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“He was basileus who became tyrannos….” 

Via Ian , here is a link to eminent classicist and historian Donald Kagan’s introductory course to Ancient Greek History at Open Yale courses. Right now I’m listening to a lecture where Kagan is distinguishing between the Greek views of monarchy and tyranny, something I happen to be teaching my own students via the writings of Polybius.

A hundred plus years ago, when most Americans did not finish their elemntary school education, much less go on to high school, philanthropists like Andrew Carnegie liked to build public libraries because they were the university of the poor man. Today when the overwhelming percentage of Americans graduate high school, however marginal the actual competence of the grads might be and a significant plurality have at least some college, platforms like Yale Open courses and Stanford iTunes let anyone with an internet connection access the best education available on mainstream subjects on their own time, their own pace and for free.

 A state of affairs that could be leveraged fairly easily to systemically enrich other levels of education, public and private.

Dave “the hand of ” Munger at Cognitive Daily points to a study on the powerful effects of massive multiplayer online role playing games like World of Warcraft, Everquest, Dark Age of Camelot and others :

One type of game — one of the most popular types, in fact — hasn’t been studied nearly as much as the traditional arcade-style game: massively multiplayer online role-playing games, or MMORPGs. One of the studies of this type of game seemed to find that players weren’t more aggressive because the games foster cooperation between players.

But we’ve also heard — and seen, with Jim’s game-play, that MMORPGs like World of Warcraft can be more engaging and distracting than other games, sucking away hours and hours in seemingly endless online quests. Even if it turns out these games don’t promote violent behavior, is it possible that they have other detrimental effects?

….Sleep quality was significantly worse in the MMORPG group than the other groups, and the participants said the game interfered with their academics (although their actual academic performance didn’t suffer compared to the other groups). Yet the MMORPG group was significantly more likely than the other groups to say they planned to continue playing the game after the study was complete.

So is this behavior addictive? Smyth doesn’t offer an assessment, but the fact that the MMORPG appears to be negatively impacting several areas of these students’ lives — and that they continue to play on despite this — suggest it might be. But once again, we must be careful when generalizing results such as this. Just one MMORPG was tested, so we can’t say whether these results apply to other games. What’s more, the students clearly were getting some benefits from the game, building an online social network that was valuable to them. Despite these caveats, to me it’s surprising that such dramatic results occurred even when groups were randomly assigned to the games. Maybe nearly anyone could get “hooked.” Which is why I’m not especially interested in getting started.

We’ve known that gaming is a powerful behavioral tool since the early RAND wargaming studies, making MMORPGs a potential delivery system for education and occupational training in the 21st century

Professor Sam “Selil” Liles has two posts, thoughtful essays to be more precise, to which I must give my earnest recommendation to read in full. Here they are with some short excerpts and then  brief comments by me:

“The dark ages: Modern anti-intellectualism and failure of the thinking man”

….Where is the modern age renaissance man? A little over 100 years ago there were two degrees in the undergraduate curriculum. The Bachelor of Science, and the Bachelor of Arts were regarded as the pinnacle of education. Then specialization began a long swing into the collective consciousness of academia. The business world looked to academia to solve the middling problems of commerce. A government swath of intervention cut through the academic ranks of research. All of this resulted in further specialization. In the short term likely it resulted in gains in the intellectual output of a generation of scientists.

So, from a system where knowledge was gathered from many sources and a pyramid of knowledge and facts represented the intellectual catalog of an individual we have now the reverse. Broad based programs that widened in scope to a point where a person of the highest rank could discuss a variety of topics is no longer. Specialization has resulted in a trend to specious specialization where the pinnacle academic achievement is hyper-specialization. This has driven a coterie of programs into inter-disciplinary prima-facie collaborations but we know that the simple human interactions degrade the efforts.

This is the downside of analytical-reductionism, the powerful tool with which (among others) man has managed to shatter and reorganize a once unknowable reality into discernable, quantifiable, comprehensible parts. But with all tools there are limitations in terms of efficiencies as well as costs. Microscopes and telescopes are powerful augmentations to human vision but you wouldn’t look through either one while driving your car.

“….Perhaps the issue is thinking strategies. The fact remains that the common scientist is woefully deficient in thinking and intellectual strategies. Within their discipline they may be exposed to specifics that they may need but I rather doubt most PhD candidates for chemistry are being exposed to Dewey or Kant at the doctoral course work level. Specialization has eroded the human aspects of educations. The Renaissance man is dead and the University killed him. I have seen the response of several science faculty at the senior level who have realized this fact about themselves. They may be an international expert and have a great reputation but upon reaching full professor they reach out and start taking liberal arts and humanities courses. I have met many junior faculty and professionals who have a master’s degree in a liberal art and another masters degree in a science or engineering discipline. These are the hope of Lazarus rising and the rebirth of the Renaissance man. Yet in academia they are pushed aside as not having focus or depth.”

