Looking at small children, seems like human nature has hardcoded the following instincts:
if I want something, I take it… or act violently/annoyingly if I can’t
I jealously monitor my siblings and cry “not fair” whenever they have something I don’t (even if I don’t need it, even if the thing is trivial, even if the difference between the things we have or their amounts is relatively small...)
Seems like a lot of human behavior can be explained by the interaction of these two forces—people try to take things; other people try to prevent them from taking more than their share. Sometimes the stronger people succeed to take more than their share, at the cost of making enemies.
Then, I guess we have many civilizational inventions on top of this. Strategies that a smart person could figure out alone, or copy from others, such as “if you take a lot, but share some of that with a few people who agree to support you in turn, you can still have a lot, and also some allies instead of only enemies”. A smart chimp could do this with one or two strong allies; a human dictator can create an entire army and a secret police for this purpose. It probably helps a lot if the culture provides you with potential minions who already understand their role, so you don’t have to explain individually to everyone what is an “army” and why you might benefit from joining one.
The reaction to people taking power can be to avoid them or fight them. The availability of these reactions depends on the situation. A complicated civilization can invent complicated methods to check people in power. In a primitive, a group of people who hate status quo can simply walk away and start a new tribe.
It seems to me that people have some “switches” that respond to changes in environment, for example in situations of natural disaster people become more altruistic. (And more likely to lynch you if they catch you looting houses in the middle of a disaster.)
But this all seems like possibly a consequence of the two basic instincts “try to get more, unless strongly opposed” and “prevent others from getting more than their fair share”. With culture changing the definition of “fair share”, e.g. we may be taught that high-status people (nobility, university educated, corporate bosses, etc.) deserve more than we do, but in turn we deserve more than low-status people (homeless, foreigners, less intelligent, etc.), because <insert ideology>.
Surprised by the karma not being higher, and by the negative reactions.
I generally enjoy your articles for providing me insights into a part of the planet I know little about, but I think this article was good even separately from that. The fact that education has been warped from “nurturing individuals” into “screening them,” is something that I also perceive as obviously true and very painful. Unlike the author, I have a university diploma, I worked as a teacher for a few years, and I have a life-long interest in improving education, so many ad-hominems used against the author wouldn’t work for me. And I agree about how the system is broken. Also, Bryan Caplan’s The Case Against Education makes the same point.
You can complain about a system regardless of whether you win or you lose; but of course, if you win, you have less of a motivation to do so (especially if the system is designed to pretend that the winners are superior beings, so by questioning the system you also question your own superiority), and if you lose, there is the convenient argument that your opinions are opinions of an inferior human, and therefore superior humans should avoid them without discussing them, lest they contaminate themselves with the inferiority.
This is (from my perspective) the key part of the article—pinpointing a part of the difference between what the educational system does, versus what it pretends to be = what it derives its legitimacy from.
As a thought experiment, imagine that you are designing an educational system, and your great desire is that e.g. as many people learn calculus as possible. You do not want to sacrifice literally all resources towards this goal, but you are pretty serious about it. You would probably design a system where anyone who has a potential to learn calculus is invited and taught, and then examined.
You would filter out e.g. mentally retarded people, because trying to teach them calculus is hopeless. Also, suppose that only have control over universities, but not over elementary and middle schools. Then, you would also filter out people who fail at the prerequisites so hard that there is no way to teach them calculus in the available time.
But what you definitely wouldn’t do is establish a goal of only admitting a certain fraction of the population. Not if your goal is to teach the calculus to as many people as possible. If more people arrived from middle schools sufficiently prepared, you would be happy to admit all of them; not trying to figure out more ways to reject them. (And you definitely wouldn’t reject them based on e.g. extracurricular activities unrelated to math.)
From this we can conclude the difference between the idealistically stated goals of the educational system, which is providing knowledge (to those who are capable of receiving it, given limited time and resources), and its actual goals, which are more like selecting a fraction of population, based on criteria that are correlated with their ability to receive knowledge but also with lots of arbitrariness and sheer luck.
Another way to say the same thing is that if you have a specific goal, such as “teach everyone literacy”, it is a game that the majority of people can win. In theory, you would be happy if 100% managed to win. The educational system is designed to be the kind of game where many people can’t win, because separating the winners from the losers is its point; it would be considered a failure if somehow 100% managed to win.
A system that is advertised as trying to make 100% win (and pretends that it anyone loses, it is only their own fault), but it actually designed to make a predefined fraction fail, is a system based on lies.
Why it matters (besides the standard rationalist obsession with truth)? Among other reasons, system based on lies are surprisingly resistant against attempts to improve them—if your proposal would improve them according to their stated criteria, but not according to their actual criteria. From the perspective of a system whose purpose it to separate winners from losers, improving the number of winners would be a failure; therefore it will resist any attempt to improve the number of winners, in ways that will be infuriating for a person who genuinely desires to see more people succeed at getting knowledge.