Category: Modernity

  • The Course I Would Teach

    The Course I Would Teach

    I do not teach and I am never going to. But I have spent a fair amount of time imagining what I would put on the syllabus if somebody handed me a classroom and a year, and the daydream has gotten specific enough that I may as well write it down.

    It started with a complaint, the way these things do. A student signs up for a course on American film. The first week is The Searchers. He watches John Wayne ride out after a girl taken by Comanches and spend five years looking for her, and he watches what that search does to the man doing it. Then he goes to class, where he learns that the film is a document of settler colonialism, that the frontier myth is doing ideological work, and that the camera has rendered certain people invisible. By Friday he can write two thousand words explaining what is wrong with the picture.

    Nobody asks him the simplest question in the room. Is it any good? What is it about? What did John Ford believe about loyalty, and about home, and about the cost of keeping a promise? Those questions are not on the syllabus, because the course was not built to ask them. It was built to teach a method, and the method is suspicion, and once a student has it he can aim it at anything: Rockwell, Disney, Capra, a hymnal, a country record, a Sears catalog. The verdict is written before the evidence is in.

    That is thin gruel for four years and a great deal of money. A young man trained that way graduates able to convict any object you set in front of him and unable to tell you what he loves. He can dismantle a Rockwell cover in an afternoon. He cannot tell you what Rockwell was trying to paint, or whether he pulled it off, or what a country loses when the thing in the picture is gone.

    So here is the other version, the one I keep building in my head. Not a course that forgives everything in advance, which would be worse and a good deal more embarrassing. One that reads a work before it judges it, that takes the movies and songs and drawings ordinary Americans actually loved as seriously as it takes Melville, and that ends on the only question worth ending on. Out of everything we were handed, what is worth keeping, and what are you going to give your children?

    Two semesters. I would call it The American Imagination.

    II.

    Every course has a question underneath it, whether or not the professor admits to having one. Mine would be printed on the first page.

    Who made the American imagination, what did they teach Americans to love and honor and aspire to, and why is that inheritance worth handing on?

    Notice what that question assumes. It assumes there is an inheritance, that somebody built it on purpose, and that a reasonable man might want to keep it. I am not going to pretend otherwise for the sake of appearing neutral. A course that stands at arm’s length from its own subject teaches students that detachment is the mature posture, and detachment is not maturity. It is a way of never being caught out. My sympathies would be on the table in week one: Christianity, ordered liberty, local attachment, patriotism, continuity, and the ordinary men and women who did the building.

    Being open about that is not the same as rigging the argument. The course would still show the evidence that cuts against it, and there is plenty. It would still refuse to flatten the disagreements, and there are plenty of those too. It matters a great deal that traditionalism, populism, conservatism, nationalism, agrarianism, libertarianism, and outright reaction are not the same thing, that they have often despised one another, and that a student who cannot tell them apart has not learned anything except a label. Agreement with an author is no substitute for reading him accurately, and disagreement is no substitute for an argument.

    Underneath the main question sits a smaller one that turns out to run the whole course. Who gets to say what America is? The institutions and the credentialed men who staff them, or the people in the towns and churches and trades and farms who actually live in the thing? Almost every figure I would assign has an answer to that, and the answers do not line up neatly.

    Two currents run through both semesters. One asks what a civilization must inherit and revere and hand down if it wants to survive. The other asks who speaks for ordinary people and what is eating away at their independence. They are not the same current. The interesting weeks are the ones where they meet.

    III.

    George Caleb Bingham, Daniel Boone Escorting Settlers through the Cumberland Gap, 1851 to 1852. Bingham painted the myth seventy-five years after the crossing.

    The first semester is about formation. Where the images came from, and who put them there.

    I would start with the founding documents and Tocqueville, because a student needs to see the argument that never got settled. Is America a proposition, a set of claims about liberty and equality that anyone can affirm, or is it a particular people with inherited institutions, churches, habits, and a common law? Nearly every fight in the following thirty weeks is a version of that one. Tocqueville is the indispensable witness because he came as an outsider and noticed what the natives could not see: the townships, the voluntary associations, the ministers, the strange American habit of forming a committee about everything.

    Then Jackson, who is where the common man enters American politics with his hat on. The Bank Veto message is the founding text of American populism, and it says out loud that concentrated financial power is a standing danger to a free people. A student should read it before he decides what he thinks about elites.

