve[at]digitaltoolfactory[dot]net Time: Saturday, September 17, 2:00 PM Location: Bold Monk Brewing - 1737 Ellsworth Industrial Blvd NW suite d-1 · Atlanta, GA (upstairs – look for the ACX Atlanta sign) Coordinates: 865QRH2F+V8 Event link(s): LessWrong, Meetup.com Group info: We've been in existence for four years – we have a dedicated crew and a very active Slack group Notes: Please RSVP on LessWrong or Meetup.com HONOLULU, HI Contact: Matt Popovich, mattpopovich[at]outlook[dot]com Time: Saturday, September 3, 4:00 PM Location: We'll meet at Magic Island at Ala Moana Beach Park, 1201 Ala Moana Blvd, Honolulu, HI 96814. From the parking lot, walk along the left side of the peninsula out toward Magic Island Lagoon. We're usually near the end of the peninsula, somewhere around the bathroom building. Look for the large 'ACX' sign. Coordinates: 73H475M3+JP Event link(s): LessWrong, Meetup.com Group info: Honolulu Rationality hosts discussion meetups about twice a month in Ala Moana Beach Park. Check us out on our website BOISE, ID Contact: Julia and John, jae[dot]miomu[at]gmail[dot]com Time: Friday, October 7, 6:00 PM Location: Old Timer's Shelter in Ann Morrison Park. I will have an ACX sign. Coordinates: 85M5JQ6P+96 Event link(s): LessWrong Notes: Please RSVP and feel free to bring kids. CHAMPAIGN-URBANA, IL Contact: Ben, cu[dot]acx[dot]meetups[at]gmail[dot]com Time: Friday, September 9, 7:00 PM Location: Siebel Center for Computer Science, Room 4403 Coordinates: 86GH4Q7G+H8F Event link(s): LessWrong Group info: Discord server Notes: RSVPs are appreciated but not at all required. You can RSVP by email or by pinging me in the Discord server. Suggested entrance is the East side of the building (see Coordinates) - we'll try to make sure at least that door is unlocked, but if it isn't then ping us on email or Discord. CHICAGO, IL Contact: Todd, info[at]chicagorationality[dot]com, https://chicagorationality.com/ Time: Sunday, September 18, 1:00 PM Location: Grant Park - North side of Balbo between the tracks and Columbus Coordinates: 86HJV9FH+84 Event link(s): LessWrong Group info: Chicago Rationality does a monthly discussion meetup (typically the first Saturday of the month) and a monthly social meetup (typically the third weekend of the month) Notes: Sign up for our email list to be notified of future meetups EVANSTON, IL Contact: Uzair, uzairq93[at]gmail[dot]com Time: Saturday, October 1, 7:00 PM Location: 626 Church Street, Evanston IL 60201 Coordinates: 86JJ28X9+5WQ Event link(s): LessWrong Notes: The venue is a pub but it's really more of a restaurant, big long tables available so space should be fine and non drinkers shouldn't feel too out of place. BLOOMINGTON, IN Contact: Avery, acxbloomington[at]fastmail[dot]com Time: Sunday, October 16, 2:00 PM Location: Switchyard Park. Will be at one of the tables near the Rogers Street parking lot. I will bring a cardboard sign that says “ACX”. Coordinates: 86FM4FX6+4Q Event link(s): LessWrong Group info: We met last year for Meetups Everywhere and it was fun! Here's a link to our Discord. Notes: You can RSVP via Discord or email, but you are encouraged to show up even if you did not RSVP! WEST LAFAYETTE, IN Contact: NR, mapreader4[at]gmail[dot]com Time: Saturday, September 17, 1:00 PM Location: 1275 1st Street, West Lafayette, IN 47906. We'll be in the south of the Earhart Hall lobby (not the dining court) near the piano, and I will be wearing a green shirt and carrying a sign with ACX MEETUP on it. Coordinates: 86GMC3GG+728 Event link(s): LessWrong LEXINGTON, KY Contact: Nathan, nwculley[at]gmail[dot]com Time: Saturday, September 3, 7:00 PM Location: Blue Stallion Brewing. 610 W. 3rd St., Lexington, KY 40508. We will have a sign indicating we are the ACX meetup. Coordinates: 86CQ3F4X+VF Event link(s): LessWrong Group info: We meet 1-2 times a month to talk about ACX, books, memes, etc., often over drinks and board games. NEW ORLEANS, LA Contact: Blake, blake[at]philosophers[dot]group Time: Sunday, September 4, 11:11 AM Location: Petite Clouet Cafe. Look for the group with an iPad that has a People’s Pint sticker. Coordinates: 76XFXX73+8R Event link(s): LessWrong Group info: Website Notes: Hybrid in-person and online, video link sent weekly. Email for the link. BOSTON, MA Contact: Robi Rahman, robirahman94[at]gmail[dot]com, 7039818526 Time: Saturday, September 10, 5:00 PM Location: Boston Common, at the Parkman Bandstand gazebo Coordinates: 87JC9W3M+PR Event link(s): LessWrong, Facebook event Group info: Mailing list, Facebook group, Meetup.com Notes: We'll be providing food at the meetup, and giving out free books related to ACX, rationality, and effective altruism. Email the hosts if you'd like a particular book or you have any dietary restrictions. Our group is also doing a tour of the JFK Presidential Library on September 9, you’re welcome to join! NORTHAMPTON, MA Contact: Alex, alex[at]alexliebowitz[dot]com Time: Friday, September 9, 6:00 PM Location: The Deck, 125A Pleasant St., Northampton MA 01096. The official address is bizarre and inaccurate; it's the outdoor dining part of a group of bars & restaurants in a former rail station... a whole block away from Pleasant St. The simplest way to get to The Deck is to enter The Platform, one of the other restaurants, by its street entrance around 36 Strong Ave., here (make sure to look at street view). Go inside and ask them to show you to The Deck. We'll have a sign. Coordinates: 87J9899F+H7H Event link(s): LessWrong, Facebook event Group info: We started in the 2018 Meetups Everywhere and is still going strong. We aim to meet about once every two weeks. At most meetups we get about 5-7 people out of a rotation of 15-20; Meetups Everywhere and other special events tend to bring in a few more than usual. We're a totally social meetup with no 'format' or suggested readings. Although it's not rare for us to touch on ACX articles and related topics, the conversation varies wildly, and you are welcome even if you're the most occasional ACX reader. Notes: We have a (not very active) Discord where you can DM me or post on a public channel. I'm most responsive by email. There is a small chance we'll have to change the location to somewhere else in Northampton. Please check the Less Wrong or Facebook posts on or after August 26 to get the final word on location. BALTIMORE, MD Contact: Rivka, rivka[at]adrusi[dot]com Time: Sunday, September 11, 7:00 PM Location: UMBC outside of the Performing Arts and Humanities Building, on the north side. I will have a sign that says ACX meetup. Parking is free on the weekends. Edit: Rain is forecasted; if it’s raining, we will be inside of the Performing Arts building, on the ground floor just inside the entrance. Coordinates: 87F5774P+53 Event link(s): LessWrong Group info: We meet Sundays at 7pm — half are in person and half are virtual. Notes: There will be pizza and drinks DETROIT, MI Contact: Matt Arnold, matt[dot]mattarn[at]gmail[dot]com Time: Tuesday, September 20, 7:00 PM Location: Tenacity Craft, 8517 2nd Ave, Detroit, MI 48202 Coordinates: 86JR9WG9+R6 Event link(s): LessWrong MINNEAPOLIS, MN Contact: Timothy, tmbond[at]gmail[dot]com Time: Saturday, September 10, 1:00 PM Location: Meet at the picnic tables near the southeast corner of Powderhorn Park - the ones by the parking lot. I will be wearing a green Google t-shirt and have a sign that says ACX. Coordinates: 86P8WPRW+76 Event link(s): LessWrong Notes: I will bring some snacks (but not a full lunch, so eat before or bring something if you'll be that hungry). Please RSVP on LessWrong. KANSAS CITY, MO Contact: Alex, alex[dot]hedtke[at]gmail[dot]com Time: Friday, September 16, 6:30 PM Location: We will be in the courtyard above Whole Foods (which is also an apartment complex). You can enter through the apartment lobby, located on Oak Street. We will have runners shepherding people from the entrance up to the courtyard. Coordinates: 86F72CM8+RR Event link(s): LessWrong, Meetup.com SAINT LOUIS, MO Contact: JohnBuridan, littlejohnburidan[at]gmail[dot]com Time: Saturday, October 8, 1:00 PM Location: Lily Pond Shelter, Tower Grove Park, St. Louis Coordinates: 86CFJP4R+XV Event link(s): LessWrong Notes: BYOB WEST PLAINS, MO Contact: Liam, liamhession[at]gmail[dot]com Time: Saturday, September 17, 12:00 PM Location: 10/40 Coffee, 24 Court Square, West Plains, MO Coordinates: 868CP4HW+CV Event link(s): LessWrong Notes: Hoping to get anyone from around the Ozark region DURHAM, NC Contact: Will Jarvis, willdjarvis[at]gmail[dot]com Time: Thursday, September 8, 7:30 PM Location: Ponysaurus Brewing Company, 219 Hood St, Durham Coordinates: 8773X4Q3+QW Event link(s): LessWrong Group info: We meet weekly! We also have a Discord LAKEWOOD, NJ Contact: Ben L, mywebdev3[at]gmail[dot]com Time: Saturday, October 29, 8:30 PM Location: TBD Event link(s): LessWrong MORRISTOWN, NJ Contact: Matt, matt[dot]brooks[at]impactmarkets[dot]io, Discord: Matt B#0216 Time: Saturday, October 1, 2:00 PM Location: 10 N Park Pl, Morristown, NJ 07960 (at the center of the Morristown Green) Coordinates: 87G7QGW9+RJ Event link(s): LessWrong Group info: This is the first meetup, come be a founding member of the Northern NJ ACX/EA/LW group! PRINCETON, NJ Contact: Danny K, dskumpf[at]gmail[dot]com Time: Saturday, October 1, 3:00 PM Location: Palmer Square, Princeton, NJ 08540. On the green right outside The Bent Spoon and Rojo's Roastary, near the big tree. I'll have some sort of ACX Meetup sign! Coordinates: 87G7982Q+2CP Event link(s): LessWrong LAS VEGAS, NV Contact: Jonathan Ray, ray[dot]jonathan[dot]w[at]gmail[dot]com Time: Sunday, September 11, 11:45 AM Location: At El Segundo Sol restaurant with giant ACX MEETUP signs Coordinates: 85864RHJ+3H Event link(s): LessWrong, Facebook event Group info: We meet regularly and mostly just socialize. We have a new Discord server. RENO, NV Contact: Steven, stevenl451[at]gmail[dot]com, Discord: Steeven#7407 Time: Friday, September 2, 5:30 PM Location: We'll be in Crissie Caughlin Park, near the tables and the swing set Coordinates: 85F2G46W+FG Event link(s): LessWrong Notes: Feel free to bring kids/dogs and please RSVP on LessWrong if you are going BUFFALO, NY Contact: George Herold, ggherold[at]gmail[dot]com Time: Sunday, September 11, 1:00 PM Location: 932 Welch Rd. Java Center, NY 14082 Coordinates: 87J3W467+8P Notes: Last-minute location change! LONG ISLAND, NY Contact: Gabe, gabeaweil[at]gmail[dot]com Time: Thursday, October 27, 7:00 PM Location: Whales Tale in Northport Coordinates: 87G8VJRW+99 Event link(s): LessWrong NEW YORK CITY, NY Contact: Jasmine, jasminermj[at]gmail[dot]com Time: Sunday, September 11, 4:00 PM Location: Pavillion @ Rockefeller Park, Warren St / River Terrace Coordinates: 87G7PX9M+4J3 Event link(s): LessWrong Group info: OBNYC has a Discord and a Google Group; the Google Group is the main mailing list we use for events NEWBURGH, NY Contact: Pedro David Bonilla, proportionatetoevidence[at]gmail[dot]com, Cell 8452001681 Time: Saturday, September 24, 10:00 AM Location: Perkins Restaurant & Bakery, 1421 NY-300, Newburgh, NY 12550 Coordinates: 87H7GWCH+GF Event link(s): LessWrong ROCHESTER, NY Contact: Skivverus, skivverus[at]gmail[dot]com, Discord: Skivverus#5915 Time: Saturday, October 8, 1:00 PM Location: 4870 Culver Road; will be wearing a polo shirt, jeans, and glasses, and may or may not have figured out a sign due to just getting back from honeymoon. Look for a pair of parrots, one white, one green with a yellow/orange head. Coordinates: 87M46FM6+Q5P Event link(s): LessWrong Notes: Venue very near amusement park; non-bathroom, non-parking amenities are therefore available but not free. Plan accordingly. Not particularly attached to specific location named, just happen to live reasonably close to there; alternative suggestions acceptable. Canadian visitors also welcome should your logistics permit; airport transportation available. RSVP via Discord preferred, but email will also work. CLEVELAND, OH Contact: Jack Zhang, LukeZhao9[at]protonmail[dot]com Time: Saturday, September 24, 1:00 PM Location: Picnic tables at Wade Oval (university circle) Coordinates: 86HWG96Q+GC5 Event link(s): LessWrong COLUMBUS, OH Contact: Daniel, daniel[dot]m[dot]adamiak[at]gmail[dot]com Time: Saturday, September 17, 3:00 PM Location: Jeffrey Park - Clinton Shelter. I will be wearing a red shirt. Coordinates: 86FVX3C3+QF Event link(s): LessWrong Group info: We meet once a month. We discuss EA, AI and other two letter initialisms. Occasionally we go for walks in local grottos and nature trails. Notes: Email me if you want to be added to the mailing list to receive any updates or future invites. RSVPing is appreciated. TOLEDO, OH Contact: Scout, scout[dot]sivar[at]gmail[dot]com Time: Saturday, September 10, 12:00 PM Location: Black Kite Coffee Coordinates: 86HRMCCV+9R Event link(s): LessWrong OKLAHOMA CITY, OK Contact: bean, battleshipbean[at]gmail[dot]com Time: Sunday, October 9, 1:00 PM Location: Edmond Public Library/Shannon Miller Park. I will be wearing a hat that says USS Iowa on it. Coordinates: 8674MG3C+MW Event link(s): LessWrong Group info: Had four people last year and a good time, moved to Edmond because a lot of us are up here. ALBANY, OR Contact: Kenan (he/him), kbitikofer[at]gmail[dot]com Time: Saturday, October 1, 2:00 PM Location: Bowman Park, Albany, Oregon. In or near the shelter. I will wear a bright red shirt and carry a sign with ACX MEETUP on it. Coordinates: 84PRJWR7+XC6 Event link(s): LessWrong CORVALLIS, OR Contact: Ethan Ashkie, ethanashkie[at]gmail[dot]com Time: Wednesday, September 7, 6:00 PM Location: Common Fields, in the reserved outdoor seating near the entrance Coordinates: 84PRHP5P+VQ Event link(s): LessWrong EUGENE, OR Contact: Ben Smith, benjsmith[at]gmail[dot]com Time: Wednesday, August 31, 7:00 PM Location: The Barn Light, 924 Willamette St, Eugene 97401 Coordinates: 84PR2WX4+VV Event link(s): LessWrong Notes: Please RSVP on LessWrong so I know how much pizza to get, but if you forget, don't worry about it, we want you to come along anyway PORTLAND, OR Contact: Sam F Celarek, support[at]pearcommunity[dot]com, 513-432-3310, Discord: Sam Celarek#2845 Time: Friday, September 9, 5:00 PM Location: 205 NW 4th Ave Coordinates: 84QVG8FG+V4 Event link(s): LessWrong, Meetup.com Group info: Portland Effective Altruism and Rationality is very active. We have book clubs, bi-weekly AI safety meet-ups, bi-weekly topical meet-ups, bi-weekly socials, and have an active Discord. Notes: We would prefer you RSVP on Meetup.com a week beforehand so that we can get the right amount of food! HARRISBURG, PA Contact: Phil, acxharrisburg[at]gmail[dot]com Time: Saturday, September 24, 2:00 PM Location: Ever Grain Brewing Co, 4444 Carlisle Pike, Camp Hill, PA 17011 - We will be sitting at one of the picnic tables outside with an ACX MEETUP sign Coordinates: 87G562QQ+8P Event link(s): LessWrong Group info: Small monthly meetup group based out of Harrisburg - celebrating 1 year of actuality! You can see more of our events on LessWrong. INDIANA, PA Contact: Eric, ericindianapa[at]gmail[dot]com, 717-256-2717 Time: Saturday, September 24, 11:00 AM Location: Caffè Amadeus in downtown Indiana, PA. I will have a sign with 'ACX Meetup' on one of the tables. Coordinates: 87G2JRFX+48 Event link(s): LessWrong Notes: Please RSVP via email or text message so I know how many to expect. PHILADELPHIA, PA Contact: Wes and Diana, rationalphilly[at]gmail[dot]com Time: Thursday, September 22, 6:30 PM Location: The Philadelphia Ethical Society, 1906 Rittenhouse Square. The meeting room is in the basement, look for the signs. Coordinates: 87F6WRXG+FQ Event link(s): LessWrong Group info: We tend to meet in downtown Philly on the last Thursday of the month. We're aiming to make the Ethical Society our new steady location. We have many links: Discord, Google Calendar, Facebook, Meetup, Google Group Notes: We'll be ordering food from a local restaurant, so no need to eat first. BYOB PITTSBURGH, PA Contact: Justin, pghacx[at]gmail[dot]com Time: Saturday, September 24, 2:00 PM Location: Westinghouse Shelter @ Schenley Park (W Circuit Rd near Schenley Dr). We have the outdoor shelter reserved, so light rain shouldn't be a problem, but in the event of extreme weather, we may relocate indoors (our default 'contingency indoor location' is Crazy Mocha Coffee on 2100 Murray Ave in Squirrel Hill). Coordinates: 87G2C3Q4+773 Event link(s): LessWrong Group info: We meet monthly-ish for general discussion and chit-chat, email me if you'd like to be notified of future meetups. STATE COLLEGE, PA Contact: John Slow, auk480[at]psu[dot]edu Time: Thursday, September 8, 5:00 PM Location: Old Main. I will be carrying an ACX meetup sign. Coordinates: 87G4Q4WP+HV Event link(s): LessWrong SAN JUAN, PUERTO RICO Contact: Dan Gelfarb, danielgelfarb[at]gmail[dot]com Time: Saturday, September 10, 1:00 PM Location: Lote 23, back corner under the tents. I will be wearing a blue shirt with a sign that says ACX meetup on it. Coordinates: 77CMCWVM+W32 Event link(s): LessWrong PROVIDENCE, RI Contact: James Bailey, feanor1600[at]gmail[dot]com Time: Saturday, September 17, 4:00 PM Location: Prospect Terrace park, to the right of the Roger Williams statue Coordinates: 87HCRHJV+24 Event link(s): LessWrong SIOUX FALLS, SD Contact: S. C., villainsplus[at]protonmail[dot]com Time: Sunday, October 2, 5:00 PM Location: 410 E 26th St, Sioux Falls, SD 57105 - the pavillion on the west side of McKennan Park, or the tables just south of it if I can't book it. I'll be the guy with the grill. Coordinates: 86M5G7JH+W57 Event link(s): LessWrong MEMPHIS, TN Contact: Michael, michael[at]postlibertarian[dot]com Time: Monday, September 5, 1:00 PM Location: French Truck Coffee at Crosstown Concourse, Central Atrium 1350 Concourse Ave, Memphis, TN 38104. We will be at one of the many tables near French Truck Coffee and I will have a sign that says ACX MEETUP. Coordinates: 867F5X2P+QHC Event link(s): LessWrong Group info: We meet about every month or so. We've been around since 2019 but only regularly since mid 2021 due to the pandemic. We have a Discord server. NASHVILLE, TN Contact: Ellen, enwiegand[at]gmail[dot]com Time: Saturday, October 1, 11:00 AM Location: OneCity Nashville (8 City Blvd, Nashville, TN 37209), next to the volleyball courts. I'll have a pink ballcap that says SPINSTER on it. Coordinates: 868M552H+XW Event link(s): LessWrong AUSTIN, TX Contact: Silas Barta, sbarta[at]gmail[dot]com Time: Saturday, October 8, 12:00 PM Location: 4001 N Lamar, Austin Texas, park by Central Market near stone tables and tents Coordinates: 86248746+8C Event link(s): LessWrong Group info: Austin LessWrong has a weekly focused discussion, a weekly social mixer, a weekly online book club, and a monthly movie night. Been around since 2011. Notes: Location may change as we are talking to other venues BRYAN/COLLEGE STATION, TX Contact: Kenny, easwaran[at]gmail[dot]com Time: Friday, September 9, 5:00 PM Location: Back patio of Torchy's Tacos at Texas and New Main. I'll have a yellow umbrella and pinkish/purple hair Coordinates: JMFC+4J Event link(s): LessWrong DALLAS, TX Contact: Ethan Morse, ethan[dot]morse97[at]gmail[dot]com, Discord: ethanmorse#5255 Time: Sunday, September 11, 12:00 PM Location: Union, 3705 Cedar Springs Rd, Dallas, TX 75219. We'll be in the upstairs conference room. Coordinates: 8645R55R+9M9 Event link(s): LessWrong Notes: Please RSVP on LessWrong so I know how much food to get HOUSTON, TX Contact: Eric Magro, eric135033[at]gmail[dot]com Time: Sunday, September 18, 4:00 PM Location: Empire Cafe, 1732 Westheimer Rd, Houston, TX 77098 ---- Look for a table with an ACX MEETUP sign. Coordinates: 76X6PHVW+5H Event link(s): LessWrong Group info: There are meetups every week. We have a Discord and a Facebook group. WACO, TX Contact: Mike, BaylorACX[at]gmail[dot]com Time: Saturday, October 1, 1:00 PM Location: Cameron Park, picnic tables next to Jacob's Ladder Coordinates: 8634HVG2+V9 Event link(s): LessWrong Notes: Please email me if you're thinking about attending! Would love to start an ACX community here :) SALT LAKE CITY, UT Contact: Ross Richey (aka Jeremiah), wearenotsaved[at]gmail[dot]com Time: Saturday, October 8, 3:00 PM Location: Liberty Park near the ChargePoint stations Coordinates: 85GCP4WF+VJ Event link(s): LessWrong Group info: We meet every other month, we do book clubs and movie nights as well. Notes: Will be outdoors. If the weather looks bad, email event organizer to check on location. CHARLOTTESVILLE, VA Contact: RL, effectivealtruismatuva[at]gmail[dot]com Time: Sunday, September 4, 5:00 PM Location: 12 Rotunda Drive Charlottesville, VA 22903 - We’ll meet at the picnic tables across the street from The Virginian. There will be an ACX sign. Coordinates: 87C32FPX+3H4 Event link(s): LessWrong LYNCHBURG, VA Contact: Craig, craigbdaniel[at]gmail[dot]com Time: Saturday, September 17, 4:00 PM Location: Three Roads Brewing - I will be wearing a purple t-shirt and will place an ""ACX"" card on the table Coordinates: 8792CV65+5G NORFOLK, VA Contact: Willa, walambert[at]pm[dot]me Time: Sunday, September 18, 4:00 PM Location: Pagoda & Oriental Garden, 265 W Tazewell St, Norfolk, VA 23510. I will be wearing a bright green shirt, will have a large green & yellow hat on, and will have a sign with ACX Meetup on it. Coordinates: 8785RPX4+W3 Event link(s): LessWrong, Facebook event Group info: Hi! Virginia Rationalists was co-founded in Norfolk VA earlier this year by Willa & Yitzi with the goal of growing a thriving ACX / LW / EA community in our city & the state of Virginia. We meet every week at Fair Grounds cafe on Wednesday evenings from 5-7:30pm Eastern Time. We have a Discord server and a Twitter. RESTON, VA Contact: James, jrbalch333[at]gmail[dot]com Time: Saturday, September 24, 1:30 PM Location: The matchbox at 1900 Reston Station Blvd, Reston, VA 20190 on the 1st floor of the giant Google building. I'll be holding a copy of Sapiens. Coordinates: 87C4WMX6+9X Event link(s): LessWrong Notes: Email me to be added to the WhatsApp group RICHMOND, VA Contact: Cedar, cedar[dot]ren+acxmeetup[at]gmail[dot]com, @Cedar at this Discord server Time: Saturday, October 1, 2:30 PM Location: Richmond Public Libraries, West End Branch 5420 Patterson Ave, Richmond, VA 23226 Coordinates: 8794HFHQ+3G Event link(s): LessWrong Notes: Please RSVP on LessWrong & optionally reach out to me on Discord to introduce yourself! BURLINGTON, VT Contact: Forrest, lucidobservor[at]gmail[dot]com Time: Saturday, September 10, 2:00 PM Location: Battery Park, at the benches in the south-western corner of the park, near the cannons facing the lake. I will have an 'ACX Meetup' sign. Coordinates: 87P8FQJH+8P Event link(s): LessWrong BELLINGHAM, WA Contact: Alex, bellinghamrationalish[at]gmail[dot]com Time: Thursday, September 29, 5:30 PM Location: Lake Padden Park, at one of the tables near the lake by the dog park. If it's rainy, we'll meet in one of the two covered gazebo areas just north (right, if you're facing the lake) of the planned spot. If the forecast looks really bad (e.g. very cold), I'll post an indoor location to the Meetup.com page at least three days in advance. Coordinates: 84WVMHX3+GM Event link(s): LessWrong, Meetup.com Group info: Bellingham Rationalish discusses (in good faith!) topics in and around rationality. We usually meet the evening of the last Wednesday of each month. Our first meeting was a 2021 ACX Everywhere meetup. Notes: Please RSVP on Meetup so I have an idea how many people to expect. Kids, animals, food, beverages, etc. are all welcome. SEATTLE, WA Contact: Nikita Sokolsky, sokolx[at]gmail[dot]com Time: Sunday, October 9, 5:00 PM Location: Optimism Brewing (1158 Broadway, Seattle) Coordinates: 84VVJM7H+4Q Event link(s): LessWrong, Facebook event, Meetup.com Notes: Please RSVP on LessWrong (or FB/Meetup) for planning purposes MADISON, WI Contact: Mary Wang, mmwang[at]wisc[dot]edu Time: Saturday, September 10, 1:00 PM Location: 1022 High St. Blue house with red porches. If weather permits, we'll be in my large backyard, which has more seating now than last year. If rain, come in the side door. There will be air purifiers and open windows. Masks optional. Look for a sign at the end of the driveway that says ACX/SSC Meetup. Coordinates: 86MG3H3X+XW Event link(s): LessWrong, Facebook event Group info: We have met fortnightly in the past, but quit last year when it got too cold to meet outside. We typically have shared a meal, sat around my kitchen table and talked. Have held a Solstice celebration.

