You know the Romans despised theory, and the Greeks despised practice, which is why The Black Swan is dedicated to Mandelbrot, a Greek among Romans, and the next one is dedicated to Ron Paul, a Roman among Greeks.
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The route I was suggesting, education, is you send people, you make people work as nurses and then they go to medical school. Effectively, I spoke to a lot of doctors, and they think it’s a good idea because they’re afraid of medicine being now too theorized, becoming too theorized.
You make people run a local racketeering shop or a casino or something like that, for seven-eight years and then you go study economics.
We’re living longer, so this idea of front-loading education makes no sense.
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I started trading and then discovered math. I said, “Oh, this is interesting.” I started discovering math, so I got immersed into math, and 15 years later, I went back to school. I went back to try to do math and effectively doing those classes. I did my thesis and that was it. But the idea — I started writing papers — the idea of having to start by theory and ending up with practice doesn’t work.
You should try practice, then theory.
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Then, the root of that, my feeling, in the Anglo-Saxon world is the desire — this is why they call it liberal arts education — to aristocratic ties to themselves.
Again, let’s talk about the Greco-Roman world. You had the trivium or quadrivium, absolutely nothing practical about them, the rhetoric, the grammar, some things. The liberal education was what people learned in order to become aristocrat and idle upper class.
Then you had the real professions of becoming a baker, how to do something with wood. And the English, the upper class — of course they didn’t want to be working class, so they sent their kids to learn that stuff. And this is what came to America.
Education is split in two. You have technical education like law — not technical, but professional education — law, medicine, what else? Engineering and all these things, and then you have mathematics. If you look at it historically, the engineers didn’t really connect to the other ones because the Roman engineers did not use Greek geometry.
We only started using Greek geometry late in life after the educational system started including mathematics for these people. Engineers built cathedrals without clear geometry. It was actually more robust.
Geometry will give you these ugly corners. Before, we didn’t even know what the right angle is. Before, it was more involved, it was rule of thumb, and it was different. They had the separation, segregation.
So what you want to do? Is this liberal education that’s contaminating the rest? Or is it the technical that’s contaminating the expectation of what education should be like?
You say, “OK, this is the kind of thing you do like piano lessons on the weekends.” You read Homer and stuff like that. It’s important, and you become civilized. Stuff you do to be civilized and be able to have dinner with the vice president of the World Bank, these are the things you do. And these are the things you do to get you ahead in life.
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You end up with a lot of people, in fact, today, this generation — because of the competitive environment and the closed circuit in the humanities — that basically don’t know anything about humanities. All they know is the theories du jour about this and this, and the postcolonial approach to this or that.
For example, when you start arguing with people who studied about something called Middle Eastern studies — which shouldn’t exist as a discipline — they start talking about colonialism of the French.
The French spent 21-and-a-half years in the Levant as a United Nation mandate. Explain to me the colonialism.
They say, “Well…” They don’t even know the basic facts because the more you have a ratio of theories and way more -isms, and stuff like that and the Marxism, so someone that’s good at Marxist interpretation of this and this in the postgender world. And they don’t know the facts.
This is why we can’t rely on these instructors to teach you the humanities — because you don’t get tenure from knowing the facts. You get tenure from inventing some full structural theory of baking beans and mint in Sassanid Persia. That’s how you get your tenure. These guys are ignorant.
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The problem is, as society got rich, everybody wanted to reach education by imitating the aristocrats, with the illusion that it’s going to help them get rich.
When in fact, it’s the kind of thing you do when you’re already rich. This is where Alison Wolf and Pritchett come in to discover that these educational things are effectively the product of societies that are rich and definitely not causative to wealth.