Month: December 2022

Charity shouldn’t end at home

PNRJ core principles, current events, futurism, inequality, public policy , , , , , , , , , , , , , , , , , ,

It so happens that this week’s post will go live on Christmas Day. I always try to do some kind of holiday-themed post around this time of year, because not only Christmas, but a dozen other holidays from various religions all fall around this time of year. The winter solstice seems to be a very popular time for holidays, and has been since antiquity: The Romans were celebrating Saturnalia 2000 years ago. Most of our ‘Christmas’ traditions are actually derived from Yuletide.

These holidays certainly mean many different things to different people, but charity and generosity are themes that are very common across a lot of them. Gift-giving has been part of the season since at least Saturnalia and remains as vital as ever today. Most of those gifts are given to our friends and loved ones, but a substantial fraction of people also give to strangers in the form of charitable donations: November and December have the highest rates of donation to charity in the US and the UK, with about 35-40% of people donating during this season. (Of course this is complicated by the fact that December 31 is often the day with the most donations, probably from people trying to finish out their tax year with a larger deduction.)

My goal today is to make you one of those donors. There is a common saying, often attributed to the Bible but not actually present in it: “Charity begins at home”.

Perhaps this is so. There’s certainly something questionable about the Effective Altruism strategy of “earning to give” if it involves abusing and exploiting the people around you in order to make more money that you then donate to worthy causes. Certainly we should be kind and compassionate to those around us, and it makes sense for us to prioritize those close to us over strangers we have never met. But while charity may begin at home, it must not end at home.

There are so many global problems that could benefit from additional donations. While global poverty has been rapidly declining in the early 21st century, this is largely because of the efforts of donors and nonprofit organizations. Official Development Assitance has been roughly constant since the 1970s at 0.3% of GNI among First World countries—well below international targets set decades ago. Total development aid is around $160 billion per year, while private donations from the United States alone are over $480 billion. Moreover, 9% of the world’s population still lives in extreme poverty, and this rate has actually slightly increased the last few years due to COVID.

There are plenty of other worthy causes you could give to aside from poverty eradication, from issues that have been with us since the dawn of human civilization (the Humane Society International for domestic animal welfare, the World Wildlife Federation for wildlife conservation) to exotic fat-tail sci-fi risks that are only emerging in our own lifetimes (the Machine Intelligence Research Institute for AI safety, the International Federation of Biosafety Associations for biosecurity, the Union of Concerned Scientists for climate change and nuclear safety). You could fight poverty directly through organizations like UNICEF or GiveDirectly, fight neglected diseases through the Schistomoniasis Control Initiative or the Against Malaria Foundation, or entrust an organization like GiveWell to optimize your donations for you, sending them where they think they are needed most. You could give to political causes supporting civil liberties (the American Civil Liberties Union) or protecting the rights of people of color (the North American Association of Colored People) or LGBT people (the Human Rights Campaign).

I could spent a lot of time and effort trying to figure out the optimal way to divide up your donations and give them to causes such as this—and then convincing you that it’s really the right one. (And there is even a time and place for that, because seemingly-small differences can matter a lot in this.) But instead I think I’m just going to ask you to pick something. Give something to an international charity with a good track record.

I think we worry far too much about what is the best way to give—especially people in the Effective Altruism community, of which I’m sort of a marginal member—when the biggest thing the world really needs right now is just more people giving more. It’s true, there are lots of worthless or even counter-productive charities out there: Please, please do not give to the Salvation Army. (And think twice before donating to your own church; if you want to support your own community, okay, go ahead. But if you want to make the world better, there are much better places to put your money.)

But above all, give something. Or if you already give, give more. Most people don’t give at all, and most people who give don’t give enough.

In defense of civility

PNRJ cognitive science, core principles, ethics, public policy, tribal paradigm , , , , , , , , , , , ,

Dec 18 JDN 2459932

Civility is in short supply these days. Perhaps it has always been in short supply; certainly much of the nostalgia for past halcyon days of civility is ill-founded. Wikipedia has an entire article on hundreds of recorded incidents of violence in legislative assemblies, in dozens of countries, dating all the way from to the Roman Senate in 44 BC to Bosnia in 2019. But the Internet seems to bring about its own special kind of incivility, one which exposes nearly everyone to some of the worst vitriol the entire world has to offer. I think it’s worth talking about why this is bad, and perhaps what we might do about it.

