Meanwhile, I'd also pounce on the "Ontological Alternatives" chapter there to ask a slightly unrelated question: Regarding the "fourth option" there, has anyone ever tried to analyze a world ontology where, unlike here, particles can belong to multiple different worlds according to some kind of rule or per-particle basis? e.g. Instead of having a particle belong to World # 872 as an elementary property, which lets it only interact with other W-872 particles, it would have a set of "keys" where any other particle that also has at least one of those keys can be interacted with, while that other particle might have a slightly different keyset and thus be able to interact with a third particle "located" right next to the first one (insofar as position of two non-interacting particles is relevant to the second one in question)?

I realize I'm throwing ideas around while having no idea at all what I'm talking about, but at the same time from where I'm sitting it feels like all the "sides" of the QM interpretation debates always share a humongous bag of uncontested assumptions. Namely, assumptions about pesky details like "position" being a necessary, elemental and fundamental property of particles.

I've heard "bias" and "conflict of interest" used as interchangeable synonyms in the same sentence before. I've also seen it often used to refer to partisanship.

Might want to specifically defuse those two preconceptions before any sort of course on biases can be taught.

I actually don't think that game theory helps with winning friends. It's useful to prevent other people from bullying yourself but it doesn't make people like you.

Game Theory per-se won't help with winning friends, but it does wonders at helping one analyze and plan strategies about political landscapes in the general sense, including the tribal and clique networks of highschool in the specific.

Dealing with negative shenanigans is definitely its primary strongpoint, but that in itself can be counted as removing obstacles or negative influences on winning friends. Which, in my interpretation, is equivalent to pouncing on those opportunity costs and making a profit.

Problem is, most high school denizens don't have the slightest idea what a "serious attempt to learn social skills" even remotely looks like, let alone know how to go about it.

Hindsight says studying politics, monkey tribes, evpsych and game theory together with occasional experimentation outside of the main / high school community are probably the better way to go if you're not socially gifted but at least moderately smart.

However, my first thoughts about politics and monkeys in high school were most definitely not "Yay better ways to make people help me!". And I wasn't aware at all that I didn't even know about the existence of the field of game theory, and only peripherally aware that some evolution research might touch on psychological and social issues.

None of which is intended as a counterargument, mind you. It's just that dropping "learn social skills" without something to support it, preferably a whole coursework guide including the above material, seems to me like it would only do more harm than good by way of wasting the student's time they could spend studying other, easier things, while they'd learn good skills more easily later once they became more aware of things. Or, at least, that's what seems to me to be happening most often.

I think if it comes naturally, widespread popularity is an incredibly helpful quality, and a very important one to nurture.

Is it? I think "popularity" is being conflated with "influence".

I wasn't popular at all with high school. I was the guy you suddenly want to be very friendly with and then stay far far away from for a few weeks when he started dropping names and pointed hints. And I was also the guy whom people came to tell what they saw in corridor E-2 so they could work in some good will or hopefully even make me owe them a few favors.

And all without the disadvantages of being publicly visible! Like having to maintain appearances to a much higher standards! Or the whole community turning against you once you cross one of its many invisible lines of unacceptability!

(note: The above examples were not the widespread thing I've portrayed them to be, but rather rare and isolated cases I've fished out as salient images. Still, I find the advantages I enjoyed much better than outright "popularity".)

And the rest of being rational is making sure that the future likelihood of making the same kind of mistake is as low as possible!

You can't just start from the assumption that society would be more rational if rationality was taught at school. You'd also need evidence that rationality can be taught to a lot of average people. I don't think such evidence exists. Whatever taken out from the curriculum might be replaced by something completely ineffective.

Can't specific rationality techniques be effectively taught to a large amount of average people, though? I vaguely recall that there might be some examples of that in studies where the researchers taught participants a trick or two before submitting them a test of some sort, but my ability to recall specific examples is almost geometrically inverse to gwern's, so that certainly takes out of my point.

He is a rationalist (...)

He had rationalised (...)

(...) despite being informed that a previous partner had been infected (...)

So uh, let's run down the checklist...

[ X ] Proclaims rationality and keeps it as part of their identity.
[ X ] Underdog / against-society / revolution mentality.
[ X ] Fails to credit or fairly evaluate accepted wisdom.
[ ] Fails to produce results and is not "successful" in practice.
[ X ] Argues for bottom-lines.
[ X ] Rationalizes past beliefs.
[ X ] Fails to update when run over by a train of overwhelming critical evidence.

Well, at least, there's that, huh? From all evidence, they do seem to at least succeed in making money and stuff. And hold together a relationship somehow. Oh wait, after reading original link, looks like even that might not actually be working!