Quotulatiousness

May 22, 2013

Camille Paglia reviews recent academic works … on BDSM

Filed under: Media, USA — Tags: , , , , , — Nicholas @ 00:01

It’s cleverly entitled “Scholars in Bondage”:

Three books from university presses dramatize the degree to which once taboo sexual subjects have gained academic legitimacy. Margot Weiss’s Techniques of Pleasure: BDSM and the Circuits of Sexuality (Duke University Press, 2011) and Staci Newmahr’s Playing on the Edge: Sadomasochism, Risk, and Intimacy (Indiana University Press, 2011) record first-person ethnographic explorations of BDSM communities in two large American cities. (The relatively new abbreviation BDSM incorporates bondage and discipline, domination and submission, and sadomasochism.) Danielle J. Lindemann’s Dominatrix: Gender, Eroticism, and Control in the Dungeon (University of Chicago Press, 2012) documents the world of professional dominatrixes in New York and San Francisco.

[. . .]

Furthermore, Weiss is lured by the reflex Marxism of current academe into reducing everything to economics: “With its endless paraphernalia, BDSM is a prime example of late-capitalist sexuality”; BDSM is “a paradigmatic consumer sexuality.” Or this mind-boggling assertion: “Late capitalism itself produces the transgressiveness of sex ­— its fantasized location as outside of or compensatory for alienated labor.” Sex was never transgressive before capitalism? Tell that to the Hebrew captives in Babylon or to Roman moralists during the early Empire!

The constricted frame of reference of the gender-studies milieu from which Weiss emerged is shown by her repeated slighting references to “U.S. social hierarchies.” But without a comparative study of and allusion to non-American hierarchies, past and present, such remarks are facile and otiose. The collapse of scholarly standards in ideology-driven academe is sadly revealed by Weiss’s failure, in her list of the 18 books of anthropology that most strongly contributed to her project, to cite any work published before 1984 — as if the prior century of distinguished anthropology, with its bold documentation of transcultural sexual practices, did not exist. Gender-theory groupthink leads to bizarre formulations such as this, from Weiss’s introduction: “SM performances are deeply tied to capitalist cultural formations.” The preposterousness of that would have been obvious had Weiss ever dipped into the voluminous works of the Marquis de Sade, one of the most original and important writers of the past three centuries and a pivotal influence on Nietzsche. But incredibly, none of the three authors under review seem to have read a page of Sade. It is scandalous that the slick, game-playing Foucault (whose attempt to rival Nietzsche was an abysmal failure) has completely supplanted Sade, a mammoth cultural presence in the 1960s via Grove Press paperbacks that reprinted Simone de Beauvoir’s seminal essay, “Must We Burn Sade?”

[. . .]

What is to be done about the low scholarly standards in the analysis of sex? A map of reform is desperately needed. Current discourse in gender theory is amateurishly shot through with the logical fallacy of the appeal to authority, as if we have been flung back to medieval theology. For all their putative leftism, gender theorists routinely mimic and flatter academic power with the unctuous obsequiousness of flunk­ies in the Vatican Curia.

First of all, every gender studies curriculum must build biology into its program; without knowledge of biology, gender studies slides into propaganda. Second, the study of ancient tribal and agrarian cultures is crucial to end the present narrow focus on modern capitalist society. Third, the cynical disdain for religion that permeates high-level academe must end. (I am speaking as an atheist.) It is precisely the blindness to spiritual quest patterns that has most disabled the three books under review.

The exhausted poststructuralism pervading American universities is abject philistinism masquerading as advanced thought. Everywhere, young scholars labor in bondage to a corrupt and incestuous academic establishment. But these “mind-forg’d manacles” (in William Blake’s phrase) can be broken in an instant. All it takes is the will to be free.

May 21, 2013

Conflating rules for “sexual harassment” with “sexual assault”

Filed under: Bureaucracy, Law, Liberty — Tags: , , , , , — Nicholas @ 10:17

Wendy Kaminer on the issues of sexual harassment rules on campus:

What’s the difference between an unwelcome request for a date and rape? Pursuant to the Obama administration’s definition of sexual harassment, this is not an easy question to answer.