    The frontier next, through Cooper and Turner, and then the argument about whether the frontier made the American character or merely gave it room to show itself. Then Twain, who is the point in the course where the language changes. Huckleberry Finn is written in the speech of people who were not supposed to be worth quoting, and it puts an unschooled boy’s moral instinct up against the respectable opinion of his entire society and finds the boy right. That is a populist argument made in prose rather than in a speech, and it is worth a fortnight.

    After Twain I would spend a week on the folk republic, which is the material universities rarely bother with: Will Rogers, tall tales, cowboy poetry, the early gospel and country recordings. Humor as social criticism. The suspicion of pretension that runs from the tavern to the radio.

    Then the land. Cather on settlement and rootedness, the Agrarians of I’ll Take My Stand, and Steinbeck for the dispossession, because a course that only assigns friendly witnesses is not serious.

    Then the South, and I would put the emphasis where it belongs. The South is not a regional exception to America. It has a strong claim to being the thing itself. Jamestown was planted thirteen years before Plymouth. George Mason wrote the Virginia Declaration of Rights in June of 1776 and Jefferson had it in front of him three weeks later. The Virginia Plan was the working draft of the Constitution. Washington, Jefferson, Madison, and Monroe are four of the first five presidents, which means Virginians held the executive for thirty-two of the republic’s first thirty-six years, and that is before counting Mason, Patrick Henry, Richard Henry Lee, George Wythe, and John Marshall. A country founded on nothing but an abstraction does not need that much of one colony. It is fairer to say the United States began as a Virginia project that acquired a continent, and that the propositional account of the founding is a later reading imposed on men who thought of themselves as Englishmen defending inherited rights in a particular place. The week would run on O’Connor’s stories and the Agrarians, with the argument stated plainly: this is not the periphery, and the memory, honor, religion, and attachment to land found here are not local color.

    Then Weaver on his own for a week, because Ideas Have Consequences is the sharpest thing anyone has written about what modernity costs, and a freshman can handle it if he is made to slow down.

    The semester ends with John Ford. Stagecoach, My Darling Clementine, and The Searchers, which is where we came in. Ford is the country’s mythmaker, and by that point in the year a student has read enough to see what Ford is building the myth out of and what it costs to keep it.

    The last question of the term: what is the American common man, and what threatens his independence?

    IV.

    The second semester is about transmission. What happened to those images when the country stopped being a collection of regions and became a single audience.

    I would open with the traditionalists stating the case in their own words: Kirk, Burke behind him, Brownson, and Tocqueville brought back for a second look. Prescription, inheritance, natural aristocracy, the idea that a society is a contract with the dead as well as the living. A student needs to hear that argued directly before he watches it operating underneath a cartoon.

    Then populism in power, which is where the course earns its honesty. All the King’s Men alongside Huey Long’s own speeches. Warren is unsparing about what happens when the tribune of the common man gets hold of the state, and the book refuses to let anyone off. If the first semester made the case for popular judgment against the elites, this is the week that asks what popular judgment does when it wins.

    After that, Capra. Mr. Smith Goes to Washington, Meet John Doe, It’s a Wonderful Life. The little man against the machine, and a small town treated as something worth defending rather than escaping. Capra is often filed under sentiment by people who have not looked closely at what happens to George Bailey, which is that he is systematically denied every ambition he ever had and discovers at the end that the life he settled for was the substantial one.

    Then Disney, and the week’s question is a real one rather than a rhetorical one. Main Street is a reconstruction of a town Walt Disney remembered from Marceline, Missouri, built to a scale slightly smaller than life so that it feels like memory. Is that preservation or is it taxidermy? I would not tell the students the answer.

    Rockwell next, taken seriously as a painter and not as a punchline. Then Schulz, who put Luke’s Gospel on prime-time television in 1965 and let a child recite it without a joke at the end, which is a thing that could not be done now. Then Bradbury, whose case against the wall-sized screen was made in 1953 and reads like reporting.

    Cash for a week: sin, judgment, prisoners, working men, and the Christian vocabulary in which he sang about all of it. Then Berry, on stewardship and limits and what industrial agriculture did to the households that farmed. Then Wolfe, taking a hammer to the credentialed taste of the art and architecture worlds, which is the populist argument arriving in the one place that thought itself safe from it.

    The final week returns to everyone: Ford, Rockwell, Disney, O’Connor, Cash, Twain, Kirk, Weaver. The question is the one the whole year was built toward. What deserves to survive?

