ow

How a Self-Fulfilling Stereotype Can Drag Down Performance

Here's a trick question, so think carefully before you answer: If someone mentions the word "beast" to you, which word would you match it with?




ow

The Computer as a Road Map to Unknowable Territory

Last year, as the financial meltdown was getting underway, a scientist named Yaneer Bar-Yam developed a computer model of the economy. Instead of the individuals, companies and brokers that populate the real economy, the model used virtual actors. The computer world allowed Bar-Yam to do what...




ow

CROSSWORD! (or: Diversion as a vehicle for conversation on power and usage)

There is so much that is peculiar, irregular, silly, or downright twisted in mathematical verbiage that, certainly, we could all benefit from some soul-searching on the language of our culture. Some of mathematics usage is confusing (e. g. overuse of … Continue reading




ow

Deciding Which Road to Take: Insights into How Migrants and Refugees in Greece Plan Onward Movement

EU policy debates about moving asylum seekers from overburdened frontline countries, such as Greece and Italy, to other Member States rarely consider how migrants form and act on preferences for certain destinations—and how difficult it may be to change these views. This issue brief explores decision-making among migrants in Greece, including how living conditions, jobs, and legal status factor in.




ow

Money Wise: Improving How EU Funds Support Migration and Integration Policy Objectives

European policymakers are negotiating the blueprint for the next EU funding cycle—a plan that will determine how much money is available for migration and integration aims, what it can be used for, and who can access it. This policy brief explores some of the limitations of EU funds, as well as strategies that could help them more effectively serve migration and integration policy goals.




ow

Preparing for the Unknown: Designing Effective Predeparture Orientation for Resettling Refugees

Refugees encounter a range of challenges after resettlement—from adjusting to a new culture and language, to finding a job. Many resettlement countries invest in predeparture orientation to help refugees develop the knowledge, skills, and attitudes to face these challenges. This report explores the many forms these programs take, highlighting important design questions and key elements that effective programs share.




ow

Minnesota’s Superdiverse and Growing Dual Language Learner Child Population

Dual Language Learners (DLLs) are a growing segment of the Minnesota young child population, and a particularly "superdiverse" one with myriad origins, cultures, and languages—a new reality other states and communities will face. Drawing on interviews with policymakers and service providers, as well as analysis of census data, this report examines what this incredible diversity means for the state’s early childhood policies and programs.




ow

All Eyes Turn to Congress, Following Trump Decision to Terminate DACA Program

By winding down DACA over six months, President Trump may have addressed a short-term political dilemma. But this action ensures debate will rage on in search of a lasting solution, as many in Congress and beyond recognize the loss of work authorization and deportation relief will affect not only DACA recipients and their families, but also employers, universities, and communities alike, as this commentary explores.




ow

Snow

In chapter 13, Macafarlane and David Quentin follow the Ridgeway, a track over the chalk downs of Neolithic origin, using cross-country skis. They ski past two great Neolithic sacred sites, Silbury Hill (a giant mound) and Avebury, a giant stone circle that rivals Stonehenge. Macfarlane describes some vivid scenery - black horses against the white snow, a white horse that looks grey against its snowy white background. At the end of the trip, he and David Quentin meet a huge black cat with gold eyes that they are convinced is a panther as they are heading back to the Ridgeway. Since they are in a van and not on skis, they survive to tell the story.

What I found fascinating about the snow chapter is that although Macfarlane is walking over an extremely ancient landscape and he sees animals - hares, horses, buzzards- that have existed in that area for centuries. He also sees hawthorns, ancient bushes that have been used for hedges for hundreds, if not thousands of years. Their red berries not only nourish birds but are supposed to guard witchcraft and evil. Macfarlane does not fully concentrate on this timeless landscape, but instead muses on the career of British painter Eric Ravilious.

Ravilious, who died in WWII, spent much time walking the Downs, which he depicted in his watercolors and woodcuts. He was fascinated by paths, which appear in many of his paintings. I had never heard of him, and searched online to find images of his art. I find his woodcuts to be charming depictions of country scenes- snow, birds on wires - but his paintings to be disquieting due to his choice of color and depiction of light. Macfarlane describes the Down light as a flat light like the light of the polar regions (p.297). Ravilious, who was fascinated by the poles and the extreme north, loved the light and tried to show it in his art. I find the flattening effect to be a little eerie.




ow

Introduction to The Children of Green Knowe

My first exposure to Lucy Maria Boston's Green Knowe series came when my older brother took a an introduction to children's literature class during his first year in college. He was required to read The Children of Green Knowe. I found the copy that he had checked out of our village library, loved it, and worked my way through the other books in the series:

  • The Children of Green Knowe (1954)
  • The Chimneys of Green Knowe (1958) (published in the US as The Treasure of Green Knowe)
  • The River at Green Knowe (1959)
  • A Stranger at Green Knowe (1961)
  • An Enemy at Green Knowe (1964)
  • The Stones of Green Knowe (1976)

  • The last book was released after I read the series, and I remember how excited I was to find that the author was still alive and writing.

