Comment author: chaosmosis 30 September 2012 10:49:47PM *  1 point [-]

My first reaction is to want to say that economic progress is an increase in purchasing power. However, purchasing power is measured with reference to the utility of goods. That would be fine as a solution, except that those definitions would mean that it would be literally impossible for an increase in economic progress to be bad on utilitarian grounds. That's not what "economic progress" is generally taken to mean, so I won't use that definition.

Instead, I'll say that economic progress is an increase in the ability to produce goods, whether those goods are good or bad. This increase can be either numerical or qualitative, I don't care. Now, it might not be possible to quantify this precisely, but that's not necessary to determine that economic progress occurs. Clearly, we are now farther economically progressed than we were in the Dark Ages.

Moral progress would be measured depending on the moral theory you're utilizing. I would use a broad sort of egoism, personally, but most people here would use utilitarianism.

With an egoist framework, you could keep track of how happy or sad you were directly. You could also measure the prevalence of factors that tend to make you happy and then subtract the prevalence of factors that tend to make you sad (while weighting for relative amounts of happiness and sadness, of course), in order to get a more objective account of your own happiness.

With a utilitarian framework, you would measure the prevalence of things that tend to make all people happy, and then subtract the prevalence of things that tend to make all people sad. If there was an increase in the number of happy people, then that would mean moral progress in the eyes of a utilitarian.

You make no argument. You merely ask a question. If you have a general counterargument or want to refute the specifics of any of my points, feel free. So far, you haven't done anything like that. Also, although it might not be possible to quantify economic or moral progress precisely, we can probably do it well enough for most practical purposes. I don't understand the purpose of the points you're trying to raise here.

Comment author: lloyd 01 October 2012 04:24:06AM *  -3 points [-]

My original post refuted the statement:

Moral progress proceeds from economic progress.

You interjected:

I think he's trying to say .... we need to pursue wealth if we want to pursue morality. .... economic progress can also result in bad moral outcomes depending on what we do with our wealth.

You do not like the questions, the Socratic? Ok, I asserted the basis of the argument and the point of the questions:

A clear, unbiased definition of moral or economic progress does not exist.

You present models for deciding both. There exists models where economic progress varies inversely with moral progress, such as possible outcomes from the utilitarian perspective that are covered in ethics 101 at most colleges, and the manifest reality of a system where economic progress has been used for justifying an abundance of atrocities. There also exist models in either category which define progress in entirely different directions and so any statement of progress is inherently biased.

There is a link between economic states/systems and moral conditions, and it appeared that the author of the statement: "Moral progress proceeds from economic progress." may have been oversimplifying the issue to a point of of making it unintelligible.

You mentioned wealth which implies an inherent bias also. I can personally assert a different version of wealth which excludes much of what most people consider wealth. If most people think wealth includes assets like cash or gold which I see as having an immoral nature and so their idea of accumulating wealth is immoral in my pov. (I do not include a lengthy moral case, but rather assert such a case exists). So if you see progress and wealth as interrelated then I would ask for a definition of wealth?

You also assert that economic progress is an increased ability to produce goods. I assert that there are many modes of production of which the current industrial mode finds value in quantity, as you state is the measure. Two biases arise:

1 - The bias inherent to the mode: quantity is not the only measure of progress. Competing values include quality in aesthetics, ergonomics, environmental impact, functionality, modular in use (consider open source values). I do not think having more stuff is a sign of economic progress and I am not alone in finding that the measure you have asserted says nothing of "progress" - you of course argue differently and thus we can say one measure or another of progress may differ and are thus inherently biased.

2- What mode of production is more progressed? I do not think industrialization is progress. I see many flaws in the results. Too much damage from that mode imho. I am not here to argue that position but rather to assert it exists.

Is my point about the bias inherent in describing progress clear, or do you think that there exists some definition we all agree upon as to what progress in any area is?

Comment author: chaosmosis 30 September 2012 04:44:03AM *  0 points [-]
  1. You're not making arguments.
  2. The points you raise are not responsive to the points that either he or I made.
  3. If it increases total aggregate utility. Tribes were small, there weren't very many people. I'm also not sure how happy most tribes were. Additionally, bad moral societies might be necessary to transition to awesome ones.
  4. You conflate moral and economic progress in your second paragraph.
  5. A financial system which collapses probably isn't too healthy. It still might have improved things overall through its pre-collapse operations though.

Universal pay does not even seem possible now.

Comment author: lloyd 30 September 2012 04:02:17PM -1 points [-]

You do not answer the question and conflate the questions

How is economic progress measured - if you say the aggraegate utility please explain how that is measured.?

How is moral progress measured?

My argument is simple - the measure of either of these is based on poor heuristics.

Comment author: chaosmosis 30 September 2012 02:25:16AM *  0 points [-]

I think he's trying to say that having resources is a prerequisite to spending them on moral things like universal pay, so we need to pursue wealth if we want to pursue morality. Technically, economic progress is more of a prerequisite to moral progress than a sufficient cause though, as economic progress can also result in bad moral outcomes depending on what we do with our wealth.

Comment author: lloyd 30 September 2012 03:21:48AM -4 points [-]

What is moral progress? - Is having a society with a vast disparity between rich and poor where the poor support the rich through the resource of their labor considered morally progressed from a more egalitarian tribal state? Is the progress of the empire to a point of collapse and the start of some new empire considered moral progress?

