nhaliday + judgement + sex   6

Readings: The Gods of the Copybook Headings
When the Cambrian measures were forming, They promised perpetual peace.
They swore, if we gave them our weapons, that the wars of the tribes would cease.
But when we disarmed They sold us and delivered us bound to our foe,
And the Gods of the Copybook Headings said: "Stick to the Devil you know."

On the first Feminian Sandstones we were promised the Fuller Life
(Which started by loving our neighbour and ended by loving his wife)
Till our women had no more children and the men lost reason and faith,
And the Gods of the Copybook Headings said: "The Wages of Sin is Death."

In the Carboniferous Epoch we were promised abundance for all,
By robbing selected Peter to pay for collective Paul;
But, though we had plenty of money, there was nothing our money could buy,
And the Gods of the Copybook Headings said: "If you don't work you die."

Then the Gods of the Market tumbled, and their smooth-tongued wizards withdrew
And the hearts of the meanest were humbled and began to believe it was true
That All is not Gold that Glitters, and Two and Two make Four —
And the Gods of the Copybook Headings limped up to explain it once more.

. . . . . . . . . . . . . . . . . .

As it will be in the future, it was at the birth of Man —
There are only four things certain since Social Progress began: —
That the Dog returns to his Vomit and the Sow returns to her Mire,
And the burnt Fool's bandaged finger goes wabbling back to the Fire;

And that after this is accomplished, and the brave new world begins
When all men are paid for existing and no man must pay for his sins,
As surely as Water will wet us, as surely as Fire will burn,
The Gods of the Copybook Headings with terror and slaughter return!
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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.

https://westhunt.wordpress.com/2016/03/30/federal-university/#comment-77371
“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
https://home.isi.org/somewhere-between-jeremiad-and-eulogy

https://westhunt.wordpress.com/2016/03/30/federal-university/#comment-77423
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.

https://westhunt.wordpress.com/2016/03/30/federal-university/#comment-77528
It can also simply be ignored: lots of Silicon Valley companies give pretty explicit IQ tests without ever bothering to get them approved.

https://twitter.com/tcjfs/status/870450589955756032
https://archive.is/7Xm5y
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
Liberty, Equality, Fraternity, by James Fitzjames Stephen
https://archive.org/stream/libertyequality00stepgoog
http://oll.libertyfund.org/titles/stephen-liberty-equality-fraternity-lf-ed

ὲδύ τι θαραλέαιξ
τὸν μακρὸν τείνειν βίον έλπίσι, φαγαɩ̑ξ
θνμὸν ὰλδαίνονσαν εύφροσύναιξ
φρίσσω δέ σε δερκομέγ’α
μνρίοιξ& μόθοιξ& διακναιόμενον.
Ζε͂να γὰρ ού& τρομέων
ένίδία γνώμη σέβει
θνατοὺξ ἄγαν, Προμηθεῠ
Prom. Vinct. 535–542

Sweet is the life that lengthens,
While joyous hope still strengthens,
And glad, bright thought sustain;
But shuddering I behold thee,
The sorrows that enfold thee
And all thine endless pain.
For Zeus thou has despised;
Thy fearless heart misprized
All that his vengeance can,
The wayward will obeying,
Excess of honour paying,
Prometheus, unto man.
Prometheus Bound (translated by G. M. Cookson)

Dedication

I. The Doctrine of Liberty in General

II. The Liberty of Thought and Discussion

III. The Distinction Between the Temporal and Spiritual Power

IV. The Doctrine of Liberty in Its Application to Morals

V. Equality

VI. Fraternity

The general result of all this is, that fraternity, mere love for the human race, is not fitted in itself to be a religion. That is to say, it is not fitted to take command of the human faculties, to give them their direction, and to assign to one faculty a rank in comparison with others which but for such interference it would not have.

