nhaliday + judgement + spearhead + comparison   3

Educational Romanticism & Economic Development | pseudoerasmus
https://twitter.com/GarettJones/status/852339296358940672
deleeted

https://twitter.com/GarettJones/status/943238170312929280
https://archive.is/p5hRA

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=10.1.1.1016.2704&rep=rep1&type=pdf

https://twitter.com/GarettJones/status/948052794681966593
https://archive.is/kjxqp

https://twitter.com/GarettJones/status/950952412503822337
https://archive.is/3YPic

https://twitter.com/pseudoerasmus/status/862961420065001472
http://hanushek.stanford.edu/publications/schooling-educational-achievement-and-latin-american-growth-puzzle

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/

https://www.overcomingbias.com/2018/01/read-the-case-against-education.html

https://nintil.com/2018/02/05/notes-on-the-case-against-education/

https://www.nationalreview.com/magazine/2018-02-19-0000/bryan-caplan-case-against-education-review

https://spottedtoad.wordpress.com/2018/02/12/the-case-against-education/
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.

https://westhunt.wordpress.com/2018/01/27/poison-ivy-halls/
https://westhunt.wordpress.com/2018/01/27/poison-ivy-halls/#comment-101293
The real reason the left would support Moander: the usual reason. because he’s an enemy.

https://westhunt.wordpress.com/2018/02/01/bright-college-days-part-i/
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.

https://westhunt.wordpress.com/2018/02/01/bright-college-days-part-i/#comment-101492
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.

https://westhunt.wordpress.com/2018/02/05/bright-college-days-part-ii/
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
Tocqueville on Mexico | Marginal Restoration
The Constitution of the United States resembles those beautiful creations of human industry which insure wealth and renown to their inventors, but which are profitless in other hands. This truth is exemplified by the condition of Mexico at the present time. The Mexicans were desirous of establishing a federal system, and they took the Federal Constitution of their neighbors, the Anglo-Americans, as their model, and copied it entirely. But although they had borrowed the letter of the law, they could not introduce the spirit and the sense which give it life. They were involved in ceaseless embarrassments by the mechanism of their double government; the sovereignty of the States and that of the Union perpetually exceeded their respective privileges, and came into collision; and to the present day Mexico is alternately the victim of anarchy and the slave of military despotism. … To the south, the Union has a point of contact with the empire of Mexico; and it is thence that serious hostilities may one day be expected to arise. But for a long while to come, the uncivilized state of the Mexican people, the depravity of their morals, and their extreme poverty, will prevent that country from ranking high amongst nations.

https://en.wikipedia.org/wiki/1824_Constitution_of_Mexico

Influences from the United States on the Mexican Constitution of 1824: http://sci-hub.tw/http://www.jstor.org/stable/40167747

Beyond the indirect influence of Americans on the shaping of the Mexican constitution was the fact that its draftsmen made extensive adaptations from the American instrument of 1787. In some parts theConstitution of 1824 was almost a transcript of its Philadelphia prototype, but viewed in the whole it was not a slavish copy. Much substance and many particular provisions were taken from the liberal Spanish Constitution of 1812.37 Although the Mexican lawmakers may have reposed a naive faith in the American system, they certainly altered the borrowed provisions to fit the peculiar situation in their own country. A comparison of the two documents will demonstrate this.

In certain broad aspects the two constitutions were strikingly similar.38 The basic principle of a confederation of semi-sovereign states into a single political entity - with a balance of power between executive, legislative, and judicial departments - was the same in both Moreover, each charter expressed the same general aspirations toward liberalism in providing for the advancement of education and science the establishment of patents and copyrights, the freedom of the press, and the abolition of such abuses in the administration of justice as torture, confiscation of property, ex post facto laws, search and seizure without a warrant, conviction without proper legal procedure, and imprisonment on mere suspicion. The Mexican constitution, however, did not guarantee the peculiarly Anglo-American institution of trial by jury.

https://twitter.com/tcjfs/status/901528359313735680
Mar 6, 1882, Sen James George:

If it were true (which I deny) that this bill is in conflict with the logic of the political theories in regard to the rights of mankind, which have heretofore prevailed in this country, that is no insuperable objection to its passage. I do not deny that every measure should be weighed and considered in the light of accepted and recognized principles, but I do deny that every measure, however necessary to the welfare and the happiness of the people of the United States, however accordant to the teachings of experience and history, should be condemned because it conflicts with the theories of a speculative and Utopian scheme for the administration of the affairs of this world.

Our Government has attained its present astonishing grandeur and vigor because it is the result of the growth and development of Anglo-Saxon ideas, put into practical operation by Anglo-Saxon common sense. It has not grown according to a rule prescribed by an inexorable logic, reasoning from premises which assumed an ideal perfection in human nature and attainable in human institutions. Our Constitution is the work of men, intended for the government of men, not of angels or demi-gods. It recognizes human frailties and human passions, and seeks no unattainable perfection. It was made by the American people for themselves and their posterity, not for the human race. It was ordained by the American people for their own happiness and their own welfare, and the welfare of such others as they should choose of their own free will to admit to American citizenship. That our institutions are stable; that they attain the ends of good government-security to life, liberty, and property, the progress and happiness of the American people; that they can stand any strain, however great, occasioned by unlocked-for and calamitous emergencies, is because they were evolved and were modified as circumstances demanded, and were not the result of the a priori reasonings of political theorists."

But even more striking than the similarities were the differences. The most significant of these were in the provisions that defined church-state relations, and in those that outlined the powers of the president. A foundation-stone of the American system was the guarantee of freedom of religious thought and worship. Although the United States Constitution contained no expression of this principle, the First Amendment in 1 79 1 specified that Congress could make no law respecting "the establishment of religion" or the prohibition of worship. In direct contrast was Article III of the Mexican Constitution, which read: "The religion of the Mexican Nation is, and shall be perpetually, the Apostolic Roman Catholic. The Nation protects it by wise and just laws, and prohibits the exercise of any other." Purity of religion had been one of the tenets of the Plan of Iguala in 1821, and this fact rendered it difficult if not impossible to omit such a provision in the Constitution of 1824.

Because they had experienced the evils of a weak central authority under the Articles of Confederation, the founding fathers of 1787 invested the office of president with strong powers. Exactly the reverse was true in Mexico in 1824. The Mexican framers had before them the example of the dictatorial rule of Iturbide, and consequently they hedged the executive office with restrictions so that the incumbent could not legally exercise extreme power. As in the American system, the Mexican president would serve four years; but unlike his northern counterpart he could neither succeed himself nor again hold the office until four years had elapsed. He was designated commander-in-chief of the national forces, but could not command in person without the consent of the federal legislature. His "regulations, decrees, and orders" were not effective until signed by the secretary of the department to be governed by them, and he had no appointive power over the courts. The judges of the Supreme Court of Mexico were to be elected by the majority vote of the state legislatures.

related: https://pinboard.in/u:nhaliday/b:f6ee8773e981
(Greg mentioned common law in one interview)

https://twitter.com/NoamJStein/status/952598279359000582
https://archive.is/D68Vm
https://archive.is/GcsWK
https://archive.is/kJMAa
it's not even a hypothetical: newly independent Latin Americans in the 19th century copied the US constitution, sometimes word for word. didn't work, obviously

The word "Institutions" has become a form of stopthink.
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december 2016 by nhaliday

bundles : metapeeps

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