    V.

    Currier and Ives, American Homestead, Winter, 1868. Cheap, mass-produced, and hung in ordinary parlours by the thousand.

    Two assignments would carry the weight, and they are the part of this I am most certain about.

    The first is the artifact project. Each student picks one ordinary object of American culture, something nobody would think to defend: a paperback Western with a cracked spine, a Peanuts strip, a hymn out of a Baptist hymnal, a Sears catalog page, a Saturday Evening Post cover, a country record, a roadside diner, a Disneyland attraction. Then he works out what that object assumes. What it takes for granted about family, authority, God, work, class, the nation, courage, and the good life. Not what is wrong with it. What it believes.

    This is harder than it sounds, and that is the point. Convicting an artifact is a skill you can pick up in a week. Reconstructing what a thing believed, in its own terms, without sneering and without gushing, requires that a student temporarily hold still and let something that is not his speak. Most of them will never have been asked to do it. A few will find they cannot, and that is worth knowing too.

    The second is the final paper, and there is only one prompt. What deserves to survive?

    He would have to answer it in his own name. Not what the culture thinks, not what his professor thinks, not what the consensus of the seminar table settled on in week eleven. What he would keep, out of everything he was handed, and why, and what he would say to a child who asked him about it. He would have to argue for it against the strongest case on the other side, and he would have to admit the cost.

    That is the whole course, really. Everything else is thirty weeks of assembling enough evidence for a young man to answer that question honestly.

    I am aware this syllabus would not survive a curriculum committee. It has convictions, and convictions are the thing a committee is designed to sand off. But I do not think a humanities education is worth much if it leaves a student with a method and no loves. He should come out of it having been argued with by people who believed something, and he should leave knowing what he intends to carry.

    That is what I would teach, if anyone ever asked.

  • Homer, Nolan, and the Tyranny of the “Neutral” Modern Judgment: An Experiment in AI Guardrails

    Homer, Nolan, and the Tyranny of the “Neutral” Modern Judgment: An Experiment in AI Guardrails

    The Spark

    A viral tweet claimed that Christopher Nolan justified changing the ending of his upcoming Odyssey film because Homer’s original ending was “so grim and so misogynistic” that it needed altering for modern audiences. That stopped me, because it did not match my own experience of the poem at all. I have read numerous translations of the Odyssey over the years, and the ending has always struck me as one of the most uplifting passages in ancient literature: a touching family reunion, a king reclaiming his rightful home, a man restoring order to a household that treachery had thrown into chaos, justice served and legitimate authority reestablished. Grim was not a word I would have reached for. So I wanted to know what, exactly,  in Homer’s text according to Nolan earned that label. I put the question to ChatGPT.

    “Ulysses’ Revenge on Penelope’s Suitors” (1814) — Christoffer Wilhelm Eckersberg, Danish.

    The First Answer, and What Was Wrong With It

    The first response was competent on the facts. It correctly identified the scene in question: after Odysseus and Telemachus slaughter Penelope’s suitors, twelve household serving women are executed by hanging for having sided with the suitors, and the servant Melanthius is mutilated and killed for the same betrayal.

    But the framing was the problem, not the facts. The assistant called the scene “unquestionably grim” and described “misogynistic” as “defensible from a modern perspective,” presenting a contemporary egalitarian reading of consent, sexual autonomy, and power as though it were simply the obvious, default lens through which to view the passage. Homer’s own moral categories, household loyalty, treachery, honor, retributive justice, were introduced afterward, almost as a defense that needed to be raised against the “real” judgment already rendered.

    That is backwards. It treats one historically situated moral framework (present-day secular liberalism) as the neutral starting point and everything else, including the worldview of the text itself, as the thing requiring justification.

    Calling It Out

    I pushed back directly: the killing of the suitors’ collaborators was not senseless grimness but justice repaid for treachery, and modernity does not get to sit as the unquestioned judge of antiquity. When I asked the assistant to reconsider, it admitted plainly that it had presented a contested modern judgment as though it were neutral and self-evident, and that this was not accurate. It had, in its own words, reversed the proper order of analysis: judging first, then explaining the text’s own logic as an afterthought.