Against Ice Age Civilizations

March 03, 2023 · Original source

The Acropolis of Athens is 150m above sea level, and would be preserved for future archaeologists. Sparta (200m) and Thebes (250m) would also be fine.

Spring Meetups Everywhere 2023

April 10, 2023 · Original source

ATHENS, GREECE Contact: Spyros Contact Info: acx [dot] meetup [dot] athens [dot] greece [at] gmail [dot] com Time: Wednesday, May 24th, 7:00 PM Location: On the plaza in front of the National Library Coordinates: https://plus.codes/8G95WMQR+WRP Event Link: https://www.lesswrong.com/events/Hhozw6wsrN3FgcvnJ/athens-greece-acx-meetups-everywhere-spring-2023 Notes: There will be an "ACX Meetup" sign where we will sit to spot the place.

Inline links: https://plus.codes/8G95WMQR+WRP, https://www.lesswrong.com/events/Hhozw6wsrN3FgcvnJ/athens-greece-acx-meetups-everywhere-spring-2023

Open Thread 276

May 14, 2023 · Original source

3: New meetups that have been organized since last time: Athens, Cape Town. Times, dates, and locations are all still here.

Inline links: here

Your Book Review: Njal’s Saga

June 16, 2023 · Original source

The second timeless theme of Njal’s Saga is freedom. To a libertarian, the history of the world is the history of oppression, petty tyrant after petty tyrant, king to bandit to emperor in quick and unbroken succession. Freedom, when it happens, is rare, partial, and quickly snuffed out. Still, there have been a few times when men could boast they were free without it sounding completely hollow. Ancient Athens is the classic, but medieval Iceland surely deserves a place beside it in this pantheon6.

Inline links: 6

Peaceful, beardless Njal is the mouthpiece of civilization, but he isn’t domesticated State cattle like ourselves. Jefferson promised the Americans “a Republic, if you can keep it”. Njal was trying to keep it. He was saying, look, we have a good thing here, sort of. Maybe not an actual good thing, it’s freezing cold and we keep murdering each other, but the thing we signed up for when we fled Norway seeking a free country for free men. But freedom requires virtue, and the particular virtue it requires of you right now is the virtue of mercy and forbearance. Ancient Athens could do what it did because it was geographically and spiritually right on the productive edge between the German barbarians on one side and the decadent Oriental despotisms on the other. We’re trying to do the same thing here, surf the tiny space between civilization and barbarism where freedom can flourish. But to make it work, you’ve got to accept this settlement where Ragnar pays you 200 pieces of silver but otherwise goes on his merry way. You can say no, but that burns a little bit of the commons; the more people do that, the more likely we are to either collapse back into barbarism or call on some king to come save us.

The Eumenides is a play from 5th-century-BC Athens (another of those brief efflorescences of human freedom - this is important!). Orestes learns his mother has murdered his father. Any man who does not avenge his father’s death is accursed. But any man who murders his mother is also accursed.