    What struck me the most about the books was the strong sense of place that Boston was able to create. The house and the grounds were as alive as the people in the books, and the past of the house was as alive as the character's present.

    Years later, I moved to Seattle and was able to take advantage of the wonderful collection of its original main library, which has subsequently been demolished. The library had copies of Boston's two memoirs Perverse and Foolish, and more importantly to me, Memory in a House. This second memoir is Boston's account of how as a 45-year-old divorced single mother whose son was at Cambridge, she heard about a house for sale by a river, bought it, renovated it, and began to write books influenced by the history and atmosphere of the house. The house itself is the Manor at Hemingford Grey, which is still open to visitors.

    For those who have not read the books, these links will provide more information:

    http://www.greenknowe.co.uk/index.html - Lucy's daughter-in-law still owns the house and gives tours of the house and gardens.

    The Children of Green Knowe miniseries - this was a BBC production in 1980's which was never released on DVD. You can watch it on Youtube at :
    http://www.youtube.com/watch?v=wdhiI8XmJQI&list=UULK5kbcKDbN_legADgNfX5g&index=54

    Chimneys of Green Knowe was filmed at the Manor of Hemingford Grey. Directed by Julian Fellowes (Downton Abbey) it was released in 2009 as From Time to Time.

    Exterior shots of the gardens from a  visitor who did not see the house:
    http://prairie.typepad.com/my_weblog/photography-the-manor-house-hemingford-grey-lucy-boston-flowers/




    • Children of Green Knowe
    • Lucy Maria Boston
    • Manor at Hemingford Grey
    • Memory in a House

    ow

    The Green Knowe Books & Multiculturalism in Children's Literature

    Recently while listening to WNYC, I heard a segment about the lack of diversity in children's literature. While the US's population is becoming more diverse, it is apparently not reflected in children's books. Lucy Maria Boston was a head of the curve since four of the Green Knowe books could be regarded as multicultural since they contain not only Asian and African main characters but also a physically disabled character and deal with the issues of slavery and exile due to war.

    Ping, a young refugee from Burma, is the main human character in A Stranger at Greene Knowe and a supporting character in The River at Green Knowe and An Enemy at Green Knowe. Ping has spent most of his life in a hostel for displaced children and goes to stay at Green Knowe during his summer holiday. He is eventually asked by Mrs. Oldknow to live with her and Tolly at Green Knowe. His experiences as a homeless child trapped in the grey world of the London home cause him to appreciate not only the natural world around the house but also to empathize with the escaped gorilla, Hanno. Boston wanted to dedicate Stranger to a gorilla keeper that she knew but was forbidden to do so by the zoo since it portrayed captivity for animals as cruel and harmful to the animal. When Green Knowe is under siege from evil in Enemy, Ping calls back Hanno with a traditional prayer to help save the house.

    Jacob, in Treasure at Green Knowe, is bought as a child in a slave auction by Captain Oldknowe as a companion for the Captain's blind daughter, Susan. Susan's mother is uninterested in Susan since she views her as an unmarriageable burden. Susan's blindness puts her outside of the normal constraints for an upper-class girl so she can spend her time climbing trees with Jacob and learning how to write with him and their tutor Jonathan. Susan's brother Sefton views Jacob as less than human, buying him clothes patterned on those of an organ-grinder's monkey. Both Jacob and Susan rely on each other to navigate the rules of a society that views them as worthless because of their respective race and disability. They work together to educate themselves and lead successful adult lives despite their differences in race, sex, and station.

    Despite the fifty or so years since they were written, the books still hold up due to the quality of the writing, the strong characterizations, and the universal themes. They are well-worth being placed on any reading list, multicultural or not. Good children's books should be read whether or not they are written by US authors.




    ow

    Expansion of legal migration opportunities for third-country nationals, particularly in middle- and low-skill sectors, holds potential but should not be oversold as migration management tool, new study cautions

    BRUSSELS — While the European Union has called on Member States to expand channels for foreign workers as a way to meet labour market needs and potentially tackle spontaneous migration, they have struggled to deliver on this pledge. To date, policies have focused more on attracting high-skilled workers, but less attention has been paid to admission of low- or middle-skilled nationals. Policymakers would do well not to overestimate the potential of legal channels to reduce irregular migration.




    ow

    MPI’s Transatlantic Council on Migration Launches Research Series on Lasting Effects of Mixed Migration Flows

    First report examines Canadian challenges & solutions in housing Syrian refugees

    WASHINGTON — Four years after the peak of the 2015–16 migration and refugee crisis in Europe and amid swelling arrivals at the U.S.-Mexico border and elsewhere, new evidence sheds light on how well countries have responded to an unprecedented surge in mixed flows of humanitarian, economic and family migrants.




    ow

    Latinos & Immigrants in Kansas City Metro Area Face Higher Health Insurance Coverage Gaps, Even as They Represent Fast-Growing Share of Workforce

    WASHINGTON — Latinos and immigrants are at least twice as likely to lack health insurance coverage as the overall population in three central Kansas City metro counties, a new Migration Policy Institute (MPI) study reveals. In fact, they are four times as likely to be uninsured in Johnson County, Kansas. 




    ow

    Open Door for Venezuelan and Nicaraguan Migrants in Latin America & Caribbean Closes a Bit amid Scale of Flows, Strains on Public Services

    WASHINGTON – Even as governments in Latin America and the Caribbean have taken generous and innovative steps to address forced displacement from Venezuela and more recently Nicaragua, the warm welcome has cooled in places amid the vast scale of the inflows, strains on public services and growing public concern.




    ow

    How Does Immigration Fit into the Future of the U.S. Labor Market?