    Building the Guardrails

    Penelope and the Suitors” (1912) — John William Waterhouse, English (British)

    Rather than leave it at a one-off correction, I asked for standing rules so the same mistake would not recur. What came out of that conversation was a working method:

    Start with the facts and the text. Explain the work on its own terms, its own understanding of loyalty, hierarchy, justice, honor, and duty, before any modern label gets applied. Then, and only then, identify the assumptions behind a modern critical term like “misogynistic” or “oppressive,” and label it explicitly as belonging to a particular framework rather than treating it as a bare description. Finally, offer an overall judgment that distinguishes clearly between the original framework, the modern critical reading, and a Christian, traditionalist evaluation.

    A useful test came out of this: before rendering any moral verdict on an older text or society, complete the sentence, “This judgment follows from the assumptions of ________.” If the blank can only be filled with “modern secular egalitarianism” or something equivalent, that judgment does not get to pose as neutral.

    We turned this into two things: a detailed set of Custom Instructions, and a condensed Memory entry carrying the same instruction forward automatically into new conversations. Here is the actual wording of both.

    Custom Instructions:

    When discussing history, literature, religion, ethics, politics, culture, family, sex, justice, hierarchy, authority, or tradition, do not present contemporary secular-liberal, egalitarian, feminist, therapeutic, progressive, or other modern moral judgments as neutral, universal, or self-evident.

    Follow this order:

    1. Establish the relevant facts and textual evidence.
    2. Explain the subject within its own historical, literary, theological, and civilizational framework.
    3. Identify the assumptions behind modern criticism and label that criticism as belonging to a particular framework.
    4. Distinguish clearly among: the original moral framework of the text or period, contemporary critical interpretations, and a Christian and traditional moral evaluation.
    5. Only then offer an overall judgment.

    Do not use “modern,” “progressive,” “inclusive,” “egalitarian,” or similar terms as synonyms for morally correct. Do not automatically equate hierarchy with oppression, patriarchy with abuse, severity with injustice, tradition with irrationality, retributive justice with cruelty, or mercy with the cancellation of punishment.

    Treat loaded terms such as “misogynistic,” “oppressive,” “authoritarian,” “regressive,” “extremist,” and “problematic” as contested conclusions, not neutral descriptions. Explain who uses the label, why they use it, and whether the evidence supports it.

    Give inherited customs and institutions a presumption of intelligibility, though not automatic approval. Ask what purpose, duty, human problem, or social good they were intended to serve before condemning them.

    Take loyalty, treachery, honor, duty, chastity, oath-breaking, adultery, sacrilege, cowardice, and betrayal seriously as moral categories when the text or historical society does.

    Do not flatter my worldview or conceal contrary evidence. Tell me plainly when the textual or historical evidence does not support my preferred interpretation. Label conclusions as certain, probable, speculative, disputed, anachronistic, or unsupported when appropriate.

    My perspective is Christian, Reformed Baptist, traditionalist, historically conscious, skeptical of modernity, and concerned with family, ordered liberty, inherited wisdom, local community, responsible authority, and long-term civilizational health. Use that perspective as relevant context, but never substitute agreement for factual accuracy.

    Memory:

    The user does not want modern secular-liberal moral judgments presented as neutral or self-evident. First interpret texts, historical societies, and traditions within their own framework; identify the assumptions behind loaded modern labels; then distinguish the original framework, modern criticism, and Christian-traditional evaluation. Do not flatter him or suppress contrary evidence.

    The Second Answer

    With those instructions and memory now active, I opened a brand new thread and asked the exact same original question, cold, with no additional context.

    The difference was immediate. This time the assistant led with Homer’s own moral universe: the twelve women are framed within the poem as household members who sided with men occupying the estate, dishonoring Penelope, and threatening Telemachus, and their execution is presented internally as the restoration of justice against treachery, not as gratuitous cruelty. Only after laying that out did it turn to the contemporary critical reading, naming it explicitly as a modern lens (citing, for instance, Emily Wilson’s “slaves” translation and its implications for consent) rather than folding it in as the obvious truth.

    It closed with a structured verdict, sorting claims into certain, probable, disputed, and unsupported categories, rather than rendering one blended, editorialized judgment. It even flagged that the viral Nolan quotation itself could not be verified against any primary source, something the first pass had also noted but which now sat inside a more disciplined overall structure.

    The Two Answers, Side by Side

    It’s one thing to describe the difference. It’s more convincing to put the two answers next to each other, point by point, and let the contrast speak for itself.

