Archive for the ‘Education’ Category

I forgot to mention that i hav riten a post about polymathy and copyriet reform over at Project Polymath. Reposted below. Direct link to post.

—-

Introduction
Polymaths are people with a deep knowledge of multiple academic fields, and often various other interests as well, especially artistic, but sometimes even things like tropical exploring. Here I will focus on acquiring deep knowledge about academic fields, and why copyright reform is necessary to increase the number of polymaths in the world.

Learning method
What is the fastest way to learn about some field of study? There are a few methods of learning, 1) listening to speeches/lectures/podcasts and the like, 2) reading, 3) figuring out things oneself. The last method will not work well for any established academic field. It takes too long to work out all the things other people have already worked out, if indeed it can be done at all. Many experiments are not possible to do oneself. But it can work out well for a very recent field, or some field of study that isn’t in development at all, or some field where it is very easy to work it things oneself (gather and analyze data). Using data mining from the internet is a very easy way to find out many things without having to spend money. However, usually it is faster to find someone else who has already done it. But surely programming ability is a very valuable skill to have for polymaths.

For most fields, however, this leaves either listening in some form, or reading. I have recently discussed these at greater length, so I will just summarize my findings here. Reading is by far the best choice. Not only can one read faster than one can listen, the written language is also of greater complexity, which allows for more information acquired per word, hence per time. Listening to live lectures is probably the most common way of learning by listening. It is the standard at universities. Usually these lectures last too long for one to concentrate throughout them, and if one misses something, it is not possible to go back and get it repeated. It is also not possible to skip ahead if one has already learned whatever it is the that speaker is talking about. Listening to recorded (= non-live) speech is better in both of these ways, but it is still much slower than reading. Khan Academy is probably the best way to learn things like math and physics by listening to recorded, short-length lectures. It also has built-in tests with instant feedback, and a helpful community. See also the book Salman Khan recently wrote about it.

If one seriously wants to be a polymath, one will need to learn at speeds much, much faster than the speeds that people usually learn at, even very clever people (≥2 sd above the mean). This means lots, and lots of self-study, self-directed learning, mostly in the form of reading, but not limited to reading. There are probably some things that are faster and easier to learn by having them explained in speech. Having a knowledgeable tutor surely helps in helping one make a good choice of what to read. When I started studying philosophy, I spent hundreds of hours on internet discussions forums, and from them, I acquired quite a few friends who were knowledgeable about philosophy. They helped me choose good books/texts to read to increase the speed of my learning.

Finally, there is one more way of listening that I didn’t mention, it is the one-to-one tutor-based learning. It is very fast compared to regular classroom learning, usually resulting in a 2 standard deviation improvement. But this method is unavailable for almost everybody, and so not worth discussing. Individual tutoring can be written or verbal or some mix, so it doesn’t fall under precisely one category of those mentioned before.

How to start learning about a new field
So, suppose one wants to learn something about a given field of study. Where to begin? Obviously, the best place to begin almost any study is the internet, especially Wikipedia. When one has read the article about the field on Wikipedia, one can then proceed to read the various articles referred in that article, or jump right into some of the sources listed. However, it is better to get ahold of a good textbook and learn from that. After all, textbooks are exactly the kind of book that is written to introduce one to a field of study. It would be very odd indeed if some other kind of book was better at introducing people to a field. That would mean that textbook authors had utterly and completely failed in their mission. I hammer this point through, because for some people, perhaps including some polymath aspirants, this fact is not obvious. Especially with philosophy, people have some strange idea that the best way to begin is reading huge, incomprehensible works (say, Being and Time), or just ‘start from the beginning’ with the pre-Socratics. See my post here. But it applies equally well to other fields. The best way to start learning physics is not to read Newton’s Principia.

Now, since polymaths need to learn a lot, and the preferred method of learning is reading, it follows that they need to read a lot. However, this can be an economic problem: Information is still costly to acquire. Polymaths are often dedicated to learning and spend their entire day learning (I spend >10 hours most days). So this means that having a job is not a viable solution. There isn’t enough time available. Thanks to the internet, there is now a wealth of information freely available. However, not all the information is freely available, and this presents a problem for would-be polymaths and already established polymaths who want to expand to another field of study. One could buy the material oneself, but this can quickly get expensive. One could lend the material from a library, but this requires that one reads paper books, which is not optimal, and also one cannot keep them around for future reference.

Primarily, there are two kinds of written sources that are not completely freely available yet, 1) journal articles, 2) books. Another less important source is newspaper articles.

Journals
Many polymath or stud.polymaths are university students or teachers and thus usually have access to academic journals through their university. However, often the university does not have access to all of the journals, and so if one stumbles upon an interesting paper which happens to be published in some obscure or perhaps defunct journal, it can be hard to find it. One can always try to ask the authors for the paper by email, and this often works, but again, not always. The authors may not want to help, they may be dead, or the email address mentioned out of order. This is clearly unsatisfactory for the polymath, whose curiosity is often insatiable. I know it annoys me very much whenever this happens.

Fortunately, journals are moving in the direction of open access, and the scientific community is increasingly unhappy with the way journals operate or used to operate. Usually researchers want their papers to be read, not hidden away behind a paywall. Even mainstream newspapers are writing about the issue. Countries and universities (Danish) are forcing their researchers to publish in open-access journals, or upload their papers to sites like arXiv or SSRN, where they can be freely downloaded. Internet activist Aaron Swartz also tried to liberate millions of papers recently, but was apparently unfortunately caught in the act. The absurd legal consequences of this act probably contributed to his reason to commit suicide. Still, the situation is improving quickly with respect to getting free access to the information in the journals.

If we legalized non-commercial copying of copyrighted works, then the situation would change almost instantly. Very quickly, companies like Google would make access to all academic papers ever published, at no cost at all to the user. This enormous improvement would of course not only help (stud.)polymaths, it would help anyone wanting to learn more. Most people are not university students or teachers, and so don’t have access to the academic journals. People who are unaffiliated with a university, polymaths or not, stand to win the most with such a change. A huge benefit to society at large.

Books
A lot of good information still exists only in paper book form, and books are prohibitively expensive for a non-wealthy polymath. I don’t consider myself extreme among polymaths, but I read something like >30 nonfiction books a year (reading list). Buying all of these is out of the question – much too expensive. Rare academic books can cost hundreds of dollars to buy in a paper copy. An absurd situation, and extremely unsatisfying for a polymath. It is possible to fight back, however. One can buy books and set them free. Either ebooks, crack the protection and spread them. Or paper books, scan them or have them scanned for you, and then release them.

Of course, a lot of books can be found in ebook versions for free, either legally or not. However, the situation has recently deteriorated due to the copyright industry (in this case, the book publishers) successfully shutting down several of the best illegal ebook downloading sites (specially library.nu was very good). Due to the way torrents work, they are ill-suited to handle the sharing of thousands of different books, although several sites have tried (and shut down again, perhaps due to legal pressure). Still, one can find millions of ebooks torrent, either in huge compilations of books about a given subject (e.g. this one is of interest to polymaths, or this, or this), or books in single torrents. Single book torrents are usually only for famous books. Useful at times, but not satisfactory at all.

To be sure, books that are out of copyright can often be found and downloaded legally at great sites such as Project Gutenberg. Surely, if the copyright duration was released, Gutenberg and other similar projects would immediately start working on making millions of more old books freely available. Getting books from Gutenberg and other sites like it is mostly useful for historical studies, and fields where the dating of the books matter less. E.g. in philosophy, there is still much to learn from reading Hume, or John Stuart Mill. But there isn’t that much to learn in empirical science from reading papers from the 17th century, except out of historical interest.

Google have already scanned millions of books. They are made somewhat available for free via the Google Books service, but copyright law demands (and settlements with the publishing industry) that parts of the books are left out. However, if copyright were changed tomorrow, what would happen is that Google would quickly unblock these parts of the books, making the information therein completely freely available. Google has already collaborated with various large libraries in scanning their books. When it comes to freedom of information, the internet pirates and libraries are on the same team. The internet is the world’s greatest library of culture and information. It will get much better when copyright law changes.

Summary
When copyright law changes, both books and academic papers will be free, and we will enter the true information age. The question is only a matter of time. This will benefit almost everybody, including polymaths. The losers will be the now obsolete middle-men. It will be much easier, especially for poor people and people not affiliated with a university to become polymaths, and of course for others to learn as well. At that time, only time, interest, and abilities will set the limit – not money.

Why Not Epistocracy (i fixed the PDF found on google)

Previusly mentioned, but its pretty good, and right to the topic.

Also, the Wiki page about meritocracy sucks.

 

The rhetoric and reality of gap closing—when the “have-nots” gain but the “haves” gain even more.

Abstract
Many forms of intervention, across different domains, have
the surprising effect of widening preexisting gaps between
disadvantaged youth and their advantaged counter-
parts—if such interventions are made available to all stu-
dents, not just to the disadvantaged. Whether this widening
of gaps is incongruent with American interests and values
requires an awareness of this gap-widening potential when
interventions are universalized and a national policy that
addresses the psychological, political, economic, and
moral dimensions of elevating the top students—tomor-
row’s business and science leaders—and/or elevating the
bottom students to redress past inequalities and reduce the
future costs associated with them. This article is a first step
in bringing this dilemma to the attention of scholars and
policymakers and prodding a national discussion.

interesting points no doubt.

