Saturday, November 20, 2021

Humans and Fire

 "In “Against the Grain: A Deep History of the Earliest States,” James C. Scott, a professor of political science at Yale, presents a plausible contender for the most important piece of technology in the history of man. It is a technology so old that it predates Homo sapiens and instead should be credited to our ancestor Homo erectus. That technology is fire. We have used it in two crucial, defining ways. The first and the most obvious of these is cooking. As Richard Wrangham has argued in his book “Catching Fire,” our ability to cook allows us to extract more energy from the food we eat, and also to eat a far wider range of foods. Our closest animal relative, the chimpanzee, has a colon three times as large as ours, because its diet of raw food is so much harder to digest. The extra caloric value we get from cooked food allowed us to develop our big brains, which absorb roughly a fifth of the energy we consume, as opposed to less than a tenth for most mammals’ brains. That difference is what has made us the dominant species on the planet." ("The Case Against Civilization" in The New Yorker, Sept 2017)

"Fire changed everything. Anthropologists don’t know precisely how humans first marshaled fire for their use roughly 1 million years ago, but it’s obvious how fire formed humans. By softening meat and vegetables, fire predigests our food, allowing us to eat and retain more calories in less time. By warding off predators, fire allowed our ancestors to climb down from their tree beds and sleep soundly on the ground; more REM sleep sharpened their memory and their focus. Fire also allowed humans to grow huge, energy-greedy brains that gobble up about a fifth of our calories, a far greater proportion than other primates’ brains consume. By expanding our minds and our free time, fire sparked humankind’s capacity for boredom, amusement, craftsmanship, and art. And from what we can discern, our Homo sapiens ancestors celebrated the gift of free time with gusto." ("How Civilization Broke Our Brains" in The Atlantic, Dec 2020)

Work by James Suzman

A critical review by Daniel Immerwahr who takes down Suzman (along with Harari and Diamond) and the "original affluence" thesis 

Great summary:  

 “For 95% of our species’ history, work did not occupy anything like the hallowed place in people’s lives that it does now,” Suzman recounts. Why did that change? And what can it tell us about ourselves? Work provides some answers. 

In large part, the change in how humans think about work dates to the shift to farming from hunting and gathering starting around 12,000 years ago. Farmers who work harder are generally rewarded with better outcomes, and in many areas subsistence farming takes more effort than hunting and gathering. The seasonality of farming and fickleness of harvests incentivized people to accumulate and store food and other goods. It also weakened practices of sharing food in the moment it was hunted that reduced inequality among members of communities. Farming effectively drove inequality, and so it’s not surprising then that the history of farming involves humans subjugating each other based on race and class. 

The “dignity of work” is a central consideration in many discussions today about economic policy, from stimulus measures to universal basic income. Surveys suggest that a majority of Americans are unhappy in their jobs. Yet life ceases to have the same meaning for many adults without work at its center. Suzman cites several factors behind this, including “the culture of work that has become so deeply ingrained in us since the agricultural revolution.” He continues: “This is a culture that makes us intolerant of freeloaders and canonize gainful employment as the basis of our social contract with one another even if many jobs don’t serve much purpose other than keeping people busy.” (p. 381.) 

And there’s the further possibility that the instinct to work is an evolutionary legacy of our species. Like birds Suzman describes who build elaborate structures that aren’t always necessary, “so humans, when gifted sustained energy surpluses, have always directed that energy into something purposeful.” Indeed, in some cases, more work is considered more desirable. As Suzman recounts, Kellogg’s workers had 30-hour work weeks starting in the 1930s. But in the 1950s, three-quarters of its factory staff voted to return to 40-hour weeks. They wanted to earn more money to buy things.

Here are some other central concepts from the book:

  • It can be hard to define what work is. We think of some of the same tasks we perform as work in one context, and leisure or play in others. Hunting a deer, for example, might be work in some cases but leisure in another. Suzman comes up with a broad definition for work: “purposefully expending energy or effort on a task to achieve a goal or end.”
     
  • The history of work is the history of harnessing and applying energy, starting with the single-celled organisms that likely harvested energy from reactions between water and rock. 
     
  • The trait of being industrious can be thought of as compliance with the law of entropy. Entropy is constantly at work distributing energy evenly in the world—just as milk spreads out evenly when poured in your coffee. Put simply, we gather energy in food and then expend it back into the world through our work—and that expending of energy, such as through heat we give off when we work, contributes to a smoother distribution of energy in the world. I find this somewhat mind blowing.
     
  • Work has shaped our physical development. Humans’ use of tools favored evolutionary traits such as dextrous hands, arms and shoulders suited for throwing projectiles, and fine motor skills. (p. 80)
     
  • Cities played a critical role in the development of how we think about work. In cities for the first time, people weren’t focused directly on procuring the energy they needed to survive. They developed specialized professions—records from ancient Rome, for example, describe 268 different career paths. These professions also contributed to our attachment of identity and meaning to work, as people formed communities around their trades. That continues to this day. “Many of us not only spend our working lives in the company of colleagues, but also a fair portion of our lives outside of the workplace in their company too,” Suzman notes. (p. 292)  
     
  • Suzman suggests that as a society we don’t need to work as much as we do. He says he aims “to diminish our…unsustainable preoccupation with economic growth.” In doing so, he’s challenging the economic concept of “scarcity,” which assumes that people have infinite wants and limited resources—and satisfying those infinite wants drives people to work. Suzman offers his study of the Ju/’hoansi hunter-gatherers of southern Africa as evidence that prior to the arrival of farming many humans could be satisfied with just a few hours of work each day, and they thought in terms of abundance rather than scarcity.
     
