Posts Tagged ‘education’
“Tell me to what you pay attention and I will tell you who you are”*…
Before the attention economy consumed our lives, “pursuit tests” devised by the US military coupled man to machine with the aim of assessing focus under pressure. D. Graham Burnett explores these devices for evaluating aviators, finding a pre-history of the laboratory research that has relentlessly worked to slice and dice the attentional powers of human beings…
We worry about our attention these days — nearly all of us. There is something. . . wrong. We cannot manage to do what we want to do with our eyes and minds — not for long, anyway. We keep coming back to the machines, to the screens, to the notifications, to the blinking cursor and the frictionless swipe that renews the feed.
An ethnographer from Mars, moving among us (would we even notice?), might have trouble understanding our complaint: “Trouble with their attention? They stare at small slabs of versicolor glass all day! Their attentive powers are. . . sublime!”
And that misunderstanding rather sharpens the point: we don’t have any problem at all with the forms of attention that involve remaining engaged with, and responsive to, machines. We are amazing at the click and tap of durational vigilance to this or that stimulus, presented at the business end of a complex device. Our uncanny and immersive cybernetic attention is a defining characteristic of the age. Our human attention — our ability to be with ourselves and with others, our ability to receive the world with our minds and senses, our ability to daydream, read a book uninterrupted, or watch a sunset — well, many of us are finding it increasingly difficult to remember what that might even mean.
This isn’t really an accident. Over the last century or so, a series of elaborate programs of laboratory research have worked to slice and dice the attentional powers of human beings. Their aim? To understand the operational capacities of those who would be asked to shoot down airplanes, monitor radar screens, and otherwise sit at the controls of large and expensive machines. Seated in front of countless instruments, experimental subjects were asked to listen and look, to track and trigger. Psychologists stood by with stopwatches, quantifying our cybernetic capacities, and seeking ways to extend them. For those of us who have come of age in the fluorescence of the “attention economy”, it is interesting to look back and try to catch glimpses of the way that the movement of human eyeballs came under precise scrutiny, the way that machine vigilance became a field of study. We know now that the mechanomorphic attention dissected in those laboratories is the machine attention that is relentlessly priced in our online lives — to deleterious effects.
You could say that this process began with the fascinating and now mostly forgotten tool known as the “pursuit test”. Part steampunk videogame, part laboratory snuff-flick, the pursuit test staged and restaged the integration of man and machine across the first decades of the twentieth century…
Fascinating– and timely: “Cybernetic Attention– All Watched over by Machines We Learned to Watch,” from @publicdomainrev.bsky.social. Eminently worth reading in full.
* Jose Ortega y Gasset
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As we untangle engagement, we might send thoughtful birthday greetings to a man whose work influenced the endeavors described in the piece featured above, Hermann Ebbinghaus; he was born on this date in 1850. A psychologist, he pioneered the experimental study of memory and discovered the learning curve, the forgetting curve, and the spacing effect.
“It’s difficult to make predictions, especially about the future”*…
It’s that time of year: predictions and forecasts and outlooks for 2026 on just about everything are everywhere. Scott Belsky‘s list is eminently worth a read…
From talent arbitrage and “proof of craft” to hardware moats, ambient listening, homegrown software, and the end of waste – what should we expect to see in the coming year? What are the implications?…
“12 Outlooks for the Future: 2026+”
For a bracing list of “black swan” possibliities in the new year, see “15 Scenarios That Could Stun the World in 2026.”
But in the interest of starting this year on as positive a note as possible: “1,084 Reasons the World Isn’t Falling Apart.”