    How each answer opened

    Before the update, the assistant led with a verdict, then supplied Homer’s own reasoning as a kind of footnote to it:

    That is unquestionably grim. The revenge sequence is less “the hero comes home and reunites with his faithful wife” and more “the rightful king returns and conducts a bloody household purge.”

    After the update, the order was reversed. The verdict came last, only after Homer’s own categories were laid out in full:

    Within the poem, the women are not executed merely for being sexually active or because they are women. They are household dependents who have transferred their loyalty to men attempting to usurp the household, mocked their lawful mistress, betrayed household secrets, and apparently helped the suitors occupy Odysseus’s property. The key Homeric moral category is therefore treachery, not simply female sexuality… So the pattern is not: Men are forgiven; women are killed. It is closer to: Faithful servants are rewarded; traitorous servants are destroyed. Eumaeus and Philoetius, the loyal male servants, fight beside Odysseus and are honored. Melanthius, the disloyal male servant, receives the worst death in the poem. Eurycleia and the faithful female servants survive.

    How each answer handled the “double standard” and “misogynistic” charge

    Before the update, the modern reading was presented as settled fact, stated flatly and without qualification:

    The “misogynistic” charge rests mostly on how the women are treated compared with Odysseus… There is therefore a sharp double standard: “The male master’s extramarital sex is part of his adventure; the female slaves’ sex is punishable by death.” That is almost certainly what Nolan meant by “misogynistic.”

    After the update, the same modern reading appeared again, but now explicitly bracketed as one interpretation among others, attributed to a named school of thought rather than stated as the truth of the matter:

    Many contemporary scholars call the hanging misogynistic because the servants have little opportunity to speak for themselves, their sexual conduct is treated as evidence of disloyalty, and they may not have possessed meaningful freedom to refuse powerful aristocratic suitors. Those are intelligible criticisms, but they depend partly upon present-day assumptions about individual sexual autonomy, class power, consent, and equal moral standards between men and women.

    How each answer closed its verdict

    Before the update, the closing judgment blended fact and modern moral opinion into a single flat statement, with no distinction between what is established and what is contested:

    So my overall judgment: “Grim” — unquestionably accurate. “Misogynistic” — defensible from a modern perspective, especially because of the sexual double standard and the women’s enslaved status.

    After the update, the closing judgment was sorted explicitly by epistemic weight, separating what is certain from what is merely one framework’s reading:

    My overall judgment: Certain: Homer’s ending is violent and contains a particularly disturbing mass execution of twelve female servants. Probable: That execution is what the post means by “misogynistic.” Disputed: Whether the episode should actually be classified as misogyny. Within Homer’s moral universe, the women are punished as treacherous members of a household rebellion, alongside an even more brutally punished male traitor. Under contemporary feminist or egalitarian criticism, the scene looks like elite men killing sexually vulnerable enslaved women without hearing their side.

    My own reading is that “grim” is fair; “misogynistic” is too blunt unless carefully qualified. The hanging is morally troubling and deliberately degrading, but reducing it to “Homer hated women” erases the poem’s actual categories of loyalty, household authority, hospitality, treason, and retributive justice.

    Laid out this way, the shift is not subtle. The first answer treats the modern reading as the floor everything else has to be measured against. The second treats it as one voice in a room that also contains Homer, the poem’s own internal logic, and a plainly marked space for disagreement. Same facts, same scene, same poem, and yet a reader walks away from each with a fundamentally different sense of what actually happened and who gets to say what it means.

    Why This Matters Beyond Homer

    Circe Offering the Cup to Ulysses – John William Waterhouse – English (British)

    This was never really about one scene in the Odyssey. It is about a default behavior in AI systems: an unstated tendency to treat one particular, historically recent moral framework as though it were simply “correct,” with every other framework, ancient, religious, traditionalist, or otherwise, treated as a deviation needing explanation or excuse. That default is invisible until you catch it in the act, because it never announces itself as a framework. It just sounds like common sense.

    The fix was not to make the AI agree with me. It was to make it stop hiding the ball, to name whichever moral framework is doing the work in a given sentence, mine included, rather than letting one framework wear the mask of neutrality while every other one has to justify itself.