The One World Schoolhouse – Salman Khan ebook free download pdf

This is a short, easy to read, nonacademic (few references) book. it has som shortcomings on matters dealing with test taking and intelligence tests, but isnt that important for the main topics of the book. this book shud be read by anyone interested in public policy regarding education.

 

 

As always, quotes and comments below. quotes ar in red.

 

—-

 

I was born in Metairie, Louisiana, a residential area within

metro New Orleans. My father, a pediatrician, had moved

there from Bangladesh for his medical residency at LSU and,

later, his practice at Charity Hospital. In 1972, he briefly

returned to Bangladesh and came back with my mother—who

was born in India. It was an arranged marriage, very traditional

(my mother tried to peek during the ceremony to make sure

she was marrying the brother she thought she was). Over the

next several years, five of my mother’s brothers and one cousin

came to visit, and they all fell in love with the New Orleans

area. I believe that they did this because Louisiana was as close

to South Asia as the United States could get; it had spicy food,

humidity, giant cockroaches, and a corrupt government. We

were a close family—even though, at any given moment, half

of my relatives weren’t speaking to the other half.

 

 

Chuckle

 

-

 

Let me be clear—I think it’s essential for everything that

follows—that at the start this was all an experiment, an impro­

visation. I ’d had no teacher training, no Big Idea for the most

effective way to teach. I did feel that I understood math intu­

itively and holistically, but this was no guarantee that I ’d be

effective as a teacher. I ’d had plenty of professors who knew

their subject cold but simply weren’t very good at sharing what

they knew. I believed, and still believe, that teaching is a sepa­

rate skill—in fact, an art that is creative, intuitive, and highly

personal.

 

i think he is right about that. so, it makes no sens to me when danish politicians focus on having research-based education. this means that the teacher must be a researcher himself. but given the nonperfect and perhaps low (?) correlation between teaching ability and researcher ability, that seems like at best at bad idea, and at worst, a dangerusly bad idea.

 

-

 

It ignores several basic facts about how people actually learn.

People learn at different rates. Some people seem to catch on to

things in quick bursts of intuition; others grunt and grind their

way toward comprehension. Quicker isn’t necessarily smarter

and slower definitely isn’t dumber. Further, catching on quickly

isn’t the same as understanding thoroughly. So the pace of

learning is a question of style, not relative intelligence. The tor­

toise may very well end up with more knowledge—more use­

ful, lasting knowledge—than the hare.

 

it pains me to read stuff like this. u gotta into g mr. Khan.

 

-

 

Let me emphasize this difference, because it is central to

everything I argue for in this book. In a traditional academic

model, the time allotted to learn something is fixed while the

comprehension of the concept is variable. Washburne was

advocating the opposite. What should be fixed is a high level

of comprehension and what should be variable is the amount of

time students have to understand a concept.

 

obvius, but apparently ignored by those that support the current one-size fits all system (based on age). well almost one size. ther is special education for those simply too stupid or too unruly or too handicapped to learn somthing in a normal class.

 

-

 

The findings of Kandel and other neuroscientists have much

to say about how we actually learn; unfortunately, the standard

classroom model tends to ignore or even to fly in the face of these

fundamental biological truths. Stressing passivity over activity is

one such misstep. Another, equally important, is the failure of

standard education to maximize the brain’s capacity for associa­

tive learning—the achieving of deeper comprehension and more

durable memory by relating something newly learned to some­

thing already known. Let’s take a moment to consider this.

 

yes, this is very important. hence why mem-based learning works really well (an online learning site, www.memrise.com, is based on this idea, and it works very well!). also think of how memory techniqs work – they ar based on associations as well. cf. en.wikipedia.org/wiki/Memorization#Techniques

 

recently, quite a few books hav been written on this subject. probably becus of the recent interest in memory as a sport disciplin. cf. en.wikipedia.org/wiki/World_Memory_Championships

 

-

 

Active learning, owned learning, also begins with giving

each student the freedom to determine where and when the

learning will occur. This is the beauty of the Internet and the

personal computer. I f someone wants to study the quadratic

equation on his back porch at 3 a.m., he can. I f someone thinks

best in a coffee shop or on the sideline of a soccer field, no prob­

lem. Haven’t we all come across kids who seem bright and alert

except when they’re in class? Isn’t it clear that there are morning

people and night people? The radical portability of Internet-

based education allows students to learn in accordance with

their own personal rhythms, and therefore most efficiently.

 

good application to fix the morningness vs. eveningsness problem (in DA: a-menneske vs. b-mennesker). cf. en.wikipedia.org/wiki/Morningness-eveningness_questionnaire and en.wikipedia.org/wiki/Chronotype

 

-

 

Tests say little or nothing about a student’s potential to learn

a subject. At best, they offer a snapshot of where the student

stands at a given moment in time. Since we have seen that stu­

dents learn at widely varying rates, and that catching on faster

does not necessarily imply understanding more deeply, how

meaningful are these isolated snapshots?

 

yes they do. achievement tests correlate well with g factor.

 

-

 

And all of this might have happened because of one snapshot

test, administered on one morning in the life of a twelve-year-

old girl—a test that didn’t even test what it purported to be

testing! The exam, remember, claimed to be measuring math

potential—that is, future performance. Nadia did poorly on it

because of one past concept that she’d misunderstood. She has

cruised through every math class she’s ever taken since (she

took calculus as a sophomore in high school). What does this

say about the meaningfulness and reliability of the test? Yet

we look to exams like this to make crucial, often irreversible,

and deceptively “objective” decisions regarding the futures of

our kids.

 

it implies that it isnt a perfectly valid test. no one claims that such tests hav perfect validity.

 

it doesnt say anything about reliability afaict.

 

-

 

What will make this goal attainable is the enlightened use of technology. Let me stress ENLIGHTENED use. Clearly, I believe that technology-enhanced teaching and learning is our best chance for an affordable and equitable educational future. But the key question is how the technology is used. It’s not enough to put a bunch of computers and smartboards into classrooms. The idea is to integrate the technology into how we teach and learn; without meaningful and imaginative integration, technology in the classroom could turn out to be just one more very expensive gimmick.

 

[had to type it off, apparently, the OCR cudnt handle bold text???]

 

Surely mr. Khan is right about this.

 

-

 

I happen to believe that every student, given the tools and

the help that he or she needs, can reach this level of profi­

ciency in basic math and science. I also believe it is a disservice

to allow students to advance without this level of proficiency,

because they’ll fall on their faces sometime later.

 

living in a dream world. good luck teaching math to the mentally retarded.

lesson: this is why NOT to use words like <every> and <all>. it is not possible to raise everybody to full mastery of basic math and science. but it is surely possible to lift most people to new heights with better teaching etc.

 

-

 

It turned out that Peninsula Bridge used the video lessons

and software at three of its campuses that summer. Some of

the ground rules were clear. The Academy would be used in

addition to, not in place of, a traditional math curriculum. The

videos would only be used during “computer time,” a slot that

was shared with learning other tools such as Adobe Photoshop

and Illustrator. Even within this structure, however, there were

some important decisions to be made; the decisions, in turn,

transformed the Peninsula Bridge experience into a fascinating

and in some ways surprising test case.

 

The first decision was the question of where in math the kids

should start. The Academy math curriculum began, literally,

with 1 + 1=2. But the campers were mainly sixth to eighth

graders. True, most of them had serious gaps in their under­

standing of math and many were working below their grade

level. Still, wouldn’t it be a bit insulting and a waste of time to

start them with basic addition? I thought so, and so I proposed

beginning at what would normally be considered fifth-grade

material, in order to allow for some review. To my surprise,

however, two of the three teachers who were actually imple­

menting the plan said they preferred to start at the very begin­

ning. Since the classes had been randomly chosen, we thereby

ended up with a small but classic controlled experiment.

 

The first assumption to be challenged was that middle-

school students would find basic arithmetic far too easy. Among

the groups that had started with 1 + 1, most of the kids, as

expected, rocketed through the early concepts. But some didn’t.

A few got stuck on things as fundamental as two-digit subtrac­

tion problems. Some had clearly never learned their multiplica­

tion tables. Others were lacking basic skills regarding fractions

or division. I stress that these were motivated and intelligent

kids. But for whatever reason, the Swiss cheese gaps in their

learning had started creeping in at a distressingly early stage,

and until those gaps were repaired they had little chance of

mastering algebra and beyond.

 

The good news, however, is that once identified, those gaps

could be repaired, and that when the shaky foundation had been

rebuilt, the kids were able to advance quite smoothly.

 

This was in vivid and unexpected contrast to the group that

had started at the fifth-grade level. Since they’d begun with

such a big head start, I assumed that by the end of the six-week

program they would be working on far more advanced con­

cepts than the other group. In fact just the opposite happened.

As in the classic story of the tortoise and the hare, the 1 + 1

group plodded and plodded and eventually passed them right

by. Some of the students in the “head start” group, on the other

hand, hit a wall and just couldn’t seem to progress. There were

sixth- and seventh-grade concepts that they simply couldn’t

seem to master, presumably because of gaps in earlier concepts.

In comparing the performance of the two groups, the conclu­

sion seemed abundantly clear: Nearly all the students needed

some degree of remediation, and the time spent on finding and

fixing the gaps turned out both to save time and deepen learning in

the longer term.