You have to read the administration’s latest diktat to colleges and universities to believe it. In a joint letter to the University of Montana (intended as ‘a blueprint’ for campus administrators nationwide), the Department of Justice (DoJ) and the Education Department’s Office of Civil Rights (OCR) define sexual harassment as ‘unwelcome conduct of a sexual nature’, verbal or non-verbal, including ‘unwelcome sexual advances or acts of sexual assault’. Conduct (verbal or non-verbal) need not be ‘objectively offensive’ to constitute harassment, the letter warns, ignoring federal court rulings on harassment, as well as common sense. If a student feels harassed, she may be harassed, regardless of the reasonableness of her feelings, and school administrators may be legally required to discipline her ‘harasser’.

They are also required to promulgate detailed policies parroting the DoJ/OCR definition of harassment, as well as procedures for reporting and prosecuting alleged offences: ‘Federal government mandates unconstitutional speech codes at college and universities nationwide’, the Foundation for Individual Rights in Education (FIRE) accurately declares:

‘Among the forms of expression now punishable on America’s campuses by order of the federal government are:

  • Any expression related to sexual topics that offends any person. This leaves a wide range of expressive activity — a campus performance of The Vagina Monologues, a presentation on safe-sex practices, a debate about sexual morality, a discussion of gay marriage, or a classroom lecture on Vladimir Nabokov’s Lolita — subject to discipline.
  • Any sexually themed joke overheard by any person who finds that joke offensive for any reason.
  • Any request for dates or any flirtation that is not welcomed by the recipient of such a request or flirtation.

There is likely no student on any campus anywhere who is not guilty of at least one of these “offences”. Any attempt to enforce this rule evenhandedly and comprehensively will be impossible.’

FIRE is right to note that fair, inclusive enforcement of this mindlessly broad policy is impossible. But I doubt it’s intended to be fairly enforced. I doubt federal officials want or expect it to be used against sex educators, advocates of reproductive choice, anti-porn feminists or gay-rights advocates if their speech of a sexual nature is ‘unwelcome’ by religious conservatives.

May 18, 2013

The “most balanced gender studies textbook available”

Filed under: Media, Politics, USA — Tags: , , , , — Nicholas @ 00:01

Cathy Young has some concerns with a popular gender studies textbook:

A few months ago, a post with a shocking claim about misogyny in America began to circulate on Tumblr, the social media site popular with older teens and young adults. It featured a scanned book page section stating that, according to “recent survey data,” when junior high school students in the Midwest were asked what they would do if they woke up “transformed into the opposite sex,” the girls showed mixed emotions but the boys’ reaction was straightforward: “‘Kill myself’ was the most common answer when they contemplated the possibility of life as a girl.” The original poster — whose comment was, “Wow” —identified the source as her “Sex & Gender college textbook,” The Gendered Society by Michael Kimmel.

The post quickly caught on with Tumblr’s radical feminist contingent: in less than three months, it was reblogged or “liked” by over 33,000 users. Some appended their own comments, such as, “Yeah, tell me again how misogyny ‘isn’t real‘ and men and boys and actually ‘like,’ ‘love‘ and ‘respect the female sex‘? This is how deep misogynistic propaganda runs… As Germaine Greer said, ‘Women have no idea how much men hate them.’”

Yet, as it turns out, the claim reveals less about men and misogyny than it does about gender studies and academic feminism.

I was sufficiently intrigued to check out Kimmel’s reference: a 1984 book called The Longest War: Sex Differences in Perspective by psychologists Carol Tavris and Carole Wade. The publication date was the first tipoff that the study’s description in the excerpt was not entirely accurate: the “recent” data had to be about thirty years old. Still, did American teenage boys in the early 1980s really hold such a dismal view of being female?

