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Edward Feser: Conservatism, populism, and snobbery
feser is good on this: chief task of conservative intellectuals is to defend epistemic credentials of mere prejudice

The Right vindicates common sense distinctions: https://bonald.wordpress.com/2017/02/10/the-right-vindicates-common-sense-distinctions/
In some ways, we’re already there. One of the core intellectual tasks of the Right has been, and will continue to be, the analysis and rehabilitation of categories found useful by pre-modern humanity but rejected by moderns in their fits of ideologically-driven oversimplification.
Consider these three:
1. Friend vs. Enemy. Carl Schmitt famously put this distinction at the core of his political theory in explicit defiance of the liberal humanitarianism of his day that wanted to reduce all questions to abstract morality and economic efficiency. The friend vs. enemy distinction, Schmitt insisted, is independent of these. To identify a threatening nation as the enemy does not necessarily make any statement about its moral, aesthetic, or economic qualities. Schmitt observed that the liberal nations (for him, the victors of WWI) in fact do mobilize against threats and competitors; forbidding themselves the vocabulary of “friend” and “enemy” means they recast their hostilities in terms of moral absolutes. The nation they attack cannot be called their own enemy, so it must be demonized as the enemy of all humanity. This will be a reoccurring conservative argument. Eliminating a needed category doesn’t eliminate hostility between peoples; it only forces them to be incorrectly conceptualized along moral lines, which actually diminishes our ability to empathize with our opponent.
2. Native vs. Foreigner. Much of what Schmitt said about the distinction between friend and enemy applies to the more basic categorization of people as belonging to “us” or as being alien. I argued recently in the Orthosphere, concerning the topic of Muslim immigration, that we can actually be more sympathetic to Muslims among us if we acknowledge that our concern is not that their ways are objectionable in some absolute (moral/philosophical) sense, but that they are alien to the culture we wish to preserve as dominant in our nation. Reflections about the “universal person” are also quite relevant to this.
3. Masculine vs. feminine. Conservatives have found little to recommend the liberals’ distinction between biological “sex” and socially constructed “gender”. However, pre-modern peoples had intriguing intuitions of masculinity and femininity as essences or principles that can be considered beyond the strict context of sexual reproduction. Largely defined by relation to each other (so that, for example, a woman relates in a feminine way to other people more than to wild animals or inanimate objects), even things other than sexually reproducing animals can participate in these principles to some extent. For example, the sun is masculine while Luna is feminine, at least in how they present themselves to us. Masculinity and femininity seem to represent poles in the structure of relationality itself, and so even the more mythical attributions of these essences were not necessarily intended metaphorically.

The liberal critique of these categories, and others not accommodated by their ideology, comes down to the following
1. Imperialism of the moral. The category in question is recognized as nonmoral, and the critic asserts that it is morally superior to use only moral categories. (“Wouldn’t it be better to judge someone based on whether he’s a good person than on where he was born?”) Alternatively, the critic presumes that other categories actually are reducible to moral categories, and other categories are condemned for being inaccurate in their presumed implicit moral evaluations. (“He’s a good person. How can you call him an ‘alien’ as if he were some kind of monster?!”)
2. Appeal to boundary cases. Sometimes the boundaries of the criticized category are fuzzy. Perhaps a particular person is like “us” in some ways but unlike “us” in others. From this, conclude that the category is arbitrary and meaningless.
3. Emotivism. Claim that the criticized category is actually a sub-rational emotional response. It must be because it has no place in liberal ideology, which the liberal presumes to be coextensive with reason itself. And in fact, when certain ways of thinking are made socially unacceptable, they will likely only pop out in emergencies and moments of distress. It would be no different with moral categories–if the concepts “evil” and “unfair” were socially disfavored, people would only resort to them when intolerably provoked and undoubtedly emotional.
4. Imputation of sinister social motives. The critic points out that the categorization promotes some established social structure; therefore, it must be an illusion.

