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Everyone Is Cheating Their Way Through College (NYMag)
link-archive link
Article describing what was predictably coming to college campuses since GPT3 got released. The narration follows some particularly annoying Korean-American student trying to make quick bucks from LLM-cheating start-ups and a rather dumb girl who can't follow basic reasoning, which makes the read a bit aggravating and amusing but overall the arch is not surprising. Recommended for a quick read. Basically all the grunt work of writing essays and the intro level classes with lots of rote assignments seem to be totally destroyed by cheap and easy high quality LLM output.
Some interesting highlights for me:
I saw this article and was saving it to write an effort post, and now you beat me to it. A shame, but I guess I should put the outline to use anyway.
My intent would have been to use this article to highlight my concern about the AI revolution, and share my perspective on a topic I've never really gone into.
I am on record on being a skeptic / doubter on AI singularity fears (or hopes). I broadly think the 'the winner of AI is the winner of all' is overstated due to other required dynamics for such a monopoly of power/influence to occur. I think other technology dynamics matter more in different ways- for example, I think the drone revolution matters more than the AI revolution for shaping geopolitical contexts in the decades to come. I think that AI technologies under human control are more likely to do something irrevocably stupid than AI-controlled technologies deciding to paperclip everything and somehow having the unique ability to compel all other AI to align with that.
I do think it's fine to characterize AI as a significant disruptive technology, even if I think the inherent limits of LLM are more relevant to certain fields (especially anything novel/emerging without substantial successful learning material) than is commonly appreciated. Something doesn't have to be world ending to be a major disruption. I just think it's one of many, many major disruptions in the decade to come, and not even necessarily the worst. (Though disruptions do compound.)
What scares me isn't the AI singularity, but the AI-educated youth.
Specifically, I fear for- and fear from- people who might otherwise have learned critical thinking skills in how to not only search for answers, but organize and retain answers, to things they didn't know at the start. The example in the articles covered people using AI not only in lieu of finding a solution, but even knowing what the solution was. (The students who didn't know their own essay's response.) I don't think AI is bad for students because the answers AI provide are bad, necessarily. Getting an answer from AI isn't that different from getting an answer from a first-few pages search of google. (Even before they were the same thing.) It's more that if you don't even know how to do a tailored good search, or you don't know where other alternative answers are, you can't compare even that result. And if you're not retaining the solution- if you don't understand 'why' the solution is correct- the student is missing the opportunity. What's the point of passing a test if you, the student, haven't learned?
And I think the process of learning is important. In fact, I think learning the process of learning is among the most important things to learn at all. How to find an answer you don't know. How to distinguish good answers from bad answers. How to detect and distinguish bias from error from manipulation. How to generate a new solution to a complex problem when there isn't a proven solution at hand, or if the old solutions aren't accessible because [reasons]. And finally, how to both organize and communicate that in a way that other people can use. 'Knowing' a lot is not enough. 'Communicating' it can be just as important. All of these are skills that have to be practiced to be developed.
AI can compromise critical thinking and skill development. AI can compromise learning how to look for answers. AI can compromise how to retain the answers. AI can compromise the ability of people to respond to unclear situations with incomplete information or no baselines. AI can compromise the ability of people to convey their ideas to other people.
I had a great big screed on how I think AI is ruining youth... and then I looked back to that first mention of google, and asked myself 'what is so different?'
I grew up in an era where the pre-AI internet promised unparalleled information access. An era where seemingly infinite libraries of fiction (fan or otherwise) were open to anyone with an internet, with more to read than a lifetime of book purchases. Access to other people's opinions would break people out of their small-minded closed-worlds. The truth was out there, and the internet would help you reach it. In one of the earlier versions of Civilization, the Internet was considered a world wonder, and would give the civilization that developed it first (eventual) access to any technology that at least two other states knew.
But I also grew up in an era where people bemoaned that google was ruining the ability of people to find anything not on the internet. Documents that were never digitized, people who never wrote down their thoughts, the subtext that comes from investing things in person rather than from a distance. You can think you know how hilly a hike is from reading it, but a picture of it is worth a thousand words, and actually hiking it yourself in the heat and humidity and while carrying dozens of pounds of equipment is something else. It's hard to capture the sublime beauty of nature, and thus understand why people would value nature preservation for its own sake, if you don't go out to it.
(Then again, I did go into it. I also didn't like it. My sympathies were never exactly with anti-industrial environmentalism after that.)
