Woody Tasch discusses destructive economics

In this three-minute video, author Woody Tasch compellingly illustrates that "Economic growth is not synonymous with well being." In fact, much of what we call "economic growth" is destructive. Woody concludes: "We can't just continue to grow our way out of our problem. In fact, 'economic growth' is often destructive.'" My strategy is to disparage the ubiquitous media reports that applaud when the GDP is "up," or when the "economy" is humming along. Those numbers assume that strip mining is better for the economy than conservation measures. They assume that rampant crime is better for the economy than fixing many of the root causes of crime-- e.g., the "war on drugs," injects violence into drug use and "allows" us to hire a lot more police officers, whereas decriminalizing drugs might cause the loss of law enforcement jobs. The many commentators who fetishize the GDP embrace a principle that prefers a violence-ridden police state. We need to dramatically shift our focus from measuring numbers of dollars flowing through the system to (admittedly more difficult task of) measuring the real quality of life.

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Sam Harris on objectively measurable moral progress

Within a tradition that extends backwards at least to David Hume, many people insist that science is utterly incapable of telling us what we ought to value, and that science is thus unable to weigh in on moral issues. This position has often been referred to as the naturalistic fallacy--the claim that what is "moral" can be defined in terms of natural properties. In this highly-engaging and wide-ranging TED talk, Sam Harris argues that this is a dangerous illusion, because whether humans are experiencing "well being," and whether communities "flourish" clearly depend on facts. He argues that questions of values reduce to facts about the brain functions and specific social circumstances of human beings. Science is thus relevant to values, and as we move further into the future this will be ever more obvious. Harris paused to make it clear that he is not claiming that science will necessarily provide answers to all values questions. He is not claiming that those trying to decide whether to have a second child, for example, will turn to science. On the other hand, meting out corporal punishment on children (which is still allowed by the laws of many southern states) raises a factual question: Whether inflicting pain, violence and embarrassment encourages positive emotional development. He also points to the wearing of burkas under threat of physical punishment as a practice that can can be factually analyzed as not likely to improve well being. Harris doesn't offer a single recipe for a "right" or a "correct" way to run a society. Rather, he suggests that the moral state space consists of many peaks and valleys; there might be many right answers, in addition to many wrong answers. This multiplicity of approaches doesn't mean that there aren't factual truths about the better and worse ways of achieving social well-being, however. He repeatedly makes the point that science has a lot to say about morality, and there is no good reason to be non-judgmental when the facts scientifically show that a particular practice leads to social dysfunction. In many human disciplines, some of the people weighing in are so ill-informed that their opinions shouldn't count at all -- not every person has a right to a wide audience on the topic of string theory. The same thing goes for moral expertise. Those who insist that the best thing to do when their young daughter is raped is to kill her out of shame lack moral expertise. Those who would behead their son because he is gay in order to keep him from going to hell do not have moral opinions that should count. There are right and wrong answers regarding questions of human flourishing (this can increasingly be fleshed out in terms of brain function) and "morality" relates to a specific domain of facts.

It is possible for individuals and even whole culture, to care about the wrong thing. It's possible for them to have beliefs and desires that lead to needless human suffering. Just admitting this will transform our discussion about morality.

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The other side of black holes

What happens to things that fall into black holes? Here is an admittedly highly speculative head-twisting suggestion published by National Geographic. It offers an explanation "certain features of our universe deviate from what theory predicts, according to physicists." I see that Science has reported on the same theory by the same scientist (BTW, his name is Nikodem Poplawski, and he works at Indiana University in Bloomington).

A long time ago, in a universe much larger than our own, a giant star collapsed. Its implosion crammed so much mass and energy together that it created a wormhole to another universe. And inside this wormhole, our own universe was born. It may seem fantastic, but a theoretical physicist claims that such a scenario could help answer some of the most perplexing questions in cosmology.

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Comprehensive moral instruction

We've all seen many Internet lists offering suggestions for improving one's life or state of happiness. This list, by a young man named Henrick Edberg at The Positivity Blog, caught my attention today, perhaps because it includes some of my own favorite bits of productivity reminders and folk wisdom, including the "80/20 rule" and the advice to not beat yourself up for making mistakes. His list also includes a nice twist to the golden rule: Give value to get value, not the other way around. Another item on his list reminds us to express gratitude to others in order to enrich our own lives, reminding us that expressing gratitude is socially contagious. What also intrigued me was Edberg's pre-list commentary: He laments that the nuggets of advice in his list aren't taught as part of the high school curriculum.

But I still think that taking a few hours from all those German language classes and use them for some personal development classes would have been a good idea. Perhaps for just an hour a week in high school. It would probably be useful for many students and on a larger scale quite helpful for society in general.

I think I know why there are no such classes in public schools. Teaching advice on how to navigate through the complexities of life in a positive state of mind would too often trigger discussions regarding "morality," which too often trigger discussions of specific religious teachings which, in turn, tend to anger at least some parents and students, which would then shut down the course (in public schools, anyway). I suspect that this causal chain is a big reason that so many schools tread lightly on teaching students how to navigate through life, even though there is an immense amount of information that needs to be discussed. Instead of vigorously teaching what the students need to know to be functional and virtuous, most schools ostensibly defer to families and churches (though they actually defer at least as much to pop culture, including magazines, "news" programs, television shows and movies) to fill that "moral" vacuum of students. In America, however, even "serious" teachers of morality often insist that the way to best live one's life is by obeying a standardized set of "moral" rules. Is the advice to follow any set of rules really the best approach for instructing us how to get along with each other down here on planet Earth? Is it even possible for any form of obedience to serve as the foundation for a high-functioning society? I think not. I'm going to digress at this point . . . [more . . . ]

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