No, I don’t mean Proust, Cervantes, or the Bible. I mean Dave Marsh’s The Heart of Rock and Soul: The 1001 Greatest Singles Ever Made.
To be sure, it is not the greatest book qua book, or even in the top tier (though it is very good and Marsh is very smart and knowledgeable).
It is possible it has become the greatest book of all time because of YouTube. Scroll through the pithy, one-page or sometimes even one-paragraph reviews of the various songs, and play them on YouTube while you are reading.
I had not known of Marvin Gaye’s “One More Heartache,” or Aretha Franklin’s “Think.” Nor had I known the live version of Bob Dylan’s “Just Like Tom Thumb’s Blues” from 1966 (though is it really “Slurred and obtuse as Little Richard reading Ezra Pound”?). I heard again many favorites as well.
Let’s be honest, amusia aside, do not humans love music more than books? By no means does everyone read, but virtually everyone listens to music, and with some degree of passion. It therefore follows that “book + music” is better than book, right? Whatever virtues the book may have are still contained in “book + music,” or more generally “book + YouTube.”
Have we now entered an age where all or most of the very best books are part of “books + YouTube”?
Of course I’m not trying to sell you on music or for that matter on Dave Marsh. What about reading Abraham Pais, Niels Bohr’s Times: In Physics, Philosophy, and Polity, accompanied by these videos? Might the possibility of YouTube combination make that the 37th best book of all time, displacing Braudel or Flaubert?
Should not at least 2/3 of your reading be books accompanied by YouTube? And if not, why not?
Inquiring minds wish to know. Perhaps there is a book accompanied by YouTube that gives the answer?
Is a quality book better or worse if there is no useful way to combine it with YouTube?
In an earlier post, Do Boys Have a Comparative Advantage in Math and Science? I pointed to evidence showing that boys have a comparative advantage in math because they are much worse than girls at reading. (Boys do not have a large absolute advantage in math.) If people specialize in their personal comparative advantage this can easily lead to more boys than girls entering math training even if girls are equally or more talented. As I wrote earlier:
[C]onsider what happens when students are told: Do what you are good at! Loosely speaking the situation will be something like this: females will say I got As in history and English and B’s in Science and Math, therefore, I should follow my strengthens and specialize in drawing on the same skills as history and English. Boys will say I got B’s in Science and Math and C’s in history and English, therefore, I should follow my strengths and do something involving Science and Math.
A new paper in PNAS by Breda and Napp finds more evidence for the comparative advantage hypothesis. Breda and Napp look at intention to study math in ~300,000 students worldwide taking the PISA.
PISA2012 includes questions related to intentions to pursue math-intensive studies and careers. These intentions are measured through a series of five questions that ask students if they are willing (i) to study harder in math versus English/reading courses, (ii) to take additional math versus English/reading courses after school finishes, (iii) to take a math major versus a science major in college, (iv) to take a maximum number of math versus science classes, and (v) to pursue a career that involves math versus science. Our main measure of math intentions is an index constructed from these five questions and available for more than 300,000 students. It captures the desire to do math versus both reading and other sciences.
What they find is that comparative advantage (math ability relative to reading ability) explains math intentions better than actual math or reading ability. Comparative advantage is also a better predictor of math intentions than perceptions of math ability (women do perceive lower math ability relative to true ability than do men but the effect is less important than comparative advantage). In another data set the authors show that math intentions predict math education.
Thus, accumulating evidence shows that over-representation of males in STEM fields is perhaps better framed as under-representation of males in reading fields and the latter is driven by relatively low reading achievement among males.
As the gender gap in reading performance is much larger than that in math performance, policymakers may want to focus primarily on the reduction of the former. Systematic tutoring for low reading achievers, who are predominantly males, would be a way, for example, to improve boys’ performance in reading. A limitation of this approach, however, is that it will lower the gender gap in math-intensive fields mostly by pushing more boys in humanities, hence reducing the share of students choosing math.
The authors don’t put it quite so bluntly but another approach is to stop telling people to do what they are good at and instead tell them to do what pays! STEM fields pay more than the humanities so if people were to follow this advice, more women would enter STEM fields. I believe that education spillovers are largest in the STEM fields so this would also benefit society. It is less clear whether it would benefit the women.
Hat tip: Mary Clare Peate.