 

if that is really true, thats a HUGELY important finding. any replications of this?

 

-

 

As we settled into the MIT routine, Shantanu and I began

independently to arrive at the same subversive but increasingly

obvious conclusion: The giant lecture classes were a monu­

mental waste of time. Three hundred students crammed into

a stifling lecture hall; one professor droning through a talk he

knew by heart and had delivered a hundred times before. The

sixty-minute talks were bad enough; the ninety-minute talks

were torture. What was the point? Was this education or an

endurance contest? Was anybody actually learning anything?

Why did students show up at all? Shantanu and I came up with

two basic theories about this. Kids went to the lectures either

because their parents were paying x number of dollars per, or

because many of the lecturers were academic celebrities, so

there was an element of show business involved.

 

i feel exactly the same about my university classes. i want to learn goddamit, not sit in class waiting for it to end.

 

-

 

Then there are the standardized tests to which students are

subjected from third grade straight on through to grad school.

As I ’ve said, I am not antitesting; I believe that well-conceived,

well-designed, and fairly administered tests constitute one of

our few real sources of reliable and relatively objective data

regarding students’ preparedness. But note that I say prepared­

ness, not potential. Well-designed tests can give a pretty solid

idea of what a student has learned, but only a very approximate

picture of what she can learn. To put it in a slightly different

way, tests tend to measure quantities of information (and some­

times knowledge) rather than quality of minds—not to men­

tion character. Besides, for all their attempts to appear precise

and comprehensive, test scores seldom identify truly notable

ability. I f you’re the admissions director at Caltech or in charge

of hiring engineers at Apple, you’re going to see a heck of a lot

of candidates who had perfect scores on their math SATs. They

are all going to be fairly smart people, but the scores tell you

little about who is truly unique.

 

mr. Khan obvisuly knows little about intelligence tests. sure, SAT, ACT, GRE tests are achievement tests, but those correlate moderately to strongly with g factor, so they are okay to decent intelligence tests. and ofc, IQ tests like RPM are really good at measuring g factor. they really can measure a students potential, in that it measures the students ability very well, and that is closely related to the students potential.

 

-

 

For me personally, the biggest discovery has been how hun­

gry students are for real understanding. I sometimes get push-

back from people saying, “Well, this is all well and good, but it

will only work for motivated students.” And they say it assum­

ing that maybe 20 percent of students fall into that category. I

probably would have agreed with them seven years ago, based

on what I’d seen in my own experience with the traditional aca­

demic model. When I first started making videos, I thought I

was making them only for some subset of students who cared—

like my cousins or younger versions of myself. What was truly

startling was the reception the lessons received from students

whom people had given up on, and who were about to give up

on themselves. It made me realize that if you give students the

opportunity to learn deeply and to see the magic of the universe

around them, almost everyone will be motivated.

 

it will be interesting to see just how many students care.

 

-

 

Is Khan Academy, along with the intuitions and ideas that

underpin it, our best chance to move toward a better educa­

tional future? That’s not for me to say. Other people of vision

and goodwill have differing approaches, and I fervently hope

that all are given a fair trial in the wider world. But new and

bold approaches do need to be tried. The one thing we cannot

afford to do is to leave things as they are. The cost of inac­

tion is unconscionably high, and it is counted out not in dol­

lars or euros or rupees but in human destinies. Still, as both an

engineer and a stubborn optimist, I believe that where there are

problems, there are also solutions. I f Khan Academy proves to

be even part of the solution to our educational malaise, I will

feel proud and privileged to have made a contribution.

 

indeed, never trying anything new implies no progress.

 

reminds me of another book i want to read soon.

www.goodreads.com/book/show/13237711-uncontrolled?auto_login_attempted=true

 

-

 

 

Fashionable Nonsense, Postmodern Intellectuals’ Abuse of Science – Alan Sokal, Jean Bricmont ebook download pdf free

 

The book contains the best single chapter on filosofy of science that iv com across. very much recommended, especially for those that dont like filosofers’ accounts of things. alot of the rest of the book is devoted to long quotes full of nonsens, and som explanations of why it is nonsens (if possible), or just som explanatory remarks about the fields invoked (say, relativity).

 

as such, this book is a must read for ppl who ar interested in the study of seudoscience, and those interested in meaningless language use. basically, it is a collection of case studies of that.

 

 

———-

 

 

[footnote] Bertrand Russell (1948, p. 196) tells the following amusing story: “I once received a

letter from an eminent logician, Mrs Christine Ladd Franklin, saying that she was a

solipsist, and was surprised that there were not others”. We learned this reference

from Devitt (1997, p. 64).

 

LOL!

 

-

 

The answer, of course, is that we have no proof; it is simply

a perfectly reasonable hypothesis. The most natural way to ex­

plain the persistence of our sensations (in particular, the un­

pleasant ones) is to suppose that they are caused by agents

outside our consciousness. We can almost always change at will

the sensations that are pure products of our imagination, but we

cannot stop a war, stave off a lion, or start a broken-down car

by pure thought alone. Nevertheless— and it is important to em­

phasize this—this argument does not refute solipsism. If anyone

insists that he is a “harpsichord playing solo” (Diderot), there is

no way to convince him of his error. However, we have never

met a sincere solipsist and we doubt that any exist.52 This illus­

trates an important principle that we shall use several times in

this chapter: the mere fact that an idea is irrefutable does not

imply that there is any reason to believe it is true.

 

i wonder how that epistemological point (that arguments from ignorance ar no good) works with intuitionism in math/logic?

 

-

 

The universality of Humean skepticism is also its weakness.

Of course, it is irrefutable. But since no one is systematically

skeptical (when he or she is sincere) with respect to ordinary

knowledge, one ought to ask why skepticism is rejected in that

domain and why it would nevertheless be valid when applied

elsewhere, for instance, to scientific knowledge. Now, the rea­

son why we reject systematic skepticism in everyday life is

more or less obvious and is similar to the reason we reject solip­

sism. The best way to account for the coherence of our experi­

ence is to suppose that the outside world corresponds, at least

approximately, to the image of it provided by our senses.54

 

54 4This hypothesis receives a deeper explanation with the subsequent development of

science, in particular of the biological theory of evolution. Clearly, the possession of

sensory organs that reflect more or less faithfully the outside world (or, at least,

some important aspects of it) confers an evolutionary advantage. Let us stress that

this argument does not refute radical skepticism, but it does increase the coherence

of the anti-skeptical worldview.

 

the authors ar surprisingly sofisticated filosofically, and i agree very much with their reasoning.

 

-

 

For my part, I have no doubt that, although progressive changes

are to be expected in physics, the present doctrines are likely to be

nearer to the truth than any rival doctrines now before the world.

Science is at no moment quite right, but it is seldom quite wrong,

and has, as a rule, a better chance of being right than the theories

of the unscientific. It is, therefore, rational to accept it

hypothetically.

—Bertrand Russell, My Philosophical Development

(1995 [1959], p. 13)

 

yes, the analogy is that: science is LIKE a limit function that goes towards 1 [approximates closer to truth] over time. at any given x, it is not quite at y=1 yet, but it gets closer. it might not be completely monotonic either (and i dont know if that completely breaks the limit function, probably doesnt).

 

plato.stanford.edu/entries/scientific-progress/#Tru

 

for a quick grafical illustration, try the function f(x)=1-(-1/x) on the interval [1;∞]. The truth line is f(x)=1 on the interval [0;∞]. in reality, the graf wud be mor unsteady and not completely monotonic corresponding to the varius theories as they com and go in science. it is not only a matter of evidence (which is not an infallible indicator of truth either), but it is primarily a function of that.

 

-

 

Once the general problems of solipsism and radical skepti­

cism have been set aside, we can get down to work. Let us sup­

pose that we are able to obtain some more-or-less reliable

knowledge of the world, at least in everyday life. We can then

ask: To what extent are our senses reliable or not? To answer

this question, we can compare sense impressions among them­

selves and vary certain parameters of our everyday experience.

We can map out in this way, step by step, a practiced rationality.

When this is done systematically and with sufficient precision,

science can begin.

 

For us, the scientific method is not radically different from

the rational attitude in everyday life or in other domains of hu­

man knowledge. Historians, detectives, and plumbers—indeed,

all human beings—use the same basic methods of induction,

deduction, and assessment of evidence as do physicists or bio­

chemists. Modem science tries to carry out these operations in

a more careful and systematic way, by using controls and sta­

tistical tests, insisting on replication, and so forth. Moreover,

scientific measurements are often much more precise than

everyday observations; they allow us to discover hitherto un­

known phenomena; and they often conflict with “common

sense”. But the conflict is at the level of conclusions, not the

basic approach.55 56

 

55For example: Water appears to us as a continuous fluid, but chemical and physical

experiments teach us that it is made of atoms.