For some, the benefits of civility seem so self-evident that they don’t even bear mentioning. For others, the idea of defending civility may come across as tone-deaf or even offensive. I would like to speak to both of those camps today: If you think the benefits of civility are obvious, I assure you, they aren’t to everyone. And if you think that civility is just a tool of the oppressive status quo, I hope I can make you think again.

A lot of the argument against civility seems to be founded in the notion that these issues are important, lives are at stake, and so we shouldn’t waste time and effort being careful how we speak to each other. How dare you concern yourself with the formalities of argumentation when people are dying?

But this is totally wrongheaded. It is precisely because these issues are important that civility is vital. It is precisely because lives are at stake that we must make the right decisions. And shouting and name-calling (let alone actual fistfights or drawn daggers—which have happened!) are not conducive to good decision-making.

If you shout someone down when choosing what restaurant to have dinner at, you have been very rude and people may end up unhappy with their dining experience—but very little of real value has been lost. But if you shout someone down when making national legislation, you may cause the wrong policy to be enacted, and this could lead to the suffering or death of thousands of people.

Think about how court proceedings work. Why are they so rigid and formal, with rules upon rules upon rules? Because the alternative was capricious violence. In the absence of the formal structure of a court system, so-called ‘justice’ was handed out arbitrarily, by whoever was in power, or by mobs of vigilantes. All those seemingly-overcomplicated rules were made in order to resolve various conflicts of interest and hopefully lead toward more fair, consistent results in the justice system. (And don’t get me wrong; they still could stand to be greatly improved!)

Legislatures have complex rules of civility for the same reason: Because the outcome is so important, we need to make sure that the decision process is as reliable as possible. And as flawed as existing legislatures still are, and as silly as it may seem to insist upon addressing ‘the Honorable Representative from the Great State of Vermont’, it’s clearly a better system than simply letting them duke it out with their fists.

A related argument I would like to address is that of ‘tone policing‘. If someone objects, not to the content of what you are saying, but to the tone in which you have delivered it, are they arguing in bad faith?

Well, possibly. Certainly, arguments about tone can be used that way. In particular I remember that this was basically the only coherent objection anyone could come up with against the New Atheism movement: “Well, sure, obviously, God isn’t real and religion is ridiculous; but why do you have to be so mean about it!?”

But it’s also quite possible for tone to be itself a problem. If your tone is overly aggressive and you don’t give people a chance to even seriously consider your ideas before you accuse them of being immoral for not agreeing with you—which happens all the time—then your tone really is the problem.

So, how can we tell which is which? I think a good way to reply to what you think might be bad-faith tone policing is this: “What sort of tone do you think would be better?”

I think there are basically three possible responses:

1. They can’t offer one, because there is actually no tone in which they would accept the substance of your argument. In that case, the tone policing really is in bad faith; they don’t want you to be nicer, they want you to shut up. This was clearly the case for New Atheism: As Daniel Dennett aptly remarked, “There’s simply no polite way to tell someone they have dedicated their lives to an illusion.” But sometimes, such things need to be said all the same.

2. They offer an alternative argument you could make, but it isn’t actually expressing your core message. Either they have misunderstood your core message, or they actually disagree with the substance of your argument and should be addressing it on those terms.

3. They offer an alternative way of expressing your core message in a milder, friendlier tone. This means that they are arguing in good faith and actually trying to help you be more persuasive!

I don’t know how common each of these three possibilities is; it could well be that the first one is the most frequent occurrence. That doesn’t change the fact that I have definitely been at the other end of the third one, where I absolutely agree with your core message and want your activism to succeed, but I can see that you’re acting like a jerk and nobody will want to listen to you.

Here, let me give some examples of the type of argument I’m talking about:

1. “Defund the police”: This slogan polls really badly. Probably because most people have genuine concerns about crime and want the police to protect them. Also, as more and more social services (like for mental health and homelessness) get co-opted into policing, this slogan makes it sound like you’re just going to abandon those people. But do we need serious, radical police reform? Absolutely. So how about “Reform the police”, “Put police money back into the community”, or even “Replace the police”?