When I obtained a copy of The Longest War, I was shocked to discover that the claim was not even out of context: it seemed to have no basis at all, other than one comment among examples of negative reactions from younger boys (the survey included third- through twelfth-grade students, not just those in junior high). Published in 1983 by the Institute for Equality in Education, the study had some real fodder for feminist arguments: girls generally felt they would be better off as males while boys generally saw the switch as a disadvantage, envisioning more social restrictions and fewer career options (many responses seemed based on stereotypes — e.g., husband-hunting as a girl’s main training for adulthood — than 1980s reality). But that’s not nearly as dramatic as “I’d rather kill myself than be a girl.”

Update, 19 May: Welcome to all the visitors from Reddit. I think this is the first time one of my posts got linked from Reddit (and several thousand of you have dropped by in the last 24 hours). To mark the occasion, I’ve added a Reddit link to the Sharing options on all posts.

April 28, 2013

Denmark re-thinks their generous social support system

Filed under: Economics, Europe, Government — Tags: , , — Nicholas @ 11:52

Denmark has a very liberal approach to welfare and social services … perhaps too liberal:

It began as a stunt intended to prove that hardship and poverty still existed in this small, wealthy country, but it backfired badly. Visit a single mother of two on welfare, a liberal member of Parliament goaded a skeptical political opponent, see for yourself how hard it is.

It turned out, however, that life on welfare was not so hard. The 36-year-old single mother, given the pseudonym “Carina” in the news media, had more money to spend than many of the country’s full-time workers. All told, she was getting about $2,700 a month, and she had been on welfare since she was 16.

In past years, Danes might have shrugged off the case, finding Carina more pitiable than anything else. But even before her story was in the headlines 16 months ago, they were deeply engaged in a debate about whether their beloved welfare state, perhaps Europe’s most generous, had become too rich, undermining the country’s work ethic. Carina helped tip the scales.

[. . .]

Students are next up for cutbacks, most intended to get them in the work force faster. Currently, students are entitled to six years of stipends, about $990 a month, to complete a five-year degree which, of course, is free. Many of them take even longer to finish, taking breaks to travel and for internships before and during their studies.

In trying to reduce the welfare rolls, the government is concentrating on making sure that people like Carina do not exist in the future. It is proposing cuts to welfare grants for those under 30 and stricter reviews to make sure that such recipients are steered into jobs or educational programs before they get comfortable on government benefits.

Officials have also begun to question the large number of people who are receiving lifetime disability checks. About 240,000 people — roughly 9 percent of the potential work force — have lifetime disability status; about 33,500 of them are under 40. The government has proposed ending that status for those under 40, unless they have a mental or physical condition that is so severe that it keeps them from working.

April 16, 2013

New study shows students of online courses learn as much as in traditional classes

Filed under: Media, Technology — Tags: , , — Nicholas @ 10:03

At Marginal Revolution, Alex Tabarrok summarizes the findings from a recent large study:

In a large, randomized experiment Bowen et al. found that students enrolled in an online/hybrid statistics course learned just as much as those taking a traditional class (noted earlier by Tyler). Perhaps even more importantly, Bowen et al. found that the online model was significantly less costly than the traditional model, some 36% to 57% less costly to produce than a course using a traditional lecture format. In other words, since outcomes were the same, online education increased productivity by 56% to 133%! Online education trumps the cost disease!

Bowen et al. caution that their results on cost savings are speculative and it is true that they do not include the fixed costs of creating the course (either the online course or the traditional course) so these cost savings should be thought of as annual savings in steady-state equilibrium. The main reason these results are speculative, however, is that Bowen et al. only considered cost savings from faculty compensation. Long-run cost reductions from space savings may be even more significant, as the authors acknowledge.

The university model we’ve known for centuries is long overdue for change. However, remember that just about every new communication technology was touted as being “revolutionary” for education: the printing press, radio, movies, TV, and now online courses. The traditional university model has survived each new technological breakthrough relatively unscathed.

April 12, 2013

Neuroscience or neurotrash?