  • Suzman is also aware that automation threatens to reduce the need and opportunity to work. He doesn’t have any profoundly new response to this, other than noting the perils of economic inequality automation accentuates and the fundamental connection humans have to doing some amount of work. 

To be sure…

  • Suzman touches on class, slavery, and inequality. But he focuses barely any attention on the gender and racial dimensions of work over human history—when in fact work has been deeply characterized by discrimination and oppression based on race, gender, and class. 
  • Suzman’s Work is an eclectic shift from your typical economics or management text. The writing is great, and the book is a tour de force survey beginning with the creation of life, and analyzing the views of figures ranging from Hesiod to Joseph Conrad and Adam Smith.
  • Suzman is most at home in the archaeological and anthropological record, and his writing there is more distinctive and confident than his discussion of 20th century economic history. 
  • The deep history of work takes you many unexpected places, some of which seem tangential. This passage is representative of much of the [beginning of] the book: “Humans never win in a short sprint when they are charged by a lion or pursue an antelope. But they are hairless and can sweat. As bipeds with long, easy strides, they are capable of running far and of keeping a steady, unrelenting pace for hours if necessary.” Fascinating, but not exactly Good to Great

Memorable anecdotes and trivia:

  • The term “work” was first introduced by Gaspard-Gustave Coriolis, a 19th century French mathematician and scientist obsessed with billiards, to describe the force needed to move an object such as a billiard ball. (p. 25)
  • Species that are “eusocial” are highly collaborative and form intergenerational social communities. Besides humans, mole rats are the only true eusocial vertebrate species. (p. 57)
  • “Our brains only constitute 2% of our total body weight but they consume around 20% of our energy resources.” (p. 104)
  • The Ju/’hoansi hunter-gatherers have a practice of insulting any meat a hunter brings back, so the hunter doesn’t think of themselves as superior to others. “We always speak of his meat as worthless,” one Ju/’hoansi man explained. “This way we cool his heart and make him gentle.” (p. 163)
  • A complex of buildings, passageways, and other constructions at Gobekli Tepe in Turkey dating from around 10,000 BC is “the first unambiguous evidence of a society in which many people had something resembling full-time highly specialized jobs.” (p. 202)
  • Much of the basic vocabulary of finance in European languages comes from livestock farming, in part because animals were expected to reproduce and thus generate more wealth. The word “capital” is derived from a word for a “head” of cattle. The word “fee” similarly comes from a Proto-Germanic and Gothic word for cattle. (p. 252) 

Choice quotes:

  • “We work to live and live to work and are capable of finding meaning, satisfaction, and pride in almost any job: from the rhythmic monotony of mopping floors to gaming tax loopholes. The work we do also defines who we are; determines our future prospects; dictates where and with whom we spend most of our time; mediates our sense of self-worth; molds many of our values; and orients our political loyalties. So much so that we sing the praises of strivers, decry the laziness of shirkers, and the goal of universal employment remains a mantra for politicians of all stripes.” (p. 2)
  • “By giving our ancestors more leisure time, fire simultaneously breathed life into leisure’s conceptual opposite, work, and set our species off on a journey that would lead us from foraging in forests to the factory floor.” (p. 121)
  • “Wants may be easily satisfied either by producing much or desiring little.”—Marshall Sahlins (p. 143)
  • “Never before in human history have there been 7.5 billion people each capturing and expending roughly 250 times the energy that our individual forager forebears did.” (p. 405)
  • “Where foragers, with their immediate-return economies, invested their labor efforts to meet their spontaneous needs, and farmers, with their delayed-return systems, invested theirs to support themselves for the following year, we are now obliged to consider the potential consequences of our work over a much longer time span. One that recognizes that most of us can expect to live longer than at any time in the past and that is cognizant of the legacy we leave our descendants.” (p. 406)


The bottom line is that Suzman brings a remarkably different perspective to questions around why we work, and what we can expect if automation progressively strips us of our jobs. An important omission: he leaves out race and gender as central to shaping the history of work. 

One takeaway is that human culture has evolved since at least the advent of farming to value work. And while the pursuit of wealth and consumption has led to overwork, people are generally not currently inclined to live lives primarily of leisure. Most Americans aren’t especially happy with the jobs they’re in. That’s a real problem that we all could think about more—and Work provides very useful context for doing so.