    The U.S. economy is facing an uncertain future as an aging workforce, stagnating labor force participation, skill mismatches, and automation reshape the labor market. This issue brief explores these forces and the role that immigration could play in supporting future U.S. economic growth. It also examines how immigration affects workers already in the country, both native born and immigrant.




    ow

    Sticky pineapple and macadamia upside-down cake

    This is what I think of as an honest cake - not tizzy, just homely, buttery and ever-so more-ish with its tender, nutty crumb and sweet, caramelised pineapple topping. I particularly love the way the sides, through some kind of magical alchemy of heat and sugar, become ever-so-slightly crunchy. There are a couple of little things I've noticed when I bake it - the first is that it cooks better and looks better when baked in a regular, not a non-stick, cake tin. And the second is that it's really important not to overload the tin with pineapple or it will release too much liquid and the centre of the cake will be soggy.




    ow

    Garden peas, cauliflower, almonds, lemon

    This recipe was featured on Foodie Tuesday, a weekly segment with Raf Epstein on Drive, 774 ABC Melbourne, 3:30 PM, courtesy of George Calombaris. George's new book is called "Greek."





    ow

    SLOW-COOKED QUINCES WITH MANDARIN AND ROSEWATER

    Once you've peeled and cored the quinces there's really little work to do to make this gorgeous dessert. They just bubble away happily for a few hours while the sugar and long slow cooking cast their spell, transforming the quinces' hard, ivory-coloured flesh until it's meltingly soft and an incredible deep-rose colour.




    ow

    Fish Chowder

    20 unsalted butter. 1 tbs vegetable oil 4 rashes bacon, finely chopped (optional) 1 brown onion, diced 2 garlic cloves, crushed 500g potatoes, peeled, cut into 1cm chunks 1L chicken stock 500g firm white fish fillets (such as ling or snapper), cut into 3cm chunks 1 cup frozen corn kernels 1/2 cup thickened cream 2 tablespoons chopped flat-leaf parsley




    ow

    Slow-cooked pork shoulder with apples and crackling

    This recipe features on Foodie Tuesday, a weekly segment on 774 Drive with Raf Epstein, 3.30PM, courtesy of Justine Schofield. Justine's latest book is "Dinner With Justine".




    ow

    Chocolate brownies with crystallised ginger and macadamia nuts

    140g unsalted butter 200g dark chocolate 100g light brown sugar 100g caster sugar 2 teaspoons vanilla extract 2 eggs 1 egg yolk 85g plain flour 55g macadamia nuts, lightly toasted, chopped 30g crystallised ginger, chopped Sifted cocoa powder, to dust




    ow

    Greek cauliflower with a minted maple and tamarind sauce

    150g panko crumbs 1 clove of crushed garlic 1 tsp. ground ginger 2 tsps. curry powder 1 tsp. ground cumin 2 tsps. ground coriander 1 tsp. black mustard seeds 1 tsp. chilli flakes 2 tsps. caster sugar Pinch of salt 3 free range eggs, beaten 100g plain flour with a pinch of salt 1 cauliflower, broken in to small florets Sunflower oil for deep frying Sauce: Handful of chopped parsley Handful of chopped coriander leaves Handful of chopped mint leaves 1 tbsp. tamarind paste 1 tsp. maple syrup 1 tbsp. olive oil 2 tsps. lime juice Pinch of salt 2 tbsps. water




    ow

    Brussels Sprout Caesar with Croutons, Borlotti Beans and Sunflower Seeds

    This recipe features on Foodie Tuesday, a weekly segment on 774 Drive with Raf Epstein, 3.30PM, shared by Hetty McKinnon, founder of Surry Hills community kitchen Arthur Street Kitchen and author of 'Neighbourhood'.




    ow

    British brown Windsor soup

    1 large knob butter olive oil 500g chuck steak, diced 1 tablespoon Marmite 1 splash of Worcestershire sauce 1 red onion, peeled and chopped 2 carrots, peeled and chopped 3 sticks of celery, trimmed and chopped 1 bay leaf 1 sprig of fresh rosemary 1 tablespoon flour Good pinch of sea salt freshly ground black pepper 2 litres beef stock 150g pearl barley




    ow

    CAULIFLOWER PAKORAS WITH MINTED YOGURT

    These tasty little Indian Fritters will convert a body who has a dislike of cauliflower. Served simply with a minty yogurt they are simply delicious.