    I want to be honest about a real tension here, though. Look again at the two closing verdicts: the second answer does land closer to my own reading. “Grim” survives, “misogynistic” gets softened and hedged. A skeptical reader is entitled to ask whether I actually got the AI to stop hiding its framework, or whether I just got it to argue my side more persuasively and call that balance. The honest answer is probably both. The custom instructions genuinely require labeling assumptions and forbid flattering me or suppressing contrary evidence, but they also tell the AI my own perspective up front and instruct it to treat inherited hierarchy and retributive justice with a presumption of intelligibility before any modern critique gets a hearing. That is not a view from nowhere. It never was, and it was never going to be, since the first answer wasn’t neutral either; it just wore modernity’s assumptions as if they were nobody’s assumptions at all.

    What I actually built is not a neutral AI. It is an AI that states its coordinates instead of pretending it has none, mine included. That is a smaller and more honest claim than “unbiased,” and I think it is the right one.

    The Takeaway

    If you use AI tools for research, writing, or analysis of history, literature, scripture, or culture, it is worth asking what unstated moral framework is quietly doing the judging in the answers you get back. In my case, a pointed correction and a short set of durable custom instructions were enough to turn a subtly slanted answer into a genuinely balanced one, balanced not because it avoided taking any position, but because it was honest about which position was whose.

  • American Electronic Potemkin Village

    American Electronic Potemkin Village

    Deep thought of the day, courtesy of mowing the back yard.

    The USSR had Potemkin villages. We have advertainment and media.

    Potemkin villages were built to deceive the outside world, to convince foreign observers that life inside the Soviet Union was bearable. Our version works in reverse. Advertainment and media exist to convince Americans that our own system is tolerable, that it’s something other than what it actually is. It’s a Potemkin village aimed at the people already living inside it.

    James Burnham saw the machinery of this back in the 1940s: a managerial class that governs less by force than by manufacturing the population’s acquiescence. The paleoconservative Sam Francis spent his career arguing that our media is exactly that class’s instrument for keeping the governed content. Roger Scruton gave the aesthetic a name, kitsch, fake culture, the sentimental substitute that apes the real thing while being hollow at the core. Daniel Bell, “conservative in culture” by his own description, went further: the hedonism the system sells us quietly devours the very moral foundations the system needs to keep standing. The facade eats its own load-bearing walls.

    The entertainment isn’t incidental to this. It’s the delivery mechanism. Ortega y Gasset warned a century ago about the revolt of mass man, and Allan Bloom watched the flattening finish its work: a culture amused into incapacity, no longer able to imagine that things could be otherwise.

    Worse, the illusion leaks outward. The same polished facade that pacifies us makes everyone outside the system want to come here. (That part, as far as I can tell, none of them quite said: the deception advertising itself abroad as the very thing to envy.)

    And here’s the kicker. At least the Soviet Potemkin villages had some substance to them, like actual lumber you could salvage. Ours is all signal and no structure. Spengler would recognize the stage: a living Culture gone late and hollow and mechanized, a Civilization coasting on momentum. But the sharpest image belongs to Alasdair MacIntyre, who opens After Virtue by imagining a catastrophe that wipes out the sciences and leaves survivors picking through fragments of a vocabulary they no longer understand, mistaking the shards for the real thing. His point was that this already happened to our moral language. Mine is simpler and more literal: one EMP and the whole glittering apparatus is gone, with nothing useful left to pick through, leaving us in far worse shape than the people who never believed the facade in the first place.

  • Modernity is an eye sore, at best.

    It seeks to assault the eye. It’s purpose is to offend the senses and profane the natural.

  • Get MK Ultra’d from the comfort of your home sofa.

    Get MK Ultra’d from the comfort of your home sofa.

    Wait until they start pumping Cialis ads right into your REM sleep.
    From futurism.com – Scientists Warn That Marketers Are Trying to Inject Ads Into Dreams

    Researchers and sleep experts are ringing alarm bells about a nascent marketing tactic: injecting advertisements into your dreams.

    A trio of researchers at Harvard, MIT and the University of Montreal published an essay on dream hacking in Aeon warning that, according to a recent survey, 77 percent of marketers plan to use dreamtech advertising in the next three years.

    “Multiple marketing studies are openly testing new ways to alter and drive purchasing behavior through sleep and dream hacking,” the team writes. “The commercial, for-profit use of dream incubation — the presentation of stimuli before or during sleep to affect dream content — is rapidly becoming a reality.”

    Two of the essay’s authors previously worked on an MIT device designed to communicate with sleeping subjects and even “hack” their dreams, lending them credibility on the topic.

