Categotry Archives: Self-Improvement

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The Best Self-Help is Free – Treatise by G. Stolyarov II – Second Edition

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The Rational Argumentator is pleased to announce the publication of the Second Edition of The Best Self-Help is Free by G. Stolyarov II. This 85-page treatise has been enhanced with additional chapters and is available for free download in PDF, MOBI, and EPUB formats.

Cover Art by Wendy Stolyarov

The Best Self-Help is Free – G. Stolyarov II – Second Edition

Cover Design by Wendy Stolyarov

Public-Domain Cover Art by Albert Bierstadt (1865): Looking Down Yosemite Valley

The Best Self-Help is Free is not your conventional self-help book. Instead of leaving you poorer for purchasing it, this book can only benefit you at no monetary cost to you and with no strings attached.  G. Stolyarov II – author, actuary, philosopher, and rational individualist – presents common-sense, reason-based approaches to improving quality of life, enhancing productivity, and clearly perceiving fundamental realities in the face of widespread obfuscations, fallacies, and illusions. Unlike many self-help books, this one will not attempt to diminish you, break you down, or build you back up in the author’s image. Rather, it is written as a set of respectful deliberations on self-improvement from one fundamentally decent, intelligent person to another, based on the author’s own experiences and discoveries of approaches that truly work to achieve results.

This is the Second Edition of The Best Self-Help is Free, made available (of course) for free. The majority of this 85-page treatise was originally written in 2008. The Second Edition includes five new chapters, written in 2009 and 2012.

The Second Edition of The Best Self-Help is Free is available in PDF, MOBI, and EPUB formats.

 

Download the PDF version.

Download the MOBI version.

Download the EPUB version.

 

 

The Rational Argumentator welcomes your reviews of The Best Self-Help is Free. You can submit them to TRA by sending them to gennadystolyarovii@yahoo.com. You are also encouraged to spread the word by reprinting the information on this page or your own comments concerning the book on other media outlets.

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Always Think! – Video by G. Stolyarov II

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Categories: Education, Philosophy, Self-Improvement, Tags: , , , , , , , , , , , , , , , , ,

Mr. Stolyarov explains why thinking is essential and indispensable for everyone; that includes you. He discusses the fundamental purpose of his videos – to cultivate an broadly oriented intellectual mindset among viewers, in an effort to further the progress and maintenance of human civilization.

Remember to LIKE, FAVORITE, and SHARE this video in order to spread rational discourse on this issue.

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Life Extension and Risk Aversion – Video by G. Stolyarov II

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Categories: Self-Improvement, Technology, Transhumanism, Tags: , , , , , , , , , , , , , , , , , , ,

Mr. Stolyarov explains that living longer renders people more hesitant to risk their lives, for the simple reason that they have many more years to lose than their less technologically endowed ancestors.

References
- “Life Extension and Risk Aversion” – Essay by G. Stolyarov II
- “Life expectancy variation over time” – Wikipedia
- Life Expectancy Graphs – University of Oregon
- History of Life Expectancy – WorldLifeExpectancy.com
- “Steven Pinker” – Wikipedia
- “The Better Angels of Our Nature” – Wikipedia
- “FBI Statistics Show Major Reduction in Violent Crime Rates” – WanttoKnow.info
- “List of motor vehicle deaths in U.S. by year” – Wikipedia
- “Prevalence of tobacco consumption” – Wikipedia
- “Human error accounts for 90% of road accidents” – Olivia Olarte – AlertDriving.com
- “Autonomous car” – Wikipedia
- “Iterative Learning versus the Student-Debt Trap” – Essay and Video by G. Stolyarov II

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Life Extension and Risk Aversion – Article by G. Stolyarov II

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Categories: Self-Improvement, Technology, Transhumanism, Tags: , , , , , , , , , , , , , , , , , , ,

The New Renaissance Hat
G. Stolyarov II
April 28, 2013
Recommend this page.
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A major benefit of longer lifespans is the cultivation of a wide array of virtues. Prudence and forethought are among the salutary attributes that the lengthening of human life expectancies – hopefully to the point of eliminating any fixed upper bound – would bring about.

Living longer renders people more hesitant to risk their lives, for the simple reason that they have many more years to lose than their less technologically endowed ancestors.

This is not science fiction or mere speculation; we see it already. In the Western world, average life expectancies increased from the twenties and thirties in the Middle Ages to the early thirties circa 1800 to the late forties circa 1900 to the late seventies and early eighties in our time. As Steven Pinker writes in his magnum opus, The Better Angels of Our Nature, the overall trend in the Western world (in spite of temporary spikes of conflict, such as the World Wars) has been toward greater peace and increased reluctance of individuals to throw their lives away in armed struggles for geopolitical gain. Long-term declines in crime rates, automobile fatalities, and even smoking have accompanied (and contributed to) rises in life expectancy. Economic growth and improvements in the technologies of production help as well. If a person has not only life but material comfort to lose, this amplifies the reluctance to undertake physical risks even further.

Yet, with today’s finite lifespans, most individuals still find a non-negligible degree of life-threatening risk in their day-to-day endeavors to be an unavoidable necessity. Most people in the United States need to drive automobiles to get to work – in spite of the risk of sharing the road with incompetent, intoxicated, or intimidating other drivers. Over 30,000 people perish every year in the United States alone as a result of that decision. While the probability for any given individual of dying in an automobile accident is around 11 in 100,000 (0.011%) per year, this is still unacceptably high. How would a person with several centuries, several millennia, or all time ahead of him feel about this probability? Over a very long time, the probability of not encountering such a relatively rare event asymptotically approaches zero. For instance, at today’s rate of US automobile fatalities, a person living 10000 years would have a probability of (1 – 0.00011)^10000 = 0.3329 – a mere 33.29% likelihood – of not dying in an automobile accident! If you knew that a problem in this world had a two-thirds probability of killing you eventually, would you not want to do something about it?