I might have arrived at this result by a shorter road, for I might have pointed out that the most elementary notions of religion imply that no one human faculty or passion can ever in itself be a religion. It can but be one among many competitors. If human beings are left to themselves, their faculties, their wishes, and their passions will find a level of some sort or other. They will produce some common course of life and some social arrangement. Alter the relative strength of particular passions, and you will alter the social result, but religion means a great deal more than this. It means the establishment and general recognition of some theory about human life in general, about the relation of men to each other and to the world, by which their conduct may be determined. Every religion must contain an element of fact, real or supposed, as well as an element of feeling, and the element of fact is the one which in the long run will determine the nature and importance of the element of feeling. The following are specimens of religions, stated as generally as possible, but still with sufficient exactness to show my meaning.
I. The statements made in the Apostles' Creed are true. Believe them, and govern yourselves accordingly.
2. There is one God, and Mahomet is the prophet of God. Do as Mahomet tells you.
3. All existence is an evil, from which, if you knew your own mind, you would wish to be delivered. Such and such a course of life will deliver you most speedily from the misery of existence.
4. An infinitely powerful supreme God arranged all of you whom I address in castes, each with its own rule of life. You will be fearfully punished in all sorts of ways if you do not live according to your caste rules. Also all nature is full of invisible powers more or 1ess connected with natural objects, which must be worshipped and propitiated.

All these are religions in the proper sense of the word. Each of the four theories expressed in these few words is complete in itself. It states propositions which are either true or false, but which, if true, furnish a complete practical guide for life. No such statement of what Mr. Mill calls the ultimate sanction of the morals of utility is possible. You cannot get more than this out of it: "Love all mankind." "Influences are at work which at some remote time will make men love each other." These are respectively a piece pf advice and a prophecy, but they are not religions. If a man does not take the advice or believe in the prophecy, they pass by him idly. They have no power at all in invitos, and the great mass of men have always been inviti, or at the very least indifferent, with respect to all religions whatever. In order to make such maxims as these into religions, they must be coupled with some statement of fact about mankind and human life, which those who accept them as religions must be prepared to affirm to be true.

What statement of the sort is it possible to make? "The human race is an enormous agglomeration of bubbles which are continually bursting and ceasing to be. No one made it or knows anything worth knowlhg about it. Love it dearly, oh ye bubbles." This is a sort of religion, no doubt, but it seems to me a very silly one. "Eat and drink, for to-morrow ye die;" "Be not righteous overmuch, why shouldest thou destroy thyself?"

Huc vina et unguenta et nimiurn brevis
Flores amoenos ferre jube rosae,
Dum res et aetas et Sororum
Fila trium patiuntur atra.
...
Omnes eodem cogimur.

These are also religions, and, if true, they are, I think, infinitely more rational than the bubble theory.

...

As a matter of historical fact, no really considerable body of men either is, ever has been, or ever has professed to be Christian in the sense of taking the philanthropic passages of the four Gospels as the sole, exclusive, and complete guide of their lives. If they did, they would in sober earnest turn the world upside down. They would be a set of passionate Communists, breaking down every approved maxim of conduct and every human institution. In one word, if Christianity really is what much of the language which we often hear used implies, it is false and mischievous. Nothing can be more monstrous than a sweeping condemnation of mankind for not conforming their conduct to an ideal which they do not really acknowledge. When, for instance, we are told that it is dreadful to think that a nation pretending to believe the Sermon on the Mount should employ so many millions sterling per annum on military expenditure, the answer is that no sane nation ever did or ever will pretend to believe the Sermon on the Mount in any sense which is inconsistent with the maintenance to the very utmost by force of arms of the national independence, honour, and interest. If the Sermon on the Mount really means to forbid this, it ought to be disregarded.

VII. Conclusion

Note on Utilitarianism

https://twitter.com/tcjfs/status/947867371225665537
https://archive.is/WN38J
"Some people profess that the Sermon on the Mount is the only part of Christianity which they can accept. It is to me the hardest part to accept."