Sunday, October 31, 2021

New World History: "The Dawn of Everything" by David Graeber and David Wengrow

 NYTimes Review: "What if Everything You Learned About Human History Is Wrong?" (Oct. 31, 2021)

Atlantic Review: "Human History Gets a Rewrite" (Oct. 18, 2021)

An earlier article by the authors that sums up their thesis (March 2018)

YouTube booktalk by Graeber about his earlier book, "Debt: The First 5,000 Years"

Saturday, October 2, 2021

Teaching History

Peter Seixas's Big Six Historical Thinking Concepts

Peter Stearns, "Thinking Historically in the Classroom"

David Lowenthal, "Dilemmas and Delights of Learning History," in Knowing, Teaching, and Learning History: National and International Perspectives, ed. by Peter N Stearn, Peter Seixas, and Sam Wineburg (New York: NYU Press, 2000).


The study of history, argues Lowenthal, helps us get a historical understanding of everyday affairs, enables us to realize that the past has ongoing consequences, and makes us see that the past is "uniquely unlike the present". The trope about the "strangeness" or "uniqueness" of the past can be traced in all the readings for this week. According to Lowenthal, seeing the past as different from the present will help Americans shed their present day lenses and "put themselves in others' shoes" (p 67). Thus, for Lowenthal, the study of history enables us to overcome the culture of ahistoricism.

According to Lowenthal, historical understanding is hindered by amateurish attempts to make sense of the past – attempts that are characterized by a lack of maturity and academic rigor. He also blames postmodernism for impeding historical understanding; postmodernists, he says, attack universal historical referents and deny claims to historical truths (p 71).

Russell H. Hvolbek, "History and Humanities: Teaching as Destructive of Certainty" in History Anew: Innovations in the Teaching of History Today, ed. by Robert Blackey (Long Beach, Calif. : University Press, California State University, 1993), 3-9.

Hvolbek is concerned by the inability of teachers to inspire students to learn and to appreciate "the value of our cultural, intellectual, and social past". He identifies the drive for "objective knowledge" and the desire to be "scientific" as the "deeper reason" why teachers cannot inspire students (p 1). Hvolbek wants historians to reconsider their purpose for teaching history. He argues that the goal of history and the humanities is to make students aware "how their lives connect to past human experience". (p 4)

To help students connect with the past, Hvolbek believes that history teachers must help them overcome their smugness: they must assist them to look beyond their sociocultural assumptions, prejudices and destroy their self-assured and commonsensical understanding of the past. Destruction, for him, is a metaphor for education.

Sam Wineburg. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Philadelphia: Temple University Press, 2001), p 1-25.

Wineburg takes his cue from Lowenthal and continues the engagement with the malady of "presentism" – the act of seeing the past through the lens of the present. A psychologist by training, he sees presentism as a psychological condition, a way of thinking that comes naturally to us (p 19). Historical thinking, on the other hand, is an unnatural act. It challenges us to alter the mental structures we use to grasp the past (p 7). Like Lowenthal, Wineburg sees virtue in seeing the past as a strange place, but he does not want the study of history to be distinct from our concerns in the present (p 6). Thus, he believes, historical thinking not only helps us perceive how people in the past experienced the world, but also how people in the present live in it.


As a high school history teacher and a graduate student in history, Bain found he was torn between the disciplinary rigor of history and the passive understanding of history by students.  In this article, Bain discusses his attempt at implementing a cognitive approach to history instruction in which students’ thinking about historical inquiry is privileged.  He uses excerpts from students’ journals to illustrate their thoughts about their thinking as they were introduced to elements of expert historical thinking.  He also emphasizes that permanent classroom resources emphasizing the process of historical inquiry and collaborative questioning of historical material aid students in maintaining a disciplinary focus throughout their study of history.


This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students’ thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.


Sunday, May 2, 2021

Tim Kreider essay on power, having an empire of my apartment

Power? No, Thanks, I’m Good


"The wish to have power over others is altogether alien to me; I just don’t get it....I don’t even like being waited on by people I’d rather have a beer with; I’m uncomfortable holding the meager (and mostly illusory) power of grades over my students."

"However: Doing what I want, and not being made to do things I don’t want to do, has been one of my main priorities in adulthood..."

"I would define power as the ability to make other people do what you want; freedom is the ability to do what you want.... Freedom is the defensive, or pre-emptive, form of power: the power that’s necessary to resist all the power the world attempts to exert over us from day one."

"Who was ultimately more powerful: the conqueror Alexander, who ruled the known world, or the philosopher Diogenes, whom Alexander could neither offer nor threaten with anything?"

"As with most artists, my fondest worldly goal is to be left alone: I dream of an empire the size of my apartment. Which is less attainable than it sounds."

... other writings by Tim Kreider

Saturday, January 16, 2021

Exercised by Daniel Lieberman

Link to notes. 

Quick reference: 

Classifying activity levels depends on the method being used.

One standard convention is based on percentage of maximum heart rate:

  • less than 40 percent is sedentary;
  • 40 to 54 percent is light activity;
  • 55 to 69 percent is moderate activity;
  • 70 to 89 percent is vigorous;
  • and more than 90 percent is high.
Maximum heart rate is sometimes measured but usually estimated from age.
A common formula for maximum heart rate is to subtract your age from the number 220,
but for healthy adults a better equation is 208 – 0.7 • age.

At age 53, my estimated max HR = 171.