Your Book Review: The Educated Mind

July 14, 2023 · Original source

only 29 know that ordinary (as opposed to GMO) tomatoes have genes Q: Well, those are facts, not understanding — and that’s just looking at American adults in general! Surely good schools are doing a better job educating than that? Caplan cites a famous study by the educational psychologist Howard Gardner: “Researchers at Johns Hopkins, M.I.T., and other well-regarded universities have documented that students who receive honor grades in college-level physics courses are frequently unable to solve basic problems and questions encountered in a form slightly different from that on which they have been formally instructed and tested.” Q: Okay, but schools teach reading, writing, and math… right? Basic literacy and numeracy: yes. Adult-level: no. If you gave someone two editorials that clashed over interpreting economic evidence, what percent of American adults could compare the editorials? One U.S. Department of Education study that Caplan cites finds: just 13%. And while 78% could “calculate the cost of a sandwich and a salad, using prices from a menu”, only 13% could “calculate an employee’s share of health insurance costs for a year, using a table that shows how the employee’s monthly cost varies with income and family size”. Q: I’m afraid to ask about reasoning abilities. Caplan quotes from a study that looked into how well college students were at applying academic learning to everyday life. The authors write: “The results were shocking. Of the several hundred students tested… the overwhelming majority of responses received a score of 0. Fewer than 1% obtained the score of 2 that corresponded to a ‘good scientific response’.” America isn’t so much of an outlier; numbers across the rest of the world are comparable. The 4.7 trillion-dollar question is why. The usual suspects Ask around, and you’ll find people’s mouths overflowing with answers. “Lazy teachers!” cry some; “unaccountable administrators” grumble others. Others blame the idiot bureaucrats who write standards. Some teachers will tell you parents are the problem; others point to the students themselves. Egan’s not having any of it. He thinks all these players are caught in a bigger, stickier web. Egan’s villain is an idea — but to understand it, we’ll have to zoom out and ask a simple question — what is it, exactly, that we’ve been asking schools to do? What’s the job we’ve been giving them? If we rifle through history, Egan suggests we’ll find three potential answers. Job 1: Shape kids for society Before there were schools, there was culture — and culture got individuals to further the goals of the society. Egan dubs this job “socialization”. A school built on the socialization model will mold students to fit into the roles of society. It will shape their sense of what’s “normal” to fit their locale — and what’s normal in say, a capitalist society will be different from what’s normal in a communist society. It’ll supply students with useful knowledge and life skills. A teacher in a school built on socialization will, first and foremost, be a role model — someone who can exemplify the virtues of their society. Job 2: Fill kids’ minds with truth In 387 BC, Plato looked out at his fellow well-socialized, worldly wise citizens of Athens, and yelled “Sheeple!” Fresh off the death of his mentor Socrates, Plato argued that, however wonderful the benefits of socialization, the adults that it produced were the slaves of convention. So long as people were shaped by socialization, they were doomed to repeat the follies of the past. There was no foundation on which to stand to change society. Plato opened his Academy (the Academy, with a capital ‘A’ — the one that all subsequent academies are named after) to fix that. In his school, people studied subjects like math and astronomy so as to open their minds to the truth. Egan dubs this job “academics”. A school built on the academic model will help students reflect on reality. It will lift up a child’s sense of what’s good to match the Good, even when this separates them from their fellow citizens. And a teacher in an academic school will, first and foremost, be an expert — someone who can authoritatively say what the Truth is. Job 3: Cultivate each kid’s uniqueness In 1762, Jean-Jacques Rousseau looked out at his fellow academically-trained European intellectuals, and called them asses loaded with books. The problem with the academies, Rousseau argued, wasn’t that they hadn’t educated their students, but that they had — and this education had ruined them. They were “crammed with knowledge, but empty of sense” because their schooling had made them strangers to themselves. Rousseau’s solution was to focus on each child individually, to not force our knowledge on them but to help them follow what they’re naturally interested in. The word “natural” is telling here — just as Newton had opened up the science of matter, so we should uncover the science of childhood. We should work hard to understand what a child’s nature is, and plan accordingly. Egan dubs this job “development”. A school built on the developmental model will invite students into learning. And a teacher in this sort of school will be, first and foremost, a facilitator — someone who can create a supportive learning environment for the child to learn at their own pace. Q: Can you recap those? We might sum these up by asking what’s at the very center of schooling. For a socializer, the answer is “society”. For an academicist, the answer is “content”. And for a developmentalist, the answer is “the child”. You want a visual? We might think in terms of these three images: Kieran Egan laughs at your educational reforms Okay, of those three jobs, which should we give to schools? You probably have your favorite — I certainly did! But Egan wants you to know they’re all crap. None of them, by themselves, can give us the kinds of schools we want. Q: I kind of like Rousseau! What’s the problem with pure development? Like I said before, my bookshelves overflow with authors who want to knock down Rousseau (and the people who followed in his wake — John Dewey in particular). Egan will have none of it: before the developmental approach, many schools were terrible places where children were beaten for getting math problems wrong. “Rousseau and Dewey,” he writes, “have enriched our conception of education in important ways. We will not make educational progress by trying to cut away their contribution”. But, he continues, there’s no way a purely developmental approach could possibly work! Rousseau imagined human nature to be selfless and kind; this ideal state could only survive if it was kept away from the evils of society — the titular child in his book Emile was kept away from human society, unable even to read, until age twelve. Of course, schools don’t go this far — they can’t — but I can attest from personal experience that even fairly serious attempts to raise children in an accepting community of peers often crash and burn when faced with actual human nature. Kids reared in the most developmentally appropriate schools can be nasty, bored, and lazy at about the same rate as their mainstream peers. Q: In my heart, I’m an academicist. What’s the problem with it? I think Egan was an academicist in his heart, too. His book drips with classical references — so much so that it can make some sections difficult to read. But, he points out, those purely-academic schools really were hellscapes. And their brutality wasn’t something that was just tacked on, it flowed from their understanding of knowledge: enlightenment will come when the right information enters a child’s head, regardless of how it gets in there (or whether the child wants it in there). And again, Egan feels obliged to point out that we’ve tried this approach for thousands of years, and it hasn’t worked. In fact, Plato’s original vision so obviously doesn’t work that people hawking academic schools have modified their pitch: no longer is the goal for students to understand the Truth, but to cultivate inquiring, skeptical minds who are perpetually dissatisfied with old answers. Can we imagine taxpayers paying for this? Q: Fine, fine. I’m not a fan of socialization, but I’ll ask the question — what’s wrong with it? The funny thing is that of the three, this is the only one that has shown its ability to work for a long stretch of time! (As John Calvin pointed out, as animals, we’re pretty pathetic. Socialization allowed our ancestors to become something more than individuals so that they could survive; we owe this job our gratitude. That said, it would be impossible for schooling today to seek only to socialize. That would require that members of a society share values, and fundamentally agree that their society is good. It also requires that a society not be changing, so the values and skills that are taught to children today will be the ones that will be useful to them in thirty years. Obviously, modern Western society is none of those things. Pure socialization might work for the Amish, or for Catholic trad communities, but not for us. And, frankly, we should feel okay about this. (Do you know where you could get a pure socialization education in the 20th century West, Egan asks? The Hitler Youth!) There really are good reasons to be wary of any education that decrees that its society is uniformly good. Which combination is best? Okay, you say, it’s clear that none of these jobs is good on its own — the solution (obviously!) is to smoosh them together. If we do that wisely, the good parts of each will make up for the deficiencies of the others. This sounds eminently reasonable — but Egan would like to have a word with you. Q: What’s the problem in combining socialization with academics? Wouldn’t this be a beautiful combination? Socialization would cohere the school together, and then they could leverage those good feelings to, say, read Aristotle. I’ve seen this work in schools (like conservative Christian academies) founded on a set of specific beliefs. But when intellectual diversity enters in, it becomes harder. You, perhaps, say that socialization could unite people around their differences — schools could support a society made up entirely of critics! Yes, a society of critics would be interesting, and so would a herd of cats: neither works in practice. Imagine students reading their Ibram X. Kendi books in the morning, then pledging allegiance to the American flag after lunch. Q: What’s the problem in combining academics with development? Again, this seems like a beautiful vision: we can invite children into discovering the big ideas. Alas, it crashes into the reef of reality quite quickly: what do we do when kids don’t want to learn about the big ideas? This combination works wonderfully for kids who naturally want to be academics, but — and this is a crucial point that geeky education types too often sweep under the rug — lots of kids don’t naturally want to be academics. Okay, you say, ignore the “liberatory” element of the developmentalist program, and focus on the “uncovering the nature of the individual child” part: academics can tell us what the students should be learning, and development can tell us how they should learn it. Egan has a thought experiment for you. Imagine that you get the funding to fully pursue this combined goal — you set up a hundred different types of schools in the nearest big city. There’s a specific school for every possible permutation of learner — a school for big-picture kinesthetic learners who score as INFJ on the Myers–Briggs, a school for detail-oriented auditory learners who score ENFP, a school for marine-biology-loving hyperactive learners who lost their personality test results… you get the idea. You build the schools, you work out the bus schedule, and then, on the first day, all the students learn exactly the same content. Because that’s what it means for a school to be an academy — it teaches “the best that’s been thought or said”. Q: What’s the problem in combining development with socialization? What’s wrong with telling kids to become their authentic selves, even as you squeeze them into the roles most beneficial to society? Imagine two rural schools merging together, due to declining local population. Now imagine that one of them is a hippie free school, and the other is a military academy. (That’s a reality TV show I’d watch.) It’s possible, I suppose, to imagine this working for kids who naturally want to be, say, plumbers, or paleontologists, or presidents — and who happen to go to a school that prepares its students to fill that one role. But the odds of matching students to schools just perfectly seems small. But enough thought experiments — we can state this in a visual form: behold, the SAD triangle. It’s bright around the edges, but muddled where they mix: One of the things I love about Egan is that he looks at educational ideas historically. (Most histories of education start around the turn of the 20th century; I remember being excited when I found one that began in the 1600s. Egan begins in prehistory.) And what we’re reminded of, when we see these historically, is that these jobs were meant to supplant each other. Put together, they sabotage each other. What are we asking of schools? Of the three possible jobs, which are we asking mainstream schools to perform? Egan answers: all three. To confirm this, stretch your memory back to your student days, and see if you can put some of the most basic elements in any of these three categories. We’re so immersed in these that they seem obvious, “natural” aspects of schooling, but of course they’re nothing of the sort. Did you spend your time with other children of the same age? Was your work graded according to a standard? Were you forced to play team sports, or to pledge your allegiance to your nation-state? All of these, Egan says, bear the fingerprints of the goal of socialization. Progressive reformers in in the 1960s saw these as the markings of a dark conspiracy, but socialization has more warm-feely aspects: counselors to help students cope with the strains of modern society, field trips to the local fire station and historical monuments, and everything “practical” — life skills, sex ed, emotional regulation, and so on. Did you learn anything that wasn’t obviously useful? Did you read Hamlet, say, or master the Pythagorean theorem, or learn that the planets orbit the Sun (and not the other way around)? That’s the fingerprints of the academic goal. Finally, did you hear teachers show concern about “age-appropriate” content, or see signs that your school valued individualized learning? Does it seem right to you that learning should be “active” rather than “passive”, or that it’s better for someone to discover something than to be told it? Did your kindergarten have tiny, child-sized chairs? All these, Egan says, are the fruit of developmentalism. The first time I read the book, I wondered at all this. What Egan was saying was indeed lining up with my memories. But perhaps, I thought, he was playing loose with the categories; I was still skeptical that schools really were trying to balance all three goals. So I decided to check his idea from a different perspective and look up the mission statements of school districts I was familiar with. Here’s the one from the town I currently live in: “Skills” and “become involved members of a global community” seem to connote socialization, “challenge” and “knowledge” seem to connote academics, and “empower” and “reach their full potential” seem to connote development. But I wasn’t sure if I was just seeing faces in clouds, so I looked up the mission statement for my hometown: “Succeeding” seems like socialization, “learning” seems like a nod to academics, and “growing” seems like code for development. But again, I was worried that I engaging in motivated reasoning, so I looked up the largest district I’ve lived in, a city of about a million people: Wow. That seems pretty clear. So, to sum up: Egan says that there are three potential jobs we can give to schools. Alone, each of these jobs is terrible; together, they’re worse. And what we’ve done is given schools all three jobs. A sad triangle, indeed. What about alternative schools? I was curious to see whether this “sad triangle” could help us understand other philosophies of education, and why they work (or don’t). Where would, say, unschooling, and classical education, and vocational ed, and Montessori go? The first three seem obvious. Radical unschooling is in the upper-right, classical schools (with its focus on feeding kids “the best that’s been thought or said”) is in the upper-left, and vocational ed is in the bottom corner. What can that tell us? Intriguingly, each of those approaches can claim to have done some impressive stuff. I’ve worked with radical unschoolers, and while their skills have often been lopsided (not learning math is an acknowledged issue in the community), they’ve all at least exhibited a zeal for learning the topics they’ve been interested in. (Video games, frequently.) And I remember a massive study in the early 2000s that asked which kinds of schools actually improved student test scores controlling for the effects of socioeconomics. What it found was that only two types of schools stood out: Catholic schools that were operated by a religious order (e.g. the Jesuits — not local parish schools), and vocational schools. Q: Oh, that’s terrible evidence. One of those was just personal anecdotes! And what about selection effects? And what about…? I wouldn’t disagree — and, as Freddie deBoer points out, most educational research is bunk. I’ll take this to be only weak confirmation of Egan’s theory that combining jobs undercuts education. Are we hosed? If Egan’s critique is correct, we’re in a bad situation. Educational radicals yell from their dark corners to abandon the middle and come join them; a century of educational reforms have amounted to little more than wobbling around, first in one direction, then another. At the moment, the conversation about schools in the United States, at least, seems to have hit an all-time pessimistic blech. Freddie deBoer speaks for a lot of people when he says “Even the most optimistic reading of the research literature suggests that almost nothing moves the needle in academic outcomes. Almost nothing we try works.” I’m not quite that pessimistic — the word “almost” is doing some work, there. There are some reforms that seem to work at the margin: raising teacher pay, making it easier to become a teacher, reducing air pollution, free school lunches, and more. Actually applying what the science of reading has been telling us for a few decades seems a big one. And perhaps you have your own pet reform proposal. Sure — add it to the heap! What Egan suggests, though, is that so long as we’re bopping around this triangle of jobs, we won’t be able to get the schools that we want. The dream There’s a moment at the end of my favorite Bollywood movie that’s become stuck in my head. The protagonists have made the arduous journey to a beachside rural school. In the sun outside, flocks of children are experimenting with art and playing with inventions; inside, the walls are covered with books and the tables are covered with models. The kids are learning joyously and deeply. In