And it's not like the pre-AI google-internet wasn't directly facilitating cheating. Who here was ever introduced to SparkNotes? The best friend of anyone who didn't want to actually do the required reading, but still needs a talking point or essay about a famous book. It advertises itself as a 'study guide' site these days. It condensed hundreds of pages into a few small pages of summary, and that was Good Enough.
Similar points could be made about cheating. I remember when facebook was not only young, but mostly a college student thing. And I remember how schools wrestled with students sharing answer sheets to quizzes, past essays, and so on. Even if I didn't partake, I know people did. Were they getting substantially more critical thinking skills than the modern AI exploiter just because their cheating methods were a bit more taxing on time or effort?
Maybe. But then, what's so different between the pre-AI/post-internet student cheating, and the pre-internet student cheating?
Were cheating circles any less of a thing in eras where colleges had notorious stories of famous historical figures basically fooling around until last-minute cramming? Were those cramming sessions really imparting the value of critical thinking not only to the Great Figures of History, but their less memorable peers?
Or information. If you're getting all your politics from AI, that was pretty dumb. But then, I remember when it was (and still is) a common expression of contempt to dismiss people who watched [bad political TV station], or read [biased partisan news paper], or listened to [objectional radio figure] rather than the other alternatives.
But were the people who were turning into [good political TV station] being any more critical thinking for listening to the 'correct' opinion shows? Or was it just 'my noble voters know I speak truth through their own critical thinking, yours are misled by propaganda that critical thinking would negate'? Were radio listeners decades prior any less mono-tuned for having even fewer alternative stations to listen to? Were regional or municipal newspapers any partisan when there was less competition outside the influence of political machines? Were their readers any more objective critical thinkers when there were fewer easy alternative options?
Has there ever been a golden age of critical thinkers, schooled to think well, untainted by the technology of its era, or the character of its students?
Or has critical thinking been consistent across history, with most students of any era doing the least possible to get through any required courses, and missing the point along the way?
And- by implication- some minority of critical thinkers existing and emerging regardless of the excuses of the era? And often out-competing their contemporaries by the advantages that come with critical thinking?
The more I think of it, the more convinced of the later. Most people in history wouldn't have been great critical thinkers if only they had access to more or even better information. They'd still have taken the easiest way to meet the immediate social pressure. Similarly, I doubt that the Great Critical Thinkers of History would have been ruined by AI. Not as a class, at least. They already had their alternative off-ramps, and didn't.
Critical thinking can always be encouraged, but never forced. The people who do so are the sort of people who are naturally inclined to question, to think, or to recognize the value of critical thinking in a competitive or personal sense. The people who actually do so... they were always a minority. They will probably always be a minority.
So on reflection, my fear about bad students isn't really warranted by AI. There has always been [things degrading critical thinking] that the learners of the era could defer to, or cheat with. If I'd been born generations earlier, I'd have had an equivalent instinct 'warranted' by something else. My fear is/was more about the idea of 'losing' something- an expectation of the critical thinking of others- that probably never existed.
Realizing that made me fear the effects of AI a bit less. As silly as it sounds to put my updated prior in this way, and the sillyness is the point here, there was no golden age of critical thinking and enlightened education that just so happened to be when I was maturing. Just as [current year] wasn't the first time in human history moralistic college students felt ideal social morality was obviously achievable, a downgrade of critical thinking didn't start after I left college either.
So when I read that article about the south korean kid who viewed Ivy League not as a chance to learn in an environment of unparalled access to quality minds and material, but as a change to meet his wife and co-founder of some company, I shouldn't- don't- despair. Instead, I shrug. As it was before, so it shall be again.
Two centuries ago, his mindset would have been right at home in his home country. He would probably only have cared about the material the nominally-meritocratic gwageo civil service exams assessed (including classical literature) to the degree it let out-compete other would-be competitors and join the yangban, a relatively comfortable aristocratic-social class. If he had the ability to cheat at the civil service exam and get away with it, I imagine he would have.
I doubt the social sanctity of meritocrat exams would have bothered him anymore than the espoused value of critical thinking in a progressive academic institution.
What is so different?
Google never just gives you the answers, but instead helps you find human written (at least the old google) articles and resources that may be useful. And depending on the quality of the official course materials, the googled sites may be surprisingly useless.
Yes, cheating has always existed, and if you really want to cheat, instead of using google to find the answers, you can also find the older kid who saved all the homeworks from last year for you to copy from.
So I think in general Google is not cheating unless explicitly banned, and very different from ChatGPT. ChatGPT just does the homeworks and spits out the answer.
