Curt Doolittle

Theme: Education

  • RT @WSJ: “I just don’t see the value in a lot of what I studied.” Many Americans

    RT @WSJ: “I just don’t see the value in a lot of what I studied.” Many Americans are starting to question whether a four-year college degre…

    Source date (UTC): 2021-02-07 12:30:29 UTC

    Original post: https://twitter.com/i/web/status/1358392689931276289

  • As an employer, the evidence is clear: Uni is only useful because of (a) elimina

    As an employer, the evidence is clear: Uni is only useful because of (a) elimination of behavioral discipline education, (b) elmination discipline in reading, writing, mathematics (c) elimination of civics, logic and rhetoric (d) failure to add basic law and econ. https://twitter.com/curtdoolittle/status/1358099623429230594

  • UNIVERSITIES JUST SORT

    UNIVERSITIES JUST SORT
    https://propertarianinstitute.com/2021/02/06/universities-dont-teach-they-sorty-by-work-capacity-conscientiousness-and-iq/

    Source date (UTC): 2021-02-06 18:38:24 UTC

    Original post: https://twitter.com/i/web/status/1358122890835681281

  • The Negative Value of Non STEM+EL Degrees

    Because 1) humanities grads must learn on the job, the skills that are taught in STEM fields- and eventually do 2) must ‘unlearn’ what they were taught was false – and eventually do 3) and the net difference is that non-STEM education cost was a LOSS, and STEM students earned it. There is never, ever a comparison between a conversation with a physicist, engineer, or economist that is vapid as someone in the humanities. It is however, more pleasant going through life in secular theology of the humanities, just as more blissful in supernatural theology. Very few people (relatively) get stem degrees. The disturbing reality is that despite the vast number of people put thru higher education the number of top talent, the marginal difference in theory, and innovations hasn’t increased since 63. Lower return on ed vs reproduction. So what’s ‘wrong’? The measure of any discipline is (a) reproducibility of research (b) survivability of claims and skills in time (c) demonstrated evidence of resulting productivity (d) improvement or decline in competency per person (e) non- substitutability by apprenticeship. So? How many disciplines dont fail? Better yet, what if Universities and professors had to warranty students for occupational fitness upon award of degree or return the educational funds to students? What would happen is that we would drop back to 10-12% of population. All of this is common knowledge in economics. All we have done is dumb down high school degrees, eliminate cheap vocational(manual) and junior(clerical-medical) training, in exchange for impoverishing parents in old age, delaying homeownership, and gutting reproduction. Gutting reproduction while causing declining productivity generates demand for immigration to pay for medical and retirement costs of people who were deprived of children and consequential consumption, causing a continuous reduction in the competitiveness of the economy. And that’s BEFORE we talk about the fact that colleges are teaching a secular religion of false promise of freedom from the laws of the universe: marxism-postmodernism-pc/woke – that is marching through the institutions of cultural production and maintenance. Why? to feed higher ed. And if you were skilled in physics, economics, cognitive science, and not yourself indoctrinated into the social construction of false promises of freedom from the laws of the universe you would know this. But your keep perpetuating these lies like a priesthood justifying faith.

  • The Negative Value of Non STEM+EL Degrees

    Because 1) humanities grads must learn on the job, the skills that are taught in STEM fields- and eventually do 2) must ‘unlearn’ what they were taught was false – and eventually do 3) and the net difference is that non-STEM education cost was a LOSS, and STEM students earned it. There is never, ever a comparison between a conversation with a physicist, engineer, or economist that is vapid as someone in the humanities. It is however, more pleasant going through life in secular theology of the humanities, just as more blissful in supernatural theology. Very few people (relatively) get stem degrees. The disturbing reality is that despite the vast number of people put thru higher education the number of top talent, the marginal difference in theory, and innovations hasn’t increased since 63. Lower return on ed vs reproduction. So what’s ‘wrong’? The measure of any discipline is (a) reproducibility of research (b) survivability of claims and skills in time (c) demonstrated evidence of resulting productivity (d) improvement or decline in competency per person (e) non- substitutability by apprenticeship. So? How many disciplines dont fail? Better yet, what if Universities and professors had to warranty students for occupational fitness upon award of degree or return the educational funds to students? What would happen is that we would drop back to 10-12% of population. All of this is common knowledge in economics. All we have done is dumb down high school degrees, eliminate cheap vocational(manual) and junior(clerical-medical) training, in exchange for impoverishing parents in old age, delaying homeownership, and gutting reproduction. Gutting reproduction while causing declining productivity generates demand for immigration to pay for medical and retirement costs of people who were deprived of children and consequential consumption, causing a continuous reduction in the competitiveness of the economy. And that’s BEFORE we talk about the fact that colleges are teaching a secular religion of false promise of freedom from the laws of the universe: marxism-postmodernism-pc/woke – that is marching through the institutions of cultural production and maintenance. Why? to feed higher ed. And if you were skilled in physics, economics, cognitive science, and not yourself indoctrinated into the social construction of false promises of freedom from the laws of the universe you would know this. But your keep perpetuating these lies like a priesthood justifying faith.

  • Universities Don’t Teach. They Sort by Work Capacity, Conscientiousness, and IQ.