Of course, the probabilities of tragic events are not fixed or immutable. They can be greatly affected by individual choices – our first line of defense against life-threatening risks. Well-known risk-management strategies for reducing the likelihood of any damaging event include (1) avoidance (not pursuing the activity that could cause the loss – e.g., not driving on a rugged mountain road – but this is not an option in many cases), (2) loss prevention (undertaking measures, such as driving defensively, that allow one to engage in the activity while lowering the likelihood of catastrophic failure), and (3) loss reduction (undertaking measures, such as wearing seat belts or driving in safer vehicles, that would lower the amount of harm in the event of a damaging incident). Individual choices, of course, cannot prevent all harms. The more fundamental defense against life-threatening accidents is technology. Driving itself could be made safer by replacing human operators, whose poor decisions cause over 90% of all accidents, with autonomous vehicles – early versions of which are currently being tested by multiple companies worldwide and have not caused a single accident to date when not manually driven.

Today, forward-thinking technology companies such as Google are driving the autonomous-vehicle revolution ahead. There is, unfortunately, no large clamor by the public for these life-saving cars yet. However, as life expectancies lengthen, that clamor will surely be heard. When we live for centuries and then for millennia, we will view as barbarous the age when people were expected to take frightening risks with their irreplaceable existences, just to make it to the office every morning. We will see the attempt to manually operate a vehicle as a foolish and reckless gamble with one’s life – unless one is a professional stunt driver who would earn millions in whatever future currency will then exist.

But living longer will accomplish more than just a changed perspective toward the risks presently within our awareness. Because of our expanded scope of personal interest, we will begin to be increasingly aware of catastrophes that occur at much longer intervals than human lifespans have occupied to date. The impacts of major earthquakes and volcano eruptions, recurring ice ages, meteor strikes, and continental drift will begin to become everyday concerns, with far more individuals devoting their time, money, and attention to developing technological solutions to these hitherto larger-than-human-scale catastrophes. With even more radically lengthened lifespans, humans will be motivated to direct their efforts, including the full thrust of scientific research, toward overcoming the demise of entire solar systems. In the meantime, there would be less tolerance for any pollution that could undermine life expectancies or the long-term sustainability of a technological infrastructure (which, of course, would be necessary for life-extension treatments to continue keeping senescence at bay). Thus, a society of radical life extension will embrace market-generated environmentally friendly technologies, including cleaner energy sources, reuse of raw materials (for instance, as base matter for 3D printing and nanoscale fabrication), and efficient targeting of resources toward their intended purposes (e.g., avoidance of wasted water in sprinkler systems or wasted paper in the office).

When life is long and good, humans move up on the hierarchy of needs. Not starving today ceases to be a worry, as does not getting murdered tomorrow. The true creativity of human faculties can then be directed toward addressing the grand, far more interesting and technologically demanding, challenges of our existence on this Earth.

Some might worry that increased aversion to physical risk would dampen human creativity and discourage people from undertaking the kinds of ambitious and audacious projects that are needed for technological breakthroughs to emerge and spread. However, aversion to physical risk does not entail aversion to other kinds of risk – social, economic, or political. Indeed, social rejection or financial ruin are not nearly as damaging to a person with millennia ahead of him as they are to a person with just a few decades of life left. A person who tries to run an innovative business and fails can spend a few decades earning back the capital needed to start again. Today, few entrepreneurs have that second chance. Most do not even have a first chance, as the initial capital needed for a groundbreaking enterprise is often colossal. Promising ideas and a meritorious character do not guarantee one a wealthy birth, and thus even the best innovators must often start with borrowed funds – a situation that gives them little room to explore the possibilities and amplifies their ruin if they fail.  The long-lived entrepreneurs in a world of indefinite life extension would tend to earn their own money upfront and gradually go into business for themselves as they obtain the personal resources to do so. This kind of steady, sustainable entry into a line of work allows for a multitude of iterations and experiments that maximize the probability of a breakthrough.

Alongside the direct benefits of living longer and the indirect benefits of the virtues cultivated thereby, indefinite life extension will also produce less stressful lives for most. The less probability there is of dying or becoming seriously injured or ill, the easier one can breathe as one pursues day-to-day endeavors of self-improvement, enjoyment, and productive work. The less likely a failure is to rob one of opportunities forever, the more likely humans will be to pursue the method of iterative learning and to discover new insights and improved techniques through a beneficent trial-and-error process, whose worst downsides will have been curtailed through technology and ethics. Life extension will lead us to avoid and eliminate the risks that should not exist, while enabling us to safely pursue the risks that could benefit us if approached properly.

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Longevity is Justice – Quiz and Badge – Second in TRA’s Series on Indefinite Life Extension

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Categories: Education, Self-Improvement, Transhumanism, Tags: , , , , , , , , , , , , , , , , , ,

 longevity_is_justice

G. Stolyarov II
March 21, 2013
Recommend this page.
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The Rational Argumentator is proud to announce the second in its planned series of quizzes on indefinite life extension, a companion activity to the Resources on Indefinite Life Extension (RILE) page.

Longevity is Justice Quiz

Read “The Imposition of Death” by G. Stolyarov II and answer the questions in the quiz below, in accordance with the essay. If you get 100% of the questions correct, you will earn the Longevity is Justice badge, the second badge in The Rational Argumentator’s interactive educational series on indefinite life extension.  You will need a free account with Mozilla Backpack to receive the badge.

This badge was designed by Wendy Stolyarov, whose art you can see here, here, and here.