Filed under: Media, Science — Tags: , , , , , — Nicholas @ 09:56

In The Register, Andrew Orlowski reports on the sad state of published neuroscience articles:

A group of academics from Oxford, Stanford, Virginia and Bristol universities have looked at a range of subfields of neuroscience and concluded that most of the results are statistically worthless.

The researchers found that most structural and volumetric MRI studies are very small and have minimal power to detect differences between compared groups (for example, healthy people versus those with mental health diseases). Their paper also stated that, specifically, a clear excess of “significance bias” (too many results deemed statistically significant) has been demonstrated in studies of brain volume abnormalities, and similar problems appear to exist in fMRI studies of the blood-oxygen-level-dependent response.

The team, researchers at Stanford Medical School, Virginia, Bristol and the Human Genetics dept at Oxford, looked at 246 neuroscience articles published in 2011 and and excluded papers where the test data was unavailable. They found that the papers’ median statistical power — the possibility that a study will identify an effect when there is an effect there to be found — was just 21 per cent. What that means in practice is that if you were to run one of the experiments five times, you’d only find the effect once.

A further survey of papers drawn from fMRI brain scanners — and studies using such scanners have long filled the popular media with dramatic claims — found that their statistical power was just 8 per cent.

Low statistical power caused three problems, the authors said. Firstly, there is a low probability of finding true effects; secondly, there is a low probability that a “true” finding is actually true; and thirdly, exaggerating the magnitude of the effect when a positive is discovered.

April 7, 2013

1,900 first-year psychology students versus the arrayed might of Wikipedia editors

Filed under: Cancon, Media — Tags: , , , — Nicholas @ 11:03

You know how great Wikipedia is? You know what’d make it even greater? Adding nearly 2,000 first-year university students as contributors and editors (because they do such a great job of writing research papers and citing their sources):

Steve Joordens urged the 1,900 students in his introductory psychology class to start adding content to relevant Wikipedia pages. The assignment was voluntary, and Joordens hoped the process would both enhance Wikipedia’s body of work on psychology while teaching students about the scientist’s responsibility to share knowledge.

But Joordens’s plan backfired when the relatively small contingent of volunteer editors that curate the website’s content began sounding alarm bells. They raised concerns about the sheer number of contributions pouring in from people who were not necessarily well-versed in the topic or adept at citing their research.

Discussions in the Wikipedia community became very heated with allegations that articles were being updated with erroneous or plagiarized information. Some community members called for widespread bans on university IP addresses and decried the professor’s assignment as a needless burden on the community.

March 19, 2013

QotD: “It was clear that both the professor’s detractors and supporters were, overwhelmingly, nuts”

Filed under: Cancon, Media, Politics, Quotations — Tags: , , , , , , — Nicholas @ 00:01

Free speech was alive and well at the University of Toronto last night, but in that moment I’d have welcomed its death with open arms.

It was clear that both the professor’s detractors and supporters were, overwhelmingly, nuts. And Dr. Fiamengo herself, was, standing at that podium, a buoy of relative reason in a sea of everything but. “Any movement can attract hysterical detraction and unsavoury allies,” she would tell me over the phone the next morning. “That is the risk one runs.” She’s right. Take this little Facebook diatribe from an active member of A Voice for Men, one of the men’s rights groups who support her.

    There has never been a great female composer. Throughout history there has been plenty of privileged woman, who have had access to pianos, and violins, yet somehow we are expected to believe that men have somehow stopped them for being composers? Woman have the big lovely eyes, big tits, but mean [I think he meant “men”] are far more beautiful, they are more beautiful where it counts. In their wonderful creative souls.

Unfortunately, though, the other side is no more intelligent. They just use bigger words.

Almost every pro-women’s studies person who approached the mic last night, spoke another language, a jargon you might misconstrue as scientific – only the words they used weren’t shortcuts meant to simplify or summarize complex concepts, they were used to make simple concepts sound complex: Hegemonic, racialized, problematic, intersectionality. It was pure obfuscation, 1984 with tattoos and septum piercings. Some of the students couldn’t even string together a single lucid sentence. All they had were these meaningless, monolithic words. I felt like I was on a game show, the exercise being how many times can you say patriarchal, phallocentric hegemony in 45 seconds or less. It was frankly, for a feminist, depressing.