    UNIVERSITIES DON’T TEACH. THEY SORT BY WORK CAPACITY, CONSCIENTIOUSNESS, AND IQ. You pay 150k in debt, four years of earning, four years of life, one or two fewer children, delayed homeownership, on what’s nothing more than a class, personality, and IQ test. That’s all it is. There is no evidence you learn anything in university unless it’s math, comp-sci, or engineering, that can’t be taught part-time in two years or less. The rest is ‘recreation’ or ‘indoctrination’. Now, you will find that CEO’s tend to the 130 IQ range for deterministic reasons (I have an undergrad in art history and founded a dozen companies). And the demand for CEO talent varies dramatically by sector. Some are political (GM), some technical, some engineering, some finance. The difference is that they have 130 plus IQ’s, and have high conscientiousness, and can work harder than most people can imagine it’s possible to work, have extraordinary endurance, high pain tolerance – especially psychological. It’s equivalent to being a professional athlete. So your argument is well-intentioned but false: one’s chances of becoming a fortune X ceo have nothing at all to do with education. Just as almost everything in life has to do with one’s social and economic market value: determined by fitness, manners, conscientiousness, & IQ. If you study for example Harvard, Yale, Georgetown, and Stanford JD courses it’s postmodern drivel. It’s intellectually embarrassing. If you study at a state school or just read the literature, and apprentice (in the past) you’d do better. Universities don’t teach. They Sort. That’s all they do.

  • Universities Don’t Teach. They Sort by Work Capacity, Conscientiousness, and IQ.

    UNIVERSITIES DON’T TEACH. THEY SORT BY WORK CAPACITY, CONSCIENTIOUSNESS, AND IQ. You pay 150k in debt, four years of earning, four years of life, one or two fewer children, delayed homeownership, on what’s nothing more than a class, personality, and IQ test. That’s all it is. There is no evidence you learn anything in university unless it’s math, comp-sci, or engineering, that can’t be taught part-time in two years or less. The rest is ‘recreation’ or ‘indoctrination’. Now, you will find that CEO’s tend to the 130 IQ range for deterministic reasons (I have an undergrad in art history and founded a dozen companies). And the demand for CEO talent varies dramatically by sector. Some are political (GM), some technical, some engineering, some finance. The difference is that they have 130 plus IQ’s, and have high conscientiousness, and can work harder than most people can imagine it’s possible to work, have extraordinary endurance, high pain tolerance – especially psychological. It’s equivalent to being a professional athlete. So your argument is well-intentioned but false: one’s chances of becoming a fortune X ceo have nothing at all to do with education. Just as almost everything in life has to do with one’s social and economic market value: determined by fitness, manners, conscientiousness, & IQ. If you study for example Harvard, Yale, Georgetown, and Stanford JD courses it’s postmodern drivel. It’s intellectually embarrassing. If you study at a state school or just read the literature, and apprentice (in the past) you’d do better. Universities don’t teach. They Sort. That’s all they do.

  • Are Physics and Math Fulfillment Degrees, or Research Degrees? Are there any app

    Are Physics and Math Fulfillment Degrees, or Research Degrees? Are there any applied roles for them otherwise?
    In other words, Chem, Bio, Med, Engineering, Comp Sci, Econ, Law are Professional (computational) degrees.
    The rest are vocational degrees.
    Or… Fulfillment Degrees. https://twitter.com/curtdoolittle/status/1358099232482295815

  • Ending the Education Debate (Stem=Science vs Else Religion)

    ENDING THE EDUCATION DEBATE (STEM=SCIENCE vs ELSE RELIGION)

    Math -> Science -> Tech -> Engineering + Behavioral Econ + Econ > Law (Decidability) Science is just Law – Law Produces Decidability Across the Spectrum 1) Mathematics (measurements, facts) 2) Operationallanguage (causes, first causes) 3) RepeatableResults (evidence) 4) Due diligence (warranty) – against ignorance-error, bias-wishful thinking, loading-framing, suggestion-obscurantism, fictionalism-deceit. The Prediction Fallacy: theories must either predict deliberately constructed test data OR explain randomly (organically) discovered evidentiary data. Predictability decreases with causal dimensions.

    ie: (physical processes -> behavioral processes -> cognitive processes) However, explanatory power can be constructed from measurements regardless of the dimensions of causality. General rules of behavior manifest in general rules in economics, just as general rules of gas molecules manifest in general rules of gasses.

  • Ending the Education Debate (Stem=Science vs Else Religion)

    ENDING THE EDUCATION DEBATE (STEM=SCIENCE vs ELSE RELIGION)

    Math -> Science -> Tech -> Engineering + Behavioral Econ + Econ > Law (Decidability) Science is just Law – Law Produces Decidability Across the Spectrum 1) Mathematics (measurements, facts) 2) Operationallanguage (causes, first causes) 3) RepeatableResults (evidence) 4) Due diligence (warranty) – against ignorance-error, bias-wishful thinking, loading-framing, suggestion-obscurantism, fictionalism-deceit. The Prediction Fallacy: theories must either predict deliberately constructed test data OR explain randomly (organically) discovered evidentiary data. Predictability decreases with causal dimensions.

    ie: (physical processes -> behavioral processes -> cognitive processes) However, explanatory power can be constructed from measurements regardless of the dimensions of causality. General rules of behavior manifest in general rules in economics, just as general rules of gas molecules manifest in general rules of gasses.