    ow

    Snowy's special rice

    100 ml extra virgin olive oil 1 brown onion, finely sliced 1 garlic clove, finely sliced 500 g basmati or jasmine rice 125 ml (4 fl oz/1/2 cup) dry white wine 1 fresh bay leaf 400 ml (14 fl oz) warm water Sea salt




    ow

    Upside down local tomato, goats cheese and onion tart

    Always a winner taking advantage of the local summer tomatoes . Who doesn't like flaky puff pastry?




    ow

    Indian cauliflower rice and coriander pesto

    Cauliflower rice: 1 head cauliflower, cut into florets 2 tbsps. ghee Coriander pesto: 1 large bunch coriander 1 garlic clove 1/4 cup cashews 2 tbsps. parmesan, finely grated 1 lime, zested and juiced 3 tbsps. coconut oil




    ow

    Sam Gowing's Kiwi fruit & chia breakfast trifle

    This is a perfect breakfast on-the-go! Rich in omega-3 and omega-6, the chia balls absorb water and become jelly-like. You can make this a few days head and store it in the fridge.




    ow

    How to cook a leatherjacket

    This method is moist and magic! Throw out every notion you might have had about leatherjackets being anything other than juicy and flavoursome. This little trick cooks the fish from within. Usually salt draws but in this case its responsible for keeping every bit of moisture in the fish. Leatherjacket is an inexpensive fish, the presentation is great, and you'll bowl over your dinner guests every time. What's not to love?




    ow

    Start-Up Visas: A Passport for Innovation and Growth?

    Over the last decade, a number of governments have launched start-up visa programs in the hopes of attracting talented immigrant entrepreneurs with innovative business ideas. With the track record for these programs a mixed one, this report explains how embedding start-up visas within a broader innovation strategy could lead to greater success.




    ow

    How we made our Free COVID-19 Alerting System and how you can build your own for any topic

    Ever since we launched our Free COVID-19 Alerting System, we’ve been continuously asked how we made it. In this blog…




    ow

    Legal Migration Pathways to Europe for Low- and Middle-Skilled Migrants

    This event hosted by MPI Europe and the Research Unit of the Expert Council of German Foundations on Integration and Migration featured a discussion on research into legal migration pathways for work and training for low- and middle-skilled migrants.




    ow

    Expert Podcast: Understanding How English Learners Count in ESSA Reporting

    This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. They also talk about different groups of ELs: newcomers, students with interrupted formal education, and long-term ELs, and data collection around these different cohorts.




    ow

    Empowerment and Self-Management of Diabetes

    Martha M. Funnell
    Jul 1, 2004; 22:123-127
    Feature Articles




    ow

    Heroic Consciousness: What it is and How to Acquire it

    By Scott T. Allison This blog post is excerpted from: Allison, S. T. (2019). Heroic consciousness. Heroism Science, 4, 1-43.   The philosopher Yuval Noah Harari (2018) recently described consciousness as “the greatest mystery in the universe”. What exactly is heroic consciousness? It is a way of seeing the world, perceiving reality, and making decisions … Continue reading Heroic Consciousness: What it is and How to Acquire it




    ow

    COVID-19 Pandemic Turns Heroism Upside-Down

    By Scott T. Allison William James, who authored the first psychology texbook, was taken and moved by the quiet heroism in everyday working people. He noticed “the great fields of heroism lying round about” him. He was mesmerized by small, seemingly inconsequential everyday acts that, in effect, exemplified unsung heroism in everyone. Before the COVID-19 … Continue reading COVID-19 Pandemic Turns Heroism Upside-Down



    • Commentary and Analysis

    ow

    Heroism Science: Call for Papers, Special Issue: The Heroism of Whistleblowers

    Heroism Science: Call for Papers, Special Issue The Heroism of Whistleblowers Edited by Ari Kohen, Brian Riches, and Matt Langdon Whistleblowers speak up with “concerns or information about wrongdoing inside organizations and institutions.” As such, whistleblowing “can be one of the most important and difficult forms of heroism in modern society” (Brown, 2016 p. 1). … Continue reading Heroism Science: Call for Papers, Special Issue: The Heroism of Whistleblowers




    ow

    Beware the Rareness Illusion When Exploring the Unknown

    Here's a great vacation idea. Spend the summer roaming the world in search of the 10 lost tribes of Israel, exiled from Samaria by the Assyrians 2700 years ago (2 Kings 17:6). Or perhaps you'd like to search for Prester John, the virtuous ruler of a kingdom lost in the Orient? Or would you rather trace the gold-laden kingdom of Ophir (1 Kings 9:28)? Or do you prefer the excitement of tracking the Amazons, that nation of female warriors? Or perhaps the naval power mentioned by Plato, operating from the island of Atlantis? Or how about unicorns, or the fountain of eternal youth? The Unknown is so vast that the possibilities are endless.

    Maybe you don't believe in unicorns. But Plato evidently "knew" about the island of Atlantis. The conquest of Israel is known from Assyrian archeology and from the Bible. That you've never seen a Reubenite or a Naphtalite (or a unicorn) means that they don't exist?

    It is true that when something really does not exist, one might spend a long time futilely looking for it. Many people have spent enormous energy searching for lost tribes, lost gold, and lost kingdoms. Why is it so difficult to decide that what you're looking for really isn't there? The answer, ironically, is that the world has endless possibilities for discovery and surprise.