But that's an issue of trust - idk how old you are, but there were conversations like this in the early oughts about search engines dumbing everyone down and removing the need to think for themselves, then a few years after that it was Wikipedia. Each time the same objections were made - it reduces the need to think for yourself, it reduces your ability to find information for yourself and it leads to people stating inaccurate and frankly idiotic statements as fact.
But eventually people realised they couldn't trust google or Wikipedia entirely and we developed epistemic hygiene around them. The same will happen with ai, and I know it will, because my mum - who is by no means tech savvy or even especially research savvy - gushes about ai, but her gushes are 'I love how it gives me all the opinions up front and doesn't hide the ones the establishment doesn't like' (paraphrased) and 'it's no doctor, but it's a God send when I need a sanity check.' (paraphrased) If my mum has developed epistemic hygiene around ai, so can students, and they will.
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When I was in school, I had a few opportunities to glimpse that the standards I was being tested to were lower than those of the past. Primarily, this involved a few experiences where I got to actually see what were actually-given exams from not many years prior. One might temper this a bit, given that I did not see the scores of the prior students who took those exams, but my sense is that the profs in question had been using very similar exams for a decade or two, kept seeing lower and lower scores, and eventually gave up and revamped their curriculum. The entire style and approach was different, and I felt sad that I did not have the opportunity to be exposed to the old way, which I felt was more rigorous.
That said, I think there is a slight confounder as to how exactly we bucket the concepts of "critical thinking", "rigor", etc. It may not necessarily require critical thinking to learn how to repeat enough of the incantations of rigor, but I have the sense that requiring said rigor naturally provides far more opportunities for critical thinking to show its head (or lack thereof).
Perhaps another conceptual bundle in the mix is something like "skills and abilities" or just sheer "knowledge" or something. I think that my experiences also justified that something along these axes was already in decline when I was in school. Yes, yes, a major factor could just be composition effects, but I think that's probably the biggest lingering question - why the standards for rigor/skills and abilities/knowledge seemed to have declined, not that they did so.
If we can do the terrible thing and imagine clustering this conceptual bundle, apart from what might be considered "pure critical thinking", into one continuous time-dependent variable, I do have to think that there was a peak. Obviously, if we go back far enough, there was just nobody with the sort of specialized knowledge/skills and abilities/rigor within my very specialized academic focus. The continuous variable was approximately zero. Given my personal observation that it seems to have had a negative first derivative when I was in school, it would seem to imply that there was a maximum at some point in the past.
Of course, I should mention again that composition effects may be nearly the entire ballgame here. Tyler Cowen preaches the skills/abilities of very young people. There are probably absolutely outstanding ones. Therefore, I'm not sure I have much of an explanation that would fit my perception of generally-declining standards other than composition effects.
To me the answer is the way we structured the payment for college more than anything. There were two things that set student loans up to be a giant mess. First, because the government guarantees the loans, everyone gets one. There’s no reason not to admit anyone who applies because they can always pay the bills. The second was that students cannot discharge tge loans in bankruptcy. Which now removes any concern that the student needs any sort of real job afterwards, so the quality of the program doesn’t matter. Add this up, and essentially the school doesn’t lose money if they don’t demand students learn anything. In fact, since more students enter behind where they should be, it’s actually a negative to expect too much. If the students are washing out, you lose money.
Well, let me add a third — administrators don’t have equity in the school. Right now, schools are eating their seed corn (turning out shitty products but coasting on reputation). Since people still get jobs out of college people are still willing to go to college. But if that stops, then your second point no longer applies.
And hence my third point—management isn’t aligned with the long term incentive of the college.
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I think your distinction of 'critical thinking' versus 'rigor' is more important than a 'slight' confounder. Which is to say- I think you could be even more right than you realize.
I can fully get on board with arguments that universities have, in fact, lowered rigorous standards and this is a bad thing. I'd even consider systemic contributions for this, ranging from the commercialization of higher education (students are customers, as opposed to wards), to political preference systems (we can't let [X] do worse than [Y]). The economic incentives to, say, not fail the rich-sons of benefactors has changed to different 'we may/may not relax standards.' The cluster of distinctions can support that. If you relax standards in one way, that can lead to also relaxing standards in another. Rigor and critical thinking do correlate.
But- and an important distinction of clusters- they are not the same thing. Working hard, working diligently, and working smartly are three different things. Critical thinking and rigorous thinking are not the same either. They more correlate, but they don't have to. More importantly, they aren't causal.
They also may have ambiguous / shifting definitions.
Take your point on 'maximum' point in the past. Is the maximum the [% pure critical thinking] of the students, a ratio? Or is the maximum measured by [#critical thinking] = [% PCT]x[# of students], a volume?