the real world, such places do exist — they’re just exclusive, pulling their students from among the families who are already the most gifted and curious. They don’t make kids this way; they scoop up the kids who are already this way. But in the movie, we’re supposed to believe these are normal children — normal, except they’ve been transformed by a school. Egan’s wild idea is that it’s possible to make schools like this. He thought that we didn’t have to wait for the communists to make people equal or for the transhumanists to make people smarter. All he thought it required was giving schools a different job — not socialization or academics or development, but something that brings pieces of them together in a new way. But in order to understand that job, we have to come to a cleaner, bigger, and truer understanding of what “education” is. The road ahead: a special Q-and-A Q: This is the proverbial thousand-dollar-bill-lying-on-the-sidewalk: if this is possible, someone should have done it now. Is Egan going to give sufficient evidence for me to believe this? Maybe! I’ll address this in a special section at the end, after sketching out what his theory looks like. Q: If his theory is even plausibly true, then why haven’t I heard of Egan before? His books can be hard to read — he was an intellectual’s intellectual; he had difficulty writing a page without a reference to William Wordsworth, Friedrich Nietzsche, Sigmund Freud, Ludwig Wittgenstein, Claude Levi-Strauss, Richard Rorty, Noam Chomsky, or Steven Pinker. And his paradigm is wonky and multidimensional; he rejiggers common categories, and tells you everything all at once. But worst of all, when his paradigm is stated plainly, it sounds stupid. Q: Oh! What… is his paradigm? I’m going to jigsaw his book, and hold back his big idea for its own section. First, I’m going to list out some simple observations of students at different ages, and imagine what schooling could look like, if it were built on these principles. (First I’ll do this for elementary school, then middle school, then high school.) Then I’ll explain how his theory ties all of this together… by clarifying our definition of what education actually is. Q: I’m not from America; could you be clear on what you mean by those divisions of schooling? Egan’s framework has three main stages, but they don’t divide neatly into “elementary, middle, and high school”. (The precise age ranges he talks about, if you’re interested, are 2–8, 8–15, and 15 and older.) Regardless, I’m going to use those terms — he sometimes did — because it gives me something specific to imagine. Don’t sweat ‘em. Part 2: A new kind of elementary school What’s the matter with elementary schools? Egan suggests that Plato and Rousseau, for all their differences, might have the same reaction if they visited a modern elementary school: they’d call it “trivial”. I’ll admit, here, that I have tremendously fond memories of my elementary school years — committed teachers, good friends, and interesting activities. But I suspect my memory has edited out the most typical work I did. Either that, or elementary schools have taken a drastic plunge in quality from the 1980s. My wife and I homeschool now, but before the pandemic, we sent our kids to our local public school, and whenever we volunteered in the classroom, we were horrified. They spent their days practicing reading on shallow texts, or half-mindlessly practicing basic arithmetic. Occasionally they’d bring us home a sign of learning about something from the real world — usually something as intellectually and emotionally compelling as the importance of tooth brushing. And at parent–teacher conferences every year, we’d be sat down on tiny chairs and informed that, while our children were quite bright, they were struggling to pay attention in class. No sh**, I wanted to reply. The school seemed hermetically sealed; almost nothing that felt meaningful from the outside world could get in. Though they might agree about little else, Egan thinks that Plato and Rousseau would look at the dull worksheets and insipid “hands-on activities” and call modern elementary schools trivial. He agrees, and thinks that fixing this is the first step to building a new kind of school. Why so trivial? Ironically, Egan thinks it's all the fault of Plato and Rousseau. Hidden in the ways that both the academicists and developmentalist think about education is an assumption: that children’s reasoning is basically the same as adult reasoning, but lesser. Q: This isn’t some romantic, children-are-the-real geniuses theory, is it? Egan actually does think that there’s an intensity to how children perceive the world that we lose — but no, it’s not. He’s building on mainstream cognitive science — just aspects of it that are currently more-or-less ignored in school. The upshot, though, is that he thinks that educational researchers (be they of academic or developmentalist persuasions) see kids as smaller, stupider versions of adults. Q: But that’s the opposite of what my local developmentalist school says! It was the opposite of what the developmentalist school that I worked at said, too. But at teacher meetings, I’d frequently hear people ask what was “developmentally appropriate” for a child. I’ll grant that there are perfectly reasonable times to ask this: “Honey, is it developmentally appropriate for our 10-year-old to watch ‘Cocaine Bear’?” is just one of many examples. But “is it developmentally appropriate for our class to learn about world religions?” or “is it developmentally appropriate for our school library to have a book mentioning homosexuality?” probably aren’t some of them. (The latter example was not one that I heard at my progressivist school, but Egan points out that this sort of language is often used by conservative activists.) This notion of “developmentally appropriate” took on a scientific sheen with the work of Jean Piaget, the famous Swiss psychologist. Before age 12, he “proved”, children aren’t able to form hypotheses, draw conclusions, or think abstractly. This, his followers thought, should transform schools — and so they did! To math, they added in “manipulatives” — physical cubes and rods and such — to help students see math. To the history curriculum, they — well, they ended it. Why waste time, they asked, lecturing students about history that they couldn’t possibly understand? In its place they put the “expanding horizons” model of social studies. One version goes as follows: In kindergarten, students learn about themselves In first grade, they learn about their families In second grade, they learn about their neighborhood In third grade, they learn about their city In fourth grade, they learn about their state In fifth grade, they learn about their nation In sixth grade they learn about the world We can admit that there’s an elegance to this model. (I can picture how clever the theorist who first came up with it must have felt!) The downstream effects of it, however, seem horrible. Doesn’t keeping kids ignorant of the rest of the world seem provincial? Doesn’t reinforcing their self-centeredness seem infantilizing? Perhaps we could stomach it if it was founded on some unshakable findings of child psychology — but does it really strike you as likely that kids are incapable of understanding anything that happened long ago or far away? How, Egan asks, can we explain the $50 billion success of a movie franchise aimed at children that literally begins “A long time ago, in a galaxy far, far away?” Q: Because… Jedis aren’t history? The point is, kids obviously have the mental abilities to understand — and in fact care a lot about — things far outside their own experience, and we’ve built elementary schools on a long-dominant model of educational psychology that swears they can’t. This is actually a great example of a general principle. Let’s call it “the Star Wars test”: can our model make sense of the most obvious facts of students? When we find that the answer is “no”, we should at least consider radically revising what we’re doing in school. What are elementary schoolers good at? (or: kids are smarter than students) Someone — I can’t now find who — once observed that children seem to lose IQ points the moment they step into a classroom. Egan agrees, and suggests that we think of ourselves as primatologists to kids, Jane Goodalls who investigate children “out in the wild” to see the sorts of things they gravitate to, and do fairly well at. If we do this, what do we see? Kids tell jokes, for one. They get mental images stuck in their heads, for another. They engage in role-playing, get lost in reverie, and beat out rhythms when they’re bored. They make ample use of metaphors, tell stories, and insist on seeing the world in terms of abstract binaries (e.g. stupid/smart, cowardice/courage, slavery/freedom, and so on). These, Egan holds, are the cognitive strengths that children use to understand the world. They’re the things that kids are often about as good at as adults — or much better than. They’re going to be the tools Egan wants us to use to rebuild the entire elementary curriculum, and in fact he spends most of his second chapter geeking out about how we might define these, how they operate in the mind, where they first pop up in history and anthropology, and even how they might have developed in our evolutionary past. I’m going to skip all of that, and get to the curriculum. From trivial to rich: the trick What could an intellectually rich elementary school curriculum look like, if we built it on kids’ cognitive strengths? He gives us one suggestion to help us do this: ask where each discipline came from in the first place. What was math before it was math, for example — or science before it was science? Q: How on Earth could that help? That’ll become clear later, when we finally uncover what Egan thinks “education” actually is, and see what job he wants us to give schools. For now, take it as a tantalizing hint… or, y’know, just ignore it. Elementary literature & language What was literature before it was literature? Before people invented writing, they had rich oral traditions: they told simple stories, recited poems, and shared proverbs. Egan suggests that these bits of oral tradition should form the backbone of the elementary literature curriculum. Q: What sorts of stories? As many as we can, and from as many diverse cultures as possible! Folktales are wonderful, as are myths. Think the Aboriginal story of “The Rainbow Serpent”, episodes from the Sumerian “Epic of Gilgamesh”, the Egyptian story of Osiris & Isis, the Greek story of Orpheus & Eurydice, the Chinese Legend of the White Snake, the Japanese Tale of Amaterasu and Susanoo, the Ashanti tales of Anansi, the Aztec myth of Quetzalcoatl, the English legend of King Arthur, the Maori myth of Maui and the Sun, the Roman story of Romulus and Remus, selections from the Indian Mahabharata, the Anglo-Saxon epic of Beowulf, the Inca legend of the Sun and Moon, the Iroquois Myth of the Flying Head (a real thing! look it up!), and the Ojibwe story of Turtle Island. Q: That was a lot of examples. Are you going to keep giving so many? I’ve got a [mumble mumble mumble] to get to. Sorry about that. Sometimes, though, I feel that a limitation of reading Educated Mind is that, in trying to keep his book to a manageable size, Egan skimped on examples in some places that it matters. It’s easy to read his occasional example and assume he intends that it hold some central place in the curriculum — when all he wants to do is display how rich and diverse the curriculum could be. (Also: good God, I didn’t even include an example from Norse mythology!) So from now on, just assume that every category could be filled with oodles of examples. Q: What sorts of poems? Lots of poems, first of all. We shouldn’t steer toward “fancy” poems — rather, we should find poems that appeal to kids immediately — think Shel Silverstein, Mother Goose, Dr. Seuss, Jack Prelutsky, Edward Lear, or Ogden Nash… that sort of thing. In a biting essay, Egan suggests these poets like these appeal to kids precisely because they leverage kids’ cognitive strengths: “we should find, and encourage saying and singing and shouting aloud verse with strong narrative forms, thumping rhymes and rhythms, the most vivid images, fun with metaphors, and a rollicking story.” Q: Why proverbs? Proverbs stick in your mind almost effortlessly. (“All’s fair in love and war!” “When in Rome, do as the Romans do!” “You can’t judge a book by its cover!”) They’re also useful; they capture general truths. Kids can apply them to all sorts of situations, but also discuss them — to what extent are they wise or foolish? (I remember my surprise when I realized that they couldn’t all be true — because you can’t follow “look before you leap” and “he who hesitates is lost” at the same time! I’m embarrassed to say that I think I only realized this when I was in college.) Elementary science What was science before it was science? Egan suggests: being immersed in the natural world. We might, he writes, encourage elementary students to “adopt” some feature of the natural world — a patch of grass, a cat, a branch, a stream — and simply observe it at length. To do this, we can use the cognitive strength of reverie. Q: Oh, do you mean like kids sometimes do in science class nowadays — describe a thing to a partner, make notes, draw it, and label its parts? No, the exact opposite! That’s all about squeezing the experience into words and forms that we understand. What we want “is less an attempt to know about nature as to know it in some participatory way, to know it as something we are an intimate part of, not set off from”. Q: That sounds a little… “woo” to me. It did to me, too… until I remembered my childhood climbing tree. I didn’t much like to go outside as a child, but I had this one tree that I’d climb up and read for hours and hours. If I close my eyes I can bring to mind the precise texture of its bark, the roughness of its broken-off branches, the coolness of its leaves, the always-surprising solidness of its trunk… I’m bigger now, but I think if I were back in my parent’s yard, I could still navigate its limbs with my eyes closed. I have, at this point in my life, read a fair number of books about trees, but I’d be surprised if all of them together more than equaled the amount I learned from that tree — my tree. Elementary math What was math before it was math? Egan suggests: counting and logic. We might, then, use rhythms, metaphors, stories, and jokes to help kids become fond of these. Q: Counting is pretty… basic. Could it really be improved? Beware of “the curse of knowledge”: Steven Pinker’s phrase for forgetting that something was once difficult! Egan suggests we should spend time helping kids count wonderfully. We can start early with counting rhymes. (“One, two, buckle my shoe! Three, four, out the door! Five, six…”) But we can also help kids use their fingers as metaphors. There are some pretty cool ways of using your hands as an abacus — and did you know that you can count up to 1,023 using just your fingers on both hands, and a knowledge of binary? Q: Logic — I’m intrigued! Aristotelian, or Boolean? Neither, for the time being — Piaget was presumably onto something when he found that young children couldn’t reason abstractly, but he was looking at logic in a vacuum. When we put logic into the context of stories, we find that kids can deal with logic just fine. There’s an entire worldwide network of educators, in fact, called Philosophy for Children, who have written whole books about how to do this, and Egan loves it all. Sometimes they read stories and ask simple questions: “What is friendship?” or “What does it mean to be brave?” They also pose ethical questions: “Is it ever right to spill a secret?” And they pose paradoxes: “Can you step in the same river twice?” Q: You mentioned “jokes” a moment ago. Care to elaborate? Egan thinks that, to help kids get good at math, you should tell kids jokes. Q: That’s… new. I think so, too — but he backs it up pretty well. To be funny, jokes (or at least most kid jokes) rely on a leap in logic: Why can’t you trust an atom? They make up everything. Knock-knock. Who’s there? Boo. Boo-hoo? Don’t cry, it’s just a joke! To understand the joke, kids have to follow the logic — spotting patterns, making connections, and tracking what their audience expects a word to mean. That’s a lot of cognitive lifting. And Egan goes further, suggesting that we grit our teeth and create methods to help kids invent their own jokes, no matter how horrible they’ll be at first. (The things we do for learning…) Q: Wait wait wait! What about addition facts, and multiplication tables, and fractions? Egan emphasizes that his methods are designed to be add-ons to the standard math curriculum. In general, he’s a don’t-blow-up-the-system sort of guy, and if something seems especially weird, you should probably assume it’s an add-on to the regular curriculum rather than a replacement, even if I forget to say so. Elementary arts What was art before it was art? Egan suggests we pop our heads into Paleolithic caves for our inspiration. Whatever the specific meaning of all those charcoal elk and aurochs and mammoths (communication with the spirit world? art for art’s sake? a way to impress babes?), Egan thinks it obvious that they were also an attempt to capture an intense experience that would be difficult to express in words alone. What did it feel like to be near an aurochs, or a saber-toothed tiger? “The arts help us,” Egan writes, “to hear and see afresh, to force our perceptions and sensations to experience again the immediacy and vividness of the world”. If we follow this, then, we don’t want to help kids build “art skills” so they can draw like an adult — rather, we want to help them amass a repository of diverse aesthetic feelings that they’ll want to express. We should provide them with a riot of experiences. Q: That couldn’t be more opaque. Examples, please! Egan writes that we should have children learn to whistle, sing, and click their tongue; we should help them emulate the ways a skunk or a hawk or a stick bug might move through a space. We should expose them to scores of different temperatures and materials. In music, we should help them love Beethoven, yes, but also the Beatles; Tchaikovsky, yes, but also Tuvan throat singers, and also John Cage, whale song, and bird song. Q: That’s a lot of experiences, but what would they be doing? An interesting aspect of Egan’s view of education is that he doesn’t seem to think we should push kids right to the “doing” phase. He wants to help kids cultivate an affective relationship with the world. In any case, he writes that as students get more experienced, we should prompt them to move from merely enjoying these experiences to trying to systematically shape similar experiences. And drawing, painting, and playing music could easily be folded into other parts of the curriculum. Elementary social studies What was social studies before it was social studies? Well. Remember how, just a moment ago, I wrote that you could assume that you should probably assume that Kieran isn’t in favor of junking the curriculum as it currently stands? He suggests we very carefully pick up the elementary social studies curriculum, place it into a