2. “All Cops Are Bastards”: Speaking of police reform, did I mention we need it? A lot of it? Okay. Now, let me ask you: All cops? Every single one of them? There is not a single one out of the literally millions of police officers on this planet who is a good person? Not one who is fighting to take down police corruption from within? Not a single individual who is trying to fix the system while preserving public safety? Now, clearly, it’s worth pointing out, some cops are bastards—but hey, that even makes a better acronym: SCAB. In fact, it really is largely a few bad apples—the key point here is that you need to finish the aphorism: “A few bad apples spoil the whole barrel.” The number of police who are brutal and corrupt is relatively small, but as long as the other police continue to protect them, the system will be broken. Either you get those bad apples out pronto, or your whole barrel is bad. But demonizing the very people who are in the best position to implement those reforms—good police officers—is not helping.

3. “Be gay, do crime”: I know it’s tongue-in-cheek and ironic. I get that. It’s still a really dumb message. I am absolutely on board with LGBT rights. Even aside from being queer myself, I probably have more queer and trans friends than straight friends at this point. But why in the world would you want to associate us with petty crime? Why are you lumping us in with people who harm others at best out of desperation and at worst out of sheer greed? Even if you are literally an anarchist—which I absolutely am not—you’re really not selling anarchism well if the vision you present of it is a world of unfettered crime! There are dozens of better pro-LGBT slogans out there; pick one. Frankly even “do gay, be crime” is better, because it’s more clearly ironic. (Also, you can take it to mean something like this: Don’t just be gay, do gay—live your fullest gay life. And if you can be crime, that means that the system is fundamentally unjust: You can be criminalized just for who you are. And this is precisely what life is like for millions of LGBT people on this planet.)

A lot of people seem to think that if you aren’t immediately convinced by the most vitriolic, aggressive form of an argument, then you were never going to be convinced anyway and we should just write you off as a potential ally. This isn’t just obviously false; it’s incredibly dangerous.

The whole point of activism is that not everyone already agrees with you. You are trying to change minds. If it were really true that all reasonable, ethical people already agreed with your view, you wouldn’t need to be an activist. The whole point of making political arguments is that people can be reasonable and ethical and still be mistaken about things, and when we work hard to persuade them, we can eventually win them over. In fact, on some things we’ve actually done spectacularly well.

And what about the people who aren’t reasonable and ethical? They surely exist. But fortunately, they aren’t the majority. They don’t rule the whole world. If they did, we’d basically be screwed: If violence is really the only solution, then it’s basically a coin flip whether things get better or worse over time. But in fact, unreasonable people are outnumbered by reasonable people. Most of the things that are wrong with the world are mistakes, errors that can be fixed—not conflicts between irreconcilable factions. Our goal should be to fix those mistakes wherever we can, and that means being patient, compassionate educators—not angry, argumentative bullies.

Inequality-adjusted GDP and median income

PNRJ critique of neoclassical economics, inequality , , , , , , , , ,

Dec 11 JDN 2459925

There are many problems with GDP as a measure of a nation’s prosperity. For one, GDP ignores natural resources and ecological degradation; so a tree is only counted in GDP once it is cut down. For another, it doesn’t value unpaid work, so caring for a child only increases GDP if you are a paid nanny rather than the child’s parents.

But one of the most obvious problems is the use of an average to evaluate overall prosperity, without considering the level of inequality.

Consider two countries. In Alphania, everyone has an income of about $50,000. In Betavia, 99% of people have an income of $1,000 and 1% have an income of $10 million. What is the per-capita GDP of each country? Alphania’s is $50,000 of course; but Betavia’s is $100,990. Does it really make sense to say that Betavia is a more prosperous country? Maybe it has more wealth overall, but its huge inequality means that it is really not at a high level of development. It honestly sounds like an awful place to live.

A much more sensible measure would be something like median income: How much does a typical person have? In Alphania this is still $50,000; but in Betavia it is only $1,000.

Yet even this leaves out most of the actual distribution; by definition a median is only determined by what is the 50th percentile. We could vary all other incomes a great deal without changing the median.

A better measure would be some sort of inequality-adjusted per-capita GDP, which rescales GDP based on the level of inequality in a country. But we would need a good way of making that adjustment.

I contend that the most sensible way would be to adopt some kind of model of marginal utility of income, and then figure out what income would correspond to the overall average level of utility.