* an axiom attributed to Niels Bohr and Yogi Berra, among others
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As we contemplate what’s coming, we might recall that it was on this date in 1902 that Andrew Carnegie filed the incorporation papers for what he called the Carnegie Institution of Washington– which we now know as Carnegie Science. The first of 20 not-for-profit institutions he founded (in addition to his other philanthropy, e.g., funding over 3,000 public libraries), Carnegie Science conducts fundamental research both directly and in collaboration with other organizations (mostly research universities). In its 120+ year history, it has contributed scores of foundational discoveries– e.g., the expanding universe, the existence of dark matter, transposons (“jumping genes”)– across multiple scientific disciplines. Its principals have won multiple Nobel Prizes (and myriad other awards) and have contributed to scientific and technical policy (e.g., Carnegie President Vannevar Bush) and to scientific education.
“Our research universities are the best in the world. But a leadership position is easy to lose and difficult to regain.”…
Revisiting a key topic that we’ve touched before…
The modern U.S. research universities arose in the late 19th century. Their work has laid the foundation for major advances in health and medicine, technology, communications, agriculture/food, economics, energy, and national security at the same time that they have educated students to be scientific, technical, commerical, and cultural leaders and innovators.
Today, as a product of what historians have called a “virtuous circle of incentives and resources,” American academic research institutions are top of the pops… and not at all coincidentally, so is the U.S economy:
… But that dominance is under attack, both by the Trump Administration and by state governments around the country actively undermining the work of their state universities.
It’s worth remembering that, into the early twentieth century, German Universities– the original models for the American approach— dominated the list.
As the U.S. increasingly models the behavior of German authorities in the 1930s, the vital contributions of research univerisities are at risk.
When Hitler rose to power in the 1930s, the leaders of America’s most august universities didn’t all comport themselves as one might have wished. We can only hope that this time– as the threat is aimed directly at them– they will respond more strongly and directly.
Meantime, we can all add our voices to the defense of academic freedom and support for vital research.
* Research Universities and the Future of America, a report from The National Research Council, 2012 (Page 68)
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As we cease self-sabotage, we might spare a thought for a professorial paragon of the virtues of the institutions in question (in his case, on the cultural as opposed to the scientific/technical front), George Lyman Kittredge, a professor at Harvard; he died on this date in 1941. Kittredge’s edition of Shakespeare’s work was the scholarly standard in the early 20th century; he promoted the study of folklore and folk songs (encouraging students like John A. Lomax, and thus Lomax’s son, Alan); and he was instrumental in the formation and management of the Harvard University Press.
“An educated citizenry is a vital requisite for our survival as a free people”*…
As the long campaign to dismantle public education picks up speed (see also), Anna Berkes reminds us that the Founders– to whom the destroyers so often allude– wouldn’t have approved…
As part of his work in revising the laws of Virginia during the late 1770s and early 1780s, Thomas Jefferson put forth a bill that has become one of his most enduring works on the subject of education: Bill 79, “A Bill for the More General Diffusion of Knowledge.” Its oft-quoted preamble reads as follows:
Whereas it appeareth that however certain forms of government are better calculated than others to protect individuals in the free exercise of their natural rights, and are at the same time themselves better guarded against degeneracy, yet experience hath shewn, that even under the best forms, those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate, as far as practicable, the minds of the people at large, and more especially to give them knowledge of those facts, which history exhibiteth, that, possessed thereby of the experience of other ages and countries, they may be enabled to know ambition under all its shapes, and prompt to exert their natural powers to defeat its purposes; And whereas it is generally true that that people will be happiest whose laws are best, and are best administered, and that laws will be wisely formed, and honestly administered, in proportion as those who form and administer them are wise and honest; whence it becomes expedient for promoting the publick happiness that those persons, whom nature hath endowed with genius and virtue, should be rendered by liberal education worthy to receive, and able to guard the sacred deposit of the rights and liberties of their fellow citizens, and that they should be called to that charge without regard to wealth, birth or other accidental condition or circumstance; but the indigence of the greater number disabling them from so educating, at their own expence, those of their children whom nature hath fitly formed and disposed to become useful instruments for the public, it is better that such should be sought for and educated at the common expence of all, than that the happiness of all should be confided to the weak or wicked: …
The Bill was presented in the House of Delegates in 1778 and 1780, but was not passed; James Madison presented the bill several more times to the state legislature while Jefferson was serving in Paris as Minister to France. A much-revised version was finally passed into law in 1796 as an “Act to Establish Public Schools.”