trash can, and set the whole mess on fire. He isn’t worried about much of importance being lost. (Remember that the “expanding horizons” model is, to him, the original sin of 20th century educational reform, and he repeatedly quotes student surveys showing that “social studies” regularly wins the title of “most boring subject”.) In its place, he suggests we put history — which, he hints, we should think of as the centerpiece of the elementary curriculum. So the real question is what was history before it was history? His answer, surprisingly, is myth. Q: Egan wants us to teach myths as if they were history? Not at all. What he suggests, though, is that we look at how myths operate as narratives — so we can design an intellectually vivid history curriculum. And myths really are special: each is built on at least one binary (like weak vs. strong, or lies vs. truth, or so on), and uses that to tell the story of the big picture of the world. They’re so powerful that people can understand it, remember it, and love it — even if that thing never happened. We should take that power, Egan says, and apply it to things that really did happen. Q: So what history does he think kids should learn in elementary school? The great struggles of humanity from across the whole. Flippin’. World. We’re still talking about young children, so these should be done as simple stories. The goal isn’t to make them history PhD’s, so we needn’t even try to put them in any sort of order. Egan suggests that, in first grade, we pick a single binary like “freedom against oppression” and tell kids a welter of stories, again from as many cultures as possible, and as many times in history as possible. Q: Can you give examples? Oh, all right — in first grade we can tell kids the stories of the war of the Greek city-states against the Persian empire, and the slave uprising of Spartacus against the Romans. We can tell them about the plight of Jews in medieval Europe, and of the unsuccessful Sepoy Rebellion in India against the British. We can tell the stories of the American, French, and Haitian Revolutions, and about the Chinese Taiping Rebellion against the Qing Dynasty. We can tell them the story of the escaped slave Harriet Tubman returning to the South to rescue her kinsmen, the story of six-year-old Ruby Bridges facing threats to integrate her elementary school, and the story of how the Mau-Mau uprising led to modern-day Kenya. We can tell the stories of Mexican-American union organizer Cesar Chavez and of Malala Yousafzai surviving an assassination attempt to advocate for female literacy. The world does not lack for stories of oppression and liberation that can capture the attention of a six-year-old. Q: That’s… huh. What stories might they hear in second and third grade? Egan gives examples, but I won’t list them here. He suggests we use a similar approach for each, except that we swap out the binary each year. He thinks “the struggle for security against danger” would work well for year two, and “the struggle for knowledge against ignorance” would work well for year three. (That year could have a lot of overlap with the science curriculum.) Q: Anything else, for history? Yes — they should get a sense of Big History. They should get some simple stories about the ice age, the Cenozoic, the age of dinosaurs, the Paleozoic, the origins of our solar system, and the Big Bang. (Because if the ancient Norse can tell their story of the beginning of the universe, by gum, we can tell ours, too.) To sum up Egan argues that the problem of early schooling is that it’s trivial — and it’s trivial because the dominant theories of educational psychology see children as lesser versions of adults. What else would we teach them, except dumbed-down versions of what adults learn? But children have certain cognitive strengths that schools aren’t making systematic use of. If we rebuild elementary schools on those strengths, we could turn schooling upside down. We could stop seeing the curriculum as a bag of information to impart, and start seeing it as a set of great stories to tell — and invite kids into. Kids could experience (both intellectually and emotionally) the great struggles of humanity and see that they can join in them. Students could experience the story of education as the beginning of a very real adventure. Egan’s elementary school: some skeptical questions Q: I’m not sure I’m understanding what you mean by “mental images”. Care to explain? It’s an interesting fact of human cognition that just a few words can whip up a complex mental experience. Egan doesn’t just mean what we might call “visual imagery” — the ability to hold, say, the image of a bespectacled, spat-wearing duck in your mind without seeing a photograph. He’s also including what psychologists call auditory imagery, olfactory imagery, gustatory imagery, and tactile imagery. Q: How could all of that be helpful in schools? Humanity has a built-in VR system, and we’re not using it! Egan invites us to pretend we’re teaching a class about the humble earthworm. We might list off facts — “earthworms are so many centimeters long, move through soil by means of their something-or-other muscles…” but he suggests we can evoke images, say, “of what it would be like to slither and push through the soil, hesitantly exploring in one direction then another, looking for easier passages, contracting and expanding our sequence of muscles segment by segment, and sensing moisture, scents, grubs, or whatever”. Those facts are now felt by the student; the knowledge has become part of them. And just a few words can spark a complex mental experience, one going beyond literal images to include imagined sounds, smells, tastes, and more. These experiences can feel real and stick with us. (That these mental images are so easy to evoke, and so meaningfully felt, feels something like the proverbial hundred dollar bill on the ground.) Q: How could metaphors be helpful? It really is interesting that so much of the “constructivist” turn in psychology — that is, the notion that children don’t absorb knowledge, but construct it — has continued to focus on logics-mathematical reasoning, when there’s been mounting evidence for decades that metaphors are more central. It’s not just that we use metaphors to better understand things we already know, we also use them to grasp new knowledge. What’s more, psychologists have devised tests to measure the skill at metaphor-making, and have given them to people of different ages. What they found was that eleven-year-olds make more metaphors (and higher quality metaphors) than do undergraduates — and that four-year-olds have both groups beat. Again, hundred dollar bills on the sidewalk. Q: Your talk of “binaries” has me worried — binaries like good/evil and male/female are the source of so many of our most pernicious stereotypes! Isn’t the purpose of education to get us beyond stuff like this? Yes, it is! Education is supposed to complicate our understanding — but that means we’ve gotta start somewhere, and binaries provide us a natural starting place. As an uncontroversial example, think about temperature. We all begin as babies by perceiving two temperatures — hot and cold. Later, we add on intermediate categories — warm and cool. (Note that the human body is the assumed mid-point to temperature. Binaries often work like this; “big” and “small” mean “bigger or smaller than me”, “nasty” and “kind” mean “nastier or kinder than I am, except when my brother is really asking for it”, and so on.) A good story (and an Egan-inspired elementary curriculum is, in a sense, nothing but good stories) will go further, and transform the binary. Toy Story is grounded in the binary of abandonment/belonging: at the beginning, the toy cowboy Woody belongs to his owner, and has his affection. Then a rival comes who threatens his belonging. In trying to get back to belonging, Woody is entirely lost — and to save the day, he has to come to a deeper understanding of what belonging means. Now, all lessons can’t be Pixar movies. But the good stories (especially in literature and history) will challenge and subvert the binaries they begin with. Q: I see the pattern of Egan drawing from “as many cultures as possible”. Why so many? Is this a political correctness thing? If it helps to think of it as such, then, sure! I don’t think Egan would have had a problem with that. But his ultimate reason for including so much diversity goes deeper. For Egan, including such world-wide diversity isn’t optional, and the answer to why is bound up in his definition of education. (Keep reading.) His answer also insists that we, whenever possible, also include stories from the Bible and Homeric epics (the Iliad and Odyssey). Q: Mmm, stories from the Bible aren’t going to fly in my local school! So be it! Egan doesn’t spend much time obsessing over the practicalities of… His interest is in describing what an ideal education might look like, if it were possible. Every lesson, every classroom, and every school is necessarily a compromise. Q: You make a big deal of poems. But isn’t poetry dead? An interesting contrast can be made to classical education, which also has kids read a lot of poems — they see knowing great poems as one of the marks of an educated person; again, for an academicist, it’s the information that transforms. Egan begs to disagree. Poems are important because they’re a wonderful way to train their cognitive strengths, like rhythm (poems are language fueling by thumping). We want to help kids learn to use this tool better, and a great way to do that is to help them recite poems that they’ve learned by heart. Q: “Learn by heart” — is that code for “memorize”?! It is! Egan is actually quite big on memorization — he points out that all the knowledge in the world can do nothing for a person once they’ve forgotten it. He didn’t, however, appreciate the academicist focus on memorizing without understanding (or at least enjoyment). Q: I’m still worried about the science curriculum, as you’re describing it. Can you allay my fears? Honestly, while I feel there’s something profoundly right to how Egan is describing early experiences of nature, I feel the same way. Note that there’s more science coming in the social studies curriculum. But if that’s still not enough, one could bring down aspects of the middle school science stage. Q: Anything else that Egan suggests we do in elementary school literature and language? He suggests that we help kids learn a second language! This is so obviously true (why do American schools typically wait until kids lose the ability to naturally absorb languages to start teaching languages?) he doesn’t belabor it, though. Q: You had mentioned that Egan’s vision seems more internal-focused. Should we be worried about that? While I strongly suspect that his curriculum would make kids more creative in any way you’d like to measure it, Egan wasn’t particularly interested in “creativity” — he was more about helping kids find the world interesting. I get the sense that he thinks kids will do things with minimal prompting once they’re loaded up with complex internal experiences. Q: I think I’m beginning to understand Egan — is he basically saying “make learning fun”? “Fun”, applied to education, is a dangerous word. Egan worries about the dangers of an emotionally unserious curriculum producing emotionally stunted adults. That doesn’t mean we need to tell students only “serious” stories — only that we treat the world honestly. “Disney-esque sentimentality is the exact emotional equivalent to intellectual contempt”. Q: But aren't some of these stories too dark for children who have themselves experienced oppression and disaster? Egan argues that these stories may be especially helpful to them — they can help them understand their struggles better, and give voice to them. Q: At the very start of this, you promised us “rationality”… but I’m not seeing rationality here! All this talk of “adventure” almost seems to go the opposite direction. What gives? Wait for it. But for a hint right now — Egan is fond of citing his fellow educational theorist Jerome Bruner, who claimed “any subject can be taught effectively in some intellectually honest form to any child at any stage of development”. Bruner was criticized for that; his critics charged that he was ignoring learning differences and socio-economic realities. Egan thinks he was profoundly right. Part 3: A new kind of middle school What’s the matter with middle school? What was middle school like for you? In math, I recall a jumble of barely-related topics. In literature, I remember reading great literature — Frankenstein, Romeo and Juliet — only in their dumbed-down summary formats. In social studies, I remember teachers proclaiming on the first day of class that unlike all of our previous history classes, this class wouldn’t be about names and dates… and then going on to memorize names and dates. And in science, I remember being forced to dissect a frog only to discover that frogs are — you guessed it — made of slimy frog parts. Your mileage may vary, but for a lot of us, middle school feels like getting booted out of the (in retrospect) Eden of elementary school, and like marking time before the serious studying of high school. It feels meaningless. In my favorite of his books, Egan calls so much middle school curricula “human deserts”, noting “we have created a system in which the importance of human emotions for meaning seems barely noticed”. Why so meaningless? If our dominant approaches to educational psychology fundamentally misinterpret younger children, Egan suggests, they basically throw up their hands when faced with pre-teens and teenagers. Mainstream schools begin to introduce vocational training to help lighten the load, and Maria Montessori famously suggests that adolescents should be sent to go run a farm. Egan is sympathetic to those responses, but points out that they don’t do much to lighten the load that the academic curriculum often becomes at this age. This feeling of meaninglessness, he argues, is utterly tragic — it comes just when a hunger for meaning blossoms in adolescents! We can see that hunger for meaning in their lives outside the classroom, where their interests ramp up into veritable obsessions. What are adolescents obsessed with? What might we see, if we become Jane Goodalls of early adolescence? First, teens are obsessed with gossip. The motivations of others — why did he do that? and what was he THINKING? — are hypothesized and talked to death. Second, that they’re pulled toward idealism. Many feel a dissatisfaction with the world as it is, and feel a romantic urge to make it a better place. They’re often lured into simplistic beliefs that promise to help them do that. Third, they love extremes: they want to find limits, and test them. Obviously, this can show up as risky behavior, but we can also see it in their love for the bizarre — note adolescents’ fascination in things like aliens, cryptids, and ghosts. (Egan loves pointing out that The Guinness Book of World Records is a perennial bestseller among kids at this age. How else would they find out who had the world’s longest fingernails?) Fourth, they gravitate toward heroes — people who push the edges of those limits. By celebrating heroes, they can vicariously share in their transcendence. Look for the posts hanging up in a teenager’s bedroom to guess what boundaries they feel most hemmed in by: athletes push against physical limits; a death metal guitarist might push against authority and conventional morality. An activist or entrepreneur might push against our dulled morality or our sense of what’s possible. Finally, we might spot teens taking up hobbies and making collections. Hobbies can be a way to identify yourself as part of a group against the rest of the world (“I’m the sort of person who goes bird-watching!”), and collections can be a way to climb the status ladder inside the community. Egan points out that a collection can also be a way to feel like you have control over what you’re discovering is a very big and complex world of detailed information (“I’ve spotted every one of the fifty most common birds of Texas — even the black-capped vireo!”) Egan’s insight is that these obsessions give teenagers a sense of meaning, and that we can use them as tools to make middle schools that overflow with meaning. From meaningless to meaning-soaked Again, Egan sketches out a new kind of curriculum subject-by-subject. Before, his trick was to ask where the subject first evolved out of; now, it’s to ask who first discovered or created the specific content we’re teaching. “All knowledge”, he writes, “is human knowledge. Everything we know is knowable through the lives of its inventors, discoverers, or users, and we can have access to that knowledge through the hopes, fears, or intentions that drove them”. Middle school math Who first discovered the concepts students learn in math? The answer, of course, is a wide diversity of curious men and women living across the world over the last few thousand years. Egan says: bring those people into how we teach math. If we used gossip and heroes to help students find it meaningful, what kind of math would result? When we teach the Pythagorean theorem, we should give a sense of who Pythagoras was — a cult-founder who worshiped numbers to find God, whose followers (according to a piece of ancient gossip) murdered one of their members who discovered irrational numbers! Q: Well, sure, that works for Pythagoras, but he’s a known nut job; surely most math doesn’t come from such interesting roots? When we teach the Cartesian coordinate system, students should meet Rene Descartes, the Calvinist French polymath who saw the possibility that math could decipher the world, if only we could unite algebra and geometry… and invented the xy-plane to do exactly that. When we teach scientific notation, we should call our students’ attention to the importance of the number zero, and tell them the story of the Pope who tried to introduce Arabic numerals to Christian Europe and may have been assassinated because of it. When we teach algebra, we should ask students why “algebra” is Arabic for “the fixing of bones”, and tell the story of what Muhammad ibn Musa al-Khwarizmi was up to. We could do this all day. Literally everything students learn in school was first invented or discovered by some interesting person who was struggling to accomplish something hard. To learn is to connect with those people, whether we know it or not. Egan says: help kids know it. Math has been dehumanized: re-humanize it. Q: So the math curriculum needs to become a history of math curriculum, and math teachers need to become history teachers? No, the content needn’t change. But with surprisingly little work, we can bring in the gossipy stories of heroes, and their obsessions can spread to students. Middle school science Who first discovered the things students learn about in science? If you’re thinking “scientists”, you’re only partially right. Most of the big-picture ideas that we now think of as “science” were discovered before the word “scientist” was invented, or the discipline was professionalized. Frequently, they were hatched by true amateurs, working in their free time, hungry to unlock the secrets of nature. We can use gossip and heroes to spread