That is a new and forthcoming book by Michael H. Kater, excerpt:
The book’s first contention is that in order for a new Nazi type of culture to take hold, the preceding forms first had to be wiped out. This mainly affected the artistic and intellectual achievements most hated by the Nazis, those of the Weimar Republic, whose aesthetic and political hallmark was Modernism. The police controls Hitler used to carry out purges in political and social contexts were also used against Modernist art forms and their creators…
However, as far as films were concerned, the most acute interest shown by Hitler was in the weekly newsreels. These embodied for him what film was all about: an ideal instrument for political control. He regularly commented on newsreels to Goebbels, and had some several cut or modified. More so than in the case of feature films, Hitler was liable to override any decisions Goebbels had already made on them. Even long before the war broke out Hitler was adamant that newsreels display the heroic…
Recommended, even if you feel you’ve had your fill of books on Nazi Germany.
Imagine: For the rest of your life, you are assigned no tasks at work. You can watch movies, read books, work on creative projects or just sleep. In fact, the only thing that you have to do is clock in and out every day. Since the position is permanent, you’ll never need to worry about getting another job again.
Starting in 2026, this will be one lucky (or extremely bored) worker’s everyday reality, thanks to a government-funded conceptual art project in Gothenburg, Sweden. The employee in question will report to Korsvägen, a train station under construction in the city, and will receive a salary of about $2,320 a month in U.S. dollars, plus annual wage increases, vacation time off and a pension for retirement. While the artists behind the project won’t be taking applications until 2025, when the station will be closer to opening, a draft of the help-wanted ad is already available online, as Atlas Obscura reported on Monday.
The job’s requirements couldn’t be simpler: An employee shows up to the train station each morning and punches the time clock. That, in turn, illuminates an extra bank of fluorescent lights over the platform, letting travelers and commuters know that the otherwise functionless employee is on the job. At the end of the day, the worker returns to clock out, and the lights go off. In between, they can do whatever they want, aside from work at another paying job.
That is by Antonia Noori Farzan at WaPo. The project is called “Eternal Employment.”
For the pointer I thank Peter Sperry.
That is the topic of my latest Bloomberg column, here is an excerpt:
…being at a state school is hardly a guarantee of tolerance. Teaching at a state university does widen the scope of what a professor can say without being fired. But ongoing student protests or unfavorable treatment from colleagues can make continued employment so unpleasant that a person simply decides to leave. In my experience, most professors aren’t in it for the money — rather, they love their work. Loving your work is a gift that can be taken away rather easily, regardless of whatever formal legal protections there may be.
Or consider the position of a student. You might have the legal right to start a pro-Trump group on campus. But you might be dissuaded from doing so if you fear your professors would respond by writing you mediocre letters of recommendation.
What really matters on campus is what the most obstreperous participants in these debates consider to be acceptable behavior and speech, and how far they will take their protests. These individuals are usually those with relatively little to lose from strident behavior, and perhaps some local status to gain. They may be students, or they may not; they can be student counselors, or faculty members, or even low-level university bureaucrats.
I explain in the piece why my own university, George Mason, has been strong in this regard. And I am not crazy about the new proposed Trump executive order:
The relevant troublemakers are hardly ever university administrators. Yet they would inevitably become entangled in any tighter federal free-speech regulations. I have found such administrators to be pragmatic and able to see multiple sides of an issue, even if I do not always agree with their stances. Their primary goal is usually to get the rancor and protests to go away, so the business of the university can return to normal. Placing more constraints on their behavior could actually weaken their hand — by limiting their ability to mollify unruly student groups, for instance.
The full piece offers several additional arguments of note, so do read the whole thing. Here is my conclusion:
I’m all for free speech, whether for public or private schools. But the fight has to be won in the hearts and minds of students and workers, not by the federal government.
The students who had taken over her office were a conscious throwback to the activism of the 1960s, when Hampshire [College] was conceived as an experiment in higher education. Now they were fighting for its survival in a different time, and it was not looking good. The college announced in January that it was facing “tough financial trends” and was looking for a partner to stay afloat…
Founded in 1965 and opened to students five years later, Hampshire, a liberal arts college in western Massachusetts, is an embodiment of the progressive education principles that arose from the spirit of individualism and self-expression of that era. There are no grades, only narrative assessments, and there are no prescribed majors; students design their own courses of study.
Hampshire and a few dozen other schools founded on similar principles were once the cutting edge of academia. But now, families facing sky-high tuitions are looking for a more direct link between college and career, college officials say. As a result, many of these small, experimental schools are being forced to re-examine their missions, merge with more traditional institutions or, in some cases, shut down.
If you are teaching principles of economics next year do check out our textbook, Modern Principles of Economics.