 

56Throughout this chapter, we stress the methodological continuity between scientific

knowledge and everyday knowledge. This is, in our view, the proper way to respond

to various skeptical challenges and to dispel the confusions generated by radical

interpretations of correct philosophical ideas such as the underdetermination of

theories by data. But it would be naive to push this connection too far. Science—

particularly fundamental physics— introduces concepts that are hard to grasp

intuitively or to connect directly to common-sense notions. (For example: forces

acting instantaneously throughout the universe in Newtonian mechanics,

electromagnetic fields “vibrating” in vacuum in Maxwell’s theory, curved space-time

in Einstein’s general relativity.) And it is in discussions about the meaning o f these

theoretical concepts that various brands of realists and anti-realists (e.g.,

intrumentalists, pragmatists) tend to part company. Relativists sometimes tend to fall

back on instrumentalist positions when challenged, but there is a profound difference

between the two attitudes. Instrumentalists may want to claim either that we have no

way of knowing whether “unobservable” theoretical entities really exist, or that their

meaning is defined solely through measurable quantities; but this does not imply that

they regard such entities as “subjective” in the sense that their meaning would be

significantly influenced by extra-scientific factors (such as the personality of the

individual scientist or the social characteristics o f the group to which she belongs).

Indeed, instrumentalists may regard our scientific theories as, quite simply, the most

satisfactory way that the human mind, with its inherent biological limitations, is

capable of understanding the world.

 

right they ar

 

-

 

Having reached this point in the discussion, the radical skep­

tic or relativist will ask what distinguishes science from other

types of discourse about reality—religions or myths, for exam­

ple, or pseudo-sciences such as astrology—and, above all, what

criteria are used to make such a distinction. Our answer is nu-

anced. First of all, there are some general (but basically nega­

tive) epistemological principles, which go back at least to the

seventeenth century: to be skeptical of a priori arguments, rev­

elation, sacred texts, and arguments from authority. Moreover,

the experience accumulated during three centuries of scientific

practice has given us a series of more-or-less general method­

ological principles—for example, to replicate experiments, to

use controls, to test medicines in double-blind protocols—that

can be justified by rational arguments. However, we do not

claim that these principles can be codified in a definitive way,

nor that the list is exhaustive. In other words, there does not

exist (at least at present) a complete codification of scientific ra­

tionality, and we seriously doubt that one could ever exist. After

all, the future is inherently unpredictable; rationality is always

an adaptation to a new situation. Nevertheless—and this is the

main difference between us and the radical skeptics—we think

that well-developed scientific theories are in general supported

by good arguments, but the rationality of those arguments must

be analyzed case-by-case.60

 

60 It is also by proceeding on a case-by-case basis that one can appreciate the

immensity of the gulf separating the sciences from the pseudo-sciences.

 

Sokal and Bricmont might soon becom my new favorit filosofers of science.

 

-

 

Obviously, every induction is an inference from the observed to

the unobserved, and no such inference can be justified using

solely deductive logic. But, as we have seen, if this argument

were to be taken seriously—if rationality were to consist only

of deductive logic— it would imply also that there is no good

reason to believe that the Sun will rise tomorrow, and yet no one

really expects the Sun not to rise.

 

id like to add, like i hav don many times befor, that ther is no reason to think that induction shud be proveable with deduction. why require that? but now coms the interesting part. if one takes induction as the basis instead of deduction, one can inductivly prove deduction. <prove> in the ordinary, non-mathetical/logical sens. the method is enumerativ induction, which i hav discussed befor.

emilkirkegaard.dk/en/?p=3219

 

-

 

But one may go further. It is natural to introduce a hierarchy

in the degree of credence accorded to different theories, de­

pending on the quantity and quality of the evidence supporting

them.95 Every scientist—indeed, every human being—proceeds

in this way and grants a higher subjective probability to the

best-established theories (for instance, the evolution of species

or the existence of atoms) and a lower subjective probability to

more speculative theories (such as detailed theories of quantum

gravity). The same reasoning applies when comparing theories

in natural science with those in history or sociology. For exam­

ple, the evidence of the Earth’s rotation is vastly stronger than

anything Kuhn could put forward in support of his historical

theories. This does not mean, of course, that physicists are more

clever than historians or that they use better methods, but sim­

ply that they deal with less complex problems, involving a

smaller number of variables which, moreover, are easier to mea­

sure and to control. It is impossible to avoid introducing such a

hierarchy in our beliefs, and this hierarchy implies that there is

no conceivable argument based on the Kuhnian view of history

that could give succor to those sociologists or philosophers who

wish to challenge, in a blanket way, the reliability of scientific

results.

 

Sokal and Bricmont even get the epistemological point about the different fields right. color me very positivly surprised.

 

-

 

Bruno Latour and His Rules of Method

The strong programme in the sociology of science has found

an echo in France, particularly around Bruno Latour. His works

contain a great number of propositions formulated so ambigu­

ously that they can hardly be taken literally. And when one re­

moves the ambiguity— as we shall do here in a few

examples— one reaches the conclusion that the assertion is ei­

ther true but banal, or else surprising but manifestly false.

 

sound familiar? its the good old two-faced sentences again, those that Swartz and Bradley called Janus-sentences. they yield two different interpretations, one trivial and true, one nontrivial and false. their apparent plausibility is becus of this fact.

 

quoting from Possible Worlds:

 

Janus-faced sentences

The method of possible-worlds testing is not only an invaluable aid towards resolving ambiguity; it is also an effective weapon against a particular form of-linguistic sophistry.

Thinkers often deceive themselves and others into supposing that they have discovered a profound

truth about the universe when all they have done is utter what we shall call a “Janus-faced

sentence”. Janus, according to Roman mythology, was a god with two faces who was therefore able

to ‘face’ in two directions at once. Thus, by a “Janus-faced sentence” we mean a sentence which, like “In the evolutionary struggle for existence just the fittest species survive”, faces in two directions. It is ambiguous insofar as it may be used to express a noncontingent proposition, e.g., that in the struggle for existence just the surviving species survive, and may also be used to express a contingent proposition, e.g., the generalization that just the physically strongest species survive.

 

If a token of such a sentence-type is used to express a noncontingently true proposition then, of

course, the truth of that proposition is indisputable; but since, in that case, it is true in all possible

worlds, it does not tell us anything distinctive about the actual world. If, on the other hand, a token

of such a sentence-type is used to express a contingent proposition, then of course that proposition

does tell us something quite distinctive about the actual world; but in that case its truth is far from

indisputable. The sophistry lies in supposing that the indisputable credentials of the one proposition

can be transferred to the other just by virtue of the fact that one sentence-token might be used to

express one of these propositions and a different sentence-token of one and the same sentence-type

might be used to express the other of these propositions. For by virtue of the necessary truth of one

of these propositions, the truth of the other — the contingent one — can be made to seem

indisputable, can be made to seem, that is, as if it “stands to reason” that it should be true.

 

-

 

We could be accused here of focusing our attention on an

ambiguity of formulation and of not trying to understand what

Latour really means. In order to counter this objection, let us go

back to the section “Appealing (to) Nature” (pp. 94-100) where

the Third Rule is introduced and developed. Latour begins by

ridiculing the appeal to Nature as a way of resolving scientific

controversies, such as the one concerning solar neutrinos[121]:

A fierce controversy divides the astrophysicists who calcu­

late the number o f neutrinos coming out o f the sun and Davis,

the experimentalist who obtains a much smaller figure. It is

easy to distinguish them and put the controversy to rest. Just

let us see for ourselves in which camp the sun is really to be

found. Somewhere the natural sun with its true number o f

neutrinos will close the mouths o f dissenters and force them

to accept the facts no matter how well written these papers

were. (Latour 1987, p. 95)

 

 

Why does Latour choose to be ironic? The problem is to know

how many neutrinos are emitted by the Sun, and this question

is indeed difficult. We can hope that it will be resolved some day,

not because “the natural sun will close the mouths of dis­

senters”, but because sufficiently powerful empirical data will

become available. Indeed, in order to fill in the gaps in the cur­

rently available data and to discriminate between the currently

existing theories, several groups of physicists have recently

built detectors of different types, and they are now performing

the (difficult) measurements.122 It is thus reasonable to expect

that the controversy will be settled sometime in the next few

years, thanks to an accumulation of evidence that, taken to­

gether, will indicate clearly the correct solution. However, other

scenarios are in principle possible: the controversy could die

out because people stop being interested in the issue, or be­

cause the problem turns out to be too difficult to solve; and, at

this level, sociological factors undoubtedly play a role (if only

because of the budgetary constraints on research). Obviously,

scientists think, or at least hope, that if the controversy is re­

solved it will be because of observations and not because of

the literary qualities of the scientific papers. Otherwise, they

will simply have ceased to do science.

 

the footnode 121 is:

The nuclear reactions that power the Sun are expected to emit copious quantities

of the subatomic particle called the neutrino. By combining current theories of solar

structure, nuclear physics, and elementary-particle physics, it is possible to obtain

quantitative predictions for the flux and energy distribution of the solar neutrinos.

Since the late 1960s, experimental physicists, beginning with the pioneering work of

Raymond Davis, have been attempting to detect the solar neutrinos and measure their

flux. The solar neutrinos have in fact been detected; but their flux appears to be less

than one-third o f the theoretical prediction. Astrophysicists and elementary-particle

physicists are actively trying to determine whether the discrepancy arises from

experimental error or theoretical error, and if the latter, whether the failure is in the

solar models or in the elementary-particle models. For an introductory overview, see

Bahcall (1990).

