I think a properly tested IQ of 131 would put you more or less in the middle for the LW community. (It would put you a little below the average self-report for LW members who have had proper professional IQ tests done, but I would guess that having such tests done correlates with higher IQ in this community. And, alas, people sometimes make mistakes, or report things that flatter them while ignoring things that don’t, or just flat-out lie, and all those things will introduce a bit of upward bias in the results.)
An IQ of 131 would also put you solidly in the region where for most things less outrageously IQ-heavy than, say, theoretical physics IQ is unlikely to be what limits you.
I think there’s a reasonable amount of rationalist outreach going on.
You already mentioned CFAR, which does it on a relatively large scale, formally, for money.
One LW member, Gleb Tsipursky, has an organization called “Intentional Insights” whose stated goal is to spread rationality to more “ordinary” people.
(Gleb and his organization are rather controversial around here for various reasons, and in particular there is not widespread agreement that they are actually doing any good, but they’re certainly doing outreach.)
EY wrote a big Harry Potter fanfic to bring rationalist ideas (and Less Wrong, and MIRI) to the attention of a wider audience.
Various rationalists have blogs with an outreachy component. For instance, Put a Number on it!.
As any religious fanatic will tell you, the most effective outreach is often done at an individual level. There are, e.g., plenty of rationalists on Facebook just being conspicuously reasonable. I’m sure most rationalists’ friends are far from being a random sample of “average individuals”, of course.
Are you still on the path to becoming a professor? It seems to me that being a professor in any field has to score pretty highly on the “intellectually stimulating career” metric.
Yeah, I had a psychologist do a full battery of tests to determine if I did indeed have ADD. (Isn’t it funny how regular physicians can just prescribe you drugs as a kid for behavioral/mental conditions?!)
I feel like I have heard of the Harry Potter fanfic before, also oddly enough tied to my memory of the SSA conference where CFAR had a table… Hmm.
As far as professorships go, I study German where any tenure-track job will have dozens upon dozens of applicants. I also study Classics. I’m more interested in education in general and pedagogy, and actually being in the classroom. I used to be a stage actor, and I always liked giving in-class presentations, and people tell me I am preternaturally talented at that.
It’s intellectually stimulating half the time; when you’re reading turgid academic prose for the other half, that’s when I’m not sure what I enjoy writing is actually publishable and if it would make a difference. I know 80,000 Hours talks about how the job doesn’t have to provide meaning, but I think I would prefer that whatever I do for 40, 50, 60 hours a week indeed would provide that. For example, I looked into App Academy, and I know Buck is a member here, but I’m not sure I could spend my work life sitting down and looking at a computer screen, though that’s just a personal preference of course (even considering that I could make way more money than being a professor and be able to donate much more).
Basically my concern is that the way we raise and educate children is simply blind inheritance, and a vicious cycle of parents punishing children and teachers punishing students because that’s what happened to them. The fact that we still have classrooms where rows of desks face a teacher in the front of a classroom, preserving the environment that has existed for centuries is so absurd to me. We accept these traditions, and don’t stop to think, “hey, maybe we could do this differently.”
You probably already know it, but just to be sure, there are alternative approached to teaching, e.g. the Montessori education. But it seems that most of the education system just continues by inertia. So, a few people do stop and think how to make things differently, it’s just that the majority ignores them.
Sometimes I suspect that the teaching profession may attract the wrong kind of people. (Speaking about the elementary and high schools. Universities are a bit different, e.g. they do research, they deal with adults, etc.)
When you think about it, teacher is a servant of the government, nominated to impart the cultural wisdom to children. Think about what psychological type would this job description attract most. To say it mildly, probably not the “open to experience” ones. (In the youngest classes, it also gets mixed with the “loves little children” ones.)
I was a teacher shortly, and I remember how shocked were my students, when I answered one of their questions with “I don’t know”. It was like I broke some taboo. I asked: “Guys, you asked me something which is outside the scope of the lesson, outside the scope of what is taught at this school, so it’s not an incompetence on my part to not know that. And it’s impossible to know everything, even within the subject one teaches. So if you ask me a question and I don’t know the answer, what exactly did you expect me to do?” After a while the students concluded that they would expect me to just make something up, because in their experience that’s what an ordinary teacher would do. It’s not because they would prefer to get a bullshit answer, but because they accepted “teachers being unable to admit not knowing something” to be a perfectly normal part of the world.
Now try to take this kind of people and make them admit that, essentially, they were doing their whole jobs wrong. That many things they believe necessary are actually harmful, a large part of their “knowledge about teaching” is actually a myth, and the part that isn’t a myth is probably still somehow exaggerated and dogmatized. They are not going to take it well.
Now think about the people above them in the power ladder. The school inspection is former teachers, probably the most dogmatic of them, who already don’t even have the feedback that comes from actually teaching the kids. My short experience with them suggests they are completely insane. They are the ones who will take the stopwatch, measure how many minutes during the lesson you spent doing “teamwork”, and judge the whole lesson by this number alone, ignoring everything else. (Unless instead of “teamwork” their momentary obsession happens to be something else.) And the layer above them, the bureaucrats in the department of education, they are not even teachers, they don’t know fuck about anything, they are merely creating more paperwork for everyone else, based on the recently popular buzzwords. The whole system is insane.
(This description is based on my country, maybe it is slightly less insane at other places.)
Welcome to Less Wrong!