their obsessions to students just as we taught math, but Egan points out two twists. The first is that the content itself can take on heroic qualities: everything is impressive, when you look at it in a certain light. In an interview, Egan once said: “My book is an attempt to show that, indeed, everything in the world is wonderful, but that schools are designed almost to disguise this slightly shameful fact. We represent the world to children as mostly known and rather dull. The opposite is the case: we are surrounded by mystery, and what we know is fascinating”. What would even the most boring subjects look like, if we emphasized their heroic qualities? Well: What’s a tooth? Bone, wrapped in rock, surrounding tiny cells that your body feeds with blood. What’s a bar of chocolate? A crystal of jellyfish-shaped fat molecules stacked together; when you put it in your mouth you shake them apart into a writhing confusion. What’s the air around you? The bottom of a 10-mile-deep ocean; when you put your tongue over a soda straw and your Pepsi stops leaking out, it’s not because a “vacuum” is “sucking” it up, but because that ocean is squeezing it into your face. Again, we could do this all day! And in middle school science, we can. Everything in the world is wonderful; we can help students see this again and again. The second twist is that science is a subject rich in extremes. Here Egan introduces a concept that we’ll see crop up again: “15-minute segments”. To help us fit as much wonder as possible into a school day, he suggests we supplement the usual school subjects with a few quick lessons. To infuse science with extremes, he suggests we add on three: “human & natural records”, “extremes of animals & plants”, and “cosmology”. Middle school history Who first made the things students learn about in history? Why, the historical characters themselves! Since we’ve given kids a grounding in history in elementary school, now we can build on that, going through many of the same events as before, but in more depth, and more vividly. We’ll leverage the interest with other people’s inner lives to tell stories focusing on the perspectives of the people who made history — zooming in, when possible, on scandalous details. We’ll leverage the tool of idealism to choose historical characters who chafed against their surroundings, and understand what they were trying to accomplish. What was their vision of the world? What did they hope for, and what did they fear? Q: Isn’t the “great man” approach to history out of fashion? Egan’s approach doesn’t say that “great men” made history — it’s just leveraging gossip to help kids see history as something meaningful that can expand their own possibilities. “Early adolescence is commonly a time of intense and vivid emotional life, and also a time of deepest boredom and depression… [We] can give shape to the intermediate curriculum and offer the students a world that is rich, complex, varied, and as intense and vivid as their own emotional lives”. We also should add on another “15-minute segment” just to pump in as many biographies as possible, and from people who don’t always fit into the normal history curriculum. Call it “Brief Lives”, and throw in anyone who’s struggled to push some limit — Mary Wollstonecraft, Jesse Owen, Dietrich Bonhoeffer, one of the students’ great-aunts, whoever. As students get older, this can transition to “People and Their Ideas”. Here, we’d focus less on the details of the person’s life, and use it as a backdrop to showing how meaningful some of history’s most important ideas could be. Think Aristotle and syllogisms, Edward Said and orientalism, Confucius and propriety, Cornel West and race, Buddha on the four noble truths, Muhammad and the five pillars, Karl Marx and communism, Adam Smith and the invisible hand, Thomas Hobbes and the state of nature, John Locke and natural rights, Jeremy Bentham and utilitarianism, Thomas Aquinas on the sacraments, Martin Luther on faith, Voltaire on the freedom of speech… you get the idea. Q: Can you really get a profound understanding of utilitarianism in 15 minutes? Yes! The point of this segment isn’t to develop a systematic understanding of any one idea, it’s to introduce students to the exciting possibilities of human thought. (As a bonus, this might make them less likely to fall for the first ideology that they encounter later in life.) Diversity is important for this — as it is with culture. Throughout this, we should also be trying to expose students to as much cultural diversity as possible, because in high school, we’ll be trying to make sense of our society, and it’s impossible to do that unless we have something to compare it against. Middle school literature & language You might think that this subject would be easy — that middle school literature is already filled with “strong and clear narratives”, that it deals with “transcendent human qualities such as courage, love, and persistence”, that it focuses on “extremes of human experience”, that it examines “something strange and exotic”. You’d be right! Egan’s pretty happy with a bog-standard middle school literature curriculum, done well. In this part of the book, his spends most of his limited space suggesting three rather odd activities which could also be useful — especially for increasing students’ awareness of language, so they can use it better. The first is etymology — not, however, memorizing lists of roots, but in being told the entertaining backstories of specific words. Take the word “berserk”, for example — we now use it to mean something relatively mild (“if my mom catches me coming home late, she’ll go berserk”), but it comes from an old Norse word meaning “a raging warrior of superhuman strength”. And that’s because ber meant “bear” and serk meant “shirt”: soldiers of the bear cult would don the skin of a bear to, in their minds, transform into one — howling, foaming at the mouth, and gnawing the rims of their shields. (Most adults walk through life with little understanding that the words falling out of their mouths are entities, with their own back-stories. Communication is, at the very least, more interesting when we become aware of this.) The second is to add on another language to learn — not, this time, to become fluent in it, but just to become aware of how very different human languages can be. (For native English speakers, Sanskrit might work well, or Cantonese, or perhaps even ancient Egyptian. Again, the point isn’t for this language to be useful — it’s to explore diversity.) The final one is to study humor — not just jokes anymore, but comedy at its finest. Egan cites (at length!) Monty Python as a group of people who were particularly brilliant in their use of the English language. Examining their skits can lead us into not just an appreciation of semantics (the study of how meaning is made from smaller pieces, like etymology) but also pragmatics (the study of how meaning is made in social situations). Pretty heady stuff, for a conversation about a dead parrot. Part 4: A new kind of high school I’ll confess — I loved parts of high school… and among nerdy folks, I suspect I’m not alone. For some of us, this was a golden time. Even at my local public high school, I had access to academically thrilling classes — especially, in my last two years, advanced literature and history. I felt like I was finally understanding the ideas that mattered. In any case, Egan is quick to acknowledge that, at this level, the sort of education he advocates really is being practiced in some places. What he can add is an understanding of what makes it wonderful, how to make it even more wonderful, and how to make it wonderful for many, many more people. What’s the matter with high school? Far too often, even when high school classes are intellectual, they’re dry. For the majority of students, all this academic stuff is experienced as utterly lifeless, a mass of dead information to be squeezed inside one’s head for a test and then left to evaporate. Egan mocks the curriculum wars that seem to be a permanent feature of the teaching life; quoting the sociologist Pierre Bourdieu, he says “while the academic left and right bicker over whether the curriculum is too traditional or too radical, they fail to recognize that most students absorb so little of academic culture that the bickering is largely irrelevant”. Why so dry? Egan suggests three reasons to explain this. First, because high school academic classes are too often masses of small details with no sign of the big picture. Second, because they’re typically slavishly disciplinary, and aren’t able to address the questions that span the disciplines. Third, because they’re often designed to bring students through what everyone is sure of, and hide away any controversies. In all of these, Egan suggests that what’s called “academics” in high school is too often a dim imitation of what real academics are actually practicing. There’s a fourth reason, though, and it’s probably the biggest of all — by the time they get to high school, most students haven’t actually learned that much! An academic approach is designed to connect small details into the big picture; for people who arrive in high school (and college) classes without having already collected much in their heads, academics are going to taste dry. (An implication of this for anyone trying to improve schools is that we might not want to start with high schools. If your goal is to create a new kind of academic learning, first start at elementary school — or barring that, middle school.) What motivates mad scientists? When we wanted to re-conceive the elementary and middle school curriculums, we looked at what students were already good at — kids’ cognitive strengths and adolescents’ obsessions. For this level it might be easier to look — for reasons that will become clear when we finally unveil Egan’s crazy-sounding definition of education — at the sorts of things that bring intellectuals joy. Q: Which intellectuals? Take your pick. Galileo, Einstein, Smith, Marx, Goodall, Chomsky, Curie… all the people who took to the life of the mind like fish to water. But that’s a lot to hold in my mind at once, so I’m just going to think about Doc Brown from Back to the Future: He was high on intellectualism I’ve never been there, but the brochure looks nice Let’s call these people “mad scientists”. And let’s pretend we once again took up our job of being primatologists, and snooped on these folks “in the wild” (“in the lab”? this is beginning to get recursive…)… what would we find motivating them? Asking simple questions, for one. (What is space? What is society? What is a human? What is language?) Building general schemes (big theories) that hold lots of evidence together. Finding their place in the cosmos. And (perhaps above all) seeking certainty. Once again, Egan suggests we use these as tools to remake the curriculum. From dry to daring What could a high school curriculum look like, if it were rebuilt on these tools? Once again, Egan has a trick. This time, it’s to ask what fights have driven the development of each of these fields forward — and how we can help students enter them. First, a mini-segment! Intellectuals invented the academic disciplines to better pursue the life of the mind, but the disciplines can get in the way. Some of the most important intellectual discoveries that could help students are too big to fit into any of the disciplines. We need a place to introduce them plainly. Egan proposes another mini-segment — again, just 15 minutes a day, a few times a week — called “Metaknowledge”. Q: Isn’t that already in the International Baccalaureate program? Yes, he acknowledges that he’s borrowing from that! This segment would introduce ideas that would enrich student thinking across the disciplines: game theory, cognitive biases, systems thinking, Bayesian reasoning, epistemology, ethics, logic, cultural evolution, and so on. High school literature How can we help students enter the big fights of literature? Intellectuals of a literary bent — professors, critics, poets, novelists — delight in arguing over literature like rabbis arguing over the Talmud. Take, just for one example, the debates over Shakespeare’s character of Ophelia. Does she love Hamlet, or is she a victim of his emotional abuse? Is she truly insane, or is she acting? Is she passive, or is she pulling the strings? Oceans of ink have been spilled arguing over questions like these; our students can, perhaps, spill a few ounces more. The usefulness of arguing literature, for Egan, isn’t that it’s oh-so important for educated adults to know a lot about Ophelia. (This, again, was where the academicists went wrong — in thinking that being educated was about getting the best knowledge in your head.) Rather, arguing over literature is a training arena for the all-important intellectual move of this kind of understanding: building general schemes out of evidence, and struggling with anomalies. One person, for example, might hold that Ophelia is insane, and cite all sorts of obvious evidence — her father just was murdered by her lover, she rants nonsense while (bizarrely) handing out flowers to friends… But then he’s challenged when he reads a scholar pointing out that, to people in Elizabethan England, types of flowers have symbolic meanings. How does he deal with that? He could ignore it, claiming it an over-reading of Shakespeare. (Sometimes a flower is just a flower!) Or he could address it, complicating his own scheme. This intellectual work is best done with other people, who are incentivized to challenge your understanding of something, and go back and forth, building competing models and calling attention to anomalies. This process — the “dialectic” — pops up again and again in the academic disciplines. It’s the center of how understanding works, at this stage. And the nice thing about practicing it on literature is that, more so than in history or science, the evidence is shared knowledge — it’s right in front of everyone, written out. But there are other ways literature class can be helpful to the general life of the mind. Egan also suggests that we’ll want to specially include literature that helps students understand complex ideas. Camus, Orwell, Borges, Calvino might be particularly helpful here… and I imagine that genres like science fiction and magical realism might be particularly useful, too. (Note, though, that once again none of this requires a radical remaking of the curriculum, or of the canon of texts that we traditionally assign to high schoolers.) Q: Oh yes, the canon — what does Egan have to say about the canon wars? When he wrote Educated Mind in the nineties, the long-brewing canon war was approaching its inevitable apocalyptic climax. On one side of this Plain of Megiddo were the pro-canon traditionalists, arguing that we should keep assigning the texts that had been argued over for centuries. Facing them were the anti-canon reformers, arguing the standard texts over-represented the perspective of dead white men. Onto the middle of the plain rides Egan on a white horse, who bellows above the din: “I’VE GOT A BUSLOAD OF HIGH SCHOOLERS WHO WANTS TO JOIN IN, EVERYONE OKAY WITH THAT?” To do so, he says, we need to give students the arguments from both sides. So, for example, bell hooks, Edward Said, and China Achebe should be on the syllabus, as should Allan Bloom, Mortimer Adler, and Diane Ravitch. And of course they should actually read the texts cherished by both sides, too, so they can argue better. High school history How could entering the big fights help us reinvent high school history? First, we might look for dueling histories. It’s time for students to get into historiography and understand that history isn’t just what happened, it’s something we make. We might help kids read chapters from Howard Zinn’s socialist history of America alongside the corresponding chapters from Paul Johnson’s conservative history of America. How could big questions help? We want to help students see how various people have disagreed over some of the big questions of what human history is, at its most basic. We can have them compare Steven Pinker’s theory of civilization’s progress (Better Angels of our Nature) with Yuvah Noah Harari’s theory of civilization’s woes (Sapiens). We could have them compare so-and-so’s account of human history as an ever-expanding unlatching of energy sources with Robert Wright’s account of human history as unlatching more and more positive-sum games (Nonzero). What role could the lure of certainty play? To help them grow their skills at finding anomalies, we might help them work through pseudo-histories and conspiracy theories. Q: Conspiracy theories! Oh, come now, you’re playing with fire. Well, the world is on fire. Our students will spend the rest of their lives encountering terrible-but-beguiling arguments about how the world works; if we don’t prepare them for those, what have we been doing? So we should introduce arguments that the Moon landing was a hoax, that the Illuminati founded America, that aliens built the pyramids, and so on. At no point can we demean students for falling for any of these theories — the job of a teacher at this stage, Egan writes, is to support students in their reasoning even when their beliefs are offensive and stupid, gradually offering anomalies. There’s no way out of bad theories except through them. By the time students graduate, we want them to have wrestled with terrible ideas and — for a while — lost. They need to experience what it’s like to change their minds about something they felt strongly about. They need to viscerally realize, in Feynman’s famous phrase, “The first principle is that you must not fool yourself and you are the easiest person to fool.” High school natural science How could entering the big fights reinvent high school science? At present, so much of the high school science curriculum — especially “honors” classes — is oriented toward helping amass details. (The same is true of 100-level university classes, which famously “survey” the field to prepare for more advanced studies. I always thought this was stupid — of the huge lecture hall of students in my Geology 100 class, how many went on to take even a second course?) The meaty debates that propel science forward are held back. Egan complains: “The more general and speculative theories in any discipline are treated like an unconventional and disreputable relation who, even though the children find her exciting and entertaining, must be kept hidden from view, her very existence denied as long as possible”. This is a stupid approach — students with an adventurous bent are convinced that science isn’t for them. Egan proposes, simply, that we flip this, and organize high school science classes around the big debates. We shouldn’t be ashamed at how, well, adolescent this might look: “the dramatic, speculative, and contentious theories will be up-front in the early years of the [high school] curriculum”. What might those be? Egan doesn’t give a list, but we can spitball some: instead of explaining what “matter” is from the top down, a physics class could problematize “matter” by following the debates over the nature of dark matter and dark energy, and by becoming familiarized with the various interpretations of quantum mechanics