    Of particular concern, they wrote, was an ad campaign by Molson Coors before this year’s Super Bowl, which promised free beer in exchange for participation in a “dream incubation” study involving a video with dancing beer cans and talking fish and pop star Zayn Malik. Interesting, the scientists pointed out, Coors used the phrase “targeted dream incubation,” a term coined by two of the three in a 2020 paper, meaning that advertisers are indeed keeping an eye on academic work on dream hacking.

    All three penned an open letter earlier this year that slammed advertisers trying to hack dreams. Forty other scientists signed the document. The writers also argued that the Federal Trade Commission, which regulates advertising in the US, should update rules against subliminal messages in advertising to ban dream hacking. 

    It’s important to act before it’s too late, the authors say, because while dream incubation has practical uses — treating PTSD, for one — it’s only a matter of time before tech companies that make watches, wearables, apps and other technology that monitor our sleep start to sell that data for profit, or use those tools to hack our dreams while we slumber.

    Worst of all, you probably won’t even remember it. The researchers referenced a study that found mixing bad smells with cigarette smoke while daily smokers slept reduced their smoking the next day — but they couldn’t remember smelling anything.

    All told, it’s a provocative warning — and a call to regulate the tech before it matures.

  • Reject High-fructose corn syrup.

    Embrace water.

  • Captain Cook statue to be removed

    Captain Cook statue to be removed

    A statue of Captain Cook will be removed from a hill in New Zealand following protests by the local Maori community which says its ancestors arrived there long before the famous British explorer. via The Telegraph

    Unable for comment, the Moriori.

    cc2

     

  • Open Plan Office = Peak disdain for employees

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    CREDIT: Getty Images

    I shudder every time I see an open plan office. When I see one I can’t help but feel the company hates the ever living snot out of their employees and want them to know it.

    It’s Official: Open Plan Offices Are Now the Dumbest Management Fad of All Time via inc.com

    Over the decades, a lot of really stupid management fads have come and gone, including:

    Six Sigma, where employees wear different colored belts (like in karate) to show they’ve been trained in the methodology.

    Stack Ranking, where employees are encouraged to rat each other out in order to secure their own advancement and budget.

    Consensus Management, where all decisions must pass through multiple committees before being implemented.

    It need hardly be said that these fads were and are (at best) a waste of time and (at worst) a set of expensive distractions. But open plan offices are worse. Much worse. Why? Because they decrease rather than increase employee collaboration.

    As my colleague Jessica Stillman pointed out last week, a new study from Harvard showed that when employees move from a traditional office to an open plan office, it doesn’t cause them to interact more socially or more frequently.

    Instead, the opposite happens. They start using email and messaging with much greater frequency than before. In other words, even if collaboration were a great idea (it’s a questionable notion), open plan offices are the worst possible way to make it happen.

    Previous studies of open plan offices have shown that they make people less productive, but most of those studies gave lip service to the notion that open plan offices would increase collaboration, thereby offsetting the damage.

    The Harvard study, by contrast, undercuts the entire premise that justifies the fad. And that leaves companies with only one justification for moving to an open plan office: less floor space, and therefore a lower rent.

    But even that justification is idiotic because the financial cost of the loss in productivity will be much greater than the money saved in rent. Here’s an article where I do the math for you. Even in high-rent districts, the savings have a negative ROI.

    More important, though–if employees are going to be using email and messaging to communicate with co-workers, they might as well be working from home, which costs the company nothing.

    In fact, work-from-home actually saves money because then employees can live in areas where housing is more affordable, which means you can pay them a smaller salary than if you force them to live in, say, a high-rent district like Santa Clara, California.

    So there it is. Companies have spent billions of dollars to create these supposedly-collaborative workplaces and the net effect has been for those same companies to suffer billions of dollars in lost productivity.

    What can you do about it? Well, if you’re a business owner, just say no, or, if you’ve already drunk the Kool-Aid, admit you’ve been snookered. Re-implement work-from-home and convert your open plan office into a collection of private spaces.

    What if you’re just a worker-bee? Well, tread lightly. As a general rule, bosses don’t react well when told they’ve made an expensive, dumb mistake. There are also some folk at your workplace whose careers are now tied to the “success” of the office redesign.

    So, if you really want to try to change things, you’ll need to deal with denial and cognitive dissonance. As Upton Sinclair might have said: “It is difficult to get people to understand something, when their salary depends on their not understanding it.”