 

this problem sounded familiar to me.

en.wikipedia.org/wiki/Solar_neutrino_problem:

The solar neutrino problem was a major discrepancy between measurements of the numbers of neutrinos flowing through the Earth and theoretical models of the solar interior, lasting from the mid-1960s to about 2002. The discrepancy has since been resolved by new understanding of neutrino physics, requiring a modification of the Standard Model of particle physics – specifically, neutrino oscillation. Essentially, as neutrinos have mass, they can change from the type that had been expected to be produced in the Sun’s interior into two types that would not be caught by the detectors in use at the time.

 

science seems to be working. Sokal and Bricmont predicted that it wud be resolved ”in the next few years”. this was written in 1997, about 5 years befor the data Wikipedia givs for the resolution. i advice one to read the Wiki article, as it is quite good.

 

-

 

In this quote and the previous one, Latour is playing con­

stantly on the confusion between facts and our knowledge of

them.123 The correct answer to any scientific question, solved or

not, depends on the state of Nature (for example, on the num­

ber of neutrinos that the Sun really emits). Now, it happens that,

for the unsolved problems, nobody knows the right answer,

while for the solved ones, we do know it (at least if the accepted

solution is correct, which can always be challenged). But there

is no reason to adopt a “relativist” attitude in one case and a “re­

alist” one in the other. The difference between these attitudes is

a philosophical matter, and is independent of whether the prob­

lem is solved or not. For the relativist, there is simply no unique

correct answer, independent of all social and cultural circum­

stances; this holds for the closed questions as well as for the

open ones. On the other hand, the scientists who seek the cor­

rect solution are not relativist, almost by definition. Of course

they do “use Nature as the external referee”: that is, they seek to

know what is really happening in Nature, and they design ex­

periments for that purpose.

 

the footnote 123 is:

An even more extreme example o f this confusion appears in a recent article by

Latour in La Recherche, a French monthly magazine devoted to the popularization of

science (Latour 1998). Here Latour discusses what he interprets as the discovery in

1976, by French scientists working on the mummy of the pharaoh Ramses II, that his

death (circa 1213 B.C.) was due to tuberculosis. Latour asks: “How could he pass

away due to a bacillus discovered by Robert Koch in 1882?” Latour notes, correctly,

that it would be an anachronism to assert that Rainses II was killed by machine-gun

fire or died from the stress provoked by a stock-market crash. But then, Latour

wonders, why isn’t death from tuberculosis likewise an anachronism? He goes so far

as to assert that “Before Koch, the bacillus has no real existence.” He dismisses the

common-sense notion that Koch discovered a pre-existing bacillus as “having only the

appearance o f common sense”. Of course, in the rest o f the article, Latour gives no

argument to justify these radical claims and provides no genuine alternative to the

common-sense answer. He simply stresses the obvious fact that, in order to discover

the cause of Ramses’ death, a sophisticated analysis in Parisian laboratories was

needed. But unless Latour is putting forward the truly radical claim that nothing we

discover ever existed prior to its “discovery”— in particular, that no murderer is a

murderer, in the sense that he committed a crime before the police “discovered” him

to be a murderer— he needs to explain what is special about bacilli, and this he has

utterly failed to do. The result is that Latour is saying nothing clear, and the article

oscillates between extreme banalities and blatant falsehoods.

 

?!

 

-

 

a quote from one of the crazy ppl:

 

The privileging o f solid over fluid mechanics, and indeed the

inability o f science to deal with turbulent flow at all, she at­

tributes to the association o f fluidity with femininity. Whereas

men have sex organs that protrude and become rigid, women

have openings that leak menstrual blood and vaginal fluids.

Although men, too, flow on occasion— when semen is emit­

ted, for example— this aspect o f their sexuality is not empha­

sized. It is the rigidity o f the male organ that counts, not its

complicity in fluid flow. These idealizations are reinscribed in

mathematics, which conceives o f fluids as laminated planes

and other modified solid forms. In the same way that women

are erased within masculinist theories and language, existing

only as not-men, so fluids have been erased from science, ex­

isting only as not-solids. From this perspective it is no wonder

that science has not been able to arrive at a successful model

for turbulence. The problem o f turbulent f low cannot be

solved because the conceptions o f fluids (and o f women)

have been formulated so as necessarily to leave unarticulated

remainders. (Hayles 1992, p. 17)

 

u cant make this shit up

 

-

 

Over the past three decades, remarkable progress has been

made in the mathematical theory of chaos, but the idea that

some physical systems may exhibit a sensitivity to initial con­

ditions is not new. Here is what James Clerk Maxwell said in

1877, after stating the principle of determinism ( “the same

causes will always produce the same effects”):

 

but thats not what determinism is. their quote seems to be from Hume’s Treatise.

 

en.wikipedia.org/wiki/Causality#After_the_Middle_Ages

 

it is mentioned in his discussion of causality, which is related to but not the same as, determinism.

 

Wikipedia givs a fine definition of <determinism>: ”Determinism is a philosophy stating that for everything that happens there are conditions such that, given those conditions, nothing else could happen.”

 

also SEP: Causal determinism is, roughly speaking, the idea that every event is necessitated by antecedent events and conditions together with the laws of nature.”

 

-

 

[T]he first difference between science and philosophy is their

respective attitudes toward chaos. Chaos is defined not so

much by its disorder as by the infinite speed with which every

form taking shape in it vanishes. It is a void that is not a noth­

ingness but a virtual, containing all possible particles and

drawing out all possible forms, which spring up only to dis­

appear immediately, without consistency or reference, with­

out consequence. Chaos is an infinite speed o f birth and dis­

appearance. (Deleuze and Guattari 1994, pp. 117-118, italics

in the original)

 

???

 

-

 

For what it’s worth, electrons, unlike photons, have a non-zero

mass and thus cannot move at the speed of light, precisely

because of the theory of relativity of which Virilio seems so

fond.

 

i think the authors did not mean what they wrote here. surely, relativity theory is not the reason why electrons cannot move at the speed of light. relativity theory is an explanation of how nature works, in this case, how objects with mass and velocity/speed works.

 

-

 

We met in Paris a student who, after having brilliantly fin­

ished his undergraduate studies in physics, began reading phi­

losophy and in particular Deleuze. He was trying to tackle

Difference and Repetition. Having read the mathematical ex­

cerpts examined here (pp. 161-164), he admitted he couldn’t

see what Deleuze was driving at. Nevertheless, Deleuze’s repu­

tation for profundity was so strong that he hesitated to draw the

natural conclusion: that if someone like himself, who had stud­

ied calculus for several years, was unable to understand these

texts, allegedly about calculus, it was probably because they

didn’t make much sense. It seems to us that this example should

have encouraged the student to analyze more critically the rest

of Deleuze’s writings.

 

i think the epistemological conditions of this kind of inference ar very interesting. under which conditions shud one conclude that a text is meaningless?

 

-

 

7. Ambiguity as subterfuge. We have seen in this book nu­

merous ambiguous texts that can be interpreted in two differ­

ent ways: as an assertion that is true but relatively banal, or as

one that is radical but manifestly false. And we cannot help

thinking that, in many cases, these ambiguities are deliberate.

Indeed, they offer a great advantage in intellectual battles: the

radical interpretation can serve to attract relatively inexperi­

enced listeners or readers; and if the absurdity of this version is

exposed, the author can always defend himself by claiming to

have been misunderstood, and retreat to the innocuous inter­

pretation.

 

mor on Janus-sentences.

 

-

 

 

The One World Schoolhouse – Salman Khan free pdf ebook download

Charles Murray – Real Education free, ebook, download, pdf

 

Its a short, accessible (for non-experts), clearly written book about some of the things that is wrong with modern education, with a focus on the US system. Some of the things surely apply to other countries as well. For that reason the book is worth exploring for people interested in the issue.

 

Some quotes:

 

In short, just about every reader understands from personal and

vicarious life experiences what below average means for bodily-

kinesthetic, musical, interpersonal, and intrapersonal ability, and for

the aspects of spatial ability associated with hand-eye coordination

and visual apprehension. You may think you also know what below

average means for linguistic ability, logical-mathematical ability, and

spatial abilities associated with mental visualization because you

know you are better at some of these intellectual tasks than at others.

But here you are probably mistaken. It is safe to say that a majority of

readers have little experience with what it means to be below average

in any of the components of academic ability.

 

The first basis for this statement is that I know you have

reached the second chapter of a nonfiction book on a public policy

issue, which means you are probably well above average in

academic ability—not because getting to the second chapter of this

book requires that you be especially bright, but because people with

below-average academic ability hardly ever choose to read books

like this.

 

lol’d

 

Therefore the first task is to understand what below average

means when it comes to academic ability. The best way is to show the

kinds of test questions that people with below-average academic

ability have trouble answering. I take them from items that have been

used on the National Assessment of Educational Progress (NAEP,

pronounced “nape”), the program used by the federal Department of

Education since 1971 to track student accomplishment. It is adminis­

tered periodically to nationally representative samples of students in

the fourth, eighth, and twelfth grades. It is a test designed to test

what has been learned, not academic ability, and is regarded as the

gold standard for measuring academic achievement at the elemen­

tary and secondary levels. The examples I will use are from the test

for eighth-graders. I begin with a simple mathematics problem:

 

Example 1. There were 90 employees in a company last year. This

year the number o f employees increased by 10 percent. How many

employees are in the company this year?

(A) 9 (B) 81 (C) 91 (D) 99 (E) 100

 

By eighth grade, it would seem that almost everyone should

be able to handle a question like this. Children are taught to divide

and to calculate percentages in elementary school. Dividing by ten is

the easiest form of division. Dividing a whole number by ten is easier

yet. Adding a one-digit number (9) to a two-digit number (90) is

elementary.