Here is the audio and video, here is part of the CWT summary:
Now a dean at Sonoma State University, Robbins joined Tyler to discuss 19th-century life and literature and more, including why the 1840s were a turning point in US history, Harriet Beecher Stowe’s Calvinism, whether 12 Years a Slave and Django Unchained are appropriate portraits of slavery, the best argument for reparations, how prepaid postage changed America, the second best Herman Melville book, why Ayn Rand and Margaret Mitchell are ignored by English departments, growing up the daughter of a tech entrepreneur, and why teachers should be like quarterbacks.
Here is one excerpt:
COWEN: You’ve written a good deal on the history of the postal service. How did the growth of the postal service change romance in America?
ROBBINS: Well, everybody could write a letter. [laughs] In 1844 — this was the other exciting thing that happened in the 1840s. Rowland Hill in England changed the postal service by inventing the idea of prepaid postage. Anybody could buy a stamp, and then you’d put the stamp on the letter and send the letter.
Prior to that, you had to go to the post office. You had to engage with the clerk. After the 1840s and after prepaid postage, you could just get your stamps, and anybody could send a letter. In fact, Frederick Douglass loved the idea of prepaid post for the ability for the enslaved to write and send letters. After that, people wrote letters to each other, letters home, letters to their lovers, letters to —
COWEN: When should you send a sealed letter? Because it’s also drawing attention to itself, right?
ROBBINS: Well, envelopes — it’s interesting that envelopes, sealed envelopes, came about 50 years after the post office became popular, so you didn’t really have self-sealing envelopes until the end of the 19th century.
COWEN: That was technology? Or people didn’t see the need for it?
ROBBINS: Technology, the idea of folding the envelope and then having it be gummed and self-sealing. There were a number of patents, but they kept breaking down. But technology finally resolved it at the end of the 19th century.
Prior to that, you would write in code. Also, paper was expensive, so you often wrote across the page horizontally and then turned it to the side and crossed the page, writing in the other direction. If somebody was really going to snoop on your letters, they had to work for it.
COWEN: On net, what were the social effects of the postal service?
ROBBINS: Well, communication. The post office and the need for the post office is in our Constitution.
COWEN: It was egalitarian? It was winner take all? It liberated women? It helped slaves? Or what?
ROBBINS: All those things.
COWEN: All those things.
ROBBINS: But yeah, de Tocqueville mentioned this in his great book in the 1830s that anybody — some farmer in Michigan — could be as informed as somebody in New York City.
COWEN: Margaret Mitchell or Ayn Rand?
ROBBINS: Well, it’s interesting that two of the best-selling novelists of the 20th-century women are both equally ignored by English departments in universities. Margaret Mitchell and Gone with the Wind is paid attention to a little bit just because, as I said, it’s something that literature and film worked against, but not Ayn Rand at all.
COWEN: What’s a paradigmatic example of a movie made better by a good soundtrack?
ROBBINS: The Pink Panther — Henry Mancini’s score. The movie is ridiculous, but Henry Mancini’s score — you’re going to be humming it now the rest of the day.
COWEN: What is the Straussian reading of Babar the Elephant?
ROBBINS: When’s the last time you read it?
COWEN: Not long ago.
Team impact is predicted more by the lower-citation rather than the higher-citation team members, typically centering near the harmonic average of the individual citation indices. Consistent with this finding, teams tend to assemble among individuals with similar citation impact in all fields of science and patenting. In assessing individuals, our index, which accounts for each coauthor, is shown to have substantial advantages over existing measures. First, it more accurately predicts out-of-sample paper and patent outcomes. Second, it more accurately characterizes which scholars are elected to the National Academy of Sciences. Overall, the methodology uncovers universal regularities that inform team organization while also providing a tool for individual evaluation in the team production era.
That is part of the abstract of a new paper by Mohammad Ahmadpoor and Benjamin F. Jones.
Next week Dr. Shruti Rajagopalan (also an Emergent Ventures winner) will be joining Mercatus as a senior research fellow, focused on Indian political economy, property rights, and economic development.
Shruti earned her PhD from George Mason in 2013 and most recently she is an associate professor of economics at Purchase College, SUNY. She is also a fellow of the Classical Liberal Institute at NYU, and will be teaching at the newly-formed Indian School of Public Policy in New Delhi.
You can follow Shruti on Twitter here.
Russ was the interviewer, he and I both think it is the best discussion we have had of eleven (!) interactions. Here is the link. Recommended.
