You're still assuming that "fan of the band" correlates with "rich".
No, just that fans are willing to spend more (so I'm assuming the lack of a strong negative correlation). I don't mean to be crass, but being able to afford more things is sort of the point of being rich. (I keep getting those ideas for schemes where you pay a fixed percentage of your income.)
Yeah, okay, my suggested solutions suck. My outrage actually came from banning (and disapproving of) scalping. But I was wrong, it isn't a "selling is legal, that's protecting a monopoly" situation. The right to sell the right to attend isn't the right to attend. But it shouldn't be a banned commodity, it should be sold as well by the organization that sells the tickets (at prohibitively high prices if they hate scalping).
Given the existence of ticket resellers, I'd assume it's possible for a retailer to mark tickets as "approved for resale", although I'd expect the nuances vary by jurisdiction. Certainly, plenty of concerts charge sufficiently to exclude a large portion of people due to income, so the goals outlined above are moot for at least some concerts. Certainly, I'd support the ability of retailers to sell "scalping rights" or not at their own discretion.
I don't mean to be crass, but being able to afford more things is sort of the point of being rich.
I'm quite aware of the privileges of wealth. I'd assume the point of this sort of social policy is to offset exactly that...
Recent brainstorming sessions at SIAI (with participants including Anna, Carl, Jasen, Divia, Will, Amy Willey, and Andrew Critch) have started to produce lists of rationality skills that we could potentially try to teach (at Rationality Boot Camp, at Less Wrong meetups, or similar venues). We've also been trying to break those skills down to the 5-second level (step 2) and come up with ideas for exercises that might teach them (step 3) although we haven't actually composed those exercises yet (step 4, where the actual work takes place).
The bulk of this post will mainly go into the comments, which I'll try to keep to the following format: A top-level comment is a major or minor skill to teach; upvote this comment if you think this skill should get priority in teaching. Sub-level comments describe 5-second subskills that go into this skill, and then third-level comments are ideas for exercises which could potentially train that 5-second skill. If anyone actually went to the work of composing a specific exercise people could run through, that would go to the fourth-level of commenting, I guess. For some major practicable arts with a known standard learning format like "Improv" or "Acting", I'll put the exercise at the top and guesses at which skills it might teach below. (And any plain old replies can go at any level.)
I probably won't be able to get to all of what we brainstormed today, so here's a PNG of the Freemind map that I generated during our session.