In other words, average over the level of happiness that people in a country get from their income, and then figure out what level of income would correspond to that level of happiness. If we magically gave everyone the same amount of money, how much would they need to get in order for the average happiness in the country to remain the same?

This is clearly going to be less than the average level of income, because marginal utility of income is decreasing; a dollar is not worth as much in real terms to a rich person as it is to a poor person. So if we could somehow redistribute all income evenly while keeping the average the same, that would actually increase overall happiness (though, for many reasons, we can’t simply do that).

For example, suppose that utility of income is logarithmic: U = ln(I).

This means that the marginal utility of an additional dollar is inversely proportional to how many dollars you already have: U'(I) = 1/I.

It also means that a 1% gain or loss in your income feels about the same regardless of how much income you have: ln((1+r)Y) = ln(Y) + ln(1+r). This seems like a quite reasonable, maybe even a bit conservative, assumption; I suspect that losing 1% of your income actually hurts more when you are poor than when you are rich.

Then the inequality adjusted GDP Y is a value such that ln(Y) is equal to the overall average level of utility: E[U] = ln(Y), so Y = exp(E[U]).

This sounds like a very difficult thing to calculate. But fortunately, the distribution of actual income seems to quite closely follow a log-normal distribution. This means that when we take the logarithm of income to get utility, we just get back a very nice, convenient normal distribution!

In fact, it turns out that for a log-normal distribution, the following holds: exp(E[ln(Y)]) = median(Y)

The income which corresponds to the average utility turns out to simply be the median income! We went looking for a better measure than median income, and ended up finding out that median income was the right measure all along.

This wouldn’t hold for most other distributions; and since real-world economies don’t perfectly follow a log-normal distribution, a more precise estimate would need to be adjusted accordingly. But the approximation is quite good for most countries we have good data on, so even for the ones we don’t, median income is likely a very good estimate.

The ranking of countries by median income isn’t radically different from the ranking by per-capita GDP; rich countries are still rich and poor countries are still poor. But it is different enough to matter.

Luxembourg is in 1st place on both lists. Scandinavian countries and the US are in the top 10 in both cases. So it’s fair to say that #ScandinaviaIsBetter for real, and the US really is so rich that our higher inequality doesn’t make our median income lower than the rest of the First World.

But some countries are quite different. Ireland looks quite good in per-capita GDP, but quite bad in median income. This is because a lot of the GDP in Ireland is actually profits by corporations that are only nominally headquartered in Ireland and don’t actually employ very many people there.

The comparison between the US, the UK, and Canada seems particularly instructive. If you look at per-capita GDP PPP, the US looks much richer at $75,000 compared to Canada’s $57,800 (a difference of 29% or 26 log points). But if you look at median personal income, they are nearly equal: $19,300 in the US and $18,600 in Canada (3.7% or 3.7 log points).

On the other hand, in per-capita GDP PPP, the UK looks close to Canada at $55,800 (3.6% or 3.6 lp); but in median income it is dramatically worse, at only $14,800 (26% or 23 lp). So Canada and the UK have similar overall levels of wealth, but life for a typical Canadian is much better than life for a typical Briton because of the higher inequality in Britain. And the US has more wealth than Canada, but it doesn’t meaningfully improve the lifestyle of a typical American relative to a typical Canadian.

The case against phys ed

PNRJ education, ethics, personal , , , , , , , , ,

Dec 4 JDN 2459918

If I want to stop someone from engaging in an activity, what should I do? I could tell them it’s wrong, and if they believe me, that would work. But what if they don’t believe me? Or I could punish them for doing it, and as long as I can continue to do that reliably, that should deter them from doing it. But what happens after I remove the punishment?

If I really want to make someone not do something, the best way to accomplish that is to make them not want to do it. Make them dread doing it. Make them hate the very thought of it. And to accomplish that, a very efficient method would be to first force them to do it, but make that experience as miserable and humiliating is possible. Give them a wide variety of painful or outright traumatic experiences that are directly connected with the undesired activity, to carry with them for the rest of their life.

This is precisely what physical education does, with regard to exercise. Phys ed is basically optimized to make people hate exercise.

Oh, sure, some students enjoy phys ed. These are the students who are already athletic and fit, who already engage in regular exercise and enjoy doing so. They may enjoy phys ed, may even benefit a little from it—but they didn’t really need it in the first place.