Here is the transcript and audio, here is the summary:
Masha joined Tyler in New York City to answer his many questions about Russia: why was Soviet mathematics so good? What was it like meeting with Putin? Why are Russian friendships so intense? Are Russian women as strong as the stereotype suggests — and why do they all have the same few names? Is Russia more hostile to LGBT rights than other autocracies? Why did Garry Kasparov fail to make a dent in Russian politics? What did The Americans get right that Chernobyl missed? And what’s a good place to eat Russian food in Manhattan?
Here is excerpt:
COWEN: Why has Russia basically never been a free country?
GESSEN: Most countries have a history of never having been free countries until they become free countries.
COWEN: But Russia has been next to some semifree countries. It’s a European nation, right? It’s been a part of European intellectual life for many centuries, and yet, with the possible exception of parts of the ’90s, it seems it’s never come very close to being an ongoing democracy with some version of free speech. Why isn’t it like, say, Sweden?
GESSEN: [laughs] Why isn’t Russia like . . . I tend to read Russian history a little bit differently in the sense that I don’t think it’s a continuous history of unfreedom. I think that Russia was like a lot of other countries, a lot of empires, in being a tyranny up until the early 20th century. Then Russia had something that no other country has had, which is the longest totalitarian experiment in history. That’s a 20th-century phenomenon that has a very specific set of conditions.
I don’t read Russian history as this history of Russians always want a strong hand, which is a very traditional way of looking at it. I think that Russia, at breaking points when it could have developed a democracy or a semidemocracy, actually started this totalitarian experiment. And what we’re looking at now is the aftermath of the totalitarian experiment.
GESSEN: …I thought Americans were absurd. They will say hello to you in the street for no reason. Yeah, I found them very unreasonably friendly.
I think that there’s a kind of grumpy and dark culture in Russia. Russians certainly have a lot of discernment in the fine shades of misery. If you ask a Russian how they are, they will not cheerfully respond by saying they’re great. If they’re miserable, they might actually share that with you in some detail.
There’s no shame in being miserable in Russia. There’s, in fact, a lot of validation. Read a Russian novel. You’ll find it all in there. We really are connoisseurs of depression.
Finally there was the segment starting with this:
COWEN: I have so many questions about Russia proper. Let me start with one. Why is it that Russians seem to purge their own friends so often? The standing joke being the Russian word for “friend” is “future enemy.” There’s a sense of loyalty cycles, where you have to reach a certain bar of being loyal or otherwise you’re purged.
Several African countries have introduced state loan schemes. But governments have struggled to chase up debts. The private sector is now trying to do a better job. Kepler and Akilah, an all-female college in Kigali, are working with Chancen International, a German foundation, to try out a model of student financing popular among economists—Income Share Agreements. Chancen pays the upfront costs of a select group of students. Once they graduate, alumni pay Chancen a share of their monthly income, up to a maximum of 180% of the original loan. If they do not get a job, they pay nothing.
I don’t believe this result, from David S. Yeager, et.al., but I put it out for your consideration, just published in Nature and receiving much attention:
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrollment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.
Big if true, as they say. Via many of you, thanks.
Addendum: Alex covered this as a working paper last year with more details.
Consider the right-wing, conservative, and libertarian movements — is there a good word for them as a general collective? For now I’ll use “conservative,” while recognizing that the lack of generally recognized standard bearers means that “conservative” and “radical” these days blur into each other, and furthermore conservative and libertarian views have areas of real and significant conflict.
Who is today the most influential conservative intellectual with other conservative and libertarian intellectuals? (I once said Jordan Peterson is the most influential intellectuals with the general public.)
It seems obvious to me that this is Peter Thiel (admittedly I am a biased observer, for a number of reasons, one being that the Thiel Foundation is a supporter of Emergent Ventures). Quite simply, if Peter gives a talk with new material in it, it gets discussed more than if anyone else does.
What else might his qualifications be for “most influential conservative intellectual”?
He has had a major hand in the tech revolution, and with his later view that technology is stagnating more generally.
He is the talent spotter par excellence, having had a hand in the rise of Mark Zuckerberg, Elon Musk, Reid Hoffman, Eric Weinstein, and others.
A major hand in Trump/populism/nationalism, or whatever it should be called. I should note that Peter is often highly influential with those who disagree with him about Trump.
Spoke/wrote/co-authored a bestselling book — Zero to One — which also was a huge hit in China. And the samizdat lecture notes, from Peter’s Stanford talks, were a big hit in advance of the book.
A major hand in the critique of political correctness, and the spread of that critique.