—James Fitzjames Stephen

https://twitter.com/tcjfs/status/914358533948428288
https://archive.is/qUh78
This distinguished philosopher was one day passing along a narrow footpath which formerly winded through a boggy piece of ground at the back of Edinburgh Castle, when he had the misfortune to tumble in, and stick fast in the mud. Observing a woman approaching, he civilly requested her to lend him a helping hand out of his disagreeable situation; but she, casting one hurried glance at his abbreviated figure, passed on, without regarding his request. He then shouted lustily after her; and she was at last prevailed upon by his cries to approach. “Are na ye Hume the Deist?” inquired she, in a tone which implied that an answer in the affirmative would decide her against lending him her assistance. “Well, well,” said Mr Hume, “no matter: you know, good woman, Christian charity commands you to do good, even to your enemies.” “Christian charity here, Christian charity there,” replied the woman, “I’ll do naething for ye till ye tum a Christian yoursell: ye maun first repeat baith the Lord’s Prayer and the Creed, or faith I’ll let ye groffle there as I faund ye.” The sceptic was actually obliged to accede to the woman’s terms, ere she would give him her help. He himself used to tell the story with great relish.

https://twitter.com/avermeule/status/917105006205177856
https://archive.is/I4SAT
A counterfactual world in which Mill is taught only as a foil for J.F. Stephen, Hart as a foil for Devlin, and Kelsen as a foil for Schmitt.
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january 2017 by nhaliday
Personnel decision | West Hunter
https://westhunt.wordpress.com/2016/09/20/personnel-decision/#comment-83814
I think we are about due for a career civil servant within the agency or relatively recently retired from it (ideally to academia), with a PhD or M.D. and probably a pay grade of either GS-15 or Senior Executive Service (SES), who has a reputation for integrity, for intelligence, and for getting things done bureaucratically, with some low profile political connections (at least to the ruling party but ideally to both political parties) in private life as well (e.g. through friendships made at a top college, a politician or top political aide parent, or friendships made while attending a top D.C. private school like Sidwell Friends or St. Albion’s or National Cathedral School).

Few federal agencies call for more subject-matter competence to understand its functions well enough to run it well.
--
The problem is that the typical member of the set you describe is nuts. Members have a lot of incorrect ideas in their heads: in fact, you have to express support of those ideas or you are expelled. So, that means that every educational improvement plan pushed by the Feds fails: you can’t do anything realistic, or you would be a bad person. Every intervention in the Middle East fails: same reason. AIDs shows up, so we abandon quarantine: Fidel Castro deals with the situation 50 times better than we did.

The Aztecs thought that the world would end if they didn’t keep cutting people’s hearts out on an industrial scale. They were crazy. But were they crazier than we are?
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september 2016 by nhaliday
Overcoming Bias : Two Kinds Of Status
prestige and dominance

More here. I was skeptical at first, but now am convinced: humans see two kinds of status, and approve of prestige-status much more than domination-status. I’ll have much more to say about this in the coming days, but it is far from clear to me that prestige-status is as much better than domination-status as people seem to think. Efforts to achieve prestige-status also have serious negative side-effects.

Two Ways to the Top: Evidence That Dominance and Prestige Are Distinct Yet Viable Avenues to Social Rank and Influence: https://henrich.fas.harvard.edu/files/henrich/files/cheng_et_al_2013.pdf
Dominance (the use of force and intimidation to induce fear) and Prestige (the sharing of expertise or know-how to gain respect)

...

According to the model, Dominance initially arose in evolutionary history as a result of agonistic contests for material resources and mates that were common among nonhuman species, but continues to exist in contemporary human societies, largely in the form of psychological intimidation, coercion, and wielded control over costs and benefits (e.g., access to resources, mates, and well-being). In both humans and nonhumans, Dominance hierarchies are thought to emerge to help maintain patterns of submission directed from subordinates to Dominants, thereby minimizing agonistic battles and incurred costs.

In contrast, Prestige is likely unique to humans, because it is thought to have emerged from selection pressures to preferentially attend to and acquire cultural knowledge from highly skilled or successful others, a capacity considered to be less developed in other animals (Boyd & Richerson, 1985; Laland & Galef, 2009). In this view, social learning (i.e., copying others) evolved in humans as a low-cost fitness-maximizing, information-gathering mechanism (Boyd & Richerson, 1985). Once it became adaptive to copy skilled others, a preference for social models with better than average information would have emerged. This would promote competition for access to the highest quality models, and deference toward these models in exchange for copying and learning opportunities. Consequently, selection likely favored Prestige differentiation, with individuals possessing high-quality information or skills elevated to the top of the hierarchy. Meanwhile, other individuals may reach the highest ranks of their group’s hierarchy by wielding threat of force, regardless of the quality of their knowledge or skills. Thus, Dominance and Prestige can be thought of as coexisting avenues to attaining rank and influence within social groups, despite being underpinned by distinct motivations and behavioral patterns, and resulting in distinct patterns of imitation and deference from subordinates.