Read the rest here. Here is Selil’s next post which contains a number of visual slides that you should check out because they crystallize some of the points of the argument:

“Education paradigm: How you get there may not be where you are going”

“….The education paradigm is also somewhat limited. The pinnacle of the education paradigm is theory. The creating of new knowledge through the process of research as a doctoral student as evidenced by the dissertation is end of academic achievement. The missing point that the University often struggles with is the application of that highly specialized theoretical knowledge. Industry rarely has need of that kind of knowledge until there is a perceived need. This is where much of the “what use is a PhD” argument comes from. Yet it is of national and strategic importance to create and innovate not simply make small movements forward through incremental improvement. Creativity is energy fed by the fuel of intellectual discourse and domain knowledge. The broader the domain knowledge of an individual the more likely that they can draw upon new and more effective tools to solve problems.

Synthesis paradigm

For the most effective educated work force that serves the needs of all stake holders including the student a new paradigm for education is needed. The paradigm should build upon the entirety of the general education that a student receives in high school. Because the volume of knowledge is so vast it should approach the application side of the equation first thereby producing a capable work force entrant at the community college level. The bachelor degree level should have some theory and each discipline may need more or less depending on their field. The bachelor degree though should create a journeyman practitioner or engineer capable managing and inclemently advancing the discipline. The spilt between theory and application for a masters degree should equate to near equality. The master degree suggests that a student has relative mastery of a topic or discipline. At this point the student should have a breadth of knowledge that is inclusive of the discipline. At the point the doctoral degree is awarded application has been overtaken by theory. This is not the end as there is even more theory to be worked with but the scope broadens.”

This excerpt was from the second half of the post which I selected to show what Sam is driving toward, shifting the paradigm of education toward synthesis. In my view, a useful remediation of the current system’s deficiencies and a way to teach people to build their own “dialectical engines”, to use John Boyd’s phrase, for the generation of insights. Not in my view a full replacement of analytical-reductionism ( would you “replace” your left hand with your right or would you want to use both of them?) but a powerful complement and imaginative driver toward “vitality and growth”.

This is the great thing about blogging – the times when other people pick up where you had left off and turbocharge the conversation with their own posts. Some of the best kind of P2P feedback around. Here Younghusband and Lexington Green carry the ball downfield in two different threads. Both posts should be read in full but here are snippets and links:

Coming Anarchy -“History vs. the Future”

….A brief glance shows a gap in the qualitative area reflected in your comment that “History is a craft, not a science.” However, futurism is also about the “craft” of qualitative analysis as well, so the two are not necessary diametric. One common aspect of both fields is the philosophic, specifically the epistimelogical consequences (once again I would like to do a double-take at the term “discrete facts”) and the eternal quest to pare down bias. This is an area that I think could be explored more. If you know any good journal articles about this let me know.

Moving on, I would like to challenge one of your statements: “The problem with futurists is that their predictions are all too frequently in error.”

Error denotes precision. Futurists are in the forecasting business not the prediction business. If a futurist constructs a number of variant scenarios, none of which exactly fit the present conditions, but are able to be used to inform decision-making, where is the error? The fact that the scenarios could be drawn upon for guidance makes the futurist a success. Qualifying uncertainty is a key aspect of forecasting, one that is often overlooked by the public. Hey, we all can’t be fans of Sherman Kent

Younghusband is right – the best Futurism involves forecasting and work with intriguing scenarios of reasonable internal validity and the attempt to nail down hard predictions ( frequently demanded by journalists and politicians) often fails because the greater attempt at precision increases the probability of error. Scenarios are tools for guidance, they reduce our “surprise” through mental rehearsals and the extension of our anticipation of possibilities ( Taleb would say turning some black swans into gray ones).

Regarding “discrete facts”, it would have been more accurate for me to have written to say “primary source documentary evidence that is generally regarded as factual support for the narrative itself” by historians as opposed to “speculation” regarding motivations, plausibility, nuances inferred from the documents by the historian. Note that the content of the documents themselves may be decidedly non-factual or fantastic but for historians, what matters in terms of “fact” is that  they represent evidence of what was considered at the time.

Chicago Boyz – “Academia’s Jihad Against Military History: Further Thoughts”

A good recent piece on this issue which Zen did not link to is Military Histories Old and New: A Reintroduction by the excellent military historian Robert M. Citino. Citino’s essay was published in the American Historical Review, the flagship journal of the American Historical Association, which modestly describes itself as the major historical journal in the United States. Hence, Citino’s article is a case for the defense, made by a very qualified military historian, in the main forum of the profession.

….Citino concludes his essay by virtually imploring the rest of the profession:

Despite these problems, which no doubt promise to be contentious, military historians today are doing enough good work, based on exciting and innovative approaches, to re-engage the attention of historians in any number of areas. My final advice to my professional colleagues and friends in the broader discipline? Try something genuinely daring, even countercultural, in terms of today’s academy. Read some military history.