Why the Republican Party Is Falling Apart: http://nationalinterest.org/feature/why-the-republican-party-falling-apart-22491?page=show
Moore and a great many of his voters subscribe to a simplistic and exaggerated view of the world and the conflicts it contains. Moore has voiced the belief that Christian communities in Illinois or Indiana, or somewhere “up north,” are under Sharia law. That’s absurd. But why does he believe it, and why do voters trust him despite such beliefs? Because on the other side is another falsehood, more sophisticated but patently false: the notion that unlimited Islamic immigration to Europe, for example, is utterly harmless, or the notion that Iran is an implacable fundamentalist threat while good Sunni extremists in Saudi Arabia are our true and faithful friends. Each of the apocalyptic beliefs held by a Roy Moore or his supporters contains a fragment of truth—or at least amounts to a rejection of some falsehood that has become an article of faith among America’s elite. The liberal view of the world to which Democrats and elite Republicans alike subscribe is false, but the resources for showing its falsehood in a nuanced way are lacking. Even the more intellectual sort of right-winger who makes it through the cultural indoctrination of his college and peer class tends to be mutilated by the experience. He—most often a he—comes out of it embittered and reactionary or else addicted to opium dreams of neo-medievalism or platonic republics. Since there are few nonliberal institutions of political thought, the right that recognizes the falsehood of liberalism and rejects it tends to be a force of feeling rather than reflection. Moore, of course, has a legal education, and he assuredly reads the Bible. He’s not unintelligent, but he cannot lean upon a well-balanced and subtle right because such a thing hardly exists in our environment. Yet there is a need for a right nonetheless, and so a Roy Moore or a Donald Trump fills the gap. There is only one thing the Republican establishment can do if it doesn’t like that: reform itself from stem to stern.

Who Are ‘The People’ Anyway?: http://www.theamericanconservative.com/articles/who-are-the-people-anyway/
Beware of those who claim to speak for today's populist audience.
- Paul Gottfried

Gottfried's got a real chip on his shoulder about the Straussians
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july 2017 by nhaliday
Political Conservatives’ Affinity for Obedience to Authority Is Loyal, Not BlindPersonality and Social Psychology Bulletin - Jeremy A. Frimer, Danielle Gaucher, Nicola K. Schaefer, 2014
Sharp Partisan Divisions in Views of National Institutions: http://www.people-press.org/2017/07/10/sharp-partisan-divisions-in-views-of-national-institutions/
Americans’ Attitudes About the News Media Deeply Divided Along Partisan Lines: http://www.journalism.org/2017/05/10/americans-attitudes-about-the-news-media-deeply-divided-along-partisan-lines/

I'm going through this survey... it just keeps getting better famalam

from the Cato study here: https://pinboard.in/u:nhaliday/b:75ca38a74b99

Near perfect symmetry between Rep/Dem positive opinion on Church/College, because, well..
Yes, it's amazing how well each of these hostile tribes recognize each other's religious institutions.
.. income & education are Inversely related to positive view of universities among right-leaning folks.
wew, means there's so much room to grow among the proles
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july 2017 by nhaliday
Educational Romanticism & Economic Development | pseudoerasmus


Did Nations that Boosted Education Grow Faster?: http://econlog.econlib.org/archives/2012/10/did_nations_tha.html
On average, no relationship. The trendline points down slightly, but for the time being let's just call it a draw. It's a well-known fact that countries that started the 1960's with high education levels grew faster (example), but this graph is about something different. This graph shows that countries that increased their education levels did not grow faster.

Where has all the education gone?: http://citeseerx.ist.psu.edu/viewdoc/download?doi=




The Case Against Education: What's Taking So Long, Bryan Caplan: http://econlog.econlib.org/archives/2015/03/the_case_agains_9.html

The World Might Be Better Off Without College for Everyone: https://www.theatlantic.com/magazine/archive/2018/01/whats-college-good-for/546590/
Students don't seem to be getting much out of higher education.
- Bryan Caplan

College: Capital or Signal?: http://www.economicmanblog.com/2017/02/25/college-capital-or-signal/
After his review of the literature, Caplan concludes that roughly 80% of the earnings effect from college comes from signalling, with only 20% the result of skill building. Put this together with his earlier observations about the private returns to college education, along with its exploding cost, and Caplan thinks that the social returns are negative. The policy implications of this will come as very bitter medicine for friends of Bernie Sanders.

Doubting the Null Hypothesis: http://www.arnoldkling.com/blog/doubting-the-null-hypothesis/

Is higher education/college in the US more about skill-building or about signaling?: https://www.quora.com/Is-higher-education-college-in-the-US-more-about-skill-building-or-about-signaling
ballpark: 50% signaling, 30% selection, 20% addition to human capital
more signaling in art history, more human capital in engineering, more selection in philosophy

Econ Duel! Is Education Signaling or Skill Building?: http://marginalrevolution.com/marginalrevolution/2016/03/econ-duel-is-education-signaling-or-skill-building.html
Marginal Revolution University has a brand new feature, Econ Duel! Our first Econ Duel features Tyler and me debating the question, Is education more about signaling or skill building?