 

It is a problem based on a simple mathematical concept, using

simple arithmetic, requiring a simple logical interpolation to get the

right answer. It is an excellent example for starting to think about

what below average means in mathematics—because 62 percent of

eighth-graders got this item wrong. It does not represent an item that

below-average students could not do, but one that many above-average

students could not do. Actually, more than 62 percent did not know

the answer, because some of them got the right answer by guessing.

To estimate the total percentage of students who did not know the

right answer on a question with x alternatives, multiply the total

percentage of students who chose one of the wrong alternatives

by x / ( x— 1). There are more sophisticated ways, but this one is

close enough for our purposes. In this case, the estimated proportion

of students who did not know the right answer is (.62 X 5/4), or

77.5 percent.

 

sigh

 

Example 2. Amanda wants to paint each face o f a cube a different

color. How many colors will she need?

(A) Three (B) Four (C) Six (D) Eight

Twenty percent of eighth-graders did not choose C. Approximately

27 percent did not know the right answer.

 

wtf

 

 

Example 3. How many o f the angles in this triangle are smaller

than a right angle?

[showing a triangle]

(A) None (B) One (C) Two (D) Three

Thirty-one percent of eighth-graders did not choose C. Approxi­

mately 41 percent did not know the right answer.

 

 

 

and so on with a few more examples.

 

-

 

The Coleman Report documenting how little difference the quality of

the school makes, the negative evaluations of Title I, the sparse results

of NCLB—there are many reasons to accept the reality of limits. To

continue to assert that major improvements are possible in the aca­

demic test performance of the lower half of the distribution through

reform of the public schools is more than a triumph of hope over expe­

rience. It ignores experience altogether. It is educational romanticism.

 

-

 

Often, the rewards will come after college. A person who has dis­

covered that he enjoys the challenge of difficult books is a person

who, years later, is open to picking up a biography of George Mar­

shall at the bookstore and becoming a World War II expert, or a

person who decides to give War and Peace a try and ends up reading

the whole Tolstoy corpus. As evidence that this happens, I appeal to

readers: How many of the avocations that have absorbed you as an

adult, and in which you have become quite knowledgeable, have any­

thing to do with the content of a course you took in college?

 

well, never, but im a special case.

 

-

 

 

The-g-Factor-General-Intelligence-and-Its-Implications-Chris-Brand

en.wikipedia.org/wiki/The_g_Factor:_General_Intelligence_and_Its_Implications_%28book%29

The g Factor: General Intelligence and Its Implications is a book by Christopher Brand, a psychologist and lecturer at the University of Edinburgh. It was published by John Wiley & Sons in the United Kingdom in March 1996. The book was “depublished” by the publishing house on April 17th, which cited “deep ethical beliefs” in its decision to remove the book from circulation; it is generally agreed that material in the book that covered racial issues in intelligence testing was responsible for the withdrawal. Wiley argued that after “inflammatory statements” Brand had made elsewhere, it was possible to “infer some of the same repugnant views from the text”.

According to economist Edward M. Miller, “While Wiley has not been specific as to just what views that were trying to prevent the dissemination of, one presumes they have to do with racial differences in intelligence and the implications for economics and educational policy.”[1]

 

6. A last doubt about IQ-test validity is that ‘measured’ differences may be little but the products of

other people’s expectations, ‘labels’ and self-fulfilling prophecies. Once more, there are two

versions of such a claim.

 

m (a) One is that differences in expectations (e.g. by children’s teachers) may have real

effects on intelligence. This is a claim for which no evidence has ever been offered other

than from IQ-type testing; and, if IQ-test evidence is considered relevant, the claimant is

accepting IQ-test validity.

 

m (b) The other version is that expectancies may particularly affect only IQ scores. Such

invalid scores may eventually become reality via subsequent differential provision of

educational opportunities. The idea is that differential treatment, in response to initial IQ

scores, may yield real, ‘self-fulfilling prophecy’ effects on intelligence itself. Fortunately,

though it is now well recognized that one-off perceptual judgments and children’s

achievements in swimming, athletics and laboratory learning can sometimes reflect initially

erroneous expectancies (of teachers, parents or pupils), hundreds of studies in the past

twenty-five years(22) have found little general effect of such ‘labelling’ effects on IQ. In the

most systematic study in a normal school setting (Kellaghan et al, 1982), expectancies of

teachers supplied with IQ information about pupils did not generally change children’s IQ’s

or attainments over a school year. (There was a slight boost to the end-of-the-year

achievements of those (genuinely) higher-IQ children who came from relatively low-SES

families: the teachers may have been trying to discount background SES and to ‘bring on’

such children towards the attainment levels normally expected from children of such IQ’s.)

Far from labelling or self-labelling themselves giving rise to IQ-type differences and so to

spurious correlations and a g dimension among mental tests, it is noticeable that many

genuinely bright people have a misleadingly modest impression of their own abilities –

often claiming on TV shows to be ‘poor spellers’, for example; while vanity amongst people of mediocre intelligence is probably easier to find (see Brand et al. , 1994).

 

An early indication of the Dunning-Kruger effect? The cite given is:

BRAND, C.R., EGAN, V. & DEARY, I.J. (1994).

‘Intelligence, personality and society: constructivist versus

essentialist possibilities.’ In D.K.Detterman, Current

Topics in Human Intelligence 4, pp. 29-42. Norwood, NJ :

Ablex.

 

which is a book i dont have access to.

 

I have written an email to Dunning and informed him about this possibly earlier statement.

-

 

The author is an interesting fellow en.wikipedia.org/wiki/Christopher_Brand. He also has a blog here: gfactor.blogspot.com

 

-

 

(2) True mixed ability teaching would be much easier if only the Government spent more on

education to reduce class sizes. Yet class sizes in Britain are now typically a third of what they

were before 1939. Meanwhile Britain’s position in most international educational league tables has

sunk from third to twenty-third: in mathematics, at age 13, British children now lag German children

by 1 year and Japanese children by two years; and a MORI poll of British adolescents found that a

third of them could not calculate a weekly wage from an hourly rate, and a quarter could not identify

which direction on a map was north (Green & Steedman, 1993, pp.9, 31). Anyhow, research

repeatedly finds children’s educational outcomes quite unrelated to class size – as the Educational

Secretary for England and Wales must repeatedly to explain to teachers who understandably find

mixed-ability teaching a strain (see Eysenck, 1973/1975, p.134; Walsh, 1995): even a class size of

six will be difficult for a teacher if children span the normal range of IQ. Small classes do not in fact

lead to teachers adopting the acclaimed ‘interactive’ teaching methods;(23) and class sizes in Japan

average over 40 while those of around 55 in communist China apparently work well (Walsh, 1995).

For England and Wales, Her Majesty’s Inspectors of Schools reported their conclusion by 1977 that

mixed-ability teaching (at least for mathematics) primarily required “exceptional” teachers. Parents

often seem to favour the small class sizes maintained by private schools; but such schools are

streams in their own right – usually having no pupils of below-average intelligence.

 

-

 

Practical reasons: bowing to

convenience. A third reason for

psychology’s tendency to lose touch with

intelligence is practical. Psychology’s

perennial problem is that of finding

subjects who can be tested relatively

cheaply. Medicine solves this problem

by using patients in hospital beds who

will often co-operate with research while they hope for treatment. Behaviourists

solved the problem by studying rats;

Piagetians solved it by studying infants;

and cognitivists and the more advanced

constructivists of social psychology

solve it by hardly studying people at all –

just building their computer ‘models’ or

‘analysing’ passages of ‘discourse’

selected for their ideological

convenience. Clearly, differerential

psychology should have followed Burt

down the road to regular involvement in

schools that he had opened up: most

psychology departments should

probably be located in or near a school –

just as most medical faculties adjoin

hospitals. But differential psychology

and personality psychology rejected

Burt’s lead and chose for too long the

superficially academic route of keeping

up with the latest alleged advances in

conditioning theory, ‘social perception’ or

fissiparative neuropsychology. Thus

differential psychology lost its natural

subjects. This was disastrous for the

study of g differences. It is only in

normal schools that it is at all easy to

study anything like the full range of

human mental abilities. Many kinds of

merely academic psychology can be

done in the laboratory or in projects with

handy collections of patients or

employees (where selection, self-

selection and resulting range-restrictions

may be positive assets to the researcher

of group effects).

 

some interesting ideas. especially about psychology being near schools, so that one can avoid WEIRD problems, cf. blogs.scientificamerican.com/primate-diaries/2011/12/07/the-weird-evolution-of-human-psychology/

 

-

 

Overall i definitely learned alot from reading this rather short book. The authors endless complaining about leftism, socialism etc. can get tiring. Especially if one looks at his blog as well.