There is something grotesquely wrong when the author of many numerous top-quality works feels he has to grovel before his peers. Unfortunately for him, he has to live and function in a shark-tank of political correctness and ideological hostility. I wish him well.

I wish Citino well too, however it’s a quest that I fear is straight out of Cervantes and this example cited by Lex demonstrates how parlous the state of affairs for military history in academia has become. More effectively than my post had done. Lex’s post has stirred some excellent feedback as well as a possible solution from Smitten Eagle in the comments section.

If American military historians had fur, fangs or feathers it is a safe bet that they would have a place of honor on the Endangered Species List:

Two of the last five Pulitzer Prizes in history were awarded to books about the American military. Four of the five Oscar nominees for best documentary this year were about warfare. Business, for military historians, is good.Except, strangely enough, in academia. On college campuses, historians who study military institutions and the practice of war are watching their classrooms overflow and their books climb bestseller lists — but many say they are still struggling, as they have been for years, to win the respect of their fellow scholars. John Lynn, a professor of history at the University of Illinois, first described this paradox in a 1997 essay called “The Embattled Future of Academic Military History.”….”While military history dominates the airwaves…its academic footprint continues to shrink, and it has largely vanished from the curriculum of many of our elite universities.”The field that inspired the work of writers from Thucydides to Winston Churchill is, today, only a shell of its former self. The number of high-profile military history experts in the Ivy League can be counted on one hand. Of the more than 150 colleges and universities that offer a Ph.D. in history, only a dozen offer full-fledged military history programs. Most military historians are scattered across a collection of Midwestern and southern schools, from Kansas State to Southern Mississippi.“Each of us is pretty much a one-man shop,” says Carol Reardon, a professor of military history at Penn State University and the current president of the Society for Military History. The vast majority of colleges and universities do not have a trained military historian on staff.

….More than a decade ago, the University of Wisconsin received $250,000 to endow a military history chair from none other than Stephen Ambrose, the author of “Band of Brothers” and one of the field’s most popular figures. Ambrose donated another $250,000 before he died in 2002, but the school has yet to fill the position.

….And while some believe the profession is being purposefully purged by a generation of new-wave historians of gender, labor and ethnic studies, whose antiwar views blind them to the virtues of military history, most insist that nothing so insidious is happening.“I don’t think there’s been a deliberate policy of killing these positions,” says Wayne Lee, an associate professor of history at the University of North Carolina-Chapel Hill.Instead, most of the historians interviewed by U.S. News believe the study of war, like several other, more traditional historical disciplines such as political and diplomatic history, has simply been de-emphasized as the field has expanded since the 1960s. ”

Read the rest here. 

It’s true that military history is not being targeted per se, though the field gets caught up in leftist faculty attitudes toward ROTC, American foreign policy and dead white guys. Economic and diplomatic history programs are faring little better and with history departments being squeezed in general, even labor and social historians are finding tight job markets. No, it’s simply a herd mentality in action, responding to the PC fetishes of academic administrative culture. It’s more important for the key decision makers in universities, colleges and departments on campuses with active women’s and ethnic studies programs to make certain that the History department is redundantly stacked with tenure track positions in these same subdisciplinary areas two or three deep.

All is not lost. It is true that students at universities are being cheated out of the opportunity to receive educations that are less slanted in terms of discipline, methodology or politics but that is a problem far larger than just the field of history. It’s a systemic and generational issue that will be remediated when alumni donors, state legislatures and Federal agencies giving grants demand greater responsibility, accountability and service from universities for the money they are given; and when the tenured radical boomers thin out with retirement and death.

Specific to military historians, things are not as bleak as they seem. To an extent, the university is a legacy institution that while important, lacks the prestige or centrality in American intellectual life it once commanded. Military history should have a place at any decent sized college or university but if making a difference is what matters, as opposed to having a sinecure to pay the bills, academia is not the end all, be all anymore.

As the article makes clear, well written military history – and a lot of it is quite good compared to other subfields -is in demand everywhere else.  The Department of Defense runs it’s own service academies and postgraduate institutions as well as having staff analyst positions ranging from OSD to DIA.  Think Tanks, from premier outfits like RAND to smaller foundations, will need military historians and strategic studies people if they hope to be ” in the game” influencing policy or public opinion ( the tanks are coasting now, often times with “experts” who have far less knowledge of military affairs than do I – and I’m not a military historian by any stretch of the imagination!). All of this is far more important work, with real world implications, than playing fantasy land academic games.  Then there’s writing books that the normal, intelligent, reading public actually want to read and having an audience larger than, say, fifty people.

History that does not get disseminated, debated and understood is not history at all.

Cross-posted at Chicago Boyz