What is economic progress? - Is having a society with a vast disparity between rich and poor where the poor support the rich through the resource of their labor considered morally progressed from the primitive hunter-gatherer society where everyone had more free time considered economic progress? Is the progress of the empire to a point where the disparity in wealth incites revolution or causes collapse considered economic progress?

Comment author: thomblake 28 September 2012 02:25:39PM 3 points [-]

If we can anticipate what the morality of the future would be, should we try to live by it now?

If we can afford it.

Moral progress proceeds from economic progress.

Comment author: lloyd 30 September 2012 02:16:03AM 0 points [-]

Moral progress proceeds from economic progress.<

What is progress with respect to either? Could you possibly mean that moral states - the moral conditions of a society - follow from the economic state - the condition and system of economy. I do find it hard to see a clear, unbiased definition of moral or economic progress.

Comment author: Epiphany 23 September 2012 03:48:38AM 0 points [-]

What is the "good" reason? Or did you not mean to agree with this practice?

Comment author: lloyd 26 September 2012 02:53:16AM 0 points [-]

By 'good' reason I meant one consistent with the purpose or function of schooling. It is to be taken as having a touch of humor based on people's misunderstanding of the function of school believing it to be synonymous with education.

Comment author: Desrtopa 17 September 2012 08:58:44PM 9 points [-]

I doubt that many school officials or politicians today know about the influences of the Prussian school system on e.g. the United States school system, or would guess that their present systems bear features deliberately designed to stunt intellectual growth.

I suspect that they mostly see the system that they were themselves educated in as normal by default, and only think to question the appropriateness of features that are specifically brought to their attention, and then only contemplate changing them in ways that are politically practical and advantageous from their positions. Expecting them to try and design and implement a school system that best meets their stated goals is like expecting a person to specify to a genie exactly how they want their mother removed from a burning building so as to save her life. The problem and its solution space simply doesn't fall within the realms that they're inclined to actually think about.

Comment author: lloyd 17 September 2012 11:10:45PM 1 point [-]

I do not know if you have read Gatto or not based on this. He points out that the system has no memory of its origin and that changes occur just like you describe with the result of deepening the problem. The last major school reform was GW Bush's No Child Left Behind....if that tells you anything about who "fixes" the system.

Comment author: Desrtopa 17 September 2012 10:12:37PM 2 points [-]

Gatto did a lot of research to support the thesis that schools are designed to dumb down the populace.

This may simply be jumping on an issue of semantics, but I'm concerned that this is really what he did, rather than doing a lot of research to find out whether the thesis was correct, or, more ideally, doing a lot of research before promoting the hypothesis to attention at all.

Comment author: lloyd 17 September 2012 11:03:30PM 2 points [-]

Well you can make wild speculations based off of my semantics or you can read for yourself. You seem to have chosen the former. Please return and clarify if you find his research faulty after you have read his work.

Comment author: [deleted] 17 September 2012 07:56:39PM 0 points [-]

Oops, I accidentally only considered US and Canada. (tho I know little of what goes on in the American system, now that I think about it)

In response to comment by [deleted] on How about testing our ideas?
Comment author: lloyd 17 September 2012 08:41:33PM 3 points [-]

The US system took heavily from the Prussian school. The history is fascinating to say the least.

Comment author: [deleted] 17 September 2012 07:48:59PM *  4 points [-]

designed from the top to stunt intellectual growth

Maybe the result is that they stunt growth, but to infer intention from that is just an agency-fantasy. I would guess that the bereaucrats that actually think about the result have good intentions, even.

In response to comment by [deleted] on How about testing our ideas?
Comment author: lloyd 17 September 2012 07:58:28PM *  2 points [-]

The statements of intent where made in writing and in speeches. I would do it for you but linking on the droid is not fun. Google "Rockefeller mencken quotes education" and the first link should lend some insight into the intent of the designers of the compulsory public school system. Gatto did a lot of research to support the thesis that schools are designed to dumb down the populace.

Comment author: DaFranker 14 September 2012 07:30:34PM *  5 points [-]

A young and learning member calling reading papers "fun" without a second thought is already impressive progress when compared to the epistemic attitude of most people around us, I'd say.

+1 to that.

I also strongly agree with the fact that even the current small observable gains are impressive. I have observed an approximately 50% reduction in the average time it takes for me to explain foreign concepts for respective inferential distances, thanks to the reductionism and words sequences. While very anecdotal, if a 100% increase of efficiency in informal pedagogy is not impressive, please tell me where I can find all the other goldmines that so dramatically increase the ability to teach, and I'd also like an explanation why the hell it seems like no teachers anywhere are studying any of it.

Comment author: lloyd 17 September 2012 07:42:54PM *  5 points [-]

Schools do not teach any critical thinking and for good reason. Ivan Illich wrote "Deschooling Society" in the 70s and John Taylor Gatto started writing the "The Underground History of American Education" in the 90s. Either should give you insight into why teachers do what they do, but Gattos's "Weapons of Mass Instruction" is probably the best place to start. The short answer is that schools are designed from the top down to stunt the intellectual growth of children regardless of the intentions of teachers.

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