In the former, the downgrading of standards lowers critical thinking. Each student is less pure/capable at critical thinking as part of the correlation 'all boats decrease.' In the later, the downgrading of student standards increases critical thinking. If lower standards allow more students, then more students, even if less capable, provide more critical thinking overall.
And this gets changed by non-stable equilibrium. Universities are constantly changing in composition. Slowly, in the case of professors (usually), but constantly. Even if there is an optimal setup for Maximum Critical Thinking, the very conditions that set it up may lead to it's decline in a natural ebb-and-flow.
Say you need particularly good professors, but the professor dies/retires and gets hired with a cheaper one. University MCT goes down, even if all other things stay constant. Say you need a particular political balance of professors to encourage MCT, to encourage both a healthy consensus but a vibrant and occasionally persuasive minority, but the winners (or losers) of the ratio upset that balance. Say there are temporary MCT buffs if you have something like a politically controversial-but-persuasive movement who increase MCT as a byproduct of their activities to get people to change their mind in critical thinking-compatible ways, but total MCT goes down after the agitators stop convincing people to change positions but instead are enforcing a new status quo.
I think these factors would support a natural ebb-and-flow of critical thinking MCT%, even as it obscures specific contributions (artificial highs) with cluster-visible effects (lower standards lowering the cluster). 'You' (ControlsFreak) are accurately seeing cluster-wide effects at a time of your presence, but cannot see events that happened / were set in progress before your arrival.
But it does suggest both that things could get better in the future, but also that previous/accustomed levels were an aberration reverting to a historical norm, as opposed to a sustainable new norm.
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It seems interesting to me that standards for finishing school may be lower, but before then they’re actually higher. Math and reading are much more advanced much faster than they used to.
I wonder if this is why everything seems to be graded on a curve these days.
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Those growing up around 1900-1914 seemed closest, the great flower of our civilization, who died under flowering shrapnel on the French frontier.
I base this belief on reading historical (highschool/Gymnasium/lycée) exams (and submitted answers, with sample bias, of course) and cheat books (with more detail than modern academic treatments of the same... This is how I originally came to this.) They should write poetry on different topics in a certain style (movement or author), find problems in economic or business data, articulate various thinkers' contrasting beliefs about a topic etc. Transposed to modern times, have a student write a memoization macro, calculate some vector angles, write an essay on LaRoche, McKinley and and Teddy Roosevelt's views on tariffs, another on leadership (why the most popular kid's popular and what prevents the writer from taking his place, and to what extent the (chosen group/nation/state/movement) needs good leaders vs. institutions) ...written in Mandarin. The Overton window was far wider in those days, with multiple popular opinions about why x or y state was illegitimate with justifications from Renaissance, Classical and Biblical sources, advocating for paganism/atheism/state controlled religion etc. etc. Unfortunately, the war seemed to invalidate the whole framework and civilization behind this and mass education never recovered.
That's still a far cry from our ideal, but...
...but the people who led and cultivated the critical thinking of 1900-1914 were also the people who thought throwing the flower of your civilization into flowering shrapnel on the French frontier was a better national policy than not.
And most of the generation raised to be critical thinkers in the 1900-1914 range- which is to say, the generation born in 1890s and before- went along with it, and shamed, ridiculed, or forced others to do so as well. Theirs was a critical thinking shaped by / built upon nationalism, propaganda, imperialist delusions, and various pseudo-sciences racial and otherwise.
And then the people born or with their own formative years between 1900-1914 went on to do it again.
WW1 was a madness born from the civilization it ended, not an external imposition. WW2 was an extension of that turn-of-the-century generation. Any exceptional critical thinkers were despite, not because, of the nature of that era.
I would argue that WWI killed the enlightenment, and then WWII and the Cold War were struggles over what ideology should replace it.
On the one hand you had Fascism (“screw the enlightenment, let’s go back to premodern barbarism with industrial Revolution characteristics”) and Communism (“We need to just keep pushing the enlightenment as far as it will go. Real enlightenment has never been tried!”). Between 1940 and 1991, both of those proposed successor ideologies failed. It turned out that premodern tribal society with modern technology could get very bloody very fast. And after fifty years of experimentation, it turned out that, counterintuitively, so could enlightenment times ten.
So what that leaves us with is the Bretton Woods ostrich consensus, “let’s uhh... just pretend that whole WWI business never happened and keep muddling on as we were”, where WWII is severed from its connection to war that came before it, and is retroactively portrayed as the enlightenment’s ultimate triumph over the darkness. And as not the obvious result of the enlightenment’s catastrophic failure and collapse. I think it’s no accident that this ostrich consensus came primarily from the United States, the country least affected by either of the two wars.
