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Lessons of an MIT Education

math.tamu.edu

251–260 of 263 posts

Re: Lessons of an MIT Education

#251
post #25

Earlier quoted context omitted.

It's pretty common for math majors to go kick ass in the LSAT and become lawyers. Switching to medicine is a bit less common, I think.

It's common for people from lots of fields to go to law school, AFAIK. I don't see why a math degree specifically would be helpful in making that switch.

The claim was that a math degree is easier for making the switch than the opposite switch: e.g., an English major would likely do as well as a math major in getting a law degree, but would find it nearly impossible transitioning into mathematics without the equivalent of a second BS.

I don't think this is particularly controvertial.

Re: Lessons of an MIT Education

#252
post #64

Earlier quoted context omitted.

Try "Surely You're Joking, Mr. Feynman?"

Surely you're joking Mr Feynman is an autobiography and definitely does not reflect Feynmans life unbiasedly. Its a great book but if you want a more unbiased account of his life check out Genius by James Gleick. Walter Isaacson also just came out with a biography on da Vinci and he has one on Benjamin Franklin, though I never finished it, it was written to the same standard as Einstein.

Surely You're Joking is a great read but Genius is what you read for genuine insight into the man, and it's probably the best biography I've yet read.

Re: Lessons of an MIT Education

#253
post #58

Earlier quoted context omitted.

I really enjoy his lectures but people should be aware that he's been in the middle of some controversy over LGBT legislation in Canada and has attracted a following of vocal red pill types. The comments on his YouTube videos are kind of disturbing. His psychology lectures are great and I mostly share his views on post modernism, but I wouldn't want to be associated with his fan club.

Don't forget Peterson's claim that only men have high enough motivation to be successful in competitive industries. His view is problematic because some VCs grill female founders not on their products but on their motivation level and how they will take care of their kids. Most power couples I know hire nannies. It's common enough where people shouldn't ask. Anyway, I concede people can be good in one way or another…

> Peterson's claim that only men have high enough motivation to be successful in competitive industries.

Hmm...pretty much everything you claim here is wrong.

First, his is not a claim from first principles or ideology, but an observation from many years working with at least one highly competitive industry: lawyers. So independent of what you want the world to be, this is what he says he observes in reality.

Second, his claim is not about "success". It is about reaching the top of whatever dominance hierarchy you find yourself in. Per definition, only very few people can be in that particular place, and his central argument is that equating these two (your personal success = reaching the top of some dominance hierarchy) is a losing proposition for almost everyone, simply because there isn't enough to go around.

Third, and maybe most importantly, he says that even if you are one of the few people who have the ability/luck/desire to achieve this very dubious form of success, it is almost certainly a losing proposition because it sucks on just about every other metric of having a good life, unless you are psychologically structured in such a way that this alone will make you happy.

Fourth, he notes that women are generally smart enough to figure this out. As are most men. There are a few men who don't, who will subordinate everything else in life to reaching the top of that dominance hierarchy. His claim is that most if not all of these people will not have good life.

And finally, as usual, this says nothing about individuals, but only something about populations. In his case, he says that law firms are doing everything to keep their highly qualified, super smart and highly effective female lawyers, but they can't, because most of them just drop out of that race to the top.

Are you claiming this is not true?

Re: Lessons of an MIT Education

#254

Earlier quoted context omitted.

That puts it on par with psychology or sociology which has a poor reputation in the falsifiability department

I think most of the other papers have non-experimental proofs, so it's not that they do nothing rigorous. And anyway the claim was 'very rarely', when it's actually a majority of cases.

[deleted]

Re: Lessons of an MIT Education

#255

Earlier quoted context omitted.

Because they wasted years of time learning useless garbage that universities teach that is of no use.

I can't speak for all, or even most, universities, but my anecdotal experience is that university education was invaluable. Even in classes that I went in thinking I knew everything and that the class was going to be a waste, I learned stuff. And in speaking with others who haven't had a full CS degree, it's sometimes surprising how much stuff they don't know.

