Theme: Education

  • “I must study politics and war that my sons may have liberty to study mathematic

    –“I must study politics and war that my sons may have liberty to study mathematics and philosophy. My sons ought to study mathematics and philosophy, geography, natural history, naval architecture, navigation, commerce, and agriculture, in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry, and porcelain.”–John Adams ~1790


    Source date (UTC): 2026-03-19 11:24:47 UTC

    Original post: https://twitter.com/i/web/status/2034591913228345612

  • The academic process consists much more of indoctrination than it does empirical

    The academic process consists much more of indoctrination than it does empirical resolution of differences independent of doctrine – otherwise there would be no controversy over what was said or what was investigated.

    At present
    a) no use of research to fund activists, political activism, whether in the academy, in the non-commercial sector, or in the commercial sector as a means of funding activism.


    Source date (UTC): 2026-03-14 19:45:22 UTC

    Original post: https://twitter.com/i/web/status/2032905948898144605

  • “Do y‘all remember, before the internet, that people thought the cause of stupid

    “Do y‘all remember, before the internet, that people thought the cause of stupidity was the lack of access to information?”

    (sigh)


    Source date (UTC): 2026-03-05 01:44:50 UTC

    Original post: https://twitter.com/i/web/status/2029372534425342151

  • “Historians deserve tractors too.”— Dr Brad Werrell (Context: Mechanization of

    —“Historians deserve tractors too.”— Dr Brad Werrell

    (Context: Mechanization of the un-mechanized fields: the use of AI for compression and generalization of the great works of historical thought. … Brad is working on History and to some degree the humanities in general.)


    Source date (UTC): 2026-03-04 23:45:54 UTC

    Original post: https://twitter.com/i/web/status/2029342602911498624

  • @Homeschool_LLC Jonathan, can you contribute to this discussion? Not sure if thi

    @Homeschool_LLC

    Jonathan, can you contribute to this discussion?
    Not sure if this is true or only true because we teach the wrong content after 8th (~14yrs old).


    Source date (UTC): 2026-03-03 19:02:50 UTC

    Original post: https://twitter.com/i/web/status/2028908978974146730

  • “There is no risk or means of correction for a bad legislator or a bad judge – a

    –“There is no risk or means of correction for a bad legislator or a bad judge – and the law schools teach activism instead of settlement.”– Luke Weinhagen, NLI Sr Fellow


    Source date (UTC): 2026-02-26 16:42:26 UTC

    Original post: https://twitter.com/i/web/status/2027061706560880834

  • Founding Beliefs Were Not Universal (a) Man’s nature is not fixed but utilitaria

    Founding Beliefs Were Not Universal
    (a) Man’s nature is not fixed but utilitarian and adaptive and follows incentives – what is rational and advantageous varies by circumstance (b) reason accelerates adaptation and more so negotiation of adaptive cooperation at increasing scales (c) Man’s abilities, education, and experience are unequal – making incentives vary. (d) Man’s behavior then is not universal (a holdover from Christian universalism – not from European aristocratic tradition) but particular to the individual, to the sex, class, group, polity, and civilization that creates the portfolio of incentives man adapts to. (e) The founders were not bound by shared beliefs but shared problems and they represented a distribution usually described as Hamiltonian and Hobbes vs Jeffersonian and Locke, but is more varied on that spectrum.
    The cause of their generation’s myopia was the ratio of aristocracy (martial, governing) and nobility (clerical, administrative) proper, to the “lesser aristocracy” (Elites) that founded the country, to the emergent middle class due to expansion of trade during the age of sail, to the agrarian majority whether northern (small scale) family farmers or southern ‘industrial’ (large scale) plantation farmers. As class sizes change the realities and incentives of classes adapt – usually distributing influence (power) to alter outcomes across classes.
    Amplify their divisions by the fact that the continent was settled by four different fundamentalist groups from four different regions of Britain. This meant that the constitution had to be largely secular due to English (England, Wales, Scotland) tradition on the one hand and in order to mediate differences between sectarian justifications on the other. It was not just a matter of enlightenment prose but incentives. It’s also why the constitution was written in both English and German – because of the large number of Germans in the population.
    I’m not really trying to overthrow any argument here other than the presumption of a shared mind and set of beliefs, rather than shared interest given the incentives of the time, and the rather natural outcome of legal prose that sought to mediate differences between the parties founding the federation.


    Source date (UTC): 2026-02-23 16:30:59 UTC

    Original post: https://twitter.com/i/web/status/2025971661485531642

  • Our Suggested Four-Year Undergraduate Program in Comparative Development Studies