Modern Principles means modern content and modern delivery. We cover material that many other textbooks ignore, such as how managers should choose between piece rates and tournaments and how firms can increase their profits using clever forms of price discrimination such as bundling and tying. In macroeconomics, we have created a simple yet powerful AD-AS model that combines insights from New Keynesian and Real Business Cycle models. We have also created the Super Simple Solow model which for the first time makes the Solow model of economic growth accessible to principles of economics students.
High-quality videos integrated directly into the textbook make Modern Principles a new kind of textbook, one born in the age of the internet. No other textbook has the quantity and quality of supplementary material available with Modern Principles. Whether you are looking to flip the classroom or just for the occasional video to grab the student’s attention before the lecture, you will find what you need in Modern Principles. The superb course management system also makes it easy to assign videos and grade questions.
Teachers can request a free examination copy here.
Here’s a video overview of Modern Principles of Economics:
Next, institutions must heed growing calls to abandon paper counting and similar metrics for evaluating researchers. One alternative approach, the Rule of Five, demonstrates a clear commitment to quality: candidates present their best five papers over the past five years, accompanied by a description of the research, its impact and their individual contribution. The exact numbers are immaterial: what matters is the focus on quality. A handful of institutions have required reviewers to consider individual contributions rather than lists of publications, and the shift has not been easy. Reviewers should be admonished for Googling individuals’ h-indices and citation lists, for example. Perseverance and self-reflection are essential.
Robert Wiblin of 80,000 hours has an excellent podcast with Glen Weyl on Radical institutional reforms that make capitalism & democracy work better. Weyl’s diagnosis of the problems of capitalism and democracy strike me as wrongheaded but on the other hand his solutions are interesting.and original. Wiblin does a good job of gently but decisively pushing back in places, e.g. in the discussion of high modernism.
RadicalXChange is hosting a big conference March 22-24 in Detroit. In addition to Weyl, speakers include Vitalik Buterin, Margaret Levi and Zooko Wilcox among others. I will be talking about open borders and also about city development on a panel with Devon Zuegel, Mwiya Musokotwane and Mark Lutter.
Academic jobs are notorious for long, convoluted hiring processes, but becoming a school bus driver, at least in the county where I work, isn’t much easier. For an academic position, applicants submit a dossier (often packed with repetitive material), survive a screening interview (with a committee larded by ulterior motives), and visit the prospective employer for at least a day, during which they’ll be tested and measured by dozens of gatekeepers, before negotiating a complex employment package and earning the governing board’s rubber stamp, all of which can take over a year. Aspiring drivers attend an orientation, watch dozens of online videos, solicit moral references, pass a physical (including a drug screening), get a commercial learner’s permit (a laborious process that requires extensive testing and hours at the DMV), finish classroom and road training (at least 200 hours), sit for various written exams (failure of a single exam can mean removal from the program), complete a half-day CDL test (which includes a daunting pre-trip bus check), and undertake at least two weeks of on-the-job training before showing up at the intake office to request a route that probably isn’t available. Trainees are paid once they reach the classroom. I finished everything in about six months.
That is from Steve Salaita, who was forced to leave academia after several times making inappropriate remarks. Here is another bit from the same essay:
You hear ex-professors say it all the time and I’ll add to the chorus: despite nagging precariousness, there’s something profoundly liberating about leaving academe, whereupon you are no longer obliged to give a shit about fashionable thinkers, network at the planet’s most boring parties, or quantify self-worth for scurrilous committees (and whereupon you are free to ignore the latest same-old controversy), for even when you know at the time that the place is toxic, only after you exit (spiritually, not physically) and write an essay or read a novel or complete some other task without considering its relevance to the fascist gods of assessment, or its irrelevance to a gang of cynical senior colleagues, do you realize exactly how insidious and pervasive is the industry’s culture of social control.
Wordy at times, but mostly interesting throughout.
This is a bleg, so please leave your sagacious answers in the comments. Kelly Smith, of Prenda, writes me:
To summarize, I want kids to love writing, to see themselves as writers, and to improve their skill. I’d love to know about anyone who has done that systematically.
Are you able to help? Rest assured that your answers will be put to good use.
Here is the transcript and audio, here is the summary:
Jordan Peterson joins Tyler to discuss collecting Soviet propaganda, why he’s so drawn to Jung, what the Exodus story can teach us about current events, his marriage and fame, what the Intellectual Dark Web gets wrong, immigration in America and Canada, his tendency towards depression, Tinder’s revolutionary nature, the lessons from The Lord of the Rings and Harry Potter, fixing universities, the skills needed to become a good educator, and much more.