Slogans don’t make scholarship and being self-righteous does not make you right.

Emma Teitel, “Why women’s studies needs an extreme makeover”, Maclean’s, 2013-03-11

February 25, 2013

Worst. Student movement. Ever.

Filed under: Cancon, Government — Tags: , , , , — Nicholas @ 11:04

The FEUQ speeds into the global lead for worst student movement ever:

I’m trying to imagine a worse excuse for a student movement than the one Quebec has at the moment; and I have to say that I’m not sure I can.

I mean, sure, the Canadian Federation of Students has talked some awful crap about how reducing net tuition for poor students is unacceptable, unless richer kids get a break too — really ludicrous stuff, which objectively favours richer students over poorer ones. But so far as I know, they’ve never actively aided and abetted a government that was intent on making universities poorer.

But that’s what FEUQ, and the rest of the Quebec student movement, seem to be doing right now.

[. . .]

FEUQ’s train of thought seems to run something like this: 1) Universities want more money; 2) the provincial government is broke; 3) therefore, new money can only come out of tuition fees; 4) therefore, we’d better oppose this. The problem is, if you concede point 2 you’re more or less screwed in terms of asking something for yourself, like a more generous student aid system (which Quebec certainly needs, at least for dependent students). And you’ve gone and hacked-off one of your most natural allies as far as higher education is concerned.

H/T to Stephen Gordon for the link.

January 15, 2013

“You kids are screwed”

Filed under: Economics, Government, USA — Tags: , , , , — Nicholas @ 00:01

Feeling optimistic about the future? Bryan Goldberg is here to slap that silly optimistic grin off your face:

Hey kids, you’ve all read “The Hunger Games,” right? Almost all young people have read the best-selling books or seen the Hollywood movie about Katniss Everdeen, a smart and ambitious young lady whose life prospects are diminished by historical events that predate her. What little hope she has is seemingly reduced to nil when a bunch of old people drop her into an arena and force her to fight with her fellow children in a battle royale to the death.

But that’s just fiction, right? Your loving parents and grandparents would never screw up their world and then throw you kids under the bus…or would they?

Actually, they already have.

Last week, the economics blog Calculated Risk ran a chart that tells a pretty compelling story. To an economist, this chart means that the magnitude and duration of the 2007 recession’s impact on unemployment outpaces that of any prior post-war recession. To young people, it simply means this…

You kids are screwed.

In fact, teenagers today probably aren’t old enough to remember the “Dot Bomb” recession of twelve years ago. But even at its peak, that really bad recession did not reach a level of unemployment that matched the one we are still currently experiencing. With the Federal Reserve losing its appetite for quantitative easing, the last bullet in their holster, and both political parties deciding to half-ass the fiscal policy debate, it’s safe to say that…

You kids are really screwed.

Pay careful attention to Lesson No. 4: it’s even more important than you think it is.

H/T to Jon, my former virtual landlord, for the link.

January 10, 2013

Narcissism on the rise (again) among college students

Filed under: Media, Randomness, USA — Tags: , , , , — Nicholas @ 09:04

I know you won’t believe this, but college students have an inflated sense of self-worth that has been further enabled by those new-fangled social media tools.

A new analysis of the American Freshman Survey, which has accumulated data for the past 47 years from 9 million young adults, reveals that college students are more likely than ever to call themselves gifted and driven to succeed, even though their test scores and time spent studying are decreasing.

Psychologist Jean Twenge, the lead author of the analysis, is also the author of a study showing that the tendency toward narcissism in students is up 30 percent in the last thirty-odd years.
This data is not unexpected. I have been writing a great deal over the past few years about the toxic psychological impact of media and technology on children, adolescents and young adults, particularly as it regards turning them into faux celebrities — the equivalent of lead actors in their own fictionalized life stories.