I think a properly tested IQ of 131 would put you more or less in the middle for the LW community. (It would put you a little below the average self-report for LW members who have had proper professional IQ tests done, but I would guess that having such tests done correlates with higher IQ in this community. And, alas, people sometimes make mistakes, or report things that flatter them while ignoring things that don’t, or just flat-out lie, and all those things will introduce a bit of upward bias in the results.)
An IQ of 131 would also put you solidly in the region where for most things less outrageously IQ-heavy than, say, theoretical physics IQ is unlikely to be what limits you.
I think there’s a reasonable amount of rationalist outreach going on.
You already mentioned CFAR, which does it on a relatively large scale, formally, for money.
One LW member, Gleb Tsipursky, has an organization called “Intentional Insights” whose stated goal is to spread rationality to more “ordinary” people.
(Gleb and his organization are rather controversial around here for various reasons, and in particular there is not widespread agreement that they are actually doing any good, but they’re certainly doing outreach.)
EY wrote a big Harry Potter fanfic to bring rationalist ideas (and Less Wrong, and MIRI) to the attention of a wider audience.
Various rationalists have blogs with an outreachy component. For instance, Put a Number on it!.
As any religious fanatic will tell you, the most effective outreach is often done at an individual level. There are, e.g., plenty of rationalists on Facebook just being conspicuously reasonable. I’m sure most rationalists’ friends are far from being a random sample of “average individuals”, of course.
Are you still on the path to becoming a professor? It seems to me that being a professor in any field has to score pretty highly on the “intellectually stimulating career” metric.
Thank you (for the information)!
Yeah, I had a psychologist do a full battery of tests to determine if I did indeed have ADD. (Isn’t it funny how regular physicians can just prescribe you drugs as a kid for behavioral/mental conditions?!)
I feel like I have heard of the Harry Potter fanfic before, also oddly enough tied to my memory of the SSA conference where CFAR had a table… Hmm.
As far as professorships go, I study German where any tenure-track job will have dozens upon dozens of applicants. I also study Classics. I’m more interested in education in general and pedagogy, and actually being in the classroom. I used to be a stage actor, and I always liked giving in-class presentations, and people tell me I am preternaturally talented at that.
It’s intellectually stimulating half the time; when you’re reading turgid academic prose for the other half, that’s when I’m not sure what I enjoy writing is actually publishable and if it would make a difference. I know 80,000 Hours talks about how the job doesn’t have to provide meaning, but I think I would prefer that whatever I do for 40, 50, 60 hours a week indeed would provide that. For example, I looked into App Academy, and I know Buck is a member here, but I’m not sure I could spend my work life sitting down and looking at a computer screen, though that’s just a personal preference of course (even considering that I could make way more money than being a professor and be able to donate much more).
Basically my concern is that the way we raise and educate children is simply blind inheritance, and a vicious cycle of parents punishing children and teachers punishing students because that’s what happened to them. The fact that we still have classrooms where rows of desks face a teacher in the front of a classroom, preserving the environment that has existed for centuries is so absurd to me. We accept these traditions, and don’t stop to think, “hey, maybe we could do this differently.”
You probably already know it, but just to be sure, there are alternative approached to teaching, e.g. the Montessori education. But it seems that most of the education system just continues by inertia. So, a few people do stop and think how to make things differently, it’s just that the majority ignores them.
Right, that’s a good example. And then the normal people stigmatize that sort of thing, as if Montessori kids are weird.
Sometimes I suspect that the teaching profession may attract the wrong kind of people. (Speaking about the elementary and high schools. Universities are a bit different, e.g. they do research, they deal with adults, etc.)
When you think about it, teacher is a servant of the government, nominated to impart the cultural wisdom to children. Think about what psychological type would this job description attract most. To say it mildly, probably not the “open to experience” ones. (In the youngest classes, it also gets mixed with the “loves little children” ones.)
I was a teacher shortly, and I remember how shocked were my students, when I answered one of their questions with “I don’t know”. It was like I broke some taboo. I asked: “Guys, you asked me something which is outside the scope of the lesson, outside the scope of what is taught at this school, so it’s not an incompetence on my part to not know that. And it’s impossible to know everything, even within the subject one teaches. So if you ask me a question and I don’t know the answer, what exactly did you expect me to do?” After a while the students concluded that they would expect me to just make something up, because in their experience that’s what an ordinary teacher would do. It’s not because they would prefer to get a bullshit answer, but because they accepted “teachers being unable to admit not knowing something” to be a perfectly normal part of the world.
Now try to take this kind of people and make them admit that, essentially, they were doing their whole jobs wrong. That many things they believe necessary are actually harmful, a large part of their “knowledge about teaching” is actually a myth, and the part that isn’t a myth is probably still somehow exaggerated and dogmatized. They are not going to take it well.
Now think about the people above them in the power ladder. The school inspection is former teachers, probably the most dogmatic of them, who already don’t even have the feedback that comes from actually teaching the kids. My short experience with them suggests they are completely insane. They are the ones who will take the stopwatch, measure how many minutes during the lesson you spent doing “teamwork”, and judge the whole lesson by this number alone, ignoring everything else. (Unless instead of “teamwork” their momentary obsession happens to be something else.) And the layer above them, the bureaucrats in the department of education, they are not even teachers, they don’t know fuck about anything, they are merely creating more paperwork for everyone else, based on the recently popular buzzwords. The whole system is insane.
(This description is based on my country, maybe it is slightly less insane at other places.)