    Let's skip vacation plans and consider some real-life searches. How long should you (or the Libyans) look for Muammar Qaddafi? If he's not in the town of Surt, maybe he's Bani Walid, or Algeria, or Timbuktu? How do you decide he cannot be found? Maybe he was pulverized by a NATO bomb. It's urgent to find the suicide bomber in the crowded bus station before it's too late - if he's really there. You'd like to discover a cure for AIDS, or a method to halt the rising global temperature, or a golden investment opportunity in an emerging market, or a proof of the parallel postulate of Euclidean geometry.

    Let's focus our question. Suppose you are looking for something, and so far you have only "negative" evidence: it's not here, it's not there, it's not anywhere you've looked. Why is it so difficult to decide, conclusively and confidently, that it simply does not exist?

    This question is linked to a different question: how to make the decision that "it" (whatever it is) does not exist. We will focus on the "why" question, and leave the "how" question to students of decision theories such as statistics, fuzzy logic, possibility theory, Dempster-Shafer theory and info-gap theory. (If you're interested in an info-gap application to statistics, here is an example.)

    Answers to the "why" question can be found in several domains.

    Psychology provides some answers. People can be very goal oriented, stubborn, and persistent. Marco Polo didn't get to China on a 10-hour plane flight. The round trip took him 24 years, and he didn't travel business class.

    Ideology is a very strong motivator. When people believe something strongly, it is easy for them to ignore evidence to the contrary. Furthermore, for some people, the search itself is valued more than the putative goal.

    The answer to the "why" question that I will focus on is found by contemplating The Endless Unknown. It is so vast, so unstructured, so, well ..., unknown, that we cannot calibrate our negative evidence to decide that whatever we're looking for just ain't there.

    I'll tell a true story.

    I was born in the US and my wife was born in Israel, but our life-paths crossed, so to speak, before we were born. She had a friend whose father was from Europe and lived for a while - before the friend was born - with a cousin of his in my home town. This cousin was - years later - my 3rd grade teacher. My school teacher was my future wife's friend's father's cousin.

    Amazing coincidence. This convoluted sequence of events is certainly rare. How many of you can tell the very same story? But wait a minute. This convoluted string of events could have evolved in many many different ways, each of which would have been an equally amazing coincidence. The number of similar possible paths is namelessly enormous, uncountably humongous. In other words, potential "rare" events are very numerous. Now that sounds like a contradiction (we're getting close to some of Zeno's paradoxes, and Aristotle thought Zeno was crazy). It is not a contradiction; it is only a "rareness illusion" (something like an optical illusion). The specific event sequence in my story is unique, which is the ultimate rarity. We view this sequence as an amazing coincidence because we cannot assess the number of similar sequences. Surprising strings of events occur not infrequently because the number of possible surprising strings is so unimaginably vast. The rareness illusion is the impression of rareness arising from our necessary ignorance of the vast unknown. "Necessary" because, by definition, we cannot know what is unknown. "Vast" because the world is so rich in possibilities.

    The rareness illusion is a false impression, a mistake. For instance, it leads people to wrongly goggle at strings of events - rare in themselves - even though "rare events" are numerous and "amazing coincidences" occur all the time. An appreciation of the richness and boundlessness of the Unknown is an antidote for the rareness illusion.

    Recognition of the rareness illusion is the key to understanding why it is so difficult to confidently decide, based on negative evidence, that what you're looking for simply does not exist.

    One might be inclined to reason as follows. If you're looking for something, then look very thoroughly, and if you don't find it, then it's not there. That is usually sound and sensible advice, and often "looking thoroughly" will lead to discovery.

    However, the number of ways that we could overlook something that really is there is enormous. It is thus very difficult to confidently conclude that the search was thorough and that the object cannot be found. Take the case of your missing house keys. They dropped from your pocket in the car, or on the sidewalk and somebody picked them up, or you left them in the lock when you left the house, or or or .... Familiarity with the rareness illusion makes it very difficult to decide that you have searched thoroughly. If you think that the only contingencies not yet explored are too exotic to be relevant (a raven snatched them while you were daydreaming about that enchanting new employee), then think again, because you've been blinded by a rareness illusion. The number of such possibilities is so vastly unfathomable that you cannot confidently say that all of them are collectively negligible. Recognition of the rareness illusion prevents you from confidently concluding that what you are seeking simply does not exist.

    Many quantitative tools grapple with the rareness illusion. We mentioned some decision theories earlier. But because the rareness illusion derives from our necessary ignorance of the vast unknown, one must always beware.

    Looking for an exciting vacation? The Endless Unknown is the place to go. 




    ow

    The Language of Science and the Tower of Babel


    And God said: Behold one people with one language for them all ... and now nothing that they venture will be kept from them. ... [And] there God mixed up the language of all the land. (Genesis, 11:6-9)

    "Philosophy is written in this grand book the universe, which stands continually open to our gaze. But the book cannot be understood unless one first learns to comprehend the language and to read the alphabet in which it is composed. It is written in the language of mathematics." Galileo Galilei

    Language is power over the unknown. 