At least one person has: Socrates. Egan points to him as an exemplar of Ironic understanding done well. Socrates demonstrates radical doubt toward virtually everything; Egan cites Kierkegaard in saying that Socrates “seizes the columns bearing the edifice of knowledge and plunges everything down into the nothingness of ignorance”. This infuriated his fellow citizens of Athens — and that fact that his irony gained him a following among some of the city’s young men led, ultimately, to their decision to execute him.

Meetups Everywhere 2023: Times & Places

August 25, 2023 · Original source

ATHENS, GREECE Contact: Spyros Contact Info: acx[dot]meetup[dot]athens[dot]greece[at]gmail[dot]com Time: Wednesday, September 27th, 7:00 PM Location: On the plaza in front of the National Library. Look for the "ACX" sign. Coordinates: https://plus.codes/8G95WMQR+WRP

Inline links: https://plus.codes/8G95WMQR+WRP

Your Book Review: Why Nations Fail

August 25, 2023 · Original source

Venice was supposedly "on the brink of becoming the world’s first inclusive society". Even sticking with a purely Eurocentric view, Athens and the early Roman republic seem strong contenders, whatever unspecified threshold is used.

My Presidential Platform

September 05, 2023 · Original source

The liturgy was a custom of ancient Athens. When the state needed something (usually a new warship) it would ask for volunteers among its richest citizens. Usually one would step up to gain glory or avoid scorn; if nobody did, the courts were allowed to choose the richest person who hadn’t helped out recently. The liturgist would fund the warship and command it as captain for two years, after which his debt to the state was considered discharged and he was given a golden crown. Historians treat the liturgy as a gray area between voluntary service and compulsory taxation; most rich Athenians were eager to serve and gain the relevant honor, but they also knew that if they didn’t, they could be compelled to perform the same service with less benefit to their personal reputation.

Inline links: liturgy

Book Review: I See Satan Fall Like Lightning

November 17, 2023 · Original source

But also, various real-world practices. The ostracism in Athens. The scapegoat of Israel. The pharmakoi of Greece, which Wikipedia describes as “a slave, a cripple, or a criminal was chosen and expelled from the community at times of disaster”.

Inline links: Wikipedia describes as

Spring Meetups Everywhere 2024

March 30, 2024 · Original source

ATHENS Contact: Spyros Dovas Contact Info: acx[dot]meetup[dot]athens[dot]greece[at]gmail[dot]com Time: Wednesday, May 17th, 7:00 PM Location: The meeting place is the plaza in front of the National Library in Stavros Niarchos Cultural Center complex in Faliro. There will be an "ACX Meetup" sign where we will sit to spot the place. We will occupy a couple (or hopefully more!) tables. Coordinates: https://plus.codes/8G95WMQR+WRP Notes: There will be an "ACX Meetup" sign where we will sit to spot the place. We will occupy a couple (or hopefully more!) tables, have a drink, chat or rant depending on the topic. Please RSVP on LessWrong and/or meetup.com.

Inline links: https://plus.codes/8G95WMQR+WRP

Open Thread 329

May 13, 2024 · Original source

1: More meetups this week, including Athens, Chicago, Brooklyn, Grass Valley, and Houston. See the meetups post for more info.

Inline links: the meetups post

Meetups Everywhere 2024: Times & Places

August 29, 2024 · Original source

Contact: Steve Contact Info: Steve[dot]Bachelor[a t]gmail[d ot]com Time: Sunday, September 08th, 04:00 PM Location: The Starbucks at Mailaender Platz, 70173 Stuttgart - Up the stairs from the Budapester Platz or Stadtbibliothek U-train stops to the open square area of the Milaneo mall. Coordinates: https://plus.codes/8FWFQ5RM+97 Notes: I don’t actually speak any German; I just got here. Greece ATHENS, GREECE Contact: Spyros Dovas Contact Info: acx[dot]meetup[dot]athens[do t]greece[a t]gmail[d ot]com Time: Thursday, September 19th, 07:00 PM Location: The meeting place is the plaza in front of the National Library in Stavros Niarchos Cultural Center complex in Faliro. There will be an "ACX Meetup" sign where we will sit to spot the place. We will occupy a couple (or hopefully more!) tables. Coordinates: https://plus.codes/8G95WMQR+WRP Group Link: https://www.meetup.com/astral-codex-ten-athens-meetup/

Inline links: https://plus.codes/8FWFQ5RM+97, https://plus.codes/8G95WMQR+WRP, https://www.meetup.com/astral-codex-ten-athens-meetup/

Contact: Spyros Dovas Contact Info: acx[dot]meetup[dot]athens[do t]greece[a t]gmail[d ot]com Time: Thursday, September 19th, 07:00 PM Location: The meeting place is the plaza in front of the National Library in Stavros Niarchos Cultural Center complex in Faliro. There will be an "ACX Meetup" sign where we will sit to spot the place. We will occupy a couple (or hopefully more!) tables. Coordinates: https://plus.codes/8G95WMQR+WRP Group Link: https://www.meetup.com/astral-codex-ten-athens-meetup/

Inline links: https://plus.codes/8G95WMQR+WRP, https://www.meetup.com/astral-codex-ten-athens-meetup/

Book Review: The Rise Of Christianity

November 12, 2024 · Original source

…and 5 “really serious” famines …for an average of one catastrophe per fifteen years. The Romans rebuilt the city each time because it was strategically important. Stark focuses on one of these disasters: plague. The Roman Empire suffered two major plagues during this era: the Antonine Plague of 165 AD and the Cyprian Plague of 251 AD . He theorizes that Christians made it through these plagues much better than pagans, gaining an additional population boost. Time for some game theory: when a plague comes, you can either defect (flee / self-isolate / hide) or cooperate (altruistically try to help nurse other victims). An individual does better by defecting, but a community does better if all its members cooperate. Stark thinks the pagans defected and the Christians cooperated. Here is Thucydides’ description of a plague in pagan Athens (admittedly ~500 years before the time we’re studying). People quickly got an instinctive proto-knowledge of how contagion worked, after which: [People] died with no one to look after them; indeed there were many houses in which all the inhabitants perished through lack of any attention…the bodies of the dying were heaped one on top of the other, and half-dead creatures could be seen staggering about in the streets or flocking around the fountains in their desire for water. The temples in which they took up their quarters were full of the dead bodies of people who had died inside them. For the catastrophe was so overwhelming that men, not knowing what would happen next to them, became indifferent to every rule of religion or law. Compare the Christian writer Dionysius’s description of a plague afflicting his own community: Most of our brother Christians showed unbounded love and loyalty, never sparing themselves and thinking only of one another. Heedless of danger, they took charge of the sick, attending to their every need and ministering to them in Christ, and with them departed this life serenely happy, for they were infected by others with the disease, drawing on themselves the sickness of their neighbors and cheerfully accepting their pains. Many, in nursing and curing others, transferred their death to themselves and died in their stead. The best of our brothers lost their lives in this manner, a number of presbyters, deacons, and laymen winning high commendation so that death in this form, the result of great piety and strong faith, seems in every way the equal of martyrdom […] The heathen behaved in the very opposite way. At the first onset of the disease, they pushed the sufferers away and fled from their dearest, throwing them in the roads before they were dead and treated unburied corpses as dirt, hoping thereby to avert the spread and contagion of the fatal disease. Could Dionysius be embellishing matters to make his friends look good and his enemies bad? Maybe, but: There was compelling evidence from pagan sources that this was characteristic Christian behavior. Thus, a century later, the emperor Julian launched a campaign to institute pagan charities in an effort to match the Christians. Julian complained in a letter to the high priest of Galatia in 362 that the pagans needed to equal the virtues of Christians, for recent Christian growth was caused by their “moral character, even if pretended,” and by their “benevolence toward strangers and care for the graves of the dead”. In a letter to another priest, Julian wrote, “I think that when the poor happened to be neglected and overlooked by the priests, the impious Galileans observed this and devoted themselves to benevolence.” And he also wrote, “The impious Galileans support not only their poor, but ours as well, everyone can see that our people lack aid from us.” Did this matter? It might have! “Modern medical experts believe that conscientious nursing without any medications could cut the mortality rate by 2/3 or even more.” (if this sounds implausible, keep in mind that “nursing” here includes things like “bringing water from the public well to bedridden people who are too weak to go out and get it themselves”.) Stark believes that plagues helped the Christians in multiple ways: The obvious way: 30% of pagans died during the plague, but only 10% of Christians, making Christians proportionally more of the population.

Paganism was framed as a business relationship with the gods. You performed the rites and sacrifices, they gave you supernatural aid. You didn’t have to like them any more than you liked your supply chain for any other commodity. They certainly didn’t like you! At its absolute most touchy-feely, paganism might posit a “special relationship” between a god and a city, like Athena and Athens. But even this maxxed out at the sort of relationship between a shopkeeper and a favorite recurring customer who he always remembered to greet by name.