To piggyback on what @FCfromSSC said, your view is interesting, if only it weren't ahistorical. The reason Communism gained purchase on the left in the postwar years wasn't because it was enlightenment times ten, but because it was seen as an alternative to the enlightenment liberalism that ultimately led to fascism. Logic, efficiency, sceintific progress, and economic development didn't change our basic nature, it just meant that we could commit atrocities at an industrial scale while keeping detailed records of how much gold was extracted from the deceased Jews' teeth. Fascism wasn't a rejection of the enlightenment but the ultimate culmination of it. The Germans may have got there first, but this was the inevitable result unless the power structures were radically changed.
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Fascists observably loved progress, mechanization, modernization and "rational" materialism. Their behavior was not generally recognized as pre-modern barbarism in advance, and its barbarity was not notably distinct in character from that of the Communists. Likewise, the communists were obsessed with both the industrial revolution and what is very easy to describe as "premodern barbarism"; arguably by the 30s, Fascism was pretty clearly the more "civilized" of the two in observable outcomes.
I don’t mean pre-modern barbarism in the sense of living in a mud hut banging together stone axes, or in the sense that “they did a lot of bad things, therefore barbarism”. But a lot of naziism does seem like a conscious attempt to try and return to premodern modes of thinking, where the chief’s or king’s obligation is to Protect the Tribe and there are very loose rules of conduct of what you can do to the out group. Now obviously, both Communists and enlightenment era monarchies did a lot of sketchy things too, but there were a lot more mental gymnastics involved in getting there.
If you were pointing to the fascists' claim of the trappings (and it really does seem to me to be the trappings, not the substance) of national history and tradition, I could understand the reference to "premodern modes of thinking". But you tie it directly to centralized power and authority to "protect the tribe", and "very loose rules of conduct for what you can do to the outgroup", and both of these describe the Communists (and the ur-Enlightened French Revolution) perfectly.
I'm not sure what to make of the claim that the Communists or the French Revolution used "a lot more mental gymnastics" to get to the core idea of "we are right, hurt people who seem to be getting in our way". The concept of a Revolutionary Conscience does not seem particularly complicated to me. To the extent that Communist theory is more elaborate than Fascist theory, a claim I'm skeptical of, I don't see why that should matter unless the theory were actually load-bearing in some meaningful way, and my assessment of the historical record is that it wasn't. Marx very clearly preached mass-slaughter of the outgroup, and mass-slaughter of the outgroup was the explicit plan of Lenin and his associates going into the revolution.
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This is consistent with Enlightenment-derived movements and thinking, however. While this begs (as always) what the nature of the enlightenment was, it's generally accepted that both the slave-holding American and the Europe-conquering French revolutions were expressions of it, and the idea of a national / social contract model which ties the ruler to the people, and vice versa, was absolutely a part of both. So was the relative partition of 'us' versus 'them' that led to looser rules of conducts to the out groups including, well, slavery and conquest. You even had the shared rationalizations of tearing down an unjust surrounding political order to all the people (tribes, if you will) express themselves. Naturally we remember this as good because they won and we liked them winning, but the French revolution wasn't exactly shy about exporting the revolution.
For all that the nazis were warmongers who wanted to conquer and colonize others, that too was consistent with the enlightenment civilizations. The status quo powers had just already conquered and colonized enough of the world between them that they didn't want to continue- but they were enlightenment-derived nations when they did so. That is the primary 'pre-modern' thinking- modernity was the status quo, not that post-enlightenment states didn't conquer or do terrible things.
There is always a tension in the enlightenment between it's generally positive connotation and the bad-to-terrible things that Enlightenment-states did. But the French Revolution has about as much a claim as anyone else attempts to separate the french revolution and Napoleon from it runs into typical problems of trying to define away the morally bad stuff, which returns it to the moral connotation argument. The Nazis aren't non-enlightenment just because they did bad things, unless bad things are incompatible with Enlightenment influence.
Which seems pretty unlikely, unless you start moving back the enlightenment a few hundred years to after the Nazis and European de-imperialization.
Using the word "modern" in any such discussion without exactly specifying what it is supposed to mean is usually a massive source of confusion. The comment you are replying to seems to use it with the meaning of post-1945-liberalism, and with such a comparison of course historical fascism is not "modern". post-1945-liberalism was pretty explicitly theorized to be a complete refutal of historical fascism.
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