The kids who need more physical activity are the kids who are obese, or have asthma, or suffer from various other disabilities that make exercising difficult and painful for them. And what does phys ed do to those kids? It makes them compete in front of their peers at various athletic tasks at which they will inevitably fail and be humiliated.

Even the kids who are otherwise healthy but just don’t get enough exercise will go into phys ed class at a disadvantage, and instead of being carefully trained to improve their skills and physical condition at their own level, they will be publicly shamed by their peers for their inferior performance.

I know this, because I was one of those kids. I have exercise-induced bronchoconstriction, a lung condition similar to asthma (actually there’s some debate as to whether it should be considered a form of asthma), in which intense aerobic exercise causes the airways of my lungs to become constricted and inflamed, making me unable to get enough air to continue.

It’s really quite remarkable I wasn’t diagnosed with this as a child; I actually once collapsed while running in gym class, and all they thought to do at the time was give me water and let me rest for the remainder of the class. Nobody thought to call the nurse. I was never put on a beta agonist or an inhaler. (In fact at one point I was put on a beta blocker for my migraines; I now understand why I felt so fatigued when taking it—it was literally the opposite of the drug my lungs needed.)

Actually it’s been a few years since I had an attack. This is of course partly due to me generally avoiding intense aerobic exercise; but even when I do get intense exercise, I rarely seem to get bronchoconstriction attacks. My working hypothesis is that the norepinephrine reuptake inhibition of my antidepressant acts like a beta agonist; both drugs mimic norepinephrine.

But as a child, I got such attacks quite frequently; and even when I didn’t, my overall athletic performance was always worse than most of the other kids. They knew it, I knew it, and while only a few actively tried to bully me for it, none of the others did anything to make me feel better. So gym class was always a humiliating and painful experience that I came to dread.

As a result, as soon as I got out of school and had my own autonomy in how to structure my own life, I basically avoided exercise whenever I could. Even knowing that it was good for me—really, exercise is ridiculously good for you; it honestly doesn’t even make sense to me how good it is for you—I could rarely get myself to actually go out and exercise. I certainly couldn’t do it with anyone else; sometimes, if I was very disciplined, I could manage to maintain an exercise routine by myself, as long as there was no one else there who could watch me, judge me, or compare themselves to me.

In fact, I’d probably have avoided exercise even more, had I not also had some more positive experiences with it outside of school. I trained in martial arts for a few years, getting almost to a black belt in tae kwon do; I quit precisely when it started becoming very competitive and thus began to feel humiliated again when I performed worse than others. Part of me wishes I had stuck with it long enough to actually get the black belt; but the rest of me knows that even if I’d managed it, I would have been miserable the whole time and it probably would have made me dread exercise even more.

The details of my story are of course individual to me; but the general pattern is disturbingly common. A kid does poorly in gym class, or even suffers painful attacks of whatever disabling condition they have, but nobody sees it as a medical problem; they just see the kid as weak and lazy. Or even if the adults are sympathetic, the other kids aren’t; they just see a peer who performed worse than them, and they have learned by various subtle (and not-so-subtle) cultural pressures that anyone who performs worse at a culturally-important task is worthy of being bullied and shunned.

Even outside the directly competitive environment of sports, the very structure of a phys ed class, where a large group of students are all expected to perform the same athletic tasks and can directly compare their performance against each other, invites this kind of competition. Kids can see, right in their faces, who is doing better and who is doing worse. And our culture is astonishingly bad at teaching children (or anyone else, for that matter) how to be sympathetic to others who perform worse. Worse performance is worse character. Being bad at running, jumping and climbing is just being bad.

Part of the problem is that school administrators seem to see physical education as a training and selection regimen for their sports programs. (In fact, some of them seem to see their entire school as existing to serve their sports programs.) Here is a UK government report bemoaning the fact that “only a minority of schools play competitive sport to a high level”, apparently not realizing that this is necessarily true because high-level sports performance is a relative concept. Only one team can win the championship each year. Only 10% of students will ever be in the top 10% of athletes. No matter what. Anything else is literally mathematically impossible. We do not live in Lake Wobegon; not all the children can be above average.