Against Tulip Subsidies: https://slatestarcodex.com/2015/06/06/against-tulip-subsidies/




Most American public school kids are low-income; about half are non-white; most are fairly low skilled academically. For most American kids, the majority of the waking hours they spend not engaged with electronic media are at school; the majority of their in-person relationships are at school; the most important relationships they have with an adult who is not their parent is with their teacher. For their parents, the most important in-person source of community is also their kids’ school. Young people need adult mirrors, models, mentors, and in an earlier era these might have been provided by extended families, but in our own era this all falls upon schools.

Caplan gestures towards work and earlier labor force participation as alternatives to school for many if not all kids. And I empathize: the years that I would point to as making me who I am were ones where I was working, not studying. But they were years spent working in schools, as a teacher or assistant. If schools did not exist, is there an alternative that we genuinely believe would arise to draw young people into the life of their community?


It is not an accident that the state that spends the least on education is Utah, where the LDS church can take up some of the slack for schools, while next door Wyoming spends almost the most of any state at $16,000 per student. Education is now the one surviving binding principle of the society as a whole, the one black box everyone will agree to, and so while you can press for less subsidization of education by government, and for privatization of costs, as Caplan does, there’s really nothing people can substitute for it. This is partially about signaling, sure, but it’s also because outside of schools and a few religious enclaves our society is but a darkling plain beset by winds.

This doesn’t mean that we should leave Caplan’s critique on the shelf. Much of education is focused on an insane, zero-sum race for finite rewards. Much of schooling does push kids, parents, schools, and school systems towards a solution ad absurdum, where anything less than 100 percent of kids headed to a doctorate and the big coding job in the sky is a sign of failure of everyone concerned.

But let’s approach this with an eye towards the limits of the possible and the reality of diminishing returns.

The real reason the left would support Moander: the usual reason. because he’s an enemy.

I have a problem in thinking about education, since my preferences and personal educational experience are atypical, so I can’t just gut it out. On the other hand, knowing that puts me ahead of a lot of people that seem convinced that all real people, including all Arab cabdrivers, think and feel just as they do.

One important fact, relevant to this review. I don’t like Caplan. I think he doesn’t understand – can’t understand – human nature, and although that sometimes confers a different and interesting perspective, it’s not a royal road to truth. Nor would I want to share a foxhole with him: I don’t trust him. So if I say that I agree with some parts of this book, you should believe me.


Caplan doesn’t talk about possible ways of improving knowledge acquisition and retention. Maybe he thinks that’s impossible, and he may be right, at least within a conventional universe of possibilities. That’s a bit outside of his thesis, anyhow. Me it interests.

He dismisses objections from educational psychologists who claim that studying a subject improves you in subtle ways even after you forget all of it. I too find that hard to believe. On the other hand, it looks to me as if poorly-digested fragments of information picked up in college have some effect on public policy later in life: it is no coincidence that most prominent people in public life (at a given moment) share a lot of the same ideas. People are vaguely remembering the same crap from the same sources, or related sources. It’s correlated crap, which has a much stronger effect than random crap.

These widespread new ideas are usually wrong. They come from somewhere – in part, from higher education. Along this line, Caplan thinks that college has only a weak ideological effect on students. I don’t believe he is correct. In part, this is because most people use a shifting standard: what’s liberal or conservative gets redefined over time. At any given time a population is roughly half left and half right – but the content of those labels changes a lot. There’s a shift.

I put it this way, a while ago: “When you think about it, falsehoods, stupid crap, make the best group identifiers, because anyone might agree with you when you’re obviously right. Signing up to clear nonsense is a better test of group loyalty. A true friend is with you when you’re wrong. Ideally, not just wrong, but barking mad, rolling around in your own vomit wrong.”
You just explained the Credo quia absurdum doctrine. I always wondered if it was nonsense. It is not.
Someone on twitter caught it first – got all the way to “sliding down the razor blade of life”. Which I explained is now called “transitioning”

What Catholics believe: https://theweek.com/articles/781925/what-catholics-believe
We believe all of these things, fantastical as they may sound, and we believe them for what we consider good reasons, well attested by history, consistent with the most exacting standards of logic. We will profess them in this place of wrath and tears until the extraordinary event referenced above, for which men and women have hoped and prayed for nearly 2,000 years, comes to pass.