    Mathematics is the language of science, and computation is the modern voice in which this language is spoken. Scientists and engineers explore the book of nature with computer simulations of swirling galaxies and colliding atoms, crashing cars and wind-swept buildings. The wonders of nature and the powers of technological innovation are displayed on computer screens, "continually open to our gaze." The language of science empowers us to dispel confusion and uncertainty, but only with great effort do we change the babble of sounds and symbols into useful, meaningful and reliable communication. How we do that depends on the type of uncertainty against which the language struggles.

    Mathematical equations encode our understanding of nature, and Galileo exhorts us to learn this code. One challenge here is that a single equation represents an infinity of situations. For instance, the equation describing a flowing liquid captures water gushing from a pipe, blood coursing in our veins, and a droplet splashing from a puddle. Gazing at the equation is not at all like gazing at the droplet. Understanding grows by exposure to pictures and examples. Computations provide numerical examples of equations that can be realized as pictures. Computations can simulate nature, allowing us to explore at our leisure.

    Two questions face the user of computations: Are we calculating the correct equations? Are we calculating the equations correctly? The first question expresses the scientist's ignorance - or at least uncertainty - about how the world works. The second question reflects the programmer's ignorance or uncertainty about the faithfulness of the computer program to the equations. Both questions deal with the fidelity between two entities. However, the entities involved are very different and the uncertainties are very different as well.

    The scientist's uncertainty is reduced by the ingenuity of the experimenter. Equations make predictions that can be tested by experiment. For instance, Galileo predicted that small and large balls will fall at the same rate, as he is reported to have tested from the tower of Pisa. Equations are rejected or modified when their predictions don't match the experimenter's observation. The scientist's uncertainty and ignorance are whittled away by testing equations against observation of the real world. Experiments may be extraordinarily subtle or difficult or costly because nature's unknown is so endlessly rich in possibilities. Nonetheless, observation of nature remorselessly cuts false equations from the body of scientific doctrine. God speaks through nature, as it were, and "the Eternal of Israel does not deceive or console." (1 Samuel, 15:29). When this observational cutting and chopping is (temporarily) halted, the remaining equations are said to be "validated" (but they remain on the chopping block for further testing).

    The programmer's life is, in one sense, more difficult than the experimenter's. Imagine a huge computer program containing millions of lines of code, the accumulated fruit of thousands of hours of effort by many people. How do we verify that this computation faithfully reflects the equations that have ostensibly been programmed? Of course they've been checked again and again for typos or logical faults or syntactic errors. Very clever methods are available for code verification. Nonetheless, programmers are only human, and some infidelity may slip through. What remorseless knife does the programmer have with which to verify that the equations are correctly calculated? Testing computation against observation does not allow us to distinguish between errors in the equations, errors in the program, and compensatory errors in both.

    The experimenter compares an equation's prediction against an observation of nature. Like the experimenter, the programmer compares the computation against something. However, for the programmer, the sharp knife of nature is not available. In special cases the programmer can compare against a known answer. More frequently the programmer must compare against other computations which have already been verified (by some earlier comparison). The verification of a computation - as distinct from the validation of an equation - can only use other high-level human-made results. The programmer's comparisons can only be traced back to other comparisons. It is true that the experimenter's tests are intermediated by human artifacts like calipers or cyclotrons. Nonetheless, bedrock for the experimenter is the "reality out there". The experimenter's tests can be traced back to observations of elementary real events. The programmer does not have that recourse. One might say that God speaks to the experimenter through nature, but the programmer has no such Voice upon which to rely.

    The tower built of old would have reached the heavens because of the power of language. That tower was never completed because God turned talk into babble and dispersed the people across the land. Scholars have argued whether the story prescribes a moral norm, or simply describes the way things are, but the power of language has never been disputed.

    The tower was never completed, just as science, it seems, has a long way to go. Genius, said Edison, is 1 percent inspiration and 99 percent perspiration. A good part of the sweat comes from getting the language right, whether mathematical equations or computer programs.

    Part of the challenge is finding order in nature's bubbling variety. Each equation captures a glimpse of that order, adding one block to the structure of science. Furthermore, equations must be validated, which is only a stop-gap. All blocks crumble eventually, and all equations are fallible and likely to be falsified.

    Another challenge in science and engineering is grasping the myriad implications that are distilled into an equation. An equation compresses and summarizes, while computer simulations go the other way, restoring detail and specificity. The fidelity of a simulation to the equation is usually verified by comparing against other simulations. This is like the dictionary paradox: using words to define words.

    It is by inventing and exploiting symbols that humans have constructed an orderly world out of the confusing tumult of experience. With symbols, like with blocks in the tower, the sky is the limit.




    ow

    Why We Need Libraries, Or, Memory and Knowledge


    "Writing is thinking in slow motion. We see what at normal speeds escapes us, can rerun the reel at will to look for errors, erase, interpolate, and rethink. Most thoughts are a light rain, fall upon the ground, and dry up. Occasionally they become a stream that runs a short distance before it disappears. Writing stands an incomparably better chance of getting somewhere.