Importantly, both Dominance and Prestige are best conceptualized as cognitive and behavioral strategies (i.e., suites of subjective feelings, cognitions, motivations, and behavioral patterns that together produce certain outcomes) deployed in certain situations, and can be used (with more or less success) by any individual within a group. They are not types of individuals, or even, necessarily, traits within individuals. Instead, we assume that all situated dyadic relationships contain differential degrees of both Dominance and Prestige, such that each person is simultaneously Dominant and Prestigious to some extent, to some other individual. Thus, it is possible that a high degree of Dominance and a high degree of Prestige may be found within the same individual, and may depend on who is doing the judging. For example, by controlling students’ access to rewards and punishments, school teachers may exert Dominance in their relationships with some students, but simultaneously enjoy Prestige with others, if they are respected and deferred to for their competence and wisdom. Indeed, previous studies have shown that based on both self- and peer ratings, Dominance and Prestige are largely independent (mean r = -.03; Cheng et al., 2010).

Status Hypocrisy: https://www.overcomingbias.com/2017/01/status-hypocrisy.html
Today we tend to say that our leaders have prestige, while their leaders have dominance. That is, their leaders hold power via personal connections and the threat and practice of violence, bribes, sex, gossip, and conformity pressures. Our leaders, instead, mainly just have whatever abilities follow from our deepest respect and admiration regarding their wisdom and efforts on serious topics that matter for us all. Their leaders more seek power, while ours more have leadership thrust upon them. Because of this us/them split, we tend to try to use persuasion on us, but force on them, when seeking to to change behaviors.

...

Clearly, while there is some fact of the matter about how much a person gains their status via licit or illicit means, there is also a lot of impression management going on. We like to give others the impression that we personally mainly want prestige in ourselves and our associates, and that we only grant others status via the prestige they have earned. But let me suggest that, compared to this ideal, we actually want more dominance in ourselves and our associates than we like to admit, and we submit more often to dominance.

Cads, Dads, Doms: https://www.overcomingbias.com/2010/07/cads-dads-doms.html
"The proper dichotomy is not “virile vs. wimpy” as has been supposed, but “exciting vs. drab,” with the former having the two distinct sub-groups “macho man vs. pretty boy.” Another way to see that this is the right dichotomy is to look around the world: wherever girls really dig macho men, they also dig the peacocky musician type too, finding safe guys a bit boring. And conversely, where devoted dads do the best, it’s more difficult for macho men or in-town-for-a-day rockstars to make out like bandits. …

Whatever it is about high-pathogen-load areas that selects for greater polygynous behavior … will result in an increase in both gorilla-like and peacock-like males, since they’re two viable ways to pursue a polygynous mating strategy."

This fits with there being two kinds of status: dominance and prestige. Macho men, such as CEOs and athletes, have dominance, while musicians and artists have prestige. But women seek both short and long term mates. Since both kinds of status suggest good genes, both attract women seeking short term mates. This happens more when women are younger and richer, and when there is more disease. Foragers pretend they don’t respect dominance as much as they do, so prestigious men get more overt attention, while dominant men get more covert attention.

Women seeking long term mates also consider a man’s ability to supply resources, and may settle for poorer genes to get more resources. Dominant men tend to have more resources than prestigious men, so such men are more likely to fill both roles, being long term mates for some women and short term mates for others. Men who can offer only prestige must accept worse long term mates, while men who can offer only resources must accept few short term mates. Those low in prestige, resources, or dominance must accept no mates. A man who had prestige, dominance, and resources would get the best short and long term mates – what men are these?