On Facebook, young people can fool themselves into thinking they have hundreds or thousands of “friends.” They can delete unflattering comments. They can block anyone who disagrees with them or pokes holes in their inflated self-esteem. They can choose to show the world only flattering, sexy or funny photographs of themselves (dozens of albums full, by the way), “speak” in pithy short posts and publicly connect to movie stars and professional athletes and musicians they “like.”

While the specifics of today’s worries differ, I’m reminded of this classic, attributed to Socrates (but not authenticated):

The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.

December 19, 2012

The “digital divide” didn’t play out quite the way they thought

Filed under: Economics, Media, Technology, USA — Tags: , , , , , , — Nicholas @ 00:01

In Gregg Easterbrook‘s weekly NFL column, he often discusses non-football topics like this one:

A decade ago — perhaps as recently as five years ago — analysts and educators feared a “digital divide” in which the affluent have access to advancing electronics and the disadvantaged do not, granting the affluent yet another edge in life’s contest. But what if the reverse has happened?

[. . .]

That made this article striking, with research showing children from disadvantaged families now waste more time with video games and on the Internet than do children from affluent homes. Publicly subsidized programs to provide computers and Internet to the disadvantaged were rationalized as tools for education. How are they actually used? The article quotes Vicky Rideout, author of a study on the subject, saying, “Despite the educational potential of computers, the reality is that their use for education or meaningful content creation is minuscule compared to their use for pure entertainment.”

Video games are a really tempting way to avoid studying. If they had been around when I was a teen, there’s no way I would have read so many books or spent three or four hours after school each day at the high school, doing extracurriculars and sports. I might instead have wasted my time with electronics.

Girls and women are taking over college admissions; 57 percent of undergraduate students at four-year colleges are female. There are many reasons, and surely one is that teen girls waste less time on video games than teen boys do. If disadvantaged teen boys are wasting more time than affluent teen boys, that makes the picture worse.

Conservative commentators often “harrumph” about rising living standards for the disadvantaged, many of whom now have air conditioning, laptops and other items once associated with affluence. It’s good that living standards are rising, and it’s good that the digital divide is disappearing. The spread of computers and Internet service into disadvantaged homes creates equity in access to the information and services available on the Web. But society needs to be aware of the downsides of electronics. Those computer and software gifts being opened this holiday season might, especially for teen boys, backfire.

December 12, 2012

What is driving the increasing price of higher education?

Filed under: Bureaucracy, Economics, USA — Tags: , , , — Nicholas @ 12:03

H/T to Daniel J. Mitchell, who adds:

The first part of the video shows that a college degree has become more valuable, so it’s understandable that the relative price of higher education has risen.

But then, beginning at about 1:55, the video discusses the role of subsidies. Echoing points I’ve made in the past, the professor explains how subsidies have simply generated higher prices. In other words, colleges have captured all the benefits, not students.

Business Week recently published a story that provides some glaring example of how universities have wasted all the additional money. Here are some remarkable excerpts.

    “I have no idea what these people do,” says the biomedical engineering professor. Purdue has a $313,000-a-year acting provost and six vice and associate vice provosts, including a $198,000-a-year chief diversity officer. Among its 16 deans and 11 vice presidents are a $253,000 marketing officer and a $433,000 business school chief. The average full professor at the public university in West Lafayette, Ind., makes $125,000. The number of Purdue administrators has jumped 54 percent in the past decade—almost eight times the growth rate of tenured and tenure-track faculty. “We’re here to deliver a high-quality education at as low a price as possible,” says Robinson. “Why is it that we can’t find any money for more faculty, but there seems to be an almost unlimited budget for administrators?” …Purdue is typical: At universities nationwide, employment of administrators jumped 60 percent from 1993 to 2009, 10 times the growth rate for tenured faculty. “Administrative bloat is clearly contributing to the overall cost of higher education,” says Jay Greene, an education professor at the University of Arkansas. In a 2010 study, Greene found that from 1993 to 2007, spending on administration rose almost twice as fast as funding for research and teaching at 198 leading U.S. universities.

