About 45% of Italian high-schoolers spend 3 hours a week for 5 years studying a dead language: Latin.
A thread on educational debt.
2/ First, let me clarify that I have nothing against Latin as an option.
But I don't think it should be mandatory for almost half of the population, for 3 hours a week.
It's not useless, but there are opportunity costs.
Couldn't we teach English instead? Or coding?
3/ Imagine if Latin weren't taught today, and someone said, "we should remove teaching coding and reduce the number of hours teaching English to instead teach a dead language for 3 hours a day to half of the population."
4/ (On the bright side, the hours of Latin are now 3 down to the 5 I had to study when I was in high school. It was the subject with the most hours.)
5/ So, it's worth examining why is Latin still occupying so many teaching hours for so much of the population
My hypothesis is that there are too many latin teachers, unionized, who would be left without a job
So we train generations of students with skills useless to get a job
6/ This is akin to educational debt. We have a misallocation of educational asset (teachers and their skills vs the job market) and instead of solving the problem (by retraining or switching teachers) we continue to create more and more misallocation, in the newer generations.
7/ Again, this is not a thread on Latin itself. It's about the opportunity cost of teaching it so much to so many people, and about why it happens (not a strategic choice but a bandaid-and-inertia mentality).
10/ Many people replied, "but school is not about teaching work skills, it's also about teaching heritage and culture."
I fully agree. But there are many better ways to do that than Latin.
11/ Many replied: “Latin teaches you how to think”
I still have to see a single job posting saying “candidates should preferably have studied Latin”
(Don’t read me wrong. It’s not “it’s just about jobs” but “if it were useful, more countries would teach it & jobs require it.)
12/ BTW, imagine thinking that Latin teaches you how to think but coding doesn't.
13/ The most common reply: "personally, I found Latin useful"
The question is not whether it helped.
It's whether it helped better than the alternative.
14/ Correction: due to recent changes going in the right direction, according to 2019 data (MIUR) only 33.5% of new high school students study Latin; not 45%. Still a lot.
15/ Many replied: you don’t know because you never studied Latin.
I studied it 5h a week for 5 years, plus homework time. What a waste, *compared to what I could have learned otherwise*
16/ Many replied: it was your choice.
No, not really. I elected to study at a “scientific high school with a focus on informatics”
Which I chose despite it mandating Latin.
Also, there was no high school in my city that didn’t mandate Latin.
So, not much of a choice.
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In the physical past, power was monopoly on violence.
In the digital future, it is about controlling who processes information and how.
(Thread, 1/N)
2/ First, a note. The distinction is not so black and white. For example, the use of force can still be relevant in the digital world (e.g., coercion).
As another example, in many dystopias, power is monopoly on information enforced through physical means.
3/ But the point is, the logic of violence determines the structure of society. And what is valuable and how it can be seized is a key input.
Also, the idea that North Korea is ranked third-last should have been a tell.
Isolation and authoritarianism seem an advantage here.
So, let's see who are the IYI who worked on the pile of BS that is this report.
"The GHS Index is a project of the Nuclear Threat Initiative (NTI) and the Johns Hopkins Center for Health Security (JHU) and was developed with The Economist Intelligence Unit (EIU)"
Imagine if, to learn Spanish, people used to go live for one year in a Spanish-speaking country.
Then, someone said, "Nah, let's have them sit for 4 years in classrooms in a country that speaks another language, and charge them $150k for that."
(1/6)
2/ Imagine if degrees took different amounts of years to complete, based on the complexity of the underlying field. For example, 5 years for engineering and 1 year for gender studies.
Then, someone proposed: "Nah, let's make them all last 4 years."
3/ Reversing default choices is the best way to let opportunity costs emerge. Below, some more examples.
ON GETTING MOTIVATION – OPTIMIZE FOR BITE-SIZED IMPROVEMENTS
I can pinpoint very clearly the moment in which you lost motivation: the moment you stopped receiving clues that you were improving.
(thread, 1/N)
2/ We use to say that motivation drives improvement, but it’s the other way around.
We are wired for continuing at whatever venture we receive frequent clues we are improving at – including inconsequential activities, such as videogames.
3/ For some, videogames represent both the peak intellectual effort of their days and the peak inconsequentiality of their actions.
As irrational and wasteful as it looks, it is coherent with the way our brain works.
The Lindy Principle, from Taleb's "Antifragile", uses age to infer information about life expectancy.
Here, I propose an intuitive justification and I explore practical uses other than estimating life expectancy.
(a thread, 1/N)
2/ For a person, every year of life reduces its conditional life expectancy. A 70 years-old is expected to live 14.4 more years, and a 71yo is only expected to live 13.7 more years.
Conversely, the longer a book is on the NYT bestseller list, the longer it's expected to stay.
3/ In Antifragile, building on Mandelbrot, Taleb writes the Lindy Principle as:
"For the perishable, every additional day in its life translates into a shorter additional life expectancy.
For the nonperishable, every additional day may imply a longer life expectancy."