Stories are biased toward dramatic events, and so are biased toward events with risky men; it is harder to tell a good story about the attraction of a resource-rich man. So stories naturally encourage short term mating. Shouldn’t this make long-term mates wary of strong mate attraction to dramatic stories?

https://www.overcomingbias.com/2010/07/cads-dads-doms.html#comment-518319076
Woman want three things: someone to fight for them (the Warrior), someone to provide for them (the Tycoon) and someone to excite their emotions or entertain them (the Wizard).

In this context,

Dom=Warrior
Dad= Tycoon
Cad= Wizard

To repeat:

Dom (Cocky)+ Dad (Generous) + Cad (Exciting/Funny) = Laid

https://www.overcomingbias.com/2010/07/cads-dads-doms.html#comment-518318987
There is an old distinction between "proximate" and "ultimate" causes. Evolution is an ultimate cause, physiology (and psychology, here) is a proximate cause. The flower bends to follow the sun because it gathers more light that way, but the immediate mechanism of the bending involves hormones called auxins. I see a lot of speculation about, say, sexual cognitive dimorphism whose ultimate cause is evolutionary, but not so much speculation about the proximate cause - the "how" of the difference, rather than the "why". And here I think a visit to an older mode of explanation like Marsden's - one which is psychological rather than genetic - can sensitize us to the fact that the proximate causes of a behavioral tendency need not be a straightforward matter of being hardwired differently.

This leads to my second point, which is just that we should remember that human beings actually possess consciousness. This means not only that the proximate cause of a behavior may deeply involve subjectivity, self-awareness, and an existential situation. It also means that all of these propositions about what people do are susceptible to change once they have been spelled out and become part of the culture. It is rather like the stock market: once everyone knows (or believes) something, then that information provides no advantage, creating an incentive for novelty.

Finally, the consequences of new beliefs about the how and the why of human nature and human behavior. Right or wrong, theories already begin to have consequences once they are taken up and incorporated into subjectivity. We really need a new Foucault to take on this topic.

The Economics of Social Status: http://www.meltingasphalt.com/the-economics-of-social-status/
Prestige vs. dominance. Joseph Henrich (of WEIRD fame) distinguishes two types of status. Prestige is the kind of status we get from being an impressive human specimen (think Meryl Streep), and it's governed by our 'approach' instincts. Dominance, on the other hand, is … [more]
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september 2016 by nhaliday
OSF | Answering Unresolved Questions about the Relationship between Cognitive Ability and Prejudice
Previous research finds that lower cognitive ability predicts greater prejudice (Onraet et al., 2015). We test two unresolved questions about this association using a heterogeneous set of target groups and data from a representative sample of the United States (N=5914). First, we test “who are the targets of prejudice?” We replicate prior negative associations between cognitive ability and prejudice for groups who are perceived as liberal, unconventional, and having lower levels of choice over group membership. We find the opposite(i.e. positive associations), however, for groups perceived as conservative, conventional, and having higher levels of choice over group membership. Second, we test “who shows intergroup bias?” and find that people with both relatively higher and lower levels of cognitive ability show approximately equal levels of intergroup bias, but towards different sets of groups.

https://twitter.com/thomasjwood/status/907707395081752580
https://archive.is/eeqJw
@democracyfund data: @realDonaldTrump and @HillaryClinton voters' evaluations of social groups

Education is Related to Greater Ideological Prejudice: https://academic.oup.com/poq/article-abstract/81/4/930/4652248
Decades of research have shown that education reduces individuals’ prejudices toward people who belong to different groups, but this research has focused predominantly on prejudice toward ethnic/racial groups, immigrant groups, and general nonconformists. However, it is not clear whether education reduces other prejudices against groups along different dimensions, including ideological identification. An analysis of American National Election Studies data from 1964 to 2012 shows that education is related to decreases in interethnic/interracial prejudice, but also to increases in ideological (liberal vs. conservative) prejudice. This finding could not be explained simply by the greater polarization of the American electorate in the past twenty years. The results require rethinking how and why education is associated with reduced prejudice for certain groups but not others.
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july 2016 by nhaliday

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