Meetups Everywhere 2025: Times and Places

August 29, 2025 · Original source

Contact: Philipp Contact Info: wuerzburg[period]meetup[a t]gmail[period]com Time: Saturday, September 13th, 3:00 PM Location: The meetup will be in the Sanderringpark next to the Sanderglacisstraße station, close to the fountains (east of the station). I will have a sign. If the weather is bad, we will find another place. In this case, please send a mail/join the whatsapp group (see link below). Coordinates: https://plus.codes/8FXFQWPM+G3P Group Link: https://chat.whatsapp.com/DY3 [remove this bit] uJ380BqEAZ1oZrwCIAh?mode=ac_t Notes: As this is the first Wuerzburg Meetup, please RSVP via WhatsApp/Mail Greece ATHENS Contact: Andrew G Contact Info: acx[period]meetup[period]athens[period]greece[a t]gmail[period]com Time: Monday, September 1st, 8:30 PM Location: We’ll be at Καπάκι Café-Bar in the southeast corner of Agia Eirini Square. The nearest Metro station is Monastiraki, but it’s also only 10 minutes’ walk from Syntagma. I’ll have an ACX MEETUP sign. Coordinates: https://plus.codes/8G95XPGH+R9 Notes: RSVPs appreciated but not essential

Inline links: https://plus.codes/8FXFQWPM+G3P, https://plus.codes/8G95XPGH+R9

Contact: Andrew G Contact Info: acx[period]meetup[period]athens[period]greece[a t]gmail[period]com Time: Monday, September 1st, 8:30 PM Location: We’ll be at Καπάκι Café-Bar in the southeast corner of Agia Eirini Square. The nearest Metro station is Monastiraki, but it’s also only 10 minutes’ walk from Syntagma. I’ll have an ACX MEETUP sign. Coordinates: https://plus.codes/8G95XPGH+R9 Notes: RSVPs appreciated but not essential

Inline links: https://plus.codes/8G95XPGH+R9

Open Thread 397

September 01, 2025 · Original source

3: Meetups this week in Athens, Markham, Bozeman, Barcelona, Bucharest, Dayton, Dubai, Edinburgh, Erlangen, Klang Valley, Lyon, Manhattan/NYC, Newton (MA), Northampton (MA), Simi Valley, Vancouver, Williamsburg, and Zurich, see the meetups post for more. And two minor corrections: Berkeley is on Tuesday (not Thursday), and London is on Saturday (not Friday).

Inline links: the meetups post

The Fatima Sun Miracle: Much More Than You Wanted To Know

October 01, 2025 · Original source

Scientists have tried to measure the number of extra retinopathy cases presenting at eye clinics after major eclipses. A survey after the 1999 British eclipse found 70 patients, all of whom made full recoveries after six months; another after the 2017 US eclipse found 113. If 154 million Americans viewed the 2017 eclipse, and only 74% used proper eclipse glasses, that suggests that 40 million people viewed the eclipse without glasses. Suppose that 3/4 of those people were at least slightly responsible - they only took short glances, or they only looked during full totality. That’s still 10 million people irresponsibly staring directly at the sun. Only ~100 of these made it to a clinic to report eye damage, for a 1/100,000 injury rate. This paper on a UK eclipse goes into more detail about the exposure times: The time spent looking at the eclipse was reported to be seconds (less than 1 min) in 39% of cases. In a quarter of cases the time spent looking at the eclipse was minutes (range 1-45 min). The duration of exposure in the remaining percentage of cases was unspecified. Taken seriously, this is pretty surprising. If there were a simple dose-response relationship between sun-staring and damage, we would expect everyone with damage to have stared longer than a certain threshold. But in fact, we get a wide variety of doses, with some people reporting damage after ~10 seconds, and others taking 45 minutes. My very weak guess here is that claims like “I stared for three minutes” hide a lot of diversity. Many people who stare at the sun for a long time and get eye damage will feel stupid and claim that they stared for a shorter time. Other people who say they stared for a long time will actually have taken short “breaks”, or even made involuntary microsaccades that shift the sunlight onto a different part of the retina. Everyone will be blinking at some rate which might be faster or slower. And different people will have pupils that contract different amounts in response to light. Finally, we previously discussed how the sun seemed to have been filtered by clouds during the Fatima miracle. This seems to be a common feature - it was also a cloudy/rainy day at Ghiaie, Benin City, Necedah, Lubbock, and the Medjugorje examples we have good videos of. Cloud filters do not make it absolutely safe to stare at the sun, and experts explicitly say not to let your guard down in situations like these. But GPT estimates they decrease solar radiation by a factor of 4 - 20x, and might push time-to-damage more towards the forty-five minutes side of the window. Out of ten million estimated irresponsible eclipse viewers, only a hundred (1/100,000) came to medical attention. Out of a million Medjugorge pilgrims per year, only about ten (1/100,000) have come to medical attention. I don’t know why these numbers are so low, and I still don’t recommend staring at the sun. But it doesn’t seem completely implausible that the 70,000 people at Fatima could do it for ten minutes on a cloudy day and not cause a medically-noticeable mass blindness epidemic. 5.1: reddit.com/r/sungazing August Messeen stared at the sun for a little while, and only saw mildly interesting minor phenomena; I said we needed to find someone dumber and more masochistic than he was. The great 19th century psychophysicists like Joseph Plateau and Gustav Fechner stared at the sun for a medium while, and also didn’t see very much. Can we find people even dumber and more masochistic than they were? This is the 21st century, we have the Internet, and the answer to this kind of question is always “yes”. Sungazing is an ancient spiritual practice which, like most ancient spiritual practices, was invented by a 1900s quack doctor. According to its practitioners, staring at the sun for long periods heals your eyesight, improves your health, and confers spiritual benefits. The r/sungazing subreddit is a veritable Athens of our times, with its 2,039 readers boldly exploring the important spiritual questions surrounding the technique: There are guides to sungazing safely; the most important rule seems to be to only gaze around sunrise/sunset, and only for a very short period of time. I don’t know whether these rules actually make sungazing safe - the posts above suggest no - but it doesn’t matter; many users proudly ignore them. Sungazing Redditors often say they do their sungazing at high noon, or for extreme durations: Have any of these Buddhas-of-our-age noticed unusual phenomena similar to those reported at Fatima? Here are some selections from r/sungazing and some associated subreddits: (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) (source) Most of these come from one topic in the forum, Sun Turned Purple? There are hundreds of other topics about optimal sungazing times, lists of benefits, and (of course) various people who got severe eye damage, and none of these people ever mentioned the color-changing swirling sun until this one topic, where one person says “has anyone else ever seen this?” and dozens of people agree that they have. Does that mean that lots of people might have seen it, and it’s just too weird to talk about? These comments show some clear resemblances to the Fatima account. They talk about a swirling motion and color changes8. Many focus on purple in particular, but that might just be primed by the topic name. Also, compare to Jose Garrett’s account of Fatima: Everything had the color of an amethyst: the sky, the air, everything and everybody. A little oak nearby was casting a heavy purple shadow on the ground. Still, the pattern of occurrences is confusing. Some of these people sungaze every day, but say they’ve only seen this once or twice. Others say they see it every time, and still others say they saw it the very first time they started sungazing. It seems like there must be plenty of variability - both between people (in their tendency to see it) and between times (in whether conditions are optimal to cause it). It’s still not obvious why some experienced sungazers go years without seeing it or never see it at all, but all 70,000 people at Fatima saw it immediately the first time they looked. This is our most promising lead yet, but still not perfect. Let’s move on. 5.2: Visual Release Hallucinations Some people at Fatima, Heroldsbach, and Lubbock saw things beyond just the spinning sun - complex visions of the cross, the Virgin, or other holy symbols. These confound optical/hallucinatory explanations and Dalleur-style “objective miracle” explanations alike. They seem to demand some sort of prophetic vision. Is there any way to reconcile them with a scientific/materialist story? Visual release hallucinations are a class of complex hallucinations caused by visual loss, common in cataracts and macular degeneration. The brain, denied useful input, takes a cue from chatbots and exam-takers and simply makes things up. Wikipedia describes the symptoms: Complex hallucinations may depict silent, non-interactive figures, whether multitudes of people, animals, or surreal objects, that appear life-like, as well as highly detailed landscapes or objects. The most common hallucination is of faces or cartoons. If anything, this paragraph undersells the weirdness of this condition: in its most famous variant, Charles Bonnet Syndrome, the hallucinatory content is specifically elves, fairies, and leprechauns (yes, they are dressed exactly how you would expect elves, fairies, and leprechauns to be dressed). Why elves, fairies, and leprechauns? There is no consensus theory. We know that humans have hyperactive agent detection - we see faces in the clouds, interpret dark trees as menacing giants, and imagine storms as punishment from wrathful gods. If whatever “noise” produces Charles Bonnet hallucinations is too small to resolve into a full-sized figure, maybe the brain resolves it into a tiny figure, and then - groping for a top-down prior to constrain what a tiny figure should look like - settles on elves or fairies or leprechauns. In a typical case, the condition does not affect reasoning, and patients are able to infer that their hallucinations cannot be real. In an atypical case, you get this website by someone who believes that their Charles Bonnet syndrome gives them special access to a non-material reality. If CBS patients can see leprechauns, can their hallucinations be shaped by other cultural archetypes - like religious beliefs? Unsurprisingly, yes. Here is an example of a CBS sufferer seeing the Devil. Here is an example of auditory CBS (maybe cheating?) centering around religious hymns. We cannot invoke CBS itself to explain visions associated with the dancing sun, because it typically develops months to years after visual loss (although there are scattered examples of it appearing on timescales as short as ten minutes). And most people who see the dancing sun see it quickly, before severe retinal damage has had a chance to occur, and without any long-term visual abnormalities. We would have to posit an entirely new kind of visual release hallucination, previously unknown to science, in which the temporary bedazzlement of staring at the sun counts as the sort of visual release that makes the brain start confabulating. Also, I haven’t made a formal study of the testimonies, but I don’t think every single person who sees the Virgin Mary at a Marian apparition has been staring at the sun. Some people just see her on the ground nearby. But of all the places to find supplemental evidence, I was able to get one story from Robert (father of Charles) Darwin’s book on his sungazing experiments: Benvenuto Celini , an Italian artist, a man of strong abilities, relates, that having passed the whole night on a distant mountain with some companions and a conjurer, and performed many ceremonies to raise the devil, on their return in the morning to Home, and looking up when the sun began to rise, they saw numerous devils run on the tops of the houses, as they passed along; so much were the spectra of their weakened eyes magnified by fear, and made subservient to the purposes of fraud or superstition. And another from, of all places, Facebook: (source) The swirling, colorful sun sounds like the miracle of Fatima. The “tree of life symbol” might be a Purkinje tree, an established entoptic phenomenon. As for the rest, your guess is as good as mine. For what it’s worth, evangelical Christians warn that Demons Enter By Sungazing. This could just be the evangelical Christian tendency to worry about demons being associated with every unusual spiritual practice. But those figures walking out of the lake will haunt my dreams. 6: And I Say, It’s All Right Here’s the most sensible story I can generate for the Sun Miracle of Fatima: There is some previously unknown optical illusion that potentially causes the sun to appear to change colors and spin. This phenomenon is rare and inconsistent, and usually appears only after someone has stared at the sun a very long time. This explains why it’s only reported in the wild by a few weird Redditors who stare at the sun on purpose every day. The appearance of this illusion is somehow modulated by cloud cover. In normal conditions (bright day, no clouds) it’s almost impossible to summon without long periods of sungazing. But when the sun is half-hidden by translucent clouds, the illusion happens much faster. This explains why the Fatima, Ghiaie, Benin City, Necedah, and Lubbock miracles - as well as some of the most impressive Medjugorje cases - all happened just after rain stopped and the clouds were just starting to clear. It also explains why Fatima witnesses say that the sun was “covered in gauze” or “blocked by smoked glass” or “had a diaphanous veil” or “looked like it was seen through a window”. It’s also why, during the most impressive instances of the miracle, people say they can stare at the sun without it being too bright or hurting their eyes. But like koro, the illusion is also modulated by expectations and social priming. Paying attention to the sun, expecting something weird to be there, is much more likely to generate the illusion than catching a casually glance of it. This explains why it is most common during Marian apparitions and other Catholic events full of people familiar with Fatima, and only very occasionally appears to weird Redditors who aren’t specifically looking for it. It also explains why Professors Messeen and Stöckl (who were specifically thinking about Fatima at the time) got better results than earlier scientists (who were observing without preconceptions). At Fatima, the basic illusion, the meteorologic conditions, and the social priming all came together to a point where 80%+ of the pilgrims saw the phenomenon quickly enough that they neither stopped looking nor perceived it as taking unreasonably long. The conditions lasted ten minutes, during which time the sun peeked out from behind the clouds three times; to people who had been staring at the (veiled) sun with their pupils dilated, this looked like the sun suddenly flaring up monstrously large and hurling itself towards Earth (and speculatively, maybe something similar is responsible for the changes in the Filipino video). A small number of mentally susceptible people, already in a vulnerable state because of this apparent miracle, influenced by a process similar to visual release hallucinations, saw additional visions, like the Virgin Mary or the Cross. Some distant witnesses remembered that someone had prophecied a nearby miracle for that day. Because they were not so distant as to have totally different meteorologic conditions, when they looked up at the sky trying to catch the miracle, they saw it too. After the miracle ended, the people who saw it were primed to see it again for the next few weeks - partly because they were looking at the sun expectantly, and partly because they were in a susceptible frame of mind (cf discussion of delusional parasitosis here, panic attacks here, or chronic pain here) - explaining Garrett’s claim that “now everyone sees [the sparkling rotations of the sun] many days and many times”. Even thinking about the miracle served as a form of priming, so further Marian devotions in Fatima and elsewhere became hotspots for miraculous activity. This theory avoids some of the pitfalls of its component parts: I previously said that entoptic phenomena / hallucinations / illusions couldn’t explain the miracle, because normal sungazers don’t report it. This new theory adds modulation by meteorologic conditions and social priming. Absent these factors, the miracle will only occur for a small fraction of sungazers after many minutes spent gazing (producing the scattered Reddit reports). Given these factors, it can occur en masse.

Astral Codex Ten

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Athens

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Astral Codex Ten

Table of Contents

Atlas

Athens

Athens

Article

Metadata

Appears In

Related Pages

External Links

Source Context

Backlinks