It began with this conversation with my friend Chad on Skype:

 

[09:54:34] Chad Stearns – Economist: A friend of mine met Aubrey De Grey
[09:54:41] Chad Stearns – Economist: And did some similar research.
[09:57:21] Emil – Deleet: de grey is pretty cool guy
[09:57:28] Emil – Deleet: autodidact ppl ftw
[11:14:06] Emil – Deleet: now i started reading wikipedia..
[11:14:07] Emil – Deleet: dam u
[11:14:19] Emil – Deleet: which reminded me that i need to read up on educational research
[11:14:27] Emil – Deleet: since the pirate party will need to have some opinions on education
[11:14:36] Emil – Deleet: i have some opinions, but need more data for specifics
[11:14:50] Chad Stearns – Economist: What kind of opinions?
[11:17:13] Emil – Deleet: 1) primary school teachers (PSTs) are currently of low quality
2) we can fix this by copying the finnish system; make PSTs education a university degree. this makes it more prestigious which attracts smarter ppl. and it increases the quality of the education.
3) girls do much better in school. perhaps we shud do something about this. for instance, splitting classes into active-hands-on classes, and listening and sit still classes.
[11:18:36] Emil – Deleet: 4) formal learning is not a very fast way of learning. some ppl want to learn on their own. we shud open up for this approach by removing bureaucratic rules that make it impossible, giving ppl credit for learning themselves.
[11:20:34] Emil – Deleet: 5) the most important two things for learning is intellectual ability (intelligence and memory), and motivation. the first we cannot do much about so easily. the second we can. due to the way the human mind works inre. gratification, gamification is a very good way to motivate ppl to learn.
consequrntly, we shud employ gamification in schools. this mixes well with (4).
examples are: khan academy, memrise, duolingo, but there are many more options open.
[11:22:09 | Edited 11:23:17] Emil – Deleet: 6) there needs to be a major overhaul of the topics taught in school. some things which are important to everyone are neglected, such as knowledge about statistics and probability. also critical thinking (and later, logic).
we can make space for these by getting rid of things that many ppl dont need to know, such as advanced trigonometry, interpretation of works of fiction.
need more focus on basic things in language classes, such as being able to write clearly, and writing a letter.
[11:23:25] Emil – Deleet: i perhaps forgot some things
[11:23:30] Emil – Deleet: but these are the basic things
[11:26:05] Emil – Deleet: 7) perhaps we shud not be using so much money on long university degrees. cf. academic inflation.
[11:26:13] Chad Stearns – Economist: I was just thinking the other day about how worthless the writing classes I have taken were.
[11:26:23] Chad Stearns – Economist: Honstly, 4chan has taught me how to write.
[11:26:31] Emil – Deleet: ^^
[11:26:38] Emil – Deleet: peer preassure to spell properly
[11:26:44] Emil – Deleet: or pressure
[11:26:47] Emil – Deleet: or preasure
[11:26:49] Emil – Deleet: who knows
[11:26:51] Emil – Deleet: english spelling -.-
[11:27:03] Chad Stearns – Economist: Having to regularly express page long ideas has taught me to communicate. Being forced to talk about an arbritrary topic in some horribly structured way does not teach me how to write.
[11:27:17] Chad Stearns – Economist: I have never heard of “preasure”
[11:27:30] Emil – Deleet: just as mispelling :P
[11:27:32] Emil – Deleet: as u wrote the other day
[11:27:42] Emil – Deleet: (funny since its itself a misspelling)
[11:28:38] Chad Stearns – Economist: I realized “slept” is not a word.
[11:28:46] Chad Stearns – Economist: Too bad reality, its a word now in my book.
[11:28:51] Emil – Deleet: it is
[11:29:12] Emil – Deleet: en.wiktionary.org/wiki/slept
[11:29:22] Emil – Deleet: one or two words
[11:29:25] Emil – Deleet: depending on how to count
[11:30:25 | Edited 11:30:51] Emil – Deleet: t.i.
to sleep, i sleep, i SLEPT = simple past tense
i have SLEPT = participle
[11:32:39] Emil – Deleet: www.verb2verbe.com/conjugation/english-verb/sleep.aspx
[11:32:42] Emil – Deleet: so many categories -.-
[11:46:32 | Edited 11:46:38] Emil – Deleet: 8) schools shud no longer give space to various religious indoctrination (which they do in Denmark).
[12:07:30] Emil – Deleet: 9) testing of Esperanto as a method of teaching foreign languages faster.
[12:08:16 | Edited 12:08:17] Emil – Deleet: 10) perhaps moving around classes. some mathematics concepts are difficult to teach to 6 year olds, but are easy to teach to 12 year olds. language is easier for smaller children. perhaps just postpone math teaching to later in school.

 

—-

The reason to do the studying, as also mentioned above, is that the Pirate Party (Denmark) will need to have a broad political platform. I want to help form it to make sure that it is evidence-based, and not based on educational romanticism (see below).

—-

 

Now i have finished the first round of research. Here are some stops on the journey:

en.wikipedia.org/wiki/Autodidacticism

Autodidacticism (also autodidactism) is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is “learning on your own” or “by yourself”, and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorptive procession. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas.

Autodidactism is only one facet of learning, and is usually complemented by learning in formal and informal spaces: from classrooms to other social settings. Many autodidacts seek instruction and guidance from experts, friends, teachers, parents, siblings, and community. Inquiry into autodidacticism has implications for learning theory, educational research, educational philosophy, and educational psychology.

 

Wikipedia is heaven for autodidacts!

-

en.wikipedia.org/wiki/Philosophy_of_education

-

en.wikipedia.org/wiki/Educational_essentialism

-

en.wikipedia.org/wiki/Educational_Progressivism

-

en.wikipedia.org/wiki/No_Child_Left_Behind

-

en.wikipedia.org/wiki/Highly_Qualified_Teachers

-

en.wikipedia.org/wiki/Gifted_education

Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.

In 2011, the National Association of Gifted Children published a position paper that defined what a gifted student is. Gifted describes individuals who demonstrate outstanding aptitude or competence in one or more domains. Aptitude is defined as an exceptional ability to learn or reason. Competence is defined as documented performance or achievement in the top 10% of the population.[1]

 

Very interesting area. Not only becus im a such student (and was in primary school as well, where i wasted time more or less). But becus the area has not been given much attention recently. The attention is usually on helping low-scoring students, especially those from weak SES backgrounds including immigrants (typically muslims in Denmark, in the US blacks and latinos).

 

On the page i found the very, very interesting paper/book:

www.templeton.org/who-we-are/media-room/publications/reports-by-grantees/a-nation-deceived-how-schools-hold-back-ameri

I definitely recommend reading volume 1 of it, and perhaps volume 2 as well. I have not had time to read volume 2 yet, but i will i think.

 

Two other background readings on the subject:

 

www.washingtonpost.com/wp-dyn/content/article/2005/12/26/AR2005122600553.html

www.nytimes.com/2006/04/05/nyregion/05education.html?pagewanted=2&_r=1

 

and a very nice summary of the current policies about education, and how they are completely out of touch with reality, by Charles Murray of The Bell Curve fame (which i shud read as well).

www.aei.org/article/education/the-age-of-educational-romanticism/ and his book length treatment of the same topic en.wikipedia.org/wiki/Real_Education:_Four_Simple_Truths_for_Bringing_America%27s_Schools_Back_to_Reality which i also want to read. Fairly decent reviews www.amazon.com/Real-Education-Bringing-Americas-Schools/dp/0307405397

 

-

en.wikipedia.org/wiki/Education_theory

-

en.wikipedia.org/wiki/Educational_perennialism

-

en.wikipedia.org/wiki/Dead_white_males

-

en.wikipedia.org/wiki/Missing_white_woman_syndrome

-

en.wikipedia.org/wiki/Applied_philosophy#Applied_philosophy

-

en.wikipedia.org/wiki/List_of_notable_autodidacts some of these are very cool

-

en.wikipedia.org/wiki/UnCollege

UnCollege is a social movement that aims to change the notion that going to college is the only path to success.[1][2][3] UnCollege was founded by Dale Stephens in 2010.[4][5]

Concept

According to the UnCollege website, the movement is founded on these principles:

  • Many people pay too much for university and learn too little.
  • You can get an amazing education anywhere—but you’ll have to stop writing papers and start doing things.
  • You need an excellent education to survive in a world where 50% of the population is under 30.
  • Subjects taught in traditional universities are often contrived, theoretical, and irrelevant, promoting conformity and regurgitation rather than innovation and learning.
  • You don’t have to decide what to do with your life at age 18.
  • You can contribute to society without necessarily having a university degree.
  • You cannot rely on university to give you a complete and relevant education when professors are often more interested in researching than teaching.
  • If you want to gain the skills requisite for success, you must hack your education.[20]

According to the UnCollege website, college, while not itself adverse, needs significant changes because:

  • Tuition is rising at twice the rate of inflation
  • Students are not learning
  • Students are incurring high levels of debt to finance their educations.

-

en.wikipedia.org/wiki/Sean_Parker

Education

Parker attended Oakton High School in Fairfax County, Virginia for two years before transferring to Chantilly High School in 1996 for his junior and senior years.[11] While there, Parker wrote a letter to the school administration and persuaded them to count the time he spent coding in the computer lab as a foreign language class.[11] As a result, towards the end of Parker’s senior year at Chantilly, he was mostly writing code and starting companies.[11] He graduated in 1998. While still in high school, he interned for Mark Pincus (the current CEO of Zynga) at Pincus’s Washington D.C. startup FreeLoader.[12] He won the Virginia state computer science fair for developing a Web crawler, and was recruited by the C.I.A..[3] By his senior year of high school, Parker was earning more than $80,000 a year through various projects, enough to convince his parents to allow him to skip college and pursue a career as an entrepreneur.[3]

 

cool

-

en.wikipedia.org/wiki/Metacognition

 

Very interesting two papers by Somin! I will definitely check out his other stuff when i have time. I just took the time off reading papers before i start reading book #2 on patents (Against Intellectual Monopoly).