    "... What is written can be given endlessly and yet retained, read by thousands even while it is being rewritten, kept as it was and revised at the same time. Writing is magic." 
    Walter Kaufmann

    We are able to know things because they happen again and again. We know about the sun because it glares down on us day after day. Scientists learn the laws of nature, and build confidence in their knowledge, by testing their theories over and over and getting the same results each time. We would be unable to learn the patterns and ways of our world if nothing were repeatable.

    But without memory, we could learn nothing even if the world were tediously repetitive. Even though the sun rises daily in the east, we could not know this if we couldn't remember it.

    The world has stable patterns, and we are able to discover these patterns because we remember. Knowledge requires more than memory, but memory is an essential element.

    The invention of writing was a great boon to knowledge because writing is collective memory. For instance, the Peloponnesian wars are known to us through Thucydides' writings. People understand themselves and their societies in part through knowing their history. History, as distinct from pre-history, depends on the written word. For example, each year at the Passover holiday, Jewish families through the ages have read the story of the Israelite exodus from Egypt. We are enjoined to see ourselves as though we were there, fleeing Egypt and trudging through the desert. Memory, recorded for all time, creates individual and collective awareness, and motivates aspirations and actions.

    Without writing, much collective memory would be lost, just as books themselves are sometimes lost. We know, for instance, that Euclid wrote a book called Porisms, but the book is lost and we know next to nothing about its message. Memory, and knowledge, have been lost.

    Memory can be uncertain. We've all experienced that on the personal level. Collective memory can also be uncertain. We're sometimes uncertain of the meaning of rare ancient words, such as lilit in Isaiah (34:14) or gvina in Job (10:10). Written traditions, while containing an element of truth, may be of uncertain meaning or veracity. For instance, we know a good deal, both from the Bible and from archeological findings, about Hezekiah who ruled the kingdom of Judea in the late 8th century BCE. About David, three centuries earlier, we can be much less certain. Biblical stories are told in great detail but corroboration is hard to obtain.

    Memory can be deliberately corrupted. Records of history can be embellished or prettified, as when a king commissions the chronicling of his achievements. Ancient monuments glorifying imperial conquests are invaluable sources of knowledge of past ages, but they are unreliable and must be interpreted cautiously. Records of purported events that never occurred can be maliciously fabricated. For instance, The Protocols of the Elders of Zion is pure invention, though that book has been re-published voluminously throughout the world and continues to be taken seriously by many people. Memory is alive and very real, even if it is memory of things that never happened.

    Libraries are the physical medium of human collective memory, and an essential element in maintaining and enlarging our knowledge. There are many types of libraries. The family library may have a few hundred books, while the library of Congress has 1,349 km of bookshelves and holds about 147 million items. Libraries can hold paper books or digital electronic documents. Paper can perish in fire as happened to the Alexandrian library, while digital media can be erased, or become damaged and unreadable. Libraries, like memory itself, are fragile and need care.

    Why do we need libraries? Being human means, among other things, the capacity for knowledge, and the ability to appreciate and benefit from it. The written record is a public good, like the fresh air. I can read Confucius or Isaiah centuries after they lived, and my reading does not consume them. Our collective memory is part of each individual, and preserving that memory preserves a part of each of us. Without memory, we are without knowledge. Without knowledge, we are only another animal.




    ow

    Habit: A Response to the Unknown


    David Hume explained that we believe by habit that logs will burn, stones will fall, and endless other past patterns will recur. No experiment can prove the future recurrence of past events. An experiment belongs to the future only until it is implemented; once completed, it becomes part of the past. In order for past experiments to prove something about the future, we must assume that the past will recur in the future. That's as circular as it gets.

    But without the habit of believing that past patterns will recur, we would be incapacitated and ineffectual (and probably reduced to moping and sobbing). Who would dare climb stairs or fly planes or eat bread and drink wine, without the belief that, like in the past, the stairs will bear our weight, the wings will carry us aloft, and the bread and wine will nourish our body and soul. Without such habits we would become a jittering jelly of indecision in the face of the unknown.

    But you can't just pull a habit out of a hat. We spend great effort instilling good habits in our children: to brush their teeth, tell the truth, and not pick on their little sister even if she deserves it.

    As we get older, and I mean really older, we begin to worry that our habits become frozen, stodgy, closed-minded and constraining. Younger folks smile at our rigid ways, and try to loosen us up to the new wonders of the world: technological, culinary or musical. Changing your habits, or staying young when you aren't, isn't always easy. Without habits we're lost in an unknowable world.

    And yet, openness to new ideas, tastes, sounds and other experiences of many sorts can itself be a habit, and perhaps a good one. It is the habit of testing the unknown, of acknowledging the great gap between what we do know and what we can know. That gap is an invitation to growth and awe, as well as to fear and danger.

    The habit of openness to change is not a contradiction. It is simply a recognition that habits are a response to the unknown. Not everything changes all the time (or so we're in the habit of thinking), and some things are new under the sun (as newspapers and Nobel prize committees periodically remind us).