Leaderboard: Longevity is Justice Quiz

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Open Badges and Proficiency-Based Education: A Path to a New Age of Enlightenment – Article by G. Stolyarov II

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Categories: Education, Self-Improvement, Technology, Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , ,

The New Renaissance Hat
G. Stolyarov II
March 9, 2013
Recommend this page.
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A major and tremendously promising opportunity has emerged to achieve a new Age of Enlightenment through technology and to enable large numbers of people to desire, seek out, and enjoy learning. Open Badges are an initiative spearheaded by Mozilla but made available to virtually any organization in an open-source, non-restrictive manner. Open Badges can make learning appealing to many by rewarding concrete and discrete achievements – whether it be mastering a skill, performing a specific task, participating in an event, meeting a certain set of standards, or possessing a valuable combination of “soft skills” that might otherwise go unrecognized.  But even beyond this, Open Badges allow for the portability of skill recognition in a manner that far outperforms the compartmentalization present in many of today’s formal institutions of schooling, accreditation, and employment. Individuals would no longer need to “prove themselves” anew every time they interact with a new institution.

Open Badges are still in their infancy, but you can begin participating in this exciting movement and earning your badges today. Based on the economic understanding of network effects, the more people actively use Open Badges, the more opportunities will become available through the system. An introduction to open badges (along with the opportunity to try out the system and earn several badges) can be found at OpenBadges.org. For a more detailed discussion, Dave Walter’s paper “Open Badges: Portable rewards for learner achievements” is recommended. (This paper, too, will enable you to earn a badge.)

Various organizations already issue badges. To immerse yourself in the earning of Open Badges, you will be able to find several introductory badges on the Badge Bingo page from Codery. For badges that can demonstrate some basic skills, the Mozilla Webmaker series enables earners to validate their basic HTML coding knowledge. For individuals and organizations seeking to issue their own badges, sites such as Credly offer an easy way to create and grant these awards.

Mozilla Backpack can currently be used to host and share the badges, though other compatible systems also exist or are in development. Mozilla Backpack gives you the option to accept, reject, and classify badges into various “collections”. For instance, you can see a collection of all the Open Badges I have earned so far here, and a more skill-specific subset – all of my Mozilla Webmaker Badges – here. In a future world where badges will exist for a wide variety of competencies, one could imagine linking a prospective employer, business partner, educator, or online discussion partner to a page that documents one’s skills and knowledge relevant to the exchange being contemplated. Unlike a resume, whose value is unfortunately diminished by those dishonest enough to present falsehoods about their past, Open Badges are more robust, because they include metadata linking back to the issuer and containing a brief description of the criteria for earning the badge. Moreover, Mozilla Backpack offers you complete control over which badges you allow to be publicly visible, so you remain in control over what you emphasize and how.

Open Badges make possible a development I had anticipated and hoped to partake in for years: proficiency-based education. I have only known about Open Badges for less than a week at the time of writing this article. Serendipitously, I learned of their existence while reading “Ubiquity U: The Rise of Disruptive Learning” by Mark Frazier, and I was so intrigued that I embarked that same day on intensive research regarding Open Badges and the current status of their implementation. In the next several days, I strove to discover as many issuers of Open Badges as I could and to earn as many badges as I could feasibly obtain within a short timeframe.

However, my earlier writings have looked forward to the availability of this type of innovation. As a futurist, I take pride in having been able to accurately describe the future in this respect.

In February 2013, in “The Modularization of Activity” (here, here, and here), I wrote that “Education could be greatly improved by decoupling it from classrooms, stiff metal chair-desks, dormitories, bullies, enforced conformity, and one-size-fits-all instruction aimed at the lowest common denominator. The Internet has already begun to break down the ‘traditional’ model of schooling, a dysfunctional morass that our culture inherited from the theological universities of the Middle Ages, with some tweaks made during the mid-nineteenth century in order to train obedient soldiers and factory workers for the then-emerging nation-states. The complete breakdown of the classroom model cannot come too soon. Even more urgent is the breakdown of the paradigm of overpriced hard-copy textbooks, which thrive on rent-seeking arrangements with formal educational institutions. Traditional schooling should be replaced by a flexible model of certifications that could be attained through a variety of means: online study, apprenticeship, tutoring, and completion of projects with real-world impact. A further major breakthrough might be the replacement of protracted degree programs with more targeted ‘competency’ training in particular skills – which could be combined in any way a person deems fit. Instead of attaining a degree in mathematics, a person could instead choose to earn any combination of competencies in various techniques of integration, differential equations, abstract algebra, combinatorics, topology, or a number of other sub-fields. These competencies – perhaps hundreds of them in mathematics alone – could be mixed with any number of competencies from other broadly defined fields. A single person could become a certified expert in integration by parts, Baroque composition, the economic law of comparative advantage, and the history of France during the Napoleonic Wars, among several hundreds of relatively compact other areas of focus. Reputable online databases could keep track of individuals’ competencies and render them available for viewing by anyone with whom the individual shares them – from employers to casual acquaintances. This would be a much more realistic way of signaling one’s genuine skills and knowledge. Today, a four-year degree in X does not tell prospective employers, business partners, or other associates much, except perhaps that a person is sufficiently competent at reading, writing, and following directions as to not be expelled from a college or university.”

Even earlier, in 2008, I offered, as a starting point for discussion, an outline of my idea of proficiency-based education to PRAXIS, the Hillsdale College student society for political economy and economics. Below is my (very slightly expanded) outline. It pleases me greatly that the infrastructure to support my idea now exists, and I hope to contribute to its widespread implementation in the coming years.

Proficiency-Based Education: A Spontaneous-Order Approach to Learning

Outline by Gennady Stolyarov II from September 2008

The Status Quo

- Shortcomings of classroom-based education – “one size fits all”

- Shortcomings of course-based education – difficulty accommodating individual skills, interests, and learning pace. Grades lead to stigma of failure instead of iterative learning.

- Information problem of communicating one’s qualifications

- Negative cultural effects of segregating people by age and by generation – i.e., the “teen culture” generation gap

- Factory-based education system versus meaningful individualized education

Proficiency-Based Education

- Proficiencies replace courses.

- Proficiency levels replace grades.

- Proficiencies are easily visible and communicable to employers.

- Proficiencies are transferable by those who have them, up to their level of proficiency.

Emergence of Proficiency-Based Education

- Can be done privately by individuals or firms

- Can be done in person or on the Internet

- Can be done within and outside the university system

- Can be done for pay or for free

- People with proficiencies can pass the proficiencies on to their children/relatives/friends

- Incentives exist to restrict transfer of proficiencies to qualified persons.

- Networks of providers of Proficiency-Based Education can form. It will not be a centrally planned or directed system.

Advantages of Proficiency-Based Education

- Faster learning

- More individually tailored learning

- Ease of displaying one’s exact set of skills

- More hiring will be based on merit, since merit will be easier to see and verify.

- Indoctrination in politically or socially favored but objectively absurd notions will be much more difficult.

- The “teen culture” will disappear. Young people will be better integrated into adult society and will assume meaningful rights and responsibilities sooner.

- Proficiency-Based Education takes full advantage of all existing technologies, leading to a more technologically literate population with greater ability to control and improve the world.

- Greater integration of theory and practice and market selection of ideas that tend to bring about useful practical results

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Open Badges provide the mechanism to coordinate the many thousands of competency-based or proficiency-based certifications and other achievements that I envision. While the processes leading to the demonstration of competency or accomplishment can be undertaken in any way that is convenient – online or in person – it is essential to have a universally usable digital system documenting and affirming the achievement. The system should be compatible with most websites and organizations and should not be locked down by “proprietary” protections. Proficiency-based education can only work if the educational platform is not inextricably attached to any particular provider of certifications, or else the very use of the proficiency system will remain compartmentalized and inapplicable to vast areas of human endeavor.

The free, open-source, and user-driven design of Open Badges provides exactly these desirable characteristics. At the same time, while Open Badges are free to create and issue, individual badges can be designed and offered by organizations that offer paid instruction – so that even traditional classes could be revolutionized by the introduction of competency-based elements, perhaps as a replacement for grades or, in the interim, as a mechanism for earning a grade. With the latter method, to get an “A” in a course or on a project, one would not need to pass a timed exam where every wrong answer constitutes a permanent reduction of one’s grade. Rather, one would need to earn certain kinds of badges demonstrating the completion of course objectives.

The motivational aspect of Open Badges stems from the immense engagement that is possible as a result of visible, incremental progress. This same motivating tendency explains the tremendous popularity of computer games. (Indeed, one initiative, 3D Game Lab, is developing an explicit educational computer game that will allow integration with coursework and Open Badges.) By enabling the earning of granular achievements (similar to “achievement” in a computer game), Open Badges keep learners focused on honing their skill sets and pursuing concrete objectives. At the same time, Open Badges facilitate creative approaches to learning and recognize the diversity of optimal individualized learning paths by leaving the choice of activities and their sequence entirely up to individual badge earners.

If billions of humans could become “addicted” to learning in the same way that some are said to be “addicted” to computer games, our civilization would experience a rapid transformation in a mere few years. Technological progress, institutional innovation, and the general level of human decency and morality would soar to unprecedented levels, at an ever-accelerating pace. Age-old menaces to our civilization, arising from pervasive human failings and institutional flaws, could finally be eradicated through vastly enhanced knowledge and a voluntary, enticing channeling of many people’s desires and enjoyments into highly productive paths that produce “positive externalities” (to use the jargon of economists). Open Badges, proficiency-based education, and the addition of game-based learning elements (up to and including full-fledged games, like the Mars Curiosity Activity from Starlite Digital Badges – just a hint of what is to come) can enable humankind to make decisive strides in its efforts to build up our civilization and beat back the forces of death, decay, and ruin.

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Guide to Stolyarovian Shorthand

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The New Renaissance Hat
G. Stolyarov II
February 11, 2013
Recommend this page.
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Stolyarovian Shorthand was originated in 2003 and has evolved gradually since. For the first time, it is being made available for free to the public, under a Creative Commons license. You can read and download the free Guide to Stolyarovian Shorthand as a PDF file here. The Guide explains this history and evolution of Stolyarovian Shorthand and allows the reader to learn its general rules and special symbols. An extensive (but non-exhaustive) Glossary at the end presents nearly ten pages of symbols in one convenient reference document.

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The Modularization of Activity – Article by G. Stolyarov II

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Categories: Culture, Education, Self-Improvement, Technology, Transhumanism, Tags: , , , , , , , , , , , , , , , , , , , , , , , , ,

The New Renaissance Hat
G. Stolyarov II
February 7, 2013
Recommend this page.
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On February 2, 2013, I ran my first ultramarathon: 50 kilometers (31.07 miles) in 5 hours, 10 minutes, 50 seconds – all within the comforts of my home on my elliptical trainer. I experienced no pain, no pounding, no strain on the joints, no car traffic, and no vicissitudes of weather. More importantly, I had constant access to water and nourishment if I wished it. The elliptical trainer’s shelf held my tablet computer, and I could pass the time reading articles, watching videos of philosophical discussions, and listening to Mozart.

This kind of experience is truly new. Even when I ran my first elliptical-trainer marathon in 2008 (see my article about that experience and its advantages here), I could not have replicated it. I had to content myself with reading a hard-copy book back then, prior to the age of e-readers and tablets. Cumulatively, I have read thousands of hard-copy pages while running, but the strain required for such reading is certainly far greater. Occasionally, one must hold the book still. The tablet screen is far more stable and versatile, offering vast possibilities for entertainment. With an Internet connection, immense repositories of information are at one’s fingertips, all without interrupting one’s workout!

Although the ability to radically customize my exercise has been quite recent, I have been contemplating the broader development it represents for years.  In 2008, when walking between two buildings during a frigid Michigan winter, I was struck by the realization that life did not have to be this way in the future. I wanted to reach my destination and its amenities, but being outside in freezing weather was a mere contingent circumstance, unrelated to the specific goals I sought. As a result of this insight, I proposed that, in addition to indefinite life extension, complete liberty, and the cessation of all aggression, a worthwhile endeavor for the future should be the decoupling or de-packaging of activities from one another. Life should improve to such an extent that, when considering any activity, people should only need to accept the constitutive parts of that activity – not extraneous physical circumstances that simply get in the way.

Running is excellent exercise, but it has historically been fraught with unnecessary risks and discomforts. People have even died during “traditional” marathons, due to lack of preparation, lack of nourishment, extremes of weather, and the inability to access emergency aid. The repeated pounding of feet on the pavement damages the joints and bones; this is why so many lifelong runners get knee and hip replacements in their forties and fifties. By contrast, the elliptical trainer is gentle. The feet rest firmly on the pedals; there is no pounding or jarring. One can think more clearly and focus on study, esthetics, or entertainment. There is no worry of being stranded from civilization and its amenities. When running outdoors, every mile run away must be run back, even when one might not be in the proper condition to do so. I still remember, from my college days, what it feels like to have no choice but to run for miles after a fall, to have one’s path obstructed by unexpected deep snow, or to face a sudden, chilling wind. I remember the dangerous behavior of distracted drivers at street crossings and even the occasional loose angry dog.

It is self-defeating to take serious short-term risks in pursuit of long-term health. For the past 4.5 years, I have frequently been able to isolate the “pure exercise” element of running from the unnecessary vicissitudes of the outdoor environment. The benefits in improved productivity have been enormous as well: I attained all seven of my professional insurance designations through studying mostly performed on an elliptical trainer. I am able to keep up with current world events and read more opinion pieces, philosophical treatises, and online discussions than ever before. Writing on the elliptical trainer is still quite laborious, but I can consume content during my workout as well as I could sitting at my desktop.

What enables this modularization – this separation of the desirable from the undesirable and the recombination of the desirable parts into simultaneous, harmonious experiences? Technology is the great de-packager of experiences that have hitherto been inseparable of necessity. At the same time, technology is the great assembler of experiences that could not have previously coexisted. In the eighteenth century, you would have had to be among the wealthiest kings and aristocrats in order to hear a string quartet while reading or writing. You would have needed to retain your own court musicians, or to hire professional performers at great expense.  Now you can avail yourself of this combination at virtually any time, on demand, without any incremental expenditure of money.

Other common modularizations now occur with scant notice by most. Today, thanks to global shipping networks, you can eat two fruits on the same plate, whose growing seasons are months apart. Some of these fruits will only have the parts you like, and none of those pesky little seeds – thanks to genetic engineering.  Whereas previously you would have had to purchase prepackaged  vinyl records, cassette tapes, or CDs, now you can obtain individual songs, lectures, speeches, podcasts, or audiobooks and combine them in any way you like. Whereas old-style television networks expected you to adjust your schedule to them, and to sit through annoying advertisements every ten minutes, you can now access inexhaustible content online and watch it at your own schedule.

But this great process of empowering individuals by breaking down old pre-packaged bundles is just beginning. Consider the improvements we could witness in the foreseeable future:

1. The rise of autonomous, self-driving vehicles could not only get rid of the chore of driving, but could also save tens of thousands of lives annually, as the overwhelming majority of automobile accidents and fatalities are due to human error. In the meantime, occupants of autonomous vehicles could entertain themselves in ways previously inconceivable. Texting while driving will no longer pose a risk, because the vehicle will not depend on you.

2. The mass production of in-vitro meat could enable humans to consume meat without requiring the deaths of millions of animals. This will not only increase the ethical comfort and esthetic satisfaction of meat-eating, but will also reduce the messiness of food preparation. It will also reduce the unpleasant odors emanating from large-scale livestock farms.

3. The rise in videoconferencing and telecommuting will simultaneously raise productivity, lower business costs, and improve employee morale. Employees will be able to more flexibly balance their jobs and personal lives. Neither work emergencies nor personal emergencies would need to escalate, unaddressed, just because attending to such emergencies immediately is impractical. More remote collaboration will become possible, without the need to amass huge travel bills or endure sub-optimal and sometimes outright undignified conditions at airports or on roads.

4. Personalized medicine – aided by vast and cheap data about the body and the use of portable devices as the first line of screening and diagnosis – would save considerable money on medical costs and encourage a focus on prevention. It would also enable people to avoid much of the bureaucracy associated with contemporary medical systems, and would free doctors to receive visits related to genuinely the serious conditions that require their expertise. Patients who discover specific health problems could apply directly to specialists, instead of using general practitioners as filters. Burdens on general practitioners would thereby be reduced, enabling them to provide a higher quality of care to the patients that remain.

5. Improved infrastructure should mitigate the effects that the vicissitudes of weather and vehicle traffic have on our everyday movements. Air conditioning and heating in automobiles, trains, and airplanes have already helped greatly in this regard. Additional investments should be made into covered passageways connecting proximate buildings in cities, as well as subterranean and above-ground pedestrian street crossings. Dashing across a traffic-filled intersection should be made obsolete, and our future selves should eventually come to be astonished at the barbarism of societies where people took such outrageous risks just to get from one place to another.  In less populated areas, the least that could be done is for sidewalks for pedestrians and bicyclists to be made ubiquitous, so as to avoid the mingling of cars with less protected modes of transport.

6. Nanofibers and innovative fabrics could render much clothing immune to the typical inconveniences and hazards of everyday wear. Wrinkling, staining, and tearing would become mere historical memories. Packing for a trip would become much easier, and compromises between esthetics and practicality would disappear. Individual expression would be empowered in clothing as in so many other areas.  Some clothing might be engineered to keep the temperature near the body at comfortable levels, or to absorb solar energy to power small electronic devices.

7. Education could be greatly improved by decoupling it from classrooms, stiff metal chair-desks, dormitories, bullies, enforced conformity, and one-size-fits-all instruction aimed at the lowest common denominator. The Internet has already begun to break down the “traditional” model of schooling, a dysfunctional morass that our culture inherited from the theological universities of the Middle Ages, with some tweaks made during the mid-nineteenth century in order to train obedient soldiers and factory workers for the then-emerging nation-states. The complete breakdown of the classroom model cannot come too soon. Even more urgent is the breakdown of the paradigm of overpriced hard-copy textbooks, which thrive on rent-seeking arrangements with formal educational institutions. Traditional schooling should be replaced by a flexible model of certifications that could be attained through a variety of means: online study, apprenticeship, tutoring, and completion of projects with real-world impact. A further major breakthrough might be the replacement of protracted degree programs with more targeted “competency” training in particular skills – which could be combined in any way a person deems fit. Instead of attaining a degree in mathematics, a person could instead choose to earn any combination of competencies in various techniques of integration, differential equations, abstract algebra, combinatorics, topology, or a number of other sub-fields. These competencies – perhaps hundreds of them in mathematics alone – could be mixed with any number of competencies from other broadly defined fields. A single person could become a certified expert in integration by parts, Baroque composition, the economic law of comparative advantage, and the history of France during the Napoleonic Wars, among several hundreds of relatively compact other areas of focus. Reputable online databases could keep track of individuals’ competencies and render them available for viewing by anyone with whom the individual shares them – from employers to casual acquaintances. This would be a much more realistic way of signaling one’s genuine skills and knowledge. Today, a four-year degree in X does not tell prospective employers, business partners, or other associates much, except perhaps that a person is sufficiently competent at reading, writing, and following directions as to not be expelled from a college or university.

The modularization of activity promises to liberate immense amounts of time and energy by enabling people to focus directly on what is important to them. The hardships that are typically seen as part of the “package” of certain experiences today are not, in any manner, necessary, ennobling, or “worth it”. A good thing does not become any better just because one has had to sacrifice other good things for it. Modularization will enhance individual choice and facilitate ever greater customization of life. Some will allege that this will reduce the diversity of experience; they will claim that individuals lose out on the breadth of exposure that comes with being involuntarily thrust into unexpected situations. But this was never an optimal way to pursue diverse experiences. A better way is to remove from one’s life the time-consuming byproducts of useful activities, and to fill the resulting extra time with a deliberate pursuit of new endeavors and experiences. If you do not have to drive in busy traffic, you can spend the extra time reading a book that you would not have read otherwise. If you do not have to deal with a random group of people your age in a traditional school, you can instead go out and meet individuals with whom you could undertake meaningful interactions and mutual endeavors.

Because modularization allows individuals to form their own packages of activities, it will enable us to arrive at an era of truly effective multi-tasking – not the frenzied and stressful rush to do multiple incompatible tasks at the same time, as often occurs today. Technology allows for diversity among individuals’ minds and enables each person to combine and recombine activities so as to make the most out of all of their abilities at any given time. For instance, I think of activities as occupying particular “tracks” in my own mind. I can only competently handle one verbal “track” (written or spoken) at one time. I can combine a verbal “track” with a motion-based “track” and an auditory non-verbal “track” – by reading, exercising, and listening to music simultaneously. I can also do so by writing (which is both verbal and motion-based) and listening to music simultaneously. If I am listening to an audio recording of a book, essay, or podcast, then my visual faculty is free to look at art, or to create it. I can do the former while exercising.  On the other hand, I do not enjoy leaving off any particular verbal or motion-based task prior to its completion, in order to engage in another task of the same “track”. Thus, I generally structure my activities so that such tasks occur in a linear succession and without interspersion. Auditory experiences are easier for me to halt and resume, so I can more readily shift from one to another, depending on where I am on my other “tracks”. It may be that some of my readers have extremely different combinations with which they are most comfortable. The very purpose of modularization is to allow each individual to make choices accordingly, while being subject to increasingly fewer material or cultural limitations that constrain people to accept any particular “packages” of activities.

Modularization is liberation – of time, energy, comfort, and productive effort. It is yet another way in which technology empowers us and enhances our lives in an unprecedented fashion.

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Iterative Learning versus the Student-Debt Trap – Video by G. Stolyarov II

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Categories: Culture, Education, Self-Improvement, Tags: , , , , , , , , , , , , , , , , , , , , , , , ,

Mr. Stolyarov explains why the structure of formal schooling does not teach the ways in which real achievements are attained. The worst obstacle to true, iterative learning is student debt that locks people into a particular path for most of their lives.

References
- “Iterative Learning versus the Student-Debt Trap” – Essay by G. Stolyarov II – The Rational Argumentator. This essay was originally published on the as a guest post on the “Education Bubble and Scam Report” website.
- “Reasons Not to Pursue a PhD” – Video by G. Stolyarov II
- “Advice for Most Recent High-School and College Graduates” – Video by G. Stolyarov II
- “Commonly Misunderstood Concepts: Education” – Video by G. Stolyarov II

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Iterative Learning versus the Student-Debt Trap – Article by G. Stolyarov II

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Categories: Culture, Education, Self-Improvement, Tags: , , , , , , , , , , , , , , , , , , , , , , , ,

The New Renaissance Hat
G. Stolyarov II
December 18, 2012
Recommend this page.
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This article was originally published as a guest post on the “Education Bubble and Scam Report” website.
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Contemporary formal schooling inculcates a counterproductive and often stressful fallacy into millions of young people – particularly the best and brightest. The fallacy, which undermines the lives of many, is that, when it comes to learning, productivity, and achievement, you have to get it absolutely right the first time. Consider how grades are assigned in school. You complete an assignment or sit for a test – and if your work product is deficient in the teacher’s eyes, or you answer some questions incorrectly, your grade suffers. It does not matter if you learn from your mistakes afterward; the grade cannot be undone. The best you can do is hope that, on future assignments and tests, you do well enough that your average grade will remain sufficiently high. If it does not – if it takes you longer than usual to learn the material – then a poor grade will be a permanent blot on your academic record, if you care about such records. If you are below the age of majority and prohibited from owning substantial property or working for a living, grades may be a major measure of achievement in your eyes. Too many hits to your grades might discourage you or lead you to think that your future prospects are not as bright as you would wish.
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But this is not how the real world works. This is not how learning works. This is not how great achievements are attained. It took me years to figure this out. I was one of those students who insisted on always attaining the highest grades in everything. I graduated first in my class in high school (while taking honors and Advanced Placement courses whenever they were offered) and second in college – with three majors. In high school especially, I sometimes found the grading criteria to be rather arbitrary and subjective, but I spent considerable time preparing my work and myself to meet them. While I did engage in prolific learning during my high-school years, the majority of that learning occurred outside the scope of my classes and was the result of self-study using books and the Internet. Unfortunately, my autonomous learning endeavors needed to be crammed into the precious little free time I had, because most of my time was occupied by attempting to conform my schoolwork to the demanding and often unforgiving expectations that needed to be met in order to earn the highest grades. I succeeded at that – but only through living by a regimen that would have been unsustainable in the long term: little sleep, little leisure, constant tension, and apprehension about the possibility of a single academic misstep. Yet now I realize that, whether I had succeeded or failed at the game of perfect grades, my post-academic achievements would have probably been unaffected.
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How does real learning occur? It is not an all-or-nothing game. It is not about trying some task once and advancing if you succeed, or being shamed and despondent if you do not. Real learning is an iterative process. By a multitude of repetitions and attempts – each aiming to master the subject or make progress on a goal – one gradually learns what works and what does not, what is true and what is false. In many areas of life, the first principles are not immediately apparent or even known by anybody. The solution to a problem in those areas, instead of emerging by a straightforward (if sometimes time-consuming) deductive process from those first principles, can only be arrived at by induction, trial and error, and periodic adjustment to changing circumstances. Failure is an expected part of learning how to approach these areas, and no learning would occur in them if every failure were punished with either material deprivation or social condemnation.
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Of course, not all failures are of the same sort. A failure to solve a math problem, while heavily penalized in school, is not at all detrimental in the real world. If you need to solve the problem, you just try, try again – as long as you recognize the difference between success and failure and have the free time and material comfort to make the attempts. On the other hand, a failure to yield to oncoming traffic when making a left turn could be irreversible and devastating. The key in approaching failure is to distinguish between safe failure and dangerous failure. A safe failure is one that allows numerous other iterations to get to the correct answer, behavior, or goal. A dangerous failure is one that closes doors, removes opportunities, and – worst of all – damages life. Learning occurs best when you can fail hundreds, even thousands, of times in rapid succession – at no harm or minimal harm to yourself and others. In such situations, failure is to be welcomed as a step along the way to success. On the other hand, if a failure can take away years of your life – either by shortening your life or wasting colossal amounts of time – then the very approach that might result in the failure should be avoided, unless there is no other way to achieve comparable goals. As a general principle, it is not the possibility of success or failure one should evaluate when choosing one’s pursuits, but rather the consequences of failure if it occurs.
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Many contemporary societal institutions, unfortunately, are structured in a manner hostile to iterative learning. They rather encourage “all-in” investment into one or a few lines of endeavor – with uncertain success and devastating material and emotional consequences of failure. These institutions do not give second chances, except at considerable cost, and sometimes do not even give first chances because of protectionist barriers to entry. Higher education especially is pervaded by this problem.
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At a cost of tens of thousands of dollars per year, college is an enormous bet. Many think that, by choosing the right major and the right courses of study within it, they could greatly increase their future earning potential. For some, this works out – though they are a diminishing fraction of college students. If a major turns out not to be remunerative, there may be some satisfaction from having learned the material, and this may be fine – as long as it is understood that this is a costly satisfaction indeed. Some will switch majors during their time in college, but this is often in itself an extremely expensive decision, as it prolongs the time over which one must pay tuition. For those who can afford either non-remunerative or serial college majors out of pocket, there is the opportunity cost of their time – but that is not the worst that can happen.
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The worst fate certainly befalls those who finance their college education through student debt. This was a fate I happily avoided. I graduated college without having undertaken a penny of debt – ever – largely as a result of merit scholarships (and my choice of an institution that gave merit scholarships – a rarity these days). Millions of my contemporaries, however, are not so fortunate. For years hereafter, they will bear a recurring financial burden that will restrict their opportunities and push them along certain often stressful and unsustainable paths in life.