Deliberative Democracy and Political Ignorance

-

 

ABSTRACT: Advocates of ‘‘deliberative democracy’’ want citizens to actively

participate in serious dialogue over political issues, not merely go to the polls every

few years. Unfortunately, these ideals don’t take into account widespread political

ignorance and irrationality. Most voters neither attain the level of knowledge

needed to make deliberative democracy work, nor do they rationally evaluate the

political information they do possess. The vast size and complexity of modern

government make it unlikely that most citizens can ever reach the levels of

knowledge and rationality required by deliberative democracy, even if they were

better informed than they are at present.

 

How very depressing in relation to liquid democracy/feedback!

-

Deliberative democracy is one of the most influential ideas in modern

political thought. Advocates want citizens to actively participate in the

democratic process by seriously deliberating over important issues, not

merely voting for or against candidates put forward by political parties.

They hope that voters will not only develop a solid factual understanding

of political issues, but will also debate the moral principles at stake in a

rational and sophisticated fashion. Deliberative democrats expect more of

voters than merely acting to ‘‘throw the bums out’’ if things seem to be

going badly.

 

These high aspirations are admirable and appealing. Unfortunately,

they run afoul of the reality of widespread voter ignorance and

irrationality. Moreover, even if voters were significantly better informed

and more rational than most are today, the vast size and complexity of

modern government would prevent them from acquiring enough

knowledge and sophistication to deliberate over more than a small

fraction of the full range of issues currently decided by government. Such

difficulties become even more acute in light of the fact that many

deliberative democrats want the political process to control even more of

society than is already the case. Previous scholarship has only tentatively

considered the implications of widespread voter ignorance and irration-

ality for deliberative democracy.1

This article is intended to close the gap

in the literature more fully. My analysis focuses on theories of

deliberative democracy that require deliberation by ordinary citizens. I

do not consider the distinct question of deliberation by legislators or

expert administrators.

-

Parts IV#VI consider three proposals to increase political knowledge

that have been advanced by deliberative democrats. These include using

education to raise the level of political knowledge, increasing knowledge

by having voters engage in structured deliberation, and transferring

authority to lower levels of government where individual voters might

have stronger incentives to acquire information. Finally, I will briefly

suggest that deliberative ideals might be more effectively advanced by

limiting the role of government in society.

 

Deliberative democracy is a normative ideal, not an attempt to explain

present-day reality. However, an attractive normative ideal must be

feasible. The problem of political ignorance casts serious doubt on the

feasibility of deliberative democracy. Moreover, some proposals put

forward by deliberative democrats, if implemented, may well cause more

harm than good.

 

The second proposal was my idea as well. It better work, otherwise liquid feedback might be very bad indeed.

-

Decades of public opinion research show that most voters are very far

from meeting the knowledge prerequisites of deliberative democracy. To

Somin • Political Ignorance & Deliberative Democracy 257the contrary, they are often ignorant even of very basic political information.

 

In 2009, the Obama administration and congressional Democrats put

forward ambitious plans to restructure the U.S. health-care system and

impose a ‘‘cap and trade’’ system to restrict carbon emissions and combat

global warming. Both plans were widely discussed in the media and

elsewhere. Yet a September 2009 survey found that only 37 percent of

Americans claimed to ‘‘understand’’ the health care plan, a figure that

likely overestimates the true level of understanding.7 A May 2009 poll

showed that only 24 percent of Americans realized that the important

‘‘cap and trade’’ proposal recently passed by the House of Representa-

tives as an effort to combat global warming addressed ‘‘environmental

issues.’’ Some 46 percent believed that it was either a ‘‘health-care

reform’’ or a ‘‘regulatory reform for Wall Street.’’8

Until the Obama health-care reform passed in March 2010, the largest

new federal domestic program enacted in the previous 40 years had been

the Bush Administration’s prescription-drug entitlement, enacted in

2003. Yet a December 2003 poll showed that almost 70 percent of

Americans did not even know that Congress had passed the law (Somin

2004c, 5#6).

 

Public ignorance is not limited to information about specific policies.

It also extends to knowledge of political parties, ideologies, and the basic

structure and institutions of government (Delli Carpini and Keeter 1996;

Somin 1998 and 2004c). For example, a majority of voters are ignorant

of such fundamentals of the U.S. political system as who has the power

to declare war, the respective functions of the three branches of

government, and who controls monetary policy (Delli Carpini and

Keeter 1996, 70#71). A 2006 Zogby poll found that only 42 percent of

Americans could even name the three branches of the federal

government (Somin 2010, ch. 2). Another 2006 survey revealed that

only 28 percent could name two or more of the five rights guaranteed by

the First Amendment to the Constitution (ibid.). A 2002 Columbia

University study found that 35 percent believed that Karl Marx’s dictum

‘‘From each according to his ability to each according to his need’’ is

enshrined the Constitution; 34 percent said they did not know if it was,

and only 31 percent correctly answered that it was not (Dorf 2002).

Similarly, years of survey data show that most of the public has little

understanding of the basic differences between liberalism and con-

servatism (RePass 2008; Somin 2010, ch. 2). They are often also

confused about the differences between the policy positions of the two

major parties (e.g., Somin 2004a).

 

Widespread political ignorance has persisted over time, despite

massive increases in education and the availability of information through

new technologies such as the internet.9 It seems unlikely to diminish

substantially in the foreseeable future.

 

Holy shit. Wud be very interesting to see cross-national data on some of these things. One cud use something like the separation of power as a question. Even tho the countries differ in how they do that, most of them do it in some way, and it is thus possible to ask and see whether people know how their country does it.

-

There is nothing inherently objectionable about people who acquire

political information for reasons other than becoming a better voter. It is

perfectly understandable if people wish to follow politics for any number

of reasons. Problems arise, however, when these motives conflict with

the goal of rational evaluation of information for the purpose of making

informed political decisions. To take one such case, people who acquire

information for the purpose of cheering on their political ‘‘team’’ or

confirming their existing views are likely to overvalue information that

confirms those views and undervalue or ignore anything that cuts against

them. Extensive evidence suggests that this is in fact the way most

committed partisans evaluate political information.14 Experiments show

that political partisans not only reject new information casting doubt on

their beliefs, but sometimes actually respond by believing in them even

more fervently (Bullock 2006; Nyhan and Reifler 2009). Thus, a recent

study found that conservatives presented with evidence showing that

U.S. forces failed to find weapons of mass destruction in Iraq were

actually strengthened in their pre-existing view thatWMDs were present

(Nyhan and Reifler 2009, 11#15). Similarly, liberals confronted with

evidence that 2004 Democratic presidential candidate John Kerry had

incorrectly claimed that the Bush Administration had ‘‘banned’’ stem-

cell research persisted in their pre-existing view that the charge was

accurate (ibid., 23#24). Similarly, most people discuss political issues only

with those who agree with them (Mutz 2006, 29#41). This tendency is

most pronounced among ‘‘those most knowledgeable about and

interested in politics’’ (ibid., 37), which implies that those who seek

out political knowledge the most are not motivated primarily by truth-

seeking. If they were, it would make sense to sample a wide variety of

sources, possibly placing particular emphasis on those with viewpoints

opposed to one’s own. The latter are more likely to expose the truth-

seeker to facts and analysis that he has not already considered. As John

Stuart Mill ([1869] 1975, 35#51) famously emphasized in On Liberty, we

are more likely to discover the truth if we consider opposing viewpoints,

not merely those that we already agree with.

 

Wow. Good thing im primarily a filosofer with truth as the goal, and not party politics. Impartial truth-seekers are perhaps the best politicians then? If so, then thats sad since they are the ones least likely to become politicians in todays system.

-

In addition to processing information in ways that provide internal

psychological gratification, people also often try to express opinions that

conform to social expectations and seek to avoid negative reactions from

other members of the community (Kuran 1995; Sunstein 2003). For

example, people in a socially conservative community may hesitate to

express approval of gay marriage for fear of alienating antigay friends,

family members, and neighbors. Those in politically liberal settings such

as university campuses often hesitate to criticize liberal policies such as

affirmative action (Kuran 1995, 310#25). Even in a relatively tolerant

liberal democratic society, dissenters often hesitate to openly endorse

unpopular views; they instead find it easier to pretend to agree with the

majority. Such ‘‘preference falsification’’16 can easily lead people to reject

powerful arguments against socially approved positions, or even to

refrain from voicing them in the first place.

 

Preference falsification can infect many kinds of political processes.

But it is an especially serious danger in a deliberative democracy, where

citizens have to engage in open dialogue on political issues and therefore

take positions (or refrain from doing so) in a setting where other

members of the community can observe them. Under ‘‘aggregative’’

democracy, by contrast, voters usually make decisions and access

information in more private settings and therefore may face less pressure

to conform.

 

To combat this problem, liquid feedback systems shud have anonymization in various ways. Perhaps by allowing users to go under many different names, but only allow them to vote once.

-

IV. CAN EDUCATION SAVE DEMOCRACY?

 

Is it possible not to love this guy? :D

-