    Habits, including the habit of open-mindedness, are a good thing precisely because we can never know for sure how good or bad they really are.




    ow

    MOOCs and the Unknown


    MOOCs - Massive Open Online Courses - have fed hundreds of thousands of knowledge-hungry people around the globe. Stanford University's MOOCs program has taught open online courses to tens of thousands students per course, and has 2.5 million enrollees from nearly every country in the world. The students hear a lecturer, and also interact with each other in digital social networks that facilitate their mastery of the material and their integration into global communities of the knowledgable. The internet, and its MOOC realizations, extend the democratization of knowledge to a scale unimagined by early pioneers of workers' study groups or public universities. MOOCs open the market of ideas and knowledge to everyone, from the preacher of esoteric spirituality to the teacher of esoteric computer languages. It's all there, all you need is a browser.

    The internet is a facilitating technology, like the invention of writing or the printing press, and its impacts may be as revolutionary. MOOCs are here to stay, like the sun to govern by day and the moon by night, and we can see that it is good. But it also has limitations, and these we must begin to understand.

    Education depends on the creation and transfer of knowledge. Insight, invention, and discovery underlay the creation of knowledge, and they must precede the transfer of knowledge. MOOCs enable learners to sit at the feet of the world's greatest creators of knowledge.

    But the distinction between creation and transfer of knowledge is necessarily blurred in the process of education itself. Deep and meaningful education is the creation of knowledge in the mind of the learner. Education is not the transfer of digital bits between electronic storage devices. Education is the creation or discovery by the learner of thoughts that previously did not exist in his mind. One can transfer facts per se, but if this is done without creative insight by the learner it is no more than Huck Finn's learning "the multiplication table up to six times seven is thirty-five".

    Invention, discovery and creation occur in the realm of the unknown; we cannot know what will be created until it appears. Two central unknowns dominate the process of education, one in the teacher's mind and one in the student's.

    The teacher cannot know what questions the student will ask. Past experience is a guide, but the universe of possible questions is unbounded, and the better the student, the more unpredictable the questions. The teacher should respond to these questions because they are the fruitful meristem of the student's growing understanding. The student's questions are the teacher's guide into the student's mind. Without them the teacher can only guess how to reach the learner. The most effective teacher will personalize his interaction with the learner by responding to the student's questions.

    The student cannot know the substance of what the teacher will teach; that's precisely why the student has come to the teacher. In extreme cases - of really deep and mind-altering learning - the student will not even understand the teacher's words until they are repeated again and again in new and different ways. The meanings of words come from context. A word means one thing and not another because we use that word in this way and not that. The student gropes to find out how the teacher uses words, concepts and tools of thought. The most effective learning occurs when the student can connect the new meanings to his existing mental contexts. The student cannot always know what contexts will be evoked by his learning.

    As an interim summary, learning can take place only if there is a gap of knowledge between teacher and student. This knowledge gap induces uncertainties on both sides. Effective teaching and learning occur by personalized interaction to dispel these uncertainties, to fill the gap, and to complete the transfer of knowledge.

    We can now appreciate the most serious pedagogic limitation of MOOCs as a tool for education. Mass education is democratic, and MOOCs are far more democratic than any previous mode. This democracy creates a basic tension. The more democratic a mode of communication, the less personalized it is because of its massiveness. The less personalized a communication, the less effective it is pedagogically. The gap of the unknown that separates teacher and learner is greatest in massively democratic education.

    Socrates inveighed against the writing of books. They are too impersonal and immutable. They offer too little room for Socratic mid-wifery of wisdom, in which knowledge comes from dialog. Socrates wanted to touch his students' souls, and because each soul is unique, no book can bridge the gap. Books can at best jog the memory of learners who have already been enlightened. Socrates would probably not have liked MOOCs either, and for similar reasons.

    Nonetheless, Socrates might have preferred MOOCs over books because the mode of communication is different. Books approach the learner through writing, and induce him to write in response. In contrast, MOOCs approach the learner through speech, and induce him to speak in response. Speech, for Socrates, is personal and interactive; speech is the road to the soul. Spoken bilateral interaction cannot occur between a teacher and 20 thousand online learners spread over time and space. That format is the ultimate insult to Socratic learning. On the other hand, the networking that can accompany a MOOC may possibly facilitate the internalization of the teacher's message even more effectively than a one-on-one tutorial. Fast and multi-personal, online chats and other networking can help the learners to rapidly find their own mental contexts for assimilating and modifying the teacher's message.

    Many people have complained that the internet undermines the permanence of the written word. No document is final if it's on the web. Socrates might have approved, and this might be the greatest strength of the MOOC: no course ever ends and no lecture is really final. If MOOCs really are democratic then they cannot be controlled. The discovery of knowledge, like the stars in their orbits, is forever on-going, with occasional supernovas that brighten the heavens. The creation of knowledge will never end because the unknown is limitless. If MOOCs facilitate this creation, then they are good. 








    ow

    The Popular Foods That Lower Your IQ

    Two-thirds of children report eating this food weekly.

    Support PsyBlog for just $5 per month. Enables access to articles marked (M) and removes ads.

    → Explore PsyBlog's ebooks, all written by Dr Jeremy Dean: