Evil Shit on the Internet: The Spinner

“The Spinner* is a service that enables you to subconsciously influence a specific person, by controlling the content on the websites he or she usually visits.

The targeted person gets repetitively exposed to hundreds of items which are placed and disguised as editorial content.

https://www.thespinner.net/

What makes this creepy as all get-out is that when we think of people using this kind of tool to manipulate the people in their lives, we intuitively understand that this is a tool for sociopaths and psychopaths. When you start thinking about this hard enough, what is the difference between The Spinner and using Google and Facebook to do the same thing for a demographic? There isn’t one. We only call it advertising when it is a group since it isn’t personal. I’m kind of taking it personal.

Meritocracy, Intelligence & Education

“…we need to dismantle meritocracy.

DeBoer is skeptical of “equality of opportunity”. Even if you solve racism, sexism, poverty, and many other things that DeBoer repeatedly reminds us have not been solved, you’ll just get people succeeding or failing based on natural talent…

…One one level, the titular Cult Of Smart is just the belief that enough education can solve any problem. But more fundamentally it’s also the troubling belief that after we jettison unfair theories of superiority based on skin color, sex, and whatever else, we’re finally left with what really determines your value as a human being – how smart you are. DeBoer recalls hearing an immigrant mother proudly describe her older kid’s achievements in math, science, etc, “and then her younger son ran by, and she said, offhand, ‘This one, he is maybe not so smart.'” DeBoer was originally shocked to hear someone describe her own son that way, then realized that he wouldn’t have thought twice if she’d dismissed him as unathletic, or bad at music. Intelligence is considered such a basic measure of human worth that to dismiss someone as unintelligent seems like consigning them into the outer darkness. So DeBoer describes how early readers of his book were scandalized by the insistence on genetic differences in intelligence – isn’t this denying the equality of Man, declaring some people inherently superior to others? Only if you conflate intelligence with worth, which DeBoer argues our society does constantly. 

-Scott Alexander, “Book Review: The Cult Of Smart
Summary and commentary on The Cult Of Smart by Fredrik DeBoer
.” Astral Codex Ten. February 17, 2021.

There’s a lot going on in this review. I’d highlight that Fredrik’s DeBoer’s blog has an RSS feed, which you can add to your RSS reader. I’m looking forward to reading more of his commentary.

Open Question: Is education an unqualified good?

I recently had an online discussion with someone who, in broad strokes, seems to agree with the above position, i.e., if we only had enough education, we would solve much of society’s problems. I think this is a standard U.S. liberal stance, which positions educational attainment as the means for advancement into the middle class.

Education is the great lie of U.S. liberal politics. Lest you think I’m a conservative trying to own the libs, let me first talk about the great lie of U.S. conservative politics in order to draw parallels.

The great lie of U.S. conservative politics is that you can have a global war-fighting capability and small government. The U.S. conservative lie is easy to grasp. There’s obviously a tension between government size and the ability to fight any war, much less a capability that involves nearly a thousand foreign military bases and nearly a trillion dollars of military spending every year, more if we include the debt servicing for past wars.

But, how is education like war? Isn’t education an unqualified good? The similarity is that just as small government caps one’s ability to fight wars, there is a demand limit on education. Most education is vocational instruction. People go to school in order to get a credential that gives them a better chance of getting a job. The education is, in large part, a secondary effect to the real demand for better employment opportunities.

It’s also possible to juice this demand. For example, I know of one university, and I imagine it is a feature of most universities, where jobs that used to employ people straight out of high school now require a university degree. The university, by implementing this requirement, increases demand for its product. But, does being an administrative assistant in the university organization really require this level of training? Does one need a Bachelor’s degree in communication, business, English, etc. in order to answer the telephone, write a Word document or navigate an Excel spreadsheet? Aren’t these skills acquired in the high school curriculum these days (and if not, shouldn’t they be)?

And you can see this happening at a broader scale as university administration has become professionalized. Instead of professors running university business in addition to their teaching, professors teach and the university business has been outsourced to administrators.

And, it’s not just universities. The same phenomena is happening across industries. It’s true of every level of government. It’s true of most industries, but particularly those that are tied closely to government. Look through the top industries by GDP in the United States: healthcare, durable goods manufacturing, food & travel, retail, etc. Almost everywhere you look, advancement implies management.

So, people go to school to learn a vocation. You get in the door, and then, in order to advance, no matter what industry you are in, you need to get into management. Leaving us to wonder, what exactly is vocational education for? Further, how large is the real need for managers, as opposed to front-line workers?

If you think it through, it is obviously a con, no different in its contradictions than talking about small government and global war. Management, by definition, has to be small. So, no amount of education is going to improve the lot of people getting educated to qualify for those relatively few positions. The only way that education works is if there are paths of advancement that actually require an education and aren’t management.

For example, if Dragon Naturally Speaking has taken over all the transcriptionist jobs, if Level 5 artificial intelligence has taken over from the teamsters, if 3D printing technologies have reduced the number of people working at construction sites, if fast food can become a largely automated process, etc., what will become of those people doing those jobs?

The most likely outcome is that there will be a compression of people into low skill jobs, driving down wages for everyone. There will be some people that will move into positions of managing machines. Someone will have to check on the artificial intelligence drivers, to make sure the results are as intended and to intervene when it starts to become very Sorcerer’s apprentice. But, the net is less jobs for people and more jobs for machines.

And, this is where the education argument starts to look plausible. People can be trained and are needed to supervise and inspecting the work of machines. In some ways, we are already preparing for that world, where people in low skill jobs are treated as if they are machines. For example, see some of the discussion about the conditions in Amazon warehouses and how that is breathing new life into the labor movement.

But, in the end, there is limited demand for education. Most people go through the process of getting an education credential for the vocational dividends that pays. But, it is clear that the university model and the push for education doesn’t deliver on its promise. And, when people are sitting on a mountain of debt and cannot find work, are they going to sell the educational dream to their children?

Another detail worth consideration, did the COVID-19 pandemic finally show that the promise of MOOCs are not something that can be delivered using the university model and university price points? At the very least, the focus on education and how it is delivered needs to be completely rethought. And, as DeBoer points to a deeper problem, our society’s focus on intelligence and expanding it through education is a fundamentally flawed project, as bad as small government and global war-fighting.

Ordinary Invisibility

“There are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says ‘Morning, boys. How’s the water?’ And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes ‘What the hell is water?'”

-David Foster Wallace, “This Is Water: Some Thoughts, Delivered on a Significant Occasion, about Living a Compassionate Life (transcription of the Kenyon Commencement Address), republished in Farnam Street, April 2012.

I’m surprised to find that I have not referenced David Foster Wallace’s This Is Water before. I thought about it in when thinking about the kinds of things that are so ubiquitous that we tend not to see them. Some things that come to mind that are water to us:

  • The hidden labor that makes everything in our lives possible, from migrant workers harvesting industrial agriculture, people working in slaughterhouses, sewing the clothing we wear, manufacturing electronics, etc.
  • There are more slaves today than at any other point in human history.
  • Related, sexual trafficking is a variety of slavery and is pervasive.
  • It is clear the modern lifestyles are destroying the environment, such as the use of plastics.
  • The Standard American Diet is giving us all chronic health conditions.
  • Mass media distracts people from engaging directly with ideas and the people around them.

I’ve only scratched the surface here. What else so permeates our environment that we don’t notice it, even though we know on some level it is there?

Why Do We Talk to One Another?

Open Question: Why do we talk to one another?

“…To varying degrees, there is an uncrossable chasm between you and everybody you care about.

There are two ways you can interpret this. One is the depressing route: to believe that your friends are not really your friends and that you don’t really know them. That you will never really know anybody at all. Or you can take the more optimistic route: it’s not that you know your friends less than you thought you did, it’s that you know strangers more. You don’t need to have an established relationship to help someone. Even transient moments have meaning.

This second route is the one my colleagues and I take every time we pick up the phone. Conversations on a phone helpline are different from normal conversations in two ways: we make few assumptions about the caller or their background, and our goal is for the caller to reach a better emotional state than when the conversation started.”

-Natalia Dashan, “Working on a suicide helpline changed how I talk to everyone.” Psyche.co. November 9, 2020.

I find this quote interesting. For me, conversations are about ideas. I talk to people because I want people to know something, or I want to know something. However, I generally view people’s emotional states as their own problem. Managing our emotions is, arguably, one of the defining features that separate human beings from animals.

On the other hand, I recognize that my view is certainly the minority, if not an outlier. Most people’s conversations is primarily emotional in nature, where they are talking about their feelings and want other people to talk about theirs.

My experience is shaped by my relationships with people with Cluster B personality disorders. I have many posts on this topic, e.g., A Narcissist’s Prayer, Hoodoos, Toxic People, Psychic Vampires, Sucking Black Holes, The Unhappy & The Unlucky, etc. The common tactic of people that manipulate others is to get them to talk about themselves, and then, they use this information to their advantage.

In my view, trying to manipulate someone else’s emotional state, even if you are doing so with their benefit in mind, is still manipulation. In certain circumstances, such as when you are working on a suicide help line, this may be appropriate behavior. People are calling in crisis are because they need help. You are there to help them. So, these kinds of interactions are kind of built in.

However, I’m not as comfortable thinking about helping the people in my life this way. This is the kind of behavior that underlies the paternalism that most parents engage in with their children, that what they are doing is for their own good. However, it is often “their own good” from our perspective and not theirs, which can often not be their good but our own. How is this different from the behavior of a Cluster B personality? I’m not sure it is different.

Yet, on the other hand, creating environments where people can grow and be supported emotionally is something most of us want. Individually, we can increase our vocabulary that helps us describe, understand and experience our feelings, using tools such as The Feeling Wheel or the guidebook, “Staying With Feelings“. But, maybe one piece I’ve been missing is that this kind of development ultimately has to be processed through our relationship with others.

The rub, and the thing that is very much not clear to me, is how do you make sure that what you are doing is about getting to a better emotional state for everyone rather than getting a better emotional state for ourselves or manipulating other people’s emotions for some other ends. I find this question difficult, one where I have thought it is best to let people deal with their own emotions and try not to be involved with it. But, I’m thinking, in this moment, that this is naive. Every conversation has an emotional component, and we cannot pretend that we don’t have, at least, some responsibility for the kind of emotional environment we are creating, both for ourselves and others.

I don’t have any answers here. However, I do think these are good questions worth much deeper exploration.

Not So Simple: Notes from a Tech-Free Life by Mark Boyle

“I intended to begin a new life without modern technology. There would be no running water, no fossil fuels, no clock, no electricity or any of the things it powers: no washing machine, internet, phone, radio, or light bulb…

…What are we prepared to lose, and what do we want to gain, as we fumble our way through our short, precious lives?”

—Mark Boyle, “Not So Simple.” Plough. July 4, 2019.