Here is one bit:
COWEN: Your peers in the Intellectual Dark Web — the best of them — what is it they’re wrong about?
PETERSON: Oh, they’re wrong about all sorts of things. But at least they’re wrong in all sorts of interesting ways. I think Sam Harris, for example — I don’t think that he understands. I don’t think that he’s given sufficient credence to the role that religious thinking plays in human cognition.
I think that’s a huge mistake for someone who’s an evolutionary biologist because human religious thinking is a human universal. It’s built into our biology. It’s there for a reason. Although Sam is an evolutionary biologist, at least in principle, with regards to his thinking, he’s an Enlightenment rationalist when it comes to discussing the biology of religion, and that’s not acceptable.
It’s the wrong time frame. You don’t criticize religious thinking over a time frame of 200 years. You think about religious thinking over a time frame of 50,000 years, but probably over a far greater time span than that.
COWEN: So if that’s what Sam Harris doesn’t get —
COWEN: If we turn to senior management of large American companies, as a class of people — and I know it’s hard to generalize — but what do you see them as just not getting?
PETERSON: I would caution them not to underestimate the danger of their human resources departments.
Much more than just the usual, including a long segment at the end on Jordan’s plans for higher education, here is one bit from that:
Universities give people a chance to contend with the great thought of the past — that would be the educational element. To find mentors, to become disciplined, to work towards a single goal. And almost none of that has to do with content provision. Because you might think, how do you duplicate a university online? Well, you take lectures and you put them online, and you deliver multiple-choice questions. It’s like, yeah, but that’s one-fiftieth of what a university is doing.
So we’ve just scrapped that idea, and what we’re trying to do instead is to figure out, how can you teach people to write in a manner that’s scalable? That’s a big problem because teaching people to write is very, very difficult, and it’s very labor intensive and expensive. So that’s one problem we’d really like to crack. How can you teach people to speak? And can you do that in a scalable manner as well?
Definitely recommended, even if you feel you’ve already heard or read a lot of Jordan Peterson.
I will be doing a Conversation with her, no associated public event. She is the translator of a splendid and highly readable Homer’s Odyssey, which I named as the very best book of the year for last year. She is also a professor at the University of Pennsylvania, a classicist, a Seneca scholar, and an all-around very smart person. Here is her Wikipedia page.
So what should I ask her?
Women in Economics highlights the groundbreaking and inspiring work of female economists – not only to recognize the important work they’ve done but to also share their inspirational journeys.
Our first major video on Elinor Ostrom will be released on February 12 followed by videos on Janet Yellen (featuring Christina Romer and Ben Bernanke), Anna Schwartz (featuring Claudia Goldin), Joan Robinson and more. We also have some more informal “mini-testimonials” discussing the work of some major contemporary economists who have been inspirational. In the video below I discuss the work of Petra Moser. (I should have cleaned my office.)
Tyler and I also want to take a moment to thank the fantastic team at MRU for a huge amount of creativity, inspiration and hard work in putting this series together. Lots of thanks and appreciation to Roman Hardgrave, Alexandra Tooley, Mary Clare Peate, Brandon Davis, Justin Dile, Lindsay Moss and William Nava. You too can join the team!
In recent years, there has been widespread concern that misinformation on social media is damaging societies and democratic institutions. In response, social media platforms have announced actions to limit the spread of false content. We measure trends in the diffusion of content from 569 fake news websites and 9,540 fake news stories on Facebook and Twitter between January 2015 and July 2018. User interactions with false content rose steadily on both Facebook and Twitter through the end of 2016. Since then, however, interactions with false content have fallen sharply on Facebook while continuing to rise on Twitter, with the ratio of Facebook engagements to Twitter shares decreasing by 60 percent. In comparison, interactions with other news, business, or culture sites have followed similar trends on both platforms. Our results suggest that the relative magnitude of the misinformation problem on Facebook has declined since its peak.
That is from a new NBER working paper by Allcott, Gentzkow, and Yu.
San Francisco has more drug addicts than it has students enrolled in its public high schools, the city Health Department’s latest estimates conclude.
There are about 24,500 injection drug users in San Francisco — that’s about 8,500 more people than the nearly 16,000 students enrolled in San Francisco Unified School District’s 15 high schools
Here is more, via an MR reader.
UCLA students call about 11,000 Uber and Lyft rides that never leave campus every week, raising concerns about the environmental impact of unnecessary trips.
Here is the article, via Jessica Roberts. I can’t say I am crazy about the framing however — have you tried walking across UCLA campus? You could just as soon write an article criticizing the people who don’t do bulk shopping, thereby creating unnecessary car trips to the store. Students who live on campus hardly seem like the worst environmental offenders or anywhere close to it.