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Student debt is the great disruptor of iterative learning. Such debt is assumed on the basis of the tremendously failure-prone expectation of a certain future monetary return capable of paying off the debt. Especially in post-2008 Western economies, this expectation is unfounded – no matter who one is or how knowledgeable, accomplished, or productive one might be. Well-paying jobs are hard to come by; well-paying jobs in one’s own field of study are even scarcer. The field narrows further when one considers that employment should not only be remunerative, but also accompanied by decent working conditions and compatible with a comfortable standard of living that reflects one’s values and goals.
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Money is ultimately a means to life, not an end for its own sake. To pursue work that requires constant privation in other areas of life is not optimal, to say the least – but debt leaves one with no choice. There is no escape from student debt. Bankruptcy cannot annul it. One must keep paying it, to avoid being overwhelmed by the accumulated interest. Paying it off takes years for most, decades for some. By the time it is paid off (if it is), a lot of youth, energy, and vitality are lost. It follows some to the grave. If one pays it off as fast as possible, then one might still enjoy a sliver of that precious time window between formal education and senescence – but the intense rush and effort needed to achieve this goal limits one’s options for experimenting with how to solve problems, engage in creative achievement, and explore diverse avenues for material gain.
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If you are in heavy debt, you take what income you can get, and you do not complain; you put all of your energy into one career path, one field, one narrow facet of existence – in the hope that the immediate returns are enough to get by and the long-term returns will be greater. If you wish to practice law or medicine, or obtain a PhD, your reliance on this mode of living and its hoped-for ultimate consequences is even greater. You may defer the payoff of the debt for a bit, but the ultimate burden will be even greater. Many lawyers do not start to have positive financial net worth until their thirties; many doctors do not reach this condition until their forties – and this is the reality for those who graduated before the financial crisis and its widespread unemployment fallout. The prospects of today’s young people are even dimmer, and perhaps the very expectation of long-term financial reward arising from educational debt (or any years-long expensive formal education) is no longer realistic. This mode of life is not only stressful and uncertain; it comes at the expense of family relationships, material comfort, leisure time, and experimentation with diverse income streams. Moreover, any serious illness, accident, or other life crisis can derail the expectation of a steady income and therefore render the debt a true destroyer of life. Failure is costly indeed on this conventional track of post-undergraduate formal schooling.
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It may be difficult for many to understand that the conventionally perceived pathway to success is in fact one that exposes a person to the most dangerous sorts of failure. The best way forward is one of sustainable iterative work – a way that offers incremental benefits in the present without relying on huge payoffs in the future, all the while allowing enough time and comfort to experiment with life-improving possibilities at one’s discretion. Diversification is the natural companion of iteration. The more you try, the more you experiment, the more you learn and the more you can apply in a variety of contexts.
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Having avoided the student-debt trap, I can personally attest to how liberating the experience of post-academic learning can be. Instead of pursuing graduate or professional school, I decided to take actuarial and other insurance-related examinations, where the cost of each exam is modest compared to a semester of college – and one can always try again if one fails. In the 3.5 years after graduating from college, I was able to obtain seven professional insurance designations, at a net profit to myself. I have ample time to try for more designations still. My employment offers me the opportunity to engage in creative work in a variety of capacities, and I focus on maximizing my rate of productivity on the job so as to achieve the benefits of iterative learning and avoid the stress of an accumulated workload. I could choose where I wanted to live, and had the resources to purchase a house with a sizable down payment. Other than a mortgage, which I am paying ahead of schedule, I have no debt of any sort. Even the mortgage makes me somewhat uncomfortable – hence my desire to pay it off as rapidly as possible – but every payment gets me closer to fully owning a large, tangible asset that I use every day. In the meantime, I already have a decent amount of time for leisure, exercise, independent study, intellectual activism, and family interactions.
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My life, no doubt, has its own challenges and stresses; anyone’s situation could be better, and I can certainly conceive of improvements for my own – but I have the discretionary time needed to plan for and pursue such improvements. Moreover, the way of iterative learning is not fully realizable in all aspects of today’s world. Comparatively, I have fewer vulnerabilities than debt-ridden post-undergraduate students of my age, but I am not immune to the ubiquitous stressors of contemporary life. We continue to be surrounded by dangers and tasks where it is truly necessary not to fail the first time. As technology advances and we come to life in a safer, healthier world, the sources for life-threatening failure will diminish, and the realm of beneficial trial-and-error failure will broaden. The key in the meantime is to keep the failure points in one’s own life to a minimum. Yes, automobile accidents, crime, and serious illnesses always have a non-zero probability of damaging one’s life – but even that probability can be diminished through vigilance, care, and technology. To avoid introducing vulnerability into one’s life, one should always live within one’s present means – not expectations of future income – and leave oneself with a margin of time and flexibility for the achievement of any goal, financial or not. Productivity, efficiency, and skill are all welcome assets, if they are used to prevent, rather than invite, stress, anxiety, and physical discomfort.
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Learning absolutely anything of interest and value is desirable, as long as the cost in time and money – including the opportunity cost – is known and can be absorbed using present resources. This principle applies to any kind of formal schooling – or to the purchase of cars, major articles of furniture, and electronic equipment. If you enjoy it, can afford it out of pocket, and can think of no better way to use your time and money – then by all means pursue it with a clear conscience. If you cannot afford it, or you need the money for something more important, then wait until you have the means, and find other ways to use and enjoy your time in the interim. With the Internet, it is possible to learn many skills and concepts at no monetary cost at all. It is also possible to pursue relatively low-cost professional designation programs in fields where sitting in a classroom is not a requirement for entry.
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Remember that success is attained through many iterations of a variety of endeavors. Try to make each iteration as inexpensive as possible in terms of time and money. Except in times of acute crisis where there are no other options, avoid all forms of debt – with the possible exception of a mortgage, since it is preferable to the alternative of renting and giving all of the rent away to another party. Do not put all of your time and energy into a single field, a single path, a single expectation. You are a multifaceted human being, and your job in life is to develop a functional approach to the totality of existence – not just one sub-specialty therein. Remember, above all, never to lose your individuality, favored way of living, and constructive relationships with others in the pursuit of any educational or career path. You should be the master of your work and learning – not the other way around.
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