According to Caplan, employers are looking for conformity, conscientiousness, and intelligence. They use completion of high school, or completion of college as a sign of conformity and conscientiousness. College certainly looks as if it’s mostly signaling, and it’s hugely expensive signaling, in terms of college costs and foregone earnings.

But inserting conformity into the merit function is tricky: things become important signals… because they’re important signals. Otherwise useful actions are contraindicated because they’re “not done”. For example, test scores convey useful information. They could help show that an applicant is smart even though he attended a mediocre school – the same role they play in college admissions. But employers seldom request test scores, and although applicants may provide them, few do. Caplan says ” The word on the street… [more]
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april 2017 by nhaliday
Federal University | West Hunter
If, as a pilot program, an example, the government set up a new university, mindlessly copying a decent state school from that golden era, like Berkeley or Wisconsin (or maybe from a bit earlier, since we probably want to avoid riots too), I doubt if it would cost a lot more. All those extra administrative personnel? Just don’t hire them. We could manage this by making the project top secret (actually, special access) – that lets you violate a lot of the useless bureaucratic rules, rather like being Uber.

Some things might cost more. If you want a medical school, you have to pay the professors competitive salaries (and MDs make much more than they did back in those days). But then, we could used taped lectures, online courses, etc.

It probably wouldn’t work for long, since politicians would be irresistibly temped to add on useless crap, like preferential admission for Skoptys, or whatever they’re called nowadays.

“Between 1975 and 2005, total spending by American higher educational institutions, stated in constant dollars, tripled, to more than $325 billion per year. Over the same period, the faculty-to-student ratio has remained fairly constant, at approximately fifteen or sixteen students per instructor. One thing that has changed, dramatically, is the administrator-per-student ratio. In 1975, colleges employed one administrator for every eighty-four students and one professional staffer—admissions officers, information technology specialists, and the like—for every fifty students. By 2005, the administrator-to-student ratio had dropped to one administrator for every sixty-eight students while the ratio of professional staffers had dropped to one for every twenty-one students. “

Higher Education In Mass. Enters Full Predatory Mode: http://news.wgbh.org/2016/12/08/local-news/higher-education-mass-enters-full-predatory-mode
academic administrators

I would put the kind of knowledge that you acquire in college into four categories. Obviously majors differ in their mix of these four humours. I’m thinking of economic/GDP/health type impacts.

Things that don’t matter. Like neutral genetic variation.
Things that make you better at doing something useful. Ideally, significantly better – at least better at the task than if you’d just spend an hour or two reading the manual.

Things that make you better at inventing techniques in category 2. What Edison, George Green, or Ramanujan learned in college. Overlaps with #2.

Things that ain’t so. Falsehoods. Ones with practical implications. There are obviously some majors that mostly inculcate falsehoods.

Now some of these can be used for signalling, but the content of education matters (in the broad sense – college but also reading Popular Mechanics). If it didn’t we’d all be living in caves and licking mammoth fat off our fingers.

It can also simply be ignored: lots of Silicon Valley companies give pretty explicit IQ tests without ever bothering to get them approved.

I used to think this, but now I wonder if the degree is used more as a signal of willingness to put up with institutional BS rather than IQ.
Yeah, Griggs is terrible, ham-fisted law, shd be overturned. But overrated as a cause of the edu bubble

- thinks its mostly subsidies not ban on IQ testing
- still getting good tests for cognitive ability plus non-cognitive habits, then moving to new equilibrium should be enough right?

Modern Universities Are An Exercise in Insanity: http://scholars-stage.blogspot.com/2018/01/modern-universities-are-exercise-in.html

My alma mater was Brigham Young University-Hawaii. If you are a member of the LDS church attending the school, then in 2017 your tuition was $3,000 a semester. If you are not a member, it was $5,000 for one semester. The school has a special program where you can graduate in three years by taking three semesters each year, and that costs $8,000 and $16,000 a year for LDS and non-member students respectively.


The average tenure track professor makes $40 an hour. If you were to employ her as a private tutor at the cost of $60 an hour, and had four hours with her a week, and did that for 14 weeks (that's the length of an average college course folks) that is about $3,400.

Were you to employ three such professor-tutors, that would be about $10,200, or a bit over $20,000 a year. In four years you would have racked up $80,000 in costs. But this is still $30,000 less than the total for the 'cost conscious' universities. It is a quarter of what you would pay for Trinity.
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january 2017 by nhaliday

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