There are good phys ed programs out there. They have highly-trained instructors and they focus on matching tasks to a student’s own skill level, as well as actually educating them—teaching them about anatomy and physiology rather than just making them run laps. Actually the one phys ed class I took that I actually enjoyed was actually an anatomy and physiology class; we didn’t do any physical exercise in that class. But well-taught phys ed classes are clearly the exception, not the norm.

Of course, it could be that some students actually benefit from phys ed, perhaps even enough to offset the harms to people like me. (Though then the question should be asked whether phys ed should be compulsory for all students—if an intervention helps some and hurts others, maybe only give it to the ones it helps?) But I know very few people who actually described their experiences of phys ed class as positive ones. While many students describe their experiences of math class in similarly-negative terms (which is also a problem with how math classes are taught), I definitely do know people who actually enjoyed and did well in math class. Still, my sample is surely biased—it’s comprised of people similar to me, and I hated gym and loved math. So let’s look at the actual data.

Or rather, I’d like to, but there isn’t that much out there. The empirical literature on the effects of physical education is surprisingly limited.

A lot of analyses of physical education simply take as axiomatic that more phys ed means more exercise, and so they use the—overwhelming, unassailable—evidence that exercise is good to support an argument for more phys ed classes. But they never seem to stop and take a look at whether phys ed classes are actually making kids exercise more, particularly once those kids grow up and become adults.

In fact, the surprisingly weak correlations between higher physical activity and better mental health among adolescents (despite really strong correlations in adults) could be because exercise among adolescents is largely coerced via phys ed, and the misery of being coerced into physical humiliation counteracts any benefits that might have been obtained from increased exercise.

The best long-term longitudinal study I can find did show positive effects of phys ed on long-term health, though by a rather odd mechanism: Women exercised more as adults if they had phys ed in primary school, but men didn’t; they just smoked less. And this study was back in 1999, studying a cohort of adults who had phys ed quite a long time ago, when it was better funded.

The best experiment I can find actually testing whether phys ed programs work used a very carefully designed phys ed program with a lot of features that it would be really nice to have, but the vast majority of actual gym classes do not, including carefully structured activities with specific developmental goals, and, perhaps most importantly, children were taught to track and evaluate their own individual progress rather than evaluate themselves in comparison to others.

And even then, the effects are not all that large. The physical activity scores of the treatment group rose from 932 minutes per week to 1108 minutes per week for first-graders, and from 1212 to 1454 for second-graders. But the physical activity scores of the control group rose from 906 to 996 for first-graders, and 1105 to 1211 for second-graders. So of the 176 minutes per week gained by first-graders, 90 would have happened anyway. Likewise, of the 242 minutes per week gained by second-graders, 106 were not attributable to the treatment. Only about half of the gains were due to the intervention, and they amount to about a 10% increase in overall physical activity. It also seems a little odd to me that the control groups both started worse off than the experimental groups and both groups gained; it raises some doubts about the randomization.

The researchers also measured psychological effects, and these effects are even smaller and honestly a little weird. On a scale of “somatic anxiety” (basically, how bad do you feel about your body’s physical condition?), this well-designed phys ed program only reduced scores in the treatment group from 4.95 to 4.55 among first-graders, and from 4.50 to 4.10 among second-graders. Seeing as the scores for second-graders also fell in the control group from 4.63 to 4.45, only about half of the observed reduction—0.2 points on a 10-point scale—is really attributable to the treatment. And the really baffling part is that the measure of social anxiety actually fell more, which makes me wonder if they’re really measuring what they think they are.

Clearly, exercise is good. We should be trying to get people to exercise more. Actually, this is more important than almost anything else we could do for public health, with the possible exception of vaccinations. All of these campaigns trying to get kids to lose weight should be removed and replaced with programs to get them to exercise more, because losing weight doesn’t benefit health and exercising more does.

But I am not convinced that physical education as we know it actually makes people exercise more. In the short run, it forces kids to exercise, when there were surely ways to get kids to exercise that didn’t require such coercion; and in the long run, it gives them painful, even traumatic memories of exercise that make them not want to continue it once they get older. It’s too competitive, too one-size-fits-all. It doesn’t account for innate differences in athletic ability or match challenge levels to skill levels. It doesn’t help kids cope with having less ability, or even teach kids to be compassionate toward others with less ability than them.

And it makes kids miserable.