November 20, 2012

A basic tenet of (male) human psychology seems to be misunderstood here…

Filed under: Humour, Media — Tags: , , , — Nicholas @ 12:39

Emily Esfahani Smith on “hook-up culture”:

The good news is that Sex Week is only around every two years. In 2008, the Harvard Crimson quipped: “Sex at Harvard is a year-round activity. At Yale, it lasts a week.” It’s a funny line, but not exactly true, which brings up the bad news: There is another part of the social-sexual landscape of Yale and other schools that is more lasting and endemic: the hook-up culture. In the hook-up culture, which is primarily driven by women, college students prefer to have sex with “no strings attached” — that is, they seek to have meaningless, casual sex outside of the context of a relationship. Some women consider this “empowering,” as Harden finds out by eavesdropping on a conversation between two female students, one of whom has this to say about her hook-up conquests, who are football players on campus: “If you go up to them at a party and just get them drinking, and start dancing with them, and kissing them, they will totally end up sleeping with you. They don’t even know they’re being played. They have no clue.”

Cue reality: “Could it be possible,” Harden writes, “That these girls don’t understand a fundamental fact about the human male? You normally don’t have to trick a man into having sex.” Young women today, influenced by Sex Week-style programming, have lost track of how the sexual marketplace really works.

November 13, 2012

Online education is the future of universities (if they have one)

Filed under: Media — Tags: , , — Nicholas @ 11:08

Alex Tabarrok explains why 15 minutes of his time has outweighed the rest of his teaching career:

In 2009, I gave a TED talk on the economics of growth. Since then my 15 minute talk has been watched nearly 700,000 times. That is far fewer views than the most-watched TED talk, Ken Robinson’s 2006 talk on how schools kill creativity, which has been watched some 26 million times. Nonetheless, the 15 minutes of teaching I did at TED dominates my entire teaching career: 700,000 views at 15 minutes each is equivalent to 175,000 student-hours of teaching, more than I have taught in my entire offline career.[1] Moreover, the ratio is likely to grow because my online views are increasing at a faster rate than my offline students.

Teaching students 30 at a time is expensive and becoming relatively more expensive. Teaching is becoming relatively more expensive for the same reason that butlers have become relatively more expensive–butler productivity increased more slowly than productivity in other fields, so wages for butlers rose even as their output stagnated; as a result, the opportunity cost of butlers increased. The productivity of teaching, measured in, say, kilobytes transmitted from teacher to student per unit of time, hasn’t increased much. As a result, the opportunity cost of teaching has increased, an example of what’s known as Baumol’s cost disease. Teaching has remained economic only because the value of each kilobyte transmitted has increased due to discoveries in (some) other fields. Online education, however, dramatically increases the productivity of teaching. As my experience with TED indicates, it’s now possible for a single professor to teach more students in an afternoon than was previously possible in a lifetime.

The counter-argument is that there is an ineffable quality of the classroom experience that raises its value well above the same material taught online. Even after many years of teaching, however, what exactly this quality might be remains ineffable to me. Actually, that is not quite fair. Bringing the most advanced students in any field up to the cutting edge of knowledge and beyond has always required a kind of apprenticeship rather than a more straightforward communication of data/knowledge. Fields with greater physicality, not just sports and dance, but also experimental biology, physics, and chemistry will also require more in-classroom teaching with greater attention from a human being. Even recognizing these exceptions, however, still leaves the vast majority of teaching open to massive productivity increases. Until late college, physics is mostly teaching knowledge known since Newton. Most of the mathematics known or needed by most people has not advanced much beyond Euclid and Pythagoras, let alone Euler. No one expects online education to substitute for apprenticing to a master, but much education at the college level is already mass education taught not by a master but by an adjunct.

Older Posts »
« « Rapidly retreating freedom of expression in Britain| Denmark discovers that “price elasticity” is a real phenomenon » »

Powered by WordPress