    Our Suggested Four-Year Undergraduate Program in Comparative Development Studies

    • Introduction to Development Studies (survey course)
    • Microeconomics & Macroeconomics (foundations)
    • Introduction to Comparative Politics
    • Economic & Cultural Geography
    • Modern World History (1500-present, focusing on divergence)
    • Statistics & Research Methods I
    • Writing/Critical Analysis seminar
    • Comparative Political Economy
    • Development Economics
    • Economic History (Great Divergence, industrialization paths)
    • Demography & Development
    • Institutional Economics
    • Comparative Research Methods (case studies, process tracing, QCA)
    • Natural Resources & Development
    • Elective: Regional focus (Latin America, Sub-Saharan Africa, East Asia, etc.)
    • Natural Law of Cooperation and Evolutionary Computation (NEW – This is our first signature course.)
    • Knowledge, Information & Development (NEW – this is our second signature course)
    • World-Systems Theory & Global Political Economy
    • Informal Institutions & Social Capital
    • Geography of Development (spatial inequality, agglomeration, infrastructure)
    • State Capacity & Governance
    • Development & Environment
    • Comparative Field Research or Methods workshop
    • Varieties of Capitalism, Democratic Socialism, and Fascism
    • Development Failures & Success Stories (case-intensive)
    • Epistemic Institutions & Development (NEW)
    • Two advanced electives from:Urban Development & Megacities
      Technology & Development Trajectories
      Conflict, Fragility & Development
      Religion, Culture & Economic Life
      Migration & Remittances
      Colonial Legacies & Path Dependence
    • Senior Capstone: Comparative Development Research Project
    • Senior Thesis or Practicum
    • Not silo’d: Each year integrates multiple perspectives on same phenomena
    • Comparative by default: Every course uses cross-national/cross-regional comparison
    • Light on math: Stats/methods sufficient for research literacy, but not econ PhD prep
    • Case-intensive: Heavy use of historical cases, contemporary comparisons
    • Fieldwork option: Summer research or semester abroad with comparative research component
    Core Theoretical Work:
    Timur Kuran – “Private Truths, Public Lies” (preference falsification and how it affects institutional change) and his work on Islamic economic institutions and path dependence
    James Scott – “Seeing Like a State” (how state knowledge systems shape development, often destructively) and “The Art of Not Being Governed” (stateless societies’ knowledge systems)
    Michael Polanyi – “Personal Knowledge” and “The Tacit Dimension” (complements Hayek on tacit knowledge)
    Daron Acemoglu & James Robinson – Beyond “Why Nations Fail,” see their newer work on information and propaganda in “The Narrow Corridor”
    Nathan Nunn – Empirical work on trust, culture, and development (complements Fukuyama empirically)
    Alberto Alesina & collaborators – Work on cultural transmission, trust, and institutions
    Specific Epistemic/Knowledge Focus:
    Philip Tetlock – “Expert Political Judgment” and “Superforecasting” (quality of political/economic forecasting and institutional design)
    Donald MacKenzie – “An Engine, Not a Camera” (how economic models shape markets – performativity of economic knowledge)
    Daniel Kahneman & Amos Tversky – Heuristics and biases literature (how systematic errors affect economic decisions)
    Paul Seabright – “The Company of Strangers” (evolution of cooperation and trust in market societies)
    Avner Greif – “Institutions and the Path to the Modern Economy” (cultural beliefs, informal institutions, and merchant coalitions)
    Joel Mokyr – “A Culture of Growth” (Enlightenment knowledge systems enabled Industrial Revolution) and “The Gifts of Athena” (useful knowledge and economic growth)
    Robin Hanson – Work on prediction markets and information aggregation mechanisms
    Alvin Roth – Market design and matching markets (how information architecture affects market function)
    On Information Quality & Development:
    Yuen Yuen Ang – “How China Escaped the Poverty Trap” (adaptive governance and information feedback loops)
    Lant Pritchett & collaborators – Work on “isomorphic mimicry” (governments that look developed but lack real capability – form without function)
    Matt Andrews, Lant Pritchett, Michael Woolcock – “Building State Capability” (problem-driven iterative adaptation – learning systems in development)
    Epistemic Communities & Policy:
    Peter Haas – “Epistemic communities” literature in international relations
    Sheila Jasanoff – “States of Knowledge” and work on co-production of science and social order
    Recent/Emerging:
    Hugo Mercier & Dan Sperber – “The Enigma of Reason” (argumentative theory of reasoning – implications for institutional design)
    Jennifer London – Work on information intermediaries in development
    The “credibility revolution” literature in development economics (Banerjee, Duflo, et al.) – though note the critique that RCTs can be epistemically limiting
    Tyler Cowen & collaborators – Work on cultural/informational factors in development (his blog also surfaces interesting work)
    Would you want me to develop either the curriculum in more detail (specific syllabi, readings, capstone structures) or create an annotated reading list on the epistemic dimensions? I’m particularly curious about your “informational capital (truth and falsehoods)” work – that seems like fertile ground for a unique contribution to development studies.


    Source date (UTC): 2026-02-16 19:31:40 UTC

    Original post: https://x.com/i/articles/2023480414908916020

  • “We show that global progress in learning—a priority Sustainable Development Goa

    –“We show that global progress in learning—a priority Sustainable Development Goal—has been limited, despite increasing enrolment in primary and secondary education. … average estimates mask considerable heterogeneity associated with income grouping across countries and regions. This heterogeneity highlights the importance of including countries at various stages of economic development when analysing the role of human capital in economic development.”–

    IOW: you have to build the whole society from the baseline of the degree of neotenic evolution (roughly average IQ) through to the institutions and the economy.
    This is another way of saying your economic social and political condition is more dependent upon your fellow citizens (and their genetics and religion) than on you yourself.


    Source date (UTC): 2026-02-12 20:04:04 UTC

    Original post: https://twitter.com/i/web/status/2022039018926669972

  • I sort of have this opinion that if you’re not libertarian when young that you m

    I sort of have this opinion that if you’re not libertarian when young that you might not be so great a conservative when you mature. The reason is that it teaches you economics and gives you a logic of human behavior. Conservatives remain inarticulate prisoners of both their own normativity and historical moral narratives without the ability to speak scientifically about behavior.

    Since I’m a hayekian more so than a misesian or rothbardian (urbanite, ghettos), and since I’m an anglo (island empire) and not a german (continental city states) I tend to think of each of us trying to solve the problem of the state in the context of our three histories.

    And I attribute my libertarianism to a search for a formal logic of economics, social science and law. I found it there but it was wrong. So … in finding what was wrong I discovered what was right.

    Thanks for sharing the journey.
    -hugs
    CD


    Source date (UTC): 2026-01-24 20:04:59 UTC

    Original post: https://twitter.com/i/web/status/2015153878539657302