Thomas Jefferson on the importance of public education: “A Bill for the More General Diffusion of Knowledge.”
* Thomas Jefferson
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As we prioritize pedagogy, we might send enlightened birthday greetings to a women whose work exemplified Jefferson’s dictum: Septima Poinsette Clark; she was born on this date in 1898. educator and civil rights activist. Clark developed the literacy and citizenship workshops that played an important role in the drive for voting rights and civil rights for African Americans in the Civil Rights Movement. While her work was commonly under-appreciated by Southern male activists, she became known as the “Queen Mother” or “Grandmother” of the Civil Rights Movement in the United States. Martin Luther King Jr. commonly referred to Clark as “The Mother of the Movement.”
Clark’s explained her position in the Civil Rights Movement as one that claimed “knowledge could empower marginalized groups in ways that formal legal equality couldn’t.”
“I imagine one of the reasons people cling to their hates so stubbornly is because they sense, once hate is gone, they will be forced to deal with pain”*…
Your correspondent is off again, so (R)D will be on hiatus until Friday the 4th. In the meantime…
Dr. Sam Goldstein with an all-to-timely reminder…
Hate is often described as an emotion, but it is actually a learned behavior. Unlike fear, sadness, or love—emotions that are instinctive and universal—hate does not exist independently. It is shaped by fear, anger, stress, and social conditioning, developing over time rather than emerging naturally. Hate can be directed at people, ideas, or entire groups, influencing individuals and societies in ways that range from casual dislike to extreme violence. But if hate is learned, can it be unlearned? To break the cycle, we must understand how hate forms, how it manifests in our language and actions, and what we can do to replace it with something better.
The word “hate” has deep historical roots, originating from the Old English hatian, meaning “to despise” or “to wish evil upon.” It stems from the Proto-Germanic hatajan and the Proto-Indo-European kad, which means “to grieve” or “to suffer.” This connection suggests that hate was initially tied to pain, not necessarily hostility.
Over time, its meaning evolved. Today, people use “hate” casually—saying things like “I hate traffic” or “I hate Mondays”—to express mild annoyance. On social media, phrases like “haters gonna hate” trivialize the concept, making it seem inevitable and dismissing criticism as a product of jealousy or negativity.
But the same word is also used to describe serious moral opposition, such as “I hate injustice” or “I hate oppression.” In its most dangerous form, hate leads to profound social and political divisions, fueling discrimination, violence, and even war. While language shapes how we perceive hate, the real question is why it develops in the first place.
If hate isn’t an emotion, what is it? At its core, hate is a response to fear, stress, and anger. It is reinforced through experience, social pressure, and cultural narratives. Hate is not something we are born with—it is something we learn.
Fear plays a significant role. People often hate what they don’t understand or perceive as a threat. This is why xenophobia and racial prejudice exist. The unfamiliar makes people uncomfortable, and in that discomfort, hate is cultivated.
Stress and anger also fuel hate. When individuals feel powerless, overwhelmed, or frustrated, they search for something to blame. Hate becomes a means to direct negative emotions outward. This is evident in scapegoating, where specific groups are held responsible for economic hardship, crime, or societal decline.
The us vs. them mentality fuels hatred. Humans are inherently tribal, creating groups based on identity—race, nationality, religion, or ideology. This fosters the belief that our group is superior while viewing their group as the enemy. Hatred deepens this divide, making it easier to rationalize discrimination and violence.
Personal experience can turn resentment into hate. A betrayal, ongoing mistreatment, or a history of injustice can lead someone to develop deep-seated hostility. In many cases, what starts as personal pain becomes generalized toward an entire group, reinforcing division cycles.
Hate is also learned. From childhood, individuals absorb beliefs from family, media, and society. When a child grows up in an environment that demonizes certain groups, that perspective often becomes deeply ingrained. This is why racism, sexism, and religious intolerance persist across generations.
Finally, the internet has amplified hate like never before. Social media allows people to express extreme views without accountability. Hate spreads through online mobs, echo chambers, and misinformation, making it more difficult to challenge false narratives and prejudices.
Hate is destructive not just to its targets but also to those who hold it. It consumes energy, distorts reality, and fosters resentment. Research shows that people who cling to hate experience higher levels of stress, anxiety, and even physical health issues. Hate undermines mental and emotional well-being.
On a larger scale, hate causes social division. It tears families apart, fuels political and racial tensions, and makes it nearly impossible for societies to progress together. Hate-driven violence—including hate crimes, terrorism, and genocide—has tragically shaped history, demonstrating that unchecked hatred leads to devastating consequences. However, if hate is learned, it can also be unlearned. The cycle is not inevitable.
The first step in breaking free from hate is awareness. Recognizing that hate is not an emotion, but a response driven by fear, stress, and conditioning allows us to question the origins of our biases. Education plays a crucial role in this process. Exposure to diverse cultures, perspectives, and ideas challenges misconceptions and diminishes fear.
Challenging stereotypes is another powerful tool. Many forms of hate are based on false generalizations. Real-life interactions with people from different backgrounds help dissolve these misconceptions and build bridges instead of walls.
Empathy is the most potent antidote to hate. When we take the time to understand another person’s experiences, it becomes difficult to hold onto hostility. Compassion takes the place of resentment when we realize that those we dislike have struggles, dreams, and fears just like our own.
Letting go of hate requires emotional regulation. Practicing mindfulness, engaging in therapy, or using basic stress management techniques can help individuals break free from cycles of anger and resentment. Though challenging, forgiveness often serves as the key to moving forward.
Constructive dialogue is essential. Many people avoid discussions about complex topics because they fear conflict. But avoiding conversation only deepens the divide. Engaging in open, respectful discussions about race, politics, and ideology can break down barriers and create understanding.
We all share the responsibility of taking action against hate. This can be as simple as opposing discrimination when we see it or supporting organizations that work to dismantle hate. Every act of kindness, every moment of patience, and every attempt to understand another perspective contributes to a world with less hate.
Hate is neither an emotion nor an instinct—it is a habit, a behavior, a learned response. It represents a destructive way of thinking. Just like any habit, it can be changed. While it may feel powerful in the moment, hate ultimately weakens the person who harbors it. It isolates, consumes, and destroys. But we have a choice. Instead of hate, we can choose curiosity. Instead of division, we can select understanding. Instead of anger, we can opt for growth. The opposite of hate isn’t necessarily love—it’s the willingness to listen, learn, and let go. That is something every single one of us can strive for…
How to break a habit that isolates, consumes, and destroys: “Why Do We Hate?” from @drsamgoldstein.bsky.social in @psychologytoday.com.
(Image above: source)
* James Baldwin, The Fire Next Time
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As we look beyond loathing, we might recall that it was on this date in 1492 that the joint Catholic Monarchs of Spain (Isabella I of Castile and Ferdinand II of Aragon, the patrons of Columbis) issued and “executive order” commanding the expulsion of practising Jews from the Crowns of Castile and Aragon and its territories and possessions within four months, by July 31 of that year– the Alhambra Decree (AKA, the Edict of Expulsion). It had been strongly advocated by the Inquisitor General of Spain, Tomás de Torquemada, “the hammer of heretics, the light of Spain, the saviour of his country, the honor of his order,” per Spanish chronicler Sebastián de Olmedo. Subsequent history has been less kind. By virtue of his approval, even advocacy, of practices including torture and burning at the stake, his name has become synonymous with cruelty, religious intolerance, and fanaticism.
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