He foresaw that globalization might contract rather than keep on expanding. The final answer isn’t in yet on this one, but so far Peter is looking prescient.
A major hand in causing people to rethink higher education, through his Thiel Fellows program.
A major hand in stimulating the interest of others in Girard and Strauss, and maybe someday Christianity?
This point has nothing to do with how much you agree with Peter or not. It simply occurred to me that no one had said this before, or have they?
By the way, here is David Perell on Peter Thiel on Christianity.
Anthony Kronman, former Dean of the Yale Law school, writes in the WSJ:
The politically motivated and group-based form of diversity that dominates campus life today discourages students from breaking away, in thought or action, from the groups to which they belong. It invites them to think of themselves as representatives first and free agents second. And it makes heroes of those who put their individual interests aside for the sake of a larger cause. That is admirable in politics. It is antithetical to one of the signal goods of higher education.
…Grievance is the stuff of political life…Academic disagreements are different. Important ones are often inflamed by passion too. But the goal of those involved is to persuade their adversaries with better facts and arguments—not to bludgeon them into submission with complaints of abuse, injustice and disrespect to increase their share of power. Today, the spirit of grievance has been imported into the academy, where it undermines the common search for truth by permeating it with a sense of hurt and wrong on the part of minority students, and guilt on the part of those who are blamed for their suffering.
…For college students, the search for truth is important not because reaching it is guaranteed—there are no such guarantees—but as a discipline of character. It instills habits of self-criticism, modesty and objectivity. It strengthens their ability to subject their own opinions and feelings to higher and more durable measures of worth. It increases their self-reliance and their respect for the values and ideas of those far removed in time and circumstance. In all these ways, the search for truth promotes the habit of independent-mindedness that is a vital antidote to what Tocqueville called the “tyranny of majority opinion.”
…Tocqueville was an enthusiastic admirer of America’s democracy. He thought it the most just system of government the world had ever known. But he was also sensitive to its pathologies. Among these he identified the instinct to believe what others do in order to avoid the labor and risk of thinking for oneself. He worried that such conformism would itself become a breeding ground for despots.
As a partial antidote, Tocqueville stressed the importance of preserving, within the larger democratic order, islands of culture devoted to the undemocratic values of excellence and truth. These could be, he thought, enclaves for protecting the independence of mind that a democracy like ours especially needs.
Today our colleges and universities are doing a poor job of meeting this need, and the idea of diversity is at least partly to blame. It has become the basis of an illiberal and antirational academic cult—one that undermines the spirit of self-reliance and the commitment to truth on which not only higher education, but the whole of our democracy, depends.
The bottom of the educational distribution is doing very very poorly:
Changing mortality rates among less educated Americans are difficult to interpret because the least educated groups (e.g. dropouts) become smaller and more negatively selected over time. New partial identification methods let us calculate mortality changes at constant education percentiles from 1992–2015. We find that middle-age mortality increases among non-Hispanic whites are driven almost entirely by changes in the bottom 10% of the education distribution. Drivers of mortality change differ substantially across groups. Deaths of despair explain a large share of mortality change among young non-Hispanic whites, but a small share among older whites and almost none among non-Hispanic blacks.
That is from Paul Novosad and Charlie Rafkin.
That is the new Journal of Economic Perspectives article by Nicholas Bloom, John Van Reenen, and Heidi Williams. Most of all, such articles should be more frequent and receive greater attention and higher status, as Progress Studies would suggest. Here is one excerpt:
…moonshots may be justified on the basis of political economy considerations. To generate significant extra resources for research, a politically sustainable vision needs to be created. For example, Gruber and Johnson (2019) argue that increasing federal funding of research as a share of GDP by half a percent—from 0.7 percent today to 1.2 percent, still lower than the almost 2 percent share observed in 1964 in Figure 1—would create a $100 billion fund that could jump-start new technology hubs in some of the more educated but less prosperous American cities (such as Rochester, New York, and Pittsburgh, Pennsylvania). They argue that such a fund could generate local spillovers and, by alleviating spatial inequality, be more politically sustainable than having research funds primarily flow to areas with highly concentrated research, such as Palo Alto, California, and Cambridge, Massachusetts.
In general I agree with their points, but would have liked to have seen more on freedom to build, and of course on culture, culture, culture. At the very least, policy is endogenous to culture, and culture shapes many economic outcomes more directly as well. I’m fine with tax credits for R&D, but I just don’t see them as in the driver’s seat.