I've noticed that knowing less is more.

Re: Lessons of an MIT Education

#256

Earlier quoted context omitted.

Because they wasted years of time learning useless garbage that universities teach that is of no use.

I wanted a college degree because I see it as hedging my bets. I may not want to work at the boring companies of the world, but if I ever needed that stability I can have it with a college degree. Four years while I can work part-time in my field and the offer of my parents to fund my education made it a no-brainer. All I'm trying to say is it's never so black and white, and while I don't plan on using the lack of a…

I don't like people who hedge. I like risk takers.

Re: Lessons of an MIT Education

#257
post #63
post #53

Earlier quoted context omitted.

I can't speak for MIT, but I can speak for a couple of Ivies. The content covered in the curriculum and the speed at which it is covered is one potentially challenging aspect of one school over another. The more important aspect, imho, is your peers. Speaking for myself and what I have heard others experience, peers can push your thinking to more sophisticated levels -- this can be in terms of something like elegance…

Then one should prefer the universities in Singapore, Hong Kong, Taiwan and Japan. Students from those countries outclass everyone else on every level of the education system. Just look at PISA results and TIMSS -- it is almost scary how good they are. In fact, one should avoid all American colleges since American students are quite a bit below the international average on those rankings!

https://www.unzcloud.com/wp-content/uploads/2016/12/PISA-201...

Re: Lessons of an MIT Education

#258
post #41

> Lesson Six: You must measure up to a very high level of performance. I can imagine a propective student or parent asking, "Why should I (or my child) take calculus at MIT rather than at Oshkosh College? Isn't the material practically identical, no matter where it is taught, while the cost varies a great deal?" Is there any truth to this? Because it seem like classical university jingoism to me. "My institution is b…

I completed harder math courses than that in my non-MIT education.

Just looking at the curriculum doesn't really tell you anything useful. How well the material is taught and to what depth matters much more. Something simple like "learn matrix multiplication and determinants" could either be covered in 45 minutes or take up several lectures going deeper and deeper into the subtleties of what those things actually mean on a fundamental mathematical level.

Then there is of course the personal additions a lecturer can add to each course beyond the curriculum, which in many cases can be more interesting and educational than anything on the curriculum itself. Basically you can have a dozen lecturers covering the same curriculum using the same textbook and get a dozen very different educational experiences. You can probably, to a lesser extent, even have the same lecturer lecture to a dozen different groups of students and get a dozen different outcomes.

That being said I have no idea if MIT is actually better in this regard

Re: Lessons of an MIT Education

#259
post #27
post #6

The author was quite harsh on the soft sciencies and humanities and I'm going to attempt a defense. First, he characterises these subjects as merely what, facts to be learned, instead of how, skills to be mastered. Let's take history, which seems very what, full of dates and names. A great course in history teaches you how to think differently and with deeper context about world events and your country's politics. I…

The charactetization is incorrect. The liberal arts do teach “how.” Creative writing or political philosophy or history teaches you skills you can use to analayze scenarios and communicate with people in different ways to different effect. Where the author is correct is that in those fields the output isn’t falsifiable. Your math skills allow you to construct proofs that can be verified. Your study of history allows…

Your argument would be more convincing if brought as falsifiable science-style theory.

In its current humanities-style argumentative form, you somewhat contradict yourself: either your argument holds power, then why do you dismiss this family of arguments as inferior? Or your argument doesn't hold power, then why would you expect us (or even yourself) to be convinced?

Re: Lessons of an MIT Education

#260
post #34

Earlier quoted context omitted.

People are machines - simply meat machines. The underlying mechanics and operating systems differ, but the processes and 'tasks to be done' are similar. =) IMHO

Meatsack.WhoIs:[your_owner] Meatsack.PurchaseRequest:[internal_organs]

I found this darkly funny;Despite being downvoted, I am suggesting that one can observe the body as computer's systems and processes emulate a biological system at a certain level.
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